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Objective Technology-enhanced education is becoming an increasingly important part of higher and professional education. Web-based course management tools such as WebCT (Web Course Tools) are the latest wave of technology-based pedagogical tools. The question is whether certain groups of students, in particular, nontraditional students, are disadvantaged when these tools are used for teaching and learning. Method This study reports on a survey of39 social work students’ satisfaction with and perception of impact of WebCT in social work education. Results All students found course materials on the course Web site helpful. Graduate and nontraditional students reported greater utility of the course management tools. Nontraditional students were not disadvantaged by, and preferred access to, Web-based courses. Conclusions Web-based and Web-enhanced courses hold promise for accommodating the needs of nontraditional students in social work education.

Women continue to have low CHD knowledge, and nurse practitioners should provide education to improve women's CHD knowledge as a strategy to promote healthy lifestyle practices and CHD risk prevention. The new tool can be utilized in future research to measure women's CHD knowledge.

Women who had access to an NP were more likely to have higher CHD knowledge. In an attempt to decrease the morbidity and mortality associated with CHD, NPs may be able to improve CHD knowledge in women, particularly in those with lower educational level, normal serum lipids and higher BMI.

The effect of educational interventions on the transition experiences of new graduates of prelicensure programs is unclear. This study investigated the effect of curriculum revision on transition to practice of nursing graduates. The nursing curriculum can have a positive influence on professional and job satisfaction at 3 months postgraduation, but the practice environment becomes the dominant force after that. Graduates who demonstrated poorer transition to practice at 3 months were more likely to leave their first positions by 12 months.

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This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation. 377