G. Rumay Alexander is a leader working to transform nursing education and address systemic racism within the nursing profession and the health care system more broadly. At the University of North Carolina (UNC) at Chapel Hill, Alexander serves as clinical professor at the School of Nursing and assistant dean for relational excellence at the Adams…

The development of curricula for nursing education has been a concern of nurse scholars since the genesis of the Standard Curriculum in 1917. The challenge is to build on this knowledge using traditional and nontraditional methods. If doctorally prepared nurses are to lead their profession, nursing history cannot be merely an elective. (Author/JOW)

After nearly 40 years of policy changes since "A Nation at Risk," often without or over the voices of teachers, it seemed that society was on the way to embracing the idea that teachers were interchangeable, over compensated, and largely unnecessary to the process of education. Supreme Court decisions, such as Janus vs. American…

Despite the critical need for nurse researchers, only a limited number of institutions are equipped to prepare them. Schools that do have the necessary programs have the opportunity and responsibility to create accelerated research-intensive tracks that link baccalaureate through doctoral programs and move the graduates to postdoctoral training.…

Progress in the discipline of nursing is predicated on the development of a community of scholars who have a passion for substance. Nurse educators are challenged to develop programs and environments that stimulate and nurture scholarship. Includes a discussion of strategies for development of scholarly doctoral education. (Author)

Five papers from a 1982 workshop entitled "Have You Ever Thought of Being a Dean?" are presented. The workshop is part of the Continuing Education for Nurse Academic Administrators Project of the American Association of Colleges of Nursing. After a foreword (Marion I. Murphy) and an introduction (Betty M. Johnson), "The Dean as Administrator:…

The author argues that nursing faculty need more than a Ph.D. to be considered scholars in the field. A discussion of technical versus professional education in nursing is presented along with an examination of faculty rules for promotion and tenure in schools of nursing. (CT)