Teaching quantitative and qualitative analysis to undergraduate students.

Data analysis preparation for undergraduate nursing students conventionally has consisted of a required statistics course and a brief discussion of analysis strategies within an introductory research course. For students to view inquiry as integral to their practice, it is imperative that data analysis be taught in a manner whereby it may be incorporated into their repertoire of skills for nursing inquiry. This article describes an interdisciplinary, introductory course in quantitative and qualitative analysis taught in the context of three requisite inquiry courses: knowledge development, nursing inquiry, and nursing research.

Community health promotion nursing practice.

Evolving definitions of community and health promotion require the examination of community nursing practice. This article critically explores how the meanings of community may influence community nursing practice. In nursing, the most common definitions of community are of community as context/resource and community as client. The authors postulate that these definitions of community influence the nature of community practice. Moreover, if nurses are to practice within the context of health promotion, focusing on community as a relational experience, new patterns of community health promotion practice will need to emerge. This pattern of practice must honor people's experiences of community including power relations present in community. A new pattern of community health promotion nursing practice encompasses the four components of listening and critical reflection; participatory dialogue and critical questioning; pattern emergence and recognition; and movement to action.