The present study investigated the effects of women's studies courses on women students' feminist identity development as defined by Downing and Roush (1984). In Study 1, the authors operationalized the five stages of the Downing and Roush model. Factor and reliability analyses performed in both Study 1 and Study 2 yielded a 39‐item, self‐descriptive, closed‐ended feminist identity development scale (FIDS) In Study 2, the FIDS was administered at the beginning and end of the semester to 184 students in introductory women's studies courses and 39 controls. MANOVA and qualitative data from an open‐ended queststionnaire and semistructured interviews revealed that the women's studies students did experience development in terms of the model's stages, while the controls did not. In addition to suggesting a novel approach to evaluating women's studies courses, the results provided preliminary validity for the FIDS and the model on which it was based.

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EDUCATION acquired to develop clinical skills and practices guided by best clinical evidence. Th ese tools include clinical experience, critical evaluation of research, and mastery of didactic course material. Th e challenge for educators of future health professionals is to provide meaningful and eff ective learning experiences that provide a foundation for both sound clinical reasoning and evidence-based practice.Th e poster presentation exercise is an educational tool that can meet all of these objectives. It is an opportunity for students to develop a question from their clinical rotations, critically review the research related to the question, determine whether or not clinical practice needs to change to better address the issue. Th e poster presentation exercise is often the beginning of in-depth study, which can ultimately lead to mastery of a particular clinical topic, a presentation at a professional meeting, and/or a publication in a professional journal. Finally, as a teaching and Th is article discusses student-prepared poster presentations as an educational tool. Th e poster presentation exercise is often the beginning of in-depth study, which can ultimately lead to mastery of a particular clinical topic, a presentation at a professional meeting, and/or a publication in a professional journal. As a teaching and educational tool, the poster presentation exercise in advanced practice nursing education provides an opportunity for interactive, experiential learning through the process of "learning by doing," which unifi es personal clinical experience with empirical data and didactic course material.

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