of this crucial test in generalists' offices. Unfortunately, additional information is still needed to complement the assessment of spirometry. The article by Celli and colleagues in this issue of the Journal (pages 1005-1012) helps to address this need.These investigators developed a multistage scoring system that incorporates a spirometric measure of airflow together with an assessment of symptoms, body habitus, and exercise capacity. Variables that can be evaluated easily in any office setting were chosen intentionally, so that the index can be applied readily and simply. Having established the measures in a retrospective cohort, the investigators then prospectively validated the use of their "BODE index." (The B stands for body-mass index, O for the degree of airflow obstruction, D for dyspnea, and E for exercise capacity.) The acronym, with its obvious implications, was suggested by Gordon Snider, a physician-scientist with a career-long interest in COPD, precisely because it provides useful prognostic information. This index is desperately needed.Without doubt, the assessment of airflow is crucial in establishing the diagnosis of COPD and, in the opinion of many experts, can often help to guide therapy. The availability of other validated measures, particularly those that integrate multiple non-airflow-related variables, is also essential. Clinicians will be faced with increasing numbers of patients with COPD. Fortunately, we will also have increasingly effective forms of therapy. The successful development and use of these treatments will require careful assessment of patients. The BODE index promises to be an important tool in this regard.

Many undergraduate baccalaureate nursing programs incorporate clinical emersion courses at the end of the program. Nursing capstone courses have become increasingly important in facilitating student transition into practice. However, little is known regarding the overall effectiveness of this teaching model for students, nursing programs, and clinical agencies. Previous studies revealed conflicting results about the benefits of a senior level precepted clinical experience. In this multi-method study, the authors examined student learning outcomes, perceptions, employment choice and retention following implementation of a new capstone nursing course. Results of this study indicated that a capstone course does not necessarily significantly improve scores on achievement exams or NCLEX RN first time pass rates. Nevertheless, qualitative content analysis revealed the following themes: integration, autonomy, confidence, authority, and advocacy consistent with a perceived enhanced competence in the nursing role. Data indicated that graduates often seek employment and remain at their capstone site or within their capstone specialty.

AIM This study explored faculty responses to a survey about using technology to teach undergraduate nursing students. BACKGROUND Little is known regarding faculty confidence, technology use, or supports for integrating technology into nursing education. METHOD A descriptive correlational design was utilized to explore the relationship between technology use and technological self-efficacy in faculty (N = 272) who teach at Commission on Collegiate Nursing Education–accredited nursing programs. Instruments used were a sociodemographic questionnaire, the Roney Technology Use Scale, and the Technology Self-Efficacy Scale. RESULTS Participants who taught didactic content had moderate technology use as compared to those teaching didactic and clinical/laboratory who reported high levels of technology use. A weak relationship between age and technological self-efficacy (ρ = .127, p < .05) was also found. CONLUSION This research was an initial step in understanding levels of technology use and responses to this challenge by undergraduate nursing faculty.

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