We conclude that laser therapy is an effective tool for promoting wound repair.

A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development.

In order to explain why nurses participate in continuing education, a meta-analysis of 22 studies was conducted. All of the studies examined the relationship between several independent variables from the Urbano and Jahns' model and nurses' participation in continuing nursing education (CNE). This study supported the Urbano and Jahns' proposition that motivational orientation influences participation, while other factors, such as demographics and educational opportunity, may mediate the degree of that influence.

Purpose: Promoting continued competence in nursing practice has always been of concern to staff development and continuing education educators. Recently it has reached new levels of significance. As a result of the proposals made by the Pew Commission Taskforce on Health Care Workforce Regulation and the National Council of State Boards of Nursing, the profession is re-examining the question, "How do we promote and assure continued competence?" The purpose of this article is to examine the measurement issues related to answering this question. Findings: The nursing literature provides several definitions of competence, but none are operational. To measure a concept it must be operationalized. Mandatory continuing education, peer review, and practice or process audits have been used to assess continued competence. The measurement issues involved in assessing competence include selecting an appropriate measurement paradigm, selecting accurate measurement instruments, and interpreting the measurement data. Implications: Staff development educators and nurse managers should collaborate in the establishment of standards of practice, the identification of essential competencies specific to the setting, and the development of appropriate methods of measurement of these competencies.

In order to determine the prevalence and patterns of answer-changing behavior, a meta-analysis of 61 studies was conducted. The findings of the individual primary studies were supported, which increased confidence in the conclusion that most students will change answers and this behavior will likely improve test scores. Moreover, neither age, gender, academic ability, personality traits, beliefs about answer changing, nor item characteristics systematically influenced answer-changing behavior. Practitioners of continuing nursing education need to know the effect of answer changing on test scores so that they may appropriately advise nurses who are preparing for objective tests.