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This paper reports on the findings from a survey of approximately 600 senior school students in the Lothian region of Scotland, conducted to evaluate a short HIV/AIDS intervention for schools set up by the regional HIV/AIDS education team. The innotative approach adopted uses specially trained sessional workers, instead of school staff, for small-group work, and includes a plenary session where someone who is HIV positive talks and answers questions. The focus of the study was on process evaluation, with a small impact component in terms of attitude shift. Data were gathered by means of two self-completed questionnaires. The results from the pre-intervention survey suggest that the study group was not particularly impressed with any HIV/AIDS education received in school up to the time of the survey. Particular concern was evident about communication difficulties and the potential for embarrassment when teachers are responsible for this education. At post-intervention, pupils were highly positive about the new approach; this included a high proportion of those who had been negative about HIV/AIDS education pre-intervention. The survey data show that the specially trained sessional workers were highly valued for their 'anonymity' and 'specialist expertise', enhancing the perceived effectiveness of the small-group discussions. The HIV-positive speaker made a strong impression, although reactions were mixed. There was little shift in attidues about HIV/AIDS as measured preand post-intervention. Overall, the intervention was perceived by its target audience as a more effective approach to HIV/AIDS education than anything previously experienced in school, and achieved its objective of facilitating open discussion around relevant issues. Implications for approaches to HIV/AIDS education in school are also considered.

Background: This article discusses the course design, experiential findings, and evaluation of a Web-based course for graduate nurses examining professional health care practice and ethical issues. Method: Using course input and evaluative data, the article addresses student and teacher perceptions of use of a Web-based delivery mode for graduate level courses and the appropriateness of this ethics course for graduate level students. Results: Evaluative data supported existing knowledge concerning pros and cons of Webbased education. New insights concerning the Web's ability to foster critical thinking skills and supports for continuing ethics education for nurses are reported. All students assessed this ethics course as being of considerable value to their professional practice. Conclusion: Students evaluated the pros of Web use for the course as far outweighing the cons. The students' substantial interest in and critical thinking about appropriate knowledge bases to underpin effective ethical decision-making strongly supports the need for continuing ethics education for practicing nurses.

The role of community nurses in discharge planning for elderly patients leaving hospital is of increasing importance in the wake of the NHS and Community Care Act 1990. Community nurses can play a key role in contributing to pre-discharge assessments and in providing continuing post-discharge assessment and care. The Nursing Research Unit at the University of Edinburgh conducted a survey early in 1993, just prior to implementation of the Community Care Act in Scotland, to ascertain the views and experiences of a national 1 in 3 sample of community nurses relating to the discharge of elderly people from acute hospitals. This article presents the results of that survey and offers recommendations regarding the role of community nurses in discharge planning for elderly patients.