The authors developed a collaborative perioperative elective course between the Veterans Affairs Medical Center, Louisville, and Indiana University Southeast, New Albany. The course is for students studying for bachelor of science degrees in nursing and is offered as a four-hour elective. The course allows nursing students to participate more in surgical procedures; learn the proper use, care, and cleaning of surgical instruments; and learn nursing theory. Students' and staff members' responses have been favorable.

In response to a university mandate and general faculty dissatisfaction with work assignments, faculty developed a faculty work load formula. The authors discuss the development of the teaching portion of the formula. Implementation of the formula and publication of teaching work loads has resulted in greater awareness of other's responsibilities, improved faculty morale, increased accountability, and a greater sense of control. Some problem areas are also discussed.

Relationships among gender role identity, feminine scores, self-concept, and perception of comfort in the mothering role were examined. Fifty-two primiparous and 21 multiparous women completed study questionnaires during the third trimester, 2 to 3 weeks postpartum, and 4 to 6 weeks postpartum. Low feminine gender role identity groups demonstrated the greatest change in feminine and self-concept scores over time. Differences in patterns emerged among the groups regarding size and significance of correlations between feminine and self-concept scores. Implications of findings for nursing practice and the study conceptual framework, as well as study limitations, are discussed.

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