This article is based on a review of the research literature on teaching research to undergraduate nursing students. A paucity of this research exists yet a variety of approaches are used to teach research. These approaches are categorized into 'learn by doing', 'learn by proposing to do', and 'learn by critiquing'. The strengths and weaknesses of each approach are examined. The research literature that does exist is primarily descriptive and lacks adequate sample size and methods of inquiry. Students' attitudes and knowledge towards research are described in response to various teaching methods. Larger surveys in the United States of America and abroad provide disappointing statistics concerning the utilization and the pursuit of research knowledge by nurse clinicians. Lastly, suggestions are made for further research in teaching research to baccalaureate students in order to enhance their research knowledge and commitment to research as clinicians. The Thomas-Price Inventory for evaluating research preparation on the baccalaureate level is described.

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There has been much discussion of the utility and validity of the earlobe crease as a warning sign of cardiovascular disease. The authors postulated that the mixed findings were due to the neglect of three variables: age, race, and earlobe shape. Age and earlobe shape were studied in 324 healthy adult subjects from three racial groups: southwestern Alaskan Eskimos (70), Navajos (167), and whites (87). It was found that creases develop with age in healthy adults, that creasing is related to earlobe shape, that the age of onset of creasing varies according to race, and that the frequencies of occurrence of different earlobe shapes differ by race. Future studies of earlobe creases should therefore include the variables of age, race, and earlobe shape.

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