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There has been increased research on the conceptualization of compassion in nursing. Nursing institutions expect educators to foster student compassion. However, limited research exists on students' perceptions of compassion in nursing. To develop a comprehensive understanding of students' perspectives of compassion and compassionate care. A convergent mixed methods design. A purposive sample of 117 students completed an exploratory questionnaire and 17 participated in interviews. Descriptive analysis was used for quantitative data, thematic analysis for qualitative data, and joint displays for mixed analysis. In total, 83% of students described compassion as "understanding and sharing patients' suffering" and 88% indicated that compassionate care entails "consciously trying to understand patients, their needs, and their suffering". The qualitative themes were, meanings of compassion and compassionate care, ways of developing and fostering compassion, antecedents of compassion and compassionate care, and compassion in practice. Nursing students realized the importance of compassion for patients and nurses and identified different acts of compassionate care. The students noted the compassionate care entails deliberately caring for the "whole person" and can be fostered through practice, observations, and reflection.Nursing students realized the importance of compassion for patients and nurses and identified different acts of compassionate care. The students noted the compassionate care entails deliberately caring for the "whole person" and can be fostered through practice, observations, and reflection.Human trafficking is a form of modern day slavery involving exploitation, abuse, and suffering of victims. Survivors of human trafficking often seek medical care for severe health issues resulting from psychological and physical abuse. Nurses play a critical role in identifying, advocating for, and assisting victims of human trafficking to safety. Sadly, trafficked patients often remain unrecognized due to health care providers' lack of awareness and understanding of human trafficking. Undergraduate nursing programs are uniquely positioned to address this problem; educating nursing students about human trafficking should help improve graduates' ability to help rescue victims. A dearth of knowledge exists in the literature regarding the implementation of human trafficking as a content area in undergraduate nursing curricula. This manuscript provides suggestions for how to deliver human trafficking education to undergraduate nursing students including optimal courses and timing in which to integrate the topic, a review of four key content areas of human trafficking, and creative teaching strategies to consider for classroom use.When the COVID-19 pandemic forced university campuses and healthcare agencies to temporarily suspend both undergraduate and graduate direct care educational experiences, nursing programs had to formulate alternative plans to facilitate clinical learning. Texas Woman's University used this opportunity to assemble a faculty group tasked with creating a set of college-wide guidelines for virtual simulation use as a substitution for traditional face-to-face clinical. The process included completing a needs assessment of both undergraduate and graduate level programs across three campuses and identifying regulatory requirements and limitations for clinical experiences. The task force utilized the information gathered to develop evidence-based recommendations for simulation hour equivalence ratios and compiled a list of virtual activities and products faculty could use to complete clinical experiences. Undergraduate and graduate student surveys were conducted to determine the effectiveness of the transition to virtual clinical experiences. Overall, the majority of survey results were positive regarding virtual simulation experiences providing students with valuable opportunities to enhance their learning. Negative comments regarding the impact of COVID-19 on a personal level included issues involving internet access and web conferencing logistics, lack of motivation to study, family difficulties, and faculty inexperience teaching in an online environment. Undergraduate pre-licensure students were provided with opportunities to successfully complete all remaining required clinical hours virtually, while graduate students were allowed to complete non-direct care hours as applicable using virtual clinical experiences.Health policy is a key criterion for the academic preparation of nurse practitioners. To meet this criterion, faculty frequently utilize standard passive learning assignments that leave students feeling ill prepared to create and advocate for health policy upon graduation. https://www.selleckchem.com/products/l-name-hcl.html To meet this need, faculty at two independent schools of nursing created curriculum to enhance health policy education for nurse practitioners. Using a variety of techniques based on real-world experience, nurse practitioner students gained increased retention of knowledge and increased activation in the health policy arena upon graduation. This finding supports that active learning increases retention and utilization in the area of health policy.Faculty expressed a need to improve knowledge and skills related to leading Doctor of Nursing Practice projects. A mentoring program was designed to provide faculty the skills to increase confidence when leading Doctor of Nursing Practice projects. The program included an assessment of confidence of six key skills. The intervention included didactic and individual experiential learning that coincided with student progression through project courses. Participants' self-identified areas of need included understanding application of translation science, methods, statistical choices, and all phases of analysis. Four of the six elements were improved from baseline, with two statistically significant, Project Analysis (M = 2.05, SD =0.88, p less then .041) and Project Dissemination (M = 2.25, SD = 0.89, p less then .046). The pilot project was a first step in assessing strategies for educating and mentoring faculty leading Doctor of Nursing Practice projects.

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