Six Principles for Remaining Positive in a Negative Work Environment.

Nurses employed in a caustic work environment can find their ability to give quality patient care impeded. Situations in which there is incivility, high stress, jealousy, or harassment, exemplify work environments that can be discouraging, especially for Christian nurses who may have pursued the profession in response to a spiritual calling. There are biblical passages that nurses may use to help them cope, including six focus points to guide and encourage nurses in caustic work situations.

Caring for Patients of the Millennial Generation: Considerations for Nurses.

Much has been written about teaching students of the Millennial Generation (those born between the years 1980 and 2000) and about intergenerational dynamics in the healthcare workforce. However, little can be found in the literature regarding generation-specific nursing care of Millennial patients. This article presents six categories of considerations for nurses caring for patients of the Millennial Generation based on the characteristics, attitudes, and values that have influenced them as well as the healthcare issues confronting this group of young adults.

Sustaining and Improving Study Abroad Experiences Through Comparative Evaluation.

Researchers have related participation in study abroad experiences to many positive outcomes for nursing students; however, educators are faced with the task of not only developing meaningful study abroad opportunities but sustaining and improving them as well. Educators can evaluate repeat study abroad programs by comparing experiences, looking for trends, and conjecturing rationales. To illustrate this process, an example of a study abroad opportunity that has been repeated over 11 years is presented. The first six years have been compared to the most recent five years, revealing three categories of change for evaluation and the resulting course improvements.

How do new BSN nurses perceive their nursing education?

OBJECTIVE: The goal was to determine if new bachelor's of science in nursing (BSN) nurses perceived their education to be relevant for the current demands of the profession. METHODS: The design was nonexperimental, descriptive survey research. Data were gathered using a researcher-designed mailed survey. Addresses for survey participants, RNs who had graduated with a BSN within 2 years prior to June 2012, were obtained from the North Carolina State Board of Nursing. RESULTS: This study found that new graduates in the sample perceived their academic preparation to be adequate for transitioning into professional practice; however, new graduates wish they'd had more opportunities to practice clinical skills while in nursing school. Respondents also perceived that some health assessment content included in nursing programs may not typically be useful in entry-level nursing practice. CONCLUSIONS: Because a large percentage of the sample perceived they'd had inadequate clinical practice time, new nurses might not feel completely competent with practice-related skills. Employers should take this into consideration when structuring orientation programs. Additionally, the curricula planners for BSN programs might creatively and strategically consider ways to increase or improve the clinical practice opportunities for nursing students.

Encouraging academic honesty: a nursing imperative.

Academic dishonesty, whether intentional cheating or plagiarism, or unintentional sharing of work or confusion about referencing, is nothing new to the college environment but is especially disturbing within nursing. The integrity of the nursing profession may, in fact, be jeopardized as students with the habit of cheating graduate and enter the field. This article discusses how educators, students, university administration, and nurses in practice can discourage cheating and plagiarism and promote honesty.