Leadership by collaboration: Nursing's bold new vision for academic-practice partnerships.

In 2016 the American Association of Colleges of Nursing issued a report, Advancing Healthcare Transformation: A New Era for Academic Nursing that included recommendations for more fully integrating nursing education, research, and practice. The report calls for a paradigm shift in how nursing leaders in academia and practice work together and with other leaders in higher education and clinical practice. Only by doing so can we realize the full benefits of academic nursing in this new era in which integration and collaboration are essential to success.

The changing face of academic nursing: Nurturing diversity, inclusivity, and equity.

This paper captures collective experiences of nursing and organizational leaders in creating organizational cultures attentive to diversity, inclusivity, and equity in schools of nursing. Within a cultural proficiency framework, exemplars and leadership lessons are shared. Most importantly, what it takes organizationally to start the ongoing journey towards cultural proficiency is explored.

PhD or DNP: planning for doctoral nursing education.

Leading authorities from inside and outside of nursing are calling for a rapid increase in the number of nurses holding doctoral degrees. More nurses with the terminal degree are needed to serve as Advanced Practice Registered Nurses, assume faculty roles, embark on research careers, and pursue top leadership positions. Today's prospective nursing student can choose from doctoral programs focused on research or practice.

Violence-related content in the nursing curriculum: a follow-up national survey.

Appropriate educational preparation about violence prevention, assessment, and treatment provides critical knowledge and skills that enable nurses to provide competent care to violence survivors. This follow-up national survey examined changes in the extent, placement, and faculty responsible for violence-related content in baccalaureate nursing curricula since the original 1995 survey was conducted. This national study used a 31-item mailed questionnaire that requested demographic information; data related to course content, clinical experiences, curriculum and faculty development, and curriculum evaluation; and recommendations.