Bonus time: A gay man's experience as a long-term HIV survivor.

The time after diagnosis of a terminal illness can be demanding. It requires adjusting to change while trying to maintain some sense of normalcy. The purpose of this qualitative case study was to gain an understanding of how one person lived his life while facing death.

Nursing students' perceptions of faculty trustworthiness: Thematic analysis of a longitudinal study.

Background: Although trust and perceived trustworthiness have been studied for decades, few studies have examined nursing students' perceptions of faculty trustworthiness.

Objectives: To uncover the characteristics and behaviors of faculty members that lead nursing students to trust them.

Design: A longitudinal, qualitative study using focus group data.

Opening Life's Gifts: Facing Death for a Second Time.

Prior to the development of effective antiretroviral therapy, persons diagnosed with HIV thought they were going to die. Now, long-term survivors are contemplating death again as they age and develop other chronic diseases. The purpose of our study was to understand the experiences of adults living with HIV for 20 or more years as they faced death for a second time.

A good death.

Background: On a day to day basis, nurses are facing more ethical dilemmas during end-of-life care resulting in not being able to actualize a good death for patients.

Research Objective: The purpose of this study was to explore how experienced hospice nurses resolve day to day ethical dilemmas during end-of-life care.

Research Design: The study used a qualitative narrative approach.

Perceptions and experiences of nursing students enrolled in a palliative and end-of-life nursing elective: A qualitative study.

Background: The Carnegie Foundation has identified three professional apprenticeships in nursing that are key to helping students acquire a professional identity. These apprenticeships integrate knowledge acquisition (cognitive apprenticeship), practical experience (practical apprenticeship), and an ethical identity (ethical comportment) for guiding conduct. To ensure that patients have a good death, it is important that faculty incorporate diverse teaching strategies from all three apprenticeships into palliative and end-of life nursing education.

Integrating professional apprentices into an end-of-life course.

Nursing education faces several challenges in providing quality and meaningful education. Providing such an education is most important in teaching end-of-life care, as nurses are pivotal in helping patients to achieve a good death. A good death is often based on physical comfort, preparation for death, and completion of social and emotional tasks.