Preparing for a face transplant: development of a comprehensive nursing educational program.

To date, more than 30 face transplants have been performed worldwide. This innovative procedure has restored the functional and aesthetic aspects of the face in patients with cancer, congenital, and trauma-related deformities where the results of traditional reconstructive surgery have been deficient. The importance of nursing involvement in the care of these patients is undeniable; however, little has been published about how to properly prepare a nursing department to undertake such an important role.

Improving transplant discharge education using a structured teaching approach.

Context: Nonadherence to posttransplant regimens is common in transplant patients and has the potential for devastating consequences, including acute rejection, graft loss, decreased quality of life, and even death. Comprehensive education of patients and families that improves their understanding of posttransplant regimens and self-care techniques can increase adherence and improve outcomes. Transplant recipients have to learn a vast amount of complex information in a short period as they recover from major surgery and cope with the emotional stress of transplantation.

Peer education: an innovative approach for integrating standards into practice.

The purpose of this article is to describe how a nurse-driven peer education process was developed, implemented, and evaluated to improve the integration of new patient care standards into practice. This process was an innovative, interactive, and nonjudgmental approach to learning, whereby the staff members participated in the education and development of their peers. It allowed nurses to expand their knowledge base, critical thinking, and clinical skills, which were evident in their daily practice.