Understanding Poverty: Teaching Social Justice in Undergraduate Nursing Education.

Aim: This article presents results of an exploratory qualitative study examining gains in empathy and social justice beliefs among undergraduate nursing students.

Background: As undergraduate nursing education provides the foundation for future forensic nurses, developing successful methods to increase beliefs and behaviors of social empathy and social justice among nursing students will have a beneficial effect on the specialty of forensic nursing. As such, a team of nursing researchers explored the effects of a poverty simulation on the social empathy and social justice beliefs held by undergraduate students.

Peer Training Using Cognitive Rehearsal to Promote a Culture of Safety in Health Care.

Nursing students need opportunities to prepare for real-world problems that they may encounter as they enter the profession. Incivility and bullying behaviors persist in health care. The purpose of this project was to increase students' awareness of incivility and prepare them to respond to it.

Nurses' Perceptions of Self as Role Models of Health.

This study purposed to determine the relationship between nurses' personal health practices and their perceptions of themselves as role models for health promotion, and assess the relationship of personal and professional characteristics both on perception of self as role model and on the practice of healthy behaviors. In this study of 804 Tennessee registered nurses, 4% report smoking, 24.9% drink alcohol, 34% are overweight, and 30% are obese.

MEETING Spiritual Needs: A STUDY USING THE SPIRITUAL CARE COMPETENCE SCALE.

Healthcare literature suggests that many nurses fail to address patients' spiritual needs and/or identify signs of spiritual distress. A study was conducted to explore whether nurses in a medical center possessed the knowledge to assess patients' spirituality and design and implement a plan of spiritual care. The Spiritual Care Competence Scale was used to assess competence in spiritual care assessment and implementation; professionalization and improving quality; personal support and patient counseling; referral; attitude toward patient spirituality; and communication of spiritual needs.