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The purpose of this paper is to review the use of simulation in education across the health professionals, to describe the development and implementation of innovative simulation techniques for an undergraduate psychiatric mental-health nursing course, and to identify lessons learned and future directions for successful simulation experiences in psychiatric nursing.

The nursing department at Norfolk State University (NSU), a historically Black university located in Norfolk, Virginia, designed a program to increase the retention and success of foreign-born students challenged with English as a Second Language (ESL). Through strategies designed to address language, social, academic, and personal challenges, the program has led to improvements in student satisfaction and performance. This article reviews the literature related to educating foreign-born nursing students in the United States, discusses unique considerations for these students within minority-serving institutions, describes key components of program development, and evaluates NSU's program. To increase the diversity of the nursing workforce, other institutions are encouraged to consider replicating NSU's model for ESL-student retention and success.

To gain a better understanding of the scope of previous research on psychiatric emergency services (PES) and to identify areas of focus for future studies, the author reviews PES literature published between 1983 and 2003. PES literature was identified by performing a MEDLINE search. The author was interested in studies or reviews of all types of PES. The refereed research, consisting of 85 articles, is a representation of the existing literature as multiple studies were found to be similar in topic and methodology. This review is organized using Donabedian's structure, process, outcome framework to describe research that has examined 1) providers, clients, and services; 2) variations in access, utilization, evaluation, treatment, and continuity of care; and 3) outcomes of these services. The resulting report reveals methodological limitations that are pervasive throughout the PES literature, dimensions of psychiatric emergency services that remain unexplored, and a PES research agenda.

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