Background The severity of the COVID-19 health crisis has placed acute care nurses in dire work environments in which they have had to deal with uncertainty, loss, and death on a constant basis. It is necessary to gain a better understanding of nurses’ experiences to develop interventions supportive of their emotional well-being. Purpose The purpose of this study is to explore how nurses are emotionally affected working in COVID-19 acute care hospital environments. The research question is: What is the emotional experience of nurses working in COVID-19 acute care hospital environments? Methods We employed a narrative methodology that focused on participants’ stories. Twenty registered nurses, who worked in six hospitals in the Greater Toronto Area in Canada, participated in interviews. A narrative analysis was conducted with a focus on content and form of stories. Results We identified three themes about working in COVID-19 acute care hospital environments: the emotional experience, the agency of emotions, and how emotions shape nursing and practice. Conclusion In moving forth with pandemic preparations, healthcare leaders and governments need to make sure that a nurse’s sacrifice is not all-encompassing. Supporting nurses’ emotional well-being and resilience is necessary to counterbalance the loss and trauma nurses go through.

The process to knowing entails perpetual curiosity as well as wearied surrender in which one's understandings transform. This philosophy describes the approach that our team took to research, interpret and exhibit patients' narratives of openheart surgery in "The 7,024th Patient" project -an arts-informed, narrative study that resulted in an installation that is 1,739 square feet in area and over 9 feet in height. With the intention to physically and emotionally engage viewers, patients' stories were aesthetically translated into an installation of poetry and photography that was configured as a winding, labryinth-like path. In this article, we recount the journey of creating "The 7,024th Patient" exhibition illustrating the employment of the arts as a tool in research for acquiring understanding. In order to vividly highlight our journey, poetic excerpts and photographic images from the installation are embedded.

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Virtual gaming simulation can provide experiential learning opportunities that promote engagement and allow learners to acquire and apply new knowledge while practicing skills in a safe and realistic environment. [J Nurs Educ. 2017;56(5):274-280.].

There is potential to advance nursing practice by enacting creative means that may support client's positive First Nations identity and well-being. Nursing education that focuses on strength-based and decolonizing frameworks, as well as reflexive practices that promote culturally safe care, is needed.

Person-centered care (PCC) is grounded in principles of respect, autonomy, and empowerment and requires the development of interpersonal relationships. For nursing students to engage in PCC, they need to intentionally develop personal knowing, which is an essential attribute of therapeutic relationships. Developing personal knowing, as well as professional knowledge, positions students to enact PCC in their practice. Faculty members play a vital role in fostering the development of personal knowing by creating opportunities for students in which genuine and respectful dialogue, reflection, self-awareness, and critical thinking can take place. This article explores several creative approaches faculty have used to actualize these qualities in their teaching-learning encounters with nursing students at various stages of their students' professional development. These approaches offer experiential teaching-learning opportunities that foster the development of personal knowing, as well as constructive and respectful relationships between faculty and students, therefore laying the groundwork for PCC in practice settings.