No abstract

Findings indicate educators have an opportunity to enhance nursing curricula with strategies to foster and embrace a culture of safety. [J Nurs Educ. 2018;57(5):287-290.].

Without a cure on the horizon there is a need to identify ways to sustain hope and spiritual well‐being in patients with AIDS. This article examines the impact of AIDS on the emotional and spiritual health of its victims and summarizes current research findings on spiritual well‐being in the ill. It also summarizes the authors’study on hope and existential and spiritual well‐being in a group of 65 adult male patients who were either serum positive for the human immunodeficient virus or who had been diagnosed with AIDS Related Complex or AIDS.

The purpose of this research study was to 1) compare differences in perceptions of the influence of organizational safety and 2) the nurses' practice environment on medication error occurrence and barriers to reporting among nurses working in Magnet, Magnet-aspiring, and non-Magnet hospitals using an Internet survey method. Background: Over the last several years, there have been many publications that cite organizational variables that are potentially important in addressing medical errors and patient safety. Unfortunately, it is unclear which specific organizational factors contribute to errors and safety in health care organizations. Empiric support of the effects of the nurses' work environment and perceived safety culture within an organization on reasons nurses make medication errors and the barriers to report those errors would provide nursing leaders with data that would be useful in prioritizing interventions to improve patient safety.

Preparing students with opportunities to practice critical thinking skills is essential to success on the National Council Licensure Examination. This pilot study was conducted to explore the effectiveness of turning off practice assessment answers and rationales on a standardized examination. A retrospective study compared students' scores when rationales were turned on and turned off. Eighty-one percent of the students were able to achieve the benchmark when the answers and rationales were turned off as compared to 71 percent when turned on. Faculty can utilize these findings to inform remediation strategies.