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This paper presents findings from a qualitative descriptive study that explored the professional socialization experiences of Licensed Practical Nurses (LPNs) who attended an online university to earn a Baccalaureate degree in nursing (BN), a prerequisite to writing the Canadian Registered Nurse (RN) qualifying exam. The project was framed from a constructivist worldview and Haas and Shaffir's theory of legitimation. Participants were 27 nurses in a Post-LPN to BN program who came from across Canada to complete required practicums. Data was collected from digital recordings of four focus groups held in different cities. Transcripts were analyzed for themes and confirmed with participants through member checking. Two overarching themes were identified and are presented to explain how these unique adult learners sought to legitimize their emerging identity as Registered Nurses (RNs). First, Post-LPN to BN students need little, if any, further legitimation to affirm their identities as “nurse.” Second, practicum interactions with instructors and new clinical experiences are key socializing agents.

Seeing and celebrating both LPNs and registered nurses as "real nurses" may assist in healing the rift that has been present between registered nurses and LPNs for almost 50 years. Nursing may be better served by replacing the label "real nurse" with a label that all nurses can aspire to-that of an exemplary nurse.

Over the past decade, online education has become common place. Critics of online education point to the possible loss of social interaction and interpersonal connections in this educational medium. Broadly, our research focus is how human to human interactions can be sustained and even enhanced in online classrooms. Specifically, this paper focuses on how one Artistic Pedagogical Technology called Photovoice (Perry & Edwards, 2010) may support these valued social interactions. Using a purposive sample of 46 graduate students in a large online university, online interactions resulting from the teaching strategy of Photovoice were analyzed for presence of authentic voice and authentic interaction. Lincoln and Guba’s (1985) authenticity criteria were adapted to evaluate Photovoice as an authentic medium. The results of this study show support for the use of Photovoice as a medium for becoming “real” or authentic to one another and as a modality of sustaining authentic interaction in the online environment.

There is nothing more that can be done" is a phrase that may occasionally cross the minds of oncology nurses. This paper reports on the actions of exemplary oncology nurses who were faced with such situations where their colleagues gave up or turned away. The research question, "What actions do exemplary clinical oncology nurses (RNs) undertake in patient-care situations where further nursing interventions seem futile?" prefaced data collection via a secure website where 14 Canadian clinical oncology registered nurses (RNs) provided narratives documenting their actions. Thematic analysis utilized QRS NVivo 10 software and hand coding. Four themes were generated from data analysis: advocacy, not giving up, genuine presence, and moral courage. Implications for practice and future research are provided. "T here is nothing more that can be done." Besides hearing that patients have cancer, hearing (or sensing) that 'there is nothing more' is perhaps the most devastating experience for patients (Doell, 2008). Perry (2006) indicates that exemplary oncology nurses always seek to do something more for patients when usual nursing interventions have been ineffective or when others fail to act. More research is needed to better understand specific nursing interventions that may further assist all oncology nurses in taking action (Perry, 2006). The purpose of this research is to describe the actions of exemplary clinical oncology RNs who, when faced with other nursing colleagues who gave up or turned away, take action. BACKGROUND LITERATURE A search of CINAHL, Pub Med, Google Scholar, ProQuest, Sage, MEDline, and Health Source Nursing Archives Edition databases using the search terms "exemplary nurses," "exemplary oncology nurses," "expert oncology nurses," "futility," and "when nothing more can be done" revealed themes such as compassion fatigue, advocacy in nursing, mentoring in nursing, nursing vigilance, 'good' nurse, good work, moral dilemma, and stress. There were no direct references to actions of oncology nurses in responding to seemingly hopeless or futile situations where it seemed there were no further nursing interventions that could improve the patient's well-being. The exception is a study by Perry (2005a) who noted that cancer patients' "fear of being abandoned, of being given up on, of being left alone to face pain, technical procedures, or even death is immense" and that exemplary oncology nurses know this and take action (p. 20). Dias, Chabner, Lynch and Penson (2003) agree that upon hearing (or sensing) that nothing more can be done to improve their situations, patients often feel abandoned. While the literature is emphatic that no patient should ever be told that "there is nothing more to offer," nursing interventions described in the literature in such situations relate primarily to further attempts at symptom management and emotional support repeating previously tried interventions (

The context of this paper surrounds my Master’s thesis which was written in 2010 related to recovering crack cocaine addicted mothers who had lost custody of their children. Every qualitative thesis has a story attached to it—an impetus for engaging in the research. When the research combines sensitive topics and the research mirrors the experience of the researcher, decisions must be made considering the research processes and methods. This paper explores the reflexive processes that were employed in the 10 months preceding taking my first thesis course. Using the preface of my reflexive journal as data, three themes arose from subsequent coding with qualitative data analysis software: liminality, the wrestle, and the third space. The resultant discussion of the three themes highlights my journey into the depths of reflexivity and back again as I journeyed into and through the spaces of liminality.

In response to a shortage of qualified academicians, the past decade has seen nurses who are expert practitioners move into the role of clinical faculty. Although the literature on this transition is emerging, little is known about how expert practitioners actualize that transition or the prescribed paths to follow. This article describes how the understanding of self and student assists in actualizing the role of clinical nurse educator. The author uses a metaphor of Alice stepping through the looking glass to present three dimensions that expert practitioners pass through in their journey to clinical nurse educator. A conceptual model is provided to enhance clarity.