Traditionally, patients have received chemotherapy education in the clinical setting during the first chemotherapy treatment. Nurses long have been aware that patients are anxious and overwhelmed on that first chemotherapy day and have noted a lack of retention of information. This article describes a prechemotherapy education project initiated at an urban cancer clinic in the midwestern United States. The project was created in an effort to alleviate some of the anxiety associated with the first chemotherapy experience.

The burden of illness related to diabetes and its complications is exceedingly high and growing globally. Systematic approaches to managing chronic care are needed to address the complex nature of the disease, taking into account health system structures. This study presents data collected from interviews with physicians, health system administrators, and other healthcare staff about chronic care management for elderly people with diabetes co-morbid with other chronic conditions in light of new programs intended to reduce barriers by incentivizing care encounters that take place through telephone and electronic communications (non-face-to-face care). Results indicate that health system personnel view non-face-to-face care as potentially providing value for patients and addressing systemic needs, yet challenging to implement in practice. Barriers and facilitators to this approach for managing diabetes and chronic care management for its complications are presented, with consideration to different types of health systems, and recommendations are provided for implementation.

Nurses in the hospital setting must be knowledgeable about resuscitation procedures and proficient in the delivery of care during an emergency. They must be ready to implement their knowledge and skills at a moment's notice. A common dilemma for many nurses is that cardiopulmonary emergencies (Code Blues) are infrequent occurrences. Therefore, how do nurses remain competent and confident in their implementation of emergency skills while having limited exposure to the equipment and minimal experience in emergency situations? A team of nurse educators at a regional medical center in Washington State applied adult learning theory and accelerated learning techniques to develop and present a series of learning activities to enhance the staff's familiarity with emergency equipment and procedures. The series began with a carnival venue that provided hands-on practice and review of emergency skills and was reinforced with subsequent random unannounced code drills led by both educators and charge nurses.

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