Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow.

No abstract

No abstract

The United Nations (2011) defines climate change as a change in climate that can either be directly or indirectly attributed to human activity. It alters the composition of the atmosphere and is considered in addition to the natural climate variability observed over comparable periods of time (United Nations [UN], 2011). Our climate is changing at an accelerated rate. 'Warming of the climate system is unequivocal, and since 1950 s, many of the observed changes are unprecedented over decades to millennia' (Intergovernmental Panel on Climate Change [IPCC], 2014, p. 2). While it can be argued that there are several causative factors, scientific evidence indicates

This paper offers a theoretical discussion on why the nursing profession has had a delayed response to the issue of climate change. We suggest this delay may have been influenced by the early days of nursing's professionalization. Specifically, we examine nursing's professional mandate, the generally accepted metaparadigm, and the grand theorists’ conceptualizations of both the environment and the nurse–environment relationship. We conclude that these works may have encouraged nurses to conceptualize the environment, as well as their relationship with it, mainly in terms of the individual patient, and as such, nurses have not been encouraged to understand these concepts from a broader perspective. By not having the philosophical and theoretical foundations to understand the environment in relation to society, it is not surprising that nurses have had a delayed response to climate change and may not have viewed it as a professional concern. A planetary health perspective is suggested as a theoretical basis for nursing education, research and practice. Taking on a planetary health perspective could help nurses progress the profession and move healthcare systems towards supporting a climate‐resilient future.

Viewing organizations through the lens of CRPs and developing practices around the seven da Vincian principles provides directions and a starting point for traditional leaders to move away from rationalist, twentieth-century practices toward transformative leadership practices.

Although innovation is typically viewed by healthcare and academic institutions, business leaders, entrepreneurs, and private corporations as necessary for continuous improvement, high-quality care, and scientific advancement, barriers in creating and sustaining innovative academic environments abound and require effective leadership to overcome them. Therefore, the purpose of this article is to describe the major barriers and facilitators to innovation in colleges of nursing and healthcare professions along with recommendations for creating a culture of innovation in these academic environments. In addition, key strategies for educational innovation are discussed. Innovations launched by the Arizona State University College of Nursing & Healthcare Innovation are highlighted to provide examples of how a college that established innovation as a top priority in 2005 in its strategic plan created an innovative culture that has led to several successful outcomes.

Educating nursing students about the ageing population is situated within negative societal, heath care and nursing perceptions. A cross-sectional design using Burbank’s perceptions towards older people scale was used to survey students in a pre-licensure nursing program in western Canada. Findings revealed that students’ perceptions about older people were lower in the third year of the nursing program and after four clinical experiences. We suggest that students’ first experiences in long-term care settings, in which they learn to provide basic care to older people, be balanced with experiences of older people in a variety of settings. Such experiences would allow students to develop the knowledge and skill needed to work with an ageing population with complex healthcare needs. More research is needed to better understand students’ experiences and perceptions about where in the program more learning strategies about how to best work with older people would be helpful.