Patients arrive at emergency departments in distress. Physical needs are addressed, but less pressing emotional and social needs often go unrecognized. Although patients may not articulate their concerns, they may later feel dissatisfaction if needs were unmet. This study determined whether emergency department patients and nurses have similar perceptions of patients' needs, and which needs patients identify as most important. A convenience sample of patients and nurses in a two-hospital system was selected. Study results indicate that nurses may not always perceive accurately patients' needs or the strength of those needs. Institutions that place a high value on patient satisfaction with care must treat patient-centeredness as a priority--at all institutional levels.

Class enrollment sizes for online learning in higher education, a topic of persistent interest in the academic literature, impact student learning, pedagogical strategies, school finances, and faculty workload. Yet in the research literature, class size is addressed with insufficient specificity to provide enrollment direction. Seeking guidelines for determining online class sizes, the authors conducted a qualitative research synthesis from 43 recent higher education journals, yielding 58 evidence-based articles. It is clear that no one size fits all. Findings reflect that large classes (≥ 40 students) are effective for foundational and factual knowledge acquisition requiring less individualized faculty-student interaction. Small classes (≤ 15 students) are indicated for courses intending to develop higher order thinking, mastery of complex knowledge, and student skill development. Pedagogical intent should dictate class size. Using well-established learning theories, the authors describe current understandings of online enrollments and propose an analytical framework for pedagogically driven, numerically specific class sizes. Highlights:• There is academic interest in online course sizes in higher education.• Research indicates "no one size fits all" online classes.• Class sizes should be based on learning level and identified pedagogical intent.• Large classes are appropriate for foundation-level learning.• Small classes are appropriate for learning requiring higher order thinking.

In this article, we provide a summary of several major traditional and contemporary philosophical and psychological perspectives on ethical conduct for businesses, along with five different sets of internationally accepted ethical guidelines for corporations operating anywhere in the world. We include examples of corporate codes of conduct from particular multinational corporations. Our orienting framework of ethics theory is expanded to include a discussion of both Western and non-Western frameworks, including those of Confucianism, Buddhism, and Native American traditions, allowing faculty and students to explore ethical problems that honor a wide array of national, cultural, and ethnic contexts and differences.