A school nurse online journal club is one strategy to bring evidence to practitioners. Technology exists for nurses experiencing practice isolation to connect through online avenues. Nursing researchers, educators, and administrators seeking to disseminate research to school nurses or other clinical specialties could replicate or expand this project. Expanding online journal clubs would allow busy clinicians to connect with colleagues and researchers to integrate evidence into practice.

: An innovative way to facilitate evidence-based practice (EBP) learning and to get evidence into practice is through academic-clinical agency projects involving faculty, undergraduate students, and agency staff. The central role of the faculty is key to successful academic-clinical agency partnerships. Faculty navigate the often difficult process of focusing students and engaging busy staff through initiating, maintaining, and evaluating projects. Students learn valuable EBP skills, staff become engaged in EBP, and the projects are rated highly by agency administrators.

AIM The purpose of this study was to survey hospital nurse leaders throughout the United States to determine which professional behaviors they believe are essential for nursing students to learn in the classroom. BACKGROUND This study was part of a multiphase study. The survey was revised from a previous survey administered to nurse leaders in the Midwest. METHOD Participants were surveyed using 46 items in the categories of Change, Communication, Conflict, Leadership, and Self-Awareness. RESULTS The highest ranked category was Communication, followed by Self-Awareness, Change, Leadership, and Conflict. The highest rated items in each category were communication with patients, accept constructive criticism, manage change, prioritization, and conflict resolution techniques. CONCLUSION Nurse educators and leaders can use the findings to continue to refine nursing education.

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Leadership is a vital component of nurses' careers, and baccalaureate nursing programs are required to include leadership competencies in undergraduate nursing education. To design learning experiences that emphasize professional identity formation, nurse leaders were invited as guest speakers in a senior-level didactic leadership course, but scheduling o en interfered with participation. To inspire students and maximize nurse leaders' time, recorded video was investigated as a solution. Following videotaped interviews with nurse leaders, a 10-minute video was produced and shown to students in a nursing leadership course. e video project was evaluated for feasibility, cost-e ectiveness, and usefulness as an instructional tool for empowering nursing students.