Background: Nursing education of patient-centered care (PCC) principles is recommended to improve the quality and safety of patient care. Role-playing simulations within safe classroom learning environments may increase student competence and confidence in delivering PCC. Method: This innovative strategy included course faculty brief role-play scenarios. Students received opportunities to analyze the effectiveness of the PCC portrayed, reenact the scenarios, and consider the value of the simulation in enhancing PCC knowledge and skills. Results: Following a scenario, students correctly identified ineffective PCC components, suggested alternative interactions, and demonstrated therapeutic PCC communication techniques during reenactments. During debriefing, students shared strategies for implementing PCC skills in nursing practice. In the clinical setting, faculty observed students applying PCC principles. Student course evaluations indicated role-play was an effective teaching method. Conclusions: Use of role-play simulation in prelicensure nursing education creates an engaging approach for reinforcing PCC principles, which may increase implementation of PCC in the clinical setting. [ J Nurs Educ . 2019;58(11):665–668.]

Coronavirus disease 2019 (COVID-19) has raised awareness about the vital role school nurses have in improving the overall health of children. School nurses provide health promotion within schools, yet over 60% of schools have only a part-time nurse or no nurse. Nursing students may be valuable partners for health promotion and academic–community partnerships may be mutually beneficial to schools of nursing and local schools. Using a nursing student team to teach hand hygiene while school health staff were present provided an opportunity for hands-on training to help the staff master curriculum content and ensure competency. This article describes a collaborative partnership initiative that expanded access to health promotion education in schools to increase knowledge about reducing the spread of infectious disease, such as COVID-19, while providing valuable clinical experiences for nursing students.

Experiencing distress is a common phenomenon among pediatric critical care nurses. Expressive writing provides a cost-effective and easily implemented intervention nurses can utilize to address distress as a consequence of providing care for critically ill patients. This intervention may decrease the array of consequences of distress and improve nursing staff satisfaction and retention.

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