We describe the journey of personnel at one hospital to create a healing environment for patients and staff members at all levels through the implementation of Watson's Theory of Human Caring and her Caritas Processes (ie, loving kindness, authentic presence, spirituality, being the environment, believing in miracles). We used experiential teaching and learning to explore the nursing theory with staff members. Positive outcomes include using Caritas Processes care plans in our electronic medical record, greater ease in the understanding and application of Watson's theory, integrating a blessing for nurses during National Nurses Week, inclusion of ministry formation courses to extend the mission of the hospital's founding religious order to current and future employees, and positive patient feedback. As a result of theory application, our nurses are more open to discussing caring, authentic presence and, when appropriate, prayer in their clinical narratives and how it is affecting patients and themselves.

A 1-year program for select clinical nurse experts led to increased comfort in using evidence-based practice strategies. Nurses identified specific barriers and facilitators for evidence-based practice efforts, accomplished individual goals, and saw changes in their practice roles. Results from the program and its evaluation are that staff can benefit from such an effort (4-day course with specific follow-up activities).

Highlights • The DRM paradigm was used to explore whether semantic activation is reduced when processing foreign-accented speech. • Across two experiments, false recognition of non-studied semantic associates was lower when word lists were presented in a foreign accent, compared to native speech. • The above results suggest semantic activation may be reduced when processing foreign-accented speech. • Additionally, it was found that when the foreign speaker had a mild accent, correct recall of studied words was uninfluenced. If the foreign speaker had a strong accent, however, correct recall of studied words was reduced.

Training and recruitment of First Nations and Indigenous health professionals is part of reconciliation, addressing health disparities and embedding cultural safety and humility into the health ecosystem of the province of British Columbia (BC), Canada. Calls to develop the First Nations and Indigenous health workforce are articulated within the Truth and Reconciliation Commission of Canada’s Call to Action 23, BC’s Transformative Change Accord: First Nations Health Plan, and the seven directives that guide the work of the First Nations Health Authority in BC and its health governance partners. This article brings forward the voices of current Indigenous students training in allied health professions at the University of British Columbia and their Indigenous mentors who participated in the 2018 International Indigenous HealthFusion Team Challenge in Sydney, Australia. The Challenge represents a promising practice in training Indigenous health professionals here in BC as it: (1) Affirmed their Indigenous identity, knowledge, and aspirations, supporting them to become more “visible” as Indigenous students; (2) Created a space where both Indigenous and mainstream health discipline knowledges were encouraged, valued, and respected; (3) Provided opportunity to connect with Indigenous peers and health leaders; and (4) Built students’ confidence to take on leadership roles. First Nations and Indigenous students studying in health fields represent the future of BC’s health and wellness ecosystem that brings together the best of Indigenous and mainstream healing approaches. Creating opportunities for students to grow as Indigenous health leaders is part of reconciliation and the new relationship represented by the BC First Nations Health Governance Structure.