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The population of most non-dominant ethnic groups in the USA is growing dramatically. Faculty members are challenged to develop curricula that adequately prepare our future nurses. An increased focus on clinical ethics has resulted from the use of sophisticated technology, changes in health care financing, an increasing elderly population and the shift of care from inpatient to outpatient settings. Nurses frequently face situations demanding resolution of ethical dilemmas involving cultural differences. Nursing curricula must include content on both ethics and cultural sensitivity. Active student participation is an important element providing a foundation for ethical practice. A proposed educational format was introduced with graduating baccalaureate students. In a pilot study, curricular content on cultural sensitivity and ethical practice was taught in separate modules. Students were then asked to identify and problem solve an ethical dilemma involving patients and professional caregivers from vastly different cultures. Course faculty members provided discussion questions to guide the students' thinking.

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Beginning with a brief history of a community-inspired distance education initiative, the authors describe how one college of nursing offers an entire generic bachelor of science in nursing program over live interactive video for nursing students at 2 distance sites. The 10-year longitudinal evaluation of student and program outcomes is presented. Student and program success is evidenced by congruence of grades and National Council Licensure Exam (NCLEX) pass rates between sites.

This qualitative descriptive study explored what nurses can do to decrease hopelessness and enable hope in HIV-infected patients and their significant others. Using a sample of 10 HIV-infected patient and/or significant other dyads recruited from a support group, interview questions focused on specific nursing interventions that were helpful/not helpful in supporting hope. Clusters of common themes were identified in the areas of the nurse's existential presence, appreciation of personhood, professionalism, celebration of life, and consequences. Elements describing the essence of each category were presented to explain meaning in terms of nursing practice and education. The conclusions of this study reinforce the fact that patients consider enabling hope an essential component of nursing. Further study is needed to explore the effects of hope on long-term survivorship and quality of life for patients and their significant others as well as specific nursing interventions to enable hope for this population.