Sodium, potassium, and cesium salts (iodides, nitrates, acetates, and tetraphenylborates) form 1/1, 1/2 and 2/3 adducts with MLn [M = Co, Ni, Cu, and Zn; n = 1-4; H2L1 = N,N'-(3-methoxysalicyliden)ethane-1,2-diamine; H2L2, H2L3, and H2L4 are the -propane-1,2-diamine, -o-phenylenediamine, and -propane-1,3-diamine analogues of H2L1). Metal salicyladimine, alkali metal, and anion all exert influence on stoichiometry and reactivity. Sodium ions tend to reside within the planes of the salicylaldimine oxygens, as in Na(NO3)(MeOH).NiL4 (1), Na(NO3)(MeOH).CuL1 (2; both with unusual seven-coordinated sodium), and Na.(NiL4)2I.EtOH.H2O (3; with dodecahedral sodium coordination geometry). Potassium and cesium tend to locate between salicylaldimine ligands as in KI.NiL4 (4) and [Cs(NO3).NiL4]3.MeOH (5; structures with infinite sandwich assemblies), CsI.(NiL2)2.H2O (6), CsI3.(NiL4)2 (7; simple sandwich structures), and [K(MeCN)]2.(NiL4)3 (8; a triple-decker sandwich structure). Crystal data for 1 are the following: triclinic, P1, a = 7.3554(6) A, b = 11.2778(10) A, c = 13.562(2) A, alpha = 96.364(10) degrees, beta = 101.924(9) degrees, gamma = 96.809(10) degrees, Z = 2. For 2, triclinic, P1, a = 7.2247(7) A, b = 11.0427(6) A, c = 13.5610(12) A, alpha = 94.804(5) degrees, beta = 98.669(7) degrees, gamma = 99.26(6) Z = 2. For 3, orthorhombic, Pbca, a = 14.4648(19) A, b = 20.968(3) A, c = 28.404(3) A, Z = 8. For 4, triclinic, P1, a = 12.4904(17) A, b = 13.9363(13) A, c = 14.1060(12) A, alpha = 61.033(7) degrees, beta = 89.567(9) degrees, gamma = 71.579(10) degrees, Z = 2. For 5, monoclinic. P2(1)/n, a = 12.5910(2) A, b = 23.4880(2) A, c = 22.6660(2) A, beta = 99.3500(1) degree, Z = 4. For 6, orthorhombic, Pbca, a = 15.752(3) A, b = 23.276(8) A, c = 25.206(6) A, Z = 8. For 7, triclinic, P1, a = 9.6809(11) A, b = 10.0015(13) A, c = 11.2686(13) A, alpha = 101.03 degrees, beta = 90.97 degrees, gamma = 100.55 degrees, Z = 2. For 8, monoclinic, C2/c, a = 29.573(5) A, b = 18.047(3) A, c = 23.184(3) A, beta = 122.860(10) degrees, Z = 8.

This paper describes the enhancement of cultural competence through trans-Atlantic rural community experiences of European and Canadian nursing students using critical incident technique (CIT) as the students' reflective writing method. The data generated from 48 students' recordings about 134 critical incidents over a 2-year project were analysed by qualitative content analysis. Five main learning categories were identified as: cross-cultural ethical issues; cultural and social differences; health-care inequalities; population health concerns; and personal and professional awareness. Four emergent cultural perspectives for the health sector that became apparent from the reflections were: health promotion realm; sensitivity to social and cultural aspects of people's lives; channels between the health sector and society; cultural language and stories of local people. CIT was successfully used to foster European and Canadian undergraduate students' cultural reflections resulting in considerations and suggestions for future endeavours to enhance cultural competence in nursing education.

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Health Care Professionals are challenged by the increasing complexity of their own health care delivery systems and by growing inter-connectivity of the health care system worldwide. The role and the scope of health care practice within each country are often unclear, which can result in inappropriate role assumptions and differing levels of education and/or experience. Consequently qualifications and roles are often misunderstood by health care professionals in other countries, despite the increasing call for practice across boundaries in times of disaster,during international travel, and due to immigration and relocation. Subsequently, the partner institutions of this international project, offering health-related programs and international activities, were committed to a partnership that would increase work experiences abroad, student mobility and multicultural awareness, and aid the development of joint training modules in collaboration with partners in health care organizations. Participating faculty describe the process, challenges, and keys to success found in creating and living this international project. Students involved in the exchange process among seven partner schools in five countries evaluate the learning opportunities and challenges, and the joy of coming together as newfound colleagues and friends.