The purpose of this interpretive narrative research is to explore the experiences of Neonatal Intensive Care Unit (NICU) nurses with end-of-life care of infants and their families. Guided by Newman's Research-as-Praxis, we met with nurse participants from a tertiary care NICU twice in small groups and once on the telephone to share their stories. Patterns of relationship were discerned and shared with our participants for their affirmation, challenge, and elaboration. NICU nurses' end-of-life experiences include relationship patterns, knowledge construction, and tensions of temporal and spatial proximity of suffering and death. Arts-based forms of dissemination of our findings have been developed to invite readers into reconstruction of their experiences and to demonstrate the transferability of the method.

This paper addresses innovations in nursing education that build on ideas from various educational theorists as well as principles of conceptual and narrative pedagogy. Authors inter-relate principles and theory from complexity science within a planned and actual nursing program to demonstrate how narrative, conceptual learning, reflection, and complexity science can come to life in nursing education. Specific processes informing the new nursing pedagogy are described: emergence with diversity, recursion/patterning, and transformative insights. Examples from a planned undergraduate curriculum and a graduate qualitative research course are provided. The complexity-inspired curriculum supports a teaching-learning environment that is student-centred, critical, generative, and inclusive.

Health care professionals are increasingly aware that persons are complex and live in relation with other complex human communities and broader systems. Complex beings and systems are living and evolving in nonlinear ways through a process of mutual influence. Traditional standardized approaches in chronic disease management do not address these non-linear linkages and the meaning and changes that impact day-to-day life and caring for self and family. The RN health coach role described in this paper addresses the complexities and ambiguities for persons living with chronic illness in order to provide person-centered care and support that are unique and responsive to the context of persons' lives. Informed by complexity thinking and relational inquiry, the RN health coach is an emergent innovation of creative action with community and groups that support persons as they shape their health and patterns of living.

Objective: Nine nursing faculty explored the effectiveness of teaching undergraduate and graduate nursing courses using a complexity-based pedagogy with an e-learning platform. Complexity pedagogy requires a commitment by educators to reside within a networked community of teachers-learners where all participants contribute to an organically growing curriculum over the course of study. Methods: The approach is non-linear and student-centered. Faculty co-developed course outlines, resources for teaching learning, and regularly connected over a two-year time frame to mentor each other, strategize, and share resources. Individual faculty first wrote about their experiences of e-learning with complexity pedagogy and then collaborated to generate this descriptive report. Results: Faculty reported enhanced student-student engagement and higher quality critical thinking than experienced previously with traditional e-learning platforms. Conclusions: This article suggests complexity pedagogy offers quality education and merits further exploration.