As leaders for nursing education, nursing research, healthcare administration and patient safety, we asked one another: How do we use our collective resources to build health system capacity for clinically based research training and safer healthcare? Drawing on knowledge from the field of ecological restoration, which is the study and repair of damaged ecosystems, we partnered the Safer Systems research program of the Faculty of Nursing, University of Alberta, with Capital Health's Royal Alexandra Hospital (RAH), the Caritas Health Group, the Canadian Patient Safety Institute (CPSI) and several funding agencies to provide hands-on training in clinical research, infection control and patient safety policy development for nursing students during the summer months. As we plan ahead, our student and staff evaluations show that together, we can make concrete, vital contributions to student education, nursing research, evidence-informed practice, clinical quality improvement and national policy. We are using what we have learned to continually expand the range of undergraduate, graduate and post-doctoral clinical learning opportunities in healthcare safety that are available year round. Our shared goal is to support current and future nurses in leading the way for safer healthcare systems and the safest possible healthcare. Wherever they work, visionary nurse leaders are striving to revitalize nursing education, research and practice in ways that generate sustainable improvements to practice environments and the outcomes of care (Lamb 2003; Green 2003). Deepening shortages in human resources, rising service demands and ongoing fiscal constraints call for creative strategies to meet our leadership mandates in academic research and education, high-quality health services and policy development for meaningful health systems change (

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Dance and Ethics concludes by examining large-scale institutional and cultural changes and looking towards the future. It considers the challenges of navigating the moral dimension of major paradigm shifts, offering examples of how to preserve empathy and continue to treat people with dignity through the process. It draws inspiration from literature in ethical change management and leadership, as well as long-term collaborative studies addressing change in the dance field. The author advocates a model of transforming servant leadership, sensitive facilitation and ethics institutionalization that includes ethics training and co-created principles and/or codes of ethics. Virtue ethics, an embodied ethics of care and deontological ethics are invoked to stress the importance of shared values and procedural fairness in addressing change in a humane manner.

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The introduction begins with an overview of the foundations of the academic field of Jewish dance studies. It is meant to acknowledge the incredible work that has been done to 2020 and demonstrate how these efforts inform the Handbook. As part of this discussion an important shift is documented in conceptualizing (and languaging) the field from its inception to the date of publication. Providing the larger contextual frame is critical for understanding the conceptual orientation of the volume. Drawing on this history, the choice of the term “Jewishness” in the title, rather than Judaism or other terminology related to specific Jewish traditions (such as Israeli, Yemenite, Yiddish, and so on), is then explained. The historical record also provides the means for delineating what areas are addressed in the Handbook as well as those that have already been well-covered and consequently not emphasized here. Next, we address the structure of the Handbook and an explanation for its tripartite organization. Finally, we look forward, considering what gaps and questions remain, and our hopes for the future of the field.