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This study reports the survey findings of self-reported cultural competence of a convenience sample of 66 registered nurses of varying ages, gender, ethnicity, educational backgrounds, and experience in North Carolina. Campinha-Bacote's model of cultural competence and Benner's model of clinical skills acquisition serve as the conceptual frameworks. The process of cultural competence among health care professionals, developed by Campinha-Bacote, is used to measure cultural competence in participants. In addition to descriptive statistics, bivariate analysis of variance was conducted to compare means of cultural competence scores of different groups. Findings indicate that level of education, nursing experience, and continuing education are factors that promote cultural competence, whereas gender and race/ethnicity have no bearing. In addition, qualitative data generated four themes: language or verbal communication barrier, religious beliefs, different health beliefs and behaviors, and culturally inappropriate nonverbal communication. Implications of these findings for nursing education, practice, and future research are elaborated.

The objective of this review is to synthesize available evidence of nursing faculty's and nursing students' experiences and perceptions of incivility in online education with the objective of identifying the meaning of incivility in online nursing education. The specific questions to be addressed by this review are.

The organizational structure for the Master of Science in Nursing's online program at Sacred Heart University offers a remarkably different innovative faculty model. Full-time, doctorally prepared faculty reside in several different states and teach online but are fully integrated and immersed in all aspects of the college of nursing. This untraditional model, which has proven to be successful over time using best practices for online education, is replicable and offers an innovative option for online learning.

and the Centers for Medicare and Medicaid are engaged in initiatives to address the escalating population of patients who are living with chronic symptomatic disease. Th ese federal initiatives, escalating costs of care, and the increasing prevalence of chronic disease has prompted an evaluation and analysis of the academic preparation for graduate nurses who will provide care and services to this growing patient population. Graduate nurses represent nursing leadership as clinicians, educators, and researchers. Th ese professionals require the knowledge and skills to meet the burgeoning health care demands of the largest segment of the adult American population. Th e objective of this systematic review was to identify and summarize the existing evidence that demonstrates the inclusion of chronic disease and its associated management in graduate nursing curriculum. A collaboration of  doctoral faculty members representing  universities preformed a comprehensive review of the literature over  months through the use of multiple databases and several formats of search and MeSH terms. A predefi ned protocol was developed to reduce bias and included the objectives, inclusion criteria, and exclusion criteria used to guide the review. Findings revealed limitations in current curriculum regarding chronic disease education specifi cally related to symptom and self-management.