Nursing is a profession that affords many avenues in which to practice. Nurses who are married to military service members have unique challenges as they progress through their careers. A military spouse shares a personal perspective of challenges and insight on how to overcome and persevere that may be relevant to others within the greater nursing community.

This article uses storytelling to examine the importance of seeing beyond measurement. It looks at efficacy related to the measurement and valuation of human potential. Using the lenses of power, knowledge, class, and systems theories, it examines the lived experience of a first-generation U.S. immigrant. As a result, it demonstrates that human potential is difficult to accurately measure.

Primary care settings have many opportunities to support patients who have anxiety and/or depression, but resources are often scarce. Our faculty team developed an education tool to support mental health awareness and provide suggested wellness activities. Health-care professionals from various disciplines and settings have demonstrated eagerness to use this tool with patients and with health-care students to improve resilience and mental wellness.

In some countries, there is a serious public stigma against people with mental health disorders that is transferred to those in close association with people suffering from these disorders, such as family members and health-care professionals, a process called associative stigma. The stigma against mental health nurses comes not only from the general public but also from other health-care workers, including nurses themselves. Some nursing education curricula contain little information about mental health, such that prospective nurses graduate with poor knowledge of mental health, reflected in the small number willing to specialize in mental health nursing, especially in developing countries where this stigma is at its peak. Nurses who form a vital part of the mental health team must rise and defend themselves through advocacy for policies to protect world mental health.

Creative writing can be used to enhance professional skills by changing point of view and imagining a different ending. An example of one nurse’s use of creative writing to improve nursing skills is demonstrated and explained.

Faculty development that builds research capacity is a significant yet challenging expectation in academia. The School of Nursing faculty at Ryerson University established several research clusters to support research collaborations and productivity. This article explicates one cluster’s development process, and specifically, its adoption of the narrative reflective process (NRP). Engaging in NRP permitted the group to creatively enter into critical dialogue, address both individual and collective needs, and establish a supportive environment that nurtures the creative process—all of which ultimately enhances scholarship and academic productivity.

Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students’ perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students’ perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students’ narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.

The refugee crisis is an urgent global health issue; the number of displaced people has escalated to its worst point in recorded history. To explore the refugee phenomenon as a social determinant of health, this article examines the experience of Somali refugees in Minnesota. Health care barriers unique to refugees are explored through the first-person perspective of one Somali woman who ultimately became a nurse.