The Questionnaire for Professional Development of Nurses (Q-PDN) assesses nurses' development needs. No validated Arabic version exists. This study translated the Q-PDN into Arabic and evaluated its psychometric properties for use in Saudi Arabia. According to World Health Organization translation guidelines, the Q-PDN was adapted and completed by 183 Saudi nurses. Construct validity was tested with principal component analysis, and reliability was assessed with Cronbach's alpha. The Arabic version (Q-PDN-A) showed strong validity and reliability. The principal component analysis identified seven components with eigenvalues greater than 1.0, and the total scale had excellent internal consistency (alpha = .96). The Q-PDN-A is a valid, reliable tool for evaluating professional development of Arabic-speaking nurses and is applicable across the region. It fills a significant gap and can be used across health care institutions in up to 22 Arabic-speaking countries.

This quality improvement project involved developing an introduction to urology course for nurses, culminating in the creation of a supplementary video library. Conducted in a tertiary urology department, the biweekly course covered key topics from the American Urological Association curriculum. Delivered by department residents, the sessions were recorded for a complimentary video library. Participants completed satisfaction surveys, and newly hired staff were assessed for educational needs. A total of 26 participants attended eight lectures (16 study hours). Of the 22 respondents, 86.3% reported increased knowledge, 72.7% were more confident in providing patient care, and 45.4% changed their clinical practices. Further, 95.5% deemed the course essential, and 90.1% recommended refresher sessions every 1 to 2 years. In addition, 90.1% of the participants expressed satisfaction with the format after completion, and 66% of newly hired nurses used the video library. The remote learning format proved effective and may support broader adoption across additional urology departments.

Trauma training for nurses is essential for quality trauma care. Whereas traditional offline workshops face spatiotemporal limitations, online training models offer a necessary evolution in the information era. A total of 276 trauma nurses from tertiary hospitals in Hubei Province, participating in the China Trauma Care Training-Nurse, were divided into groups participating in a real-time interactive cloud-based workshop (n = 144) and a traditional offline workshop (n = 132) to compare the effectiveness of training and participant satisfaction. No significant differences were found in demographic characteristics, theoretical and practical scores, core competences, teaching atmosphere, learning efficiency, and overall satisfaction (p > .05). However, the nurses in the real-time interactive cloud-based workshop group had higher satisfaction with the teaching format and design (p < .01). The real-time interactive cloud-based workshop sparked interest in learning, created a new learning atmosphere, and achieved equivalent teaching effectiveness and recognition compared with a traditional offline workshop.

In today's fast-paced, performance metrics-driven health care world, data-driven actions often squeeze out the imaginative space that visionary leadership requires. However, imagination-or what we term here dreaming-is not a luxury in leadership; it is a necessity. In a volatile, uncertain, complex, and ambiguous world, the ability to envision new possibilities can take us to new heights (Robinson).

In 2024, the American Nurses Credentialing Center (ANCC) Accreditation programs, Nursing Continuing Professional Development Accreditation™, Joint Accreditation™, Practice Transition Accreditation Program®, and Advanced Practice Provider Fellowship Accreditation®, announced the convergence of its annual events into a single integrated experience. This inaugural event, the ANCC Professional Development and Practice Summit™ (PDP Summit™), will be held in spring 2026. By unifying the ANCC Accreditation programs under one flagship, the goal is to support and align shared communities of practice and stakeholders. This column examines the ANCC Accreditation programs, the purpose of the PDP Summit, and the expected impact on stakeholders who attend.

Continuing education is shifting from traditional time-based training to an outcome-based approach. This article explores how to adopt the American Nurses Credentialing Center outcome-based continuing education model to achieve measurable outcomes for learners. Tips include how to integrate a learner-centered education design and establish measurement tactics for the five levels of outcome-based continuing education.

Health care professionals have a special responsibility to recognize and address bias against marginalized groups. A 2-hour seminar explored the role of medicine and nursing in Nazism and the Holocaust, addressing its relevance to implicit and explicit bias in health care today. Program evaluation focused on nurse participants' assessment of objectives, and a pretest/posttest questionnaire measured perceived knowledge gained. Program evaluation indicated that nurses agreed or strongly agreed that all program objectives were met (n = 63). All items of the pretest and posttest questionnaire (n = 38) were statistically significant and showed that the effect of the educational intervention was large. Practice implications of this seminar were encouraging, with nurses noting plans to be more intentional in recognizing and managing implicit biases within patient and colleague interactions. Contemporary relevance of the history of medicine and nursing during Nazism and the Holocaust includes cultivating moral responsibility and effectively addressing implicit and explicit bias, recognizing health care inequities, and preserving human dignity.

Clinical preceptors play a vital role in nurse practitioner education, yet recruitment and retention remain challenging. This article describes a survey of preceptor satisfaction after the implementation of revised benefits along with motivational factors. A comprehensive online survey was distributed to more than 2,400 preceptors to assess their perceptions of the newly introduced benefits and communication strategies. Although 88.89% of preceptors perceived support, nearly half were unaware of the enhancements, indicating a significant communication gap. Although many appreciated the benefits, they did not significantly influence preceptor motivation. The survey findings highlight the need for improved communication strategies and underscore the importance of ongoing program evaluation. By addressing these gaps, colleges of nursing can foster a more supportive precepting environment to enhance the quality of nurse practitioner education and the nursing profession.

Nursing presence is a foundational element of delivering patient-centered care. Adapted from the nurse executive presence framework, nursing presence emphasizes how nurses show up-physically, emotionally, and professionally-to engage patients and garner trust. This column offers teaching tips for cultivating nursing presence through character, substance, and style.