An important aspect of NSQ is having scholarly submissions peer-reviewed to determine publication decisions, such as reject, accept with revisions, or accept. These decisions are based on feedback from the comments of peer-reviewers, along with the alignment of the submitted papers with the journal's purpose and aims. NSQ looks forward to reviewers joining the editorial board or being contacted through the Web of Science to provide peer reviews for submitted works. The refinement and expansion of unique nursing and health sciences knowledge must continue well into the 21st century; this continuation is dependent on scholars and researchers serving as peer reviewers.

The scholar aims to enhance the nursing knowledge base by analyzing the concept of trust through Watson's theoretical perspective. The scholar carefully follows the eight steps for conducting a Walker and Avant concept analysis and defines trust as authentic presence embodied with confidence of reliance. The scholar also presents a table that may assist others in clearly understanding other human phenomena from Watson's theoretical perspective.

This column presents a scholarly dialogue with Dr. Lorraine O. Walker. As a co-author of the book Strategies for Theory Construction in Nursing (Walker & Avant, 2019), first published in 1983 and now in its 6th edition, Dr. Walker has made substantial contributions to advancing nursing knowledge and nursing practice. Furthermore, she has dedicated herself to the scientific inquiries into the motherhood transition with its implications for maternal and infant health. In this scholarly dialogue, she shares her expectations of concept analysis for the nursing discipline, along with her new research endeavors and the future of nursing as a science and discipline. It will guide nurse scholars to the world of nursing as a science.

This article examines the joint cognitive systems framework as a foundation for understanding human-machine collaboration. Using Meleis's theory evaluation model, we describe its origins, principles, and applications and then critique its strengths and limitations. Findings highlight challenges in trust, workload, and integration that limit effective use in health care. Application to obstetric anesthesia demonstrates how combining provider expertise with machine learning insights may improve maternal risk assessment. We propose the modernized extension, human-AI joint cognitive systems, to incorporate ethics and sociocultural factors, supporting safer and more effective clinical decision making.

This philosophical analysis combines Watson's theory of human caring with Levinas's relational ethics to examine the nurse-patient relationship as a moral encounter that creates nursing knowledge. Watson's theory alone cannot explain the ontological priority of moral responsibility in nursing identity; Levinas provides this foundation, while Watson demonstrates how moral obligation manifests therapeutically. Through a structured three-stage inquiry, nine core concepts are analyzed to resolve tensions between ethical asymmetry and mutual transformation. The synthesis shows that ethical responsiveness to vulnerability drives transpersonal caring processes, positioning the nurse-patient relationship as central to professional identity rather than just a part of the practice context. This integrated framework highlights relational ontology as fundamental to nursing science, with implications for practice change, curriculum design, and research focused on transpersonal caring.

The purpose of this paper is to explore Doe's newknowings on hope and to deepen understanding of hope as a universal humanuniverse living experience through the lens of the humanbecoming paradigm.

Einstein's statement that imagination is more important than knowledge is explored in considering the importance of imagination in the teaching-learning of nursing. Insights from others on the possible meaning of Einstein's statement provide a basis for considering opportunities for imagination to flourish in teaching-learning while building on a solid foundation of what is known. Using the humanbecoming teaching-learning model, ideas are offered for faculty consideration.

In this column, the author reviews a foundational guide designed for clinical experts transitioning into faculty roles within nursing and health professions education. The text is praised for its accessible, conversational tone and practical approach, featuring useful checklists, appendices, and a logical structure organized into five thematic sections covering curriculum, classroom and clinical teaching, technology, and program evaluation. Its significant strength lies in translating theoretical concepts into actionable steps, framing the educator as a steward of the entire educational program. However, the review identifies critical limitations, including an unconventional sequence that separates core teaching topics and a treatment of the syllabus as a legal contract, a notion challenged by legal precedent. While the book serves as an excellent introductory resource, its occasional gaps in pragmatic strategy and depth lead to the conclusion that it is best suited for novice educators.

In this column, the author explores imagination as a process that fortifies the human experience as moving beyond everyday experience. Imagination is briefly explored as a concept and further portrayed with an exemplar that highlights the potential to go beyond and creatively endeavor for meaningful experiences.

The following is a report of a multimethod study of an interprofessional educational program involving social work and psychiatric mental health nurse practitioner students. The first part of the study was a pre- and postprogram survey of the first three cohorts of students, measuring their interprofessional competencies. The second part was a qualitative analysis of interviews of 15 graduates of the program. All 15 participants interviewed appreciated the fellowship that they shared in the program, and they said that the program broadened their perspective and improved their ability to work collaboratively with other professionals.