This issue features innovations for teaching in online learning environments and clinical practice. Faculty teaching in nurse practitioner (NP) programs should start with the article by Benbenek and her team. They describe the development and testing of a capstone objective structured clinical examination for evaluating the practice readiness of students enrolled in multiple NP tracks in their graduate program. They share lessons learned and practical ideas you can use in your own programs at all levels. If teaching in online courses and programs, don't miss reading Hampton and Pearce's article on the level of engagement of nursing students in online courses. The authors report their research findings and how generational differences affect student engagement, and they also describe what you can do as a teacher to better engage students in your online courses. Many faculty are seeking innovative models for clinical teaching: if you are one of those faculty members, read the article by Wise et al. They have developed an innovative coaching model for providing clinical experience in their prelicensure program and share the model and details with readers. After reading that, take time to learn about a study on beginning students' perceptions of the nurse's role when shadowing a nurse in practice. Other articles share innovations using tablets in the classroom, e-portfolios for demonstrating student competency, and another "twist" on using edible cookies in the classroom. Do you know about metacognitive wrappers? Do not miss the article by Poorman and Mastorovich. I want to highlight 2 other articles in this issue. In the Teaching Strategies department, Ross and Bruderle describe strategies for integrating QSEN in nursing courses. These are adaptable for any nursing curriculum. Also read the article on genomic literacy among nursing students for content to include in your curriculum. These are but a few of our articles on innovative teaching in this issue of Nurse Educator.
Marilyn Oermann, Editor-in-Chief