Start the year by learning about augmented reality and virtual simulation technologies for use in nursing education. Foronda and her team selected 6 newly emerging products and systems to present to readers. The supplemental digital content with this article provides visuals, videos, and other examples of each of these technologies. How well are your students developing their communication skills? Researchers examined the communication strategies used by 343 undergraduate nursing students to express empathy during simulated health history interviews. Interacting with a virtual patient, students encountered up to 9 information disclosures that warranted the expression of empathy but recognized few (33.5%) of those. The authors present strategies for guiding students’ development of empathic communication skills. Many faculty struggle with decisions about students’ clinical schedules. A study reported in this issue compared opportunities for students to develop their psychomotor skills on the clinical unit and perceptions of clinical experiences across 6-hour day, 6-hour evening, and 12-hour day schedules. The main finding was that 12-hour schedules provided an overall significantly higher rate of skill opportunities than either of the other 6-hour schedules. While QSEN competencies are used widely as a framework for developing teaching strategies and tools, there are few studies available to support a QSEN-based clinical evaluation instrument. Altmiller tackled that issue by developing and validating a clinical evaluation instrument based on QSEN for use in a prelicensure nursing program. Make sure you also read the articles on a self-assessment tool that can be used by faculty advisors to determine individual academic needs of students, holistic preadmission assessment, and test anxiety of students (which differs based on the type of exam and program level). Two articles in this issue address faculty and the work environment. One paper is on a study that examined barriers to a civil work environment for nurse faculty. In the other article Heinrich shares 10 games that nurse educators sometimes play that result in “scholarly joy stealing.” Have you experienced any of these games yourself as an educator?
Marilyn Oermann, Editor-in-Chief