Wisdom and the Bible in Teaching-Learning through Global Service Experiences.

The authors, who are nursing faculty members and leaders at a faith-based institution of higher education, discuss their concept of wisdom and how it guides their teaching and practice. Wisdom is seen by them as a universal humanuniverse living experience that is inspired and cocreated with their faith and understanding of God with others. They apply the concept of wisdom in global service experiences that their institution supports. These experiences strengthen their inherent core whatness as they cocreate what is important in the moment while participating in teaching-learning.

The Humanbecoming Concept Inventing Model: Another Exploration of Hope.

In this paper, a community of eight aspiring Parse scholars presents experiences with a scholarly investigation using Parse's humanbecoming concept inventing model to discover the meaning of the nursing phenomenon hope as a universal humanuniverse living experience. The now-truth of the universal humanuniverse living experience hope surfaced as envisioning possibilities with sureness-unsureness arising with opportunities-restrictions. The ingenuous proclamation of hope, together with the aspiring Parse scholars' chosen artform, is declared as a theoretical statement at the level of the humanbecoming paradigm is imaging the originating of enabling-limiting. The contributions of aspiring Parse scholars offer opportunities to advance nursing knowledge of the universal humanuniverse living experience hope.

The HLKES-2: Revision and Evaluation of the Health Literacy Knowledge and Experiences Survey.

BACKGROUND: Low health literacy impacts individual health and the health care system. The Health Literacy Knowledge and Experience Survey (HLKES) was created to evaluate preparedness of nurses to provide health literate care. However, the instrument was developed a decade ago and needs revision. The purpose of this study was to update and shorten the HLKES into a feasible, valid, and reliable instrument. METHOD: The HLKES was refined into a 14-item instrument (10 knowledge questions and four experience questions). Expert review was obtained. Face validity was assessed, and pilot and field testing with students was conducted. RESULTS: Scale content validity index was 0.95, and individual questions demonstrated appropriate item difficulty and discrimination. Cronbach's alpha coefficient was .565 for the 10 multiple choice questions and .843 for the four Likert-type questions, indicating good reliability. CONCLUSION: A reliable and valid HLKES-2 was developed to evaluate health literacy knowledge and experiences in a contemporary setting. [J Nurs Educ. 2019;58(2):86-92.].