Background and purpose Stakeholder engagement is the basis of an emerging and innovative educational model called competency-based education. However, although several studies have analysed the stakeholders’ perspective in nursing, few studies have analysed the stakeholders’ perspective in competence-based curriculum design. Thus, the aim of this study was to analyse the opinions and perspectives of stakeholders about the development of a competency-based baccalaureate nursing curriculum with stakeholder engagement. Methods A phenomenological study was conducted. This method combines descriptive features (Husserlian) and interpretive phenomenology (Gadamerian). The interviews were ended when data saturation was achieved, specifically the redundancy of themes. Results The content analysis identified three main categories (1) a “bridge” that merges education and the work context, (2) stakeholder engagement – a contentious issue; and (3) stakeholder engagement – structuring a methodology. Conclusions Through the stakeholder engagement, university could have a constant interaction between the didactics and professional practice and could improve professional identity and job satisfaction among nurses.Background Male nurses experience stereotypes and obstacles that affect their career progression in clinical and leadership roles. The experiences of male students and nurses in educational and clinical settings are documented, but no research explored the experiences of nurse educators. Purpose To explore and develop a deeper understanding of the lived experiences of male nurse educators. Methods An interpretive phenomenological inquiry was used. Semi-structured interviews were conducted with 12 male educators in Khyber Pakhtunkhwa. Ricoeur’s interpretation theory was used for data analysis. Findings The themes included “searching for respect and autonomy from discrimination to recognition”, “keeping up the pace proving worth as nurse educators”, “building relationship with the opposite gender overcoming cultural constraints”, “withstanding unfair female nursing and non-nursing management”, “appreciating support from democratic management” and “envisioning a non-gendered nursing profession”. Conclusion Male educators surmounted various challenges while searching for respect and recognition and felt content with their professional growth. The greatest challenge was discriminative institutional and the government policies. The educators recognized that female dominance in nursing can be a hurdle, but they indicated that gender discrimination can be ended with collaborative efforts at personal, institutional, and governmental levels. Nursing regulatory bodies and institutions should develop policies that are conducive to recruitment of male and female educators. Separate sub-divisions could be established to provide support to and advocate for the rights of male nurses in clinical, educational, and leadership positions.Undergraduate nursing students have difficulty comprehending the relevance of research to their future as nurses. Working as an undergraduate research assistant may provide opportunities to develop an appreciation of research. The purpose of this study was to explore former undergraduate research assistants’ perceptions of their experience and its effects on their practice as professional nurses. This study used a qualitative descriptive design. Seven former undergraduate research assistants were interviewed. Interview transcripts were analyzed for themes using content analysis. Data analysis yielded three main themes immersion in the research process, empowered to practice evidence-based nursing, and future nurse scientists and educators. Immersion in the research process increased participants’ understanding of research and its importance to nursing practice. This experience facilitated acquisition of skills they used in their current clinical settings to practice evidence-based nursing. Close relationships with a faculty mentor and exposure to a community of nurse scientists at a regional research conference inspired some to consider a future as nurse scientists and educators. An undergraduate research assistant program may be an effective approach to preparing baccalaureate nursing students for clinical practice and for graduate education. Positive experiences with conducting research are essential to nurturing the next generation of nurse scientists and educators.The opportunities and challenges when transitioning from a master’s to DNP in nurse anesthesia education are complemented by using a complex adaptive system (CAS) theory to guide the curricula modifications. Major functional changes included reorganizing the curriculum to incorporate AACN DNP Essentials, COA competencies and integrating the scholarly work of a DNP improvement project. These changes were infused while balancing the intensive clinical requirements of a nurse anesthesia curriculum. Highlights in the DNP curriculum included the driving theory of complex systems, ethical values, leadership development, evidence-based practice and adaptation to emergent situations found in nurse anesthesia practice. Goals were to produce a DNP graduate that is more reliant on strategy and vision rather than only tasks or operations. Using the CAS framework enabled our program to transition and prepare DNP graduates to contribute to improved organizational effectiveness and understand the importance of leading change to positively impact patient outcomes.This manuscript describes one nursing school’s innovative community-based partnership with community organizations and Nurse-Family Partnership (NFP), an established nurse home visiting program for first-time, low income mothers and infants. The aim of this academic nursing endeavor with the community and NFP is to improve the health and well-being of low-income, first time mothers and their children while also providing comprehensive, population-based nursing experiences for students and service leadership and scholarship opportunities for faculty. The academic-practice community partnership described here makes a case for utilizing the expertise and capacity of a nursing school to implement and administer an NFP program and serves as an exemplar for the recommendations described in the New Era for Academic Nursing report (AACN, 2016). The value of forming partnerships between a public health department, the philanthropic community and an academic nursing institution is highlighted. Prexasertib price In this case, the three organizations partnering together around a common purpose of improving birth outcomes enabled the partnership to accomplish more than any individual organization could have accomplished alone.