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When a focus group exploring the influence of feminism on students' lives became a hermeneutic evaluation, we understood students' lived experience, gained a retrospective view of students' developing feminist voice, and learned how feminist education influenced students' personal and professional lives. Nurse educators in programs espousing phenomenological, practice-driven, dialogic education are encouraged to integrate hermeneutic evaluation strategies so faculty-student groups can make courses and curricula relevant and meaningful.

The authors describe a student-facilitated support group experience initiated at student request and designed for RN-BSN students. Students report they emerged enlightened about group theory, empowered to share their knowledge of groups, and energized to initiate groups in their work settings. If educators make the learning experience safe, practice letting go and being vigilant, and celebrate group successes, students learn how to initiate, facilitate, and terminate small groups.

Nurses negotiating professional transitions, whether they are entering an academic program or assuming a new role in the workplace, often feel like impostors. The metaphor of the hero can serve as an "antidote" to the impostor syndrome. The author describes an educational experience shaped around the impostor and hero metaphors that integrates feminist process with expressive methods to transform nurses' perceptions of themselves from impostors into heroes.

Given the variety of forums and audiences that post-baccalaureate and masters-prepared nurses address, nurse educators need to introduce students to models for developing teaching expertise over the course of their professional lives. The authors introduce such a framework, called Peer Mentoring for Reflective Teaching. The framework enhances teaching skills through consultation with peer mentors to help nurses design relevant learning experiences and reflect on the planning and presentation of teaching episodes.

Nurse educators have long used logs and diaries with students in clinical settings. However, the literature is not specific about the development or implementation of journal writing in nursing classrooms. To guide nurse educators interested in integrating journal writing into their repertoire of teaching strategies, the author reviews relevant literature and describes a triangulation model for journal writing assignments tailored for nursing classrooms.

Are you searching for ways to create a sense of community among the students and faculty in your program? The authors find that an orientation that combines humor, warmth, empathy, and introduces the concept that students and faculty share the identity of "adult learner" is key to developing a community of scholars. Based on their experience, the authors describe three principles for developing an orientation program for nurse-adult learners that can be adapted to other educational settings.

The Greek goddess myths are a uniquely creative medium to teach affirming feminine images to nurses learning about the impact of gender in their personal and professional lives. The author briefly reviews the stories of the goddesses and strategies for integrating goddess literature into nursing courses.