https://www.selleckchem.com/products/n6022.html To meet the demands of a complex health care environment, nursing students need education that includes telephone triage in outpatient settings. Developing telephone triage communication skills requires the use of a different set of senses than in-person assessments. The purpose of this pilot study was to measure the effect of a telephone triage classroom simulation on prelicensure nursing students' knowledge and skills. A simulation was developed to learn outpatient telephone triage protocols focused on lower respiratory illness. Students documented the encounter, gave a report to the provider, and completed the Simulation Effectiveness Tool-Modified. Eighty-eight percent of students strongly agreed that learning about telephone triage and outpatient nursing was useful. Student perceptions of learning pathophysiology and teaching patients about illness scored lowest. Most students had inaccurate documentation of patient encounters. Identified areas for curricular improvement included accurate documentation, pathophysiology, and patient teaching opportunities in outpatient telephone triage. . Identified areas for curricular improvement included accurate documentation, pathophysiology, and patient teaching opportunities in outpatient telephone triage. [J Nurs Educ. 2021;60(6)352-355.]. Nursing students from culturally and linguistically diverse (CALD) backgrounds may require additional support for academic success. A CALD peer-mentoring program was offered in an Accelerated Bachelor of Science in Nursing (ABSN) program. The Logic Model framework was used to plan the program. Mentors and mentees expressed satisfaction and derived benefits from the mentoring program. They were retained in the ABSN program and all but one had on-time academic progression. The CALD peer-mentoring program was cost effective and successful. A challenge to be addressed is the need to overcome scheduling conflicts for mentors and mentees to mee