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  • 1
    Online Resource
    Online Resource
    Elsevier BV ; 2014
    In:  Journal of Pediatric Health Care Vol. 28, No. 5 ( 2014-09), p. 429-437
    In: Journal of Pediatric Health Care, Elsevier BV, Vol. 28, No. 5 ( 2014-09), p. 429-437
    Type of Medium: Online Resource
    ISSN: 0891-5245
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2014
    detail.hit.zdb_id: 2048801-4
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  • 2
    Online Resource
    Online Resource
    SLACK, Inc. ; 2022
    In:  The Journal of Continuing Education in Nursing Vol. 53, No. 8 ( 2022-08), p. 348-354
    In: The Journal of Continuing Education in Nursing, SLACK, Inc., Vol. 53, No. 8 ( 2022-08), p. 348-354
    Abstract: The lesbian, gay, bisexual, transgender, and queer (LGBTQ+) adolescent population experiences health disparities due to barriers to care, including lack of access to culturally competent health care providers. The purpose of this quality improvement project was to increase access to culturally competent care through continuing education, a physical makeover of clinic space, and a social marketing campaign. The impact of the project on the number of LGBTQ+ adolescent patients at the clinic and the rate of documentation of sexual orientation and gender identity data was evaluated via a chart audit. Changes in nurses' and health care providers' knowledge as a result of the continuing education were evaluated with a pretest and a posttest. The number of LGBTQ+ patients and provider knowledge increased following the continuing education. Sexual orientation and gender identity data were documented during 87.5% of visits. The participants' knowledge increased by 4.7% following the continuing education. Further, five physical changes to the clinic were completed and a social marketing campaign was launched. This quality improvement project demonstrates that continuing education can be an effective way to increase cultural competence for the care of LGBTQ+ individuals. [ J Contin Educ Nurs . 2022;53(8):348–354.]
    Type of Medium: Online Resource
    ISSN: 0022-0124
    Language: English
    Publisher: SLACK, Inc.
    Publication Date: 2022
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  • 3
    In: The Journal of School Nursing, SAGE Publications
    Abstract: Education is associated with improved health outcomes. However, fewer non-Hispanic Black Americans earn high school diplomas, baccalaureate, or advanced degrees than White Americans, placing them at higher risk for poor health outcomes. Racial disparities in education have been linked to social injustice and structural racism. Through the Framework for the 21st Century School Nursing Practice TM , school nurses can impact academic success and college readiness for Black youth. An integrative review of the literature was conducted to describe programs to promote college readiness for Black high school students and evaluate school nurse involvement. Findings of the eighteen unique studies included in this review were: programs included mostly female participants, and most yielded improvements in students' non-cognitive skills (i.e. sense of belonging/confidence) and college knowledge. None of the programs included school nurse involvement. School nurses can advocate for anti-racist college readiness programs with intentional, asset-based approaches to position youth for success in college.
    Type of Medium: Online Resource
    ISSN: 1059-8405 , 1546-8364
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2022
    detail.hit.zdb_id: 2078960-9
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  • 4
    In: Public Health Nursing, Wiley, Vol. 35, No. 5 ( 2018-09), p. 414-419
    Abstract: The purpose of this clinical concepts paper is to describe the development, implementation, and evaluation of a formal academic‐practice partnership between a large, urban, public school system and a college of nursing, based on the American Association of Colleges of Nursing's Guiding Principles to Academic‐Practice Partnerships . The overarching goal of the partnership was to increase the school district's capacity to meet sexual health education policy requirements while providing graduate nursing students with an opportunity to work with a diverse population of youth during a public health nursing practicum course. As a result of the partnership, over 2,000 public school students (grades 5–12) have received comprehensive sexual health education and increased their knowledge by an average of 19.7–32.7%. In addition, 79 prelicensure, graduate nursing students have been placed at the public school system for public health nursing practicum and 100% have met all clinical objectives. As with any partnership, successes and lessons learned were identified. Discussion of both is included in this paper and may benefit other organizations considering entering into similar partnerships. Ultimately, academic‐practice partnerships are an important mechanism to simultaneously meet the growing needs of community practice partners and nursing education programs, while strengthening public health nursing practice.
    Type of Medium: Online Resource
    ISSN: 0737-1209 , 1525-1446
    URL: Issue
    Language: English
    Publisher: Wiley
    Publication Date: 2018
    detail.hit.zdb_id: 2010328-1
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  • 5
    In: Western Journal of Nursing Research, SAGE Publications, Vol. 45, No. 7 ( 2023-07), p. 592-598
    Abstract: Collaboration between Doctor of Nursing Practice (DNP) scholars and Doctor of Philosophy (PhD) scholars is crucial to efficiently advance and disseminate nursing science. Also, DNP-PhD collaboration can help achieve priorities outlined in the recent National Institute of Nursing Research (NINR) Strategic Plan. The purpose of this series of case studies is to describe exemplars of ongoing DNP-PhD collaborations across three NINR-funded trials (1 completed, 2 ongoing) testing physical activity interventions for women at risk for cardiovascular disease. In our three physical activity intervention trials for women, we categorized examples of DNP-PhD collaboration by the four phases of the team-based research model (development, conceptualization, implementation, and translation). Across all three trials, DNP and PhD scholars contributed successfully to all phases of research in an iterative manner. Future work should focus on expanding DNP-PhD collaboration in behavioral trials, which can inform adapted, contemporary models of iterative DNP-PhD collaboration.
    Type of Medium: Online Resource
    ISSN: 0193-9459 , 1552-8456
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2023
    detail.hit.zdb_id: 2067773-X
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  • 6
    Online Resource
    Online Resource
    SAGE Publications ; 2024
    In:  The Journal of School Nursing Vol. 40, No. 2 ( 2024-04), p. 135-143
    In: The Journal of School Nursing, SAGE Publications, Vol. 40, No. 2 ( 2024-04), p. 135-143
    Abstract: Data on school health policy implementation are limited due to the absence of a validated measurement tool. The purpose of this study was to create and pilot a school health policy implementation survey. A modified, four-round Delphi process was used to achieve consensus on content and format of the survey. The final 76-item survey was piloted in 655 schools with a return rate of 57.1% (n = 378). Seven schools participated in environmental audits. Based on the audits, survey responses represented an accurate description of school practices for 84.2% (n = 64) of questions. The remaining 15.8% (n = 12) of survey items were eliminated or revised. This measurement tool begins to fill the research gap between the evaluation of written school health policy and implementation. Further, this tool may be used by school nurses in alignment with the Framework for 21 st Century School Nursing Practice.
    Type of Medium: Online Resource
    ISSN: 1059-8405 , 1546-8364
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2024
    detail.hit.zdb_id: 2078960-9
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  • 7
    Online Resource
    Online Resource
    Wiley ; 2020
    In:  Public Health Nursing Vol. 37, No. 3 ( 2020-05), p. 353-362
    In: Public Health Nursing, Wiley, Vol. 37, No. 3 ( 2020-05), p. 353-362
    Abstract: Teenage pregnancy, with its associated health and social consequences for young people and society as a whole, is one of the nation's most important public health issues. The purpose of this study was to use Youth Risk Behavior Survey (YRBS) data describe self‐reported, pregnancy experiences in 9–12th grade Chicago Public Schools (CPS) students and identify teens at highest risk based on gender, grade‐level, race, ethnicity, and sexual orientation. Methods Secondary data analysis of the 2017 CPS high school Youth Risk Behavior Survey was conducted. Results The survey response rate was 73% ( n  = 1,883). 4.9% ( n  = 91) of CPS students in grades 9 – 12 reported a pregnancy experience, and 1.9% ( n  = 34) reported being “unsure” of a pregnancy experience. Statistically significant differences in the likelihood of self‐reporting a pregnancy experience were found based on grade level ( p  = .000), race ( p  = .023), and sexual orientation ( p  = .000). Conclusion While risk for a teen pregnancy experience varies across all groups, public health nurses can use YRBS data to better understand pregnancy risk in the populations they serve and can leverage core competencies, and robust community relationships to adapt, implement and evaluate evidence‐based teen pregnancy prevention programs for maximum impact on teens at greatest risk.
    Type of Medium: Online Resource
    ISSN: 0737-1209 , 1525-1446
    URL: Issue
    Language: English
    Publisher: Wiley
    Publication Date: 2020
    detail.hit.zdb_id: 2010328-1
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  • 8
    Online Resource
    Online Resource
    Elsevier BV ; 2019
    In:  Journal of Professional Nursing Vol. 35, No. 5 ( 2019-09), p. 353-357
    In: Journal of Professional Nursing, Elsevier BV, Vol. 35, No. 5 ( 2019-09), p. 353-357
    Type of Medium: Online Resource
    ISSN: 8755-7223
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2019
    detail.hit.zdb_id: 2049054-9
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  • 9
    In: The Journal of School Nursing, SAGE Publications
    Abstract: School nurses are uniquely positioned to support lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ) students. One approach is involvement in Gender and Sexuality Alliances (GSAs). GSAs have been found to improve outcomes for LGBTQ students. The purposes of this quality improvement project were to build infrastructure for GSAs by implementing a GSA Support Plan including a digital resource binder, GSA advisor trainings, and establishment of an Advisor Leadership Committee and increase the number of schools with a GSA. The binder was distributed electronically to 95 advisors. Forty-nine participants attending virtual trainings. A statistically significant increase in all measures of participant confidence occurred between the pre- and post-training surveys. The Advisor Leadership Committee was established. This paper adds to the literature by showing that support for GSAs is important to aiding LGBTQ students. Further, authors suggest ways in which school nurses can harness their expertise to be involved with GSAs.
    Type of Medium: Online Resource
    ISSN: 1059-8405 , 1546-8364
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2022
    detail.hit.zdb_id: 2078960-9
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  • 10
    In: Circulation, Ovid Technologies (Wolters Kluwer Health), Vol. 144, No. Suppl_1 ( 2021-11-16)
    Abstract: Doctorally prepared nurse scholars with the doctor of nursing practice (DNP) and the doctor of philosophy (PhD) degrees are equally well suited to engage in scholarship to advance cardiovascular nursing and health outcomes. Collaboration between DNP and PhD scholars is crucial to develop interventions to improve cardiovascular outcomes and encourage efficient translation of research findings into practice. The purpose of this paper is to (1) provide a targeted review of the current state of literature on examples of DNP-PhD collaboration, and (2) describe ongoing DNP-PhD collaborations across three NIH-funded trials (1 completed, 2 ongoing) testing physical activity interventions for women at risk for cardiovascular disease. First, a targeted review was conducted to identify examples of DNP-PhD collaboration, and identified 12 published articles. Articles described the DNP-PhD collaborations in research/scholarship ( n = 8) and education ( n = 5). Of the research articles, there was evidence of collaboration in evidence-based practice projects for various health outcomes. However, none of the articles described DNP-PhD collaboration in NIH-funded clinical trials, including behavioral interventions for cardiovascular health. Three physical activity interventions for women at risk for cardiovascular disease were or are being tested in three trials (NCT01700894, NCT03558828, NCT04556305). Examples of DNP-PhD collaboration are categorized according to the four Team Science Phases. Research teams are led by PhD nurse scholars who oversee design and implementation (Development, Conceptualization, Implementation, Translation). DNP scholars provide clinical feedback in advisory panels and focus groups (Development, Conceptualization), provide training to intervention teams, lead personal call and group interventions (Implementation), facilitate patient referrals for participation (Implementation), oversee intervention safety (Implementation, Translation), and contribute to dissemination (Translation). DNP-PhD collaboration is important for all phases of NIH behavioral trials to optimize outcomes. There is a need for additional publications to detail applicable DNP-PhD collaborations in NIH-funded nursing research.
    Type of Medium: Online Resource
    ISSN: 0009-7322 , 1524-4539
    Language: English
    Publisher: Ovid Technologies (Wolters Kluwer Health)
    Publication Date: 2021
    detail.hit.zdb_id: 1466401-X
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