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Holistic nursing practice requires an understanding of the constraints of poverty as one of the social determinants of health. Future nurses need to be change agents for social justice. A descriptive, qualitative study was conducted to explore students' experience of the Missouri Association for Community Action Poverty Simulation© (CAPS) and its impact on empathy and social justice awareness among a purposive sample of 56 sophomore baccalaureate nursing students at a public university in the Northeastern United States. Inductive thematic analysis was applied to data collected from a postparticipation reflection paper. Five themes emerged: (a) emotions, (b) personal history of poverty, (c) empathy, (d) rising advocacy, and (e) lessons learned. The results support that the CAPS simulation provides an experiential opportunity which impacts empathy and foundational attitudes to be a change agent for social justice. Recommendations include structured education about social determinants of health prior to the CAPS simulation, continued education throughout nursing curricula, and experiential opportunities to apply social justice skills before graduation. [ABSTRACT FROM AUTHOR]

This study compares differences in how women with disabilities and women without disabilities learned about their sexuality and reproductive functioning. A written questionnaire was sent to a national sample of women with disabilities and their non-disabled woman friends recruited through independent living centers and announcements in the media. Responses were received from 504 women with disabilities and 442 women without disabilities. Participants were asked how old they were when they first learned about the physical aspects of sexual intercourse. Women with disabilities learned about the physical aspects of sexual intercourse at about the same age (M = 13.16) as women without disabilities (M = 12.93). The most commonly reported sources for learning about sexuality and sexual functioning for both groups were books and other printed material, having sex, partners, friends, and teachers in primary school. More women with disabilities received information from a woman with a disability and a rehabilitation counselor. Women in both groups indicated that sex was never or seldom the subject of general family conversation. On average the women with physical disabilities had their first date at age 16.6, which is later than women without physical disabilities (M = 14.91). Women with physical disabilities who reported having acquired sexuality information at a later age reported having sexual intercourse at an older age (M = 20.37) than women without physical disabilities (M = 17.75). Age at acquiring sexuality information was neither associated with frequency of intimate touch nor frequency of sexual intercourse. The results of this study can be used to generate recommendations for health care professionals concerning ways to respond more effectively to the special needs for sexuality information of physically disabled women. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to evaluate a teaching strategy that engaged baccalaureate maternity nursing students at two universities in a postpartum hemorrhage escape room. The study examined students' attainment of knowledge, as well as teamwork, collaboration, communication, and safety. Method: A mixed method study was conducted with 85 junior-level and senior-level maternity students at two universities in the Northeastern region of the United States. Participants completed a survey and attended one of 20 focus groups after completion of a healthcare simulation escape room on postpartum hemorrhage. Results: Participants (95.2%) reported that the escape room helped with knowledge and skill acquisition. All of the participants reported that it was an effective team building strategy and 97.6% said it fostered communication, learning, and the ability to provide safe patient care. Participants unanimously reported that the escape room was enjoyable, an effective strategy for team building, and they would recommend it to others. Qualitative findings showed six major themes: It was Fun!, No I in Team, Escaping to Learn: Building Knowledge and Confidence, Pressure Cooker, Big Picture, and Lessons Learned. Conclusion: Healthcare simulation escape rooms are an effective teaching strategy and can be used by nursing faculty to foster knowledge, teamwork, collaboration, communication and safety. Participant feedback showed high satisfaction and they felt the escape room provided a valuable learning experience. [ABSTRACT FROM AUTHOR]