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Negative role models can significantly impact nursing students' adherence to standard infection control precautions (SP) but there has been limited research on impacts and relevant strategies. This review examined the impact of negative role models on nursing students' adherence to SP and explored strategies that nursing instructors could use to help students effectively manage the influence of negative role models. An integrative review was conducted, guided by Whittemore and Knafl's methodology (2005). PubMed, CINAHL, and Scopus were searched for articles from 2008‐2023. Research studies were critically appraised using appropriate tools. Fourteen articles met the inclusion criteria and were included in this review. The literature indicates that nursing students frequently encounter negative role models during their clinical placements and that such negative encounters detrimentally impact their adherence to SP. Five strategies to potentially mitigate the impact of negative role models were identified. To address the issue of negative role models, nursing instructors can help students learn specific strategies to manage encounters with negative role models, promote discussion of role modeling with students and clinical staff, and act as role models themselves. Further research is needed to inform specific strategies. • Nursing students encounter negative role models who fail to adhere to standard precautions during their clinical rotations. • Negative role models can negatively influence nursing students' adherence to standard precautions. • Positive role models, problem solving, and seeking help from instructors are beneficial to overcome negative role models. • Communication and collaboration with nurses could increase adherence to standard precautions. • Research is needed to evaluate the impact of certain strategies on students' ability to deal with negative role models. [ABSTRACT FROM AUTHOR]

To evaluate the effectiveness of a foot self-management strategy that utilized a commercially-available infrared thermometer (CAIT) for prevention of diabetic foot ulcers. In this six-month pilot randomized controlled trial, Phase 2 of a three-phase mixed methods research study, 62 participants were randomized to a thermometer and education group (n = 34) and an education-only group (n = 26). Both groups received foot care education and were assessed by a certified orthotist. All participants recorded their number of steps and recorded a foot assessment in a logbook daily. The thermometer and education group also recorded their daily temperature assessment. A temperature difference of >4° Fahrenheit (F) between the two feet prompted participants to rest their feet. Participants were directed to see their healthcare provider if the temperature difference did not decrease to below 4° F in two days. Phase 3 of the study explored the Phase 2 results to understand the findings further. The strategy improved foot assessment and action: the thermometer and education group had significantly more days with any assessment completed than the education-only group (150.98/180 vs. 119.84/180, p = 0.02). Phase 3 findings showed that the thermometer engaged participants, prompted action, and offered reassurance regarding foot health. A CAIT is a tool that could support foot self-management and may offer several benefits, such as promoting and providing structure for a foot assessment and direction for action. NCT0306776 clinicaltrials.gov. • Monitoring of foot temperature with a medical-grade thermometer is a strategy to help patients identify inflammation that could lead to an ulcer. • We wanted to ask whether daily temperature monitoring with a low-cost commercially available infrared thermometer supports self-management. • We found that the strategy engaged patients, improved foot assessment, and prompted action to address foot concerns. • The low-cost commercially available thermometer is a tool that could support foot self-management and prevent foot ulcers. [ABSTRACT FROM AUTHOR]