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Changes in health insurance and concomitant changes in quality of life in patients receiving long-term home parenteral nutrition care were explored. A decrease in quality of life and increase in depression were significantly associated with a change of insurance providers. Knowing the importance of health insurance as a family economic resource, nurses working in these settings may be alert for potential socio-emotional problems when health insurance providers change or coverage is less. Policymakers also have an opportunity to ease the financial burden of long-term disease management by expanding coverage for prescription drugs in Medicare benefits. [ABSTRACT FROM AUTHOR]

Background: Historically, nursing curricula have not offered opportunities for students to develop hands-on political competence. A public health policy simulation can improve students' ability to be change agents for health policy through advocacy., Method: The public health policy simulation was a combination of didactic preparation and hands-on application of advocacy training. At the simulation, held at the State Capitol, students visited legislators, gave an oral testimony before a mock hearing committee, and received feedback from legislators., Results: In general, students expressed being more knowledgeable and confident about the legislative process, advocacy for public health issues, communication with legislators, and the role of nursing in the public health policy arena. Students reported increased likelihood of advocacy for public health issues., Conclusion: Public health policy simulation should be part of nursing curricula to help to create a culture that dictates that public health policy is an integral component of the nursing profession. [J Nurs Educ. 2019;58(3):178-181.]., (Copyright 2019, SLACK Incorporated.)

Formative assessment of teaching by peers is an important component of quality improvement for educators. Teaching portfolios submitted for promotion and tenure are expected to include peer evaluations. Faculty resources designed for peer evaluation of classroom teaching are often inadequate for evaluating online teaching. The authors describe development, evaluation, and utility of a new peer evaluation form for formative assessment of online teaching deemed relevant, sound, feasible, and beneficial.