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Students unfamiliar with their counseling program's professional performance assessment policies may consider such policies pejorative. Moreover, student beliefs about the primacy of ethical service to clients may be confounded when faculty members are reluctant or fail to formally address concerns about deficient professional performance of students. The authors propose a framework intended to promote openness and transparency in professional performance assessment and believe this framework is critical to students' accurate perceptions of the assessment process, their trust in faculty members, and their future investment in safeguarding public welfare and the ethical integrity of the counseling profession through gatekeeping. [ABSTRACT FROM AUTHOR]

Ethical standards for counselor training require remediation of students with professional performance deficiencies. However, standards fail to specify the type or extent of remediation necessary to safeguard students' legal rights or justify dismissal if remediation is unsuccessful. Critical assessment of remedial practices in counselor preparation has occurred primarily in the courts when the constitutionality of specific practices was challenged. Prompted by a recent court challenge and its implications for curricular and policy change (C. R. McAdams, V. A. Foster, & T. J. Ward, 2007), this article examines court-tested methods of student remediation and presents them as a guide for developing just and fair student remediation policies. [ABSTRACT FROM AUTHOR]

Counselor educators today are faced with a difficult dilemma. They are mandated to dismiss students they judged to be unfit and irremediable, yet they risk legal action whenever executing a student dismissal decision. Their duty to protect the public must be weighed against the liabilities of costly litigation to institutions, programs, and themselves. This article describes 1 counselor education program's decision to dismiss a student and endure a lengthy, although unsuccessful, lawsuit and jury trial in federal court. The strengths and weaknesses of the program's remediation and dismissal protocol are examined as they emerged under court scrutiny. [ABSTRACT FROM AUTHOR]

The authors report on interviews with counselors who had faced the crisis of client suicide about accessibility and utility of resources for coping and recovery. All identified resources were rated as potentially useful, but their utility was sometimes impaired by limited access. Recommendations for promoting recovery from client suicide are presented. [ABSTRACT FROM AUTHOR]

The impact of client suicide on student counselors has potentially severe and long-term consequences. This article presents recommendations for addressing the needs of students and discusses implications for counselor education. [ABSTRACT FROM AUTHOR]

This descriptive study examined 160 former students' perceptions of one assessment tradition in counselor education: the doctoral oral examination. The findings suggest that oral examinations continue to have substantive value for students, but changes are needed to ensure their future objectivity, transparency, and regard for students' rights as consumers. [ABSTRACT FROM AUTHOR]

The relationship among substance abuse counselors' education, experience, recovery status, and cognitive development (conceptual complexity and moral reasoning levels) was examined in a simultaneous multiple regression. Significant relationships were found between counselors' level of conceptual complexity and moral reasoning and their education. Implications for counselor training are presented. [ABSTRACT FROM AUTHOR]

Purpose The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. Design The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. Findings An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Conclusions Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Clinical Relevance Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. [ABSTRACT FROM AUTHOR]

Improving hypertension control is a public health priority and could reduce health disparities. Self blood pressure monitoring (SBPM) is effective but not widely integrated into clinical care. A pragmatic study distributing blood pressure (BP) monitors was conducted to assess its effectiveness in the management of uncontrolled hypertension under conditions consistent with clinic resources. Patients, predominantly black and Hispanic adults from clinics in low-income, medically underserved communities with uncontrolled BP were enrolled. Follow-up assessments were conducted 9 months after enrollment. Approximately half (53%) of the patients had controlled hypertension at follow-up. Systolic and diastolic BP decreased by 18.7 mm Hg and 8.5 mm Hg, respectively, at follow-up. Although attenuated, decreases persisted after adjustment for regression to the mean. Clinicians were supportive of the program, although collecting follow-up data from enrolled patients was a common challenge. The integration of SBPM into routine management of uncontrolled hypertension demonstrated substantial improvements in control. Systems to identify and track patients who are self-monitoring may increase impact. J Clin Hypertens (Greenwich). 2013;00:00-00. ©2013 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]