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Evaluating a youth program whose goals are to provide instruction in Cambodian dance, increase awareness and pride in Cambodian culture, promote healthy behaviors, and create linkages within the community has been a challenge. A primary source of conflict was incorporating evaluation methods that were required of all funded programs with our own specifically tailored measures. One of our concerns was that the required tools were not culturally appropriate for our participants. Our experiences reinforce the importance of forming partnerships that embrace principles of respect, equity, and empowerment among all involved before establishing a research agenda. The choices we made and did not make contributed to our struggles and frustration and also to the insight that was gained. Our analysis examines the importance of clear communication, cultural awareness, tailoring evaluation, and meaningful participation. We believe that the lessons we learned will help facilitate the conduct of culturally sensitive community-based research.

This prospective study examined characteristics of school-related injuries in grades K-6 and children's perceptions regarding prevention and environmental influences. Injuries were most likely to occur on the playground, were most frequent for first and second graders, and for boys. Only 30% of the sample perceived that they could have prevented their injury. This perception was more frequent for children in higher grades. Fifty percent perceived an environmental influence. The Health Promotion Model was used as the theoretical framework to guide this investigation and provide implications for practice. School nurses are in an ideal position to counsel children on taking responsibility for their safety through preventive thinking.

To help students better understand the impact of culture on health practices, the authors developed an experiential learning project. They describe how their students used cultural resources, acquired material representing subcultures, collaborated with peers, and developed multimedia displays.

This project was undertaken to expand student learning experiences with Hispanic and Southeast Asian clients. In addition to classroom experiences, the project included home visiting with individual families. The visits focused on health promotion/ disease prevention and illness care as necessary. Students also taught group health promotion classes. At the completion of this experience students were able to relate more therapeutically to minority clients and to plan culturally acceptable nursing interventions, and they demonstrated increased cultural self-efficacy.

Riding a bicycle provides an excellent opportunity for incorporating exercise into one's lifestyle. However, if the individual does not take responsibility for wearing a helmet the outcome can be tragic. Limited information has been presented in the nursing literature regarding nurses' role in safety promotion and, in particular, promoting the use of bicycle helmets. Existing knowledge related to children's risk of injury, use of bicycle helmets, strategies developed to encourage use, and evaluation data is presented within the context of the Health Promotion Model (Pender, 1987). Suggestions for nurse practitioners' role are derived from this review.

This randomized, experimental study examined the effects of guided imagery on anxiety levels and on movement of clients undergoing nonemergency magnetic resonance imaging (MRI). Subjects who listened to a guided imagery/relaxation tape (n = 20) before their MRI scan and used guided imagery during their scan had lower levels of state anxiety than the control group (n = 21). Based on subject report and operator report, the experimental group moved less frequently during the MRI than the control group. The results of this investigation support the use of guided imagery as a therapeutic intervention and Rogers' Science of Unitary Human Beings.

Parents' styles of responding to children in hypothetical unsafe situations were examined. Questionnaires from 63 mothers and 38 fathers of preschool and school-age children were analyzed. Eight styles were evident with consequential thinking being the style most frequently reported.