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This paper reports on how service providers and academic researchers partnered to support the journey of a primary prevention organization in western Canada as they reviewed their programming against an evidence-based practice (EBP) framework. The process allows the organization to increase their EBP culture by encouraging staff understanding and uptake of their nine family support programs. It also informs service users and other stakeholders of the evidentiary status of different kinds of support services. In this way, the families become more informed and engaged partners who might easily evaluate the respective risks and benefits of the various applications. As part of the process, an evidence-based framework used a common language to assess the efficacy of the respective nine programs. All nine programs are now mapped into the EBP framework. This review allows staff to become more intentional and informed about the EBPs they employ to support vulnerable families and to use this knowledge to better inform the families with whom they work. This paper and the process the agency followed can be a model for other organizations who serve families experiencing short-term housing crisis, provide infant nursery care, and other support services for families with young children. [ABSTRACT FROM AUTHOR]

Good mental health is a learning enabler for adolescents, demonstrating a reciprocal relationship between mental health and learning outcomes. This article describes a Canadian participatory action research partnership between students, staff and a nurse researcher working together to explore student capacity-building experiences at an alternative high school. Fourteen themes including the importance of supportive healthy relationships within the school environment demonstrated what was happening that built capacity in students. We found that when students' voices were nurtured and they participated in school decision-making processes, a sense of capability resulted; often extending into long-term positive effects. Research outcomes were shared with key decision-makers including the Board of Education Trustees.

There are numerous studies of school mental health promotion and primary prevention and many reviews of these studies; however, no clear consensus statement has emerged regarding school mental health promotion other than that child mental health is an important area that should be addressed in schools. This integrative review seeks to address this gap. How should mental health promotion be addressed in schools and what approaches work best? Using an integrative review approach, two authors searched 11 selected databases, and hand searched an additional 15 promising journals to answer the question: "What is the state of school-based mental health promotion literature reviews published in selected databases in the English language from 1998 to 2010?" Findings suggest a whole school approach focusing on mental health promotion rather than on mental illness prevention is effective in promoting child and youth mental health. However, study populations are limited and many studies either lack clarity regarding who implemented interventions, lack theoretical foundations, process evaluations or youth viewpoints.

An assumption that knowledge arises from research outcomes has been expanded in recent years to include the possibility that knowledge may also be created from the process of engaging in research. Action research (AR) is particularly well suited to such knowledge development. This article offers a brief overview of knowledge in AR as well as the origins and purpose of participatory AR, and discusses selected contributions to knowledge development published in "Educational Action Research". The author augments the literature with personal learning developed in a research partnership between adults and adolescents. Relational knowledge development was understood through addressing concepts of building trust, being treated like a human being and mental health promotion. Reflective knowledge was built through reflections on the meaning of participating as co-researchers.

This article describes a participatory action research project undertaken as a partnership between student, teacher and nurse co-researchers at a Canadian alternative high school. A key purpose of this research was to explore and interpret the meaning of this partnership for mental health promoting nursing practices with adolescents. Following a description of the research, this discussion focuses on the research process, with learning organized under the themes of belonging and power. Understandings arose from the value of partnerships to promote adolescent health, capability, voice--and hope for their futures. Respect, relationship building and trust development were key ingredients for mutually beneficial adult-adolescent partnerships and adolescent experiences of voice. Adolescents need guidance and support to use power effectively and adults have an important role to play in assisting this process. Conceptualizing adolescents as research partners with valuable voices promises to create future possibilities for important health promoting change.

The aim of this article is to define the concept of resilience in the context of chronic pain, while presenting a historical background of resilience. Resilience in young women with chronic pain is discussed where findings exist. Chronic pain places a considerable burden on individual and societal health; resilience is critical to chronic pain management. Enhancing understanding of the concept of resilience can promote resilience and aid in early recognition of impaired coping. Rodgers's evolutionary method of concept analysis was used. Using CINAHL, PubMed, and Google Scholar databases, articles published from 1979 to 2020 were analyzed to identify conceptual components of resilience. We reviewed included articles to determine surrogate terms, relevant uses of the concept, attributes, references of the concept, antecedents, consequences, and related concepts. Resilience in the context of chronic pain is a lifelong process of positive adaption and thriving despite adversity. Components of Rodgers's evolutionary method are identified for the concept. Further research on resilience in young women with chronic pain is needed, given the current lack of literature. Developing nursing interventions to foster resilience is important to promote long‐term, effective self‐management of individuals living with chronic pain. [ABSTRACT FROM AUTHOR]

With problem-oriented approaches to practice, policy and research, youth considered to be 'at-risk' are not often viewed from a strengths-based perspective. Explorations of youths' strengths are critical to help create environments where youth can flourish. The purpose of this research was to explore the resilience, healthy capabilities and strengths of youth at risk; from youth and staff perspectives across three community-based organizations in Western Canada. Through 17 interviews analyzed using hermeneutics, and further interpretation using metaphor development, stories arose of a journey progressing from loss and despair to fostering hope. The importance of youth having a voice and being included in decision-making was both a strength and a way of building strengths in youth. Multiple-level recommendations to help mediate the challenges and systems failures identified in these youths' journeys were identified; with an end goal of creating healthier futures for youth and a society in which they feel they belong. [ABSTRACT FROM AUTHOR]

Aim: The purpose of this article is to clarify the concept of patient empowerment and to correct misconceptions regarding this approach to managing chronic pain care and education. Background: Chronic pain is the leading cause of disability worldwide and the effects of chronic pain can be seen in every aspect of a patient's life. However, a review of the literature reveals little emphasis has been placed on patient empowerment within this population. Accurate understanding and authentic application of empowerment can enable patients to self-manage chronic pain, which can lead to improved person-centered care outcomes. Methods: A literature review and concept analysis based on Rodger's evolutionary concept analysis procedure were used to identify the basic elements of patient empowerment within the chronic pain population. This concept analysis was carried out with the aid of literature on patient empowerment obtained through internet databases CINAHL, PUBMED, Scopus, and Medline. Results: Following Rodger's process, the surrogate terms and relevant uses of the concept were identified, and the attributes, references, antecedents, and consequences of patient empowerment were explored. Self-determination, a mutual partnership, supportive relationship, and an enabling process were found to be the common attributes of empowerment in chronic pain populations. Conclusion: Empowerment remains an evolving concept with both the healthcare provider (HCP) and patient contributing to its evolvement. The HCP must communicate effectively, surrender control, and foster a mutual partnership with the patient. The patient must be motivated to change, possess competencies to engage in the empowerment process, and feel supported in their relationship with the HCP. As patients are empowered they can better self-manage their illness, leading to improved health outcomes. Embracing patient empowerment requires a paradigm shift that is often difficult to achieve because of traditional approaches to care embedded in HCPs socialization and training. [ABSTRACT FROM AUTHOR]

Several letters to the editor are presented in response to an article including the implementation of primary health care (PHC) in primary care, helpful tips on how to communicate with people who have dementia and the way to approach them, all in the June 2015 issue.

In this article we describe a research project studying the strengths of adolescent girls in an open custody treatment group home. Although the literature is replete with research about the deficits of girls in conflict with the law, their strengths are poorly understood and seldom researched. Understanding these girls' strengths fulfills a nursing mandate to foster social justice by challenging the status quo of the prevailing social order. A theatre performance of the research findings resulted in a profound audience impact. Arts-based research and participatory action research offer new ways of accessing marginalized populations' strengths and challenging harmful societal assumptions.

In this article we critically analyze the disconnect between much of the contemporary discourse and practice in Canadian community health nursing (CHN) that has contributed to the slow progress of strengths-based, health-promoting nursing practice. Appreciative inquiry philosophy and methods are introduced as a bridge to traverse this disciplinary gap. Two exemplars show how appreciative, strengths-based CHN research and action can move policies and programs toward more socially just practices congruent with CHN values. Exciting potential for nursing knowledge may arise from incorporating more strengths-based approaches into practice, education, policy, and research.