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Introduction: Latinx and Asian American communities in the U.S. face unique yet similar structural barriers to maintaining adequate diet quality, contributing to an increased burden of diabetes and non-alcoholic fatty liver disease in these groups. These inequities have been exacerbated in recent years due to overt anti-immigrant and anti-Asian sentiment during the COVID-19 pandemic, invoking fear and cultural shame for these groups, and amplifying challenges towards accessing food and economic stability. Hypothesis: Herein we describe a community-centered, multi-level approach aligned with the National Institute of Minority Health and Health Disparities Framework. We hypothesize our study will result in increased fruit and vegetable intake (self-report, measured via skin carotenoids), social cohesion and ethnic pride at the individual level and improved socioeconomic outcomes at the neighborhood level. Methods: Working collaboratively with 8 community-based and farm partners, the goal of the Building Access to Food through Systems and Solidarity (BASIS) Study is to improve diet and economic stability in Sunset Park—a neighborhood of Mexican and Chinese American families in Brooklyn, NY. This neighborhood has been hard-hit during the COVID-19 pandemic and lagged in economic recovery, and its residents are disconnected from government support. BASIS addresses food access, nutrition education, policy change, and hands-on learning (e.g., gardening, cooking) incorporating culturally appropriate values, foods, and taste preferences throughout each of these activities. Results: To date, we have held four group model-building workshops with partners to identify common priorities/goals towards improving nutrition in immigrant communities; co-developed Mexican and Chinese American-specific nutrition education materials; held eight virtual and in-person sessions with community members (n=291); conducted qualitative interviews (n=19) and quantitative data collection (n=175) amongst community residents to inform program development; and implemented a subsidized, community-supported agriculture pilot program for 20 weeks in 2022 (n=38). BASIS resources have been well-received by community members, with high engagement (90% attend weekly produce box pick-up events) and acceptance (100% indicated they would recommend the program to others). Conclusions: Planned evaluation will include mixed methods and administrative data analyses for assessment of multi-level outcomes. BASIS will expand to more participants (n=150), and will include additional program components (e.g., food policy assessment; workforce development; small business owner education). BASIS presents a powerful model to improve diet in immigrant communities applying systems thinking and community-centered best practices, lessons which may be gleaned for other immigrant communities.

Purpose The purpose of this study is to understand mediation in divorce cases where intimate partner violence (IPV) is a concern. These cases may involve managing power imbalances, coercive control or risk for continued violence. Design/methodology/approach In this paper, the authors use feminist and sociological theoretical approaches and grounded theory to analyze triangulated ethnographic data to explore how mediators construct and manage the issue of IPV in mediation. Findings The results indicate that mediators often share a common discourse about IPV that asserts that mediators are professionals with the skills to both identify IPV and to appropriately conduct mediations where IPV is present. However, to achieve successful mediations mediators sometimes choose to discount the seriousness of IPV in assessments. They also use a set of fluid strategies to handle potential power imbalances that allow them to represent themselves as unbiased, even while those strategies risk the equity of the mediation. Practical implications The authors share several strategies that could enhance the social justice of the process for all parties, including uniformity in assessing whether IPV is a concern and oversight of mediators’ practices and training. Social implications The results indicate mediators often share a common discourse about IPV that asserts mediators are professionals with the skills to identify IPV and to appropriately conduct mediations where IPV is present. To reach settlement mediators use a set of fluid mediation and accommodation strategies to handle potential power imbalances due to IPV that allow them to represent themselves as impartial, even while those strategies may risk equity in the mediation. Originality/value The unique data provide a behind-the-scenes look at mediation generated from participant observation of mediation training and actual mediations, along with interviews with 30 practicing mediators.

Although there is substantial research documenting the impact of department heads in higher education, there is a significant gap in the literature examining the role of program coordinators. This ...

Students desire free textbooks that incorporate multimedia and interactive experiences. Although there is an increased production of e-textbooks, these resources tend to replicate hard copy books a...

This special issue of Women & Criminal Justice is dedicated to analyzing the legal and extra-legal policies and practices that regulate mothers and pregnant individuals, and the effects of those re...

Background: Nursing students encounter various adjustments during their first year of nursing school, including challenging coursework, competing demands, and clinical preparation. Limited research exists on first-year nursing students' experiences and the impact these experiences have on their success. This study examined nursing students' transitional experiences during their first year of university and identified support requirements needed. Meleis' Transition Theory was used to explore students' experiences. Method: A qualitative thematic analysis design was used. A convenience sample of first-year nursing students ( N = 42) were recruited, and six semistructured focus groups were conducted. Results: The focus group discussions identified four themes: learning through others, confronting postsecondary demands, importance of relationships, and transition of self. Conclusion: The study findings highlighted students' transitional experiences regarding knowledge sources, relationships, and perceived supports that would promote a positive transition. The findings can assist faculty in enhancing interventions that support nursing students' success. [ J Nurs Educ . 2020;59(5):263–268.]

Background Despite the formulation of best practice guidelines for in-person simulation, there has been uncertainty regarding debriefing practices for virtual experiences. This study explores the following debriefing practices: self-debrief only; self-debrief followed by a small-group debrief; and self-debrief followed by a large-group debrief. Methods A focus group study methodology consisting of a convenience sample of first-year nursing students (n = 19) was conducted. Results Study results included four themes: developing process; promoting safe debriefing spaces; fortifying knowledge; and engaging in reflection. Conclusion This study provides insight into the advantages of an immediate self-debrief after a virtual gaming simulation and the value of maximizing reflection by adding a group debrief.

In all types of simulations, debriefing is a crucial component of the experience that stimulates learning through reflection. Self-debriefing following both in-person and virtual simulations is being explored. In this article, we discuss the opportunities and challenges of combining two methods of debriefing to optimize learning and extend reflection. More specifically, we examine the combination of using written self-debriefs followed by facilitated group debriefs. This discussion paper provides debriefing options for educators to meet their students and educational needs. This article encourages the simulation community to question and engage in research that advances the state of science related to combining debriefing methods.

Background Self-debrief alone and in combination with group debrief methods has not been well explored. Self-debrief requires self-assessment and reflection by the learner where one's strengths and areas for growth are identified. These skills are critical to the development of reflexive practitioners. Method A mixed methods study was conducted to examine debriefing methods. Participants completed a prenatal virtual gaming simulation and then were randomly assigned by lab section to one of three debriefing methods: self-debrief, self-debrief and small-group debrief, self-debrief and large-group debrief. Data were collected regarding two outcomes: prenatal knowledge and the debriefing experience. Results All groups made significant knowledge gains. The self-debrief–only participants had the lowest debriefing experience scores. The small- and large-group debriefing after self-debriefing offered many benefits. Conclusion Self-debrief after a virtual simulation encourages reflection and self-awareness. Combining self-debrief with a small- or large-group debrief can optimize the learning experience.

Although often assumed as objective, texts in nursing education are value-laden artifacts. Not unlike many educational materials, nursing texts are socially situated and often reflect dominant discourses of white supremacy, patriarchy, colonialism, cis/heteronormativity, gender binaries, and ableism. In addition to conveying what institutions and educators value, the discourses that are mediated through text socialize students in their ways of thinking and acting. There is a collective responsibility to critically examine how and why particular discourses persistently permeate texts used in nursing education. Open educational resources, as one type of text in nursing, are often touted as symbols of social justice because they are accessible for use by diverse learners and can be adapted to suit educators' needs.With a focus on better understanding how equity, diversity, and inclusion can inform the design and production of open education resources, our guiding research question was: How do students perceive and envision equity, diversity, and inclusion in nursing-related open educational resources?Guided by a social justice framework, we used interpretive description methodology informed by participatory action research values to answer this question.Sixteen students participated from a post-secondary year-one nursing course in two focus groups and thirty-three students completed an open-ended survey.Data analysis yielded four themes: representation, learning, identities, and self.Nurse educators have the opportunity to design open educational resources in ways that empower students and elevate social justice. Thus, a more nuanced and critical approach towards social justice is needed to better integrate diversity in nursing-related resources.

Engagement is an integral pedagogical component underpinning effective educational activities and is of importance for educators using online platforms. Carefully designed, technology-enabled learning resources can increase student engagement. We developed an open educational resource etextbook on vital sign measurement using an interactive and multimodal platform to facilitate student learning. The etextbook design was informed by experiential teaching-learning theory. Students progressed through the etextbook at their own pace, following pedagogy informed by the iterative process of read, observe, practice, and test, commonly used in nursing education. The etextbook was introduced as a required reading in a first-year health assessment course at one university and two colleges. In this project, we explored the level of engagement experienced by users of the etextbook. We conducted a descriptive study using the User Engagement Scale to measure students' degree of engagement using the etextbook. Results from participants (N = 455) who used the etextbook in the study indicated a high level of engagement. The responses to an open-ended item on the survey provided context to the results and shed light on effective design practices. Several recommendations for best practices in developing etextbooks are identified for educators to consider.

Experiential learning is an important component of nursing education. Coupled with the limited opportunities to practice clinical skills in specialty areas and the pedagogical possibilities of virtual environments, our team started producing virtual gaming simulations. They incorporate an innovative pedagogical approach to simulation based on a branching scenario format. In this article, we share our experience in creating virtual gaming simulations with the aim to inspire other educators to engage in this technology-enabled, learning modality designed to enhance experiential learning among nursing students.

Background Virtual simulations can provide students with an opportunity to apply theoretical concepts to simulated clinical experiences. Method A mixed-method design using surveys and focus groups was used to explore student satisfaction, self-confidence, engagement, and simulation design. Results High levels of effective simulation design elements were reported. Survey results indicated positive outcomes in self-confidence and satisfaction. Focus group data revealed three main themes: virtual gaming simulation design elements, expanding knowledge, and experiential learning. Conclusions The high level of realism and authentic storyline in this virtual gaming simulation contributed to the learning experience and enhanced knowledge, engagement, and self-confidence among bridging nursing students.

Background: Child maltreatment is a major public issue in the United States, yet most children affected by abuse or neglect never engage in evidence-based practices (EBP) for child mental health. Children’s Advocacy Centers (CACs’) are uniquely situated to serve as Family Navigators who connect children impacted by maltreatment to appropriate EBPs. In fact, the CAC position of Victim Advocate mirrors the Mental Health Family Navigator national initiative.Methods: We developed, implemented, and will evaluate web-based and consultative training for Victim Advocates to enhance early engagement in services (E3 training). The interactive web-based training will embed key targets of knowledge and skills related to family engagement, trauma, and EBP services. Participating CACs will be randomized to E3 webinar-based training, E3 webinar plus consultation, or delayed training. The project will test the E3 training’s impact on key mechanisms of change (e.g., knowledge, skills) to improve rates of screening, referral, and access to EBP services. The feasibility of implementing the training program, and differential impact and costs by level of training will be examined.Discussion: The overarching goal of this project is to test a training that is readily implemented through CACs and examine the mechanisms for improving early engagement and, ultimately, child and adolescent mental health outcomes. Results and cost findings will be used to plan a large-scale comprehensive, mixed-methods Hybrid Type II effectiveness-implementation and cost-effectiveness trial of Family Navigator E3 training. If outcomes are positive, considerable infrastructure exists to support the scale-up and sustainability of E3 training nationwide, by embedding the training in national CAC training protocols.Trial registration: NCT04221633Date and version identifier: March 25 2021; Vers. 1.0 (original)

Undergraduates with sexual and/or gender minority (SGM) identities, including lesbian, gay, bisexual, transgender, queer/questioning, pansexual, intersexual, asexual, or additional positionalities, often face an unwelcoming STEM microclimate. The STEM microclimate includes the places students experience, such as classrooms or labs, and the people, such as peers or professors, with whom they discuss their STEM program. While previous work offers a framework of microaggressions faced by SGM people, and the behavioral, cognitive, and emotional strategies they use to react to them, little is known about the strategies SGM students use to persist in the STEM microclimate. We analyze interviews with 29 SGM STEM undergraduates to uncover how they fit in STEM, their experiences that affect fit, how social capital in the form of influential others affects fit, and the strategies used to deal with microaggressions and cultivate a supportive network. Using thematic analysis, we find that students vary in their feelings of fit, with students with gender minority identities experiencing more frequent and more severe microaggressions than students with sexual minority identities (which are often less visible). We likewise find that students with racial minority identities report compounding issues related to identity. SGM students with social capital, or a network of people to whom they can turn in order to access advice and resources, believe they fit in better than those without such capital. To support their feelings of fit, students use defenses against discrimination, including micro-defenses, wherein they change how they present their self to avoid microaggressions and/or surround themselves with accepting people. This research highlights the role of microaggressions and social capital in affecting fit as well as the micro-defenses students use to defend against discrimination. Our introduction of the concept of micro-defenses provides a way to theorize about micro-interactional dynamics and the site at which students defend against microaggressions so they feel more welcome in STEM. Implications provide insight into how SGM students can be supported in STEM as well as the institutional changes STEM departments and campuses can make in order to better support and include SGM students.

BACKGROUND Nursing faculty may be reluctant to fail students for a variety of reasons. Faculty may fear being viewed as discriminatory when failing nursing students with disabilities. PROBLEM Schools of nursing may still be using technical standards that are outdated and noncompliant with the Americans with Disabilities Act (ADA) to determine eligibility for admission and may confuse essential functions with academic expectations. Lack of faculty awareness of the ADA may make faculty reluctant to fail nursing students with disabilities. APPROACH All nursing students should be assessed based on whether-not how-they meet academic and clinical standards safely. Disability accommodations should not affect the standards that must be met. CONCLUSIONS Faculty should base decisions on whether to assign failing grades to students on factors unrelated to a disability. Technical standards, when written correctly, should clarify whether inability or disability contributed to failure. Policies regarding failing should be clear, equitable, and accessible.

In nursing education, virtual simulations are used to augment in-person simulation and prepare and supplement students for clinical placements. More recently, as a result of the COVID-19 pandemic, virtual simulations are being used to replace clinical hours. Many virtual simulations require the user to make decisions that affect the outcome of the simulated experience. In this article, we provide a historical account of the virtual gaming simulations that members of our team developed and the processes that led to successful uptake into curriculum. In addition, we share lessons learned from our experiences in terms of maximizing curricular uptake. We found engagement of the teaching team is essential when using VGS in a course. In addition, when using VGS, it is important to follow the process of prebrief, enactment, debrief and evaluation. Educators can build on and grow from our lessons learned so that the path to embedding virtual gaming simulation in curriculum becomes clear.

Research has revealed that nurses and nursing students with disabilities experience discrimination. There are relatively few nurses with obvious physical disabilities working in clinical settings. Misconceptions abound regarding what a nurse with a disability can do. The focus tends to be on disability rather than ability. Similarly, prospective nursing students with disabilities are viewed with apprehension and caution. The overriding concern regarding nurses and nursing students with disabilities is that they will jeopardize patient safety. Nurse educators worry that students will not be able to complete the required skills and often confuse essential functions of nursing work with the academic standards required to graduate successfully. This article proposes that based on the research, we are not truly inclusive of nurses or nursing students with disabilities.

This study sought to understand school leaders' views of literacy education from a European perspective. Eight Norwegian primary school's literacy plans were randomly selected, and one EU policy document, the final report by the EU High-Level Group of Experts on Literacy, was chosen purposefully. A detailed thematic analysis of the expert group's report was the basis for a content analysis of the literacy plans. The result was interpreted using John McNeils' four curriculum ideologies. The analysis suggested that both had a small preference for the humanistic curriculum, illustrated by their emphasis on motivation, individualization, and qualitative assessment. However, the plans and the report included learning-objectives and standardized assessments, elements associated with a systemic view of education. Further, they also expressed views consistent with the academic and social reconstructionist curriculum. Overall, the study revealed the High-Level Group Experts on Literacy and the Norwegian primary school leaders' view on literacy education was multifaceted but similar.

Beyond entry-level education and training, nursing students and new graduates must consider and prepare for licensure, employment, and practice. Preparing to become licensed and/or certified typically requires extensive documentation and preparatory study prior to sitting for examinations to demonstrate one’s competence. The soon-to-be graduate has decisions to make requiring a clear understanding of the requirements for licensure/certification and the processes inherent in sitting for these examinations. In addition, the student and new graduate must consider their anticipated career trajectory and carefully examine and choose their first employment setting or whether they will pursue a residency or further education before settling into their first official employment in the profession for which they have long prepared. For the student or new graduate with a disability in particular, these decisions and choices may require further analysis to allow for necessary accommodations or needs. This chapter presents the processes for licensure for nurses and offers background and context to assist the soon-to-be or new graduate to prepare for licensure, career decision, and practice.

Students with disabilities may fail to progress in health science programs due to academic deficits or disability-related factors. The strategies to remedy shortcomings will differ depending on the cause, as will the legal implications. Therefore, discerning between the two is crucial and may require a team approach.

The exploration of a student’s future medical specialty begins on their first day of medical school. Medical students must acquire a solid fund of medical knowledge, prepare for high-stakes standardized tests (USMLE and COMLEX), select a medicine specialty or subspecialty, apply for residency, and match into a residency training program prior to graduation. Obtaining their full medical license and board certification requires extensive preparation, studying, a series of examinations throughout their training, and completion of their residency. A medical student with a disability will have other considerations when assessing specialty selection and may find it difficult to navigate this process on their own. Each specialty may demand very different strengths (precise procedural prowess, rapid processing of differential diagnoses, nonthreatening probing questions) that are impossible to gauge without adequate in-depth exposure. To aid with navigating, these transitions and decisions, disability resource professionals, career advisors, and speciality career counselors work together to ensure a “good fit” for the student/trainee with a disability. This chapter presents the processes for the student doctor to prepare for specialty selection, applying to residency, residency training selection, securing a residency training program, licensure, and safe practice.

Hemodialysis is a life-sustaining treatment for persons with kidney failure. However, those on hemodialysis still face a poor quality of life and a short life expectancy. High-quality research evidence from large randomized controlled trials is needed to identify interventions that improve the experiences, outcomes, and health care of persons receiving hemodialysis. With the support of the Canadian Institutes of Health Research and its Strategy for Patient-Oriented Research, the Innovative Clinical Trials in Hemodialysis Centers initiative brought together Canadian and international kidney researchers, patients, health care providers, and health administrators to participate in a workshop held in Toronto, Canada, on June 2 and 3, 2018. The workshop served to increase knowledge and awareness about the conduct of innovative, pragmatic, cluster-randomized registry trials embedded into routine hemodialysis care and provided an opportunity to discuss and build support for new trial ideas. The workshop content included structured presentations, facilitated group discussions, and expert panel feedback. Partnerships and promising trial ideas borne out of the workshop will continue to be developed to support the implementation of future large-scale trials.L’hémodialyse constitue un traitement essentiel au maintien de la vie pour les personnes atteintes d’insuffisance rénale. Les patients hémodialysés voient cependant leur qualité et leur espérance de vie réduites. Des données de recherches probantes, provenant de vastes essais cliniques contrôlés à répartition aléatoire, sont nécessaires pour améliorer l’expérience, les résultats et les soins des patients hémodialysés. Grâce au soutien des Instituts de recherche en santé du Canada (IRSC) et de leur Stratégie de recherche axée sur le patient (SRAP), l’initiative sur les essais cliniques novateurs (ECN) en centres d’hémodialyse a réuni divers intervenants en santé rénale (chercheurs, patients, fournisseurs de soins et administrateurs), du Canada et de partout dans le monde, lors d’un colloque qui s’est tenu à Toronto les 2 et 3 juin 2018. Ce colloque a permis d’accroître la sensibilisation et les connaissances sur la conduite d’essais cliniques novateurs, répartis en grappes, pragmatiques et intégrés aux soins d’hémodialyse de routine. Cette rencontre a également fourni une occasion de discuter de nouvelles idées d’essais cliniques et de susciter les appuis nécessaires à leur réalisation. Le colloque s’est déroulé sous forme de présentations structurées, de discussions animées en groupe et de rétroaction de la part d’un comité d’experts. Les idées de recherche prometteuses et les partenariats issus de ce colloque continueront d’être développés pour soutenir la réalisation d’essais cliniques futurs de grande envergure.