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Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.

One of the greatest challenges new graduates confront when transitioning to practice is establishing positive relationships with experienced nurses. Nursing faculty must prepare graduates for this challenge. However, nursing faculty are often removed from everyday practice and must rely on the perceptions of those entrenched in practice in order to ground teaching endeavors in authenticity. Nurse managers are well positioned to provide knowledgeable insights to nursing faculty regarding nurse relationships. The purpose of this qualitative, descriptive study was to explore nurse managers' perceptions regarding new graduates' relationships with more experienced nurses. Researcher-participant audiotaped interviews were conducted with 13 nurse managers. A content analysis revealed that all participants believed nurse relationships were significant, that factors such as perceived inequities and stressful occurrences triggered poor relationships, that new graduates were often targeted for negative relationships, and that reasons for targeting of new graduates included prolonged dependence on experienced nurses and either over or under confidence of the new graduate. Providing a supportive, protective environment and hiring practices that promote team unity were posed as strategies that could help to prevent targeting of new graduates. Findings provide real-life, practice based information that can underpin nurse educators' teaching regarding nurse relationships and relationship building., (Copyright © 2017 Elsevier Inc. All rights reserved.)

Objective: The purpose of this study is to explore nurse managers' (NMs') perceptions regarding disruptive nurse-to-nurse relationships., Background: Nurse managers play a pivotal role in creating and sustaining healthy practice environments. They must understand how to recognize and confront disruptive nurse relationships that can threaten the health of their units., Methods: A qualitative study design using researcher-participant interviews of 13 NMs from 5 institutions provided data regarding NMs' views on nurse relationships., Results: Nurse managers reported how they became aware of disruptive nurse relationships, their strategies for dealing with those relationships, and the impact that confronting disruptive relationships had on them personally., Conclusion: Findings can be helpful to NMs who are faced with addressing disruptive nurse-to-nurse relationships as they endeavor to create and sustain healthy work environments.

Aim: The purpose of this study was to understand the insights of nurse managers regarding the nurse manager role., Background: Nurse managers are vital to the success of healthcare organizations. Vacancy rates of nurse manager positions are on the rise. Recruiting and retaining qualified individuals for these positions requires an understanding of the perceptions of nurse managers regarding the role and the issues embedded in the role., Methods: A descriptive, qualitative investigation was conducted. Data were analyzed using content analysis., Findings: Although desired, role orientation, mentorship, and a strong foundational knowledge, were often lacking. Personal attributes viewed as important for success in the role included seeking opportunities and intentional self-growth. Lessons learned while in the role included the art of managing role demands and that comfort comes with time., Conclusion: Concerns regarding the preparation for, introduction to, and support in the nurse manager role highlight the need for practice changes., (Copyright © 2015 Elsevier Inc. All rights reserved.)

Introduction: Nurse-to-nurse relationships are a key component in determining the health of a work setting. Because of the impact that such relationships can have on patients, health care organizations, nurses, and the nursing profession, it is imperative to understand how nurses relate to each other., Purpose: The purpose of this article is to present findings from a study that explored how direct-care nurses relate to each other in everyday interactions on patient care units., Method: This study used a mixed method research design. Both quantitative and qualitative data were collected, but only qualitative findings are presented. Eighty-two staff registered nurses responded to a researcher-developed online questionnaire. A qualitative content analysis was conducted. Data were categorized according to questions then analyzed for key thoughts. Common themes were determined., Findings: Findings revealed participants had considered leaving the profession, and had considered leaving or had left a nursing unit because of poor nurse relationships. Participants identified environmental characteristics necessary for good relations. The crucial role nurse managers play in establishing good nurse relations was highlighted. Participants cited new graduate actions that could enhance relationships with expert nurses. Participants also noted missing factors on many nursing units that are essential for good nurse-to-nurse relationships., Conclusion: Positive nursing relationships are the key to establishing a healthy place of work. Only when positive nurse-to-nurse relationships are established can healthy work environments be created and sustained for nurses in the future.

The Department of Veterans Affairs (VA) is committed to providing cost-effective, quality care to veterans. Given an aging veteran population and common, multiple co-morbid illnesses, the needs of the typical patient cared for within the VA system are complex. Thus, caregivers meeting these needs require additional nursing education. To ensure the staff will have the skills necessary to care for patients experiencing more complex illnesses, the Battle Creek VA Medical Center (VAMC) designed a program giving experienced nursing assistants the opportunity to enroll in a nursing program leading to practical nurse licensure. The Nursing Assistant to Licensed Practical Nurse Program has been established by developing a collaborative agreement with an affiliating educational institution, defining the selection criteria, helping to prepare funding requests, developing a mentoring program, coordinating with Human Resources and Fiscal Services, and outlining the service obligation. After the first year of this program, the VAMC and the academic institution consider it a successful collaborative effort.