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This article is one in a series in which contributing authors discuss how the United Nations (UN) Sustainable Development Goals (SDGs) are linked to everyday clinical issues; national public health emergencies; and other nursing issues, such as leadership, shared governance, and advocacy. The 2030 Agenda for Sustainable Development, a 15-year plan of action to achieve the goals, was unanimously adopted by all UN member states in September 2015 and took effect on January 1, 2016. The Agenda consists of 17 SDGs addressing social, economic, and environmental determinants of health and 169 associated targets focused on five themes: people, planet, peace, prosperity, and partnership. The SDGs build on the work of the UN Millennium Development Goals, which were in effect from 2000 to 2015. The current article highlights SDGs 5 (gender equality), 8 (decent work and economic growth), and 17 (partnerships for the goals), along with the advocacy of these goals by Sigma Theta Tau International Honor Society of Nursing in the UN system.

Background: Nursing educators commonly place service-learning and simulation experiences in prelicensure public health nursing courses. These experiences have varying degrees of success in targeting gaps in students' knowledge and attitudes regarding vulnerable populations. This study sought to identify factors that are associated with attitudes toward poverty and empathy scores of senior-level prelicensure nursing students to improve pedagogy in public health nursing courses. Method: A cross-sectional comparison of senior-level nursing students from traditional and accelerated cohorts at a college of nursing was conducted. Results: Students with prior volunteer experience reported lower empathy scores compared with students who did not have prior volunteer experience ( t [102] = −1.9, p < .05). Conclusion: Nursing educators should engage students in identifying and evaluating their personal background related to poverty when beginning a public health nursing course to address bias and create shared knowledge. [ J Nurs Educ . 2020;59(3):158–162.]

Objective To identify instruments appropriate to measure interprofessional team performance in neonatal resuscitation (NR), describe the validity and reliability of extant NR instruments, and determine instruments for use in interprofessional birthing room NR simulations. Data Sources The Cumulative Index to Nursing and Allied Health Literature, Ovid MEDLINE, Proquest, ScienceDirect, PubMed, and Scopus databases were searched. Study Selection We used inclusion and exclusion criteria and screened 641 abstracts from January 2000 through December 2014 for relevance to the research question. We reviewed 78 full-text primary research publications in English and excluded 37 publications not specific to pediatrics or neonatology. After in-depth review of the 41 studies that remained, we excluded additional studies if they did not have an interprofessional focus, include psychometric information, or include a measurement instrument. Ten publications met the inclusion criteria. Data Extraction and Synthesis Studies were reviewed, categorized, and scored to identify instruments to measure interprofessional team performance in simulations of birthing room NR. A social ecological model was used as a guide framework to identify multiple influencing factors at various levels that affect team performance. Ten instruments with documentation of validity and reliability for technical competence and team processes in interprofessional birthing room NR teams were identified. Conclusion Extant instruments rarely address the multiple factors that may impede interprofessional team performance in birthing room NR. It is necessary for researchers to engage in rigorous psychometric testing of measurement instruments to ensure their validity and reliability for interprofessional NR teams and consider tests or updates (if necessary) of extant instruments rather than the development of new instruments.

Background Most babies transition to life outside the uterus with little intervention at the time of birth; however, 4–10% will require some assistance with establishing respirations. Delivery room neonatal resuscitations require prompt, well-coordinated interventions for optimal outcomes. While the importance of timeliness is well documented in the literature, evidence suggests that most delivery room resuscitations do not occur in accordance with the recommended timeline. The purpose of this research was to examine the facilitators for, and barriers to, neonatal resuscitation from the contexts of nurses working in a rural clinic in Zimbabwe and in a hospital in the USA to identify potential areas for improvement that may be similar across resource settings. Methods Between March 1, 2015, and Feb 1, 2016, nurses working in the Kutama Clinic in the Zvimba District in Zimbabwe and the Virtua Health hospital in Voorhees, NJ, USA were interviewed to explore perceptions of facilitators for, and barriers to, effective neonatal resuscitations in delivery settings. Individual semi-structured interviews using an interview guide were conducted. Interviews were audiotaped and transcribed verbatim for analysis. Data were analysed using qualitative description with a direct content analysis approach. Findings We interviewed three nurses from Zimbabwe and 12 nurses from the USA. Contextual barriers specific to each setting seemed to affect delivery room neonatal resuscitations. Resources in the Zimbabwe setting were the most prominent barrier, while resuscitation skills for delivery room nurses were identified as the most prominent barrier for nurses working in the USA. Additionally, similarities were identified across settings such as a need for improved competency in neonatal resuscitation, ongoing continuing education, and frequent skills review. Nurses in the Zimbabwean setting use simulation to reinforce neonatal resuscitation skills on a regular basis—a practice that may be useful for skill reinforcement for nurses in the US setting. Interpretation Targeted bag-mask ventilation training with frequent practice outside of routine training may improve nurse comfort with the crucial skill of positive pressure ventilation and may improve neonatal outcomes across settings. Funding None.