Mutual Benefits of a Service-Learning Community-Academic Partnership.

BACKGROUND: Service-learning community-academic partnerships provide opportunities for nursing student development. Although mutual benefit has been identified as a critical element for the success of these partnerships, research indicates a lack of attention to this element during the collaborative process. METHOD: This single case study aimed to identify benefits of an innovative service-learning community-academic partnership between a college of nursing and an elementary school. Data were collected and analyzed from four sources of evidence: interviews, artifacts, documents, and fieldwork. RESULTS: Findings suggest that both the college of nursing and elementary school mutually benefitted from the partnership. Mutual benefits were categorized into three categories: (a) student service leadership development, (b) service-learning curricula enrichment, and (c) enhanced partner service initiatives. CONCLUSION: To increase capacity for sustainability of service-learning partnerships, the following strategies are recommended: initiation of a formal contract between partners, use of a guiding framework to identify outcomes, and faculty support for service initiatives. [J Nurs Educ. 2020;59(2):93-96.].

Screenings, Savings, and Service: Nurses Meeting Rural Older Adults in Their Communities.

Falls, depression, and dementia are major health concerns for older adults and communities across the country, which also result in increased health care expenditures. The improvement of early intervention is a tremendous need, especially for older adults who are isolated in rural areas. Nurses were deployed across 41 counties in eastern North Carolina to increase access to screening and improve the possibility of early intervention for rural community-dwelling older adults. The screenings identified at-risk older adults, who nurses then educated and referred for early intervention of falls risk, depression, and cognitive impairment. Through this grassroots intervention, nurses provided community-dwelling older adults with resources for early detection, early intervention, and cost savings. [Journal of Gerontological Nursing, 45(10), 24-28.].

Nicaraguan and US nursing collaborative evaluation study: Identifying similarities and differences between US and Nicaraguan curricula and teaching modalities using the community engagement model.

BACKGROUND: Curricula evaluation is an essential phase of curriculum development. Study describes the implementation of a formative evaluation used by faculty members between Universidad Nacional Autonóma de Nicaragua (UNAN-Leon) Escuela de Enfermeriá, Nicaragua and East Carolina University College of Nursing (ECU CON) in North Carolina, US. OBJECTIVES: Program evaluation study to conduct an assessment, comparison of a medical-surgical adult curriculum and teaching modalities. Also, explore the Community Engagement (CE) Model to build a Central American-US faculty partnership. DESIGN: Methodological evaluation study utilizing a newly developed International Nursing Education Curriculum Evaluation Tool related to adult medical and surgical nursing standards. Also, the CE Model was tested as a facilitation tool in building partnerships between nurse educators. DATA: Nicaragua and US nursing faculty teams constructed the curriculum evaluation by utilizing the International Nursing Education Curriculum Evaluation Tool (INECET) by reviewing 57 elements covering 6 Domains related to adult medical and surgical nursing standards. METHODS: Developed, explored the utilization of the INECET based on a standard of practice framework. The Community Engagement Model, a fivephase cycle, Inform, Consult, Involve, Collaborate, and Empower was utilized to facilitate the collaborative process. RESULTS: Similarities between the US and Nicaraguan curricula and teaching modalities were reflective based on the 57 elements covering 6 Domain assessment tool. Case studies, lecture, and clinical hospital rotations were utilized as teaching modalities. Both schools lacked sufficient time for clinical practicum time. The differences, included UNAN-Leon had a lack of simulation skill lab, equipment, and space, whereas ECU CON had sufficient resources. The ECU school lacked applied case studies from a rural health medical-surgical adult nursing perspective and less time in rural health clinics. The UNAN-Leon nursing standards generalized based on the Ministry of Health (MINSA) and the US program was specific based on the American Nurses Association and various sub-specialties of nursing practice requirements. The CE Model was a useful framework to facilitate a collaborative partnership. CONCLUSION: Collaborative evaluation study using the International Nursing Education Curriculum Evaluation Tool can be an effective method to evaluate medical and surgical curricula similarities and differences within international nursing schools. The Community Engagement Model fostered a faculty partnership.

Men living with HIV and experiencing sexual dysfunction: an analysis of treatment options.

Men living with HIV (MLWH), especially younger MLWH, may experience sexual dysfunction in greater numbers than men without HIV infection. This manuscript describes the prevalence of two major causative factors of sexual dysfunction in MLWH: hypogonadism and erectile dysfunction. A description of assessment and evaluation is presented. Additionally, the evidence for use of pharmacological and herbal therapies is presented with recommendations for treatment. MLWH who exhibit hypogonadism and/or erectile dysfunction should receive similar care to those without HIV infection. There is evidence to support the use of testosterone replacement therapy and phosphodiesterase 5 inhibitors in this population, and there is limited evidence for the use of certain herbs such as yohimbine. The ethics of treating sexual dysfunction for MLWH are discussed. A case study follows as an example of the application of evidence-based treatments recommended for practice.