The Importance of Multidisciplinary Trauma-Informed Training in Addressing Campus-Based Sexual Violence.

ABSTRACT: This study investigates the impact of a professional development training series among a multidisciplinary team (MDT) during establishment of a trauma-informed sexual assault response and prevention program at a midsized university in the southeastern United States. MDT members included forensic nurses, advocates, counselors, law enforcement officers, and relevant faculty and staff. After completion of a baseline survey assessing attitudes toward trauma-informed care and perceptions of the team climate within the MDT, team members engaged in a trauma-informed care (TIC) professional development training series consisting of (a) 4-hour-long didactic lectures with incorporated group discussion and (2) one 2-hour in-situ simulation-based training exercise. MDT members subsequently completed 3-month and long-term follow-up surveys to assess the immediate and enduring impacts of the training series.The TIC training series significantly increased MDT members' perceptions of participative safety, task orientation, and support for innovation within the group at the 3-month assessment. No long-term differences were found, likely because of a small sample size and low statistical power.Intensive TIC MDT professional development at the beginning of a campus-wide sexual assault prevention and response initiative enhances psychological safety within the group, evidenced by increased perceptions of participative safety and support for innovation, and builds team cohesiveness around a shared set of tasks. Within the present MDT, the professional development training series also appeared to facilitate adoption of a shared set of values for accomplishing the team's goal of preventing and responding to sexual assault on campus. Recommendations for MDTs with similar goals are discussed.

Presentation, Management, and Women's Health Implications of Pilonidal Disease.

Many people think of pilonidal disease (PD) in its acute presentation, which is an abscess at the gluteal cleft that is warm and tender with purulent drainage. In this article, we describe how PD is an acute, chronic, and recurring disease that requires clinicians to be vigilant in assessments, treatments, therapies, referrals, and patient education. Because PD is more common in men than women, it is often misdiagnosed and undertreated in female patients. Its impact on an individual's life, work, and health, however, cannot be underestimated. Obtaining an accurate diagnosis and appropriate care can positively impact quality of life for people with PD.

A Call to Change the Narrative on Genitourinary Syndrome of Menopause.

Genitourinary syndrome of menopause affects up to 54% of postmenopausal women. Historically, women have been led to believe that symptoms such as vaginal dryness, dyspareunia, and vaginal itching were manifestations that they would just have to live with, but now, more than ever before, treatment options are available. More importantly, nurses are in a position to change the narrative of genitourinary syndrome of menopause by normalizing the conversation about menopause and its sequelae of genitourinary symptoms.

Safe Medication Administration in Patients with Communication Disorders: A Simulation-Enhanced Interprofessional Education Approach.

Medications and their associated side effects impact systems treated by speech-language pathologists and audiologists, such as speech, language, voice, swallowing, hearing, tinnitus, and balance. However, students in these disciplines receive limited training in pharmacology, while nursing students receive training in pharmacology but limited training in communication disorders. In this interprofessional simulation experience to increase understanding of the impact of medications on communication, swallowing, and balance, audiology, nursing, and speech-language pathology students worked together to interview standardized patients (SPs) about their medications and symptoms in a simulated clinical setting. Goals were for students to understand professional roles, identify high-risk medications with potential communication implications, provide patient education, and evaluate interdisciplinary collaboration. The SPs demonstrated symptoms patients may have as they take high-risk medications. Students (n = 101) completed a knowledge pretest, online training, simulation, debriefing facilitated by faculty experts, and posttest and impressions survey. Results indicated high satisfaction with teamwork and interprofessional interactions. Student knowledge of high-risk medications was improved as a result of this exercise, with nursing and speech-language pathology students demonstrating statistically significant improvements in posttest results. While knowledge deficits of some high-risk medications were evident across student groups, the overall effects demonstrated benefits of the simulation-enhanced interprofessional education experience.