Pedagogical strategies of LGBTQIA+ education in pre-licensure nursing: An integrative review.

OBJECTIVES: Previous research suggests that information about providing culturally sensitive care to patients of the LGBTQIA+ population has been lacking among pre-licensure nursing programs. This is due, in part, to a lack of faculty preparation and knowledge regarding LGBTQIA+ issues. The purpose of this integrative review is to examine pedagogical strategies of LGBTQIA+ content integration in pre-licensure nursing programs in the United States. DATA SOURCES: The literature search was conducted by searching CINAHL, the Cochrane Database, PubMed, MEDLINE, Google Scholar, and PsychINFO for peer-reviewed articles that were written in the English language and completed in an educational setting. REVIEW METHODS: The search was conducted by a single independent reviewer. Inclusion and exclusion criteria were applied to articles identified by the databases. Eighteen articles met all identified criteria. Articles were appraised using resources from the Joanna Briggs Institute and one article was excluded from further consideration after appraisal. Seventeen articles were analyzed for themes. RESULTS: Three themes emerged from the review: lecture and dialogue, experiential learning, and reading and writing. CONCLUSIONS: Based on the review of the literature, there is a myriad of evidence-based pedagogies to incorporate LGBTQIA+ content into pre-licensure nursing programs. Students were successful in achieving learning outcomes and interventions were well-received. The studies in this review may assist in mitigating a lack of faculty preparedness in teaching LGBTQIA+ content by providing examples of pedagogical strategies that can be adapted to fit their particular course or program.

Maladaptive coping behaviors in pre-licensure nursing students: An integrative review.

BACKGROUND: Many pre-licensure nursing students encounter numerous maladaptive coping behaviors while completing their coursework. Signs of maladaptive coping behaviors in nursing students are identifiable and can be opportunities to provide additional resources facilitating success. The problem of nursing student persistence is perennial, and the strategies to improve nursing student persistence remain unclear. PURPOSE: This integrative review seeks to describe, map measurement tools, and synthesize current literature on the impacts of maladaptive coping behaviors in the pre-licensure nursing student population. METHOD: This study used Whittemore and Knafl's integrative review methodology (2005). Six databases were searched for reports of pre-licensure nursing students' maladaptive coping behaviors. Themes of depression, anxiety, and sleep disturbances related to nursing students' maladaptive coping behaviors emerged from 24 articles. In addition to the categories, the review table captures strategies for measuring student maladaptive coping behaviors. RESULTS: The literature reported high levels of maladaptive coping behaviors in pre-licensure nursing students. Specific maladaptive coping behaviors included depression, anxiety, and sleep disturbances. While the causes of these high rates of maladaptive coping behaviors were inconclusive, the maladaptive coping behaviors could negatively affect academic, mental health, and distress performance. CONCLUSION: Pre-licensure nursing students have high levels of maladaptive coping behaviors. Depression, anxiety, and insomnia were among the maladaptive coping behaviors. The high rates of maladaptive coping behaviors affect student mental health, performance, and success.

Barriers to Health Care among Laotian Americans in Middle Tennessee.

We examined barriers to health care among Laotian Americans in a Middle Tennessee community that included a Laotian-speaking practitioner. A Laotian American primary care clinic nurse practitioner surveyed 312 adult Laotian Americans. The dependent variable was whether respondents visited (n = 214, 77.8%) or did not visit (n = 61,22.2%) primary care providers (PCP) in the last year. Chi-square analysis found visiting less likely if respondents were age 18-34 (p < .001), born in U.S. (p < .001), spent less time in U.S. (p = .010), never married (p = .001), lacked health insurance (p < .001), or lacked a PCP (p < .001). Chi-square analysis segmented by age found neither lack of English fluency nor preference for Laotian-speaking providers significantly reduced access, possibly because of the Laotian practitioner. Logistic regression found individuals with insurance five times more likely to visit and individuals with PCP 8.5 times more likely. Results support the value of training minority providers.

Human Papillomavirus Vaccine Uptake in Adolescent Boys: An Evidence Review.

BACKGROUND: Despite evidence-based guidelines recommending routine vaccination against human papillomavirus (HPV) for adolescent boys, ages 11-12 years, vaccine uptake among this population remains low. AIMS: To examine reasons for low HPV quadrivalent vaccine uptake and methods available to increase vaccine uptake among adolescent males, ages 11-12 years. METHODS AND RESULTS: Of 341 identified studies, 30 were included from three databases. The 30 studies were grouped into six categories: population-specific, problem-specific, educational interventions, theory-specific, political implications, and foundational guidelines and Websites. DISCUSSION: Among eight studies, low vaccine uptake was attributed to lack of parental, adolescent, and physician knowledge of HPV4 vaccine availability and recommendations. HPV4 vaccine educational interventions for parents and adolescents were the most effective for promoting vaccine uptake. Theory applications and gain-framed messages were shown to be effective for assessing HPV vaccine attitudes and perceptions. Political implication studies reveal the need for political and financial measures to encourage HPV vaccine acceptability among the population. IMPLICATIONS FOR CLINICIANS: To promote HPV vaccine uptake among adolescent males, providers must remain current with HPV vaccine recommendations and offer parental and adolescent HPV education focusing on benefits of vaccine acceptance and risks of vaccine refusal. LINKING EVIDENCE TO ACTION: The results of this review inform our understanding of effective educational strategies to positively impact HPV vaccine uptake in adolescent males. Based on this review, clinicians can employ several evidence-based educational strategies to facilitate HPV vaccine uptake.

Systematic review of childhood obesity prevention.

This systematic review identified the current state of the evidence related to the prevention of obesity in young children. The results indicate five areas of emphasis in the literature: prevalence of the problem; prevention as the best option; preschool population as the target; crucial parental involvement; and numerous guidelines. Because the gap between clear articulation of the problem as well as population and the best strategies to impact the prevention of the problem is evident, health care practitioners must be involved in well-constructed implementation and evaluation studies that build on the limited base of current evidence.