Sexual health risks and protective resources in gay, lesbian, bisexual, and heterosexual homeless youth.

ISSUES AND PURPOSE: To compare sexual health risks and protective resources of homeless adolescents self-identified as gay (G), lesbian (L), or bisexual (B), with those self-identified as heterosexual, and to determine the differences between these two groups and the differences within the GLB group. DESIGN AND METHODS: A secondary analysis of survey data collected from a nonprobability sample of 425 homeless adolescents between 16 and 20 years of age. RESULTS: Sexual health risks and protective resources differed between those self-identified as GLB and those self-identified as heterosexual. More G/L youth reported a history of sexual abuse and being tested and treated for HIV, and more scored lower on the assertive communication measure than did bisexual or heterosexual youth. Moreover, there were gender differences within the GLB group; more males than females self-identified as homosexual and more females than males self-identified as bisexual. PRACTICE IMPLICATIONS: Sexual health interventions for this population should be both gender- and sexual orientation-specific.

Put Prevention into Practice implementation model: translating practice into theory.

Put Prevention into Practice (PPIP), a national initiative promoting evidence-based clinical preventive services, was atheoretical in its approach to change. In 1994, the Texas Department of Health began demonstration projects to implement PPIP in grantee primary care sites across the state. They funded implementation and evaluation projects that resulted in eight years of experience with the process. Gathering both qualitative and quantitative data, the Texas Department of Health and the University of Texas researchers found action research essential to learning how to successfully support clinical sites in the implementation of PPIP. The researchers also found the need for on-site consultative assistance and a participatory problem-solving approach in order to produce desired systems change. A complex adaptive systems' perspective gave theoretical justification for action research, the composition of the PPIP Implementation Model, and the importance of specific adaptation by clinics. Thus, the eight-year action research project found that a state health department desiring to implement and institutionalize quality health care should focus on: (1) context-specific consultation, (2) recognition of complexity and system-level constructs, and (3) the requirement for participatory change.

Utilizing "PPIP Texas style!" in a medically underserved population.

Implementation models, such as the national Put Prevention Into Practice program, have produced small to moderate changes in the delivery of preventive services in primary care. More recently, researchers concluded that guides and tools, such as the PPIP toolkit, are helpful, but are not sufficient to facilitate substantive change in clinical preventive practice. Successful implementation of clinical preventive services, according to the Texas Department of Health-PPIP (TDH-PPIP) initiative, involves creating or altering systems to produce change in service delivery for a specific setting. This article describes the ways in which the guidelines and instruments that were developed and refined through the collaborative efforts among public and private health systems were used to implement systems change and improve clinical preventive services at one community primary health care clinic in Texas. The process and empirical results of using the TDH-PPIP Implementation Model in the field are also presented, as well as a discussion of one-year evaluation data.

Ensuring quality preventive care: the Texas Department of Health's Put Prevention into Practice initiative.

In the current public health arena, assurance of quality clinical preventive services to all populations will be possible only if collaborations are nurtured between public health and the private sector health care delivery systems. This article explores key preventive health programs that serve as the historical context for the evolution of the Texas Department of Health-Put Prevention Into Practice (TDH-PPIP) initiative, outlines documented barriers to implementation of preventive services in primary care, and reviews national public health programs launched to reduce these barriers. Lastly, a discussion regarding the joint responsibilities of the public health and the private sector professionals in assuring quality preventive services to all populations is initiated. Collaborative efforts, such as the TDH-PPIP, initiative improve the availability and quality of clinical preventive services and, thus, result in significant advances in the public health goal of ensuring conditions in which people can be healthy.

Positive youth development: reducing the health risks of homeless youth.

This article outlines several preventive health strategies for reducing the health risks of homeless youth related to emotional distress, alcohol and other drug use/abuse, risky sex, and victimization, all of which are well documented as major health risks for homeless youth living on the street. These health risks interrupt normal adolescent development and are primary obstacles to exiting the street culture and lifestyle. Research indicates that risk exposures among adolescents can be moderated and/or buffered by a focus on individual strengths and environmental protective factors such as community support and mentoring.

Integrating evidence-based practice in nurse practitioner education.

This column normally focuses on a specific clinical practice guideline (CPG). This month's column deviates from that practice to demonstrate how evidence-based practice (EBP) was integrated into the nurse practitioner (NP) curriculum at the University of Texas at Austin School of Nursing. Processes of EBP were linked to student clinical assignments across core NP clinical courses, culminating in a student-published CPG. When students research and analyze available scientific evidence for a CPG, they learn to critically evaluate and logically organize knowledge for use in clinical practice, and those critical-thinking skills can lead to improved clinical reasoning and decision making.