Employment and Retention of Nurses Who Completed an Internship and Residency Program.

BACKGROUND: The University of New Mexico Hospitals (UNMH) nurse residency and UNM College of Nursing nurse internship programs began in 2003 and 2004, respectively. This study evaluated the effectiveness of these programs in increasing RN hiring and retention. METHOD: Existing data from academic and human resources records were analyzed. Differences between demographic characteristics were assessed using descriptive statistics, and differences between groups were assessed with chi-square tests. RESULTS: Of 472 interns, 85.6% were hired by the UNMH. After 1 year, 341 continued their employment. Of RNs (n = 203) who could have been employed for 5 years, 43.3% remained at the UNMH. There were no differences in initial and 1-year RN employment based on age, gender, race, or ethnicity. RNs employed for 5 years were more likely to be male. CONCLUSION: The nurse internship program provided students with experience, knowledge, skills, and income. The UNMH hired graduate nurses and increased employee retention. [J Contin Educ Nurs. 2020;51(11):504-508.].

PUBLIC POLICY, CHILD DEVELOPMENT RESEARCH AND BOYS AT RISK: CHALLENGING, ENDURING AND NECESSARY PARTNERSHIP.

Research findings documenting the issues and challenges of boys prebirth through age 5 years have barely penetrated the arena of public policy making nor has it permeated the public agenda of politicians, government, or other funding stakeholders. The purpose of this article is to articulate pathways for researchers to enter into the policy-making process. We review critical issues related to implementing the process of public policy. We argue that the policy process needs to be informed by more dynamic theoretical models of human development, and that researchers and clinicians need to be exposed more deeply to the processes required to inform and subsequently change public policy. We contend that most quantitative research on boys at risk occurs at the micro- and the mesosystem level rather than at the exo- and the macrosystem levels where structural societal policies embedded in economic and racial inequities contribute to risk. Researchers, clinicians, and policy makers need to create collaborative partnerships designed to develop, advocate, and implement more evidence-based policies designed to enhance the quality of life for boys at risk.

Development of social-emotional competence in boys of color: a cross-sectional cohort analysis from pre-K to second grade.

This article explores the development of psychosocial competence in boys of color (BOC; 226 African Americans and 109 Latinos). Changes in competence were assessed over 2 years in cohorts of low-income BOC beginning in pre-K, kindergarten, or first grade. Psycho-social competence was assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers. Psycho-social and academic competence in literacy and math were assessed in prekindergarten through second grade using teacher reports, child reports, and normed measures. One-year follow-up data were available on measures of psycho-social competence. BOC evidenced high levels of psycho-social competence, especially on self-regulation, which was related to both math and reading achievement. Teachers and children held similarly favorable views of their relationships, but teacher ratings of peer relationships of BOC were less positive. Although emotional self-regulation was stable, declines were observed in self-regulation of attention, quality of peer relationships, teacher-rated closeness, and satisfaction with life at school, especially over the transition from pre-K to primary school.

The Role of Trust in Low-Income Mothers' Intimate Unions*

Recent scholarship concerning low rates of marriage among low-income mothers emphasizes generalized gender distrust as a major impediment in forming sustainable intimate unions. Guided by symbolic interaction theory and longitudinal ethnographic data on 256 low-income mothers from the Three-City Study, we argue that generalized gender distrust may not be as influential in shaping mothers' unions as some researchers suggest. Grounded theory analysis revealed that 96% of the mothers voiced a general distrust of men, yet that distrust did not deter them from involvement in intimate unions. Rather, the pivotal ways mothers enacted trust in their partners were demonstrated by 4 emergent forms of interpersonal trust that we labeled as suspended, compartmentalized, misplaced, and integrated. Implications for future research are discussed.

Working with African American clients: considering the "homeplace" in marriage and family therapy practices.

In this article, we discuss perspectives on the "homeplace" that are important to consider in marriage and family therapy involving African American clients. The homeplace comprises individual and family processes that are anchored in a defined physical space that elicits feelings of empowerment, rootedness, ownership, safety, and renewal. Critical elements of the homeplace include social relationships that shape individuals' and families' sense of social and cultural identity. We draw on our ethnographic and clinical research with African American families in urban and rural settings to describe typical schisms between therapists and African American clients when communicating about the homeplace. We also explore the impact of homeplace disruptions on experiences of "yearning." Recommendations for integrating a homeplace perspective into therapy practices are provided.

Community-Based multiple family groups to prevent and reduce violent and aggressive behavior: the GREAT Families Program.

This paper describes the targeted intervention component of GREAT Schools and Families. The intervention-GREAT Families-is composed of 15 weekly multiple family group meetings (e.g., 4-6 families per group) and addresses parenting practices (discipline, monitoring), family relationship characteristics (communication, support, cohesion), parental involvement and investment in their child's schooling, parent and school relationship building, and planning for the future. High-risk youth and their families-students identified by teachers as aggressive and socially influential among their peers-were targeted for inclusion in the intervention. The paper describes the theoretical model and development of the intervention. Approaches to recruitment, engagement, staff training, and sociocultural sensitivity in work with families in predominantly poor and challenging settings are described. The data being collected throughout the program will aid in examining the theoretical and program processes that can potentially mediate and moderate effects on families. This work can inform us about necessary approaches and procedures to engage and support families in efforts to reduce individual and school grade-level violence and aggression.