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Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC. [ABSTRACT FROM AUTHOR]

PURPOSE: To explore the experiences and needs of African American (AA) children and adolescents who were identified by a cancer survivor in their family as providing substantial supportive care during diagnosis and treatment. PARTICIPANTS & SETTING: 5 AA young adults who provided care and support to a family member with cancer when they were aged 7-19 years and 4 cancer survivors from a northeastern U.S. city. METHODOLOGIC APPROACH: Focus groups and interviews were conducted, recorded, transcribed, and analyzed using content analysis until thematic saturation was reached. FINDINGS: Themes focused on AA young supporters' lack of cancer-related information, reduced ability to communicate needs, and challenged views of themselves, relationships, faith, and the future at the time that they provided support. IMPLICATIONS FOR NURSING: Nurses can support AA children and adolescents in caregiving roles by assessing their needs and providing information on diagnosis and treatment. In addition, nurses can conduct research on culturally adapted interventions that can better support AA children and adolescents caring for a parent or grandparent with cancer. [ABSTRACT FROM AUTHOR]