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This article describes an academic-clinical partnership program between a school of nursing and an American Nurse Credentialing Center Magnet®– and National Cancer Institute–designated Comprehensive Cancer Center based on a shared vision and multifaceted for optimal new graduate operating room (OR) recruitment and use of clinical partner resources. The program, now in its 3rd year, has a 100% retention rate among the cohorts. Implementing a multifaceted OR partnership program based on nursing theory is a strategy for workforce development to increase retention of new graduate OR nurses. [ABSTRACT FROM AUTHOR]

Background: Adolescent pregnancy and subsequent parenthood have been identified as national public health problems. The impact of adolescent pregnancy on maternal and child health, both physiologically and emotionally, and on the social and economic well-being of this population and the nation, remain a major concern for health care professionals. Controversies regarding solutions to this problem abound and include effective pregnancy prevention programs. Despite that some intervention programs directed at adolescent mothers' and their infants' health have been described as effective, repeat pregnancies and poor outcomes continue to be identified. One program known to specifically support pregnant adolescents is a ''group home'' experience. Pregnant adolescents' experiences while they lived in a group home have not been studied. Their experiences would shed light on this type of intervention program and its impact on adolescent mothers and their infants Purpose: The purpose of this study is to explore and describe experiences of adolescents who have lived in a group home during their pregnancy. Methods: Husserl's descriptive phenomenology undergirds this study. Data will be gathered through the use of in-depth, one-on-one interviews using a semi-structured interview guide. Giorgi's process of data analysis will be used: meaning units or essences will be identified and further analyzed for descriptive statements of the whole of adolescents' experiences. A sample of 10-20 adolescent mothers who have lived in a group home during their pregnancy will be recruited. Conclusions/Implications: Policy and practice may be informed by the perspective of young mothers' life worlds of this unique intervention experience. Findings from this study may inform the development of more effective programs to support positive outcomes for pregnant adolescent mothers and their children [ABSTRACT FROM AUTHOR]

The Stony Brook Medicine Healthy Libraries Program (HeLP) is an interprofessional team-based experiential learning opportunity for health professional students. University faculty members in the fields of nursing, public health, social work, and library science collaborated with four suburban public library directors to design, implement, and evaluate a team-based interprofessional service-learning experience, in which supervised students engaged in health monitoring and promotion in the library setting. Participating students were enrolled in either a semester-long population health course (n = 16), a Master of Social Work fieldwork internship (n = 2), a Master of Library Science internship (n = 1), or a Master of Public Health practicum (n = 2). HeLP faculty educated students on content, library culture, communication, professional roles/responsibilities, and documentation using standardized data collection tools. Concurrently, the interprofessional student teams delivered resources to patrons 1 day a week, with alternating locations, for a minimum of 2 hours per visit over the course of 6 weeks. HeLP provided students with an opportunity to apply core competencies based on the Interprofessional Education Collaborative. The team-based approach fostered interprofessional learning, as students worked together to assist library patrons on health and social needs. Throughout the program's duration, students documented the type of resources provided, the types of encounters between team members, and the number of referrals. Student learning was assessed after program completion using three open-ended reflection questions. [ABSTRACT FROM AUTHOR]