Purpose-Integrated transitions of care for rural older persons are key issues in policy and practice. Interdisciplinary partnerships are suggested as ways to improve rural-care transitions by blending complementary skills of disciplines to increase care's holistic nature. Yet, only multidisciplinary efforts are frequently used in practice and often lack synergy and collaboration. The purpose of this paper is to present a case of a partnership model using nursing, gerontology and public health integration to support rural-residing elders as a part of building an Adult-Gerontology Acute Care Nurse Practitioner program. Design/methodology/approach-This paper uses the Centre for Ageing Research and Development in Ireland/O'Sullivan framework to examine the creation of an interdisciplinary team. Two examples of interdisciplinary work are discussed. They are the creation of an interdisciplinary public health course and its team-based on-campus live simulations with a panel and site visit. Findings-With team-building successes and challenges, outcomes show the need for knowledge exchange among practitioners to enhance population-centered and person-centered care to improve health care services to older persons in rural areas. Practical implications-There is a need to educate providers about the importance of developing interdisciplinary partnerships. Educational programming illustrates ways to move team building through the interdisciplinary continuum. Dependent upon the needs of the community, other similarly integrated partnership models can be developed. Originality/value-Transitions of care work for older people tends to be multi-or cross-disciplinary. A model for interdisciplinary training of gerontological practitioners in rural and frontier settings broadens the scope of care and improves the health of the rural older persons served.

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To commemorate the 50th anniversary of the Emergency Nurses Association, this article describes the 3 most enduring and impactful policy initiatives in the organization's history. These initiatives were identified through a comprehensive review of the articles published in the Journal of Emergency Nursing as well as in other publications of the Emergency Nurses Association, including position statements and press releases. The top 3 policy issues throughout the Emergency Nurses Association's history were identified as provision of care for vulnerable populations, trauma and injury prevention, and patient quality and safety. The Emergency Nurses Association also worked hard to professionalize emergency nursing within the realms of nursing and emergency services during the first half of its history, and since then the Emergency Nurses Association has promoted issues related to the emergency nursing workforce and to ensuring a safe and sustainable environment in which nurses practice. This article includes critical constructs such as the professionalization of emergency nursing; advocating for vulnerable populations such as children, older adults, and people experiencing sexual violence or human trafficking; improvements in trauma care and injury prevention; promoting quality and safety through nursing certifications, efficient and accurate nurse triage, and disseminating best practices in evidence-based care; and supporting the nursing workforce by championing issues such as workplace violence, ED crowding, and healthy work environments.

War and human conflict have historically propelled the profession of nursing forward, due to the intense demand for large numbers of efficient, high-quality nurses to care for injured troops. This article begins with an overview of nursing in the United States Army and Navy Nurse Corps and the influences of war on the advancement of American nursing, with a specific focus on the Army School of Nursing. As a response to the need for nurses in World War I, the Army School of Nursing was a novel approach to educating new nurses to be quickly mobilized in wartime and to provide nursing care at base hospitals across the United States. Students provided care to thousands of troops during the influenza pandemic of 1918, and several lost their lives providing care at these military encampments, including Fort Riley, the suspected starting point of the influenza epidemic in the United States.

Researchers interested in measuring neighborhood-level effects should understand how "neighborhood" is defined within nursing sciences and other sciences, and the inherent strengths and weaknesses of current research methodologies. This concept analysis provides clarity around the concept of neighborhood within the context of health, analyzes the current state of development of the neighborhood concept, and proposes areas for future nursing research. Using the Rodger's Method of analysis, the concept of neighborhood within nursing and public health research is described based on existing literature. The concept's attributes, related concepts, antecedents, and consequences are given from the literature. Comparisons of the use of neighborhood are made between nursing, public health, sociology, and other sciences. The evolution of the concept of neighborhood throughout history is described, and important implications for future research are discussed.

The study findings may facilitate discussion among nurse educators to revise programs to be congruent with the needs of current students while paving the way for future scholars.

Aim: Disaster preparedness education is one approach to improving the preparedness of the health and public sector work force. The purpose of this report is to describe one approach to improving disaster preparedness for nurses and other health professionals through the unique opportunities available through academic study abroad. This report will describe the process of developing, approving, and implementing a disaster preparedness course in Saint Kitts and Nevis as a model for other programs. Methods: This case report was written based on the experiences of the authors who have together developed and implemented an interdisciplinary study abroad program in disaster preparedness and global health at three different institutions. Common strategies and barriers are described to model and encourage others to produce similar programs in other locations. Results: The major steps involved in creating a disaster preparedness study abroad program are selecting an international partner, developing course curriculum, writing a course program proposal, recruiting students, and maintaining international partnerships. As an example, the program in Saint Kitts and Nevis is described and incorporates learning strategies, including guest lectures, applied activities, service learning, cultural experiences, and simulation activities. Conclusion: This case report provides an example of how to propose, develop, and implement a study abroad course in disaster preparedness. As disaster preparedness, response, and management is a multidisciplinary field, early exposure to diverse training and knowledge in a new environment can prepare nurses and professionals from other disciplines to contribute to a culture of disaster preparedness both in their chosen communities and across the globe.