Dating violence is a serious and prevalent public health problem that is associated with numerous negative physical and psychological health outcomes, and yet there has been limited evaluation of prevention programs on college campuses. A recent innovation in campus prevention focuses on mobilizing bystanders to take action. To date, bystander programs have mainly been compared with no treatment control groups raising questions about what value is added to dating violence prevention by focusing on bystanders. This study compared a single 90-min bystander education program for dating violence prevention with a traditional awareness education program, as well as with a no education control group. Using a quasi-experimental pre-test/post-test design with follow-up at 2 months, a sample of predominately freshmen college students was randomized to either the bystander ( n = 369) or traditional awareness ( n = 376) dating violence education program. A non-randomized control group of freshmen students who did not receive any education were also surveyed ( n = 224). Students completed measures of attitudes, including rape myth acceptance, bystander efficacy, and intent to help as well as behavioral measures related to bystander action and victimization. Results showed that the bystander education program was more effective at changing attitudes, beliefs, efficacy, intentions, and self-reported behaviors compared with the traditional awareness education program. Both programs were significantly more effective than no education. The findings of this study have important implications for future dating violence prevention educational programming, emphasizing the value of bystander education programs for primary dating violence prevention among college students.

The study investigated the relationships among learned resourcefulness, dangerousness in abusive relationships, and symptoms of depression and post-traumatic stress disorder (PTSD) in a sample of abused sheltered women. A cross-sectional descriptive research design was utilized and 42 women met criteria for participation. Data were collected over a ten-month period from June 2010 to March 2011 using the following instruments: (1) demographic data collection form, (2) Self-Control Schedule (SCS), (3) Danger Assessment (DA), (4) Index of Spouse Abuse (ISA), (5) Beck Depression Inventory, Second Edition (BDI-II), and (6) Posttraumatic Stress Diagnostic Scale (PDS). Results indicated that 74% of the sample reported symptoms of depression and 67% met criteria for PTSD. In addition, there was 62% comorbidity between depression and PTSD. High levels of danger and low levels of resourcefulness were associated with increased symptoms of depression and PTSD. Further research is necessary, but results of the study suggest that resourcefulness may be an important consideration for abused women in reducing the impact of violence and abuse on mental health issues.

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The purpose of this descriptive correlational study was to describe parental acceptance and rejection of incarcerated women and to determine whether a relationship exists between parental acceptance and rejection, life time experience of abuse, and documented health status. Intake records of 100 incarcerated women sentenced to community corrections and enrolled in a residential alchohol and drug treatment program from June 2012 to June 2013 were used to examine relationship between the study variables. The retrospective record audit of women incarcerated in a community correctional facility provided data for correlational evaluation. The study concluded that parental acceptance and rejection appear to be associated with life time experience of violence and current health status. Findings provide support for life skill programs for incarcerated women transitioning back to the community.

BACKGROUND: Nurses and nursing students have been at the forefront of the fight against COVID-19, often working in conditions that produce stress injuries and burnout. Early recognition and mitigation of stress and emotional trauma help prevent burnout. AIMS: To evaluate the effectiveness of an online 8-hour stress awareness course and associated 1-hour support group in reducing stress and burnout among nursing students. METHODS: We conducted a program evaluation for an online stress awareness pilot course offered to nursing students. The course, and associated support groups led by trained psychiatric mental health nurse practitioner students, included a common language for talking about stress, screening tools for recognizing stress injuries, and strategies for improving self-care. Students completed pre- and post-course surveys. Outcome measures included changes on course learning objectives, level of burnout, health-related locus of control, and experiences of stress and coping. RESULTS: Nursing students ( n = 360) enrolled in the course, and 224 (62%) completed pre- and post-course surveys. Sixty percent rated the course excellent or very good. Depression Anxiety and Stress Scales and Impact of Event Scale Revised scores were within established normal ranges. There was a significant increase in all nine course learning objectives ( p < .001) and decreased signs of stress ( p < .001). Students’ level of burnout decreased by odds ratio = 0.58 (95% CI: [0.4, 0.9], p < .006). CONCLUSIONS: Nursing leaders can use psychoeducational strategies to mitigate the impact of stress, build confidence, and support nursing students entering the workforce during these unprecedented times.

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Purpose:The Covid-19 pandemic contributed to adverse adolescent mental health outcomes globally. Adolescents with chronic conditions have four times the odds of self-harm than peers.Little evidence exists to guide pediatric nurses on how to engage this vulnerable population with mental health supports as the pandemic continues. In adults with chronic conditions, positive health assets (health access literacy, health self-efficacy, and emotional wellbeing) are directly related to improved patient engagement. The objective of this study was to gain a deeper understanding of engagement with mental health supports in adolescents with chronic conditions to inform practice. Design and Methods:Using mixed methods, we surveyed and interviewed adolescents with chronic conditions aged 10-20 years. Random sampling was applied to avoid bias. Valid and reliable scales were used to measure health access literacy, health self-efficacy and emotional wellbeing. Textual data was collected using a semi-structured interview guide. Integrated data analysis was conducted using structural equation models and interpretive phenomenology.Results: 154 participants provided numerical data and 17 participants provided textual data (mean age 15.5 years; 56% female, 5.8% agender; 56% white; 16.9% Black or African American, 4.5% Asian; 51.9% Hispanic or Latinx; 23.4% LGBTQ+). The structural model was an acceptable fit for the data (CFI = 0.97, TLI = 0.95). Participants reported higher levels of health access literacy (M=3.88, SD=0.848) than health self-efficacy (M=2.98, SD=.646), and engagement (M=1.78, SD=1.71). Health access literacy predicted emotional wellbeing (b = .33, p < .001, 95% CI [.20, .50]) and health self-efficacy (b = 0.52, p < .001, 95% CI [0.42, .062]).Emotional wellbeing positively predicted health self-efficacy (b = 0.21, p < .003, 90% CI [0.10, .033]). Health self-efficacy predicted engagement (b = 0.20, p < .01, 90% CI [0.07, .034]).Participants reported not engaging until "it was really, really bad" citing fear, stigma, and lack of connectedness with providers as barriers.Practice Implications: Regardless of health access literacy and health self-efficacy, adolescents with chronic conditions may not engage until crisis levels. Pediatric nurses can aim to engage with this vulnerable population proactively.

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