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The World Health Organization and Centers for Disease Control and Prevention no longer recommend aspiration during intramuscular (IM) injections. The purpose of this study was to investigate the technique registered nurses (RNs) use during IM injections and incidence of blood aspiration. This descriptive study surveyed 164 RNs. Results noted that 74% of the sample continue to aspirate at least 90% of the time. Of the participants who continue to aspirate, only 3% aspirate for the recommended 5 to 10 s. Forty percent reported having aspirated blood at least once, whereas 6 RNs (4%) noted blood aspiration ≥13 times. Blood aspiration occurred most frequently in the dorsal gluteal (15%) and deltoid (12%). Based on the findings, it is recommended that RNs use a decision-making process to select the safest technique for IM injections. If a parental medication has different administration rates, dose, viscosity, or other concerns when given IM versus intravenously (IV), aspiration during IM administration should be implemented.

Shaken baby syndrome (SBS) is a great concern for forensic nurses. Accurate diagnosis and treatment is essential. The purpose of this report is to review the history of SBS, as well as the physical symptoms of a patient suspected of suffering from this form of abuse. Implications of SBS for the forensic nurse will be presented; this will include the education of families and caregivers and methods of prevention.

The intramuscular (IM) injection has been part of nursing practice since the 1960s. Over the past 60 years, the practice of aspiration during IM injection has been controversial and understudied. In 2016, a study by Thomas et al identified that blood aspiration does occur during injection. This article introduces a clinical practice guideline for safe and effective aspiration during IM injection, as a follow-up to the findings of that study. The proposed guideline acknowledges the correct practice of aspiration and identifies considerations that may make aspiration unnecessary. These practices and considerations are presented to the reader using a visual clinical pathway and a narrative clinical practice guideline.

Institutions of higher education fail to address ongoing systemic racism within their classrooms, boardrooms, and commons when university personnel and students are not prepared to discuss racism and structural inequalities that exist within the campus community. To address this at a public, Predominantly White Institution (PWI), a group of students, staff, and faculty developed an action-oriented community to increase awareness and advocacy efforts against systemic and micro-level racism. Founded by faculty in the university’s BSW and MSW programs, the Anti-Racism Working Group (ARWG) is composed of faculty, staff, and students from multiple university departments. The goals of ARWG include education and awareness, and dialogue about race, ethnicity, bias, power, and privilege; cultivating interdisciplinary faculty and student relationships, and inspiring anti-racist actions. This paper discusses and disseminates research about ARWG’s inaugural year and early assessments of the program. Data includes responses from students who attended ARWG workshops and found them useful in their conceptualization and self-awareness around race, privilege, and taking anti-racist action. ARWG members benefited around three themes including skill development, relationship building, and the increased awareness and ability to engage in productive discussions around race, power, and privilege. We share these results with other universities and organizations to encourage the creation of similar programs and to facilitate learning from our experiences.

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