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Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner's theory of novice to expert provides a framework for the development of roles and competencies in the practice of school nursing. This manuscript synthesizes research reviewed in 15 articles. Common themes found in the articles include the importance of continuing education and identified barriers to attainment. In response, methods to access continuing education and financial resources are presented.

The integration of science, technology, engineering, and mathematics (STEM) education, also referred to as integrative STEM education, is a relatively new interdisciplinary teaching technique that incorporates an engineering design-based learning approach with mathematics, science, technology, and engineering education (Sanders, 2010, 2012, 2013; Wells, 2010, 2013). Over the past 11 years, 475 teachers and administrators, representing kindergarten through eighth grade teachers and elementary school administrators from 7 school districts in South Carolina, have participated in an Integrative STEM Education Institute. In this Institute, participants developed knowledge and skills to create and implement integrative STEM education activities for use in their classrooms. Participants learned how to incorporate problem-based and project-based learning that helps students work in groups to develop crosscurriculum skills. The purpose of this article was to evaluate the immediate and long-term effectiveness of the Institute. Quantitative survey data from pre-post surveys immediately revealed a statistically significant increase in self-efficacy regarding the Institute's learning objectives. In addition, a survey was sent to alumni from the 2012-2015 Institutes. The results from this survey revealed that a significant number of alumni felt empowered through the Institute to implement integrative STEM education in their classrooms and build sustainable integrative STEM education programs at their schools following attendance at the Institute.

This study explored pre-and post-admission characteristics of retained firstyear students enrolled in non-proximal distance learning programs within public, 2-year colleges. Five pre-admission and six post-admission characteristics were explored. The sample for this study consisted of 197 firstyear students enrolled in non-proximal distance learning programs from among five, public, 2-year colleges in Virginia. A quantitative data collection method was used in this exploratory study. Data analysis revealed that a majority of participants: (1) were non-traditional-aged White females, with a high GPA and experience with technology; (2) were employed on a full-time basis and had dependent children; (3) had a high school and college GPA of above 3.0; (4) believed the institutional academic advising system was more than adequate; (5) noted that commitment to the institution and graduation were important; and (6) had access to technology.

This study explored the relationship between White privilege awareness and White racial identity development for 197 counseling trainees. Results indicated that 3 of J. E. Helms's (1984, 1990, 1995) White racial identity statuses (i.e., Contact, Reintegration, and Immersion/Emersion) significantly predicted White privilege awareness. Implications for counselor development and research are discussed.