Effective transition planning is critical for young adults with disabilities to experience positive post-school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of available services. While researchers have investigated transition strategies, there remains uncertainty in the field regarding the effectiveness of strategies used in high school and college. This study investigated the perspectives of parents of young adults with intellectual and developmental disabilities as they supported their young adults in transitioning from high school and college. This study reports findings from semi-structured interviews conducted with 26 parents of young adults with intellectual and developmental disabilities who graduated from a post-secondary education programme in the US. Participants described seven primary strategies: starting earlier; maintaining high expectations; permitting choice and risk; recognising family interdependence and involvement; prioritising parent skill development and support; maximising technology; and promoting inclusion. Study findings provide numerous practical strategies that participants employed or believed to be beneficial during transition. Implications for practice and research are discussed.

Advanced practice nurses provide expert clinical care for patients and families experiencing chronic and terminal illnesses. However, there is no theoretical framework that guides praxis in palliative care. This article describes a unitary-caring model that transforms national standards of palliative care into a values-based praxis focused on healing and caring.

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The purpose of this study was to characterize the patient and provider engagement in the sudden telehealth implementation that occurred with the onset of the COVID-19 pandemic. Patients and providers from 3 nurse-led models of care (federally qualified health centers, nurse midwifery practices, and the Nurse-Family partnership program) in Colorado were surveyed. Data from the Patient Attitude toward Telehealth survey and Provider Perceptions about Telehealth were collected. Patient respondents (n = 308) who resided primarily in rural or frontier communities were female, white, and Hispanic. Patients in urban areas used telehealth more frequently than in rural or frontier areas ( P < .001). Rural/Frontier patients had significantly lower attitude scores than urban patients across each of 5 domains assessed. Telehealth modality differed across location ( P < .023), with video calls, used more frequently by urban providers, and phone calls used by rural/frontier providers. Our data highlight differences in telehealth access and attitudes across rurality. These findings may contribute to future policy while addressing barriers to telehealth access and delivery.

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Purpose/Aims This study illuminates the workforce of the clinical nurse specialist (CNS), using data from the National Provider Identifier (NPI) registry. Design This is a descriptive exploratory study using CNSs' self-reported data within the NPI registry through December 2019. Methods Tabulations for frequencies of available demographics, population foci/specialty, and tests for differences in urban/rural locations were conducted. Clinical nurse specialists practicing as nurse practitioners were also counted and identified. Run charts were used to assess quarterly trends for CNSs obtaining new NPIs. Results Ten thousand CNSs were registered with an NPI, and 9470 reported 1 population foci/specialty. Furthermore, 1932 CNSs (19.3%) also report working as a nurse practitioner. Only 2 CNS specialties differed by more than 4% between urban and rural areas (respectively): family health (7.7% and 15.5%) and CNSs without a specialty (17.1% and 12.6%). Run charts identified 5 specialties with changing trends in new NPI enumerations (family health, adult-gero, postacute care, pediatrics, and women's health). Conclusions Of the estimated 89 122 CNSs in the United States, only 11.2% of the CNS workforce was described and accounted for within the NPI registry. Clinical nurse specialists are encouraged to register for an NPI. Further research is necessary to describe the location and type of work CNSs are performing within the US healthcare system.

Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.