Background Emerging adults with diabetes are assuming diabetes care responsibility, graduating from high school and leaving their parental homes. We examined how diabetes care responsibility changed in relation to time (high school to post high school) and living situation (living independently or not of parents) and (2) the association of diabetes self-efficacy, worry about hypoglycemia, gender and glycemic control with these changes in responsibility among emerging adults with type 1 diabetes. Methods During the last 6 months in high school (T1), 113 participants completed Diabetes Care Responsibility (Total, Daily and Non-daily), Diabetes Self-Efficacy and Worry about Hypoglycemia scales. Participants again completed the responsibility scales post high school graduation (T2). We used a linear mixed effects model with diabetes self-efficacy, worry about hypoglycemia, time since graduation, living situation, gender and glycemic control as independent variables; and diabetes care responsibility (total, daily and non-daily) as dependent variables. Moderation involving diabetes self-efficacy, worry about hypoglycemia, gender, and glycemic control was also tested. Findings Diabetes care responsibility increased over time for total (p < 0.001), daily, (p = 0.002) and non-daily (p < 0.001); but the associations of self-efficacy and gender with diabetes care responsibility were moderated by living situation. Self-efficacy was negatively related to total (p = 0.006), daily (p = 0.010), and non-daily (p = 0.030) responsibility for those not living independently while positively related only to total responsibility (p = 0.028) for those living independently. Being female was positively related to total (p = 0.007) and non-daily (p = 0.001) responsibility for those living independently. Conclusion Diabetes care responsibility increased from high school to post high school among these emerging adults with diabetes. There is a complex relationship between self-efficacy, gender and responsibility related to living independently of parents for these youth.

Marked racial disparities exist in the prevalence, mortality, and treatment of asthma, between African American and White children and adolescents, despite increases in intervention trials to improve asthma outcomes. Yet, interventions to improve African American children’s health must be culturally appropriate. To date, limited frameworks are available to decide whether an intervention tested with a targeted minority population employs a culturally appropriate design. In this article, we applied Bernal, Bonilla, and Bellido’s Ecological Validity Model to examine the cultural appropriateness of 12 randomized controlled trials of asthma self-management interventions published from 2000 to 2010. Most frequently met criteria were culturally appropriate methods of development and/or adaptation of interventions and inclusion of theoretical models. Least often met criteria were incorporating metaphors pertinent to participants and application of the language dimension. Based on this analysis, it is clear that an overarching framework is needed to guide the development of culturally targeted interventions.

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Doctor of Nursing Practice (DNP) students need to be effective health policy leaders and contribute their expertise to legislative discussions. Nursing faculty have unique opportunities to prepare future DNP health policy leaders through legislative experiential learning opportunities. Yet, the creation of legislative fellowships can seem challenging. This article describes a state legislative fellowship based on Kolb's experiential learning theory and explores ways faculty can support DNP student preparation.