Aim: The aim of this concept analysis is to report a synthesis of the extant literature and define emotional wellbeing in youth as a concept of emerging importance.Background: Emotional wellbeing is a national research priority in the United States.It is not well defined nor understood in the context of its ontology, mechanisms, biomarkers, or promotion. As a result, interventional research cannot be adequately informed.Design: A comprehensive review of the literature was conducted to inform the sample. Data Source: The scientific databases PubMed, Cochrane Library, Ovid Medline, PsycINFO, NCBI, Allied and Complementary Medicine, EMBASE, EBSCO, JAMAevidence, CINAHL, Joanna Briggs Institute, and Reporter were queried. Review Methods: The Walker and Avant method was utilized to analyze the resultant sample for common themes of antecedents, attributes, and consequences of emotional wellbeing. Results: Seventeen scientific research studies were included in the final sample. Conclusion: Attributes of emotional wellbeing in youth include overall positive emotions, positive self-esteem, and resilience. Antecedents are safe and stable nurturing relationships; family and social connectedness, hope, and positive bodyimage. The consequences of emotional wellbeing in youth include self-efficacy, selfactualization, the presence of positive health behaviors, and the absence of high-risk behaviors.

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Nurses are well poised to test innovative strategies to prevent HAPUs. Nurses should consider implementing and testing bundle methodology to reduce HAPU in this at-risk population, and conduct research to identify any barriers to implementing this strategy. There is literature to support the use of nurses as unit-based skin care champions to facilitate teamwork and reliable use of the bundle, both critical components to the success of bundle methodology.

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We conducted an intraprofessional education pilot in which students created DNP/PhD leadership parameters through naturalistic classroom experience. Agile, participatory, action research methodology framed a project spanning 3 semesters. Students' multiple ways of knowing influenced a dynamic cycle of noticing, interpreting, acting, and reflecting. Faculty revised course content “in the moment” to meet unique student needs. Researchers analyzed data using qualitative, interpretive descriptive approach. Four key themes interpreted from intraprofessional education included (1) persistent evolutionary progression toward doctoral collaboration, (2) accelerating uptake of research- into-practice continuum, (3) intentional convergent/divergent curriculum, and (4) mutuality of leadership parameters.