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All 8 first-grade classes of an elementary school participated in a study of the efficacy of an inclass humane education program that incorporated regular visits from therapy animals. Th e study also investigated the relative efficacy of a popular, printed humane-education publication, although it was not possible to use this printed material in its optimal manner. Th e in-class humane-education program-but not the printed material-significantly increased students' self-reported attitudes toward nonhuman animals as compared to those of students who did not participate in the program. However, neither the in-class program nor the printed material affected student scores on another, self-report measure of interactions with one's nonhuman animal companions. Th erefore, the results suggest that such an in-class approach can change young students' attitudes toward animals for the better; not surprisingly, actual interactions with one's pets may be somewhat less tractable.

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Background. Averaged Norbeck Social Support Questionnaire (NSSQ) support scores remove the influence of network size variability but may unduly lower scores for participants with large networks. Objectives. To evaluate the use of averaged NSSQ scores. Method. Pearson correlations determined if averaged scores decreased as network size increased across three samples. Then, Pearson correlations between a criterion variable and both averaged and raw support scores were computed along with the resultant power to detect a true effect. Results. Neither averaged total functional support nor averaged affect and affirmation scores decreased as sample size increased. However, averaged aid scores did decrease as network size increased. Power also increased markedly in all averaged versus raw scores except in averaged aid scores. Discussion and Conclusions. Use of averaged aid scores is not recommended. Use of all other averaged scores appears acceptable.

AimTo psychometrically test the Genetics and Genomics Nursing Practice Survey (GGNPS) for evidence of content, face and construct validity.DesignThis study was a secondary data analysis.MethodData collected from the Method for Introducing a New Competency into Nursing Practice (MINC) study were used to evaluate the GGNPS for evidence of construct validity via structural equation modelling and confirmatory factor analysis. Face validity was evaluated via feedback from practicing RNs without specific experience with or knowledge of genetics/genomics. Content validity was evaluated via content expert feedback and assessment of a content validity index.ResultsThe thresholds for evidence of content and face validity were met. However, we found less evidence for construct validity of the GGNPS; an exploratory factor analysis, conducted to gain additional insight into the theorized latent constructs, determined that the variables were more interrelated that previously predicted.

A confirmatory factor analysis of data from the responses of 12,436 patients to 16 items on the Consumer Assessment of Healthcare Providers and Systems–Hospital survey was used to test a latent factor structure based on Peplau's middle-range theory of interpersonal relations. A two-factor model based on Peplau's theory fit these data well, whereas a three-factor model also based on Peplau's theory fit them excellently and provided a suitable alternate factor structure for the data. Though neither the two- nor three-factor model fit as well as the original factor structure, these results support using Peplau's theory to demonstrate nursing's extensive contribution to the experiences of hospitalized patients.

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