Body Art Education

Abstract

Using the major format identified for successful prevention and intervention work, five "W" questions: what, why, whom, where, and who, plus one: how, this article first summarizes the current body art literature. Then, educational strategies specifically regarding the topic of tattoos and body piercing are presented for school nurses. These strategies can be used to create applicable, realistic information for young students before they are faced with decisions related to body art. The school nurse might be the first and only credible source of information the students receive related to body art in an education/health environment. Curriculum emphasis is on the decision making leading up to the action, and the major purposes, rather than on the markings or jewelry associated with procurement. Reducing decisional conflict while promoting positive development in the areas of empowerment, self-esteem, and maturing can help achieve stronger informed decision making.

Development of 3D Printed Drug-Eluting Scaffolds for Preventing Piercing Infection

“…Body piercing has become very popular in the past two decades, and it has been reported that approximately 50% of millennials receive at least one non-earlobe piercing [ 1 , 2 ]. As most of these piercings are not performed in clinical settings, 17–46% of the piercings lead to complications [ 3 , 4 ] including infection, metal allergy, bleeding, and tissue scarring [ 4 , 5 , 6 , 7 ].…”