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Innovation is needed to solve nursing workforce issues during times of crisis. A collaborative effort between a hospital system and several universities resulted in the Bridge to Professional Practice Program that was implemented during a period of high patient volume and nursing student downtime. The program provided support for staffing needs and clinical hours to promote readiness for practice for students. The program evaluation outcomes and recommendations for improvement are addressed.
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Background: Schools of nursing have moved to multiple choice test questions to help prepare students for licensure and practice. However, students can buy test banks to help them “get through” nursing school. Accurate assessment of nursing students' knowledge and judgment comprises access to test banks. Method: The purpose of this exploratory study was to gain an understanding about nursing faculty's knowledge concerning test bank security issues, to assess whether publishers were aware of this issue, and vendor's reasons for supplying test banks to students. Results: Overall, the results indicated that the majority of faculty were unaware of student access to test banks, and although most do not use test banks verbatim, general consensus existed that test bank security is a concern. Conclusion: Implications include increasing faculty awareness of test bank access by students, supporting educators to develop their own test bank items, and promoting security of all examinations.
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Although there have been many changes to community and family structure, and advances in scientific understanding of children's health and wellbeing, there has been little difference in how healthcare is delivered to children. The focus is often a deficit approach to acute situations. Halfon's Life Course Health Development Theory (LCHDT) focuses on a holistic approach to health and well-being. In the LCHDT, one's health is impacted by specific contexts during childhood that have a lasting impact. Key areas of family, community, schools, environment, and healthcare systems impart positive and negative experiences that affect children's health. Using the LCHDT as a guide, this consensus paper explores these five areas in the context of nursing practice roles and policy implications. With this approach, nurses lead and partner to build positive ecosystems for children and inform key policy actions to ensure change is a reality. © 2026 Elsevier Inc.
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Although there have been many changes to community and family structure, and advances in scientific understanding of children’s health and wellbeing, there has been little difference in how healthcare is delivered to children. The focus is often a deficit approach to acute situations. Halfon’s Life Course Health Development Theory (LCHDT) focuses on a holistic approach to health and well-being. In the LCHDT, one’s health is impacted by specific contexts during childhood that have a lasting impact. Key areas of family, community, schools, environment, and healthcare systems impart positive and negative experiences that affect children’s health. Using the LCHDT as a guide, this consensus paper explores these five areas in the context of nursing practice roles and policy implications. With this approach, nurses lead and partner to build positive ecosystems for children and inform key policy actions to ensure change is a reality.
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