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Background Hispanic adults with type 1 diabetes (T1D) have suboptimal access to continuous glucose monitoring (CGM). Widening access to and increasing uptake of CGM for Hispanic adults with T1D are warranted. Objective This randomized controlled trial (RCT) will evaluate the feasibility of a federally qualified health center (FQHC) CGM intervention and assess for an intervention signal in patient outcomes. Methods A mixed methods, pragmatic pilot RCT will be used. A total of 30 adult Hispanic patients with T1D will be recruited from 4 FQHC sites allocated to provide the intervention (n=2) or control (n=2) conditions. At intervention sites, participants must be willing to use CGM for 3 months and have a willing adult family member participate in the study. Guided by the socioecological model, our intervention has three levels: (1) individual (culturally sensitive CGM information, motivation, and skills acquisition), (2) family or social networks (integration of the core Hispanic values of familismo and collectivismo to leverage family and peer support for CGM uptake), and (3) health care provider levels with CGM training using Project ECHO (Extension for Community Healthcare Outcomes). Intervention participants (n=15) will receive a culturally sensitive CGM intervention with 4 weekly intervention sessions (coattended by a family member), followed by 7 peer support group sessions over 6 months. Control participants will receive a self-monitoring of blood glucose control condition over a 6-month period. Study feasibility will be assessed in terms of recruitment, enrollment, retention, adherence, study procedures and implementation, and acceptability with mixed methods. We will collect physiological (eg, glycated hemoglobin and CGM metrics) and psychosocial (eg, depression, quality of life, social support, and interpersonal processes of care) outcome data. Feasibility data will be analyzed using content analysis and univariate or bivariate statistics. Linear and generalized linear mixed modeling will assess intervention signals and clinically meaningful differences from baseline to 3 and 6 months. Results Funding for this project was secured in September 2022. As of May 2024, recruitment commenced following formative qualitative data collection on the social determinants of health and CGM uptake in Hispanic adults with T1D (N=32). Our community advisory board informed protocol modifications by reviewing qualitative findings, collaborating on related intervention refinement, and advising on cultural sensitivity methods. Conclusions Guided by the socioecological model, our novel FQHC CGM intervention will provide feasibility and outcome data to guide a full-scale RCT. Our intervention model has unique potential to widen CGM access and increase CGM uptake in low-income Hispanic adults with T1D while improving outcomes for this vulnerable population. Trial Registration ClinicalTrials.gov NCT06487962; https://clinicaltrials.gov/study/NCT06487962 International Registered Report Identifier (IRRID) PRR1-10.2196/60583

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.

The Restorative Masculine Integration Theory (RMIT) introduces a strengths-based, systems-oriented framework for promoting healthy masculinity through healing, leadership, and relational engagement. Developed in response to the adverse effects of masculine suppression, such as emotional disengagement, burnout, and polarity collapse, RMIT outlines a five-phase Cycle of Masculine Restoration: reclaimed masculinity, emotional safety and trust, grounded leadership, rebalanced gender polarity, and healing with cultural renewal. These stages are underpinned by core concepts including psychological safety, peer mentorship, emotional literacy, and authentic masculinity. Drawing from interdisciplinary foundations in gender studies, emotional intelligence, trauma-informed practice, polarity theory, and servant leadership, RMIT offers an adaptable framework for use across clinical, educational, organizational, and policy settings. Its alignment with the MANifest Health Theory further strengthens its applicability in men's health promotion. This manuscript elaborates the theory's conceptual development, visual model, and practical implications, while identifying future directions for empirical validation and inclusive application. RMIT advances a timely and restorative model for transforming masculine identity into a source of individual and collective resilience.

Abstract: The purpose of this study was to explore how students of different generations perceived presence and caring behaviors by faculty in online Registered Nurse to Bachelor of Science in Nursing programs. Results showed that millennials reported statistically significant higher perceptions of social presence when compared with nonmillennials. Although generation was not a predictor of caring, all presence subscales were positively and significantly correlated with the total caring score. Teaching presence was a significant predictor of students' perceptions of caring in online courses.

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Dishonesty and misconduct of nursing students during their education is a continuing concern, especially as it relates to expected professional behaviors. This quasi experimental pre-and post-interventional study explored the impact of an affective learning module on developing beliefs and perceptions of ethicality of academic and professional misconduct of students in a BSN program. A modified version of McCrink’s (2008) tool, entitled “Nursing Student Experiences and Perceptions of Academic and Professional Conduct Survey” measured these constructs. The affective learning module, based on Rest’s theory of moral development, and Krathwohl’s affective taxonomy, actively engaged students in ethical decision-making with connections to professional practice through discussion, case review and reflection. The pretest data (N=65) analysis using Mann Whitney U, indicated differences in mean rank related to enrollment status, healthcare work experience and gender and beliefs, and perceptions of academic and professional misconduct. A comparative analysis (N=16) of pre and posttest data was limited due to required changes related to the COVID-19 pandemic. Changes in pre and posttest data suggest the need to replicate and continue research in the area of intentional affective teaching of ethicality and professional values.