Related Experiment Video

Updated: May 29, 2025

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

4.2K

Evaluation of a Suicide Prevention Education Program for School Nurses With Emphasis on Willingness to Intervene

Elizabeth Salt1, Julie Cerel, Lee Anne Walmsley

  • 1About the Authors Elizabeth Salt, PhD, APRN, is a professor, University of Kentucky (UK) College of Nursing, Lexington, KY. Julie Cerel, PhD, is a professor, UK College of Social Work. Lee Anne Walmsley, PhD, is associate professor and assistant dean of wellness, UK College of Nursing. Julie Marfell, PhD, APRN, is an associate professor, UK College of Nursing. Eva Stone, DNP, is manager, District Health Services Jefferson County Public Schools, and adjunct assistant professor, UK College of Nursing. James Ballard, EdD, is associate professor, UK College of Medicine. Amanda T. Wiggins, PhD, is faculty and biostatistician, and Mary Kay Rayens, PhD, is professor and biostatistician, UK College of Nursing. Funding for this program was made possible through a Robert Wood Johnson Foundation and AARP Nursing Innovation Award to advance efforts supported by the Kentucky Nurses Action Coalition. The project was a joint effort of the UK College of Nursing, UK College of Social Work, KY Department of Public Health-Cabinet for Health and Family Services-Maternal and Child Health, KY Department of Behavioral Health Development and Intellectual Disabilities, KY Nurses Association School Nurse Task Force, UK Center of Interprofessional and Community Health Education, and Actors Theatre of Louisville. The authors acknowledge the contributions of Dr. Janie Heath. Contact Dr. Salt at Egsalt0@uky.edu .

Nursing Education Perspectives
|February 7, 2025
PubMed

Keywords:
Perceived Behavioral ControlSchool Nurse TrainingWillingness to InterveneYouth Suicide

More Related Videos

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

3.9K
Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale19:15

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Published on: August 25, 2014

85.8K

Related Concept Videos

Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
3.2K
Nursing Interventions II: Selecting and Classifying the Nursing Interventions01:29

Nursing Interventions II: Selecting and Classifying the Nursing Interventions

Creating and executing a nursing diagnosis helps nurses plan care and guide patient, family, and community interventions. They are developed based on a patient's physical evaluation and support measuring the outcomes. It is not recommended to select random interventions throughout the planning process. Instead, consider the following six essential factors when choosing interventions:
2.1K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
1.6K
Obedience01:08

Obedience

According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation,...
32.7K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
1.2K
Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
29