Alcohol use and the older adult woman | Journal of Nurse Practitioners
2015 Annual screening for risky alcohol use is key to the prevention of alcohol-related harm in the older adult women. Along with an increase in the number of older adult women is a parallel upward trend of alcohol use. Because adverse health effects from alcohol use are greater on the older woman, it is essential that nurse practitioners have the knowledge and competency to provide early intervention using the evidenced-based Screening, Brief Intervention, and Referral to Treatment approach. The purpose of this article is to provide an overview of the Screening, Brief Intervention, and Referral to Treatment approach as it applies to the older female.
Effects of lifestyle intervention improve cardiovascular disease risk factor in community-based menopausal transition and early postmenopausal women in China | Menopause
2014 The aim of this study was to test the efficacy of a 12-month lifestyle intervention in improving cardiovascular disease risk factors in community-based menopausal transition and early postmenopausal women in China.
Community-based cardiovascular health interventions in vulnerable populations: A systematic review | Journal of Cardiovascular Nursing
2014 Although cardiovascular health has been improving for many Americans, this is not true of those in "vulnerable populations." To address this growing disparity, communities and researchers have worked for decades, and as a result of their work, a growing body of literature supports the use of community engagement as a component of successful interventions. However, little literature synthesizes community-based interventions that address this disparity among a wide range of vulnerable populations.
The turf and baggage of nursing and medicine: Moving forward to achieve success in interprofessional education | Journal for Nurse Practitioners
2014 Interprofessional education has been identified as a core competency in nursing, medicine, dentistry, pharmacy, and public health. Students and trainees who learn with, from, and about one another in an interdisciplinary learning environment develop the skills necessary for team-based care. Faculty and experienced clinician preceptors are integral to this process because they develop curricula, interact with learners, and role model behaviors, yet most faculty and clinical preceptors were educated in a uniprofessional manner and bring to the table years of history and lived experiences. These turf and baggage issues are often subtle but influence our learners and invariably affect the care of the patient.
