Self-Defense Training to Reduce Violence Against Women and Girls: An Integrative Review.

BACKGROUND: Violence against women and girls (VAWG) is a serious threat to individual and public health with vast negative impacts, including numerous physical and mental health issues, as well as societal and economic consequences. Numerous women's self-defense interventions have been proposed to reduce the risk of victimization. AIMS: The current integrative review, based on Whittemore and Knafl's framework, was completed to synthesize current evidence on women's self-defense training, the impact of such training on outcomes related to VAWG, and evaluate the strength of evidence for women's self-defense training interventions. METHODS: A systematic literature search, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, was performed including a comprehensive computer-assisted database search, as well as citation searching and website searching for studies that included quantitative outcomes related to VAGW published between 2011 and 2023. Data were extracted and analyzed in accordance with Whittemore and Knafl's (2005) methodology, and the body of evidence was synthesized and best evidence recommendations developed based on the ©The Johns Hopkins Hospital/The Johns Hopkins University Evidence-Based Practice Model. RESULTS: Ultimately, 19 publications met inclusion criteria and were included in this review. Key findings included strong evidence for women's self-defense training to reduce attempted rape, completed rape, and nonconsensual sexual contact, as well as emerging evidence for reduction in posttraumatic stress disorder (PTSD) symptoms, among other positive outcomes. CONCLUSIONS: Further research is needed in more diverse populations at risk for violence and to identify key characteristics of effective interventions, including optimal content and dose.

Understanding Eating Disorders and the Nurse's Role in Diagnosis, Treatment, and Support.

ABSTRACT: Eating disorders (EDs) are a severe type of mental illness that nurses in many settings may encounter. The three primary eating disorders-anorexia nervosa, bulimia nervosa, and binge eating disorder-are described here. Signs, symptoms, and treatment of eating disorders are outlined, along with the importance of nurses in early identification of EDs and developing therapeutic relationships with patients. A case study and elements of spiritual care are presented.

Recognizing the Trauma of Adverse Childhood Experiences.

ABSTRACT: Childhood trauma is linked to long-term negative health outcomes throughout the lifespan and is recognized as a public health crisis. Using the framework of the four main components of trauma-informed care is a beginning step in meeting the deep, unmet needs of adult patients with sensitivity and awareness. Christian nurses recognize Jesus as the first trauma-informed provider and model his relational characteristics as they promote healing from trauma.

Role-Reversal Mentoring: Case Study of an Active Approach to Faculty Growth.

BACKGROUND: The path to academia can be rocky for nurses. Nursing academia is much more than educating students. The balance of teaching, service, and scholarship that is required for tenure, coupled with the institution of academia, can be overwhelming. New nursing faculty often find themselves feeling unprepared for the multidimensional nature of the role. Effective mentoring is crucial for new faculty success. METHOD: A new faculty cohort, The Tenure Tribe, took initiative to establish a unique mentoring process of planned, purposeful connection and networking as peers and with experienced faculty for the purpose of academic nursing success. RESULTS: Role-reversal mentoring was found to increase feelings of support and job satisfaction for the new faculty while creating a unique way to accelerate and support their transition from clinician to educator. CONCLUSION: Role-reversal mentoring was an effective means for new nursing faculty assimilation, growth, and development. [J Nurs Educ. 2020;59(11):627-630.].