Social Networks in an Assisted Living Community: Correlates of Acquaintance and Companionship Ties Among Residents.

OBJECTIVES: Social relationships are important for older adults' well-being, including those who live in assisted living (AL) communities. This study explores coresident networks within an AL community and identifies factors associated with residents' social ties. METHODS: Acquaintance and companionship networks within the community are described using cross-sectional survey data (N = 38). We use inferential network statistical methods to estimate parameters for factors associated with residents' acquaintance and companionship ties. RESULTS: Residents reported an average of 10 acquaintances and almost 4 companionships with other residents in the sample. The likelihood a resident had an acquaintance was associated with higher levels of cognitive functioning (p < .05), higher levels of physical limitations (p < .01), living in the AL community for a longer time (p < .01), and less frequent contact with outside family and friends (p < .05). Acquaintances were more likely between residents who moved in around the same time as each other (p < .01), lived on the same floor (p < .001), or had similar levels of physical limitations (p < .05). Companionships were more likely to be reported by male residents (p < .05) and residents with higher levels of cognitive functioning (p < .05) or depressive symptoms (p < .05). Longtime residents were more popular as companions (p < .01). Companionships were more likely between residents who lived on the same floor (p < .001) or were similar in age (p < .01). DISCUSSION: This research contributes to the literature of older adults' nonkin social relationships by providing detailed descriptions of the acquaintance and companionship networks within an AL community, quantifying correlates of residents' social ties, and distinguishing between acquaintances and companions.

Emergency Nurses' Experiences in Treating Patients With Mental Illness: A Qualitative, Interpretive Metasynthesis.

INTRODUCTION: Each year, emergency departments are seeing an increase in the number of patients with mental illness. Nurses often do not feel equipped with the knowledge or skills for this patient population while caring for them. Although there is published literature about nurses caring for patients with mental illness, there is a gap in knowledge about the lived experiences of these frontline workers. METHODS: To gain a better understanding of the experiences of emergency nurses in treating patients presenting with psychiatric issues, a qualitative interpretive metasynthesis of 5 qualitative articles was conducted. RESULTS: Three themes emerged from the synthesis: (1) feeling unprepared and unqualified, (2) feeling anxious and hesitant, and (3) the need to keep the patient environment safe. DISCUSSION: The overarching finding in our QIMS was the prevalent feeling of general concern regarding treating patients with mental illness despite the nurses' own preconceptions and apprehensions. It is important to understand the lived experiences of nurses treating patients with mental illness to learn be better prepared for future encounters.

Supports and gaps in federal policy for addressing racial and ethnic disparities among long-term care facility residents.

Older adults from racial and ethnic minority groups are likely to face disparities in their health as well as care experiences in long-term care facilities such as nursing homes and assisted living facilities just as they do in the United States as a whole. Policymakers in the United States face concerns around long-term services and supports to address the growing demands of a rapidly aging population through public and private sector initiatives. It is important to create inclusive and culturally responsive environments to meet the needs of diverse groups of older adults. In spite of federal policy that supports minority health and protects the well-being of long-term care facility residents, racial and ethnic disparities persist in long-term care facilities. This manuscript describes supports and gaps in the current United States' federal policy to reduce racial and ethnic disparities in long-term care facilities. Implications for social workers are discussed and recommendations include efforts to revise portions of the Patient Protection and Affordable Care Act of 2010, amending regulations regarding long-term care facilities' training and oversight, and tailoring the Long-Term Care Ombudsman Program's data collection, analysis, and reporting requirements to include racial and ethnic demographic data.

Amplified music with headphones and its implications on hearing health in teens.

OBJECTIVE: To analyze the habits and behavior of adolescents exposed to amplified music with headphones and its implications on their hearing health. METHODS: One hundred thirty-one high school students, aged 15 to 18 years were given a questionnaire containing closed questions regarding their habits and behavior related to personal stereos use. It is a descriptive cross-sectional study and used the Chi-square test. RESULTS: It was shown that 79% of young people make use of portable music devices, 61.83% have a habit of using them often, 34.35% have long periods of exposure, and 37.40% use them at high volume. In terms of symptoms, present were: difficulty concentrating 63.36%; the need to ask people to repeat what was said 64.12%; the need to increase the TV volume 43.51%; tinnitus 38.93%, excitability 38.93%; and 36.64% of teens say they are somewhat worried about losing their hearing through the use of personal stereos. For the preventive aspects, 90.84% believe that noise is part of society, 80.92% find it important to reduce noise pollution, 51.91% would like to know the influence of the noise/pollution, but 74.81% would not like to participate in projects with questions about hearing health. CONCLUSION: The youths in this study are making indiscriminate use of personal stereos with headphones, within a population at risk for hearing loss considering its habits. Hearing Health Promotion Programs are recommended for this population.

Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012).

Recently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing that one component of oral language comprehension (vocabulary) affects decoding. They reported results from hierarchical regression analyses, exploratory factor analysis, and structural equation modeling to justify their conclusion. Their structural equation modeling results provided the strongest and most direct test of their alternative view. However, they incorrectly specified their simple view model. When correctly specified, the simple view of reading model and an alternative model in which listening comprehension affects decoding provide identically good fits to the data. This results from the fact that they are equivalent models. Although Tunmer and Chapman's results do not support their assertion that a model in which oral language comprehension affects decoding provides a better fit to their data, the presence of equivalent models provides an ironic twist: The mountain of evidence that supports the simple view of reading provides equivalent support to their alternative interpretation. Additional studies are needed to differentiate these two theoretical accounts.

The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.

This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension measure in Kindergarten and a reading comprehension test in Grades1 and 2. In Kindergarten, oral language (consisting of listening comprehension, syntax, and vocabulary) shared variance with phonological awareness in predicting a listening comprehension outcome. However, in Grades 1 and 2, phonological awareness was no longer predictive of reading comprehension when decoding fluency and oral language were included in the model. In Grades 1 and 2, oral language and decoding fluency were significant predictors of reading comprehension.