Neuroscience-Based Nomenclature for Psychotropic Medication.

Neuroscience-based nomenclature (NbN) is a classification system for psychotropic medications based on pharmacology and mode of action. Rather than the current naming system, which is primarily based on a single indication or its chemical structure, NbN uses current scientific knowledge that provides a pharmacological rationale for medication choice. NbN limits confusion, especially when prescribing to children, as the medications are named and described in a way that is not stigmatizing or misleading. [Journal of Psychosocial Nursing and Mental Health Services, 61(7), 9-13.].

An Adaptation of the COPE Intervention for Adolescent Bullying Victimization Improved Mental and Physical Health Symptoms.

OBJECTIVE: One in five children report experiencing bullying. Bullying in childhood affects the physical and emotional health and functioning of youth with immediate consequences, including depression, anxiety, somatic complaints, and suicidal ideation. Schools overwhelmingly are tasked with addressing bullying; however, school-based programs are often focused on preventing bullying from occurring. There is a paucity of evidence-based interventions for adolescents who have directly experienced bullying and suffer from adverse health outcomes, especially when they present to the mental health setting. METHODS: This pre-experimental study examined the feasibility, acceptability, and preliminary effects of the MINDSTRONG to Combat Bullying Program for adolescents who have experienced bullying with concurrent mental health symptoms. RESULTS: Twenty adolescents and their parent dyads enrolled in the MINDSTRONG to Combat Bullying program. Significant reductions were found over time in adolescent self-reported depressive, anxiety and somatic symptoms as well as bullying victimization frequency, with large positive effect sizes for the intervention. Significant increases in adolescent personal beliefs also were found. CONCLUSIONS: Although several of the intervention sessions needed to be rescheduled and many of the adolescents did not complete their weekly skills building homework, MINDSTRONG to Combat Bullying was found to be a highly acceptable intervention for adolescents that was effective in reducing physical and mental health symptoms as well as perceptions of bullying victimization.

Student Response Systems in Online Nursing Education.

Student response systems (SRSs) can be used in online nursing courses to promote student engagement with the course content, their classmates, and the instructor. An overview of the challenges and opportunities of SRSs in online nursing education are described, and examples of implementation of an SRS in an online, synchronous nursing course are provided. Recommendations and best practices for using SRSs in nursing education are summarized.

Considerations in pediatric intervention research: Lessons learned from two pediatric pilot studies.

BACKGROUND AND PURPOSE: Pediatric populations represent a vulnerable research group. Careful thought must be given to many factors when designing and implementing pediatric intervention research studies. This article discusses methodological and implementation lessons learned from two pediatric intervention pilot studies and highlights facilitators and barriers encountered. TYPE OF METHOD: Both studies used a pre/post with 6-week follow-up method and were adapted versions of an evidence-based program, Creating Opportunities for Personal Empowerment (COPE). ESSENTIAL FEATURES: COPE is a 7-session, cognitive behavioral skills building intervention. COPE for Asthma was implemented in schools with small groups for elementary-aged children with asthma and symptoms of anxiety. Mindstrong to Combat Bullying was implemented individually in the outpatient mental health setting for adolescents who had experienced bullying with concurrent symptoms of depression/anxiety. METHODOLOGICAL APPLICATION: Both intervention studies were successful in achieving their research aims, but more importantly the authors learned important lessons in how to successfully work with pediatric populations in research studies. Legal considerations, such as mandated reporting, suicide risk assessment and the inclusion of parents are reviewed. Other components, such as working with children vs. adolescents, integrating research into school-based settings vs. clinic-based settings, and completing intervention research in a group setting vs. individual setting are discussed. CONCLUSIONS: The two pilot studies highlight important factors to consider when designing and implementing pediatric intervention studies. While challenges arise in working with this vulnerable population, research is ultimately needed to provide the best evidence-based care for our future generations. CLINICAL TRIAL REGISTRATION: The COPE for Asthma study is registered at www. CLINICALTRIALS: govNCT03481673.

Clinical Competence for Youth Suicide: Use of Simulation in Pediatric and Psychiatric-Mental Health Nurse Practitioner Programs.

Approximately one in five adolescents in the United States has a mental health concern and suicide is the second leading cause of death in this population. It is vital to prepare nurse practitioner (NP) students with the required skills to assess and manage youth with suicidal ideation. Unfortunately, it is challenging for NP students to accumulate these critical competencies due to limited preceptors and the infrequent presentation of suicidality in certain clinical sites. Furthermore, the serious nature of a child in mental health crisis often requires students to take a passive role while deferring direct patient care to the clinical preceptor. Objective structured clinical examinations (OSCEs) can deliver high-quality, simulated, active-learning experiences necessary to build the skills and confidence needed to care for youth with suicidal ideation. The current article discusses the collaborative development and implementation of an innovative OSCE designed for pediatric and psychiatric-mental health NP students. [Journal of Psychosocial Nursing and Mental Health Services, 59(8), 7-13.].

Cognitive-Behavioral Skills Building to Alleviate the Mental Health Effects of Bullying Victimization in Youth.

Bullying is a long-standing problem with relatively few intervention options for individual youth who have experienced it and have adverse mental health concerns. Depression, anxiety, and suicidal ideation are major consequences of bullying victimization. Although few evidence-based interventions have been put forth to address bullying victimization at the individual level, cognitive-behavioral therapy (CBT) and cognitive-behavioral skills building (CBSB) have been well researched for mental health concerns in youth. The purpose of the current article is to examine the theoretical framework of cognitive theory for individuals who have experienced bullying. Previous work that has addressed CBT for bullying interventions is described. Specific examples of how CBSB components could be applied to a bullying intervention program for youth are discussed. Ultimately, providing a theoretical framework to address this public health concern sets the stage for future intervention research. [Journal of Psychosocial Nursing and Mental Health Services, 59(5), 15-20.].

Prevalence and Correlates of Depression, Anxiety, Stress, Healthy Beliefs, and Lifestyle Behaviors in First-Year Graduate Health Sciences Students.

BACKGROUND: Graduate and professional students are reported to have higher than average rates of depression compared to age- and gender-matched populations. Further, more than half of student health visits are due to anxiety, yet little is known about the relationships among depression, anxiety, and healthy lifestyle behaviors in this population as well as what factors predict depression and anxiety. AIMS: The purposes of this study were as follows: (a) to examine the prevalence of depression, anxiety, stress, physical health, healthy beliefs, and lifestyle behaviors in incoming first-year health sciences professional students; (b) to describe the relationships among these variables; and (c) to determine predictors of depression and anxiety. METHODS: A descriptive correlational study design was used with baseline data collected from first-year graduate health sciences students from seven health professions colleges who were participating in a wellness onboarding intervention program, including Dentistry, Medicine, Nursing, Optometry, Pharmacy, Social Work, and Veterinary Medicine. RESULTS: Seventeen percent of incoming students reported moderate-to-severe depressive symptoms with 6% reporting suicidal ideation. In addition, 14% of the participating students reported moderate-to-severe anxiety. Factors that predicted depression and anxiety included having less than 7 hr of sleep per night, worse general health, lower healthy lifestyle beliefs, lower healthy lifestyle behaviors, higher stress, and a perceived lack of control. LINKING EVIDENCE TO ACTION: These findings highlight the need to routinely screen incoming health sciences students for depression and anxiety upon entrance into their academic programs so that evidence-based interventions can be delivered and students who report severe depression or suicidal ideation can be immediately triaged for further evaluation and treatment. Providing cultures of well-being and emphasizing self-care throughout academic programs also are essential for students to engage in healthy lifestyles.

Childhood Bullying: Screening and Intervening Practices of Pediatric Primary Care Providers.

INTRODUCTION: Many adverse outcomes related to childhood bullying are treated in primary care, although little is known about how often providers are screening for, and intervening in, bullying. METHODS: A descriptive survey on the practices, attitudes, self-confidence, and knowledge of health care providers was sent to pediatric primary care providers in the state of Ohio. RESULTS: One hundred and two health care providers responded to the survey. More than half of the providers reported screening their patients for bullying. Interventions frequently used were providing counseling to the patient, referring patients to mental health, and documenting bullying in the chart. Providers with stronger attitudes and self-efficacy scores were more likely to screen for bullying, whereas knowledge was not related to screening for bullying. DISCUSSION: Despite national calls to screen for bullying, many providers do not routinely carry out screening. When bullying is suspected, many interventions are used in lieu of a paucity of evidence-based interventions.

Systematic Review of Cyberbullying Interventions for Youth and Parents With Implications for Evidence-Based Practice.

BACKGROUND: Cyberbullying is a new risk factor for the well-being of pediatric populations. Consequences of cyberbullying include both physical and mental health concerns such as depression, anxiety, and somatic concerns. Adolescents who have been victims of cyberbullying and developed secondary symptoms are often recommended to visit a healthcare provider to obtain effective, evidence-based treatment. To date, no interventions exist in the healthcare setting for adolescents who are victims of cyberbullying. AIMS: The purpose of this project is to review interventional studies on cyberbullying that have components for adolescents who have been involved with cyberbullying and their parents and to provide recommendations on effective intervention components with the goal of guiding clinical practice. METHODS: A systematic review was conducted using the Institute of Medicine guidelines. A comprehensive electronic literature search was completed targeting interventions of cyberbullying in any setting. No date limits were used. Literature was searched in MEDLINE, Cumulative Index of Nursing and Allied Health Literature (CINAHL), PubMed, Communication and Mass Media Complete, Education Information Resource Center (ERIC), and PsycINFO databases. The following search terms were applied "cyberbullying" + "intervention" or "treatment" or "therapy" or "program." Only articles with a pediatric population were selected for review. RESULTS: Seventeen cyberbullying intervention programs in 23 articles were found to meet the search criteria. The most frequently used intervention components included education on cyberbullying for the adolescent, coping skills, empathy training, communication and social skills, and digital citizenship. Parent education on cyberbullying was also found to be important and was included in programs with significant outcomes. LINKING EVIDENCE TO ACTION: As youth present to healthcare providers with symptoms related to cyberbullying, effective interventions are needed to guide evidence-based practice. This review supports educating the individual youth and parent on cyberbullying and teaching the youth skills in communication and social, empathy, coping with cyberbullying, and digital citizenship.

Integrative Review of Qualitative Research on the Emotional Experience of Bullying Victimization in Youth.

The emotional experience of bullying victimization in youths has been documented primarily using quantitative methods; however, qualitative methods may be better suited to examine the experience. An integrative review of the qualitative method studies addressing the emotional experience of bullying victimization was conducted. From MEDLINE, Cumulative Index of Nursing and Allied Health Literature, PubMed, Education Information Resource Center, and PsycINFO, 14 English-language, peer-reviewed, qualitative studies were reviewed. Applying the Critical Appraisal Skills Programme, the quality of the studies was deemed sufficient. The range of emotional experiences reported included sadness, decreased self-esteem, embarrassment, fear, suicidal thinking, anger, feeling hurt, loneliness, powerlessness, helplessness, and confusion. Overall, these results were similar to those obtained from quantitative method studies, apart from the feeling of embarrassment. This integrative review confirmed and expanded the knowledge of emotional experiences of bullying victimization.

Cyberbullying in Adolescence: A Concept Analysis.

The aim of this article was to present a detailed analysis of the concept of cyberbullying. Research on the topic of cyberbullying is growing exponentially, but not all studies use the same definition to examine this concept. A concept analysis in the style of Walker and Avant was used to analyze cyberbullying. Literature was retrieved from the databases of CINAHL and PubMed between the years 2009 and October 2014 using the key word "cyberbullying." Twenty-five English-language articles were located that delineated a definition of cyberbullying. First, articles were analyzed to discover the defining attributes of cyberbullying. Second, antecedents, consequences, and related terms of cyberbullying were examined. Third, an operational definition of cyberbullying is proposed on the basis of a consensus of the review. This review proposes that the defining attributes of cyberbullying are: (1) electronic form of contact (2) an aggressive act (3) intent (4) repetition (publicity), and (5) harm of the victim. The antecedents most often mentioned were lower self-esteem, higher levels of depression, and social isolation and the consequences were academic problems and affective disorders. A single concise definition of cyberbullying was created that can be utilized by health care providers to educate their patients and families about cyberbullying. This definition also can be used to guide research to develop effective interventions.

Rapid isolation, expansion, and differentiation of osteoprogenitors from full-term umbilical cord blood.

There is an urgent clinical requirement for appropriate bone substitutes that can be used for the repair and regeneration of diseased or damaged skeletal tissues. Cell-sourcing limitations in particular have affected progress, largely because of the shortage of accessible tissues capable of yielding sufficient numbers of viable osteoprogenitor cells. Previous work has suggested that umbilical cord blood (UCB) contains circulating progenitor cells (mesenchymal stem cells) capable of osteogenic differentiation, although a comparable number of reports refute this claim. From a screen of more than 20 different culture conditions, we have identified an optimal, simple, and reliable technique to generate, from full-term human UCB, stromal cells with the ability to undergo rapid osteogenic differentiation. By comparing different sorting and culture strategies, we demonstrated that early exposure of mononuclear UCB cells to medium conditioned by osteoblastic cells in the presence of osteogenic supplements and human plasma, markedly increased the frequency of stromal cell growth, the rate of osteogenic differentiation, and their attachment to and spreading on calcium phosphate scaffolds. These findings suggest that full-term UCB may act as an appropriate source of osteoprogenitor cells, which will impact significantly on the development of autologous tissue- engineered bone constructs.