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Faculty of color in schools of medicine play an essential role in addressing health disparities, increasing diversity in healthcare, and improving health professions education. Yet inadequate progress has been made in increasing the numbers of faculty of color in medical schools. The reasons for this gap, and ways to address it, are poorly understood. We conducted a grounded theory study of 25 of faculty from groups historically underrepresented in academic medicine at 17 schools in the United States. Faculty were interviewed in person (n=4, 16%) and by telephone (n=21, 84%). We identified two processes that contribute to a greater understanding of the experiences of faculty of color: patterns of exclusion and control, and surviving and thriving. We also identified one outcome - faculty of color having influence. Strong support from leaders, mentors, and peers to nurture and protect faculty of color in schools of medicine is needed to counteract the negative effects of racism and to promote the positive effects this group has on diversity and excellence in medical education. Specific strategies for survival and success are described.

This article reports on findings from a grounded theory study of the experiences of faculty of color (FOC) in predominantly Euro-American schools of nursing. Findings indicate that a dominant group sometimes referred to as the “Good Old Girls” posed a major barrier to change. To maintain the status-quo, the Good Old Girls used their influence to subject FOC to Patterns of Exclusion and Control with the goal of controlling the influence of FOC. This occurred through parallel and interrelated exclusion and control subprocesses. Exclusion and control strategies threatened FOC’s success in academe while simultaneously jeopardizing their well-being. The exclusion strategies FOC experienced included Invalidation of Sense of Self, Othering, and Unequal Standards and Access to Resources. The control strategies included Insincerity and Putting You in Your Place. We describe each of these processes in detail and end with a discussion of the implications of our findings for educational practice.

The study investigated family support as a buffer of stress in 153 mothers and preterm toddlers. Data were collected regarding maternal depressive symptoms, parenting stress, and family support; infant health; and videotaped mother-child interactions. Although more parenting stress related to less optimal child play, only information support functioned as a protective factor. Information support predicted positive play under high, but not low, maternal stress. Mothers of multiples reported more parenting stress than mothers of singletons.

Hospice is patient-centered end-of-life care. Hispanics are underrepresented among hospice patients (7.1%) relative to the U.S. population (17%). We conducted a systematic review of the literature and meta-analysis to understand this underrepresentation further. In palliative care, Hispanic hospice enrollment is comparable to that of non-Hispanic Whites (NHWs) (RR 1.02, 95% CI: 0.93-1.12; z=0.49; p = .627). However, in cases of heart failure (OR 0.49, 95% CI 0.37-0.66) and stroke (OR 0.77, 95% CI 0.63-0.94), Hispanics are much less likely to use hospice than NHWs. Cancer studies are mixed, but in meta-analysis were significant for lower relative hospice use in Hispanics (RR 0.96, 95% CI: 0.94-0.99; z=3.01; p=.003). It remains unclear whether using census and insurance data in statistical analysis provides valid results since the Hispanic population is younger, healthier, and less likely to be insured. Health equity in hospice may be better represented by hospice quality rather than hospice enrollment rates.

Berlin School Glossary is the first major publication to mark the increasing international importance of a group of contemporary German and Austrian filmmakers initially known by the name the Berlin School: Christian Petzold, Thomas Arslan, Christoph Hochhäusler, Jessica Hausner and others. The study elaborates on the innovative strategies and formal techniques that distinguish these films, specifically questions of movement, space, spectatorship, representation, desire, location and narrative. Abandoning the usual format of essay-length analyses of individual films and directors, the volume is organized as an actual glossary with entries such as bad sex, cars, the cut, endings, familiar places, forests, ghosts, hotels, interiority, landscapes, siblings, surveillance, swimming pools and wind. This unique format combined with an informative introduction will be essential to scholars and fans of the German New Wave.

PURPOSE.  The purpose of this integrative review is to synthesize nursing scholarship on parent–child relationships considered fragile because of parent/child's chronic condition or occurrence within a risky context. CONCLUSIONS.  Most reviewed studies demonstrated negative effects of risk conditions on parent–child relationships and documented importance of child, parent, and contextual variables. Studies were predominately single investigations. Varying theoretical perspectives complicated interpretation. Mainly White, middle‐class, and small samples limited generalizability. Important areas for further research were identified. PRACTICE IMPLICATIONS.  Nurse researchers identified factors that may interfere with the parent–child relationship. Nurses are in a position to support families under these circumstances.

PURPOSE.  The purpose of this integrative review is to systematically and critically synthesize nursing scholarship on parents' perspectives of the parent–child relationship during infancy. CONCLUSION.  Research has shown that the process of establishing the parent–child relationship is highly individualized and complex. Numerous barriers and facilitators influencing this relationship have been identified that are relevant to nursing. PRACTICE IMPLICATIONS.  Nurses have an important opportunity to positively affect the developing parent–infant relationship. Screening parents for depression and providing parents with resources and support are key nursing interventions supporting the parent–infant relationship.

PURPOSE.  This integrative review concerns nursing research on parent–child interaction and relationships published from 1980 through 2008 and includes assessment and intervention studies in clinically important settings (e.g., feeding, teaching, play). CONCLUSIONS.  Directions for research include development of theoretical frameworks, valid observational systems, and multivariate and longitudinal data analytic strategies. PRACTICE IMPLICATIONS.  Observation of social–emotional as well as task‐related interaction qualities in the context of assessing parent–child relationships could generate new questions for nursing research and for family‐centered nursing practice.

PURPOSE.  The purpose of this paper is to examine nursing's contribution to understanding the parent–adolescent and the teen parent–child relationships. CONCLUSION.  Relationships between parents and adolescents may reflect turmoil and affect adolescents' health and development. The social and developmental contexts for teen parenting are powerful and may need strengthening. Several interventions to help teen mothers interact sensitively with their infants have been developed and tested. PRACTICE IMPLICATIONS.  Nurse researchers have begun to provide evidence for practitioners to use in caring for families of adolescents and teen parents to acquire interaction skills that, in turn, may promote optimal health and development of the child.

PURPOSE.  Understanding the parent–child relationship is fundamental to nursing of children and families. The purpose of this integrative review is to explore nursing scholarship published from 1980–2008 concerning parent–child relationships. Study approaches are examined, critiqued, and future directions for research identified. CONCLUSIONS.  A historical review of nursing research is presented and methods described as an introduction to a review series of the parent–child relationship. IMPLICATIONS.  Definition and explication of the parent–child relationship is a first‐step in understanding factors amenable to nursing intervention. A clear definition of the concept of parent–child relationship will support further study using appropriate theoretical frameworks, and enable development and testing of supportive nursing interventions.