Results indicate that participants retained knowledge and skills and used them in clinical practice. Observations demonstrated that participants took appropriate actions when presented with a baby who was not breathing.

This study described the health behaviors and barriers and facilitators of those behaviors in elderly and/or disabled residents of public housing. A mixed-methods design was used. Residents (N = 88) completed a survey with validated measures of health behaviors. A sub-sample (N = 16) participated in three focus groups. Residents scored worse than population norms on the majority of behaviors measured. Qualitative results framed in an ecological model indicated the majority of facilitators and barriers to health behaviors were perceived as occurring at the intrapersonal and interpersonal levels. Interventions to promote health should consider the unique barriers and facilitators to health behaviors among residents.

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Background: Learning to care for patients with mental health concerns is an important part of nursing school. Teaching mental health concepts across the nursing curriculum, rather than in just one course, prepares students for meeting the mental health needs of all clients. This article describes the integration of mental health concepts throughout an accelerated bachelor of science in nursing program. Method: Faculty developed an innovative approach to integrate mental health throughout the curriculum in lieu of a stand-alone course. Results: Quantitative metrics remained consistent when comparing cohorts before and after the integration of mental health. However, students did not recognize mental health content within the program. Conclusion: Integrating mental health concepts in the prelicensure nursing curriculum enables students to learn and understand how to care for clients with mental health concerns in any clinical setting. [ J Nurs Educ . 2020;59(7):405–408.]

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