Healthcare providers can use the concepts discovered in this study to help improve their skills and comfort level when working with homeless individuals. A decrease in acute illnesses and an increase in the effective management of chronic disease resulting in fewer long-term complications and medical costs because of these unnecessary complications could be seen. Healthcare professionals may also volunteer to become more involved with the care of the homeless if they are confident in their skills. Improving the health of the homeless in the community will result in improvements in the overall health of the community.

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Background With an increase in patient demand and a decrease in healthcare professionals, telehealth is able to provide needed services to patients, but appropriate training in telehealth is crucial for providers to deliver excellent patient care. Method Nurse researchers developed a quality improvement project targeting telehealth in the graduate nursing curriculum. A two‐part evidence‐based curriculum was developed for graduate family nurse practitioner (FNP) students. Part one consisted of a lecture that focused on increasing students' knowledge, and part two enhanced skills through simulation. Results Data were collected through qualitative and quantitative surveys. The qualitative data were analyzed for themes and statistical analysis of the quantitative data was completed ( t ‐scores and descriptive statistics). Results showed that FNP students perceived the telehealth curriculum as educational and recommend it be continued for future FNP cohorts. Conclusion Using evidence‐based practice and telehealth experts graduate nursing programs should introduce the telehealth curriculum for FNP students through in class lecture and simulation.

Background: Doctor of Nursing Practice (DNP) and PhD degrees are terminal degrees in nursing, yet they differ in preparation and intended purpose. Perceptions of DNP- and PhD-prepared faculty, staff, and administrators regarding DNP/PhD teaching roles, research expectations, and attitudes toward collaboration are poorly understood. Objective: This mixed-method study sought to identify current perceptions related to collaboration and utilization of DNP- and PhD-prepared faculty, staff, and administrators. Methods: Quantitative survey responses were obtained from 55 DNP- or PhD-prepared individuals, followed by qualitative interviews of eight participants. Results: Qualitative findings identified DNP–PhD division, lack of collaboration, and sub-optimal utilization of DNP and PhD individuals. Significant quantitative findings identified perceptions that increased collaboration would enhance student learning and increase research success. Conclusions: Administrators should make organizational changes that break down barriers between DNP- and PhD-prepared faculty, staff, and administrators. Implications for Nursing: University administrators can optimize student success by finding ways to bridge the divide between DNP- and PhD-prepared faculty, staff, and administrators.

Nurse practitioners have an ethical, moral, and professional responsibility to help eliminate the disparities that exist within the lesbian, gay, bisexual, and transgender (LGBT) population. The Institute of Medicine identified a lack of knowledge and preparation of health care providers related to caring for the specific needs of this population as a major barrier to quality care. 1 As nurse educators, it is our duty to prepare nurse practitioners to advocate for social justice among all persons to help minimize health inequities, which vary based on race, ethnicity, culture, sexual orientation, gender identity, age, and socioeconomic status. The best methods to provide this education remain yet unseen.