Heart disease, including hypertension, is a leading cause of morbidity and mortality among persons experiencing homelessness (PEH). PEH exhibit a greater number of modifiable risk factors for hypertension than the general population and are challenged to reach optimal blood pressure control despite receiving medical treatment. This descriptive qualitative study used data collected from three focus groups to explore the barriers and facilitators of self‐management of hypertension while experiencing homelessness. Participants discussed co‐morbidity, limited food choices, medication issues, stress, and negative health care provider experiences as the biggest barriers toward self‐management of hypertension. To address the barriers described above, participants discussed strategies to manage their medications, healthy eating, exercise, social support, and reducing stress. Strategies for health care practitioners and shelter providers to reduce barriers to self‐management of hypertension among PEH are discussed.

This study explored strengths, barriers, and role of social networks among unaccompanied women experiencing homelessness. Twenty women from two local shelters participated in semistructured, face‐to‐face interviews. A constant comparative analysis revealed 4 themes: support as a coping mechanism, loss of support as a path to homelessness, support as a drain, and support as a way to give. Almost universally, women experienced considerable barriers to housing, including physical health, mental health, substance abuse, or domestic violence. Despite precarious circumstances, women showed optimism, interest, and readiness to move forward and exit homelessness. Most women utilized social networks to cope with their difficult situations. Their networks, however, were limited such that abusive relationships and substance abuse commonly contributed to homelessness and delayed entrance into secure housing. Together with identifying unaccompanied women as a subgroup in the homeless population, targeted interventions can help women capitalize on healthy relationships to promote housing security and well‐being.

Increased attention to former foster youth pursuing post-secondary education has resulted in the creation of college campus based support programs to address their need. However, limited empirical evidence and theoretical knowledge exist about these programs. This study seeks to describe the application of systems theory as a framework for examining a college campus based support program for former foster youth. In-depth semi-structured interviews were conducted with 32 program stakeholders including students, mentors, collaborative members, and independent living program staff. Using qualitative data analysis software, holistic coding techniques were employed to analyze interview transcripts. Then applying principles of extended case method using systems theory, data were analyzed. Findings suggest systems theory serves as a framework for understanding the functioning of a college campus based support program. The theory's concepts help delineate program components and roles of stakeholders; outline boundaries between and interactions among stakeholders; and identify program strengths and weakness. Systems theory plays an important role in identifying intervention components and providing a structure through which to identify and understand program elements as a part of the planning process. This study highlights the utility of systems theory as a framework for program planning and evaluation.

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Introduction Social workers are well-positioned to promote healthy sleep behaviors among underserved populations; however sleep health training is rarely integrated into social work curriculums. To address this gap, our interdisciplinary team developed a 2-hour online sleep health educational module for social work students. The module was grounded in best e-learning pedagogical principles, and based on qualitative formative research. We tested the initial impact and acceptability of the module. Methods We recruited 32 social work students at a Florida University via a departmental listserve. Pre- to post-intervention changes in the Sleep Beliefs Scale (SBS) and the Sleep Practices and Attitudes Questionnaire (SPAQ) were assessed using Wilcoxon Signed-Rank tests. We conducted qualitative research to assess intervention acceptability,and to inform future iterations of the program. Results Mean age was 29.5±11.6 yrs, 100% were female, and primarily Non-Hispanic White (41.9%), followed by African American/Black (35.5%), and Hispanic/Latino (22.6%). Results showed pre/post intervention improvements in both the Sleep Beliefs Scale (14.7±2.2 vs.16.9±2.6 [p=.002]; higher score=higher knowledge) and SPAQ (2.1±0.6 to 1.5±0.6 [p=.001]; lower score=higher importance of sleep) indicating improvements in knowledge surrounding healthy sleep behaviors and the importance of sleep for overall health (respectively). Qualitative data supports the intervention’s acceptability and utility. When asked what participants liked best about the module, responses included: “I was educated and am better prepared to offer some insight to my clients and staff”; “..they offer resources we can use for ourselves and our clients;” and “easy to navigage, and full of useful information.” Suggestions for improvement included shortening the module’s length. Conclusion Assessment of an online sleep health educational module indicates a promising impact on sleep health knowledge. A larger study is planned to more definitively evaluate the module’s impact and acceptability among social work students. Support American Academy of Sleep Medicine Foundation