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Background and purpose College years are a time young adults examine high‐risk sexual behaviors, increasing their risk for sexually transmitted diseases (STDs). Fraternity/sorority membership has been identified as one factor contributing to increased risky sexual behavior in college students. This study measured the effectiveness of an educational intervention targeting STD prevention in fraternity and sorority members, and examined relationships between STD knowledge, attitudes, and demographics. Methods A descriptive, correlational design was used. Pre‐ and posttest data were collected from fraternity and sorority members (N = 132). Instruments measured demographic characteristics, STD knowledge, and attitudes toward safe sex behaviors. Conclusions There was a significant increase in STD knowledge from baseline (M = 13.03, SD = 6.5) to 1 week (M = 20.27, SD = 4.9) t (131) = −13.53, p = .000. Males were more likely to report attitudes toward risky sexual behavior rs(132) = .323, p = .000, and as knowledge increased, attitudes became more favorable to safe sex behaviors (pre‐STD knowledge and preintervention attitudes, r(132) = −.249, p = .004; post‐STD knowledge and postintervention attitudes, rs(132) = −.307, p = .000). Implications for practice Results support that brief STD educational interventions can increase STD knowledge. College health centers must aim to provide sexual health education to all students at every visit.

ObjectivesExamine and analyze the resilience levels of first and second semester BSN students in order to check for significant increases and decreases in resilience levels and factors.MethodsResilience levels were collected using the Connor Davidson CD-RISC-25 tool in both first and second semester students.ResultsNo significant increases in resilience from first to second semester were noted, as anticipated. Several key areas showed significant decrease.ConclusionResilience levels do not necessarily increase from one semester to the next; however, several significant decreases in levels did occur, suggesting a need for a resilience training module in the nursing program.

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First-time success rate on the NCLEX-RN examination has significant implications for BSN students, faculty, and schools of nursing. Many nursing programs utilize standardized examinations such as the HESI Exit Exam to quantify student success on knowledge of nursing concepts and to prepare students for success on the NCLEX-RN. Nursing faculty must be able to identify predictors of student success early in the nursing program in order to offer appropriate support and remediation. The purpose of this retrospective, correlational study was to determine predictive variables of BSN student success on the HESI Exit Exam in a southeastern university. Students who reported higher test anxiety scored significantly lower on the HESI Exit Exam. Higher medical-surgical I HESI examination scores, higher medical-surgical II HESI examination scores, higher obstetrics HESI examination scores, and higher final grade point average were significant predictors of students' HESI Exit Exam scores and accounted for 39% of the variance in the scores. Results from this study suggest implementing remediation based on HESI Specialty Exam scores and interventions aimed at reducing test anxiety.