Conducting intervention research with culturally diverse, underserved, and often hard to reach populations in naturalistic or field settings presents investigators with a number of practical challenges. This article describes four special challenges and strategies for dealing with them that clients, service providers, and researchers experienced in conducting a prevention intervention to reduce substance use and sexual risky behaviors with low-income Latina young women. The challenges are (a) building community partnerships; (b) developing interventions that are acceptable and relevant; (c) promoting successful recruitment, participation, and retention of participants; and (d) developing a diverse, cohesive, and committed research team and effective managerial information support systems.

A gap in data prevents measurement of the needs of school-age children and the influence of school nursing interventions on student health and education outcomes. Its remedy is in the data collected in school health rooms. A national clinical database describing school health will allow education and health leaders to build evidence-based programs for children. Several states collect school health data describing student needs and school nursing practice. This study identified, collated, described, and evaluated the variables compiled from state school health reporting documents to identify commonalities and form the foundation of a standardized school health reporting system. A comprehensive content analysis of variables in the instruments yielded a framework within which school health data can be organized and described. It consists of five broad categories describing staffing; risk management; health promotion; episodic care; and care coordination. The result provides a nationally standardized coding set to describe school health.

An interdisciplinary team in a local public health district tested its ability to implement the core public health functions of assessment, policy development, and assurance by changing its practice to a community-driven model of building partnerships for health with groups and communities in a designated locale. Evaluation of this innovation revealed that the public health nurse members of the team enacted their community health nursing knowledge to strengthen agency to cocreate health. Interdisciplinary collaboration was essential to the team's community mobilization efforts. Additional findings suggested that this organizational innovation was associated with developing a more participatory organizational climate, increasing system effectiveness, and building community capacity.