Few quantitative studies have examined the phenomena of multiple loss and cumulative grief occurring in gay men as a result of the AIDS epidemic. In this study, Sanders's Integrative Theory of Bereavement (1989) was used to examine the relationship between multiple loss and the intensity of grief experienced by gay men. The relationship of selected situational factors and internal characteristics of the bereaved to the numbers of losses and intensity of grief was also explored. Ninety-three gay men living in San Francisco, whose own HIV status was negative or unknown, and who had lost at least three friends, lovers, or relatives to AIDS, completed the Grief Experience Inventory and a demographic questionnaire. There was no significant relationship between the number of individual losses reported and the intensity of grief experienced. There were significant relationships among social and demographic variables. Factors influencing the bereavement response found in this study are consistent with several of the external and internal mediators presented in Sanders's theory. The findings suggest that an adaptive process of habituation may be occurring and that these men may be remaining in Sanders's conservation-withdrawal phase of bereavement.

With the increasing complexity of nursing practice and health care delivery, developing information literacy in students for lifelong learning is a vital element of nursing education. The San Francisco State University School of Nursing has developed, implemented, and evaluated an integrated program of information literacy in its undergraduate curriculum. The curriculum strand includes a variety of instructional strategies woven through all semesters of the nursing program. To evaluate the information literacy program, an exploratory descriptive approach was taken using two different cohorts of students. Baseline testing prior to implementation of the information literacy program and posttesting after implementation of the program revealed selected positive occurrences in students' use of bibliographic databases and journal literature. However, students did not perceive they were more successful in accessing information, and faculty assessment of students' ability to evaluate information did not change from 1992 to 1996. These and other evaluation findings have implications for the development of an information literacy curriculum and its integration with other facets of student learning.

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As the healthcare environment continues to change, nurses are developing models for interdisciplinary care in a variety of community settings. The high school is an ideal treatment setting for the delivery of health services to adolescents. This article describes the development of a nurse-managed, school-based health center. The steps in planning and implementing this interdisciplinary service and training site are outlined to provide a guide for nurses wishing to develop autonomous community practice settings.

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