Late-life depression is common among nursing home residents, but often is not addressed by nurses. Using a self-directed, CD-based depression training program, this pilot study used mixed methods to assess feasibility issues, determine nurse perceptions of training, and evaluate depression-related outcomes among residents in usual care and training conditions. Of 58 nurses enrolled, 24 completed the training and gave it high ratings. Outcomes for 50 residents include statistically significant reductions in depression severity over time (p<0.001) among all groups. Depression training is an important vehicle to improve depression recognition and daily nursing care, but diverse factors must be addressed to assure optimal outcomes.

Although there are ample studies confirming that memory self-efficacy (MSE) declines with age, less is known about what factors account for the variation in MSE among older adults. The purpose of this study was to examine the relationship between MSE, diagnostic and clinical characteristics, and subsequent episodic memory performance in older adults. A nonprobability sample of 200 cognitively normal and older adults with mild cognitive impairment (MCI) participating in a longitudinal population-based study investigating the incidence, prevalence and risk factors for MCI completed a questionnaire about self-referent beliefs of MSE. Bandura's (1989) selfefficacy theory and the Integration Model (Whittemore, 2005) informed the descriptive study. Pearson product-moment correlations, a general linear model and a multiple linear regression analysis were conducted. The difference in MSE ratings between the cognitively normal group and the MCI group tested as a whole was significant when adjusting for age, gender and educational attainment (p < .001; ES= 0.585). The overall regression model explained 17 % of the variance of MSE (p < .001) and included age, gender, educational attainment, APOE 4 genotype, family history of dementia, cognitive diagnosis and depressive symptoms. After controlling for age and the other variables of interest, cognitive classification and depression were significant predictors of MSE. Higher MSE ratings were correlated with better episodic memory performance for both groups (r = .273, p < .001). Memory training that capitalizes on the benefits accruing from higher MSE is needed for cognitively normal older adults and older adults with MCI.

There appears to be a lack of bridging between Native American students and their culture, and the dominant Anglo system of higher education. This gap widens when the student participates in distance education (DE) and is separated from the teachers by space and time. This article calls for meeting the challenge of caring in academe by addressing cultural aspects of Native American students and provides suggestions for facilitating their learning through DE. After the Native American-Anglo relationship is briefly examined, characteristics and experiences of the Native American student are highlighted, followed by an examination of DE concerns pertinent to this population. Situated learning and a caring pedagogy are used as a framework to provide strategies that enhance success of the Native American student in DE.

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Faculty of a foot care continuing education program in the Midwest sought to determine current practice and interest in expanding the current program, both didactic and clinical, to meet expanded requirements in certification criteria. An electronic e-mail survey with both quantitative and qualitative questions was developed and sent to 445 past participants who completed the Foot and Nail Care: Education for Nurses Program hosted by the University of Wisconsin–Eau Claire Continuing Education over the past 5 years. There were 99 responses for a response rate of 22%. We asked several questions about clinical practice specific to the use of equipment, roles and responsibilities, and practice sites. Most participants used a mechanical rotary file for debriding toenails in their practices, with almost half having obtained a more advanced rotary file the longer they practiced. Most participants practiced in a variety of roles and settings including part of their paid employment, an independent business (full- or part-time), or volunteer. Less than half of respondents have become certified in the specialty. Those who have sought certification have chosen either the Wound Ostomy Continence Nursing Certification Board's Certified Foot Care Nurse or the American Foot Care Nurses Association's Certified Foot Care Specialist (CFCS). Sufficient interest (77%; n = 75) was expressed to expand the course to meet the requirements of certification, specifically for clinical hours. Based on the results of this survey, we concluded there is value in offering the program with several modules where participants could complete an introductory course and have the option to participate in continued education should they decide to learn more, seek certification, or need continuing education for recertification.