To ensure that children actively engage in research involving them, nurses can familiarize themselves with and advocate for the use of arts-based techniques.

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We conducted a systematic literature review to identify tools that could be used to measure faculty and undergraduate nursing students' genetic literacy, and we assessed the utility of one of those tools, the Genetic Literacy Assessment Instrument (GLAI), with faculty and students at a college of nursing in a large public university. No significant differences were noted between faculty and students in terms of their overall scores on the GLAI. On average, faculty answered 76% of the questions correctly and students answered 73% of the questions correctly. Both groups scored highest in the genetics and society domain (93% and 85% correct answers for faculty and students, respectively) and lowest in the evolution domain (52% correct for both groups). The GLAI may be used to evaluate curricula for strengths and deficiencies, as well as to identify students and faculty in need of additional instruction.

Aims The study aimed to explore the effect of video‐mediated communication on father‐infant bonding and transition to fatherhood during and after Satogaeri Bunben. Background Satogaeri Bunben is a Japanese perinatal tradition that results in the pregnant wife and husband living apart, which may interfere with father‐infant bonding and transition to fatherhood. Design/Methods A mixed‐methods study was conducted from July 2012 to November 2015. Participants were divided into two groups (Treatment/Control). Quantitative data included Taiji kanjyo Hyotei Syakudo (TKHS) , communication methods, husband's visitation records and video‐mediated communication records and satisfaction of video‐mediated communication experience. Qualitative data included participants' journal entries about their experience and feelings toward their infants during Satogaeri Bunben. Results Fourteen treatment and thirteen control dyads/couples participated in the study. There were significant differences between groups in the frequency of fathers' visitation during Satogaeri Bunben, as well as on the THKS between groups in cross‐sectional analysis and in treatment group in longitudinal analysis. Fathers' journal entries revealed the use of video‐mediated communication in both groups, specifically commenting about these experiences and the impact of additional visual cues when communicating. Conclusion Video‐mediated communication provides a sense of virtual co‐presence, which may help support father‐infant bonding and transition to fatherhood; however, it does not completely substitute for face‐to‐face interaction.