Preparedness progress: update on Minnesota hospitals.

Since 2002, all states have received federal funds for disaster preparedness through Health Resources and Services Administration (HRSA) Bioterrorism Hospital Preparedness Program grants. Minnesota has received dollar 19.4 million, which has been spent to improve communications and coordination among hospitals and emergency providers, purchase equipment and medications, and train staff.

Nurse-parent dialogue: illuminating the evolving pattern of families with children who are medically fragile.

Guided by Newman's theory of health as expanding consciousness, this study explored the pattern of nurse-parent interaction in families with children who were medically fragile by applying the hermeneutic, dialectic method of interviewing and analysis. Living with children who are medically fragile was manifested by continual uncertainity. Families changed from trying to gain control of their uncertainty to learning to live in the uncertainty, as they evolved through an initial p[eriod of disruption and disorganization to organization at another level.

Graduate nursing education: developmental disabilities and special health care needs.

As children and adults with developmental disabilities and special health care needs are integrated into home, school, and community life, nurses are being required to provide leadership, advocacy, and training in community settings to a much greater extent than in the past. To assess the school and community need for formal graduate preparation for nurses who work with individuals with developmental disabilities and/or special health care needs, 25 nurses in leadership positions representing urban and rural health agencies throughout Minnesota took part in a 5-hour focus group discussion. Analysis of data summarized from this process shows five features of the recommended curriculum necessary for advanced practitioners in this specialty area: (a) discipline-specific core competencies, (b) discipline-specific specialty competencies, (c) genetic competencies not specific to nursing but necessary to function in nursing roles, (d) interdisciplinary and intradisciplinary learning experiences, and (e) clinical experiences with preceptors.