Clinicians agree that return to school after diagnosis promotes the positive adjustment of children and adolescents with cancer; however, the school reentry process can present challenges. The aim of this review was to critically evaluate the literature on school reentry support for youth with cancer. Seventeen publications were identified. School reentry services were well‐received by families and educators; increased teacher and peer knowledge about childhood cancer; influenced peer and educator attitudes toward the patient; and improved communication and collaboration between patients/families, school, and the healthcare team. Evidence supports a strong recommendation for school reentry support for youth with cancer. Pediatr Blood Cancer 2015.

Parents of a child newly diagnosed with cancer must receive an extensive amount of information before their child’s initial hospital discharge; however, little is known about best practices for providing this education. An interpretive descriptive study design was used to describe actual and preferred educational content, timing, and methods among parents of children newly diagnosed with cancer prior to their child’s first hospital discharge. Twenty parents of children diagnosed with various malignancies participated in individual interviews 2 to 12 months after their child’s diagnosis. Data were analyzed using constant comparative analysis. Education delivery occurred in a telling manner at diagnosis transitioning to a reciprocal process of teaching during the inpatient stay, then primarily back to telling immediately before discharge. Parents expressed a variety of preferred learning styles but noted that their preferences were rarely assessed by health care providers. Multiple factors influenced parents’ ability to process educational information received during their child’s initial hospitalization. Findings suggest that nursing practices should include assessing for influencing factors, providing anticipatory guidance, and incorporating parents’ preferred learning style into the educational plan.

OBJECTIVE: The aim of this study was to describe the facilitators and hindrances associated with the conduct of registered nurse–led research in US hospitals. BACKGROUND: Hospital-based nursing research programs are growing in response to increasing emphasis on evidence-based practice. Concerns existed about institutional regulations prohibiting staff nurses’ ability to be principal investigators of their research studies. METHODS: Comments from the Hospital-Based Nursing Research Requirements and Outcomes national survey regarding facilitators and hindrances of conducting nursing research in hospitals were analyzed using content analysis. RESULTS: Comments from 95% of surveys were classified into 24 facilitator and hindrance codes. Both Magnet^® and non-Magnet hospitals identified the presence of a research mentor as the top facilitator. In non-Magnet hospitals, the top hindrance was a lack of a research mentor as compared with Magnet hospitals, which reported lack of time. CONCLUSIONS: The presence of a research mentor is the most important facilitator for hospital nursing research. Findings provide data to inform research program development.