African Americans are at higher risk of developing type 2 diabetes mellitus (T2DM), and this risk may be influenced by familial experiences and cultural norms throughout the life course. This led us to conduct this study of 20 African American families with strong histories of T2DM to explore familial complexities that prevent or help manage diabetic symptoms. Experiences were analyzed inductively through individual family profiles created using content-analytic summaries. When profiles were further analyzed for emerging and theoretically informed data patterns, two themes emerged: (a) family interactions characterized by T2DM-related actions and communication patterns, and (b) intergenerational patterns of openness characterized by variations in approach within generational cohort and parental gender. Through inquiries related to intergenerational experiences with T2DM, nursing and health care professionals may be better able to tailor and promote success for prevention and management of behaviors among high-risk African Americans.

Background: America's crisis of youth mental health challenges has been worsened by COVID‐19. Group‐based parent education has been proven effective in intervention and prevention; however, a lack of universal access and the busyness of parents are significant barriers to participation. Rapid growth in technology‐based education aims to increase accessibility but live, virtual parent education was understudied. E³ Parent Education (E³PE) was a free, virtual, and synchronous group programme offered in Montana by a certified parent educator to support families navigating common and uncommon challenges.Methods: Through qualitative evaluation with eight programme participants (n = 8), this study aimed to understand impacts and access of this parent education programme.Results: All participants (100%) aligned on three themes describing the virtual, synchronous parent education experience: convenience, connection, and comfort. Participants suggested strategies for improvement as well.Discussion: A free, virtual, synchronous, group‐based format provided equitable access and lowered the barriers to participation. Findings advised that the developers, facilitators, and policymakers consider adding virtual options alongside in‐person settings to reduce participant barriers and meet the needs of different families.