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BACKGROUND/OBJECTIVES: Family-centered care (FCC) is the recommended model for pediatric inpatient care. Our overall aim was to conduct a narrative synthesis of the contemporary published research on the effectiveness of FCC interventions for pediatric inpatients. Our specific objective was to critique studies of inpatient pediatric FCC interventions that evaluated child or parent outcomes. METHODS: We searched five databases (Pubmed, CINAHL, Embase, PsychInfo, and Web of Science) for peer-reviewed research published from 1 January 2017 to 6 February 2024. Independent reviewers evaluated each study based on pre-specified inclusion and exclusion criteria, then extracted and narratively synthesized the data. RESULTS: We found 16 studies of 15 interventions conducted in six countries. The studies were quantitative (n = 11), qualitative (n = 3), and mixed methods (n = 2), with most designs being of low to moderate quality based on a modified Mixed-Methods Appraisal Tool. Interventions included family-centered rounds, parent-focused health information technology, education, patient navigation, parent-peer support, partnership, and parent participation in caregiving. Most studies found significant improvements in parents' well-being, knowledge, and participation, as well as decreased stress and anxiety with the FCC interventions compared to usual care. One study found no differences in child outcomes (infant feeding, length of stay) between usual care and a parent-participation intervention. CONCLUSIONS: Although FCC interventions led to many improved outcomes for parents, there were few well-designed comparison studies using validated tools and well-defined interventions. Higher quality research is needed to promote greater uptake and sustainability of FCC interventions globally.

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Indigenous youth in North America experience mental health inequities compared to White peers, including a higher prevalence of depression, anxiety, suicide, and substance use. This systematic review of culturally specific risk and protective factors related to resilience and mental health in Indigenous youth aimed to synthesize the recent evidence and update a systematic review of evidence prior to 2013 (Burnette and Figley, 2016). Following PRISMA guidelines, seven academic databases were searched for peer-reviewed qualitative and quantitative resilience research with Indigenous youth (age 19 and under) in the United States and Canada published from 2014 to 2021. Seventy-eight studies met inclusion criteria and provided ample knowledge about risk and protective factors for the resilience of Indigenous youth across the Social Ecology of Resilience theory: individual (86%), family (53%), community (60%), cultural (50%), and societal (19%). A plethora of recent interventions serve as examples of context and culture-specific responses to the mental health needs of Indigenous youth. Further attention to younger children, urban populations, and Indigenous knowledge systems is needed. In particular, the influence of racism, settler colonialism, and cultural resurgence efforts on the well-being of Indigenous youth are areas for future research.

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This article describes a project to engage community members and to determine how a school nurse-community partnership could improve healthcare equity within an American Indian community. The purpose of this community-building project was to establish a relationship among school nurse practitioners, children, and their community in a Northern Plains Indian reservation using a Community-Based Participatory Research (CBPR) model. CBPR requires a partnership between community members and school nurses in prioritizing community needs, developing an appropriate intervention, and engaging the community throughout the intervention project process. Partnering with teachers and the community, we engaged 78 students in a year-long project in which children depicted their perceptions of well-being and wellness through bimonthly art activities. This project laid the groundwork for a strong community partnership with school nurses in addressing the well-being of children and the further exploration of community needs.

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