29098 research outputs found
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Uses and Perceptions of Student Leadership Roles in a Secondary Choral Program
No full textThis study examined student leadership structure in a high school choral program, including data from a junior high director in the district. It aimed to evaluate the role and influence of a designated student leader in a secondary choral program through perceptions from student leaders, student members, and directors. Collected data included surveys, focus groups, individual interviews, field notes, and observation notes. The researcher analyzed the data using the constant comparative method. The resulting data fit into four level 2 codes: program structure, roles of student leaders, influence/impact on the choir, and personal impact of leadership on student leaders. The study found that student leadership roles are largely beneficial to student leaders and a choral program and can be utilized in a variety of formats. Still, there are some aspects of student leadership structures in a secondary choral program, relating to relationships and responsibility, that should be approached with caution
The Lived Experience of New Graduate Nurses Implementing Evidence-Based Practice in a Clinical Setting
No full textThe purpose of this qualitative interpretive phenomenological analysis study was to explore the perceptions and lived experiences of new graduate nurses (NGNs) as they implemented evidence-based practice (EBP) in clinical settings. This study addressed the problem that NGNs often lack the skills and confidence to effectively apply EBP, despite its critical role in improving patient outcomes. The research aimed to provide insight into the challenges, support systems, and strategies that influence EBP integration during the transition from student to practicing nurse. The study utilized the interpretive phenomenological analysis methodology to analyze data collected through semistructured interviews conducted via the Teams video conferencing platform. The participants consisted of NGNs who had completed a nurse residency program within the past year. The interviews were designed to capture the nuances of their experiences, focusing on support systems, barriers, and recommendations for facilitating EBP implementation. Findings revealed several key themes, including the importance of mentorship, organizational culture, and access to resources in supporting EBP. Barriers identified by participants included time constraints, resistance to change, and limited confidence in critically appraising research. Facilitators such as transformational leadership and structured mentorship programs emerged as pivotal in bridging the gap between theory and practice. Participants also highlighted the need for dedicated time and tailored training to enhance their competency in EBP. This study concluded that while NGNs value EBP, significant barriers hinder its consistent application. Recommendations include enhancing nurse residency programs to incorporate comprehensive EBP training, developing formalized mentorship programs, and fostering an organizational culture that prioritizes evidence-based care. Future research should explore longitudinal impacts of residency programs on EBP adoption and examine the role of technology in supporting NGNs. These findings contribute to understanding how to better iv prepare and support NGNs, ultimately improving nursing practice and quality of patient care
Fostering Inclusion and Belonging in Virtual Learning Environments: Strategies from Faculty Members for Enhancing Online Student Engagement
No full textDespite the convenience and accessibility offered by online education, disparities persist in access, engagement, and success rates, disproportionately affecting all students, especially students with disabilities and neurodivergent learners. This difference highlights the barriers and challenges students with disabilities face on virtual learning platforms. Encouraging an inclusive and supportive environment where students feel comfortable disclosing their disabilities is essential for improving completion rates and fostering a sense of belonging in virtual learning environments. The study aimed to identify strategies faculty members use to foster inclusion and belonging for students enrolled in online courses. A cross-sectional study was conducted to collect information on faculty strategies for inclusion and belonging in online classes at a private 4-year university. Key findings reveal that faculty support students through clear communication, accessibility efforts, and proactive outreach, particularly for those needing academic or disability-related assistance. However, there is a need for better resource awareness, earlier communication about student needs, and stronger community-building. Universities can enhance faculty preparedness by offering professional development on inclusive pedagogy, accessibility training, and accommodation guidelines. These efforts will improve student engagement and create a more inclusive learning environment
Social Identity and Eating Behaviors: How Cultural Norms Impact Disordered Eating
No full textDisordered eating behaviors (DEBs), such as frequent dieting, emotional eating, and obsessive “clean eating,” are increasingly prevalent in our society and have been linked to significant physical and psychological health risks. However, the role of sociocultural influences, such as discrimination and social media, are often overlooked. This study examined the relationship between disordered eating behaviors and perceived discriminatory experiences, social media use, physical self-description, and attitudes toward eating among undergraduate college students. The sample consisted of 110 undergraduate students. Participants completed an electronic survey comprised of the Everyday Discrimination Scale-S (EDS-S), Social Media Usage Scale (SMUS), Eating Attitudes Test-26 (EAT-26), Physical Self-Description Questionnaire-Short (PSDQ-S), and the Eating Disorder Examination Questionnaire (EDE-Q). Descriptive statistics, bivariate correlations, and multiple regression analysis were conducted to examine potential correlations and predictors. This study found that attitudes toward eating, everyday discrimination, and body fat dissatisfaction were significant predictors of disordered eating behavior. Social media usage, however, was not a significant predictor of disordered eating behavior. This study has potential implications for interventions aimed at treating disordered eating behavior. This research helps address a gap in understanding of how sociocultural factors influence the development of eating pathology and offers potential pathways for enhancing treatment through cultural awareness
Administration Plan for Use of Hippotherapy in Occupational Therapy
No full textThe intention of this capstone experience was to promote the use of hippotherapy as a treatment strategy in the occupational therapy profession from an administrative and educational standpoint. Hundreds of research studies have indicated the effectiveness of hippotherapy for a variety of ages and diagnoses. However, there are still barriers that prevent hippotherapy from being more accessible and well-known, both by practitioners, client families, and the community. The project was executed at a startup psychotherapy clinic preparing to offer equine-assisted services in Tulsa, Oklahoma. The mutually beneficial partnership led to the creation of a generalized administration plan for an occupational therapist aspiring to start a hippotherapy-based private practice, as well as several other educational resources to support the capstone site in their future development. By promoting greater awareness of hippotherapy and providing a means to address administrative barriers, the capstone project aimed to bridge the gap between occupational therapy and increased accessibility and understanding of hippotherapy as an effective treatment strategy
Principals’ Perceptions of Their Preparedness to Facilitate and Support Technology Integration in Schools: A Case Study of Four Rural Texas Principals
No full textSchool administrators face the challenge of leading technology integration that provides meaningful learning opportunities to prepare students for 21st-century skills and careers. Research has shown that administrative leadership support, behaviors, assumptions, and policies impact technology integration in the classroom. The International Society for Technology in Education (ISTE) standards include guidelines for education leaders and their role in supporting educators using technology. However, leaders underestimate the impact of their leadership on effective use in the classroom. The purpose of this qualitative case study was to explore the perceptions of South Texas rural public school principals working in Chapman Independent School District (CISD), a pseudonym, regarding how well their principal preparation programs prepared them to create environments for 21st-century learning and their role in technology integration aligned with the ISTE Leadership Visionary Planner Standard. The following research questions were utilized: RQ1: How do CISD principals perceive their role in creating a distributive school culture to support and facilitate technology integration? RQ2: How do CISD principals believe their principal preparation programs have prepared them to facilitate and support technology integration in schools that align with the ISTE Leadership Visionary Planner Standard? RQ3: How do CISD principals perceive their roles in creating a vision and a strategic process for technology integration that aligns with the ISTE Leadership Visionary Planner Standard? Interviews were conducted with four South Texas rural principals in CISD, and data were collected from journaling, field notes, interview transcriptions, and documentation. Data analysis revealed four themes: (a) limited emphasis on technology in principal preparation programs, (b) on-the-job learning and technology integration, (c) resource challenges in technology integration, and (d) impact of evaluation systems on technology leadership. Recommendations for practice, future study, and policy were also provided
Program Development and Administration of Experiential Learning Practices in OT Education
No full textExperiential learning opportunities enhance occupational therapy students’ clinical skills, confidence, and professional preparation through hands-on practice. This capstone project focused on program development and administration at Abilene Christian University’s occupational therapy department. Initially centered on establishing a student-run campus clinic, the project pivoted during week one when needs assessment revealed the clinic concept no longer aligned with departmental and university strategic goals. The revised focus incorporated experiential learning theory and interprofessional education. Over 14 weeks, I conducted nine faculty interviews and four student focus groups. Findings indicated unanimous support for mandatory, scheduled experiential learning opportunities while identifying common implementation barriers, including space, funding, workload, and coordination complexity. Deliverables included an interprofessional education (IPE) center business proposal, an experiential learning menu, an Accreditation Council for Occupational Therapy Education (ACOTE) and Interprofessional Collaborative (IPEC) standards table, marketing materials, educational handouts, a mock grant application, and operational forms. These resources support the occupational therapy department’s mission by equipping faculty and students with tools to enhance learning experiences and preparing competent therapists and servant leaders for their communities
Occupation Based Program Development for Indigenous American Populations
No full textIndigenous peoples in the United States face environmental, socioeconomic, and educational disparities that contribute to the high prevalence and disproportionately higher risks of chronic diseases compared to the average American. Recent literature recognizes knowledge gaps among providers in delivering culturally competent care, and occupational therapy’s (OT) emerging role in primary care shows promising potential for addressing barriers in chronic disease management. However, existing studies have not established a clear framework for how therapists can use OT’s client-centered philosophy to help Indigenous populations address health management in primary care. This project addressed the limited literature by piloting a culturally relevant health management program for Indigenous patients through an occupational lens, creating deliverables for patients and clinicians using evidence-based resources, and identifying additional barriers and observations for future program development. Outcome measures included tailored checklists aligned with program objectives and professional feedback from the content expert. The checklists confirmed that all but one objective was completed. Patient responses were overall positive, with many reporting that client-centered guidance provided skills and confidence to manage their health more effectively. Challenges included the short timeframe for referrals, limited attendance, and discrepancies in patient compatibility with the program. The Common Diagnosis Cheat Sheet and the Lifestyle Adaptation Toolkit informed my delivery of health education during consults and follow-ups. These deliverables were provided in printed and digital formats to support therapists at the capstone site and neighboring hospitals working with this population
