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Implementation of HOUDINI Guidelines Nurse-Driven Protocol to Lower Catheter-Associated Urinary Tract Infections and Foley Utilization Days
No full textCatheter-associated urinary tract infections are a common issue in healthcare settings. These issues contribute to hospital-acquired infections and can lead to complications and increased healthcare costs. The quality project evaluated the impact of the HOUDINI guidelines nursedriven protocol to reduce infection rates and Foley utilization days. A structured guideline for Foley catheter safe removal was implemented using a quantitative method. Catheter-associated urinary tract infection rates and Foley utilization days pre- and postintervention were tracked. Data were collected using the electronic health records, infection control data sheets, and the HOUDINI checklists. A baseline assessment of catheter-associated urinary tract infections rates was analyzed for 8 months before project implementation. The implementation of the HOUDINI guidelines nurse-driven protocol began and was run for 12 weeks, and the results were monitored for 6 months postimplementation. The sample population included adult patients 18 and older with Foley catheters admitted on the medical-surgical unit. The quality improvement data analysis results revealed that implementing the HOUDINI guidelines nurse-driven protocol did not have statistical significance for reducing Catheter-associated urinary tract infections and foley utilization days. The observed effects could have been influenced by criteria identified on the HOUDINI checklist, unknown renal conditions, and other unknown issues that contributed to prolonged use of Foleys. Consequently, future quality improvement projects were recommended with robust designs. Using the findings from the project can be used to further assess best practices in Foley catheter management utilizing the HOUDINI guidelines nurse-driven protocol.
Keywords: HOUDINI, catheter-associated urinary tract infection, evidence-based practice, catheter removal protocol, healthcare-associated infections, patient safety, nursing intervention, quality improvement
Fostering Intrinsic Motivation in a Kindergarten Classroom Setting
No full textMotivation plays a critical role in the development of young children. This action research study had two purposes: to understand the role of intrinsic motivation in a kindergarten classroom, as well as to gather student and teacher perceptions of motivation strategies already being implemented. To guide the research, the researcher formulated two questions: 1) What is the role of intrinsic motivation in learning in a kindergarten classroom setting? 2) What are teacher and student perceptions of strategies designed to foster intrinsic motivation in the classroom? Qualitative data was gathered through survey responses, student and teacher transcribed interviews, and observation notes. Data was analyzed using the constant comparative method and descriptive statistics. The researcher identified several approaches contributing to motivation within the classroom, such as positive reinforcement, choice and autonomy, optimism towards learning and school, and individual student motivation. Overall, findings reflected positive perceptions towards the teacher-designed strategies being implemented
Guest Speakers in the Classroom: Student Perceptions of Expertise
No full textGuest speakers are frequently used at the collegiate level and have clear benefits for students. However, little research has been conducted about the use of guest speakers in a high school social studies setting. The purpose of this study was to understand how participation in an expert guest speaker discussion influenced high school freshmen’s understanding of conflict in the Middle East as well as their perceptions of expertise. Data was collected through student artifacts, surveys, observations, and focus group interviews and analyzed using the constant comparative method as well as descriptive statistics. The major themes of improved knowledge, desired changes, passive lecture, and unique learning experience emerged
Bridging the Digital Skills Gap: Positive Leadership in the Aerospace Industry 4.0
No full textThis qualitative study explores how employees and leaders in a major aerospace manufacturing organization experience digital transformation in the context of Industry 4.0. As emerging technologies reshape manufacturing processes, organizations face a growing digital skills gap, particularly across a multigenerational workforce. This research focuses on how generational differences influence digital adaptation and how leadership approaches either support or hinder that process. Guided by the diffusion of innovations theory, the study involved semistructured interviews with 15 participants from four generational cohorts, representing IT, engineering, manufacturing, and operations roles. Findings reveal that trust, leadership style, and tailored training significantly shape how individuals engage with digital change. Participants emphasized the importance of flexible learning formats; reverse mentoring; and leadership styles rooted in empathy, communication, and long-term support. The results underscore that digital transformation is not solely a technological challenge but also a human one. Leadership that fosters psychological safety, ongoing learning, and inclusion plays a critical role in workforce readiness. These insights offer practical strategies for addressing the digital skills gap and building adaptable, future-focused teams in the aerospace sector and beyond
Exploring Effective Institutional Strategies to Retain Adult Learners in Undergraduate Online Programs at a Faith-Based Institution
No full textThe aim of this qualitative research study was to identify dynamic advising and high-impact educational practices employed by advisors and faculty that prevent dropout and improve online adult learners’ performance and retention in undergraduate courses at a 4-year private, faith-based institution in the southwestern United States. This study explored the impact of these practices from the students’, faculty’s, and advisors’ perspectives to provide suggestions for improvement that would help retain these students in the classroom and the institution. The problem this study explored was that adult learner dropout from online higher education institutions is a persistent and increasing issue faced by online higher education institutions that negatively impacts the learner and the institution. This study utilized a qualitative single case study design focused on the online undergraduate degree program for adult learners in a faith-based private university in the U.S. southwest. It used a semistructured questionnaire and interviews with open-ended questions designed to shed light on the problem and address the research question. After the data were transcribed, they were analyzed with the help of an Excel code book and the Taguette tool for qualitative analysis to match a priori codes, extract in vivo and concept codes, and develop categories and themes. The key findings of this study revealed that spiritual formation; spiritual encouragement; relating life experiences with learning; providing adequate access to support services and resources; and effective communication, interaction, and engagement between students, faculty, and advisors lead to learner satisfaction and positively affect student persistence. Keywords: adult learner, online learner, high-impact practices, retention, persistenc
Barriers to Female Advancement in Health Sciences Education: A Qualitative Study Examining the Effect of Culture and Values on Leader Selection
No full textLeadership in the 21st century has been broadly defined as a process of influence toward achieving shared goals. However, despite research affirming the leadership capabilities of both men and women, persistent gender disparities in executive leadership remain across sectors, particularly within academic health professions education. This qualitative phenomenological study explored the lived experiences of women in executive leadership roles at graduate health sciences centers in Texas. The purpose was to understand the barriers to advancement, the role of organizational culture and values, and the environmental and individual factors influencing leadership trajectories. Prior studies have identified that women often ascend to midlevel leadership but face significant challenges in progressing beyond, a phenomenon rooted in traditional male leadership norms and cultural expectations. Female leaders frequently encounter stereotypes, implicit bias, and institutional resistance that limit equitable access to leadership opportunities. Despite comprising a majority of the workforce in health professions education, women remain underrepresented in senior academic leadership, with only 17% holding dean positions and fewer advancing to provost or president roles. The study fills gaps in understanding how organizational culture, shaped by values and gendered expectations, affects women’s leadership advancement. Findings from this research have implications for promoting inclusive leadership structures and dismantling cultural barriers that hinder gender equity in academic healthcare institutions. Through narrative inquiry, the study highlights the critical need for cultural transformation and the establishment of supportive environments that recognize and value female leadership contributions. Keywords: female leadership, organizational culture, academic health professions, gender equity, executive leadershi
Why Are the Dones Done? How Can Faith-Based Institutions Provide Spiritual Care for Them? A Qualitative Analysis of Group Interviews Conducted with Disaffiliated College Students
No full textThis research study explores how emerging adults who have disaffiliated from a Christian tradition understand faith, articulate why they are “done” with the church, and want to receive spiritual care. Part one of this article overviewed the existing research on emerging adult spirituality and explored the results of a quantitative survey with college students at a Protestant Christian university. This article explains the qualitative portion of the study, in which the researchers conducted group interviews with college students who identify as being “done” with church. This article then provides an analysis and suggested application of the results of this study. The participants shared that they care deeply about community but experienced deep disappointment and pain when their faith communities hindered their experience of God through what they perceived as hypocrisy and judgment. This sample of “dones” revealed that they are “done” because they experienced harm from decisions and practices of their faith communities, particularly regarding patriarchal practices, exclusion of the LGBTQ+ community, and the prevalence of abuses of power within the church. The majority of them are not “done” with God but feel strongly about their disaffiliation from church. They desired non-judgmental spiritual guidance from a mentor figure but struggled to articulate their needs beyond that
The Relationship Between Anxiety, Self-Esteem, and Religiosity Among College Students at a Private Christian University
No full textABSTRACT This study investigates the relationships among anxiety, self-esteem, and religiosity in a sample of 131 college students attending a private Christian university. Anxiety is a prevalent mental health concern for college students, often leading to detrimental effects on academic performance and overall well-being (Center for Collegiate Mental Health, 2020, 2022, as cited in Tan et al., 2023). Self-esteem, a critical component of self-concept, plays a significant role in mental health outcomes, with lower self-esteem linked to higher levels of anxiety (Baumeister et al., 2003; Beck, 1967). Religiosity has been identified as a potential coping mechanism, offering emotional support and fostering a sense of purpose and community (Franklin, 2016; Taylor et al., 2004). The study aimed to explore whether religiosity moderates the relationship between anxiety and self-esteem. Three hypotheses were tested: (1) self-esteem will be negatively correlated with anxiety, (2) religiosity will be negatively correlated with anxiety, and (3) religiosity will moderate the relationship between anxiety and self-esteem by reducing the strength of the association when controlling for religiosity. Participants completed three validated instruments: the Religious Commitment Inventory-10 (Worthington, 2003), the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and the Beck Anxiety Inventory (Beck et al., 1988). Findings revealed a significant negative correlation between self-esteem and anxiety (r = -.40, p \u3c .001) and a positive correlation between self-esteem and religious commitment (r = .18, p \u3c .05). However, religious commitment was not directly correlated with anxiety (r = -.10, p = .13) and did not moderate the relationship between anxiety and self-esteem when controlled for. These results suggest that religiosity may play an indirect role in mental health by influencing anxiety and self-esteem separately. This study contributes to the understanding of how anxiety, self-esteem, and religiosity interact, offering valuable insights into potential coping mechanisms for college students, particularly within faith-based educational settings. Future research should further explore the nuanced role of religiosity and its potential mediating factors to support holistic mental health interventions for young adults