9814 research outputs found
Sort by
Gardner-Webb, The Magazine 2025, Fall (Volume 30)
Full text linkGardner-Webb, The Magazine, previously titled The Webb Magazine, focuses on alumni news and campus events from Gardner-Webb College; now Gardner-Webb University. This issue includes articles celebrating 60 years of the GWU Nursing program, updates from interim president Nate Evans, stories from GWU Alumni (Alana Dagenhart, Keon Williams Jr., and Caroline Leitten), and Dr. Steve Harmon\u27s coverage of the installation of Pope Leo from Rome.https://digitalcommons.gardner-webb.edu/gwmagazine/1031/thumbnail.jp
Homelessness: An Emergency for Many
Full text linkThis DNP project implemented nursing staff education on the importance of recognizing homeless individuals early during the initial triage process within the emergency department. Nursing staff were educated on community resources available for homeless individuals. This DNP project helped to promote the collaboration of care by nursing staff with the case management team to help provide resources, which can result in a safer and more effective discharge of homeless patients within the emergency department. Participation consisted of 125 nursing staff who reviewed the online training module and attended one of the 15-minute in-person poster educational sessions. About 53 nursing staff responded to the pre-test survey, and 42 nursing staff responded to the post-test survey. Participants in the DNP project demonstrated a significant knowledge gain from the pre-test to the post-test score after implementing the educational materials. This DNP project helped to determine the importance of updating educational resources for the homeless population and having resources readily available for nursing staff
The Influence of High School Teacher Perceptions of PLCs on EOC Scores in a Rural South Carolina School District
Full text linkThis mixed methods convergent parallel study addressed high school teacher perceptions of the impact professional learning communities (PLCs) have on teaching practices and Biology I end-of-course assessment scores of students. This study is modeled after a study conducted by Dawkins (2020). Research participants in this study were science teachers from three high schools in one rural school district in South Carolina. Anonymous online teacher surveys captured quantitative data using Likert scales and qualitative data using open-response questions. Additional quantitative data were collected from a state-mandated Biology I end-of-course assessment. DuFour’s (2004) model of a PLC provided the conceptual framework, and PLCs were defined using DuFour’s three big ideas. The Adult Learning Theory was the theoretical framework. Teachers in this study reported they had the skills needed to ensure all students learned at high levels. Teachers also described how their teaching practices were positively impacted because of collaborating in PLCs. Additionally, teachers said they had the skills needed to create collaborative cultures. Also, student academic scores were positively impacted as evidenced by the ANOVA one-way assessment results. Themes were identified in the following categories and aligned to previous research studies: themes that addressed skills teachers have and need to help students learn at high levels; themes that voiced strengths and weaknesses of PLC meetings relating to collaboration; and themes that described the degree PLCs impacted teaching practices. The findings of this study may contribute to the overall effectiveness of PLCs implemented at the high school level
A Phenomenological Study on the Assistant Principal\u27s Preparation For Culturally Responsive Leadership
Full text linkAmerican public schools today are facing an influx of a more diverse student population. This diversity, driven by changes in demographics, is impacting our public schools and the administration of those schools. The role of the assistant principal in promoting culturally responsive leadership in those schools is critically needed. This study explored the significance of culturally responsible leadership by assistant principals and how that leadership can impact student engagement and the culture and climate of the school. The literature review highlighted the importance of administrators having the time and training to become culturally responsive leaders. Twelve administrators were interviewed to solicit their responses regarding their preparation and readiness for being or becoming culturally responsive leaders. Themes were uncovered and became the basis of recommendations. The findings of my research collaborate with those of the existing research on culturally responsive leadership. Assistant principals and principals identified several barriers to becoming culturally responsive leaders. The study found that these barriers are easily overcome with time, resources, and support. Additionally, my study produced several recommendations and implications for school systems as they moved forward in becoming culturally inclusive as they address the needs of a growing diverse student population. School administrators desire to be culturally responsive leaders but lack the time, training, and support to become the leaders they wish to be. My research findings gave district leaders a blueprint to assist administrators in their quest to become culturally responsive leaders
An Examination of Elementary Teachers’ Perceptions of Their Literacy Knowledge and Levels of Use Post-LETRS Professional Learning
Full text linkThe purpose of this mixed methods study was to examine North Carolina teachers’ perceptions of their science of reading (SOR) knowledge gained from Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning as well as their level of use (LoU) of instructional strategies gained from that professional learning experience. I disseminated a survey about the level of knowledge of specific literacy topics taught in the LETRS training. Survey participants were also invited to participate in an interview to determine the extent to which they used the knowledge, skills, and resources gained from LETRS professional learning. This study aimed to inform literacy instruction for North Carolina teachers by providing insight into the knowledge obtained from the required LETRS professional learning and the LoU of SOR instructional practices. The results indicated that teachers had a perceived increase in knowledge of all SOR topics covered in the LETRS training, with most knowledge gained from the topics in Volume 1 (Units 1–4). Participants’ LoU indicated that their implementation ranged from preparing to use SOR instructional practices to implementing SOR practices, and a few were sharing strategies with others. Implications for teachers and literacy leaders are explained. Recommendations for future research are described
Perceptions, Limitations, and Impacts of an Outdoor Learning Garden on Elementary-Age Students in a Rural North Carolina District
Full text linkOutdoor learning gardens are environments where science meets the wonder of a child as they cultivate crops within the boundaries of their schoolyard. When students have opportunities to leave the four walls of their classroom and move outdoors, their minds are awakened and they can explore, analyze, and synthesize information. This mixed methods research investigation took place in a rural North Carolina district on an elementary school campus. The study sought to consider the perceptions of teachers and parents of outdoor learning and the limitations that prevent teachers from including experiential learning opportunities for students. The methodology for the research was derived through an 11-panel focus group of teachers and parents, parent surveys, and quantitative EOG science test data. The efficacy of the study provided insight into the vision all stakeholders desired for present and future students. Students gain knowledge of careers in the science or agriculture field as they plant and harvest crops, which fosters a love for their environment and encourages responsibility, a sense of ownership in their community, and an increased motivation to be active learners in their educational journey. The results of my study provided evidence that hands-on learning is crucial to student well-being. Teacher and stakeholder perceptions proved to be an indicator of the success of a sustainable program
Complementary and Alternative Therapies to Improve Quality of Life for People with Chronic Pain and Addictions
Full text linkThere is a known opiate crisis prevalent in the United States. There is similarly an addiction crisis in the United States that saw a marked increase during the COVID-19 pandemic. Interestingly, there are many Americans who experience a connection between chronic pain and the onset of addiction. This project sought to introduce the idea of complementary therapies such as square breathing, mindfulness, and essential oil (EO) aromatherapy that could improve the quality of life for people who have chronic pain and/or addiction. The project consisted of a pre-test prior to education about square breathing, mindfulness, and EO aromatherapy, followed by a return demonstration and time for participants to ask questions. Afterward, a post-test was given to the participants, measuring their perceived knowledge, perception of benefit for their quality of life, and the likelihood that the participant would use these skills. These skills are a simple, natural, safe, and low-no-cost option for improving the quality of life for people managing chronic pain and/ or addiction
Early Recognition in Patient Deterioration: A Quality Improvement Project
Full text linkThis quality improvement project focused on enhancing early recognition of patient clinical deterioration by leveraging a rapid response team to implement targeted strategies that reduce failures in identifying early and subtle signs of physiologic decline. Rapid response teams have been widely adopted across the healthcare system to facilitate efficient interventions and prevent further deterioration in acutely ill patients. Despite their intended purpose, delays in recognizing clinical deterioration continue to exist. Failure to recognize early signs of deterioration contributes to an increased risk of irreversible organ damage, unplanned transfers to the intensive care unit, prolonged hospital stays, and, in severe cases, cardiac arrest. To assist in addressing this issue, this project introduced an early warning score report within the electronic medical record to facilitate identifying high-risk patients and incorporate proactive rounding by the rapid response team. These interventions were designed to support and empower the bedside nurses in recognizing subtle clinical changes and initiating timely interventions to improve patient outcomes
A Catalyst for Change: A Program Evaluation of Professional Learning Communities at Title I Elementary Schools
Full text linkThis mixed methods program evaluation analyzed the implementation of professional learning communities (PLCs) in four Title I elementary schools within a North Carolina district. This study examined stakeholders\u27 perceptions regarding the impact of the PLC framework on instructional practices, the significance of collective efficacy within the framework, and the characteristics that define an effective PLC, as defined by Hord\u27s (1997) five dimensions. The North Carolina Educator Effectiveness System (NCEES) requires educators in North Carolina to implement PLCs to promote collaboration and improve student achievement (North Carolina Department of Public Instruction, 2018). The study\u27s results were utilized to assess stakeholders\u27 perceptions of the implementation level of the PLC framework at their respective sites. This evaluation analyzed Title I elementary schools in the district designated by the state as TSI-AT and TSI-CU. The study\u27s data collection process focused on K-5 teachers and administrators from four selected elementary schools within the sample. I gathered and examined data relevant to the six overarching questions to facilitate informed decision-making in the program evaluation. This research employed interviews, focus groups, the PLCA-R survey, observations, and student data throughout the CIPP evaluation model. All sites have established foundational elements of the PLC framework; however, the CIPP model evaluation suggested stakeholders remain in the developmental stages of implementation. Discrepancies between participant perceptions and actions indicated that improvements were necessary at each stage of the CIPP evaluation. Utilizing data and outcomes for decision-making within the district would enhance implementation fidelity and promote student achievement growth. The study provided practical implications and recommendations for future research
Exploring Characteristics, Supports, and Barriers for Early College High School Students
Full text linkThe purpose of this study was threefold: to explore and describe characteristics of a successful early college high school student and early college high school supports and barriers. Two focus groups, one with early college high school graduates and one with staff, shared their perspectives on student success characteristics, supports, and barriers. Using North Carolina Department of Public Instruction’s (2023a) Portrait of a Graduate, Maslow’s (1943) Theory of Motivation, and Goleman’s (1995) Theory of Emotional Intelligence, the study led to three significant findings. First, early college high school students must be driven and motivated with a concrete plan for their education and career trajectory. Second, relationships and engagement within the early college community were the biggest support for students, while a student’s still-developing maturity was the most significant barrier. Early college graduate and staff focus groups noted the barriers of student independence, maturity, and decision-making. Lastly, the implications from the theoretical frameworks may explain student needs and suggested frameworks such as the Collaborative for Academic, Social, and Emotional Learning (1997) framework and guide schools/districts to create preparation opportunities for targeted students to gain the characteristics and skills needed for success in the early college environment