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The Use of Diaphragmatic Breathing Techniques to Reduce Stress in Pre-Licensure Nursing Students
Get PDFResearch supports the idea that pre-licensure nursing students experience higher levels of stress than their general education-focused peers. This DNP project focused on stress related to nursing exams in the first semester of nursing school and promoted the adoption of diaphragmatic breathing techniques. The use of stress management techniques has been explored in those with intense job experiences and has proven to alleviate stress and promote improved coping. This cohort of pre-licensure nursing students was asked to identify stressors that affected them within the preceding 6 months while attending the first semester of a 2-year nursing program. The cohort was introduced to the DNP project and taught the 4-7-8x3 breathing technique. The pre-licensure nursing students were asked to participate in a diaphragmatic breathing technique prior to the administration of two separate unit exams during the first semester of nursing school and to complete surveys regarding stressors and coping mechanisms in place. The DNP project outcomes are relevant as the DNP project supports improvement in stress management not only in their educational arenas but also during personal stressors. Further education and exploration of stress management techniques and resiliency training can promote longevity in career fields is needed. Preparing caregivers to manage the care of others without caring for themselves will only lead to increased numbers of those needing care
Gardner-Webb Alumnus Mason Miller Records 10 Saves for Oakland A’s This Season
Get PDFDominant, flamethrower, electric — all adjectives describing Oakland A’s rookie closer and former Gardner-Webb baseball pitcher Mason Miller. Since the start of the 2024 MLB season, Miller has continued to wow spectators and commentators with his fastballs and strikeouts.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/3878/thumbnail.jp
Junior Izzy Castillo Crowned Miss Gardner-Webb
Get PDFIzzy Castillo was crowned Miss Gardner-Webb on March 24. She also won Most Photogenic and Miss Congeniality. Castillo, of Canton, Ga., is a junior elementary education major. Her talent was a country line dance to Footloose. She received a crown, sash, roses and $300.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/3895/thumbnail.jp
GWU Presents Dr. Timothy Renner in Distinguished Artist Concert and Masterclass
Get PDFThe Gardner-Webb Department of Music presents baritone, Dr. Timothy Renner, for the next program in the Distinguished Artist series. Renner, a performer and teacher, will be in concert on March 21 at 7 p.m. in Dover Chapel and will lead masterclasses on March 22.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/3762/thumbnail.jp
Considering Who and What is Celebrated During Black History Month
Get PDF“What does Black History Month mean to me?” It’s a question that I asked myself a lot a few years ago. I have celebrated it for as long as I can remember. I remember my mother gathering my siblings and me together to watch various Black historical movies and documentaries, from “Roots” to the Maya Angelou documentary. My family would often spend February talking about Black history and going to various museums. And, all of this taught me what Black History Month means to Black people, but not always what it meant for me as an individual.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/3803/thumbnail.jp
Gardner-Webb Students Honored for Volunteerism, Service and Leadership
Get PDFGardner-Webb University students recently received recognition for their volunteerism, service and leadership in campus departments and groups during the 2023-2024 academic year. The awards ceremony was hosted by the Office of Christian Life and Service.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/3775/thumbnail.jp
The Role of Special Education Job Design and Principal Support: A Mixed Methods Study in a Small North Carolina School District on Special Education Job Design and Principal Supervision Over Special Education Programs
Get PDFThis study focused on understanding special education teacher perspectives in a small, North Carolina school district, in terms of job design, as well as strategies principals use to supervise effective special education programs. Special education teachers were surveyed using Hackman and Oldham’s (1974) job diagnostic survey, which measured teacher perspectives on job design elements. Five school principals were interviewed and asked to provide insight on how they oversee their special education programs and support special education teachers. Special education teachers had motivating potential scores within the average range, meaning there is an average amount of job satisfaction and are neutral in terms of leaving one’s jobs. Teachers indicated they were satisfied with the work they do with colleagues, the amount of personal growth they receive, the quality of their principal, the autonomy they have within their jobs, and receiving feedback; however, special education teachers are extremely dissatisfied with pay and over 40% considered leaving their jobs. Principals indicated they support special education teachers through professional development, feedback, and coaching, and allow special education teachers to be a part of decision-making processes. Research aligned with other studies around job design, such as Kraemer’s (2019) research, Bettini et al.’s (2015) research, and Major’s (2012) research. This research also contributed to integrating Hackman and Oldham’s job design theory within the special education field
Perceptions of Principal Instructional Leadership in High-Performing, High-Poverty Elementary Schools in South Carolina
Get PDFThe achievement gap between high-poverty and low-poverty schools is well documented. Principals play a key role in creating the conditions and instituting practices that help ensure students achieve regardless of socioeconomic status. In addition to teachers’ direct effect, strong principals have a positive, though primarily indirect, effect on student achievement. Highly effective principal instructional leadership is crucial. The purpose of this study was to determine if there is a significant difference in principal, teacher, and supervisor perceptions of principal instructional leadership in high-performing, high-poverty (HP-HP) elementary schools in South Carolina. The Principal Instructional Management Rating Scale (PIMRS), comprised of 10 functions, was used for this quantitative study. Criteria that included the free/reduced lunch percentage, state assessment performance in English language arts and math, report card rating, and principal tenure were applied to identify the HP-HP schools in this study. Four elementary principals agreed to participate. The principals, their teachers, and the principals’ supervisors completed the PIMRS survey with 50 items rated on a Likert scale. The statistical testing used was an analysis of variance (ANOVA). The ratings were analyzed to determine if there was a significant difference in the mean scores of the principal and teachers, the principal and the supervisor, and the teachers and the principal’s supervisor. The results were analyzed for any similarities and differences in the functions’ mean scores for individual schools and across schools. Findings indicated there was no significant difference in the mean scores between principals and teachers, principals and supervisors, and teachers and supervisors
