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Determining the Impact of Administrative Feedback on the NCTEI on Alternatively Licensed Teachers\u27 Self-Efficacy
Full text linkAlternatively licensed teachers are becoming more present in today’s classrooms. Additionally, teacher evaluation processes are often completed for compliance instead of a meaningful practice. Research shows that when teachers receive high-quality, effective administrative feedback, they experience higher self-efficacy levels. The study aimed to determine the impact of administrative feedback given on the North Carolina Teacher Evaluation Instrument on alternatively licensed teachers’ self-efficacy. The study utilized a Teacher Sense of Efficacy Scale that was distributed to alternatively licensed teachers in a medium-sized North Carolina school district. Teachers were asked to participate, and six participants were randomly selected to participate in individual interviews. Data analysis demonstrated that administrative feedback is most impactful on alternatively licensed teachers’ self-efficacy when the feedback is provided in the areas in which teachers experience lower self-efficacy. When teachers receive feedback in areas in which they already experience higher self-efficacy levels, their self-efficacy is less impacted. Recommendations are to train administrators on how to give high-quality feedback to alternatively licensed teachers, provide increased opportunities for alternatively licensed teachers’ professional growth, and provide support to teachers outside of teacher evaluations. Further research should look at administrators’ self-efficacy in giving teacher feedback and determine if current processes for obtaining an alternative licensure are most effective for recruiting and retaining effective teachers
On the Frontline: Stop the Bleed© Training for School Staff
No full textThe American College of Surgeons’ Stop the Bleed© course was introduced in 2015 following an outcry from the community surrounding the Sandy Hook Elementary School shooting. The Stop the Bleed© course was developed as a tool for training that any person could participate in, despite their medical background or knowledge. The course is comprised of a 30-minute didactic portion followed by a 30-minute hands-on portion where participants can practice applying tourniquets, packing a wound, and applying manual pressure. This DNP project aimed to educate school staff in a high school located in North Carolina on Stop the Bleed© in an effort to increase their confidence, knowledge, and willingness to intervene in the event of a bleeding injury. Participants participated in a Stop the Bleed© course and completed a pre-test and post test survey. Results were collected via an anonymous four-question pre-and post-test survey using a 5-point Likert scale. A comparison of the pre-test and post-test surveys indicated there was an overall increase in participants’ confidence in self-reported feelings of confidence, knowledge, and willingness to intervene in the event of a bleeding injury after completing a Stop the Bleed© course
Sleep Promotion in Neonatal Intensive Care Units
Full text linkSleep is a fundamental requirement for the human body to achieve and sustain overall health and well-being. In Neonatal Intensive Care Units (NICU), sleep is a vital step in an infant’s routine to allow for proper neurodevelopment and growth. Parents of infants in the NICU may be unaware of the critical role sleep plays in their child’s health. Without realizing it, they can unintentionally disrupt their infant’s sleep by speaking loudly, using bright lights, or playing loud sounds from their phone. This DNP project was created to increase NICU parent education on the importance of sleep promotion and involve them in direct patient care when creating “low stimulation” environments. By utilizing the “Educational Sleep Card” and “NICU Sleep Checklist”, parents were able to become directly involved in creating a “low stimulation” environment for their infant and learn why sleep promotion is of the utmost importance for proper development and growth. The project consisted of a pre-test prior to the implementation of the educational materials and a post-test afterward. The objective outcome of this project was to increase parental knowledge regarding sleep promotion for the NICU infant by 25% after 1 month of using the “NICU Sleep Checklist” tool. This outcome was achieved and surpassed by showing a 43.8% increase in overall parental knowledge on the post-test compared to the pre-test. Education geared toward the importance of sleep promotion is a simple and effective way to increase parental knowledge, gain confidence in caring for their child, and improve the NICU infant’s environment
The Use of Music Therapy and Various Mechanisms of Diversion to Aid Caregivers of Those with Alzheimer’s Disease and Dementia
Full text linkBackground: Alzheimer’s Disease and Dementia inhabit an increasingly alarming number of individuals within the United States with the majority of their caregivers being loved ones with limited to no healthcare education. This DNP project was designed to specifically educate caregivers of those with Alzheimer’s Disease and Dementia. The goal of this project was to increase the knowledge of the disease while also increasing the ability and confidence to better care for their loved ones. In using the resources outlined in this project, such as music therapy and diversional tools, the caregiver would see a decrease in emotional outbursts and an increase in the independence of their loved one.
Method: Thirteen individuals participated in a 1-hour educational session at an urban community church. Prior to the educational session, participants filled out a pretest assessing the individual\u27s baseline knowledge. After the educational session was completed, participants filled out a posttest with the same questions assessing any increase in knowledge and understanding.
Results: Out of the 13 participants, all 13 completed the pre and post-test intervention survey given during the educational session. There was a significant increase noted in the participants\u27 knowledge of the disease and ways to help care for their loved ones
Increasing the Knowledge and Access to Naloxone (Narcan) for High-Risk Populations
Full text linkThis study investigated the knowledge and access to Naloxone (Narcan) in high-risk populations in Robeson County, NC. In order to mitigate the rate of overdose in tribal members who are part of the Lumbee Tribe of North Carolina. Indigenous populations have had the highest overdose rate of increase since 2019. In collaboration with CORE Pathways, a quality improvement project was implemented at the Harvest Moon Fall Powwow. Opioid overdose education was provided to voluntary participants, free Naloxone was provided to individuals, along with a created video presentation of Naloxone education. Pre- and post-surveys were utilized to gauge participants\u27 knowledge before and after receiving education. Results were monitored via Qualtrics. The results indicated an increase in knowledge and understanding from baseline; 100% of participants felt that they learned new information because of participation in training, suggesting the significance of project impact
The Power of Church Leadership Training and Development: Equipping, Empowering, And Encouraging Church Leaders to Lead Effectively
Full text linkThis study explored perceptions of a church’s ministry leadership team to determine their preparation in the tools, skillsets, and strategies needed to lead themselves and others well. The study sought to understand the needs of these church ministries to meet the spiritual and daily needs of the members they serve. The study used a mixed methods design, employing a survey and focus group that examined perceptions of ministry experiences, training, development, and other support. Results were examined through the lens of Lewin’s (1947) force field analysis to determine both driving and restraining forces on effective ministry leadership (Hussain et al., 2018). Survey data showed there was a need for ongoing and quality training in the areas of leadership and spiritual development. Focus group data supported the survey results and revealed that leaders sometimes felt inadequate in their biblical knowledge. Spiritual leaders acknowledged gaps in training and development, communication skills, and resources that led them to feel underprepared to lead others, handle unexpected conflicts, and make leadership decisions. By combining qualitative and quantitative methods, the findings of this study provided valuable insight for the church to support leadership teams to become more prepared to lead with integrity, honor, and wisdom as Christ intended
Sustainability Leadership in Schools: A Success Case Method
Full text linkEnvironmental unpredictability has become a crisis for the 21st century. In response, organizations from the local to international level are addressing the issues by creating, supporting, and promoting initiatives. Schools and school leaders play an important role in this work. An example of a multi-scaled initiative is the U.S. Department of Education’s Green Ribbon Schools (ED-GRS) which recognizes local academic institutions, upon state recommendation, that have implemented three pillars of sustainability: (a) reduce environmental impacts and costs; (b) improve the health and wellness of schools, students, and staff; and (c) provide effective environmental and sustainability education. This evaluation analyzed ED-GRS pillars implementation and program sustainability in North Carolina. The results of this evaluation culminated in the development of the USED-Green Ribbon Schools Program Sustainability Model (Figure 1), which at its core represents the school community that embodied the ED-GRS initiative and developed capacity for sustained environmental education and stewardship outcomes
Connecting Principals to the Implementation of a Multi-Tiered System of Support
No full textThe purpose of this explanatory sequential mixed methods study was to examine the implementation of a multi-tiered system of support (MTSS) through the lens of secondary school administrators following professional development. The professional development was chunked and spread over time following the principles of Cognitive Load Theory (Sweller, 2010) to expand understanding of MTSS implementation. Following the professional development, 25 administrators completed a 42-question survey. Ten secondary administrators completed an 11-question interview to expand on the results of the survey. The culmination of results from the quantitative survey, qualitative interviews, and literature provided insight into the practices that increase administrator efficacy in implementing MTSS. When professional development was chunked and provided over time, administrators gained confidence in knowledge and implementation. District relational support that was consistent also grew school administrator confidence in implementation. There were pitfalls that were presented as well. Inconsistency in messaging, shifting expectations, and a lack of engaged district support undermined sustainability and led to reduced buy-in. These findings have implications for the delivery of complex concept professional development and implementation. The implications of this research may lead to more efficient and effective professional development that has the potential to align district and school efforts for more effective practices. Implications of the study may be applied to administrator and teacher training. The final impact on student achievement would be an additional viewpoint to review in future research
The Importance of Faith Integration in Student Motivation in Graduate Counseling Program Selection
Full text linkThis study examines the role of faith integration in motivating graduate counseling students to select faith-based programs and its impact on their perceived preparedness to integrate faith into counseling practice. Using a quantitative approach, 239 participants from five graduate counseling programs completed a survey exploring their motivations for becoming counselors, reasons for program selection, and perceptions of faith integration in their education. Results revealed that students motivated by spiritual factors, such as pleasing God or influencing others spiritually, were significantly more likely to choose programs emphasizing faith integration and shared spiritual values. Older students placed greater importance on faith integration compared to younger peers, aligning with developmental trends in spirituality. Students who prioritized faith integration in program selection reported higher levels of perceived preparedness to integrate faith into counseling. Motivational factors, including altruism, spiritual commitment, and self-growth, strongly influenced school-choice criteria such as reputation, cost, and location. The findings highlight the importance of transparent communication about faith integration in program marketing and curriculum design to meet student expectations. Limitations include reliance on self-reported data and a predominantly Christian sample, suggesting the need for further research on non-Christian students and secular institutions. This study underscores the significance of faith integration in counselor education and its potential to shape student experiences and professional development