Texas A&M University – Corpus Christi
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Factors of burnout that impact self-efficacy of special education teacher in Texas urban school districts
Get PDFA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership.Due to the current shortage of special education teachers and the rising concerns over attrition and retention, it is important to understand what is contributing to teacher burnout and self-efficacy. This purpose of this quantitative, non-experimental, cross-sectional, predictive study was to determine if there was a predictive relationship between the independent variables of emotional exhaustion, depersonalization, and personal accomplishment and the dependent variable of self-efficacy. The theoretical frameworks used in this research were Maslach’s burnout theory and Bandura’s self-efficacy theory. The sample consisted of 89 certified special education teachers who were currently employed in a Texas urban school district. Participants completed a demographic questionnaire, along with the Maslach Burnout Inventory-Educator Survey and the Teachers’ Sense of Efficacy Scale (short form). Multiple linear regression was used to analyze the data. The results indicated a statistically significant relationship for emotional exhaustion and personal accomplishment. A significant regression equation was found (F(3, 85) = 9.420, p < .001), with an R2 of .250. The negative correlation between the variables of burnout and self-efficacy potentially impacts special education teacher retention and attrition. The results did not indicate a statistically significant relationship for depersonalization. The correlation between burnout and self-efficacy has been noted in previous studies.Educational Leadership, Curriculum & InstructionCollege of Education and Human Developmen
Implementing an evidenced-based toolkit for fall prevention in community-dwelling Hispanic elderly
Get PDFA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Nursing Practice.Background: One in four elderly falls, frequently resulting in unintentional injuries and death, causing a health concern and a financial burden. This project identified a home health agency (HHA) with a vulnerable population and unmet fall goals. It recognized nurses had fall knowledge deficits, no single fall identification instrument, and lacked evidence-based practice (EBP) resources. Objective: Project aims included: implementing an EBP fall prevention Stop Elderly Accidents, Death, and Injury (STEADI) protocol and minimizing elderly injuries and death in a South Texas HHA. Pre- and post-intervention comparisons were analyzed for employee STEADI tool kit knowledge and patient screening effectiveness in decreasing community-dwelling Hispanic elderly (CDHE) fall rates. Methods: The project employed a Quasi-Experimental with a Quality Improvement Initiative. On day one, the nurses (n=8) STEADI trained. Over three months, they applied the STEADI tool kit on CDHE (n=48). Evaluation and Measurement: Pre-STEADI fall data was the baseline. Quantitative pre-and post-STEADI educational tests, fall data chart review, and feedback surveys were collected and analyzed over three months. Paired sample t-Test compared pre- and post-STEADI scores to reveal a significant difference. Results: All HHA nurses (100%) were STEADI-trained and subsequently screened the CDHE (100%). Post-STEADI, an increase in the nurses' knowledge (36.25, 95% CI) and skills (147.5%, p =.007) occurred, and the CDHE fall rates were reduced (71%, p =.019). Conclusion: Adopting policies and procedures, including STEADI in HHA care, to sustain fall monitoring and screening is recommended as STEADI enhanced nurse organizational support, communication, training, and prudence and decreased CDHE falls.Nursing PracticeCollege of Nursing and Health Scienc
05 Cognitive Psychology: Module 11
No full textModule 11: The Three Stages of the Memory Process
Psychologists distinguish between three necessary stages in the learning and memory process: encoding, storage, and retrieval (Melton, 1963). Encoding is defined as the initial learning of information; storage refers to maintaining information over time; retrieval is the ability to access information when you need it. If you meet someone for the first time at a party, you need to encode her name (Lyn Goff) while you associate her name with her face. Then you need to maintain the information over time. If you see her a week later, you need to recognize her face and have it work as a cue to retrieve her name. Any successful act of remembering requires that all three stages be intact. However, two types of errors can also occur. Forgetting is one type: you see the person you met at the party, and you cannot recall her name. The other error is misremembering (false recall or false recognition): you see someone who looks like Lyn Goff and call the person by that name (false recognition of the face). Or, you might see the real Lyn Goff, recognize her face, but then call her by the name of another woman you met at the party (misrecall of her name)
Topic 4.1: Intro to classes
No full textIn this module, you will learn about:
Defining classes,
Creating objects,
Class attributes,
Class methods,
this reserved wor
Virginia and Rafael Galvan with sons
No full textVirginia and Rafael Galvan with sons smiling for a pictur
