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The Experiences of Black Women Senior Student Affairs Officers: A Multiple-Case Study
Get PDFWithin this multiple-case study, we explored the experiences of Black women in senior student affairs officer (SSAO) positions at four-year historically white institutions (HWIs) and Historically Black Colleges and Universities (HBCUs) in the United States. We used Black feminist thought and representational bureaucracy to theoretically frame the study. Participants included SSAOs representing three HWIs and two HBCUs. Four central themes—often expressed within experiences of marginalization—emerged across the cases: 1) I Have a Right to Be Here; 2) Creating Networks; 3) No Straight Line to the Top; and 4) I’m Thinking about the Black Girls Coming Behind Me. We conclude the study with a discussion, implications for practice, and recommendations for ongoing research
New York State Emergency Department Assessment Treatment and Referral of Individuals Presenting to the Emergency Department with Opioid Use Disorder
Get PDFOpioid dependence and addiction are classified as severe medical conditions that cause adverse effects on the individual, their family, and society as a whole. The increasing number of opioid overdose cases and deaths has posed a significant challenge for emergency departments (EDs) as they play a crucial role in providing immediate medical attention to patients with opioid use disorder (OUD). The consequences of OUD are alarming, with high morbidity and mortality rates. The purpose of this study was to examine the policies, practices, and barriers to adherence to nationally recognized clinical best practices for treating patients with OUD in New York State (NYS) EDs. Adherence to established guidelines for treating OUD is critical in saving lives by preventing relapses and overdose deaths as well as promoting long-term recovery. However, provider practices often do not align with nationally recognized guidelines, and healthcare organizations face several barriers, such as a need for more resources and administrative nonprioritization of the issue in adhering to these guidelines. This descriptive study was conducted using a survey and the PRECEDE-PROCEED model framework that offers a structural approach for organizational planning, intervention, and implementation of policies and procedures for standardizing OUD best practices in ED settings. The study aimed to assess NYS ED provider practices, policies, barriers, and facilitators in adherence to nationally recognized clinical best practices for treating individuals with OUD. The study findings indicated that only 23% of the respondents reported being aligned, with around 80% of nationally recognized as clinical best practices for treating individuals with OUD and a mere 14% being aligned with all best practices. These results suggested that there is high variability in provider practices and a lack of adherence to established best practices by providers and institutions. Implementing best practices can be achieved through standardization of practices across NYS EDs, ensuring that all patients in NYS receive the same level of care, regardless of the healthcare organizatio
A Psychometric Validation of the Provider Responses, Treatment, and Care for Trafficked People Instrument
Get PDFBackground
Human trafficking (HT) is often referred to as modern-day slavery, where force, fraud, or coercion is used to lure an individual into a life of labor or sexual exploitation. Although trafficked persons commonly interface with the healthcare setting, they are often unidentified and returned to the trafficked population. Previous studies have shown that while in captivity, trafficked persons have accessed medical care on various occasions, seeking treatments ranging from minor ailments to more severe ones at emergency departments, primary care clinics, and specialized clinics for sexual and reproductive health (Chisolm-Straker et al., 2016; Lederer &Wetzel, 2014). The inability to identify HT victims by healthcare providers can lead to a missed opportunity to empower a victim.
Purpose
This study evaluates the knowledge, confidence, and barriers regarding HT identification among nurses with a Doctor of Nursing Practice (DNP) degree. The researcher investigated the relationship between perceived knowledge (PK), actual knowledge (AK), and confidence to respond (CR) to HT in the DNP population. The research aims to develop practice recommendations regarding the identification of trafficked persons.
Methods
A non-experimental, cross-sectional study design evaluated the psychometric properties of a version of the Provider Responses, Treatment, and Care for Trafficked People (PROTECT) survey (Ross et al., 2015) among nurses with a DNP degree. The PROTECT instrument has been tested with other healthcare provider populations but has yet to be tested in this population.
Results
This study found a seven-factor solution explaining 62.19% of the total variance. In addition, exploratory factor analyses performed on the survey’s subscale were found to be a reliable and valid representation of the underlying structure of the variable. SANE/SAFE–certified nurses had a mean of 3.19 (SD = 1.2) for PK and 3.4 (SD = 1.172) for Confidence in Responding (CR). Pearson’s correlation showed significant relationships between SANE/SAFE certification and PK (r = .265, p \u3c .05) and AK (r = –.382, p \u3c .05). Respondents reported a mean of 11.6 hours of HT. The data showed a positive correlation between total hours of HT training and PK and CR to HT. Nurse practitioners had the highest percentage of correctly answered items on the AK subscale (14%), followed by nurse educators (14.8%). The study’s high Cronbach’s alpha (α = .955) and reliability coefficient (α = .772) for the PK and CR subscales indicated their reliability in assessing healthcare providers’ PK and CR to human-trafficking cases. The survey instrument used in this study was psychometrically valid. The results highlighted the need for targeted training and education for healthcare providers to improve their ability to identify and respond to human-trafficking cases
Music Therapists\u27 Perspectives on the Use of Heavy Metal Music in Music Therapy
Get PDFThere is little research on heavy metal music in general, and even less research on the application of this genre in music therapy. This study collected data from 201 board certified music therapists who have experience using heavy metal music in their music therapy practice. A variety of open- and closed-ended questions were answered by these participants to gather their perspectives on this topic. Analyzation of quantitative data occurred using cross-tabulation descriptive statistics through Google Forms and qualitative data were analyzed through coding and a content analysis. Quantitative data concluded that participants would like to see an increase in the integration of heavy metal music education within music therapy curricula and highlights which populations enjoy the use of heavy metal music according to these perspectives. They also display individuals’ beliefs on the role personal preference of this genre plays in the implementation of heavy metal music. Qualitative data discovered that using client preferred music results in significant benefits within the music therapy setting. This data also uncovered both risks and benefits observed by music therapists’ when heavy metal music has been requested or integrated into a music therapy session. The findings of this study suggest there should be an increase in the integration of diverse genres within music therapy education and training, as well as strengthening the credibility of incorporating client preferred music into music therapy sessions. Further research may be conducted to discover risks and benefits of different genres of music as well as discovering client perspectives of utilizing diverse musical genres and styles within music therapy
Evaluation of Caring Behaviors in High-Fidelity Simulation Following a Caring Concept Educational Intervention
Get PDFBackground.
Simulation has created a new paradigm in nursing education. Behaviors that demonstrate caring are important aspects of quality nursing practice. Nursing education needs to integrate opportunities to teach caring, and simulation is an ideal environment to do this. Faculty must assist nursing students to establish competence in psychomotor, cognitive, and the affective domains of learning. Many of the widely used, standardized scenarios in simulation predominantly focus on critical-thinking skills while marginalizing the demonstration of caring behaviors.
Purpose.
The purpose of this quantitative study was to examine the effect of a caring concept educational intervention (CCEI) in students’ self-reported confidence and demonstration of caring behaviors and their perception of the impact of the CCEI on their practice.
Method.
The design was a quasi-experimental, comparative posttest design with a qualitative component. A convenience sample of 40 senior undergraduate nursing students was divided equally into either an experimental or control group in a non-random manner. The experimental group completed the educational intervention during prebriefing. Following the simulation session, students answered demographic and open-ended questions and the Caring Efficacy Scale-Simulation Student Version items electronically. Two faculty observers scored students’ demonstration of caring behaviors with the Caring Efficacy Scale-Simulation Faculty Version after viewing the simulation session recordings.
Results.
Independent sample t-tests were used to compare the student scores and faculty ratings between the experimental and control groups. No significant differences were noted between the two groups. Analyses conducted between demographic characteristics and students’ caring v efficacy scores did not yield any significant findings. Qualitative analysis revealed that students perceived the CCEI had a positive impact on ability to demonstrate caring behaviors.
Conclusion.
These findings demonstrate a benefit to incorporating the caring concept in simulation for prelicensure nursing students. A greater emphasis on caring in nursing education can promote the shift to a more holistic, patient-centered focus and develop a more compassionate nursing workforce
The Development of Professional Identity and the Impact of Counselor Educators: Examining the Role of Observational Learning and Self-Efficacy
Get PDFThis session examined the role that counselor educators play in the development of students’ professional identity. Social Cognitive Theory will be used as a framework to explore how educators’ attitudes and behaviors influence the professional attitudes and behaviors of counseling students. Findings from a quantitative examination of counseling students and novice counselors are explored. Implications for counselor education curriculum and counselor educators are discussed
Narratives That Matter: Special Education Teacher Stories and Experiences in Educating Black Students with Disabilities
Get PDFBlack students with disabilities receiving special education services provide unique challenges to the current education system that was designed for white, able bodied and minded individuals. Teachers, more specifically, special education teachers, who are often white, play a vital role in serving as a first level of support and having a significance influence on potential short and longterm outcomes for Black students with disabilities. This qualitative narrative inquiry study of six Prek-eighth grade special education teachers sought to understand their stories of preparation for and approaches to teaching Black students with disabilities. This study is important because it provides insight into special educators’ teachers self-efficacy and preparedness in working with Black students with disabilities. Disability studies/critical race theory (discrit) and teacher selfefficacy theory were used as theoretical frameworks. Data collection occurred through reflective narrative essays, demographic questionnaires, individual interviews, and focus group interviews. The analysis of the participants\u27 stories produced five significant findings: 1.) Teacher preparation and professional development recommendations 2.) Perceived expectations vs. perceived reality 3.) Confidence produced through intrinsic motivation and extrinsic supports 4.) Preparation for educating Black students with disabilities 5.) Educational responsibility for Black students with disabilities. Implications suggest that teacher preparation programs and in-service training must provide proactive strategies and skill-based knowledge to increase teachers\u27 competency and sense of self-efficacy for addressing the diverse needs of Black students with disabilities. Limitations, recommendations, and suggestions for future research are provided
The Coastal Monitor: Vol. 10 No. 2
Get PDFStephen J. Gould’s prophetic piece, “The Golden Rule: A Proper Scale for Our Environmental Crisis”, noted that, “Patience enjoys a long pedigree of favor”, which he elaborated, “usually involves a deep understanding of the fundamental principle… rarely grasped in daily life – the effects of scale.” Scientists observe changes incessantly, in dimensions and time, from microscopic conditions of cellular biology to the inconceivable distances of galaxies and their influences on Earth
Nurses\u27 Perceptions of Music Therapy in Skilled Nursing Facilities: A Survey
Get PDFThis study examined nurses’ perceptions of music therapy in skilled nursing facilities. Twentytwo nurses who work in these facilities were surveyed utilizing a descriptive survey design. There is a need for research on nurses’ perceptions of music therapy within these settings to communicate the benefits of music therapy within the skilled nursing population. Data were analyzed through statistical analysis performed by Survey Planet© which produced descriptive statistics. Results indicated that nurses were likely to refer patients to music therapy, but there was uncertainty to if their music therapist is a music entertainer. Furthermore, most residents within skilled nursing attend music therapy for something to do in a group setting, as opposed to an individual setting. This suggests that residents take themselves to music therapy and are not referred. Results also revealed that nurses were aware of some of the benefits of music therapy for their residents, but not all of them. Lastly, nurses within these settings would be interested in attending an in-service to learn more about music therapy. Music therapy has many benefits for individuals in skilled nursing facilities, which is why it is vital to residents’ care that nurses are informed on them
Understanding the Qualities of an Effective Fieldwork Experience and How it Relates to Pre-service Teachers\u27 Feelings of Self-efficacy and Preparedness
Get PDFThe effectiveness of teacher-preparation programs to produce high-quality teachers has been an issue of concern for a long time. Teachers play a significant role in shaping students’ academic achievement and social-emotional growth. Therefore, it is critical to focus on how teacher education programs, especially the field placement component, develop and support new educators. This explanatory mixed-methods study used a theoretical framework of Albert Bandura’s Self-Efficacy Theory (1977) and Pierre Bourdieu’s Cultural Capital Theory (1986) to examine the qualities of an effective practical residency experience and how it relates to preservice teachers’ feelings of self-efficacy and preparedness for teaching diverse students in inclusive school settings. By utilizing online satisfaction surveys and a self-efficacy survey, the research collected data from a pool of 84 pre-service teachers enrolled in a teacher-preparation program in a small, private northeastern university The surveys solicited information regarding the pre-service teachers’ perceptions of the effectiveness of the fieldwork experience and their feelings of self-efficacy and preparedness. Qualitative and mixed-method analysis included interviews with three pre-service teachers. The analysis showed a positive relationship between the perceived effectiveness of the fieldwork experience and the pre-service teachers’ feelings of self-efficacy and preparedness. The findings also indicated the importance of proper fieldwork placement with the support of cooperating teachers and the value of a hands-on approach in the process of learning to teach. The implications of this study highlight the importance of carefully selecting a cooperating teacher who serves as a support for the pre-service teacher. It is recommended to select cooperating teachers who are willing to participate and are trained in working with pre-service teachers and will gradually allow the pre-service teacher more active teaching opportunities. This study adds to the body of existing literature regarding the role of fieldwork experience and its importance in developing pre-service teachers’ self-efficacy and preparedness to teach