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Personalized Palliative and Survivorship Care for Patients With Metastatic Cancer Treated With Radiation Therapy
Get PDFWhile the benefits of early palliative care for patients with metastatic cancer are well established, cancer survivorship remains inadequately integrated into the care of patients with distant metastases. Moreover, the optimal model of care delivery is poorly defined. A prognostic model previously developed and validated at Good Samaritan University Hospital identified four groups of patients with metastatic solid tumor malignancy having very favorable, favorable, standard or unfavorable prognoses with median survival of 31, 14, 4 and 1 month, respectively. This framework holds promise for the personalized delivery of supportive, palliative and survivorship care services in the context of radiation therapy. We review the published literature providing the rationale for a novel multidisciplinary care model where the radiation oncology Clinical Nurse Specialist identifies and coordinates interventions to address unmet physical and emotional issues faced by survivors with metastatic cancer with the goal of improving quality of life and overall survival
Sheltered Instruction for Newcomer Multilingual Learners Through a Multicultural and Assimilation Lens: Administrators, Teachers, and Students’ Perceptions in a Middle-Level Education Setting
Get PDFAdministrators and teachers are tasked with the opportunity to implement bilingual programs to accommodate the growing population of multilingual learners, or MLs. There is a debate in the field about the most appropriate structure for bilingual programs. Sheltered Instruction (SI) is a way to “shelter” MLs from the anxiety of regular academic courses by separating MLs from their native English-speaking peers until they are ready and proficient enough to join mainstream classes. While the SI classroom is beneficial academically, the program’s separate structure, culture, and climate could have negative implications for students’ socialization and sense of belonging. The purpose of this study was to examine how different stakeholders–administrators, educators, and students–perceive the assimilation and multicultural goals of a 5th-grade Englishonly and 6th-grade bilingual-supported SI classroom. My findings show that the advantages of a SI classroom included the ability for the ESOL teacher to support specific student needs, create a safe learning environment, and give ML students tailored instruction. Disadvantages of a SI classroom included isolation, missed opportunities, lack of teacher collaboration, and timing. Assimilation goals were present in the SI classroom, particularly in the English-only class, because of the intensive focus on acquiring English for state tests and returning to the general education classroom. Yet, multicultural goals of the SI classroom were also illuminated due to how teachers valued students\u27 cultural backgrounds. The findings of this study can provide an opportunity to improve the SI program through a better understanding of the presence of multicultural and assimilation goals
The Euroweek Experience: Supporting Sustainable Development Through Academic Programs Promoting Student Research, Technology Innovation and the Commercialization Process
Get PDFUniversity-based research continues to rely on industry partnerships to help support the innovation, exchange and application of new technologies. At the same time, University R&D has increasingly focused on technologies that support a wide range of environmental, societal and economic Sustainable Development Goals (SDGs) launched by the United Nations in 2015. This has put a spotlight on the need to address technology transfer from the university to industry, where the university often lacks the resources needed to assess the feasibility of market adoption of new technologies. Recent literature indicates that there is a role for the international academic community to play in support of university entrepreneurship that can foster the transfer of knowledge to industry and facilitate the commercialization of new technology products. This paper presents PRIME Networking\u27s Euroweek, an international academic program where students collaborate on multi-country, cross-disciplinary teams to identify research projects with the potential of having a positive environmental, economic or societal impact
She Didn\u27t Know How to Work with Black Kids Exploring How Adolescent Black Girls in Private, Predominantly White Institutions Perceive Their White Teachers\u27 Ability to Affirm and Uplift Their Intersectional Identities
Get PDFBlack girls in predominantly White educational institutions (PWIs) are often viewed as less than or categorized as aggressive by their White teachers and peers, and such negative attitudes can lead to sub-par academic outcomes and low self-esteem. My study endeavored to understand the lived experiences of 10 Black adolescent girls ages 13-19 who have attended private PWIs in Nassau County, NY. Using a narrative inquiry approach, I conducted semi-structured interviews, educational mapping exercises, and focus groups to collect data on the girls\u27 academic journey. The findings revealed that Black girls in PWI believe that school culture and structures matter, and these educational systems must create spaces where there is a racially diversified student body and teaching staff. Moreover, the participants described that they were not routinely heard, seen, and protected by their White teachers. To dismantle these negative interactions, the girls believed that White teachers need to eliminate the biases they have regarding Black girls and instead form relationships and connections with them. The girls also spoke about the pressure when they were younger to mirror the White standard of beauty and demeanor and fit in with their primarily White peers. At the same time, they advocated for other Black girls to take back their agency and never diminish their voices in PWI. Black girls should be emboldened to live their truth. These findings led me to develop a framework of critical Black feminist care, which is crucial in creating a sense of safety, belonging, and homeplace for Black adolescent girls to thrive in PWI
Using online teaching resources to increase nursing students\u27 knowledge and assessment skills of skin cancer
Get PDFNurses are in an excellent position to teach the public about skin cancer prevention and perform cancer screenings. This study was designed to test an educational intervention intended to teach nursing students about skin cancer so they can reach competence and be certified by faculty to educate their patients. Similarly, students are educated and certified in other areas, namely asthma and naloxone administration. By conducting this quasi-experimental study, the researchers sought to evaluate the effectiveness of adding online skin cancer education to traditional educational methods. Using a quasi-experimental design, we assigned nursing students (n = 146) to either an intervention group, which received an online educational treatment, or to a control group, which did not receive any such treatment. Both groups then completed a post-test measure assessing their knowledge about skin cancer (‘knowledge’), sun protective behaviours (‘behavior’), and perceptions about the role of the nurse in skin cancer prevention (‘role’). Participants in the intervention group had significantly higher scores on the ‘behavior’ and ‘role’ measures, suggesting that the intervention had successfully impacted these dimensions
Digital Commons Annual Summary 2022
Get PDFThe DigitalCommons@Molloy Annual summary typically includes: readership totals, usage metrics such as downloads and metadata hits, and top performing items and profiles. Other areas that can be included are any new series or features, refresh or updates to the site design, and any future project plans
“We Live in Two Worlds”: A Phenomenological Exploration of the Experiences of Foreign-Born U.S. College and University Presidents
Get PDFWithin this phenomenological study, we explored the lived experiences of 15 foreign-born U.S. college and university presidents (USCUP) to determine how their cultural background and traditions may have influenced their leadership and prepared them to lead. We also examined the strategies foreign-born USCUPs, who also self-identified as people of color, utilized to navigate to and through the presidential pipeline. We used asset-based community development to theoretically frame the study. The following research questions shaped this study: 1) What are the experiences of foreign-born USCUPs in their journey to the college presidency, and how do foreign-born USCUPs perceive the influence of their cultural background on their journey to the presidency? 2) What strategies and approaches can be identified from the experiences of foreign-born USCUPs in navigating the presidential pipeline and advancing to the presidency? Five themes emerged: 1) Coming to America; 2) Living in Two Worlds; 3) Ready or Not, Here I Come; 4) Go Back To Your Country!; and 5) If I Ruled The World. We close with recommendations for practice and future research
A Critical Exploration of Unequal School Funding: Teacher Job Satisfaction Across Underfunded and Well-Funded Schools
Get PDFUnequal school funding is a phenomenon that promotes an educational structure where certain public schools receive higher financial support and resources while other schools receive lower levels. An important but overlooked dimension of the phenomenon is its potential effect on teacher job satisfaction in underfunded and well-funded schools. This dimension forms the basis of this study and exploration of the phenomenon of unequal school funding. Using Susan Moore Johnson\u27s framework, this qualitative phenomenological study aimed to understand how unequal school funding affected nine high school teachers across both under and well-funded high schools on Long Island. The study sought to explore school funding through its effects on teachers\u27 job satisfaction. The findings of this study revealed that teachers in well-funded schools experienced considerably greater job satisfaction than teachers in underfunded ones. Findings showed that teacher job satisfaction is linked to teachers\u27 perceptions of school funding as it pertained to their respective schools. Reasons rendered by teachers in well-funded schools describing their high level of job satisfaction directly related to the perceptions they had of how well their school was funded, as the areas from which the job satisfaction dwells are financially related. Implications suggest that focusing closer on the role that school administration plays in teacher job satisfaction, specifically, the negative consequences on morale in administration attrition rates, and re-considering school funding formulas so that more monies could be made available to underfunded schools would be helpful to improve teacher job satisfaction and thus improve the learning experience for students. Recommendations, limitations, and suggestions for future research are provided
Professional Development For Veteran Teachers: Let Them Speak!
Get PDFProfessional development is designed to enhance teachers’ pedagogical knowledge and their professional growth. However, veteran teachers have divergent professional learning needs that must be addressed to positively impact the effectiveness of the professional development they attend. This research study emphasizes the importance of care practices and how veteran teachers want to be heard and included in the planning of the professional development they attend. This study also highlights the importance of positive relationships between school administrators and veteran teachers and how this leads to learning conditions that better serve the professional learning needs of veteran teachers. The purpose of this qualitative, grounded theory research study was to describe the veteran teachers’ experiences and desires for professional development to develop a framework for professional development that meets their unique professional learning needs. Data were collected through semi-structured interviews and two focus group meetings with 10 veteran teachers. The findings demonstrate that veteran teachers have different professional learning needs and that professional development will continue to be ineffective in aiding their pedagogical growth if their voices are not heard and their input is not considered. These findings add to the body of existing literature about professional development by proposing a framework for professional development specially designed for veteran teachers
Seeing the World Through Their Eyes: The Impact of Place Attachment on Teachers\u27 Understanding of Worldviews
Get PDFOver the past 20 years, Long Island, New York, has seen an increase in linguistic and racial diversity within its schools. The growth in linguistic diversity has brought with it an increase in English language learners (ELLs), representing almost a 50% increase since 2012. As the ELL population has grown, so has the achievement gap between ELLs and their non-ELL peers. The current teaching staff on Long Island does not match the diversity of its student population. Prior research has shown that the cultural mismatch between the teachers and students is one contributing factor to the aforementioned achievement gap. In order for educators to understand their students, they must first recognize their own worldview and appreciate that the worldviews of their students may vary greatly from their own. This multimodal hermeneutic phenomenological study examines the influence of place attachment and topophilia on the formation of the worldview of educators who return to their childhood school districts to teach, where the ELL population has grown greatly. The study utilized the combined theoretical frameworks of sociocultural theory, place attachment, and topophilia to explore educators’ formation and understanding of their own worldviews and those of others. Through three semistructured interviews, including the exploration of photos and community tours, the participants described how bonds within their school and community shaped who they are today. Using thematic analysis, four themes arose: bonds are created through connections within the community and family; bonds are formed through attachment with the school; bonds are developed through relationships with people; and changes in the school and community present challenges to the sense of identity and hom