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A Narrative Inquiry: What Does It Mean to Be a Black Male Teacher?
Get PDFNationwide, only 2% of K-12 teachers in the United States are Black males. As student demographics are shifting, more Black male teachers are needed in urban schools as well as in suburban settings (where this research took place). Research has shown that when Black students see examples of same-race teacher role models in schools, it increases student outcomes and influences future aspirations. Therefore, my narrative research study examined the stories of Black male educators in suburban elementary and middle schools with mostly students of color. Stemming from my own story of why I became a teacher, my motivation for this topic was to discover (a) why Black males became teachers in a White female-dominated profession and (b) what unique role Black males believed they played in their classroom and school community. Based on in-depth interviews with seven Black male educators, findings revealed that the participants aspired to help people before they became teachers. All the participants had either a person or event that influenced them to become teachers. A noteworthy finding is that only three of the seven participants had a Black male teacher during their high school and college years. The remaining four participants never had a Black male teacher. Another main finding included the Black male presence, which focused on how the participants reported setting a positive tone in the classroom and creating an engaging learning environment. Although the participants never used the term culturally sustaining pedagogy, they all said they infused cultural elements into their daily lessons to enhance students’ racial identity and promote learning. The participants valued building rapport and relationships with students. These relationships extended outside the classroom, where participants gave students meaningful advice for their future. The participants took pride in being positive role models for their students, even as some of their colleagues and administrators viewed them as disciplinarians. This study’s findings have implications for increasing the number of teacher preparation programs for Black males, providing incentives for Black males to become teachers, and offering culturally sustaining pedagogy professional development for teachers who teach Black students
Medication Calculations Dimensional Analysis Tutorial
Get PDFTutorial on medication calculations from The Barbara H Hagan School of Nursing and Allied Sciences
Racial and Ethnic Representation in Music Therapy Education
Get PDFLittle to no research has been done on music therapy and racial, ethnic, and musical representation. The present study investigated the perceptions racially and ethnically diverse music therapy students/new professionals have of cultural and musical representation in music therapy education, and whether opportunities, exist for ethnically/culturally diverse students to include their music when it is not directly implemented in the music therapy curricula. Thirteen participants were surveyed and results showed that there are gaps in music therapy education when it comes to racial, ethnic, and musical representation outside of Western traditions. Findings indicate that there is a need for further implementation and emphasis of racial, ethnic and musical representation in music therapy education
Puppets in Music Therapy: A Qualitative Study
Get PDFThis study explored the experience of music therapists when implementing puppets in their clinical work. The research questions guiding this inquiry were as follows: 1) What is the experience of the music therapist when using puppets in music therapy? 2) How does the use of puppetry in music therapy influence the clinical work of the music therapist? and 3) How does the use of puppetry in music therapy influence the therapeutic process of the client (as perceived by the music therapist?) Four music therapists participated in semi-structured interviews regarding their experience and insight in using puppets with their clients. After reviewing the data from their interviews, an inductive thematic analysis was used to determine themes from the information they gave. Five themes emerged and were supported with participant quotes. The themes were: (1) puppets to increase attention, (2) puppets as a motivation for engagement, (3) puppets as an object for expression, (4) puppets as facilitators of connection, and (5) the limitations and contraindications of using puppets. These themes were discussed as they related to the research question. The results showed that the addition of puppets to music therapy have been seen to increase attention, engagement, expression, and connections among clients. Findings from this study may enhance music therapists’ understanding of the use of puppetry in music therapy
MBA Capstone Students Focus on Process, People and Technology to Develop Recommendations for Not-forProfit Organization
Get PDFIn an effort to promote engagement with organizations in the not-for-profit sector, Molloy College’s graduate business program includes an experiential learning component. Prospective graduates of the MBA program are required to complete a rigorous Capstone course, through which students provide consulting services to a not-for-profit organization. Tasked with finding solutions to real problems, the students must apply their cross-disciplinary knowledge and skills to develop a comprehensive proposal for their clients. In one short seven-week semester, class members must form teams with fellow students, meet their clients, assess the problems presented and develop comprehensive proposals. This paper describes the consulting project undertaken by a team of Fall 2020 MBA students, as well as the local not-for-profit organization and its challenges
An Exploration of Music Therapists\u27 Experience of Simultaneous Trauma During the COVID-19 Pandemic: A Phenomenological Inquiry
Get PDFDuring the outbreak of the COVID-19 pandemic, many music therapists continued to provide services to those in need. Literature on the COVID-19 pandemic explores themes of loss, grief, lack of structure, and loss of normalcy. However, there is a need for further research in this area of study. Specifically, there is a need to investigate the phenomenon of simultaneous trauma, as both the therapists and their clients have experienced traumatic effects of this pandemic. This qualitative study explored two music therapists’ lived experience of simultaneous trauma during the COVID-19 outbreak through virtual semi-structured interviews focusing on several aspects of their experience serving as an essential worker during the pandemic. After virtual interviews and transcriptions were checked by the participants, both sets of data were thoroughly examined through interpretive phenomenological analysis (IPA). The following themes emerged regarding participants’ experience of simultaneous trauma in their clinical work during the COVID-19 pandemic: 1) acknowledging trauma, 2) loss of normalcy, 3) unsettling uncertainty, 4) loneliness and isolation, and 5) music as a place for simultaneous healing. Simultaneous trauma is supported by the findings of this study, which signifies the importance of music therapy as an essential practice during a global pandemi
Creation of a Sudden Cardiac Arrest Safety Net
Get PDFBackground: More than 350,000 episodes of out-of-hospital cardiac arrest (OHCA) occur annually in the United States, with less than half of the victims receiving bystander cardiopulmonary resuscitation (CPR). Provision of bystander CPR has been noted to increase survival rates two to three-fold. However, bystander CPR is initiated in less than 50 % of out of OHCA episodes in the United States. Aim: The purpose of this pilot study was to create a sudden cardiac arrest safety net on a college campus. The American Heart Association (AHA) CPR in Schools Program© was provided to college students, athletes, faculty and staff. Methods: A multi-group educational intervention with a pre- and post-test design. Results: Participant knowledge level of CPR and automated external defibrillator (AED) use significantly improved on the post test. Additionally, after attending the sessions participants reported an increase in comfort level performing CPR and improved knowledge of the locations of the AEDs on campus. As a result of the program, nine additional AEDs have been placed in high-traffic areas on campus. Conclusion: Empowering laypersons with the skills and knowledge to respond to potential episodes of OHCA are integral steps towards improving patient outcomes
Co-Creating a Culture of Belonging through the Relational Co-Teaching Framework: A Critical, Transformative Auto|Ethnography
Get PDFThis critical, transformative auto|ethnography highlights power relations and culture as it documents my four-month collaborative journey with co-teachers and their students in their fifthgrade suburban school in Northeastern New York. This study describes how Ms. K., a general educator, and Ms. D, a special educator, negotiated power and reimagined a culture of belonging through the shift to remote learning during the COVID-19 pandemic. The co-teachers’ interactions were analyzed on macro, meso, and micro levels with data sources, including transcripts from cogenerative dialogues and semi-structured interviews, written reflections through student journaling, researcher’s journal, and other artifacts. A theoretical bricolage guided my descriptions of internal and external communications that resulted in each co-teacher distributing personal forms of power. I developed a Story in Story (SiS) approach to organize and analyze data across multiple perspectives. I also developed the Relational Co-teaching Framework to explain interactions that empowered each co-teacher to belong to and with one another as a precondition for cultivating a culture of belonging that permeated through their environment and praxis. This study implies a structure for guiding equitable co-teaching experiences that may change educators’ views of students with disabilities from deficit model toward strengths- based perspective. My study also raises the important idea about how we think about culture. Although culture was no longer connected to the physical classroom, it was recreated through Ms. D’s and Ms. K’s relationship as a new virtual way of applying cogenerative dialogues was applied resulting in the co-creation of their culture of belonging
Consorting with Criminality: The Female Detective in Killing Eve
Get PDFKilling Eve (BBC America, 2018-present) tells the story of protagonist and chief crime investigator, Eve Polastri (Sandra Oh), on the hunt for consummate assassin-for-hire, Villanelle (Jodi Comer). On one level, the television serial follows a formulaic pattern in the detection genre, in which the hero-protagonist spends her time hunting down the villainous antagonist. On another level, the narrative seemingly departs from the traditional formula in that, over the course of her pursuit, Eve develops a growing attraction for Villanelle, an attraction that is reciprocated. Although ostensibly on opposite sides of the law, Killing Eve’s distinct narrative signature depicts Eve’s increasing fascination for, even obsession with, her criminal counterpart.
Not only do the two characters become absorbed in a mutual attraction; the audience, too, feels fascination for the glamorously cruel Villanelle. Her meticulously staged kills, in which she takes great pleasure, for instance, insisting that victims look her in the eye as they die, are depicted in prolonged detail for viewers, emphasising rather than minimising the efficient brutality of her criminal acts. What, then, are we to make of Eve and Villanelle’s reciprocated attraction? By rights, Eve ought to feel repelled by and outraged at Villanelle, especially once the latter kills Eve’s former boss and close friend, Bill (David Haig) in Season One, Episode 3, raising the dramatic stakes and rendering Eve’s pursuit of Villanelle all the more ‘personal.’ Eve’s captivation with Villanelle transpires as simultaneously intriguing, perplexing, and disturbing. Why is our lead detective so drawn to her criminal opposite; is she, in turn, as deeply unbalanced a character as the villain she seeks?
Killing Eve can be considered one of several recent British/Irish TV serials, including Luther (BBC, 2010-2019) and The Fall (BBC 2013-2016), in which the lead detective becomes enamoured with a psychopathic yet charismatic killer.[1] In Luther, male police detective John Luther (Idris Elba) develops a deep connection with the compelling female multiple murderer, Alice Morgan (Ruth Wilson). In The Fall, it is female detective, Stella Gibson (Gillian Anderson), who is mesmerised by disturbing male serial killer, Paul Spector (Jamie Dornan). While Killing Eve shares commonality with these other TV series in its central dynamic of attraction between detective and criminal, it remains distinct from them in that both lead investigator and chief criminal are women. I turn to the example of Killing Eve to explore the dynamic of attraction between detective and offender, specifically as it applies to two female characters, in order to discover what it reveals about the gendered status of the female detective
Inpatient Pediatric Nurses’ Knowledge, Attitudes, Beliefs, and Practices of Infant Safe Sleep
Get PDFBackground According to the Centers for Disease Control and Prevention (CDC), about 3,600 infants died suddenly and unexpectedly in the US in 2017 (CDC, 2020a). These deaths occurred among infants less than 1 year of age, having no immediately obvious cause. These sudden unexpected infant deaths (SUID) have three commonly reported mortality (or vital records) codes, which include Accidental Suffocation and Strangulation in Bed (ASSB), Sudden Infant Death Syndrome (SIDS), and other ill-defined deaths (CDC, 2020b; Mathews, MacDorman, & Thoma, 2015). These infant fatalities, with infant defined as a newborn through 12 months of age, collectively fall under the umbrella term SUID. Upon investigation, most SUID often happen during sleep or in the infant’s sleep area (CDC, 2020b). The American Academy of Pediatrics (AAP) issues recommendations to reduce the risk for SIDS, including infant safe sleep (ISS) strategies (AAP Task Force on Sudden Infant Death Syndrome, 2016). While healthcare professionals are urged by the AAP to model, endorse and teach SIDS risk reduction strategies such as ISS practices (AAP Task Force on Sudden Infant Death Syndrome, 2011; AAP Task Force on Sudden Infant Death Syndrome, 2016), not all are embracing this recommendation. Hospital nurses are uniquely situated to educate and model ISS practices, which directly impact infant care and influence caregiver sleep practices at home (Gelfer, Cameron, Masters, & Kennedy, 2013; McMullen, Fioravanti, Brown & Carey, 2016). Numerous studies have been done with the focus on inpatient Mother-Baby (MB) nurses’ ISS practices, yet lacking are studies on inpatient pediatric nurses, who care for infants in the acute care setting, other than the immediate post-delivery units. The pediatric nurse works with populations encompassing broad age ranges in numerous areas such as the Emergency Department, pediatric floor, Pediatric Intensive Care Unit, and adolescent unit. Inpatient pediatric nurses may work as a Go-Where-Needed (GWN) member or, for staffing reasons, may be reassigned to a different unit where infants are admitted. When inpatient pediatric nurses do care for infants in these diverse areas, they need to practice ISS. Hospitalizations of infants provide an opportunity for inpatient pediatric nurses to practice, teach, reinforce, and model ISS with the aim of reducing SUID events in the hospital setting, as well as providing a greater impact on the caregivers’ practices at home to reduce modifiable risk factors with an overall impact on SUID reduction. Purpose The purpose of this study was to examine inpatient pediatric nurses’ ISS knowledge, attitudes, beliefs, and practices who provided care for infants during hospitalization in the acute care setting. Theoretical Framework Theory of Planned Behavior (Ajzen, 1985, 1991) Methods A quantitative, descriptive study with a qualitative component to gain more depth of explanation with open-ended responses was used. Data were collected using a web-based survey comprised of multiple choice/select, yes/no, true/false, visual analog scales (VAS), and Likert-type scale questions (quantitative), and questions requiring the respondents to answer in their own words (qualitative). This survey was distributed to a sample of nurses, using the nationwide membership of Society of Pediatric Nurses (SPN) as a convenience sample. All returned surveys were then stratified to include those pediatric nurses who Registered Nurses (RN) that provided care to infants up to 12 months of age in the inpatient pediatric setting and excluded those who worked exclusively in MB units. The survey was developed within the framework of the Theory of Planned Behavior, by selecting, modifying, and combining two established instruments, as well as creating items to obtain applicable measures, pertaining to inpatient pediatric nurses’ ISS knowledge, attitudes, beliefs, and practices. Distribution of the survey occurred electronically via v email. Descriptive statistics, t-tests, one-way ANOVA, and correlation procedures were conducted using SPSS 25, and thematic analysis was performed on narrative survey responses. Results There were numerous associations identified and interesting findings with the variables of interest. The findings showed that a majority (74.6%) of inpatient pediatric nurses had full knowledge of the current 2016 AAP recommendations of ISS, with 67.8% reporting their practices were always to most of the time aligned with AAP recommendations. The findings of their colleagues’ practices were significantly less aligned (25.9%). Although most inpatient pediatric nurses reported a positive attitude toward, high belief in, and strong influence by the AAP, findings showed inpatient pediatric nurses were also highly influenced by their colleagues’ practices and parents of hospitalized infants. Only 39.5% of inpatient pediatric nurses reported full belief in a sleep-related/SIDS event occurring during a work-shift, and 27.3% fully self-recognized as a role model of ISS. Higher academic preparation and the presence of an ISS initiative/policy demonstrated many positive correlations, all of which were favorable toward higher ISS knowledge, attitude, belief, and practice scores. Conclusions and Implications While this population of inpatient pediatric nurses are highly knowledgeable on AAP recommendations, their ISS practices continue to be less than 100% aligned with AAP recommendations in the hospital setting. Knowledge is not the sole factor for improving ISS practices, as other studies in the literature show. Influence of others, outside of the AAP, have a significant impact on ISS practices of both inpatient pediatric nurses and their colleagues. The presence of an ISS initiative/policy significantly impacts ISS overall and is therefore recommended to be initiated more. Higher academic preparation of inpatient pediatric nurses is encouraged, as it leads to greater knowledge, attitudes, beliefs, and practices, yielding better patient outcomes. Greater awareness of the role-modeling responsibility of inpatient pediatric nurses needs to be instilled, as they serve as living examples, not only to parents of hospitalized infants but, also to all colleagues involved in caring for these infants