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The Association between Bilingualism and Voice Quality in Spanish-English Bilingual Speakers: A Systematic Review
No full textBilingualism is prevalent globally, yet research on how bilingualism affects vocal function remains limited. This systematic review examines the relationship between speaking two languages and voice quality in Spanish-English speakers. The study searched three databases and after multiple screenings identified eight studies meeting the inclusion criteria. Across all studies, vocal fry was most commonly analyzed. The results suggest that bilingual speakers display more vocal fry, particularly when speaking English. However, methodological inconsistencies across studies, including differences in language classification and voice measures limit our ability to compare across studies and generalize. While some authors suggest bilingual speakers may require distinct normative data for vocal assessment, conclusive evidence remains lacking. Future research should address inconsistencies in linguistic background and methodological design to establish clearer relationships between bilingualism and vocal function. Addressing these gaps is essential for improving clinical voice evaluation and understanding the impact of bilingualism on vocal function.
Only published articles were used for this systematic review
Evaluating and Refining Study Strategies Measurement: Preparations for a Longitudinal Study on Self-Regulated Learning
No full textStudents may study differently in online and face-to-face environments. With the increase of virtual education, understanding these differences can help develop more effective learning methods. Researching different measures to capture study strategies was the goal of this project. As part of an ongoing longitudinal research program to track changes in study strategies for students in online classes and in-person classes, we researched multiple measures. The study focuses on measures of student study techniques, time management, and resource utilization. By reviewing the construction and characteristics of existing questionnaires on study habits and learning strategies and presenting that information to a panel of experts (faculty and education doctoral students), these questionnaires were evaluated and compared to identify the most suitable instrument for the study. Once selected, the questionnaire underwent additional refinement through expert consultation to ensure its relevance and effectiveness. This future study will include human participants who will complete the selected questionnaires. (IRB 2299763-1 Navigating Student Autonomy: Self-Regulation of Learning in the Traditional and Online Learning Spaces)
The Processes That Contribute to Readiness to Learn For an Accelerated Nursing Graduate: A Grounded Theory Study
No full textThe worldwide nursing shortage has led to maintaining an adequate nursing workforce as a global challenge. Increased recruitment efforts have fostered changes to some educational programs, giving rise to the proliferation of Accelerated Nursing Programs (ACCEL). These accelerated nursing programs are a highly successful way of educating future registered nurses, leading to concerns by registered nurses, hospital administrators, and nursing faculty who question the transitional competence of graduates from Accelerated Nursing Programs. The purpose of this study was to understand the transition processes for accelerated nursing graduates. The intended impact of this research was important to nursing for two reasons: answering questions about the competence of ACCEL nursing graduates and providing and retaining new and replacement nurses for those retiring. The method of inquiry used for this study was Charmaz\u27s constructivist method of Grounded Theory. The study participants were seven males and 11 females, ranging in age from 25 to 42. The ACCEL nurses identified the categories of role ambiguity, emotional burden, and the key success factors that led to the formulation of the substantive theory of Workplace Resilience of ACCEL Nurses. Relevance for nursing practice identified include it is an important decision when selecting nurses who will perform the role of preceptor, clinical educators are available resources especially for night shift nurses, previous experience may not necessarily be a requirement for any specialty area as long as nurses are given an adequate orientation and a well experienced preceptor, and newly graduated ACCEL nurses are capable of working in specialty areas
The Influence of Extraordinary Encounters with Non-Human Intelligence on Beliefs, Value, and Worldview
No full textThis paper describes a phenomenological study conducted in the summer of 2023 with individuals who self-report experiences with a perceived non-human intelligence. Utilizing the phenomenological method, I suspend judgment on the source or origin of the phenomena, while taking in all that appeared as an object of conscious experience. Additionally, participants were asked how these experiences had affected their beliefs, values, and worldviews. Participants showed shifts towards a more universal form of spirituality, a decreased fear or apprehension of death, a shift towards seeing time as cyclical or happening all at once, and a shift towards seeing consciousness as the foundation of reality. Participants expressed shifts in their views of relationships, an increased respect and concern for the Earth’s welfare and the welfare of plants and animals, and shifted to less respect for capitalism and politicians. Participants also expressed changes in the ways they thought about social issues like criminal justice and education. Similarities between the worldview expressed by experiencers and the “mestiza consciousness” of Gloria Anzaldúa and the “kinship worldview” of Wahinkpe Topa and Daria Narvaez are identified. It is argued that the experiencer worldview develops on the margins of what society deems possible and thus outside the confines of the dominant scientific worldview
Integrating Global Medical Outreach into Nurse Practitioner Education
No full textAbstract
Integrating Global Medical Outreach into Nurse Practitioner Education
Chronic disease management remains a significant challenge in resource-limited countries, underscoring the need for innovative healthcare strategies. Nurse Practitioner program leaders recognize global health learning opportunities as a vital component of nurse practitioner (NP) education, equipping students with the skills and competencies to address health disparities. Strategic academic partnerships foster interdisciplinary collaboration, cultural exchange, and improved cultural competence among students. Global health experiences provide Nurse Practitioner students firsthand exposure to diverse healthcare systems, strengthening their competencies in diversity, equity, inclusion, and ethics. These experiences also enhance students’ ability to address social determinants of health that influence patient outcomes. Molloy University, in collaboration with the University of the West Indies (UWI), conducts a yearly medical outreach program in Jamaica. This initiative offers NP students hands-on clinical experience in assessing, diagnosing, and treating patients with complex comorbidities under faculty and medical preceptor supervision.
Additionally, students engage in reflective assignments and quality improvement initiatives to enhance future outreach efforts and curriculum integration. However, logistical barriers, such as procuring and transporting medical supplies to rural areas, pose significant challenges that require strategic solutions. Recommendations to optimize global health immersion include strengthening institutional partnerships, expanding faculty-led preparatory training to improve student readiness, and integrating global health immersion into NP curricula. By embedding global health experiences into NP education, academic institutions can cultivate culturally competent, socially conscious, and clinically proficient practitioners prepared to meet the evolving demands of healthcare worldwide.
Keywords: global health, nurse practitioner, educatio
