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Quiet Quitting Out Loud: A Qualitative Study of Digital Communication Through Public Discourse on YouTube Regarding an Evolving Work Behavior Trend
Get PDFThis dissertation examines the phenomenon of online discourse surrounding quiet quitting, a trending movement that has gone viral on social media. This trend encourages individuals to set work-life boundaries and reject excessive labor demands by contributing only what is required at work. The study aims to explore how news sources and users alike engage with this concept, particularly using YouTube as a platform for advocacy and community-building. A qualitative content analysis was conducted to analyze a sample of news segment videos published on YouTube on the topic of quiet quitting, focusing on emerging themes within those conversations and the role of social media in shaping public discourse on labor issues. The study included an in-depth content analysis of the themes and sentiments found in both the published videos and the comments sections for each piece of content, wherein dialogue could be found which debated the topic in response to the video content and based on users’ experiences. The quiet quitting movement fosters a sense of community, where users share personal stories, advice, and solidarity with others who prioritize their well-being over occupational demands. It also brings forth speakers in the videos and users who oppose this behavior. Preliminary findings suggest that YouTube serves as a space for users to challenge narratives around work culture and acknowledge various causes and remedies for undesirable work culture and the resulting quiet quitting behavior. The study concludes that social media platforms like YouTube play a critical role in amplifying the voice of discontent workers by providing a space for marginalized voices to contribute to broader conversations about fulfilling or exceeding one’s job responsibilities
Standardized Transitional Process in Adolescent Behavioral Health: Evidence-Based Practice Project
Get PDFHospital admissions and readmissions significantly impact the quality of care provided to adolescent psychiatric patients. This evidenced-based project aims to review a standardized transition process in support of reducing hospital readmissions. Nurse practitioners, nurse care managers, and social workers collaboratively collaborate with adolescent patients and their families admitted to inpatient behavioral health units to establish discharge plans. Establishing a standardized process for patients transitioning from the behavioral health unit addresses critical areas in the discharge process to ensure that the adolescent patient has the necessary tools for success. The project leader used the IDEAL Transition Strategy (ITS) developed by the Agency for Healthcare Research and Quality in this evidence-based project as a guide to creating a standardized transition plan. This strategy aimed to educate and engage patients and their families in transition planning to improve patient outcomes, reduce unplanned readmissions, and increase overall patient satisfaction. To date, minimal research addresses the development of a standardized transition plan for adolescents aged 12-17 years in a behavioral health setting. This evidence-based project sought to standardize the process, reduce readmissions, and improve the quality of patient care
Preservice Teacher Preparedness to Teach in the Inclusive Classroom Setting: A Hermeneutical Phenomenological Study
Get PDFThe purpose of this hermeneutical phenomenological study was to understand how teacher preparation programs provided experiences with inclusive practice coursework for novice (no more than three years of experience) special education and general education teachers working with students with disabilities in the inclusive classroom setting at K-12 schools in Southwestern Missouri. The theory guiding this study was the Self-determination Theory (SDT) by Edward Deci and Richard Ryan, as it focused on the social conditions that could allow for or hinder the flourishing of an individual. The central research question guiding this study was: How have teacher preparation programs provided experiences with inclusive practice coursework for K-12 special education and general education teachers working with students with disabilities in the inclusive classroom setting? A qualitative hermeneutical phenomenological study design was utilized for this research study. The study took place in the Southwest region of Missouri and involved a purposeful sampling of 10 participants working in local school districts with no more than three years of teaching experience who taught special education and/or general education. Extensive data collection came from in-depth interviews, reflective writing prompts, and questionnaires. A thorough analysis of the data indicated that the teacher preparation programs often fell short in delivering comprehensive coursework that focused on inclusive educational practices for K-12 educators, both regular and special education. The major thematic findings for this study were: Pre-service Coursework Lacked Inclusive Practices, Personal Development in Inclusive Education, and Challenges and Strategies for Inclusive Education
Educational Leadership and Advocacy for Change: A Historical Examination of Georgia State Superintendents’ Reporting and Public Education Reform (1933–1977)
Get PDFThis dissertation examines the role of Georgia’s State Superintendents of Schools in shaping public education from 1933 to 1977, a period marked by profound social, economic, and political change. Focusing on the tenures of Dr. Mauney Douglass Collins, Dr. Claude Lamar Purcell, and Dr. Jack P. Nix, it explores how these leaders utilized the Georgia Department of Education reports to the General Assembly to advocate for legislative reforms and address the evolving educational challenges of their respective eras.
Through a detailed analysis of these reports, this study uncovers the superintendents’ strategies, priorities, and policy recommendations, shedding light on their leadership approaches and the broader impact of their advocacy. Collins, who served during the Great Depression, World War II, and the post-war eras, faced the dual challenge of maintaining educational access amid economic turmoil and laying the groundwork for long-term reform. Purcell’s tenure coincided with the Cold War and the Civil Rights Movement, positioning him at the center of efforts to navigate desegregation and federal intervention in education. Nix served during a period of increased federal education mandates and shifting social dynamics. He played a key role in modernizing Georgia’s school system and expanding services for diverse student populations. By contextualizing these reports within their time’s legislative and historical landscape, this dissertation demonstrates how Georgia’s educational leadership responded to and influenced broader educational policy developments. Given the absence of formal legislative intent records in Georgia, the study employs a thematic and comparative analysis of these reports to infer how their recommendations may have shaped state education policy. This research offers a critical historical perspective on the evolving relationship between state educational leadership and legislative reform
The Impact of Modern-Day Apostles on Church Leadership
Get PDFThis case study explores the roles and functions of modern-day apostles in independent and nondenominational churches. Its primary objective is to define their purpose and evaluate how their perceived roles influence the growth and success of the church. The research includes perspectives from supporters and opponents of modern-day apostles, though the interviews are limited to those who support their existence. The study seeks to evaluate evidence supporting and opposing the doctrines of Cessation and Apostolic Succession. By examining various viewpoints, the study aims to shed light on the relevance of apostles in modern church leadership and whether their inclusion supports or undermines pastoral leadership. The research conducts a case study of churches with apostles to evaluate the impact of these men on the leadership team and the church. The study evaluates the roles and functions of apostles and pastors as team members in the church and assesses the impact of the apostles through observations and interviews. The research aims to clarify the value of these apostles in the church and serve as a resource for further study of where modern-day apostles might find a place in contemporary church leadership
Immigration Federalism in the United States: Texas Case Studies
Get PDFThe purpose of this qualitative case study was to understand the immigration federalism framework for public administrators in Texas border cities. This study aimed to explore the experiences and perspectives of public administration officials in managing immigration challenges and integrating immigrant populations into their communities. The guiding theory is Friedman’s immigration federalism framework, emphasizing state and local actor involvement in developing immigration policies (Friedman, 2022). Friedman’s framework explains why cascading effects of federal level actions are inapplicable at the local level and how a theory meeting communities’ needs is preferential to the removed policies instituted at higher levels of government. An unstable public administration response hampers the socio-political pillar of civic capacity and engagement. The action, or inaction, at the federal level forces state and local governments to enact solutions to public administration concerns. Currently, there is no change in federal immigration policy; therefore, states act divisively according to local needs. The findings informed public administrators on leading practices for managing immigration challenges and integrating immigrant populations, thereby enhancing civic engagement, as well as acknowledging the diverse roles of public administrators. The influence of future decisions rests on public administrators’ ability to convey roles, impacts, and potential solutions to immigration federalism changes. A qualitative case study approach compared reactions to immigration federalism in three Texas border cities. Data was collected through interviews with ten public administration officials, a focus group of three public administration officials, and an analysis of state news media and demographic data
The Ability of Algebra Final Grades and TEAS Scores to Predict Undergraduate Nursing Student Grade Point Averages: A Quantitative, Non-Experimental, Predictive Correlational Study
No full textA major concern for many nursing programs is student completion rates. This is due in large part to the demands and rigor of curriculum in accredited nursing programs. The purpose of this quantitative, non-experimental, predictive correlational study was to determine if final nursing program GPA can be predicted by the linear combination of college algebra final grades and TEAS scores in an undergraduate nursing program at a private university. A quantitative, non-experimental research design was used to address the proposed study’s purpose. The study’s sample of participants was purposive and convenient in nature, and was accessed using an existing, archival data set compromised of participant nursing program grade point average (GPA), Algebra, and TEAS scores. The study’s data set was representative of the six most current academic years ranging from 2018 to spring 2024 with a sample size of N = 160. Two research questions are stated to address the study’s purpose. Study data was analyzed using descriptive and inferential statistical techniques. Multiple linear regression was used to determine the relationship between the criterion variable (final nursing program GPA) and the predictor variables (final college algebra grade and TEAS scores). The null hypothesis for both research questions was rejected. The results of the analysis were statistically significant supporting the association between college algebra, TEAS, and nursing student success as evidence by nursing program GPA. The current study reveals new knowledge linking college algebra to nursing student success and being considered in nursing program admission criteria. Recommendations for further research include conducting similar research at a larger public baccalaureate program and an associate’s degree in nursing program
Experiences of Forgiveness With People Who Have a Problematic Use of Pornography: A Phenomenological Study
Get PDFThe purpose of this phenomenological study was to understand the lived experiences of participants in early recovery from self-perceived problematic porn use (PPU). The theory guiding this research study was attachment theory, which was developed by John Bowlby, a physiatrist who focused on the overall development of a child’s emotional development. The study aimed at trying to discover if there are barriers to a person for receiving forgiveness from God when in early recovery. Research indicated there are guilt and shame that can be reasons to these barriers for those who struggle with self-perceived pornography use as Christians. Methods used in this study were snowball sampling to gather the clients, interviews in person or through Zoom, and finally, data were transcribed and then member checked for accuracy. Three themes surfaced from the study: unforgiveness, forgiveness, and impact on forgiveness. These the themes helped to determine barriers to unforgiveness or lack thereof. The study determined that forgiveness was almost adamant when from God, and the ability to receive it from God was contingent on one’s understanding of God. Lastly, most felt to receive forgiveness from those they may have hurt had little impact because God’s forgiveness superseded their family or loved ones
Palliative and End-of-Life Care Education in Undergraduate, Pre-Licensure Nursing Program Curriculums: The Lived Experience of Students
No full textThe purpose of this qualitative study with a transcendental phenomenological approach is to investigate and describe nursing students’ experience with palliative and end-of-life care education within their undergraduate, pre-licensure nursing program curriculum. The study utilizes Kolb’s Experiential Learning Theory as its theoretical framework to answer the central research question and three sub-questions. The central research question is: what are nursing students\u27 lived experiences with palliative and end-of-life care education within their undergraduate, pre-licensure nursing program curriculum? Twelve senior level nursing students participated in the study. The data collection methods included one-on-one interviews, observations, and journal entries. Data was analyzed using horizontalization and generating themes from study participants’ significant statements in interviews and journal entries, as well observations of students in the clinical setting. Five themes emerged from the analysis: (1) personal experiences with end-of-life and palliative care, (2) impact of education, (3) more practice opportunities, (4) faculty, (5) preparedness in the clinical setting. Nursing students lived experiences with palliative and end-of-life care education in undergraduate, pre-licensure nursing programs warrant more investigation. The participants reported various experiences with palliative and end-of-life care education, noting they were grateful for the education they received and the importance of communication exercises as well as simulation and clinical experiences. However, only half of the participants reported feeling prepared to care for palliative and end-of-life care patients in the clinical setting. Participants expressed that faculty need to provide resources and be more supportive of students following difficult clinical days
Investigating the Effectiveness of Implicit Bias Teaching Using High-Fidelity Simulation
Get PDFNursing education lacks explicit, effective teaching methods for recognizing and managing student biases, which could potentially impact patient outcomes and perpetuate health disparities. This study may influence changes in the associate degree nursing program curricula to include implicit bias teaching, which in turn helps nurses understand the concepts associated with health equity, such as health disparities. This quasi-quantitative experimental study aimed to investigate the effectiveness of implicit bias teaching using high-fidelity simulation to nursing students at a community college in the Pacific Northwest. A convenience sample of first-year nursing students was utilized in the study. Participants completed demographic surveys and the Implicit Association Test (IAT) as a pretest, traditional lectures on both groups, high-fidelity simulation for the treatment group, followed by the IAT posttest. The study is grounded in transformative learning theory and NLN Jeffries simulation theory to explore how high-fidelity simulation fosters critical reflection in addressing implicit bias among nursing students. A paired-sample t-test determined the mean in the pretest and posttest for the control (M = -0.0337, t (26) = -0.372, p = 0.713, with a 95% confidence interval of the mean difference ranging from -0.2202 to 0.1528), and the treatment group (M = -0.1511, t (26) = -1.666, p = 0.108, two-tailed, p = 0.054, one-tailed). High-fidelity simulation was not significantly more effective than traditional lectures in improving implicit bias scores. Limitations may include the intervention design, short study duration, or IAT sensitivity to capture subtle changes in implicit bias. Recommendations include larger, more diverse samples, longer interventions, refining simulation designs, and exploring alternative measurement tools