WPSphere Repository (William Paterson University)
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Facilitating Pathways to Postsecondary Education for Justice Involved Individuals
Full text linkThis phenomenological study examined ways in which a coordinated and proactive network of professionals could support justice involved individuals in their postsecondary educational pursuits. A critical qualitative methodology was applied to explore context and opportunities for services to be used across organizations, governmental agencies and two- and four-year colleges within the United States who are working with a growing justice involved population. Nine cross-sector professionals were interviewed, using a cross-sectional design to answer two research questions. Findings were consistent with research to show that a network of professionals could help justice involved individuals to better access and attain postsecondary education through intentional and transparent support services. The following thematic priorities emerged as ways this network could be impactful: 1.) creating a pathway of communication and connection, 2.) addressing sustainable basic needs 3.) coordinated community partnerships. 4.) holistic supports that facilitate access to real and tangible resources; and remembering that 5.) background and family dynamics matter. Participants voiced that while services are available for justice involved individuals, there is a lack of uniformity and transparency making access to these resources difficult. Findings also showed a lack of holistic services which considered the totality of the justice involved individuals’ experiences inclusive of their familial, systemic, traumatic experiences which governs their motivation, trust, confidence and prioritization
Evaluation of a Palliative Care Screening Tool (PCST) to Identify and Increase Palliative Care Consults in the Medical Intensive Care Unit (MICU)
Full text linkIntroduction and Background: Palliative care (PC) is a fundamental aspect of holistic and patient-centered care that aims to anticipate, prevent, and manage all aspects of suffering to improve the overall quality of life for patients, their families, and caregivers (National Institute of Health, 2021). There is a significant demand for PCs in intensive care units (Brunker et al., 2023). Objectives: This project aimed to assess the impact of incorporating the Palliative Care Screening Tool (PCST) to identify patients admitted to the MICU in a large academic medical center with unmet Palliative Care needs and to increase the timeliness of Palliative Care consultations. Hypothesis: Implementing the PCST will identify patients with unmet palliative care (PC) needs and increase the number of PC consults. Methodology: A retrospective chart review of patients admitted or transferred to the MICU over 15 months to gather demographic information and compare patients eligible for a PCC based on their PCST score to the actual number of consultations received. Results: A total of one hundred and sixty-two charts were reviewed, and 110 patients (67.9%) received a positive PCST score, indicating their eligibility for a consultation. Among those eligible, only 47 patients (42.7%) received a consult, while 63 eligible patients (57.3%) did not. An independent t-test showed that those with a PCC had mean total comorbidities .781 higher than those who did not have a consult (t=3.471; p<.001). A crosstabulation shows that 44% of those with cardiac comorbidities were noted as having a PCC vs. 23% who did not (χ2 = 7.205, p=.007). Conclusion: It is important to integrate palliative care consults as a trigger on an ongoing basis to increase the number of patients receiving one while hospitalized
The Impact of Home-School Connection Activities on a Preschooler's Pre-literacy Development
Full text linkParental involvement in a necessary part of students' education. It has an impact on students' outcomes in school. How important is parental involvement for preschoolers? That question led to the development of the research question: how do home-school connection activities affect a preschooler's pre-literacy development? A review of literature was conducted to examine topics that relate to the research question. The study is composed of 7 preschoolers who are the research participants. Through supplemental worksheets, Teaching Strategies Gold, and professional journal notes I sought todetermine the impact of parental involvement on a students pre-literacy skills. The outcome was that the home-school connection positively impacts a preschooler's pre-literacy development
The Impact of the Breastfeeding Education and Training Program on Perinatal Nurses' Knowledge and Practices and the Hospital's Exclusive Breastfeeding Rate
Full text linkBackground: Breast milk is proven to be a reliable source of valuable nutrition for newbornsand infants. Breastfeeding has so many benefits, not only for the baby’s growth and development, but also for the mother’s health and well-being. But most mothers are not exclusively breastfeeding or are not breastfeeding long enough as recommended. Purpose: This DNP project aims to evaluate the impact of the breastfeeding education and training program on perinatal nurses’ knowledge and practices and the hospital’s exclusive breastfeeding rate. Design Methods: A cross-sectional quantitative research methodology was used among perinatal nurses (n=45). Correlational research design was used to show whether an association exists between two variables – breastfeeding education and training program (independent) and perinatal nurses’ knowledge and practices and the hospital’s exclusive breastfeeding rate (dependent). Conclusion: The project had a positive impact on perinatal nurses’ knowledge and practices as shown by improved post-test scores compared with their pretest scores. The younger perinatal nurses in the age group of 20-30, with 0–6 years of nursing experience, and 0–6 years of perinatal nursing experience were the groups that were highly and significantly changed by the project. Lastly, the findings showed that there was no statistical significance in the hospital’s exclusive breastfeeding rates three months after it was conducted. Implication to nursing practice: Perinatal nurses' education and training underpins quality care. Therefore, providing nurses with continuing education and skills training ensures application of evidence-based practices for successful breastfeeding
Ethnic Differences in the Maintenance and Pathology of Disordered Eating in a College Population
Full text linkCollege students are one of the most vulnerable groups for developing disordered eating (e.g., restricting food intake, purging, binge-eating). Moreover, eating disorders have often been considered a ‘White woman’s disease,’ and research of EDs on minority populations has been limited. Because of this, it is crucial that we gain a deeper understanding of the role ethnicity plays in the pathology and maintenance factors of eating disorders in a college student population. The current study utilized the transdiagnostic model (TM) of eating disorders to conceptualize and measure eating pathology. The TM proposes that there are four maintenance factors for disordered eating: mood intolerance, interpersonal problems, perfectionism, and low self-esteem. The present study examined differences between White and Latina women in the relationship of the four maintenance factors to disordered eating pathology (n = 131). It was predicted that these populations would differ in endorsed symptoms of eating pathology, as well as in the severity of symptoms of eating disorders. The study also tested ethnicity as a moderator in the relationships between each maintenance factor and overall eating pathology, as measured by the Eating Pathology Symptom Inventory (EPSI). Contrary to predictions, no significant differences were found in overall eating pathology or disordered eating presentation between the groups. The trait of perfectionism was found to correlate significantly and positively with eating pathology across the entire sample. Unexpectedly, self-esteem and emotion regulation correlated significantly and positively with eating pathology. Ethnicity did not moderate the relationship between the maintenance factors of EDs and overall eating pathology. Results showed no significant differences in the presentation of disordered eating across the two ethnic groups. Findings also challenged the expected direction of emotion dysregulation and low self-esteem, as they relate to eating pathology. Future research should explore the relation of ethnic identity and acculturation on eating pathology
The Effects of Acute Dissociation on Implicit and Explicit Measures of Emotional Responsivity
Full text linkRecent research highlights the importance of exploring the relationship between acute dissociation and emotional responsivity; however, few studies have examined the difference between implicit and explicit emotional experiences. As such, this study investigated the effects of dissociation on both, implicit and explicit emotional responses, in college-aged individuals (N = 132). Using a combination of experimental inductions for dissociation and sadness, along with measures like the Implicit Measure of Distinct Emotional States (IMDES) and the Positive and Negative Affect Schedule (PANAS-X), the study examines the hypothesis that dissociation dampens explicit emotional responses while preserving implicit emotional processes. Findings revealed no significant differences in emotional responses (i.e., sadness, fear, anger, happiness) between individuals subjected to dissociation induction and those in the control group, suggesting that the acute induction of dissociation may not significantly impact emotional responsivity as measured in this study. Correlational analyses demonstrated significant associations between general dissociative experiences, levels of alexithymia, and trauma exposure. The study contributes to the nuanced understanding of dissociation's effects on emotional processing, suggesting the need for further research into the mechanisms underlying dissociative experiences and their interaction with emotional states. Implications for clinical practice and future research directions are discussed, highlighting the importance of considering both implicit and explicit emotional processes in understanding and treating dissociative phenomena
The Effect of Feedback on Writing Motivation
Full text linkWriting is an essential skill for all students. Yet, many students lack motivation to write.Students are more likely to succeed when they are motivated. In fact, “In this culture of evidence, as he notes, the construct of motivation has become of increasing significance: Students who are motivated are likely to produce better outcomes” (Burstein et al., 2021 Student motivation is impacted by teacher feedback. Similarly, writing is impacted by teacher feedback. A review of literature was conducted to examine topics related to the problem stated. The review of literature surrounded the research questions. The review consisted of three categories: student motivation, impact of teacher feedback and methods of feedback. The study conducted was a mixed-method study. As an English teacher that teaches both reading and writing, the study was centered on writing as a response to short stories read in class. The participants were eight Ninth Grade students. The participants were low motivated writers. The study was conducted over eight weeks. Five data sources were used: pre writing questionnaire, Cask of Amontillado alternate ending assignment, The Scarlet Ibis symbolism chart, The Scarlet Ibis formal writing assignment and a post writing conference. In addition, teacher observations and reflections were taken into account. The study findings suggest that students’ motivation can be increased by teacher feedback. Students value verbal conferencing when it comes to evaluating their writing. Students prefer individualized written and verbal feedback to generalized feedback given on a rubric
