Sigma Repository
Not a member yet
16599 research outputs found
Sort by
Experiences of Minority Frontline Healthcare Workers During the COVID-19 Pandemic
No full textWorkplace challenges erode personal health and professional well-being. Prior to the COVID-19 pandemic, there was growing concern around the well-being of minority healthcare workers due to workplace issues. Attendees of this session will discover whether these problems exacerbated, reduced, or disappeared during the pandemic.
Detailed abstract attached
Safe in the Storm or Making Waves? Safe Harbor & High-Stakes Communication
No full textOrganizations focused on a safety culture, who strive to create a just culture can achieve a work environment where nurses feel heard and encouraged to raise safety concerns. Collaborative communication when Safe Harbor is invoked results in a healthier, safer work environment for patients and nurses.
Detailed abstract attached
Healthy Work Environment: Striving for an Academic World Class Culture
No full textA college of nursing (CON) has embarked on a five-year strategic plan to create a learning organization built on respect and trust where all employees are valued. Staff and faculty are collaborating to implement HWE standards in a culture of respect and inclusion.
Detailed abstract attached
Nurse Practitioners’ Experiences with Workplace Violence During Graduate Nursing Clinical Education
No full textDuring this presentation, attendees will learn about nurse practitioner students’ experience workplace violence during their clinical education, with the aim to identify opportunities to better support students in their clinical training.
Detailed abstract attached
The Impact of Healthy Work Environment Training on Nursing Incivility for BSN Students\u27 Self-Efficacy
No full textHealthy Work Environment (HWE) first means Healthy Academic Environment for a nursing student. Interventions to understand what a Healthy Work Environment is for a nurse are a means of tackling nursing incivility during nursing school and further into a nurse’s career.
Detailed abstract attached
Examining Impostor Phenomenon and Burnout in Newly Licensed Registered Nurses during the COVID-19 Pandemic
No full textThe prevalence and severity of impostor phenomenon and its relationship to burnout is examined in newly licensed registered nurses who attended nursing school during the COVID19 pandemic. Personal and professional demographics are included in the analysis in order to elucidate relationships between the study variables.
Detailed abstract attached
Improve Exclusive Breastfeeding Rates Through Early Initiation
No full textExclusive breastfeeding can be challenging to maintain. At the project site there was an inconsistent process for breastfeeding support, so an evidence-based solution was sought. The purpose of this quantitative, quasi-experimental quality improvement project was to determine if or to what degree the implementation of the World Health Organization (WHO) Guideline’s Baby-Friendly Hospital Initiative (BFHI) Step Four would impact exclusive breastfeeding rates (EBFRs) when compared to current practice among adult postpartum patients in an acute care hospital in Southern California over four weeks. Nola Pender’s middle-range nursing theory utilizing the health promotion model (HPM), and Kurt Lewin’s change theory provided the project’s theoretical underpinnings. The total sample size was 318, with n = 150 in the comparative group and n = 168 in the implementation group. Data were extracted from the electronic health record. A chi-square test was used and showed X 2 (1, N = 318) = 4.18, p = .041, and was both statistically and clinically significant. Clinical significance was further noted with an 11.4% increase in exclusive breastfeeding rates. Based on these findings, the WHO Guideline’s BFHI Step Four may impact EBFRs in this population. Recommendations include maintaining the intervention at the project site, providing consistent nursing education and cultural competency training, and disseminating the results
Developing Interventions to Improve Future Age and Situation Specific Mask Wearing
No full textBackground: Outcomes from the COVID-19 pandemic indicate that masks lower a person’s exposure to respiratory infections. The Centers for Disease Control and Prevention (CDC) continues to recommend situation-specific mask-wearing to protect oneself from COVID-19 variants and other viruses. Yet, the clinical community continues to struggle with targeting interventions to increase the likelihood of mask-wearing when the risk of virus exposure is higher in the post-pandemic environment. In this study, we applied the Health Belief Model (HBM) to identify the attitudes and beliefs influencing mask-wearing and recommend targeted interventions for low-frequency mask wearers in CDC recommended situations.Methods: We administered a nationwide cross-sectional survey to college-educated individuals to identify (1) the drivers influencing high-frequency mask-wearing and 2) interventions targeted to increase the likelihood of adhering to current and future CDC mask-wearing recommendations.Results: The HBM constructs perceived susceptibility and severity and modified self-efficacy as significant factors (p=0.000, α=.05) influencing mask-wearing. Individuals were more likely to wear masks in larger gatherings (e.g., grocery stores) and when around others wearing a mask. Younger individuals and individuals in small social gatherings were less likely to mask wear. Results and the literature synthesis suggest that nurses develop age and situation-specific target interventions. Interventions should (1) target higher risk larger social gatherings where individuals are closer to one another, making susceptibility higher (e.g., traveling, sporting events); (2) use social influencers to target younger individuals focusing on susceptibility and severity; (3) emphasize that regardless of age, individuals have control over their health.Conclusion: The COVID-19 pandemic created the opportunity to promote current-day situation-specific mask-wearing to protect one’s health. The significant HBM constructs offer nurses direction when developing targeted interventions to improve mask-wearing when the risk of virus exposure is higher. The primary study limitation is that generalization is limited to college-educated individuals
“They are Having Sex!” HBCU Students Awareness of Sexual Risk Associated with HIV Prevention
No full textIn 2020, 20% of new HIV diagnoses in the U.S. were among individuals aged 13-24 transitional age youth (TAY), with 85% being male and 54% Black/African American (CDC, 2022a). Black/African American TAY acquire HIV at disproportionately higher rates than other ethnic groups (CDC, 2023e). A study of students at Historically Black Colleges/Universities (HBCUs) revealed that women reported 2-5 sexual partners, while men reported six or more, with up to 55.5% being inconsistent in condom use (Marshall et al., 2020). Despite this, 89% of students believed their sexual behaviors posed little to no HIV risk (Okeke et al., 2021).This project sought to develop and pilot an educational video to promote awareness of sexual risk behaviors among Black/African Americans aged 18-24 at an HBCU. Using a pre/post-test design based on the Health Belief Model, a 4-minute video was created using CDC and AltaMed content. All students received an email invitation with study details and a participation link. Participants provided informed consent, completed a demographic and pre-test survey assessing sexual risk awareness, watched the video, and completed a post-test survey. Key questions included, “Based on your behavior over the past 3 months, how much do you think you are at risk for getting HIV?” and “How likely do you think you are to get HIV in your lifetime?”Thirty-three students participated (30 females, 3 males). A paired t-test analyzed survey results. Pre-test responses indicated 87.9% felt “Not at risk” for HIV, which decreased to 72.7% on the post-test. Similarly, 51.5% believed they were “Not at all” likely to contract HIV during their lifetime pre-test, which remained unchanged post-test. A paired t-test showed no statistically significant increases in awareness (mean = -.1111; t = -.681; Sig = .502). Additionally, 18.2% did not respond to the post-test.The lack of significant findings suggests the educational video did not effectively increase awareness of sexual risk behaviors among participants, potentially due to the small sample size. Further research is needed to identify factors contributing to limited HIV awareness among Black/African American youth. Future studies could explore enhancing secondary school sexual education or addressing overlooked factors to improve HIV awareness and prevention efforts in this population
Interprofessional Team Training: In-Person or Online, Does the Learning Environment Matter?
No full textInterprofessional education (IPE) prepares students from different health professions to work collaboratively within interprofessional care teams. Based on a post-event survey, this presentation compares student experience and satisfaction with an in-person experience with an online experience.In the decade before the COVID-19 pandemic, over 4000 graduate and undergraduate students from an urban medical educational institution including nursing, medicine, dentistry, optometry, physical therapy, social work, nutrition, pharmacy, occupational therapy, laboratory science, public health, and physician assistants participated in a half-day in-person Interprofessional Team Training (IPTT) event. Following the presentation of a simulated patient in a large auditorium, 15-18 groups of 20-25 students, along with trained facilitators, moved to classrooms to discuss the medical, environmental, economic, and social factors related to the care of the patient. Each profession described their role in patient care and then collaboratively prepared a care plan based on their individual experience, training, values, attitudes, and perspectives of their disciplines.During the COVID-19 pandemic, in-person meeting restrictions necessitated moving to online IPTT. In contrast to the in-person experience, 20-25 students from different professions met for 1.5 hours online. After presenting a recorded standardized patient scenario, 4-6 students from various disciplines were placed in breakout rooms where discussions reflecting the above in-person experience occurred. Afterward, students returned to the main room for further discussion. For both experiences, the most important goal was developing communication with students from other health professions.A pre-/post reflective survey using the revised Interprofessional Collaborative Competency Attainment Scale (ICCAS) assessed student perceptions of their ability to collaborate within interprofessional teams. A comparison of mean ICCAS scores indicated a greater increase with in-person (0.81) compared to online delivery (0.69, p=0.038). Students across all professions indicated increased competence and confidence to communicate, function, and problem-solve with other professions.The logistics of in-person IPTT moving large numbers of people versus the logistics of online IPTT using breakout rooms provides greater efficiency with online IPTT, making online delivery practical and sustainable