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Adaptive Leadership: Nurse Executives Building Organizational Adaptive Capacity During Times of Crisis, Challenge, and Change
No full textPurpose: The purpose of this exploratory phenomenological study was to identify and describe the strategies used by nurse executives in acute care hospitals to build an adaptive capacity based on the five key characteristics of adaptive leadership identified by Heifetz et al. (2009).
Methodology: This qualitative phenomenological study identified and described the perceived impact of adaptive leadership on building an organization’s adaptive capacity as perceived by nurse executives in acute care hospitals, for-profit and not-for-profit, with the title of chief nursing officer (CNO) or chief nurse executive (CNE) in Southeast, West, and North Florida. The researcher was part of a thematic team of nine peer researchers and three faculty advisors. The thematic team collaboratively developed the semistructured interview protocol used in this study. Additionally, purposeful, convenience sampling was used to identify the 10 nurse executives who were interviewed concerning their lived experiences in building adaptive capacity within their hospital setting.
Findings: Analysis of the data collected from interviews and supporting artifacts resulted in 1,983 frequencies across 23 major themes and 10 key findings. Five major findings emerged from the themes and key findings.
Conclusions: Five conclusions were drawn based on the major findings and supporting literature. Nurse executives build adaptive capacity by (a) actively and strategically seeking honest feedback to resolve barriers, (b) linking individual performance to organizational outcomes to establish shared accountability, (c) providing supportive autonomy and encouraging solution-oriented mindsets to encourage independent judgment, (d) setting fundamental leadership expectations and invest in on-the-job development to increase their team’s leadership capacity, (e) setting dedicated time for individual and collective reflection and shared knowledge to sustain continuous learning cultures.
Recommendations: The researcher recommends training and development for hospital-based health care leaders on building adaptive capacity, emotional intelligence, communicating to inspire, developing purposeful meetings, and strategic transition programs for emerging leaders. Through the development and successful completion of these implications for action, health care leaders will be able to lead more strategically and effectively in hospital settings
Organizational Citizenship Behavior: How Managers in Global Electronic-Based Technology Companies Promote It
No full textPurpose: The purpose of this phenomenological qualitative study was to identify and describe strategies that managers in a global electronic-based technology company use to promote organizational citizenship behaviors (OCB) through helping, compliance, sportsmanship, and civic virtue actions.
Methodology: This phenomenological qualitative study identified and described how exemplary leaders at Intel corporation promote OCB and was developed by conducting 10 in-depth, semi-structured interviews. The interviews’ transcribed data was coded and studied for common themes.
Findings: The researcher identified four indicators that exemplary leaders at Intel corporation use to know if OCB is present within a team, (1) organizational outcomes, (2) camaraderie, (3) operating beyond organizational boundaries, and, specifically to compliance, (4) monitoring. Further, findings revealed that these managers can promote OCB by building teams, role modeling, and giving rewards. Using big picture thinking can promote both compliance and civic virtue; and creating accountability can promote compliance. Lastly, the research findings showed that the rewards that work the best are (1) offering visibility, (2) using the formal reward system, (3) using custom rewards, and (4) using a corporate reward tool.
Conclusions: Based on the literature and findings of this study it is concluded that managers in a global electronic-based technology company can identify OCB by observing organizational outcomes, camaraderie, and how the team operates beyond organizational boundaries. They can identify compliance through monitoring. To promote OCB they can build teams, role-model, and reward by offering visibility, using the formal reward system, custom rewards, or a corporate reward tool. They can introduce big picture thinking to promote compliance and civic virtue and increase accountability to promote compliance.
Recommendations: The researcher recommends leadership in global electronic-based technology companies put training in place ensuring their managers know about OCB and know how to build healthy teams. Further they should ensure resources are in place to reward OCB effectively and consider acquiring a corporate reward tool
Software Developers’ Experiences with CALL in the Context of the Four Language Competencies (Reading, Writing, Listening, and Speaking) and Teacher and Learner Fit: A Qualitative Descriptive Study
No full textPurpose: The purpose of this qualitative descriptive study was to explore how CALL software developers identify and describe their experiences with developing CALL software in the context of the four language competencies: reading, writing, listening, and speaking, along with teacher and learner fit.
Findings: The analysis of the collected data revealed six key findings that shed light on the developers’ experiences. The findings related to how CALL software developers combine different language competencies; how they implement continuous testing and evaluating of key elements of the language competencies; and how they ensure the development of a CALL program that is both effective and efficient.
Conclusion: Based on the findings and literature, six conclusions were drawn, including that CALL software developers need to be knowledgeable about learners’ needs for their target audience, they should utilize assessment guidelines to standardize practices, and they should consult with language educators as they develop programs.
Recommendations: Based on the findings of this study, the researcher recommends further research in the area of CALL software developers’ experiences in order to expand the understanding and knowledge of the subject matter through: (a) mixed research methods approach to obtain an in-depth understanding of how CALL software developers identify and describe their experiences with developing CALL software in the context of the four language competencies (reading, writing, listening, and speaking), along with teacher and learner fit or (b) a case-study approach. Additionally, a similar study is recommended but focusing only on the CALL developers’ experience incorporating VR and AI features in their software. This research would provide valuable insights into the development process, highlighting the complexities, successes, and lessons learned by CALL developers in integrating VR and AI features
Returning to School After a Pandemic: K-6 Special Education Teachers Perspectives on Students With Disabilities Returning to School in Regard to Mindset, Behavior, Social Connections, and Academic Achievement
No full textPurpose: The purpose of this phenomenological study was to determine K-6 special education educators’ perceptions of the impact on students with disabilities returning to school after the trauma of a pandemic for 2 years with regard to behavior, academic achievement, mindset, and social connections.
Methodology: This qualitative study interviewed 10 special education teachers who taught before, during, and after the pandemic in Orange County, CA. Semi-structured open ended interview questions was the main source of data collection with other sources including observations, and artifacts. Data was coded and the researcher analyzed the data for themes and patterns.
Findings: The study revealed students with disabilities experienced diminished self-efficacy skills during their time at home and returning to in-person learning. Educators have noticed how behaviors (task initiation, emotion regulation skills), and the lack of academic achievement during this period have impacted student self-efficacy skills. Additionally, educators expressed the need for growth mindset, positive structures, people, and environments to help nourish those self-efficacy skills.
Conclusions: This study supported the literature and affirming that self-efficacy serves as the basis for motivation and accomplishment. Self-Efficacy helps an individual overcome obstacles that may interfere with using one’s abilities to achieve goals. When a students’ self-efficacy is impacted it can negatively impact their mindset, behavior, social connections, and academic achievement
Perception of Emotional Intelligence and Self Efficacy for School Business Officials at K-12 Districts
No full textPurpose: The purpose of this quantitative, correlational study was to investigate the relationship between emotional intelligence and self-efficacy in Chief Business Officials (CBOs) working in School Districts in the state of California.
Methodology: The primary objective of this study was to examine the relationship between emotional intelligence and self-efficacy characteristics, employing a quantitative, correlational research design. The study involved a non-experimental approach to establish correlations between the identified variables and an explanatory design to elucidate the relationship between variables. Correlational research has been established as the most effective approach for examining correlations between phenomena and distinct population samples, which made it the most suitable choice for this research endeavor. A statistical analysis was conducted to compare the correlation coefficient to ascertain the presence and magnitude of the association between emotional intelligence and self-efficacy among CBOs, in California school districts. Potential disparities in emotional intelligence levels among CBOs within an educational context were also investigated.
Findings: The findings from this research illustrate that a relationship exists between the CBO’s emotional intelligence and self-efficacy
Inclusive Education in Early Childhood: A Qualitative Phenomenological Study of the Successes and Barriers Impacting Successful Early Childhood Inclusive Education
No full textPurpose: This qualitative phenomenological study aimed to explore early childhood teacher experiences regarding the successes and barriers of implementing inclusive education with general education and special education students based on the three dimensions of Booth and Ainscow’s (2016) Index for Inclusion. This study sought to identify what preschool teachers perceive to be the greatest barriers to implementing inclusive education and the most effective strategies for overcoming these barriers. Finally, this study sought to identify the preservice and in-service experiences that teachers perceive as most effective in supporting the successful implementation of inclusive education.
Methodology: The study methodology was conducted using semistructured interview questions with 11 teachers who taught in either early childhood education (ECE) or early childhood special education (ECSE). Interview outcomes and an artifact collection and review were used to further analyze how ECE and ECSE teachers described the barriers to inclusive education.
Findings: This study revealed four key findings. First key finding was the primary barrier to the implementation of inclusive practices in early childhood is a lack of familiarity with inclusive practices. Second key finding was the key strategy to the successful implementation of inclusive practices is ownership of all students by teachers and site administration. Third key finding was prospective ECE teachers require preservice preparation in the implementation of inclusive education. Third and fourth key findings were ECE teachers require both preservice preparation and in-service preparation paired with in vivo coaching to successfully implement inclusive education.
Conclusion: Relevant literature review and an analysis of data led to conclusions regarding the barriers to the implementation of inclusive education in early childhood and the strategies to successfully overcome these barriers. This study also identified implications for ECE preservice preparation and in-service professional development that support inclusive education.
Recommendations: An analysis of the findings of this study revealed recommendations for future research and implications for action. The recommendations address the need for ECE teachers to be provided with robust preservice preparation and in-service training and coaching to allow them to be familiar with educational strategies for diverse learners and to take ownership of all students in their classrooms
The Most Effective Strategies That Support Emergent Bilingual Students\u27 Academic Success in Reading, Writing, and Comprehension in the Elementary Classroom
No full textPurpose: The purpose of this phenomenological study was to identify and describe the strategies used by expert K-5 English language arts teachers to ensure that English learners realize academic success in reading, writing, and comprehension.
Methodology: Three school districts in southern California within Riverside County were selected to conduct a phenomenological study on expert elementary school teachers of emergent bilingual students. Purposeful sampling was utilized within this population to find participants who met specific criteria. Fifteen participants, five from each school district were selected from three Riverside County school districts: Moreno Valley Unified, Beaumont Unified, and Colton Joint Unified School districts. The researcher conducted one-on-one interviews to gather data, which was coded and analyzed.
Findings: Qualitative data from 15 interviews with public elementary school teachers who support EB students in language arts with reading, writing, and comprehension were examined by research sub-questions, aligned to the language theories by Stephan Krashen, Lev Vygotsky, and Jim Cummins, and identified strategies to improve EB student outcomes.
Conclusion: The study supported the findings that multimodal learning strategies, including kinesthetic, listening, and hands-on activities, can enhance engagement and English acquisition in EB students. Furthermore, reading comprehension strategies, implicit phonics instruction, and a safe learning environment can enhance engagement and English acquisition in EB students.
Recommendation: Five additional research areas were suggested to expand the existing literature on these variables
Improving Diabetes Self-Management Skills among Adults with Type 2 Diabetes Through Weekly Education
No full textType 2 Diabetes Mellitus is one of the major health issues worldwide, which has led to many health complications, such as cardiovascular disease, nerve damage that leads to limb amputation, kidney damage, and even death (Sameer et al., 2020). Lack of self-care management is one of the reasons diabetes is becoming such an issue in society. Studies have shown that T2DM outcomes can be improved by implementing diabetes self-management education (DSME) (Hailu et al., 2019). The study evaluated the effectiveness of DSME intervention in adult patients with T2DM over 12 weeks in Orlando, Florida. Using a structured education program, the study focused on behavioral and clinical changes in glycemic control, weight, and waist circumference. They attended weekly sessions focusing on blood glucose self-monitoring, eating and exercising, taking medications, and managing complications. Statistically significant positive changes to A1C, BMI, weight, and WC show the effectiveness of intervention in promoting better DSME and the general health of patients with T2DM. These findings showed the effectiveness of intervention in promoting better DSME and the general health of patients with T2DM. The qualitative results demonstrated the feasibility of the intervention by utilizing educational messages that were appropriate for participants to enhance participation and confidence. These results endorse DSME as a suitable, evidence-based practice intervention for diabetes care and should be incorporated into standard care and advanced practice nursing.
keywords: Type 2 diabetes, diabetes education, self-management, diabetes self-care
Civil Service Merit and Employment at Will Personnel Systems: The Role of Transformational Change Leadership in Public Sector Recruitment, Hiring, Promotion, Retention, and Succession Planning
No full textPurpose: This nonexperimental, descriptive, and comparative study aimed to identify and describe the differences between Public Sector HR Association (PSHRA) professionals who worked in a state or local government civil service merit or employment at will (EAW) personnel system.
Methodology: This nonexperimental, descriptive, and comparative study identified and described the responses of 214 state and local government PSHRA professionals throughout the United States, focusing on their respective personnel systems. The researcher collected data and tabulated descriptive statistics and z scores to compare and statistically determine the differences between the two public sector personnel systems.
Findings: The 214 PSHRA professionals who participated in this study indicated various findings. Although PSHRA professionals working within an EAW system averaged higher in recruitment, hiring, promotion, retention, and succession planning than those working within a civil service merit system, hiring was the only statistically significant difference between the two personnel systems. In addition, the need for transformational change leadership averaged very high among both personnel systems, but very little transformational change is occurring within recruitment, hiring, promotion, retention, and succession planning.
Conclusions: This study nearly entirely debunks the new public management (NPM) theoretical framework and, consequently, EAW. The z scores indicated that there was only one statistically significant difference between merit and EAW personnel systems, which was in hiring. Therefore, civil service merit system competitive examinations mediate the ability of PSHRA professionals to effectively hire the most qualified candidate for the job. Furthermore, transformational change leadership averaged as a high need, but little transformational change is occurring.
Recommendations: As this study nearly entirely debunked the NPM theoretical framework and EAW as a more effective public sector personnel system, further qualitative and quantitative research would help reveal what the impediments are in supporting the NPM theoretical framework and HRM reform. Moreover, further research should examine why, despite the high need for transformational change leadership, transformational change has stalled or has stopped altogether. Additional research will help scholars and practitioners to understand what has changed with NPM, EAW, and the HRM reform movement that gained momentum in the 1990s
From Outputs to Outcomes: A Q Methodology study exploring the perceived factors that influence the adoption of outcome measures in youth-serving nonprofit organizations.
No full textPurpose: The purpose of this Q methodology study was to identify specific factors that nonprofit practitioners in youth-serving organizations consider are most important in the implementation of outcome measurement requirements. Methodology: This Q Methodology study identified 20 participants employed by Boys & Girls Clubs organizations across six different cities in the Coachella Valley in Riverside County to explore the factors perceived to influence the adoption of outcome measurement practices. Respondents were selected using purposive and chain referral sampling based on specific criteria. The researcher collected data by conducting Q-sorts and analyzed the data using factor analysis. Salient factors that emerged were complemented by open-ended questions. Findings: Examination of the data from this Q methodology study collected from 20 participants indicated three salient factors including the following: (1) nine participants loaded onto the factor Individual First and believe that individual staff knowledge and access to evaluation information is the most important element in implementing outcome measurement practices, (2) five participants loaded onto the factor Organization First and believe organizational effectiveness and structures are the most important element in implementing outcome measurement practices, and (3) four participants loaded onto the factor Funders First and believe that meeting funding requirements is the most important element in implementing outcome measurement practices. vi Conclusions: Organizations adopting outcome measurement practices need to provide staff training to be more likely to successfully implement outcome measurement practices. Organizations also need to provide clear communication from leaders to create a culture of learning that positively affects the successful implementation of outcome measurement practices. Lastly, organizations that prioritize and understand the importance of successfully meeting funder requirements are more likely to successfully implement outcome measurement practices. Recommendations: To bridge the gap in perspectives between leaders and program delivery staff, leaders in the field should serve Translators and Mediators. Leaders, as Translators, should aim to communicate funding requirements to staff in ways that are relevant to staff. Leaders, as Mediators, should manage the relationship between staff delivering programs and funders, as well as the resistance that varies based on the difference in staff and leadership perspectives