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The Effects of Loud NICU Environments on Premature Infants and Interventions to Help Minimize Noise
Get PDFNoise in the Neonatal Intensive Care Unit (NICU) often exceeds recommended safe noise levels and has been found to have negative effects on premature infants and their health. Some of these effects can be changes in their heart rate, respiratory rate, and sleep patterns. In addition, negative effects, such as hearing loss, can cause permanent damage that impact children\u27s long-term development. A preterm infant is an infant born before 37 weeks’ gestation. Being born prematurely comes with its own problems and many risks. Attempting to survive in an environment that causes more stress is not healing. Understanding the effects of noise on preterm infants’ physiological state and examining interventions to minimize NICU noise is essential. A review of the research literature was performed. Six primary studies exploring the effects of NICU noise on premature infants and interventions were found. The studies were divided into two categories: Effects of noise exposure and Interventions. The studies highlight the effects seen in preterm infants when exposed to noise and show unique interventions that can help minimize these effects. Some interventions that have been found to help minimize noise include implementing quiet times on the units and the use of earmuffs over preterm infants\u27 ears. Sound levels weren’t measured in the studies that implemented quiet times, so further research is needed to assess the effectiveness of the intervention. A quasi-experimental study is proposed, framed by Florence Nightingale\u27s theory that a healthy environment is needed for patients\u27 healing. With parents\u27 consent, eligible NICU infants will be divided into an experimental group, receiving daily quiet time, and a control group, receiving care in the usual environment. The independent variable is sound level, and the outcome variable is infants\u27 vital signs. This investigation may help nurses understand the effect of noise on premature infants\u27 physiological status.https://scholar.dominican.edu/nursing-student-research-posters/1010/thumbnail.jp
How do Black Congressional Members Frame the Issue of Gun Violence? An Analysis of Twitter Posts, Speeches, and Press Releases from the 117th Congress
Get PDFBlack Americans are disproportionately affected by gun violence. In fact, in 2022 Black Americans were projected to be ten times more likely than White Americans to die by gun homicide.1 One of the responsibilities of Congress is to represent people within their district by developing and voting on legislation that protects constituents by making their communities safer. It is the responsibility of Congress to address the issue of gun violence because it is an issue that jeopardizes the safety of many American communities, as there are roughly 100,000 victims of gun violence each year.2 Research has shown that the race of a Congressional member impacts how they frame issues that constituents face in their districts, especially issues that disproportionately affect minority groups. Most scholarship focuses on whether minority Congressional officials are more concerned with minority issues. Through researching Black Congressional members’ communication surrounding gun violence, this thesis will fill a gap in the literature by focusing on how Black Congressional members specifically frame the issue of gun violence, an issue that disproportionately affects Black American citizens. This thesis asks the question of how members of the 117th Congress, who identify as Black, frame the issue of gun violence? Using content analysis, this thesis analyzes speeches, press releases, and Twitter posts published by Black members of the 117th Congress. The results of this thesis suggest that Black Congressional members are more likely to frame the issue of gun violence as it pertains to the Black community if they represent an urban district that suffers from gun violence at a higher rate than the national average. This thesis contributes to the literature about how racial identity affects how elected officials frame issues, specifically issues that pose more of a threat to people of color
Teachers in Elementary Schools…Do They Have What They Need?
Get PDFThe purpose of this study was to understand a group of teachers’ perspectives and experiences about inequitable access to instructional materials for students in K-5 classrooms and the effect this lack of access has had on the teaching and learning process (Albornoz, Berlinski, & Cabrales, 2018). The problem identified for this project was that instructional materials (including textbooks, curriculum documents, and technology) are not equally available at all K-5 schools. Hahnel (2020) discussed how even though California is one of the wealthiest states in the nation, funding awarded to schools in California was not enough to meet educational goals or individual needs of students, partially due to the high cost of living. This connects to the topic because to understand inequitable access to sufficient materials for students, educators need to understand how materials are funded and purchased. When schools lack access to instructional materials, there are consequences, especially for standards-based education systems like those in the U.S. Those consequences include failing to meet state standards set by the state of California (Oakes & Saunders, 2004). A weakness of the literature reviewed for this project was that comprehensive data related to the investigated problem was limited. Clearer and comprehensive quantitative data is needed to provide a sense of how much funding each school receives for the purposes of acquiring sufficient instructional materials. To understand teachers’ perspectives and experiences, interviews were conducted with several elementary school teachers. After open, focused, and peer coding, several findings were identified, which highlighted teachers’ experiences navigating inequitable access to instructional materials. These findings, which point to limited funding for learning materials and show that teachers do not have enough resources to provide materials through 180 days of school, have important implications for school districts and classroom teachers
Cultural Identity of And Implications for Later Generational Hispanic and Latino Populations In The United States
Get PDFThis study explores the Hispanic and Latino/x/e cultures within the United States, with a particular focus on the concept of identity within these communities and its implications for third and later generations. Data were collected during the pandemic via an online survey and art directive. The student researcher used the Identity Denial Scale (Albuja et al., 2019) to measure how often the participants’ identity is denied within the United States and then used an art therapy prompt to invite participants to create their own self-portrait in conjunction with their authentic self and self-image. Qualitative data were also used in response to a vignette portraying a character experiencing imposter syndrome. Whereas 51 people signed the consent form for the project, 12 completed the study. First-generation (n = 3), second-generation (n = 6), and third- generation (n = 3) individuals identifying as Latina or Hispanic participated. First- and second- generation participants scored low but still had problems with their identity. Third-generation participants scored the highest on the Identity Denial Scale but coped well with due to familial ties and support. Overall, based on the qualitative data collected, the findings of this small study showed that the younger participants would benefit from therapeutic intervention. The third- generation conveyed the feeling that their identity was denied but they conveyed the notion that their place was secure
Perception vs. Reality: The Influence of Civic Experiences in High School on Adult Civic Engagement
Get PDFResearch on political socialization has shown that individuals’ families and education play a significant role in their later political actions and attitudes, but more needs to be understood on how large the role of education is and, specifically, what impact secondary education has on people’s political socialization. Literature suggests that educational standards that require more civics or social science courses are more effective in creating civically engaged individuals, and curriculums that employ service learning and experiential learning techniques are even more effective at increasing civic engagement, but to what extent does a person\u27s perception of their educational experience factor into their adult civic engagement? This thesis examines how young adults perceive the impact of their high school social science and civics curriculum on their adult civic engagement. Specifically, this thesis asks to what extent do young adults view their secondary education as being the primary impact on their civic engagement? This study uses a survey of young adults between the ages of 18 and 30 that asks questions about their civic education and civic experiences in high school and post-high school to understand what they perceive to have had the largest impact on their engagement now that they are adults. There are two hypotheses for this thesis: H1: People who had a civically involved high school experience will participate in more civic activities after high school and H2: People who had civically involved high school experiences will identify education as being the main influence on their later civic engagement. This study supported both hypotheses. It found that people who had a civically involved high school experience, either through extra classes or civic activities, were more likely to participate in a higher number of civic activities as young adults than people who did not have a civically involved high school experience. It also found that those who had more civically involved high school experiences named education as the main influence. The role secondary education plays in political socialization is crucial to understand as states continue to adapt standards and curriculums to promote civic engagement to further energize our democracy in America
The Feminine vs Masculine Nurse: The Effects of Gender Stereotypes in Nursing
Get PDFBackground
The field of nursing has been a predominantly female profession since the introduction of modern nursing by Florence Nightingale in 1860. While more men are beginning to enter the field, there are still many stereotypes surrounding the role of a nurse. For women, this may include qualities such as caring and being empathetic or motherly. Conversely, there are assumptions that men are unable to bestow those same qualities and are therefore unworthy of working within the occupation. Female nurses may experience difficulty progressing professionally or feel that their male counterparts are more favored. Male nurses may observe that the female dominated space is difficult to assimilate into. Both men and women face the challenges of being a nurse in traditional patriarchal societies around the world.
Objective
This literature review will investigate the impacts of gender stereotypes and patriarchal values within the nursing profession.
Literature Review
There are many similarities between the various studies used. Male nurses and nursing students complained that their culture\u27s word for “nurse” directly translates to a female title. Females within the profession explained it is easier for men to progress professionally, and are often favored by instructors and managers. The men described their frustration with being refused by female patients, or being looked down upon for joining a female dominated profession. Specific and general issues that men and women faced are explored.
Proposal
Six articles were collected for this literature review utilizing the CINAHL Complete database. After reviewing the literature, a proposal for a further mixed-methods and longitudinal research study is presented using a purposive sample with male high school students
Does an educational intervention program on infection precautions decrease absentee rates in schools?
Get PDFDuring our community health clinical rotation in a public school, we observed abundant absences in the kindergarten class, which led us to inquire: What is the possible cause for the multiple absences? Further, we noticed that the students had a hand hygiene knowledge deficit. These observations led us to hypothesize that due to direct contact transmission many absences were related to infection-related illnesses, and without proper technique and understanding of hand washing, infectious diseases will continue to have a high probability of transmission in schools. The objective of our investigation is to identify the prevalence of this issue in communities and identify a program that can be implemented to enhance the youth’s understanding of and compliance with proper hand washing.
We performed a literature review and found that evidence supports our observations about school absenteeism and our hypothesis that implementing a hand hygiene program in schools may lead to a decrease in the prevalence. Therefore, the additional research question we are focusing on is, “Does an education program on infection precautions decrease absentee rates in schools?” We carefully reviewed twelve articles examining infection transmission and hand-washing education. We found that students who do not receive educational interventions are more likely to get sick than the students who did receive the intervention. Interventions include hand-washing tips, a curriculum for infection prevention, and posters. To test our hypothesis, a mixed-method, comparative study is proposed that will provide a hand hygiene program and questionnaire to schools in Marin County. Our prospective study will compare school absentee outcomes for an intervention group and a control group to see how the two differ when provided with the current practice of informal recommendations, as needed, versus a structured educational plan over the course of one school year. We also will examine satisfaction with the handwashing educational intervention
We Were Such a Happy Family: Lessons in Imperfection
No full textWhat does it mean to hold both your love of your family and their deep and sometimes harmful flaws? This memoir in essays, 100-word stories, and poetry examines themes of imperfection, love, and loss—and what it means to be a family—against the backdrop of the COVID-19 pandemic
A Collection of Prose
No full textThis collection of prose is a representation of my work in the program. It explores the various styles of fictional storytelling, exploring themes of connecting with oneself and others and what it means to be seen in the world. The flash fiction pieces invite readers to embark on a journey of self-discovery, offer unique insights into the human condition, and illuminate the essence of our shared human experience.
The novel abstracts in this collection include a historical YA novel, WHITE RAVEN, set in post-Nazi Germany where a resilient young girl named Gabi must confront the haunting shadows of her past. In a world scarred by trauma, she embarks on a quest to uncover the truth behind her mother’s mysterious disappearance. In the second novel abstract, THE DEAL, readers venture into the complexities of love and marriage in a darkly comedic tale of an affluent suburban housewife named Kate. Torn apart by the weight of her seemingly perfect life, she embarks on an unexpected journey to reclaim the intimacy and connection with her husband she so desperately craves. Through Kate\u27s misadventure and poor choices, this women’s fiction novel explores love, identity, and the never-ending pursuit of happiness
Biblical Models for Salvation and Some Implications for Today
Get PDFLecture notes on a series of talks by Scott G. Sinclair\u27s on his version of the Historical Jesus