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Toward a Black-Brilliance Praxis of (Re)Centering and (Re)Imagining Blackness in Education
Get PDFMissing within educational research on theory, pedagogy, and teaching are unifying frameworks created by Black people for Black people that cohesively combine applicable ways to explicitly (re)center Black people\u27s historical, educational, ideological, cultural, and spiritual ways of being. Paralleling Dumas and ross’s (2016) theorized Black critical theory (BlackCrit) in education, I endarken (Dillard, 2006) and carry on the tradition to address the specificity of antiblackness and better understand the anti-Black schooling experiences of Black scholars by theorizing a Black-Brilliance Praxis framework. This framework serves as a pedagogical, methodological, and spiritual approach for how Black educators specifically, and non-Black educators, administrators, and institutions generally, can address systemic antiblackness and anti-Black racism, (re)humanize Black scholars and educators, and (re)imagine Blackness in education
Breaking the Chains: Tracking Through the Lens of Black Feminist Thought
Get PDFAcademic tracking segregates students based on perceived ability. Because of the nation’s exclusionary history, Black students are often unfairly judged and disproportionately placed in lower tracks. By viewing academic tracking through Patricia Hill Collins’s concept of the “ matrix of domination, ” this study brings attention to normalized deep-seated biases and structural discriminatory practices. Yet amidst this complex web of oppression is the potential for education to be a political weapon that equips students to oppose and disrupt hegemonic state-sanctioned violence. This study makes the case that tracking Black girls is oppressive by drawing on Black feminist thought, research literature, and the experiences of the Black women authors through Black girl autoethnography. To free Black pupils from the oppression of tracking systems in state education, we propose that schools implement detracking and teachers embrace an abolitionist pedagogy, drawing on the ancestry of Black Americans
Enhancing Continuous Improvement in Assisted Living: Developing a Quality Assurance and Performance Improvement Program
No full textThe persistent challenge in an assisted living facility to run without a Quality Assurance and Performance Improvement (QAPI) program has been a focal concern of the organization in this study. This QPAI program identified areas of improvement and incorporated them into the existing QPAI program in the skilled nursing unit of the same organization. Using a multi-disciplinary approach, the project implemented a number of coordinated interventions, including resident satisfaction survey and analyzing data of falls and hospitalization rates. Data were collected over a previous eight-month period from the Electronic Health Record (EHR). Resident satisfaction rate, falls, and hospitalization rate were identified as the metrics in the QAPI program. The quality improvement (QI) project team suggests that the survey should be conducted by the future QI project team, and data should be measured both pre- and post-intervention for baseline data comparison. The interventions should focus on educating residents on the utilization of assistive device and their health conditions to reduce falls. Promoting effective communications among the staff and educating them on recognizing early signs of disease can help decrease hospitalizations. Educating the staff on the resident satisfaction survey can improve the quality and effectiveness of care. Upon the success of intervention, the aimed result is a 20% improvement in the metrics by the end of 2025. This study concludes that the QAPI program can significantly enhance resident outcomes and operational efficiency, suggesting consistent application and continued quality monitoring
Implementing Pressure Injury Prevention Care Bundle Education to Improve HCAHPS Scores in Acute Care
No full textObjective Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores at a Bay Area medical-surgical/telemetry unit consistently fell below the organizational benchmark. The nursing communication score was 70.31% in February 2025, compared to the target of 75.62%. Chart audits also showed high compliance with clinical practices but weak documentation of patient education. Pressure injuries, costly and preventable, further impacted patient outcomes and satisfaction. Aim This quality improvement project aimed to improve the HCAHPS nursing communication score by 5%, from 70.31% to 75.62%, through implementing Pressure Injury Prevention Care Bundle (PIPCB) education over a two-week period. Methods Patients received visual aids, including posters and cards, promoting mobility, skin care, and nutrition. Nurses were instructed to distribute cards at admission and reinforce education every shift. Pre- and post-surveys assessed patient understanding and nurse perceptions. Chart audits measured documentation rates. HCAHPS nursing communication domain scores were monitored pre- and post-intervention. Results The nursing communication score declined from 70.31% to 62.96%. While nurses found the materials helpful, they cited time constraints as a barrier. Conclusions Patient education alone did not improve HCAHPS communication scores. Future efforts should include workflow adjustments, leadership support, staff champions, and ongoing Plan-Do-Study-Act cycles to improve outcomes
Enhancing Care Through Continuous Improvement Through the Development of a Quality Assurance and Performance Improvement Program in Assisted Living
No full textThe increasing acuity of residents in Assisted Living Facilities (ALFs) necessitates a systemic approach to quality improvement. This project aimed to develop and implement a Quality Assurance and Performance Improvement (QAPI) program at an Assisted Living Facility A in Marin County to address gaps in care processes. Key quality metrics were identified to aid Assisted Living Facility A in the development of the QAPI program and revealed opportunities for improvement which included resident satisfaction, fall incidents, hospitalization rates, and standardization of data collection. Implementation of the QAPI program was not seen due to time restraints, however the groundwork was established for ongoing QAPI efforts. This project underscores the potential for QAPI programs to enhance care quality and system efficiency in ALFs and highlights the need for long-term sustainability and further research
Enhancing Intimate Partner Violence Screening: Implementing Standardized EHR Protocols and Staff Education in a Community Health Center Serving the Latinx Community
Get PDFIntimate Partner Violence (IPV) is a public health issue that disproportionately impacts Latinx populations, who often face barriers such as cultural stigma, language barriers, fear of legal consequences, and limited access to culturally competent care. Community Health Centers (CHCs) are well-positioned to identify and address IPV. This project aims to increase IPV screening rates in a CHC serving a predominantly Latinx population by implementing standardized EHR protocols and culturally responsive staff education. The project’s goal is to raise IPV screening rates to 25% by April 15, 2025. The intervention includes two key components: integrating the Hurt, Insulted, Threatened, and Screamed screening tool into EPIC with a mandatory “hard stop” for all adult patients, regardless of gender, and delivering trauma-informed IPV training to medical staff. The training covers an introduction to IPV, screening techniques, response protocols, mandatory reporting, and referral resources, and was supplemented by a tailored educational pamphlet for the medical assistants. Staff feedback indicated a positive response to training and interest in improving IPV care practices. Despite limitations in time and staffing, this QI project established a foundation for system-wide change in IPV screening and staff preparedness. The project demonstrates the importance of culturally sensitive, evidence-based strategies to improve early IPV identification and support for vulnerable Latinx populations
Leading the School Team: A Professional Development Training on Eating Disorders for School Nurses
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Background: The COVID-19 pandemic sharply increased the prevalence of eating disorders (EDs) among youth. These conditions are associated with high treatment costs and have the second-highest mortality rate among mental illnesses, surpassed only by opioid overdose, making them a critical concern for school communities.
Local Problem: A learning needs assessment conducted by the Alameda County School Nurses Network identified gaps in school nurses’ knowledge and confidence regarding ED identification, referral, and care coordination. Methods: In response, a Doctor of Nursing Practice (DNP) student scholar developed and implemented an evidence-based, virtual professional development training focused on EDs. The module was delivered to school nurses across 17 school districts in Alameda County and aimed to build capacity in ED knowledge, identification, and supportive interventions. Interventions: The 90-minute session covered ED types, signs and symptoms, contributing factors, common stereotypes, treatment options, school-based planning recommendations, and evidence-based toolkits. Pre- and post-training surveys measured knowledge and self-rated confidence in identification, planning, and referral.
Results: Thirty-five nurses completed the pre-survey; 28 completed the post-survey. All five targeted learning outcomes demonstrated improvement, particularly in general ED knowledge and confidence in developing health plans. Gains were also noted in understanding ED-related stereotypes, contributing factors, and treatment strategies.
Conclusion: The training meaningfully improved school nurses’ preparedness to identify and support students with EDs and reinforced their role in early intervention. The program offers a replicable model for enhancing school-based mental health services through nurse-led professional development
Passive Envelope Retrofits as Climate Justice Infrastructure Against Extreme Heat: A GIS-Guided Approach for Outdated Single-Family Homes in Urban California
Get PDFI examined the opportunities to enhance equity in energy performance, climate resilience, and environmental adaptation through climate-resilient envelope retrofitting and spatially guided implementation strategies (via mappings of the Urban Heat Island -UHI- and socio-economic vulnerability indicators). Passive envelope retrofits of attic insulation; high-performance windows; cool roofs; and green roofs / walls, are examined across multiple climate zones of California\u27 aged single-family housing stock, focusing on the Disadvantaged Communities (DACs). Through spatial analysis, strong overlap between Urban Heat Island(UHI) exposure; pre-1980 housing; socioeconomic disadvantage, and thus the need for spatially-directed action is underlined. The policy landscape analysis provides confirmation of the findings from the spatial analysis. Additionally, I identified challenges due to; fragmented incentive programs, administrative barriers, and a technocratic approach that values emissions reductions above resilience results, which are standing in the way of fair and inclusionary delivery. Using empirical case studies from San José, Pacoima, Oak View, and Oakland, I illustrated that prioritizing equity and place-based design by the contribution of Community Based Organizations (CBOs) in retrofit frameworks would have a direct impact on participation levels and resilience outcomes. Recommendations include spatially targeted and grantbased funding and streamlined permitting for passive retrofits, the inclusion of resilience co-benefits in action program metrics, and workforce development participatory engagements in disadvantaged communities. Ultimately, highlight is the importance of changing perspective from approaches that treat passive envelope retrofits as merely exchanges of technical upgrades to one, in which passive envelope retrofits are a pillar of infrastructure for climate justice and equity
Improving Access and Retention of Medication-Assisted Treatment (MAT) for Minority Inmates in the California State Prison System: A Quality Improvement Initiative Using a Culturally Competent Approach
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Background: The opioid crisis disproportionately affects minority populations in correctional settings, where limited access to Medication-Assisted Treatment (MAT) contributes to high overdose rates and healthcare costs. At a California prison, only 48% of individuals with Opioid Use Disorder (OUD) receive MAT. Local Problem: Limited MAT access and low provider cultural competence exacerbate health disparities among minority inmates. Methods: A culturally sensitive training intervention was implemented for healthcare providers at a California prison, guided by a review of ten evidence-based studies. Pre- and post-training surveys on a 5-point Likert scale assessed provider competency, defined as Agree or Strongly Agree on all items. Interventions: Training included cultural sensitivity sessions, MAT protocol education, culturally tailored inmate outreach (peer support, MAT classes), and policy advocacy to reduce institutional barriers. Results: Provider competency improved significantly. Chi-square analysis showed a significant increase in providers meeting the competency threshold (5/23 pre-training vs. 19/23 post-training; χ² = 17.1, df = 1, p \u3c 0.001, 95% CI). Paired t-tests revealed significant improvements in self-reported cultural competence t (22) = 6.14, p \u3c 0.001, 95% CI). MAT enrollment increased to 50% within two months, retention reached 99.3% (n = 1,345), and overdose incidents dropped to zero in the first month. Inmate feedback indicated greater trust and engagement with providers. Conclusions: Culturally sensitive training enhanced provider competency, increased MAT retention, and reduced overdoses, underscoring the need for tailored interventions in correctional healthcare.
Keywords: Opioid Use Disorder, Medication-Assisted Treatment, Correctional Healthcare, Cultural Competence, Health Disparities, Minority Populations, California Prisons
The Impact of Teacher Training on Newcomer Integration
Get PDFAs global migration diversifies classrooms, teachers face growing responsibility to meet the academic, social, and emotional needs of students navigating new cultural and linguistic contexts. Therefore, this thesis examines how teacher training programs shape educators’ ability to support newcomer students in U.S. schools. Chapter One outlines the research problem and objectives, highlighting the need for inclusive teaching practices that promote newcomer integration. Chapter Two reviews literature on newcomer student integration, instructional strategies, and teacher professional development, framed by Culturally Sustaining Pedagogy. Chapter Three outlines the qualitative methodology, which involved semi-structured interviews with five K–12 teachers. Chapter Four presents key findings, including five central themes: understanding students’ backgrounds, balancing diverse classroom needs, prioritizing emotional safety, modeling and scaffolding, and the role of collaboration. The study reveals that effective support requires more than technical strategies, it demands relational, reflective, and collaborative approaches. Chapter Five discusses the implications, emphasizing the need for ongoing, practical, and emotionally responsive teacher training. The study concludes that culturally grounded, hands-on preparation is essential for fostering newcomer student success