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Self-Care Practices for Nursing Faculty to Alleviate Burnout
Full text linkDrawn to the service and caring profession are compassionate and empathetic individuals. However, burnout is endangering the health of nursing faculty, nursing students, nurses, patients, and communities. Since identifying burnout, mounting efforts have increased to combat burnout symptoms. Evidence of burnout is emotional exhaustion that produces a feeling of alienation from job-related activities, resulting in a decline in job performance (Poncet et al., 2007). Holdren et al. (2015) posit that it is to be overworked until one feels lethargic, even to depletion. Therefore, burnout depletes the qualities of compassion and empathy that calls on nursing faculty when mentoring, assisting, and instructing nursing students.
Nursing faculty experience burnout when there is an unsupportive work environment or an excessive workload (Stamm, 2012). Luckett (2020) identifies the nursing faculty shortage as a condition ripe for burnout. The trials of transitioning from in-person to online classes, organizational changes or requirements, student enrollment and retention, committee meetings, the challenges of preparations for clinical sites, and the responsibility of providing an innovative educational experience to students may all lead to secondary stress and an unfair demand on work-life balance for nursing faculty (Luckett, 2020). Farber et al. (2020) explain that work-life balance is vital to nursing faculty; however, increasing demands on faculty interfere with the pursuit of work-life balance and contribute to burnout. Additionally, Farber and colleagues (2020) report that nursing faculty identified burnout as a significant reason for leaving their nurse educator role, thus increasing the nursing faculty shortage. So, by engaging nursing faculty individually or as a group in self-care practices, nursing faculty can reduce their risk of developing burnout and become healthier nurse educators (Khademian et al., 2020; Small, 2019)
Preparing Nurse Practitioner Faculty to Utilize an Academic Electronic Health Record in Teaching
No full textPurpose: The purpose for this project is to provide a training session for faculty on how to incorporate an academic electronic health record (AEHR) called (EHR Go) in teaching graduate level nursing.
Method: Nine faculty were taught how to use an AEHR called EHR Go. They were then invited to participate in the post-training survey questionnaire study. Eight of nine faculty answered the post-training survey questionnaires, including quantitative and qualitative data. These data were collected and analyzed to assess the faculty’s comfort and competency levels, challenges, and suggestions for future training.
Results: 100% of faculty (N=8) felt that the step-by-step instruction helped them navigate EHR Go. Most faculty felt that using an EHR Go was not difficult. About half faculty (N=4) agreed that they felt comfortable uploading information in EHR Go. After the training session, most faculty reported that they plan to implement EHR Go in the future course within the next six months. In addition, even though some faculty thought EHR Go was easy to use, faculty felt more practice was needed to become familiar with all the features.
Conclusion: This project provided a training session for DNP-NP faculty to promote their comfort and competency levels in using an electronic health record in teaching. Overall, the implementation was successful. The results of this project positively impacted the faculty\u27s comfort and competency levels. The faculty can consider utilizing EHR Go in-class teaching and simulatio
Implementing a Standard Charge Nurse Selection Process
No full textBackground/Purpose: Nurse managers are often the support for staff transitioning into first-time leadership roles with little to no support for their own growth and development needs. Operational and union leaders identified three areas of need related to charge nurse professional development at a large, suburban hospital. These included charge nurse training workshops and onboarding practices, the development and implementation of a charge nurse selection process, and professional development opportunities for nurse managers and bedside nurses fulfilling the charge nurse role.
Methods/Intervention: In collaboration with staff nurses, hospital and union leaders, and quality improvement (QI) partners, the development and implementation of a charge nurse selection process were accomplished. Six nurse managers participated in an eight-week QI pilot project using a pre-post program design. Activities included scheduled surveys, an in-person focus group, and an education intervention to implement the drafted charge nurse selection process. Supporting literature citing best practices in charge nurse development helped further inform the pilot project. Implementation of the pilot project focused on nurse managers using the charge nurse selection process with staff to evaluate charge nurse readiness.
Results: Nurse managers successfully implemented the newly created charge nurse selection process. Pre- and post-pilot survey results reflected improved perceived participant knowledge and satisfaction with the charge nurse selection process.
Conclusions: Participation in the pilot project increased nurse managers\u27 perceived knowledge and confidence to perform charge nurse selection using the created selection process appropriately. Long-term benefits such as staff turnover, costs, patient experience and outcomes, and nurse manager use and satisfaction are yet to be determined due to the length of pilot project implementation. Quantitative and qualitative feedback indicates positive nurse manager support for the charge nurse selection process
The Impact of the Establish-Maintain-Restore Method on Teacher-Student Relationships in the Secondary Classroom
Full text linkThe purpose of this study was to determine the impacts of using a problem-solving approach to behavior instances within the classroom that decreases the use of office referrals. This study focuses on eighth-grade students in math and social studies classrooms. Within this study Pre- and Post-Assessments were used to gauge classroom culture, Behavior Logs to document behavior instances, a Conflict Data Gathering Tool to identify student perceptions of the private conversations, and a Teacher Reflection Chart to identify alternative behavior prevention strategies that could also be implemented. The researchers found that implementing a problem-solving approach to student behavior instances significantly reduced their use of office referrals for discretionary student misbehavior compared to previous years. The researchers plan to continue using a problem-solving approach to student behavior concerns and recommend that other educators implement the problem-solving approach as well
Impact of Student-Driven Mathematical Assessment on Learning Behaviors in Sixth Grade Students
Full text linkThis seven-week study explored the impact of student-self assessment on learning and engagement behaviors of 48 sixth graders during math classes in a public school setting. Data collection tools such as student surveys, pre-and post -self-assessments, observations, reflections, and teacher- student conferencing provided the information to inform the conclusions regarding self-efficacy. Observation confirmed that a student’s participation in using self-evaluation to contribute to their learning affected internal processes such as motivation and engagement. Assessment activities that provided evidence and feedback to inform goals specific to skill development and learner traits yielded significant results. Highly structured assessment tools and classroom routines reduced students\u27 reliance on the teacher to interpret and use individual performance data. The use of formative assessment practices that promoted goal setting, self-assessment and self-determination practices improved engagement and learning behaviors in the classroom
The Impact of Discourse on Math Learning in Upper Elementary
Full text linkUpper-elementary mathematics becomes increasingly complex, and the gap between fluency and ineptitude grows. Considering the importance of math competency, the educator must act to narrow this achievement gap. This six-week action research study examined the effect of the implementation of teaching and encouraging student application of differentiated discourse strategies on mathematical achievement and empowerment on twenty-two nine-to-twelve-year old suburban students. Qualitative and quantitative data analysis yielded three key themes: nominal growth in student achievement, a marked increase in mathematical modeling, and a considerable shift in perception of discourse responsibility, impacting student mindset, behavior, and participation. Findings suggest that student engagement in mathematical discourse is a transformative practice. Further research is required to quantify academic gains over an extended period of intervention and the influence of adult execution in identifying the upper and lower zones of proximal development
The Effects of Formative Feedback and Assessment Tools on Writing Proficiency and Motivation in Elementary Classrooms
Full text linkThis action research aimed to determine the effects formative feedback and rubrics play on student motivation and proficiency levels in writing. This four-week intervention took place in a suburban 1st-grade classroom and an urban 3rd-grade classroom through whole group and small group instruction, collaborative conversations, student reflections, and student attitude inventories. Data was collected through the use of pre-and post-intervention writing attitude surveys. In addition, a pre-intervention, rough draft, and final draft writing sample that the teacher and student graded was utilized. Finally, data were collected during small group, reflective conversations involving student understanding and application of rubrics alongside writing samples. An increase in student proficiency was demonstrated following the use of formative feedback alongside rubrics when crafting personal narratives. Additionally, an increase in motivation was demonstrated, yet not significant enough to say that formative feedback paired with the use of rubrics increases student motivation in writing. Research should continue to identify patterns in students\u27 confidence or attitudes towards their writing and proficiency levels over time. Furthermore, a longitudinal study involving Kindergartners-3rd grade would be beneficial to measure proficiency and motivation rates in writing over an extended period to identify patterns. This research can support educators so that we may better understand rubrics, formative feedback, and their influence on proficiency and motivation levels over time. Moreover, we can utilize the information to best inform our instruction and support systems with elementary student writers
The Impact on School Progress of Building a Child\u27s Self-efficacy at Home
Full text linkThis study was conducted to better understand the impact on school progress of building a child\u27s self-efficacy at home. During a parent-teacher conference, the teacher highlighted that my daughter lacks self-confidence in her ability to solve problems independently and avoids challenging tasks, which negatively affects her school progress. My daughter is a second-grader and the only participant in this study. The 5-week intervention focused on building my daughter\u27s self-efficacy at home through reading inspiring books and practicing mindfulness activities. Quantitative data analysis showed a 16% increase in academic growth and a 10% increase in social growth and completed a full set of ten goals almost daily. Qualitative data analysis revealed increased self-confidence, improved problem-solving, and self-regulation. Findings suggest more intervention time to conduct the study with different statements that complement the environment and child\u27s needs and a broader range of participants for more generalizability
The Effects of ENVoY on the Middle School Social Studies Classroom Behaviors
Full text linkThe aim of this study was to determine if ENVoY is an effective classroom management tool to use in a 7th-grade social studies classroom. There was a need to reduce the amount of time spent on stopping unwanted classroom behaviors, such as blurting and being off task. This research was completed over a six-week period in a suburban school. Data was collected using four different methods and completed multiple times throughout the research period. Classroom observations were conducted and behaviors were tallied. Students completed self-assessments asking them to reflect on four different behavioral criteria. Data was also collected using teacher-student conferences as well as a teacher journal. It was determined that ENVoY can be an effective method of classroom management when implemented consistently. This determination has led to the continuation of the method in my classroom
Using a Knowledge-Translation Approach to Advance Evidence-Supported Cognitive Rehabilitation Practices in an Interdisciplinary Rehabilitation Setting
Full text linkThere is an identified 17-year gap in implementing evidence into practice. Courage Kenny Rehabilitation Institute (CKRI) has the goal of updating their cognitive rehabilitation guidelines by 2023. This project aimed to provide the materials and supports necessary for CKRI to develop, implement, and have follow-up for new evidence-based interventions in their cognitive rehabilitation practice for people with acquired brain injuries and thus improve patient outcomes. A needs assessment, development of an evidence summary, implementation and provision of support were completed to address this need. An evidence table and summary, two presentations, and five intervention-specific handouts were created to support the outcomes of this doctoral project. The five members of the advisory team completed a survey following the delivery of materials in which they reported feeling that interventions were supported by evidence, that the OTD process was effective, deliverables will support their practice, and that they received adequate support. Recommendations for next steps for CKRI are to complete a system-wide survey identifying current rehabilitation practices across CKRI sites as well as interest items identified by therapists, based on the evidence and feasibility of implementation