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Quarantining with abusers: COVID-19 and Gender Based Violence (GBV) among girls in rural and low-income urban areas in Kenya\u27
No full textImplementation of a Loneliness Assessment Tool and Education Program in Assisted Living
Get PDFPurpose: To combat loneliness in assisted living (AL) settings, particularly after the COVID-19 pandemic, providers need to be aware of the definition of loneliness, its consequences, and appropriate interventions.
Method: Educational content on loneliness’s definition, consequences and interventions was delivered via PowerPoint to five nurse practitioners. Five nurse practitioners evaluated the education session’s effectiveness via questionnaire and the Three-Item Loneliness Scale was administered to fifteen cognitively intact patients in AL settings. Four nurse practitioners then evaluated the Three-Item Loneliness Scale’s implementation. The Plan-Do-Study-Act cycle was used for this quality improvement project.
Findings: Based on the post-education survey results, the Three-Item Loneliness Scale education session is useful and increases knowledge of loneliness for providers caring for patients in AL settings. The Three-Item loneliness scale was found to be effective in identifying patients experiencing loneliness and assists providers in applying appropriate interventions to decrease the negative consequences of loneliness.
Conclusion: An education session on loneliness has been found to be helpful for providers. The Three-Item Loneliness Scale is an adequate tool that can be used to identify patients experiencing loneliness. The Three-Item Loneliness Scale has been implemented on a small scale with a positive response by providers on its appropriateness for the current environment, ease of use, and effectiveness in identifying loneliness. Provider response during this project highlights the need for effective and accessible interventions in the AL community
Clinical Documentation Quality Improvement Project: Specimen Collection in the Emergency Department
No full textPurpose: A clinical documentation improvement (CDI) project was aimed at improving emergency department (ED) registered nurses (RN) and techs documentation of blood and urine specimen collection using electronic health record (EHR) specimen collection documentation (SCD) flowsheets.
Methods: ED RNs and techs were provided with SCD flowsheet CDI training using video, tip sheets, and in person support. The Plan Do Study Act (PDSA) framework was utilized to monitor iterative change over time and reinforce training. At baseline and during each of the three PDSA cycles, data was collected to evaluate blood and urine SCD. To reinforce documentation in the SCD flowsheet, the ED nurse manager communicated importance of accurate documentation, tip sheets were replenished in the ED, and in-person support continued.
Results: Of 46 participants, 37% viewed the training video and 70% received in-person support. Documentation in SCD flowsheets increased by 16% overall for blood and urine SCD; blood increased by 17% and urine by 15%. Although documentation in the SCD flowsheet increased, accuracy of documentation did not improve for blood collection whereas it did for urine collection.
Conclusion: SCD flowsheet CDI efforts improved documentation of blood and urine specimen collection in SCD flowsheets. Most participants indicated training methods were effective, especially in-person support. Feedback from participants about documentation indicated EHR enhancements to the SCD flowsheet would improve accuracy of blood collection documentation. Continued CDI in the ED has the potential to impact nursing practice through improved data collection. Improved data collection has implications for monitoring patient outcomes and increasing revenue
Baccalaureate Occupational Therapy Assistant Education: Considerations from Other Healthcare Professions
Get PDFThe evidence for the benefits and challenges of an entry-level baccalaureate occupational therapy assistant education is lacking. Therefore, as many occupational therapy assistant programs consider transitioning from an associate degree level to a baccalaureate degree level, they must rely on considerations from other healthcare professions. This doctoral project reviews the evidence from nursing, dental hygiene and respiratory therapy.
The aim of this project is to increase awareness of current literature on the potential benefits of an entry-level baccalaureate health care education and its implications for the occupational therapy education community. This knowledge was disseminated through three different knowledge translation methods. The first method was to educate occupational therapy practitioners, students and faculty via a Minnesota Occupational Therapy Association virtual continuing education event. The second method was to inform readers of the American Occupational Therapy Association’s Academic Education Special Interest Section Quarterly Newsletter through an article submitted for publication. The final method was to inform attendees of the American Occupational Therapy Association’s 2022 Education Summit through a professional presentation.
Completion of these three knowledge translation projects provided a deeper understanding of an entry-level baccalaureate degree in three healthcare professions. This information may be translated to the potential benefits and challenges for the occupational therapy assistant degree. However, the need for continued research is needed as more baccalaureate occupational therapy assistant programs obtain accreditation and have graduates in the workforce. Future research should evaluate the outcomes of these graduates on both technical and clinical skills
The Effect of Morning Meetings on Positive Relationships and Negative Behaviors in Kindergarten Students
Get PDFIn a constantly changing world, educators are struggling to find an effective classroom management strategy. Morning meetings are a beneficial tool to maintain a positive relationship while addressing negative behaviors and sustaining academic performance. Participants were students in a kindergarten class attending a rural public school. Their behavior was observed during and after morning meetings. Data was collected daily for four weeks in the form of observations, end-of-day self-reflections, and Likert scale tests. The study concluded that there is a correlation between better grades, more positive behaviors, and stronger relationships. While the morning meeting takes a significant amount of time to introduce effectively, observations suggest that implementing morning meetings as a daily routine has a profound impact on student development
The Impact of Altering Physical and Human Components in Middle School Mathematics Classes on Assessment Performance
Get PDFAbstract This action research report explores classroom environment interventions used to improve mathematics assessment scores and the effects of anxiety on those scores. This paper identifies that to increase academic performance on math assessments, a person should consider physical and human components, whether it is within the physical movement in the classroom, teacher-student proximity, or student self-assessment (e.g., attitude, growth mindset, focus/engagement). This research also suggests that teachers and students need to be relieved of the negative effects of pressure in a school’s testing culture. The conclusion gathered from this research suggests that students benefit from increased movement during assessments and from creating an environment without the use of the word “test” or the use of standardized high stakes teaching practices
Examining the Impact of Student-Centered Teaching Practices on Ownership and Belonging in a Middle School Orchestra Classroom
Get PDFThe purpose of this study was to examine the impact of student-centered practices on the ownership and belonging of seventh-grade orchestra students. The student-centered practices, based in the theory of social constructivism, consisted of a project in which students worked in small groups to teach a vocabulary term and skill to the class, as well as the routines of class discussions, classroom jobs, and a seat-rotation system. The implementation of the study was documented in a daily teacher journal. Data on students’ ownership of the musical process and sense of belonging in the orchestra was collected through a bi-weekly student survey, observations of an audio recording of students’ small-group work time, and student interviews at the completion of the study. This study led to the conclusion that student-centered practices can positively impact students’ sense of belonging in the classroom, and may also impact their ownership of the musical process. In the future, similar student-centered practices could be implemented that would reduce the intensity of the intervention while still producing similar results
Sealing the Cracks: An Examination of Using Special Education Accommodations in the General Education Classroom
Get PDFAbstract This action research project aims to understand how accommodations typically reserved for students with documented academic needs can aid students without these plans while simultaneously preserving academic rigor and integrity. The desire for this research came out of the need to help students that slipped through cracks of the education system–they did not have or desire formal academic accommodations but may have had the need. These students may have had good enough grades to avoid detection or referrals but could have still benefited from a more intentional approach. This project surveyed students about their own views of their writing abilities, garnered feedback from students about their structured, extra help sessions that occurred outside of the class periods, excerpts from student outlines and quote guides, and teacher reflections. Overall, the researcher found that a broad spectrum of self-identities as writers exists in a classroom; some students feel that they are high powered writers, but the majority feels that they are capable but still in need of help and guidance. This help and guidance manifested itself in the extra help sessions, as participants overwhelmingly felt that having a small group to work in with more direct instruction from a teacher was integral in their accomplishment of a research paper unit. Similarly, structured outlines that supported paper organization and flow were beneficial for typically low performing students in catching up to students that are typically performing at the middle level. This research does not provide solutions to all questions about teaching writing but does provide insight to teachers of how they can better support all students in their classrooms
The Effects of Daily Explicit Phonics Instruction on Reading Fluency in First Grade
Get PDFThe purpose of this paper was to examine the effects of daily phonics instruction on first grade oral reading fluency scores. This 10-week intervention took place in a suburban first grade classroom through whole group and small group instruction. Data was collected using a pre and post confidence interview, weekly written formative assessments, standardized testing, and seasonal benchmark fluency testing. An increase in oral reading fluency was demonstrated following the implementation of daily phonics instruction, but not significant enough to say that the phonics instruction was the sole reasoning for the small increase in fluency scores. Research should continue to identify the effects that phonics instruction has on the fluency of first grade students, and additionally other instructional methods that have an impact as well. Furthermore, a longitudinal study involving how a phonics-based instructional strategy impacts the reading fluency of students in the primary grades. This information can be utilized to best inform reading instruction with first grade students