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Improving Diabetes Literacy Among Somali Immigrants
No full textBackground: Somali immigrants have been coming to the United States and many other Western countries for over four decades to seek safety, economic stability, and academic opportunities for themselves and their offspring. Somali immigrants arrived in these countries even healthier than the general population (Njeru, et al., 2015). They had many chronic illnesses such as hypertension, hyperlipidemia, obesity and type II diabetes. Currently, despite the availability of health education and healthcare in the United States, type II diabetes is prevalent in the Somali community and is not managed as well as in the general population (Kindarara & Silva, 2019; Udod & Racine, 2017).
Purpose: This Quality Improvement project aimed to educate Type II diabetic Somali patients in a community clinic to improve their poorly controlled hyperglycemia. A diabetic workbook an educational class was used to help patients better understand diabetic processes and improve their diabetes literacy.
Methodology: The educational class sessions took place on two separate days to ensure potential participants had choices and that there were enough samples for the project. Six participants attended the first educational class session, and eight participated in the second session. After the consent was read to participants by a Somali interpreter, the participants who remained agreed to participate in the project implementation. They completed the presurvey and were seated. Anonymous pre-education survey forms were provided to participants by a Somali interpreter, and participants were asked to drop the completed pre-surveys into a locked box. After participants had completed the pre-survey questionnaire, the Somali version of the diabetic workbook was provided to participants. An English version of the diabetic workbook was also made available for class participants who read English fluently. The DNP project leader then gave a culturally-tailored lecture on Type II diabetes, speaking in the Somali language and referencing the Somali version workbook projected on a projector screen. After the DNP project leader ended the educational session, post-survey forms were provided to participants to complete and drop into the locked drop box. At the end of the educational class sessions, the DNP project leader accessed the anonymous pre- and post-educational class surveys from the locked box.
Results: Knowledge of diabetic processes was tested, and a paired samples t-test was used to examine the results. Knowledge was measured as percentage correct. The pre-Knowledge mean was 39.61% and the post-Knowledge mean was 80.15% The mean difference was statistically significant at p \u3c.001. This means there was a significant impact made by the intervention in raising the post-Knowledge scores
The Impact of COVID-19 on Middle Eastern and North African Labor Markets: Employment Recovering, but Income Losses Persisting
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Native American Age at Death in the USA
No full textThere are persistent disparities in mortality rates between Native Americans and other groups in the USA. Public-use mortality data severely limits the ability of researchers to examine contextual factors that might explain these disparities. Using restricted-use mortality microdata, we examine the relationship between geographic location, specific causes of death, and age at death. We show that Native American women, on average, die 13 years earlier than White women; Native American men, on average, die 12 years earlier than White men. These disparities are largest in the northern Great Plains and Rocky Mountain states. The disparity in age at death is in part due to Native Americans dying from diseases at younger ages than White Americans. Native American women and men die younger and more often from homicide in counties with persistently higher White male to female ratios. Native American men also die younger and more often from homicide when White male to female ratios increase within their county over time
Eating Disorder Prevention Measures for High Risk Populations in the College Campus Setting
Get PDFEating disorders (EDs) are complicated and dangerous illnesses that affect mental and physical health. Symptoms may include, but are not limited to, food restriction, vomiting or using laxatives, and/or excessive exercise to prevent weight gain. College students, particularly females, are at an increased risk for ED onset due to external factors such as a change in environment, eating habits, diet culture and high risk of food insecurity in the campus setting. Since St. Catherine University (SCU) has a College for Women, the author wondered why she hadn’t seen more information or initiatives to support ED prevention and recovery within the SCU community.
In this honors project, the author analyzes what previous research reveals about ED prevalence and prevention in the college environment, specifically as it pertains to ED awareness and food availability. She also shares the information from interviews with three Registered Dietitian Nutritionists who work in college settings. The author finishes by offering some suggestions for how SCU as an institution can more effectively fight ED onset and diet culture, and promote healthy body image. These suggestions include changes such as adjusting cafeteria structure or menus, offering regular ED screenings, educating students on how to alert faculty and staff about a student at risk, and hosting ED awareness workshops through programs like The Body Project
Efficacy of Community Building in Adult Online Learning Environments
Get PDFThis qualitative research study was conducted during synchronous class sessions with adult learners enrolled in an online Montessori teacher education program. The aim was to determine which techniques were being used to facilitate adult learning in an online learning environment. The research collected data through data tools designed to record the observed behaviors of participants engaged in online synchronous class sessions. The data revealed the use of learning techniques beneficial to developing self-confidence, community building, and knowledge acquisition by utilizing qualitative and quantitative research methods. This study can serve as a framework for future research projects focusing on adult learning methods and techniques that will positively impact adult learners’ experience in online learning environments. This study provided evidence that supports techniques that focus on supporting and encouraging adult learners to build self-confidence while cultivating a supportive community of learners. Overall, having synchronous class sessions appear to be beneficial to the building of community, self-confidence of the adult learners, and worthwhile use of time to evaluate the effectiveness of learning in online environments. Synchronous class sessions, accompanied by asynchronous activities of adult learners, are a very effective way of educating future teachers in the Montessori method
Goal Setting and Student Conferencing Action Research Study
Get PDFThis paper aims to answer the question: “How does student choice, goal setting and student conferencing impact student motivation to continue learning in a Montessori classroom?” The previous research has shown that choice is more motivational for students than no choices. Researchers have different opinions on what the options should look like to be most effective. This research compares these and sees what is most effective with the data. New and older research was used in conjunction with the foundations of the Montessori method to see what fits seamlessly to implement without much effort. The findings are the right combination of research methods and the Montessori method
Mindfulness, The Effects on Student Trauma and Stress Management
Get PDFThis study aimed to determine the effects of mindfulness on student stress and anxiety. This study occurred in a small rural school approximately an hour southwest of Chicago, Illinois. The classroom was a self-contained general education classroom consisting of 15 kindergarteners. All 15 participants were between the ages of five and six. The action research took place over four weeks. Over these four weeks, the researcher taught students mindfulness strategies that included deep breathing exercises and meditation - an awareness of senses and emotions. All 15 students participated in mindfulness daily. Data was collected over the entirety of the study. On-task behaviors were observed and recorded twice daily. Students were surveyed on their emotions twice daily. The researcher conferenced with students one-on-one weekly. The researcher also kept a journal to note observations during the study. The data shows that students on task behavior improved when mindfulness was implemented. The data also shows that feelings of sadness and anxiety decreased and happiness increased when mindfulness was practiced daily
Exploring Teaming Dynamics in Video Remote Interpreting
Get PDFCollaborative work is an integral part of providing a successful interpretation in certain situations, and the practice of working in Video Remote Interpreting (VRI) settings has left interpreters without their usual strategies or approaches available to work as a team. This research study utilized an online questionnaire to explore strategies employed and challenges faced by interpreters working together in VRI. A descriptive survey revealed that interpreters alter their approach to teaming, juggle a multitude of technological demands, and have created inventive ways of connecting or using technology to their advantage. Findings also indicate the need for increased training in VRI, including advanced training with teaming practices, as well as further studies to illuminate best practices. With the goal of providing a more equitable experience for all participants of a VRI session, this project provides baseline data for future research that includes how we can continue to work together instead of being driven apart by distance