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Finding roots in the Montessori social studies curriculum
Get PDFThis action research aimed to determine if an equity audit of the Montessori social studies curriculum and learning about the researcher’s culture impacted professional self-efficacy and resilience. This six-week intervention and study was a self-study through daily regimented activities. Three weeks were used to learn more about the researcher’s own culture and history. Three additional weeks were dedicated to the equity audit process, where the researcher revised original lessons or created new, culturally sustaining lessons to augment the curriculum. The data collected was completed daily using four tools: an attitude scale, a guided questionnaire, a reflective journal, and finally during the three-week audit period, a curriculum audit checklist. The data suggested strong levels of self-efficacy and resilience across the intervention, though resilience wavered and lowered throughout due to its taxing nature. Additional supports and research can better support educators of color prepare for altering and implementing a culturally sustaining and anti-bias, antiracist Montessori social studies curriculum
Work Performance and Participation of Individuals During the COVID- 19 Pandemic: An Evidence-Based Practice Project
Get PDFError Occurrences and Types Between Certified and Non-Certified Interpreters
Get PDFMuch of the standard interpreting practice is dependent on an interpreter’s certification level. As a result, many interpreters find themselves at assignments for which they are not qualified. This study aimed to identify what differences in error rates - if any - were present between interpreting samples from certified and non-certified interpreters of similar experience levels. In a sample of ten interpreters with less than five years of professional interpreting experience, split evenly between certified and non-certified, each provided an unrehearsed interpretation of the same stimulus to be analyzed. The sample was rated against a rubric measuring knowledge-lean interpreting skills as identified by Taylor (2002) (2018). The study found only a slight difference in mean error rate, but certified interpreters produced less variance in their interpreting scores indicating that certification may be a way to identify interpreters whose accuracy remains consistent. Due to the small sample size of this study and limited scope, further research is highly recommended to learn more about sign language interpreter certification
Quality Improvement Project to Reduce Length of Stay After Liver Transplantation
No full textBackground
Organ transplant centers are under increased scrutiny to reduce costs while improving patient outcomes (Toledo et al., 2013). Length of stay (LOS) is a quality metric that reflects the quality of a transplant center and the utilization of health care dollars (Rana et al., 2017). A large, urban, academic transplant center has persistent, prolonged LOS in their first-time liver transplant (LT) recipients when compared to the national average.
Purpose
The aim of this quality improvement (QI) project is to determine if initiation of a clinical pathway for adult liver transplant recipients at an urban academic transplant center, accompanied by staff education, will bring LOS closer to the national standard of 8 days.
Methods
A Plan-Do-Study-Act design was implemented to effect change quickly, to increase knowledge, and create process improvement. LT patients were followed from transplant until discharge via chart reviews. Variables were monitored looking for patterns that prolong LOS and adherence to the clinical pathway. As barriers were uncovered, they were researched and presented to the transplant team.
Results
A total of 19 LT recipients were admitted between February 18 and April 29, 2022. Seven recipients were excluded, one was a multi-organ transplant, one liver was from a living donor, two were brought back to the operating room for bleeding and abdomens were left open for wash outs, one was found to have an infection in the abdominal cavity when opened for transplant and two others never left the ICU.
The transplant team was educated on the current clinical pathway and hospital metrics. See Figure 3. The clinical pathway was developed using current standards of care for LT recipients. Every three weeks the transplant team was updated on any standards that were not being met according to the clinical pathway.
The transplant team was encouraged to give input on barriers that delayed adherence to the clinical pathway. Common barriers included insomnia, delirium, and decreased activity levels. These three variables were researched, and evidence-based interventions were disseminated to the transplant team using laminated tip sheets posted throughout the unit. At conclusion of this project LOS had trended down from 12 to 11.3 days, there was limited staff engaged (10%), and knowledge of the clinical pathway increased (100%).
Conclusion
The use of a clinical pathway to direct care in first time liver transplant patients paired with transplant team education led to a decreased LOS from 12 days to 11.3 days. Although the data set is small and cannot be analyzed statistically, the information gathered can be used to steer future QI projects at this transplant center
USING NURSE EDUCATION TO PROMOTE ADVANCE CARE PLANNING FOR MEMORY CARE RESIDENTS AFFECTED BY DEMENTIA: A PILOT PROJECT
Get PDFBackground: Advance care planning (ACP) can help with end-of-life goals-of-care identification and timely hospice enrollment for individuals affected by dementia. Known barriers to effective ACP include nurse knowledge and confidence deficits. Evidence from an academic literature review suggests that providing dedicated ACP education can foster effective nurse-led ACP conversations.
Objectives: Increase the number individuals affected by dementia having documented nurse-led ACP conversations, nurse knowledge and confidence with ACP, and appropriate hospice utilization. Setting/Participants: Eight nurses from three memory care facilities within a Midwestern United States (U.S.) senior housing organization.
Methods: An educational module regarding ACP in dementia care was created and presented to facility nurses. Nurses were also provided with evidence-based ACP guidelines and additional materials to supplement ACP knowledge and assist in ACP conversations. Nurse ACP knowledge and confidence were measured pre- and post-intervention using subsections of the Knowledge, Attitudinal, and Experiential Survey on Advance Directives (KAESAD). ACP documentation and hospice utilization were measured through electronic medical record chart auditing.
Results: At project conclusion, there were increases in ACP document completion and hospice utilization. There were also increases in KAESAD knowledge and confidence scores. Not all results were statistically significant. Although nurses articulated having ACP conversations, there was no change in ACP conversation documentation. Nurse feedback suggested that the education and resources were helpful. However, further experience is needed to acquire greater 5 ACP confidence. Project limitations included documentation barriers, small nurse sample size, short project timeframe, and a virtual project medium.
Conclusions/Implications: Providing ACP education to nurses is important to ensure nurses have the tools needed to assist residents with ACP conversations and to empower the profession to participate in ACP. Nurses may need continual exposure to ACP educational experiences and resources, including simulation opportunities. It is important that nurses work with other disciplines to develop efficient and comprehensive ACP processes
Mindfulness Breathing in Support of Emotional Self-Regulation in a Montessori Upper Elementary Environment
Get PDFThe purpose of this research was to examine whether the implementation of mindfulness breathing exercises aided in emotional self-regulation. This study incorporated various breathing techniques five days a week for five to ten minutes each day. The six-week study involved 14 children between the ages of 9 and 12 years in a private Montessori school in the southern region of the United States. Data collection included daily observations of the breathing exercises, pre and post-behavioral self-assessments, a daily reflection tool by the researcher, and a student feedback form. Results showed an increase in regulated behavior and breathing techniques being used by deregulated students. The pre and post-behavioral self-assessment showed an increase in positive self-perception as well as a shift in self-control, responsibility, respect, behavior, and self-esteem. The daily observations showed an increase in calm and focus during the morning and afternoon work cycles after implementation at the beginning of both work cycles. 69% of participants felt mindfulness breathing helped as well as 61% enjoyed mindfulness breathing. Two students independently practiced breathing techniques to help them regulate. The data showed a positive correlation between the implementation of mindfulness breathing techniques and self-regulation in children ages 9 to 12. Suggestions for further research include consistent observation time, implementation of a variety of mindfulness activities including yoga or listening to calming music and having a calm place in the classroom to integrate mindfulness practice
The Effect of a Culturally Diverse Art Curriculum on the Early Childhood Student’s Cultural Competency
Get PDFThis action research project was completed to test the effects of a culturally diverse art program on early childhood students’ cultural competency. The setting was a Montessori early childhood classroom of 22 children. There were two Asian students, one African American student, and 19 Caucasian students. Data were collected using a student conference form, self-portrait rubric, and tally sheets - continent symbol matching, group discussions and art activities. A group presentation took place each week about an artist from one the six inhabited continents which included a biography and examples of their artwork. Following the presentation an art activity was placed on the art shelf. The results showed that the program had a positive impact on the students’ cultural competency. This program will continue to evolve by interweaving it with other cultural curricula in the classroom and spending more than one week with each artist and activity
The Effects of Leading with Empathy on Faculty Morale in a Montessori Setting
Get PDFThe purpose of this action research was to study whether a change of actions in school leadership, specifically leading with empathy, would effect faculty morale in a Montessori school. There is a common understanding that actions of school leadership are critical to creating a positive work environment. From the literature reviewed, while there are many factors that influence the morale of faculty, the actions of school leadership had the most significant impact and were also the simplest to implement in terms of cost and resources. The theory of servant leadership provided a framework for this research because it supports my personal belief that compassion and empathy are key attributes of a successful leader and are a necessity in building positive morale among teachers in their schools. The findings show a relationship exists between empathetic leadership and faculty morale, and despite this study being of short duration and a small sample size, it also uncovered some additional factors that are important to teachers in a Montessori school and therefore affect their feelings towards their jobs. These include facilitating a healthy work/life balance, reducing the amount of mundane administrative tasks they are responsible for, and allowing teachers to focus more on their work with children, which brings them great joy. It would be beneficial for all leaders in Montessori schools to strive to lead with more empathy, as there is no downside to treating the faculty with deeper respect and appreciation for the incredible work they do with children
Mindfulness Breathing and Self-Regulation: The Effects of COVID-19 on Children
Get PDFThe impacts of COVID-19 affected the self-regulation of children around the world. This resulted in dysregulated behavior. A study was conducted around mindfulness breathing and its effects on self-regulation. The participants in the study were children ages six to nine and the location of the study was in a public charter Montessori elementary classroom. The study consisted of implementing mindfulness breathing twice daily for a period of five weeks. Participants’ behaviors were observed, and their dysregulated behaviors were tallied. The participants also took surveys before and after the intervention took place regarding their self-regulation. Additionally, the participants were interviewed about their feelings toward the intervention of mindfulness breathing and if they felt it had any effects on their self-regulation. Results showed that mindfulness breathing positively impacted the participants’ self-regulation. Results also showed it had calming effects on the participants. Further studies using other social emotional learning strategies and curricula could positively impact the self-regulation of the participants
Parents Opinions Matter: The Impact of Incentives on Parent/Child Workshops within the Raising a Reader Program
Get PDFThis action research focused on the incentives parents/guardians found valuable when participating in parent/child workshops within the Raising a Reader program. The research took place over six weeks within the public school system in a low-income, rural district in Maryland. All parents and guardians with children in prekindergarten and kindergarten classes received invitations to be a part of the research. The research utilized artifact data from previous parent surveys, inquiry data consisting of pre and post assessments, and observational data during parent/child workshops. Data findings suggest that parent/child-centered incentives are most valuable to parents, including spending time with, reading with, and learning a new skill to share with their child. Parent also valued being with other parents, going on field trips, and having a family meal provided. Future research should employ a longer implementation period for parent/child workshops, as well as incentive assessments after each workshop