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The Legacy of the Black Arts Movement in the Children’s Literature of Toni Morrison and Sherley Anne Williams
Get PDFLeading with Stage Fright: Female-Identifying Leaders Navigating Imposter Feelings in the For-Profit Sector
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The imposter phenomenon refers to one’s persistent feelings of self-doubt, despite any external evidence of success, and fear of being discovered as a fraud (Clance & Imes, 1978). Research shows women experience imposter feelings more frequently than men, and experiences with imposter feelings can have a negative impact on job performance, career trajectories, and mental well-being (Hirschfeld, 1985; McGregor et al., 2008; Kumar & Jagacinski, 2005; Cusack et al., 2013; Neureiter & Traut-Mattausch, 2016). However, few studies attempt to understand the full impact of imposter feelings on leaders or how leaders manage these feelings in order to effectively lead. This study sought to understand the imposter phenomenon in female-identifying, for-profit leaders and explores the experiences of ten women leaders who have experience managing imposter feelings in their careers. After conducting interviews with each woman and analyzing them using Goffman’s Dramaturgical Theory, three overarching themes emerged: Triggers of Stage Fright, Impact of Imposter Feelings on Performance, and Imposter Feelings and Impression Management. These themes, and the sub-themes within each, illustrate how imposter feelings can serve as a leadership barrier to women and must be effectively managed
Sensory Based Interventions for Children with Autism Spectrum Disorder: An Evidence-Based Practice Project
Get PDFThe overall focus of each of case scenarios are related to assessment or interventions that are related to Choosing Wisely Campaign items 1, 2, 3, 5, 8, 10. Case scenarios were developed related to each initiative with clientele and conditions across the lifespan in various practice settings. Practice settings included school district, outpatient pediatric, primary care, skilled nursing facility, work rehabilitation, and acute care
Addressing personal and social identity with recovery high school students: A pilot curriculum
Get PDFAddressing personal and social identity with recovery high school students: A pilot curriculum
Educating health care students on health literacy best practices in primary care
Get PDFEducating health care students on health literacy best practices in primary care
To work in a field centered in health equity and social justice, public health curriculum reform is essential.
No full textIn examining the subject of social justice in public health literature, the word “inextricably” is often used to define the inherent tie between the two. As public health aims to improve the health outcomes of all populations, social justice is argued to be the philosophy on which public health is based - its core value. Effectively addressing complex global health problems requires interpretative methods, critical knowledge, historical perspectives, and values infrastructure. We proposed an MPH curriculum reform with a more explicit focus on social justice. With substantial contributions from an interprofessional and diverse advisory board composed of faculty, staff, students, and alum, we developed a social justice training program to be integrated into the MPH curriculum. The overarching goal is to provide students with the skills necessary to not only discuss issues of injustice, but work toward health equity and justice in their careers. The program creates an arc from orientation to post-graduate evaluation, running throughout the nine required MPH core courses.The program\u27s curriculum is composed of eight key areas directly aligned with each of the following domains: Community Development; Economic Development & Funding Policies; Advocacy; Partnership and Engagement; Planning, monitoring, and evaluation; Quality healthcare; Root cause analysis; Analysis and assessment. Embedded in the program is a comprehensive evaluation of MPH students and faculty knowledge, perceptions, and gaps.Upon completion of the program, students will understand social justice concepts, recognize the root causes of health inequities, and develop skills necessary to dismantle injustice and advance a social justice agenda in global health careers
Treating and preventing infectious diseases in low and middle-income countries. Does technology really work?
No full textBackground: Despite large efforts toward their eradication, infectious diseases are a major cause of global mortality, particularly in low and middle-income countries (LMICs). As mobile phone penetration has exceeded other infrastructure in LMICs, mobile technology has become a tool in disease treatment and prevention. The aim of this review is to evaluate the use and effectiveness of mobile technology in infectious disease treatment and prevention in LMICs.Methods: Following Cochrane guidelines, we searched PubMed and CINAHL databases to retrieve peer-reviewed articles published from 2005 to 2019. Search terms captured interventions with pre and posttest data that used mobile technology to treat or prevent an infectious disease in a LMIC. Results: In total, we found 840 articles, 34 of which met the inclusion criteria. We identified three main uses of mobile technology to aid in disease treatment or prevention: one way SMS messages (n=23), two-way SMS messages (n=8), and platform (n=2). The 34 articles measured 43 different outcomes which fell into one or more of the following categories: medication/appointment adherence (N=24), improved patient symptoms (N=11), and/or participation in health services (N=6). Of the 43 measured outcomes, 40% (17/43) showed a significant improvement in the treatment vs control groups.Conclusion: Mobile technology is a tool used in LMICs to treat or prevent infectious diseases however, their use does not always improve patient outcomes. As other advantages may increase the use of mobile phones, interventions aimed to improve patient outcomes should be carefully designed
A community-academic partnership for program assessment of a pediatric post-surgical rehabilitation program: The case of the Plaster House in Tanzania
No full textContext: The Plaster House in Arusha, Tanzania provides rehabilitative care for infants and children following orthopedic, plastic, neurological, or general surgeries. The rehabilitation center, established in 2008, wanted to create an evaluation plan. Few rehabilitative care assessment tools are appropriate to programs serving populations in low-income countries.Methods: The Plaster House partnered with an interdisciplinary faculty team (7 disciplines) from St. Catherine University in St. Paul, MN, USA. Through a 14-month iterative process, the team created an assets map, logic model and evaluation plan, and piloted assessment tools to track patient progress. An ecological framework guided the design of tools to define change at the individual, interpersonal, family and community levels.Results: For The Plaster House Team, the assets mapping process engaged the whole staff from project director and clinical team to gardeners, cooks, and housemothers. The naming of assets and reflections on social, behavioral and physical changes observed in the children enhanced collective efficacy of the program’s population impact. The evaluation plan strengthened their ability to communicate with donors and systematically track program changes. The academic team learned to hear, “That’s not going to work here” and move forward to co-create culturally and contextually appropriate tools.Conclusion and discussion: There are few assessment tools to measure individual, family and community change outcomes after surgery and rehabilitation for children in resource-limited settings. The final logic model and assessment tools could be adapted by programs internationally. The interprofessional community-academic partnership enhanced the quality and utility of the final products
“Bridging the Gap”: School Nurse Experiences Providing Care for Transgender and Gender Diverse Students and Their Parents/Guardians
No full textSchool systems are often not set up to support transgender and gender diverse (TGD) students, which results in unsafe and unsupportive environments and other institutional barriers to helping TGD students thrive. An important factor to students\u27 feeling safe and supported in schools may be their relationship with school nurses. The purpose of this study was to describe school nurses\u27 experiences working with TGD students and their parents/guardians, their role in working with this community, and the challenges nurses face when trying to serve TGD students. Semistructured interviews were conducted with 23 school nurses across a Midwestern state. Thematic analysis was used to identify themes: gender-affirming education and interpersonal collaboration, bridging the gap between TGD youth and parents/guardians, gender-affirming care and confidentiality, and navigating parental acceptance and gender-affirmation. School nurses expressed a strong desire to support TGD students but lack the structure and training within schools