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Father Engagement in Family Home Visiting
Get PDFBackground: Family home visiting programs provide antepartum and parenting support to families identified as high-risk to promote healthy parenting habits and behaviors that result in positive health outcomes for the child and the family as a whole. However, home visiting programs rarely include fathers as integral participants in services despite fathers\u27 critical role in the family.
Purpose: This project aims to support public health nurses in serving fathers in family home visiting services by developing and implementing an infrastructure for working with fathers.
Theoretical Framework: The theoretical framework used to guide this project was the FamilyCentered Care Theory.
Methods: Six family home visiting public health nurses from Dakota County Public Health in Minnesota were trained in and implemented standards and guidelines for working with fathers that included engagement strategies, enrollment procedures, periodic visit requirements, documentation practices, and billing processes.
Results: Five fathers enrolled in family home visiting services, documentation on home visits with a father increased from 0% to 45%, health insurance reimbursement for home visits with a father increased from 0% to 20%, fathers who received education materials explicitly geared toward them increased from 30% to 40%, fathers who received mental health and substance use screenings increased from 20% to 30%, and 100% of families with a father enrolled in services were retained at the end of the project implementation period.
Conclusion: Implementing father-inclusive home visiting guidelines resulted in positive outcomes for family home visiting clients. When father-inclusive procedures are in place, fathers are enrolled in services, have individualized care plans, receive education materials geared toward them, and are screened for mental health concerns and substance abuse at evidence-based intervals. Family retention rates are also positively impacted by the intentional inclusion of fathers in home visiting services.
Implications: Home visiting programs must implement father-inclusive home visiting guidelines, including engagement strategies, enrollment procedures, periodic visit requirements, documentation practices, and billing processes. Recommendations include that home visitors should involve fathers at the initiation of services, highlight how the father can add value to visits, schedule visits with both the mother and father, provide appointments outside of business hours, and offer a broad selection of educational materials and resources explicitly geared toward fathers. Further investigation of father-inclusive visits is needed with a larger sample size and over an extended time frame
Development and Implementation of a Peer Supporter Program
Get PDFA large academic medical center was experiencing higher than national benchmark voluntary turnover rates and lower than national benchmark employee engagement results. Additionally, this medical center’s goal was to improve the culture of safety within the organization while ensuring a just culture and an adequate support structure existed for its employees. A gap was identified in the intermediary support structure for this medical center’s employees –the lack of a peer supporter program. Departments representing a majority of clinical care at this medical center were included in the development and implementation of this peer supporter program. The goal of this program was to improve employee’s perceptions of organizational support via the Second Victim Experience Support Tool (SVEST) survey and improve voluntary turnover. Operations leaders identified frontline staff to serve as peer supporters based on established criteria. This peer supporter program saw variable utilization from initiation through the evaluation phase of this project. This variation was due to many factors including impacts of a pandemic. Although evaluation data did not show statistical significance following the implementation of the peer supporter program, anecdotal feedback from peers who received support through this program was positive. Both frontline staff and the peer supporters indicated value in the interactions and support provided, sharing they were glad to see the organization working to find additional ways to support frontline workers. The anecdotal evidence aligns with the data existent in the literature from other programs across the United States. Frontline staff desire the support of their peers over all other modalities. With organizations working to improve the culture of safety while also maintaining a just culture, it is imperative that organizations work to provide support to their staff in the manner the staff desire
What\u27s goin\u27 on around here?\u27: Dancing Past Binaries and Boundaries in The Little Colonel
Get PDFKatie’s Closet: An On-campus Experiential Learning Project
Get PDFTwo faculty and one undergraduate student embarked on an applied learning experience to determine the feasibility of starting a free professional clothing shop for University students called Katie\u27s Closet. All aspects of conceptualizing and testing the Katie\u27s Closet pop-up-store concept began from a feasibility study. With the support of faculty mentors, the undergraduate student researched, analyzed, and executed the project. The action research project started with informational interviews and a focus group for gathering qualitative data on the student population\u27s needs. These findings led to more research to explore potential collaborative partnerships with other University departments. Competitive benchmarking also supported developing the entrepreneurial project concept and offered insightful information to help with the start-up. The data provided the foundational knowledge to create and market a Katie\u27s Closet pop-up store on campus. This article is a collaborative effort written by both the undergraduate student intern and her faculty mentors
Interventions to Improve Medication Management in the Aging Population: 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
Purposeful Interventions for Older Adults Post-Joint Replacement Surgery: An Evidence-Based 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
Developing Creative Thinking with Intentional Teaching Practices in Academic Subjects for Early Childhood Classrooms
Get PDFThis action research was conducted in an early childhood Montessori Primary classroom using intentional teaching practices with core curriculum materials to engage students in creative thinking. In the form of questions or suggestions, an open-ended inquiry was given to the ten participants, aged three to six years old, as they worked with Montessori materials in academic areas, including science, math, and language. The research utilized mixed methods of collection in the forms of quantitative and qualitative data and demonstrated successful intervention with a steady increase in work times of the students. A longitudinal study would contribute to this theory and provide further information regarding the increase of student understanding through creative thinking endeavors. This study provided evidence that intentional teaching practices can engage children in creative thinking, problem-solving, and collaborative learning while extending working times with materials, which contribute to a deeper level of comprehension of the direct curricular aims
An Exploration of Perspectives: An Institutional Ethnography of the Interpreting Policy at St. Catherine University
Get PDFResearch of higher education has found that disabled faculty and students are often categorized by their disability, while other aspects of their identity are forgotten, misunderstood, and invalidated. When considering policy making in higher education, these individuals are infrequently invited to conversations of policy making and systemic decision making. With a feminist theoretical framework, this study examines the interpreting policy at St. Catherine University through the lens of stakeholder experience and perspective. Data was collected from participants through a survey and virtual interviews. Knowledge was found as an underlying connection between the five narrative themes: familiarity with interpreting policy, discrepancies of experience v. procedure, positive perspectives of change, communication concerns, and disempowerment. It is eventually suggested that the information lacking in policy corresponds almost entirely with what is lacking in stakeholder knowledge and understanding. This study ends with a call for explicit stakeholder involvement in policy creation and maintenance
