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The Development and Implementation of an Employee Education Session and Self-Checklist Teaching Face Mask Compliance to Cafeteria Workers at a University in the Midwest
Get PDFThe COVID-19 pandemic has contributed to the need for public health education. The enforcement of the statewide face mask mandate required the public to make a rapid behavior change. The face mask mandate also required higher education institutions to develop and implement evidence-based education modules to help decrease the risk of COVID-19 transmission. University cafeteria workers were required to wear masks while preparing and serving food.
The project takes place within a cafeteria at a local university in the Midwest during the beginning phases of the statewide face mask mandate. The population of focus includes 14 cafeteria workers responsible for food preparation and serving. University cafeteria workers experience frequent encounters with faculty, students, and visitors.
Observations included face mask noncompliance among 8 out of 10 cafeteria workers. Mask shifting often occurs with movement while performing required tasks. Improper mask compliance leads to an increased risk of COVID-19 transmission (Centers for Disease Control and Prevention, 2020a). The identified knowledge deficit among the participants correlated with the need for quality improvement and education. The project\u27s goals included developing a sustainable education module with a self-checklist and promoting a behavior change (Figure 2).
Before the conduction of the employee education module, each participant completed and submitted a pre-education survey (Appendix A). The self-checklist provides the fundamental steps necessary to ensure proper face mask utilization. The employees received the instruction to conduct a self-checklist hourly during each shift throughout the 10-day implementation phase. After the completion of the education session, management displayed the self-checklist visual at eight high-traffic locations. The participants began to utilize the checklist every hour or as needed. The cafeteria manager conducted surveillance and observation throughout the 10 days. On the 11th day, the participants completed and submitted a post-intervention survey (Appendix B) before the education module review session. Throughout this time, participants had the opportunity to verbalize feedback.
A post-intervention survey revealed that 12 of the 14 participants (93%) would continue to utilize the self-checklist. Surveillance conducted through management and self-assessment surveys revealed an overall improvement in the frequency of the continuous and proper utilization of facial masks, including the core concepts of covering the nose, mouth, and chin while simultaneously wearing the mask snuggly against the face. Additionally, participants reported an increased level of comfort while wearing face masks.
The project outcomes and goals indicate an overall increase in engagement, knowledge, and face mask compliance. The recommendation includes expanding the Check Yourself education module to form a public health initiative. The project expansion will include a free face mask drive and diversified versions of multimedia education, including commercial, video, and social media platforms to promote sustainability
Implementation of Telehealth in Low-income HUD Housing for Seniors with Priority to Native Americans
Get PDFThis quality improvement project was to implement a telehealth program into a low-income senior living community that gives priority to Native Americans. Education was provided to each participant along with established guidelines for increased knowledge related to telehealth and technology while maintaining culturally appropriate individual training, in small groups, and via phone calls. Data was collected prior to the implementation of the project and three months post-implementation. The findings suggest that transportation was not a factor in missed provider appointments, 54% of participants agreed they would participate in telehealth, 100% of participants were given a laptop with 1-year of internet service through a state funded grant, 33% of participants felt they had enough education on telehealth
The Effects of Reciprocal Teaching on Reading Comprehension in the Virtual Middle School English Classroom
Get PDFThis study looked the effectiveness of PRESS Reciprocal Reading interventions (PRESS) when applied in a 100% distance learning environment with minority 7th & 8th grade students from an urban charter school in a major city in the upper Midwest. Data was collected using student grades on practice activities based on accuracy, teacher notes, and the standardized FASTbridge aReading test given at the beginning and end of the school year, Overall, students did not show positive progression in their reading abilities. The Covid-19 distance learning environment had a big impact on this; getting to know new technology is challenging especially on top of learning new skills independently. The absence of access to breakout rooms for the majority of the intervention also prevented students from working with one another to give immediate feedback; this is what I would work to improve in either a virtual or an in-person learning environment in the future
How Gender Composition affects Collaborative Small Group Work and Female’s Attitudes towards STEM at the Upper-Elementary School Level
Get PDFThe purpose of this paper is to describe and analyze three different gender groups\u27 interest and confidence in STEM as well as their perception of their group work experience (and how that impacts their views of STEM) over the course of a three-day integrated STEM unit. This action research followed three different small groups of various gender compositions: an all-girl group (GGG), a group of two girls, and one boy (GGB), and a group of one girl and two boys (GBB). Data was collected over the course of the STEM unit through pre- and post-surveys, video footage, and exit tickets. Overall, when looking at the different gender grouping’s perception of success or lack-there-of and their enjoyment of the STEM activity in this action research, the results support the biggest contributing factor to the ratings of their overall experience was more heavily impacted by their perception of how well their prototype worked or how well their experiment went than the type of gender group they were a part of. While gender is definitely a factor that impacts a student\u27s STEM experience, we know it is only one factor in solving the puzzle of how to increase adolescent female’s perceptions, interest, and enjoyment in STEM. Even so, this is an extremely worthwhile area to continue studies and research to gain more perspectives and more samples to determine the best pedagogical STEM small group strategies
The Effect of Using Literacy Assessment and Standards Based Teaching for Students with Cognitive Disabilities in Secondary Education
Get PDFThe effect of using literacy assessment and standards based teaching for students with cognitive disabilities in secondary education, refers to using an assessment connected to Kindergarten state standards called the BRIDGE assessment. Data was collected for the BRIDGE assessment with five students from my special education Federal Setting IV classroom. The students used in this research, ages 11-18, have a range of severe to profound developmental and cognitive disabilities with speech language disorder and also blind/visually impaired. Using a variety of quantitative and qualitative research methods, findings showed that all students can strengthen their literacy skills with consistent structure, routine and informed instruction using an assessment connected to state standards. Using the support of education assistants to implement the differentiated lessons based on their areas of greatest need and strength, showed overall improvement for all students in this research. Teachers from across the state of Minnesota shared the need for a consistent literacy assessment for students with emerging (below Kindergarten level ability) skills. This assessment could support any special education classroom in literacy.
Improving Toddlers\u27 Transition to a New Classroom: Using Attachment Theory
Get PDFThis action research sought to answer What impact does a teacher\u27s insight about transition and attachment theory (Bowlby, 1982) have on a toddler\u27s transition into a new school? The research was conducted in a Montessori school in Connecticut with 4 teachers, 11 new toddlers, and 11 parents. The researcher intervened with a teacher focus group examining their belief about transition. The data tools included teacher surveys and focus groups, parent checklists, observations on transition behavior, and interactions and program structures section of the infant toddler environment rating scale (ITERS). The findings showed that the intervention enhanced teachers\u27 confidence and positive attitudes toward the transition process, improving quality of care. The results also indicated that building a trusting community, partnership with parents, and improving teachers\u27 resilience would shorten toddlers\u27 transition, and their caregivers\u27 emotional support. Future researchers should concentrate on parent feedback, satisfaction and trust levels from parents about their toddlers\u27 adjustment, relationship between home and school, and transition to primary classroom
Intersectionality, Lived Social Realities, and LGBTQ PoC Health
No full textA focus on the intersectional experiences of racial/ethnic LGBTQ is important. A large body of research indicates individuals with sexual minority or gender-diverse identities have an increased risk for psychological distress compared to heterosexual counterparts. Despite an increasing focus on sexual and gender minority stress and its implications for mental health, much of this work does not address the minority stress experience associated with the social marginalization of racial/ethnic LGBTQ identities. This chapter focuses on presenting the concept of intersectionality and the real-world impact of living life at the intersections of identities for racial/ethnic LGBTQ
A One Health approach uniting a community clinic and campus food-shelf to reduce food insecurity
No full textA One Health approach to address food insecurity among two distinct campus populations, college students and patients at a campus-based community health clinic serving Latine adults, advances the 2021 theme of Healthy Planet, Healthy People through food and health justice efforts. Our interdisciplinary One Health model is an integrated system that promotes a vibrant ecosystem considering the health of people, plants, and animals. The collaboration includes St. Catherine University (St. Kate’s) staff, faculty, and students, and the university founders, the Sisters of St. Joseph of Carondelet (CSJ). Organic community gardens located on and near campus property, pollinated by campus-based beehives, contribute local organic produce to the St. Kate’s/CSJ food shelf, serving college students and patients attending the campus-based health clinic, increasing food security and nutritional health for both populations. Nearly 500 pounds of produce were harvested in 2020, approximately 50 percent of which was donated to the food shelf. Pounds of food distributed increased by 50% during the pandemic, even during campus closure. In 2020, an average of 130 individuals were served per month: 73% from St. Kate’s, 27% from the clinic. The use of a college campus is ideal given the green space available, availability of student volunteers and interns, and health faculty expertise, which helps meet the needs of food insecurity. Another unique feature is the integration of a community health clinic on campus, which promotes food and health justice. This One Health approach describes the intersectionality of a food shelf, school- and community-based gardens, a pollinator project, and human health among college students and the patients attending the campus-based community health clinicin addressing food justice. The One Health system modeled is a step towards community vibrancy to demonstrate how others can be a part of the larger One Health movement
Makoce Ikikcupi: Land as Indigenous Analytic and Unsettling Settler Land Logics
No full textIn this discussion I examine as an Indigenous analytic by examining two different sets of discourses about land. The first is a collection of localized newspaper articles covering Minnesota Farm Bureau sesquicentennial and centennial award-winning family farms from 2000-2020. The second set of discourses includes the project website and newspaper coverage of Makoce Ikikcupi (Land Recovery) Project in Granite Falls, Minnesota which solicits donations in order to buy land and re-establish Dakota land-based living practices. Makoce Ikikcupi exposes and unsettles settler colonialism as well redirects this settler logic of land into a means of reparative justice. as analytic as part of the work of decolonizing communication studies. My analysis reveals how the Makoce Ikikcupi Land Recovery project turns these settler land logics on themselves and marshals them into arguments in support of Indigenous land claims
Rebuilding Rondo:
No full textIn this work I analyze ReConnectRondo’s “Every Brick Counts” drive at the RondoCommemorative Plaza second anniversary as a discursive and performative text. Due to timeand COVID-constraints this analysis focuses on the six-minute video produced by Saint PaulAlmanac and shared by Rondo Commemorative Plaza on its Facebook page. Focusing on thediscursive and visual elements of this text, this study explicates the ways this event remakes theRondo community.By marshalling the collective memory of its diasporic community, ReConnectRondo organizersmake visible the resilience of their community and the potential commemorative events hold toheal communities