5346 research outputs found
Sort by
Incivility In Accelerated Bachelor Of Science In Nursing Programs Post-Covid-19: A Faculty Perspective
Full text linkThis qualitative phenomenological study explored the lived experiences of nursing faculty who taught in accelerated Bachelor of Science in nursing (ABSN) programs and their perceptions of incivility in nursing programs, particularly in the aftermath of the 2019 Coronavirus Disease (COVID-19) restrictions. This researcher defined incivility as rude, discourteous, disruptive, or threatening speech or action within the nursing academic environment. Drawing upon the literature highlighting the existence of incivility in nursing programs, this researcher aimed to understand faculty perceptions following the pandemic. The data was collected through eight semi-structured interviews with eight nursing faculty members in New Jersey-based hybrid and in-person ABSN programs. Three main themes emerged: defining incivility, the effects of incivility on faculty, and interventions to reduce incivility. Subthemes within these themes highlighted various aspects of incivility, its impacts on faculty professionally and personally, and proposed strategies for intervention. This researcher in the study used Clark’s (2009) continuum of incivility as a conceptual framework and Weiner’s (1986) attribution theory to interpret the participants’ perceptions of incivility causality. The findings present the importance of addressing incivility in nursing education and its implications for faculty retention and student learning. Recommendations for action include (a) developing clear policies on incivility and (b) fostering a culture of civility and respect within academic environments. Future researchers should explore faculty-to-faculty incivility and replicate the study on a national scale to gain comprehensive understanding of incivility in nursing after the lifting of COVID-19 restrictions
Investigating Dual Task Balance Exercises: Quantifying Practice Patterns And Understanding Decision-Making Among Physical Therapists
Full text linkDual-task exercise has been shown to be an effective intervention to improve patient functional outcomes and decrease falls. However, little is known about whether physical therapists are prescribing dual task exercises during their sessions, or at what intensity. The objective of this research was to analyze differences and similarities of observed balance exercise practice patterns and reported practice and decision-making among physical therapists. We analyzed both quantitative and qualitative data from two separate studies and extracted data regarding dual-task balance exercises. Our analysis found that therapists rarely perform, describe, or report thinking about dual-task balance exercises in their physical therapy sessions.https://dune.une.edu/pt_studrrposter/1005/thumbnail.jp
Interprofessional Approach to Anxiety and Depression
No full textA multidisciplinary approach for treating a patient from El Paso, Texas, with complex social and psychiatric challenges, including comorbid depression and anxiety. She faces limited access to resources, a sparse support system, and escalating social barriers. Environmental stressors, such as traffic pollution that exacerbates her asthma, and minimal community engagement further impact her mental health. An interprofessional care plan included mental health counseling, community outreach to enhance social support, and medical management to comprehensively address her interconnected health needs.https://dune.une.edu/caiepfall2024/1011/thumbnail.jp
Ms Pond & RA - CAEIP Fall 2024 Presentation
No full textCAIEP Interprofessional Student Showcase submission, Fall 2024https://dune.une.edu/caiepfall2024/1012/thumbnail.jp
Medical School Middle Managers Learning To Successfully Work With Leadership To Navigate Organizational Change
Full text linkThere is a lapse in research exploring middle managers at medical schools during an organizational change. The purpose of this qualitative phenomenological study was to examine the perceptions of middle managers during an organizational change to mitigate burnout and build resilience. The literature reviewed explored how stressors from organizational changes may impact medical school middle managers, leading to feeling less secure about their position and increasing middle managers’ stress leading to burnout. For an organizational change to be successful, middle managers must build trust with their staff, communicate with middle managers, and engage middle managers in the change process. Burnout includes emotional exhaustion, depersonalization, and diminished accomplishment. Adapting to adversity or stress is referred to as resilience. Those without support networks, including social and professional, may suffer from compromised physical and mental health. Building employee resilience may assist middle managers recovering from disruptions. Sustainable organizations require a healthy environment for staff members and middle managers to mitigate burnout. Nine medical school middle managers were interviewed for this study. The hand-coded data revealed four themes: organizational support, communication, organizational environment, and motivation. Recommendations for further action include safe spaces and professional groups for middle managers, leadership communicating more clearly, leadership providing professional growth for staff, resources to build camaraderie among staff members, and leadership providing adequate staff for middle managers to run their departments efficiently
The Library Scuttle: March/April 2024
Full text linkLibrary resource awareness poster covering National Poetry Month, UNE anniversary, and upcoming events.https://dune.une.edu/libraryscuttle/1006/thumbnail.jp
Group 3 CAIEP Showcase
No full textThe management of Type I Diabetes in Pregnancy: An Interprofessional Approachhttps://dune.une.edu/caiepspring2024/1007/thumbnail.jp
Public Elementary Teachers\u27 Experiences With Explosive Student Outbursts: A Qualitative Phenomenological Study
Full text linkThe problem explored in this qualitative phenomenological study was the adverse effects on elementary school teachers resulting from experiencing students’ explosive outbursts (Bostic et al., 2021). The purpose of this study was to explore the lived experiences of public general education elementary teachers who experienced explosive student outbursts at school. Two research questions guided this study: How do public general education elementary teachers describe their lived experiences with explosive student outbursts at school? How do public general education elementary teachers describe the outcomes of explosive student outbursts? The theoretical framework was based on Lazarus and Folkman’s (1984) transactional theory of stress and coping. Literature review themes included explosive outburst characteristics and terminology, behavior intervention strategies, adverse effects on teachers, teacher coping strategies, and teacher resilience. Data were gathered through individual semi-structured interviews of eight participants who self-identified as being general elementary teachers from the site district and had experienced explosive student outbursts at school. Following the coding and analysis of the data, several themes were revealed, including primary appraisal of well-being, lived experiences, coping strategies, and outcomes. The findings that focused on the participants’ lived experiences included threat appraisal, explosive behavior characteristics, and coping strategies. Adverse effects, the need for more student services, and teachers experiencing self-blame were findings associated with the outcomes of experiencing students’ explosive outbursts. The study results contribute to the limited research on elementary teachers’ experiences with students’ explosive outbursts, and stakeholders can use the results to create support systems for teachers.
Keywords: adverse effects, coping strategies, explosive behaviors, explosive student outbursts, elementary teachers
Teachers’ Perceptions Of The Purpose Of Traditional Grading And The Influence Of Established School Or District Grading Cultures, Guidelines, And Policies In Connecticut Public Middle Schools
Full text linkThe purpose of this phenomenological study was to examine how public middle school teachers in Connecticut described their perceptions of the purpose of traditional grading and the influence of school or district grading cultures, guidelines, and policies. The research explored the problem of standards-based grading reform due to teachers’ grading perceptions. The literature reviewed includes the challenges of traditional grading and its effect on students, standards-based grading reform, and the challenges associated with successful standards-based grading reform. Data for this qualitative study was collected through semi-structured interviews with eight participants who had experience as middle school teachers using a traditional alpha-numeric grading system. The findings from this study indicate that (1) teachers believe the primary purpose of grading is to measure and assess student learning, (2) teachers believe that traditional grading is partially ineffective, (3) school and district grading policies remain open-ended and idiosyncratic with limited guidance by leadership, (4) there are pervasive school and district policies dissuasive of failure, and (5) teachers believe school and district policies diminish the value of grading. The results of this study indicate that there is a degree of consensus among teachers about the purpose of grading as a measurement of student learning. Additionally, the results of the study indicate that school and district policies remain open-ended and idiosyncratic, and negatively influence teachers’ perceptions about the purpose of grading
Utilizing Telehealth in a Multidiscipplinary Approach to Treatment a Patient with Allergen-Induced Asthma
No full textThis presentation is looking at the multidisciplinary approach when it comes to a young patient with allergen-induced asthma. We are looking at the approach that our team made in the two appointments with Mrs and Mr Sodo (the patient\u27s parents). The purpose is explained with each description of the appointments.https://dune.une.edu/caiepspring2024/1000/thumbnail.jp