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Health policy engagement among graduate nursing students in the United States
Get PDFAim:The aim was to understand how health policy education is currently being delivered in the United States’graduate nursing programs.
Methods:This exploratory cross‐sectional design used an anonymous online survey to target graduate nursing students attending American Association of College of Nursing (AACN) member institutions.
Results:Over 75% of the sample (n= 140) reported taking a dedicated health policy course and 71.5% (n= 131) of the sample responded that a health policy course was required and an equal distribution among master’s and doctoral students. There was no significant difference between type of graduate degree sought and the requirement to take a health policy course (P = 0.37). For students involved in health policy, there was a greater proportion of master’s students involved at the state level,than doctorate of nursing practice (DNP) or PhD students (P= 0.04).
Conclusions:Health policy and advocacy education are important aspects of graduatenursing curriculum and have been integrated into curricula. Graduate nursingstudents at all levels reported that health policy AACN Essential competencies arebeing included in their program, either as stand‐alone health policy courses orintegrated health policy learning activities during matriculation
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Fish vertical distribution and marine mammal co-occurrence off Cape Hatteras, NC
Get PDFMesopelagic (mid-water) fish are important components of toothed whale (Odontocete) diets. Few studies have simultaneous measurements of predator occurrence and potential prey density distributions over long durations. Echoshounder and hydrophone measurements were used to characterize vertical distributions of potential prey and relative abundance of 7 marine mammal groups in the water column off Cape Hatteras, NC. Co-occurrence of the two groups was used as an index of predator-prey interaction. There were fewer than expected (2/7 daily resolution; 1/7 6-hourly resolution) significant correlations between the number of marine mammal occurrences and the potential prey field density. There were no significant distributional correlations when there were significant density correlations. At both resolutions, Cuvier’s and Gervais’ beaked whales and Sperm whales were correlated with salinity and/or water temperature. Further research is necessary to determine whether metrics of prey field density influence the occurrence and potential foraging of Odontocete marine mammals
The effects of options listing and delisting in a short-sale-constrained market: Evidence from the Indian equities markets
Get PDFWe investigate short- and long-horizon effects of 237 option listings/relistings and 140 delistings in a short-sale-constrained market-specifically, India\u27s National Stock Exchange from 2001 to 2012, when institutional short selling was either curtailed or banned outright. We find a strong positive impact on listings/relistings, signalling a favorable market perception of the event, but a negative impact on delistings. Over long horizons volatility is higher in both listed and delisted periods, especially the latter. We also find evidence to suggest that traders migrate from stock venues to (from) option venues following a listing (delisting), especially during short-sale bans
Improving Primary Care Provider Screening for Palliative Care Services
Get PDFPrimary care providers (PCPs) have a life-long trusting and therapeutic relationship with patients, which allows for high-quality care throughout disease trajectory. Most patients visit a PCP before ever seeing a specialist, placing the PCP in prime position to screen for palliative care needs. Screening patients for palliative care early in the disease process produces the best outcomes and most cost-effective care at end of life. PCPs often do not screen for palliative care needs because they lack knowledge and have discomfort with disease prognostication. Evidence-based tools are needed in the primary care setting to improve knowledge and comfort and increase palliative care screening rates and referrals. This case study used an evidence-based online education intervention that improved PCP knowledge and comfort and increased palliative care screening rates and referrals. • Building rapport and relationships with stakeholders is essential for buy-in. Collaborating with stakeholders and understanding internal and external motivators help tailor an intervention that leads to successful change. Finally, behavior change is achieved with a passionate and motivated leader
Communicating Support: Applying Communication Theory To Assess and Improve Disclosure Encounters with Sexual Assault Survivors
Get PDFThe epidemic of sexual violence is a far too common occurrence within the United States. According to the National Intimate Partner and Sexual Violence Survey (2010), an estimated one in five women and one in 71 men are raped in their lifetime. This problem is perpetuated by a variety of factors, including lack of reporting. According to the Department of Justice (2003), rape is the most under-reported crime, with an estimated 63% of sexual assaults not being reported to police. Even when reports do occur, many survivors have negative experience in their reporting encounters, due in part to the responses of those to whom they choose to disclose. This in turn creates a complicated series of obstacles for survivors of this particular form of trauma and often lengthens their road to recovery. Informed by scholarship in communication and related fields, this project communicatively examines the impact of those responses to sexual violence disclosures. It further proposes theory-supported means to improve responders’ trauma-informed responses to abuse survivors’ disclosures. Standpoint, facework, communication privacy management, and muted group theories are consulted to help shape improved interpersonal interactions between support providers and survivors
Shared Leadership Perceptions in a Turnaround Elementary School
Get PDFThe purpose of this case study was to investigate staff perceptions of a shared leadership framework embedded in a school’s turnaround improvement intervention model and the factors of that model perceived to contribute to growth in student achievement. Thirty-one staff members participated in this mixed method study by responding to the Distributed Leadership Readiness Scale (DLRS) survey instrument and open-ended written response questions. Focus group interviews were then conducted with randomly selected participants to triangulate evidence around factors of a shared leadership framework perceived to have affected student achievement. Of the 31 responders, 22 or 71% were teachers, and 9 or 29% were instructional support staff. Analysis of the data revealed teacher and staff support for the purposeful development of reciprocal professional relationships among staff and administration, and the use of instructional best practices by teachers and teacher leaders contributing to a positive school culture and improved student achievement. Findings from the data revealed developing a school culture that empowers teachers to be a part of a shared decision-making process, in both formal and informal leadership roles, for instructional improvement to support student achievement, was an area of success and an area needing continued improvement at the focus school. The research findings could guide other schools in improvement initiatives when they are navigating the systemic changes needed for equitable student growth and improved achievement in their school systems
The Effects of Digital Game-Based Learning on Algebraic Procedural and Conceptual Understanding and Motivation Towards Mathematics
Get PDFThis study examined the impact of digital game-based learning (DGBL) on procedural and conceptual understanding of algebraic expressions and equations and the motivation of students towards classroom mathematics. The mixed-methods sequential explanatory design was used in this study to collect data to determine the effectiveness of DGBL in a 7th grade STEM class. Following a pre-test and pre-motivation survey, students were assigned to either the DGBL group or the non-gaming computer applications as supplemental to mathematics instruction. In order to address both procedural targets and conceptual targets students would be using the technology interventions in addition to traditional math instruction as part of their daily math class, and a problem-based unit taught as part of their STEM class. Following the treatment, a post-test, post-motivation survey, and a conceptual assessment were administered, as well as a digital questionnaire. No significant differences were detected between their understanding of procedural or conceptual problems, nor was there a significant impact to their motivation towards mathematics based on the quantitative data gathered. Students displayed an enthusiastic response to the DGBL environment based on their transcripts from the follow-up questionnaire. The results of the study imply that there is a need for further development of DGBL systems and scaffolded supports to assist students in making connections from the digital environment to classroom mathematics. It further indicates that enjoyment of the DGBL environment does not necessarily transfer to motivation to learn the subject matter in the non-digital environment
Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis
Get PDFThe goal of this study was to determine if the Strong Kids social and emotional learning curriculum (2nd ed.) could serve as a universal tool for developing social-emotional competency with students in grades K to 6. This was the first study to investigate the second edition of the program and only the second to include a school-wide population. The study followed a quasi-experimental, non-equivalent control group design. Knowledge test scores and SEL competency ratings were incorporated into the pretest-posttest design in order to measure student growth between schools (Treatment, N = 399; Control, N = 492). There were no significant differences between groups prior to the study. An ANCOVA revealed statistically significant knowledge gains for students receiving English language support (p \u3c .05). Students at the primary (p \u3c .01) level experienced statistically significant decreases in externalizing behaviors and all students experienced statistically significant decreases for internalizing behaviors. There was a slight degree of social validity overall (64%). Although not all findings were congruent with previous Strong Kids work, many were aligned with CASEL (2017) indicating the Strong Kids treatment is beneficial when implemented with fidelity. As indicated throughout research, students who were able to demonstrate high levels of social-emotional competency were able to perform better behaviorally and academically (Durlak et al., 2011; Jones & Doolittle, 2017)