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Interventions to Reduce Perceived Stress Among Graduate Students: A Systematic Review With Implications for Evidence‐Based Practice
Get PDFBackground: Stress is a part of daily life for graduate students, including graduate nursing students. Contemporary graduate nursing students are facing unprecedented challenges to meet rigorous academic standards as they prepare for their advanced professional role to meet the demands of the nation’s complex and ever-changing healthcare system. Empowering graduate nursing students to ease their perceived stress and minimize undesirable health effects may benefit their capacity to adapt and successfully manage perceived stress in their future healthcare role.
Aims: To conduct a systematic review to evaluate the existing evidence with the aim of identifying evidence-based self-care interventions for coping with perceived stress.
Methods: We conducted a systematic review, searching CINAHL Plus with Full Text, PsycINFO, and MEDLINE. Inclusion criteria included self-care, graduate students, perceived stress as measured by Perceived Stress Scale, quantitative analysis, conducted within the United States, English language, and peer reviewed. Two authors completed an asynchronous review of the articles, and one expert evidence-based practice mentor and one wellness expert conducted rigorous appraisal of the eight identified studies. Evidence was evaluated and synthesized, and recommendations for practice were determined.
Results: Eight studies meeting the criteria for this systematic review were critically appraised. The interventions varied from a stress management course to mind-body-stress-reduction (MBSR) techniques, such as yoga, breath work, meditation, and mindfulness. All studies measured the outcome of stress with the Perceived Stress Scale. Each study demonstrated a reduction in perceived stress post intervention.
Linking Evidence to Action: Most effective self-care MBSR interventions include (a) a didactic component, (b) a guided MBSR practice session, and (c) homework. Consideration should be given to a trained or certified MBSR instructor to teach the intervention
Klimt\u27s Church
No full textMedium: Inkwash
Dimensions: 20 x 16
Description: My version of a scene that Klimt painted 100 years earlier, based upon my photograph.https://pilotscholars.up.edu/ghyselinck_exhibit/1004/thumbnail.jp
Forest Park from UP
No full textMedium: Acrylics
Dimensions: 16 x 20
Description: The view across the river from the bluff featuring autumn colors.https://pilotscholars.up.edu/ghyselinck_exhibit/1001/thumbnail.jp
Walk to Language: Creating Language Development Opportunities for ELL and Non-ELL Kindergarten Students
Get PDFA staggering number of students begin school with lagging English language skills, which may impact a child’s future achievement in reading and writing. This challenge is disproportionately high for students living in poverty and/or students that are learning English as a second language. The purpose of this research is to measure the impact of an instructional model utilized for kindergarten students, Walk to Language, on English language development and on English language arts skills. This model is unique in that it simultaneously addresses the language development needs of English language learners (ELL) and non-ELL, many of which are students of color. An ex post facto quantitative research design was utilized to evaluate data from a Pacific Northwest school district pilot of the model. The study included 67 kindergarten students from a school participating in the pilot as a treatment group and 96 students from a control group within the district. Results indicated significantly higher scores for native English speaking students in language skills from the treatment group (p = .04). This finding supports the hypothesis that non-ELL students would benefit from language instruction. The control group made significantly higher growth on sentence dictation (p = .001) and on the English Language Proficiency Assessment 21 (ELPA 21) reading sub-scores (p = .04) than treatment students. These findings indicate that this early intervention model shows inconclusive results as to the potential to elevate the academic performance and growth levels of students from a variety of backgrounds. Additional results, opportunities for future study, and program recommendations are presented
Educating Preeclampsia Management Using Case Studies of Disease Progression
Get PDFPreeclampsia is a multisystem hypertensive disease that is unique to pregnancy which can compromise the health of both the mother and the fetus (Phillips & Boyd, 2016). Preeclampsia and eclampsia are responsible for more than 50,000 maternal deaths annually worldwide (Ghulmiyyah & Sibai, 2012). Early diagnosis and disease management is critical for optimizing outcomes (Phillips & Boyd, 2016). Nurses can impact care and outcomes based on vigilance, recognition of warning signs, and patient education regarding the importance of postpartum follow-up care. Preeclampsia can initially manifest or continue during the postpartum period, which can lead to chronic hypertension, complicate future pregnancies, and cause long term multi-organ damage (Phillips & Boyd, 2016). Thus, the focus of this scholarly project is to educate undergraduate nursing students to identify disease progression of an acute crisis when caring for women with preeclampsia during the intrapartum period
Safe Spaces: Their Construction and Their Purpose
Get PDFThis study looks at the purpose and symbolic co-construction of safe spaces, specifically LGBTQ+ areas. It is important to address such spaces’ physical, temporal, and other attributes through their users’ eyes because these spaces host sensitive exchanges that impact emotions, time, and negotiations of identity for their users. Symbolic convergence theory is applied to frame and make sense of what is happening in one such space under observation, exposing important narratives that are shared among those who take advantage of the safety of the space. Users’ experiences reflect consistent narrative attention paid to who is invited and welcomed into the space, how to stay safe there, and the transformative impact that safe space setting can impart on actors. Understanding those stories through an emergent theme of “comfort” helps clarify some of what helps co-create successful spaces like these
Interpreter
No full textMedium: Clay, wood, wire, glass.
Dimensions: 7\u27 H x 36 W
The brain\u27s left hemisphere appears to be essential in how we consciously “make sense” of our ongoing behavior. The neural circuits, some being perched high up in the prefrontal cortex, assimilate our behaviors and events into an ongoing believable story.https://pilotscholars.up.edu/pitzer_exhibit/1009/thumbnail.jp