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Teachers’ Perceptions of Risk Factors, Protective Factors, and Intervention Strategies for School Shooters
Get PDFOver 1,000 lives have been lost in school shootings in the United States. Many school shooters are current or former students ages 12 to 18, predisposed to risk factors (e.g., mental illness, bullying, trauma). Teachers have a crucial role in school safety, but their voices are underrepresented regarding school shooting interventions. Guided by the social ecological model, this generic qualitative research explored teachers’ perspectives of the risk factors, protective factors, and intervention strategies for school shootings. Data were collected through semistructured interviews with 10 secondary education teachers from various states in the United States. The collected data were then thematically analyzed. The risk factors and protective factors fell within the themes of (a) emotional stability to overcome their circumstances, (b) powerful influence of a social network, (c) normalization or glorification of violence, and (d) striving to make an impact in the world. Intervention strategies fell within the themes of (a) cultivating a culture where relationships will thrive, (b) supporting the physical and emotional well-being of all, (c) it takes a village to intervene across all ecological levels, and (d) wanting to help, but how do we help and responsibility assignment. The findings of this study have potential implications for positive social change that include informing training opportunities and areas for further research to help address the issue of school shootings
The Strategies Necessary for Leading Multigenerational Teams
Get PDFPoor workplace communication strategies can negatively affect a multigenerational workforce. Law firm leaders are concerned that communication gaps among generational groups may decrease performance and increase turnover. Grounded in transformational leadership theory, the purpose of this qualitative case study was to explore law firm leaders\u27 strategies to communicate effectively with multigenerational cohorts. The participants were 10 law firm leaders located in the northeast region of the United States. Data were collected using semistructured interviews and reviewing internal communications, training materials, and policy documents. Through thematic analysis, three themes were identified: (a) adaptability, (b) career experience, and (c) lack of training. Key recommendations include implementing comprehensive training programs focused on multigenerational communication needs and establishing continuous feedback mechanisms to refine communication strategies. The potential implications for positive social change include improved employee retention, increased productivity, and a workplace culture that fosters collaboration among diverse employees
Staff Education Program on Pressure Ulcer Prevention
Get PDFThis staff education program was aimed at improving pressure ulcer prevention practices in long-term care settings by increasing staff knowledge. Pressure ulcers remain a significant issue in long-term care facilities, leading to adverse patient outcomes and increased healthcare costs. Addressing this problem is critical within nursing practice to ensure patient safety, enhance quality care, and reduce preventable harm. The practice-focused question was: What is the effectiveness of a staff education program on pressure ulcer prevention in increasing staff knowledge in long-term care settings? The purpose of this doctoral project is to design and evaluate a comprehensive staff education intervention, incorporating a checklist, to improve knowledge and adherence to best practices in preventing pressure ulcers. The project used a pre- and post-education evaluation approach to measure changes in staff knowledge. Data collection included administering knowledge assessments before and after the educational intervention. Statistical analyses were conducted to determine the significance of the improvements observed. The findings demonstrated a marked increase in staff knowledge following the education program, with the checklist serving as an effective tool for reinforcing prevention protocols. The results highlight the value of targeted education in promoting evidence-based practices. Recommendations emphasize the integration of such programs into ongoing professional development initiatives and the regular use of checklists to maintain high standards of care. This project underscores the importance of education to empower staff and enhance patient outcomes and support positive social change by advocating for equitable care practices reducing health disparities and fostering an inclusive approach to patient safety and well-being
Staff Education to Improve Hand Hygiene Among Inpatient Behavioral Health Staff.
Get PDFIn this staff education project, I addressed the critical need to improve hand hygiene compliance among healthcare workers in behavioral health settings. Poor adherence to hand hygiene protocols is directly linked to increased healthcare-associated infections (HAIs), patient morbidity, and higher healthcare costs in behavioral health environments. The practice-focused question was: How does a hand hygiene intervention program, grounded in the theoretical domains framework, impact hand hygiene compliance among behavioral healthcare workers in inpatient psychiatric units? The purpose of the project was to evaluate the effect of a hand hygiene intervention program on compliance rates among behavioral healthcare workers in inpatient psychiatric units. A 90-minute educational intervention was designed and implemented for 20 behavioral healthcare workers across three inpatient psychiatric units. Pre-- and post-intervention assessments showed significant improvements in knowledge, skills, and attitudes towards hand hygiene. Knowledge scores improved by 38%, with a 92% competency achievement rate in skills demonstrations. Positive attitudes towards hand hygiene increased by 45%. Compliance rates rose from 52.6% to 74.1% at 90 days of post-intervention. This educational intervention demonstrates the effectiveness of a theory-driven approach in improving hand hygiene. It supports positive social change by reducing HAIs, ensuring safer environments for a diverse population of patients, and promoting equitable healthcare practices. Future recommendations include integrating the intervention into hospital policies, maintaining long-term monitoring, and exploring more applications of the behavior change theory
Development of End-of-Life Educational Module for Nurses
Get PDFEnd-of-life (EOL) care is given to patients and their families near the end of the patient’s life or when a patient or family member chooses to stop any treatment they are receiving to either cure or control their disease process. Having discussions regarding end-of-life and dying has proven to be difficult and uncomfortable for most healthcare professionals, whether they are providers or nurses at the bedside. Part of the reason for the discomfort in having these discussions is twofold. First, healthcare professionals are trained to do what they can to save a person\u27s life. Therefore, there is a lack of education and focus on having conversations regarding death and dying with dignity and how to provide compassionate and quality EOL patient care. Second, as individuals, we find it uncomfortable to think or talk about death, which leads to a gap in the healthcare system between one\u27s knowledge of their feelings on death and dying and then being able to have open and honest communication with a patient and their family regarding how the patient would like to die. The goal of this project is to provide an expert-evaluated educational toolkit for nurses that will help to bridge the gap between the nurses and providing dignified EOL care. The majority (62.5%) of an interprofessional expert panel (N = 8) provided agreement that the toolkit would be effective in EOL care. Bridging this gap will also promote a positive social change in communication between nurses and patients, allowing for less conflict between healthcare teams along with avoiding poor timing in EOL discussions. Increasing one’s knowledge in EOL care provides the nurse with a foundation that will help them to facilitate allowing the patients to have the ability to die with dignity which in turn will help the family to avoid having feelings of guilt over the decision to move forward with EOL care for their family member
Higher Education Faculty Perceptions of the Strategies, Training, and Support Needed for Online Teaching
Get PDFOnline teaching and learning are growing within higher education, and faculty require support and motivation to engage in professional development that provides training in transitioning from teaching face-to-face to online. The problem that was addressed through this project study was that few faculty members took advantage of the training in online pedagogical strategies at a midsized western state university (MWSU), despite survey results indicating that faculty wanted this training. The purpose of this qualitative study was to explore online pedagogical strategies, training, and support faculty need and are willing to participate in at MWSU. Hall et al.’s concerns-based adoption model provided the conceptual framework to explore adopting innovations and integrating new learning as online teaching opportunities grow. For this basic qualitative design, semistructured interviews were conducted with a purposeful sample of 13 faculty from whom: seven faculty had expertise and three faculty were novices in teaching online. Axial coding was used to analyze core concepts with the following four themes emerging: barriers to teaching online, previous training faculty had received, additional training required, and motivation for faculty to participate in training. Results indicated that faculty would participate in online professional development which was flexible and shorter. Consequently, a 7-week, asynchronous online course was developed, focusing on online pedagogy, the use of the learning management system, tools and technology to be used, and course and assignment templates and examples, thus, supporting positive social change by improving faculty preparedness, strengthening university online offerings, and ultimately fostering a more effective and inclusive learning environment for students
Medical Social Workers’ Self-Efficacy and Perceptions of Interdisciplinary Collaboration Managing Patients With Chronic Pain and Opioid Use Disorder
Get PDFSocial work is a complex field, with the roles and responsibilities of social workers often unclear. This ambiguity can lead to low self-efficacy and hinder effective collaboration with other disciplines, which can negatively impact patient care. The purpose of this quantitative study is to explore the relationship between the occupational self-efficacy of medical social workers, level of experience and social workers’ perceptions of interdisciplinary collaboration when managing patients with co-occurring chronic pain and opioid use disorder. The theoretical framework that guided this study is Bandura’s self-efficacy theory. The conceptual framework for this research is Bronstein’s model of interdisciplinary collaboration. The Occupational Self-Efficacy Scale-Short Form and Index of Interdisciplinary Collaboration were used to collect data from medical social workers with experience on interdisciplinary teams in acute care settings. A multiple regression analysis was used to examine the extent to which occupational self-efficacy and level of experience of medical social workers predict perceptions of interdisciplinary collaboration. Findings indicated that social workers with high levels of occupational self-efficacy also have positive perceptions of interdisciplinary collaboration. This study was significant in that positive attitudes towards social workers and understanding of their contributions impacts social workers’ beliefs in their capabilities to interact effectively with other disciplines. This study may contribute to positive social change by addressing barriers that hinder effective collaboration; thus, improving the lives of patients through well-functioning interdisciplinary teams that work together to resolve complex patient issues
African American Men’s Perception of Fear of a Deadly Encounter with Police During Traffic Stops in Detroit
Get PDFThis qualitative, phenomenological study is an examination of the fear of deadly encounters during traffic stops as experienced by seven African American men in Detroit. This fear is rooted in the historical context of slavery, where laws permitted the use of force to control African Americans. Using the critical race theory framework, the impact of traffic stops on African American men was explored, including how these encounters contribute to fear, psychological distress, and potential escalation of violence in interactions with law enforcement. The study shows that the fear of police encounters significantly impacts the psychological well-being, trust, and security of African American men. Seven African American men were interviewed about their lived experiences during traffic stops in Detroit. Data analysis included organizing, sorting, and coding the data to reveal patterns and themes. The findings reveal the intense fear the seven African American men experienced during police traffic stops in Detroit, shaped by personal experiences, historical context, and systemic issues in policing. Key themes included feelings of fear, experiences of racial bias, the development of survival strategies, trauma stemming from past encounters with police violence, concerns about potential escalation during stops, and a pressing demand for greater police accountability. Implications from this study include the need for policy reforms to promote positive social change, including mandatory data collection on traffic stops, the establishment of civilian oversight committees, and reviews of use-of-force incidents. These measures are essential for implementing positive social change by tackling systemic racism and reducing racial disparities in policing, ultimately fostering a more equitable and just society
Integrative Treatment Providers’ Perspectives: Gender Differences for Adult Survivors of Childhood Sexual Abuse
Get PDFThe long-term effects that individuals suffer because of childhood sexual abuse may impact their physical, mental, emotional, spiritual, and social health. Treatment providers and helping professionals working with childhood sexual abuse survivors offer a unique insight into the impact of the trauma based on the gender of the survivor. The purpose of this qualitative study was to explore integrative treatment providers’ perceptions of treating male versus female adult survivors of sexual abuse. Seligman’s positive psychology was used for the theoretical framework of the study, and the conceptual framework was based on Engel’s biopsychosocial model. The data for this study were collected through interviews with nine integrative treatment providers who were identified to have experience working with adult survivors of childhood sexual abuse. Providers were asked to clarify what connection they observe between the survivor’s trauma and the symptoms of dysfunction presented for treatment. The results are notable as they add to the knowledge base of qualitative research that explores variables specific to gender-based barriers and successes in integrative treatment, such as disclosing and processing abuse. The results show best practices for ongoing assessment of childhood abuse history throughout treatment to encourage and allow disclosure as well as providing support for the expansion of education and the development of clinical competency for integrative treatment providers working with childhood sexual abuse survivors. The knowledge gained by this research study contributes to social changes as it offers providers insight to modify their approaches to treatment to include gender-based considerations and improve their ability to reach survivors
Lived Experiences of School Counselors Regarding Applications of Multicultural and Social Justice Advocacy
Get PDFSchool counseling literature claimed that school counselors were trained in multicultural and social justice advocacy and were uniquely positioned within the school system as change agents. School counseling research had not explored school counselors’ experiences when applying their ethical responsibilities of multicultural and social justice advocacy. This hermeneutic qualitative phenomenological study explored the lived experiences of school counselors working in the education system regarding ethical practices of multicultural and social justice advocacy. The research question was: How do school counselors experience their social justice and multicultural advocacy roles within the education system? Three theories composed this study’s foundation: hermeneutic phenomenology, ecological systems theory, and social dominance theory. Nine participants were interviewed, and the hermeneutic circle process was used to analyze the data. Eleven themes were found that related to social justice in context, potential challenges or barriers for school counselor ethical practices, issues of marginalization and harm, systemic implications, the influence of systems hierarchy and religious and political movements, and positive influences and partnerships related to multicultural and social justice advocacy. Findings may be used to better prepare and support school counselors for the systemic implications, which may create stronger advocacy for all students