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African American Women’s Lived Experiences of Adultification Bias and Emotional Well-Being
Get PDFWhile existing studies have explored the manifestations of adultification bias in various contexts, there is a significant gap in the literature regarding research on the emotional well-being of African American women who have navigated this bias. The purpose of this study was to understand how adultification bias manifests in the lives of African American women, to illuminate the nuances of how adultification bias unfolds in the lives of African American women, and to examine its presence within their emotional realms. The theoretical frameworks of adultification bias and emotional well-being ground the study. The key research questions centered on the specific narratives of African American women regarding adultification bias and the intricate relationships these narratives have with their emotional well-being. The participants were ten African American female individuals aged 18 or older who had experienced adultification bias. Data were collected using semi-structured interviews. Six themes emerged from the thematic analysis: Premature Parentification, Emotional Suppression, Systemic Inequities, Psychological Toll, Resilience of Faith, and Breaking a Cycle. The findings of this study have significant implications for positive social change, as they aim to inform policymakers, educators, and mental health professionals about the detrimental effects of adultification bias, ultimately fostering a more supportive environment for African American women
Attitudes Toward Seeking Mental Health Services Among Young African American Same-Sex-Oriented Men
Get PDFIn 2018 suicide was the second leading cause of death for young people between the ages of 15 and 24 (CDC, 2018). Suicide and other factors like HIV, depression, and oppression may serve as barriers to seeking counseling among African American same-sex-oriented men ages 18-26. Due to a previous gap in the literature regarding barriers to seeking counseling, this study may support counselors in finding ways to address the disparity in counseling utilization among this population. Grounded in queer and social identity theories, the purpose of this quantitative study was to examine if adverse childhood experiences, current civic unrest, HIV, and suicide predicted attitudes towards seeking counseling services (RQ 1), and to determine if these attitudes predicted the intention to seek counseling (RQ 2). Participants were recruited on social media and at social events where links and QR codes to an online quantitative survey were disseminated. The sample size was 51. Data were analyzed using SPSS version 23. The results for the first research question showed that the ANOVA was statistically significant (p = .022), noting that the variables collectively predicted attitudes toward seeking counseling. In answering research question 2, the ANOVA was not statistically significant (p = .820), noting that attitudes toward seeking counseling services were not a significant predictor of intention to seek counseling services. Two limitations to the study were that the G*power sample size was not met and 60% of the study sample was on the higher end of the age range, warranting further research. Socially, this study supports the mental health and well-being of the target population. Being aware of what impacts their help seeking behavior may assist them in choosing to address the barriers
The Problem With Consumer Affordability of Prescription Medications in the United States
Get PDFConsumer affordability of prescription drugs is an ongoing problem in the United States. This study was undertaken to research the financial, physical, and economic effects of drug prices on consumers and the methods used by consumers to address such effects. Rational choice and power and politics theories were used to explain the decisions consumers make when they could not afford their medications and the role policies and politics play in drug pricing. The research questions concerned the relationship between consumers’ perceptions of drug pricing and their ability to purchase medications. The quantitative nonexperimental study involved the administration of a survey featuring selected questions from the 2019 KFF Health Tracking Poll. The sample size of 87 participants was comprised of individuals over 26 years old. All participants had to have their own medical insurance. Data was analyzed using chi-square test of independence to determine relationships between the categorical variables. Results showed no correlation between participants’ opinions on the price of medications and whether they were generic or should be purchased from Canada; however, participants did not believe drugs were priced fairly. There was a positive correlation between the cost of prescription and the use of drug discount programs. Policymakers and other stakeholders should consider the patient’s perspective when evaluating programs aimed at lowering the cost of medications, and they should seek to raise prescribers’ awareness of such programs. By doing so, policymakers and other stakeholders may be able to foster positive social change by providing financial, economic, and physical relief to consumers
Staff Education for Improved Diabetes Management: Enhancing Knowledge and Patient Outcomes
Get PDFAn increase in patients’ hemoglobin A1c levels in a South Mississippi organization suggests that inadequate type 2 diabetes (T2DM) knowledge among the staff hindered them from delivering competent care. The gap in practice at the site revealed a deficiency in knowledge in nutrition education for healthcare providers and staff, which led to the practice question: Does educating providers and staff on nutrition for adults with type 2 diabetes improve knowledge, as evidenced by pre- and post-surveys? This educational initiative employed the analysis, design, development, implementation, and evaluation (ADDIE) model, the John Hopkins evidence-based practice (JHEBP) model, the Walden University Doctor of Nursing Practice (DNP) project checklist, alongside the DNP Project Process Guide. A literature search was conducted using EBSCOhost, PubMed, and CINAHL databases via the Walden University Library and resulted in 41 peer-reviewed articles, of which 14 were chosen to support the intervention. Content Experts included a Walden librarian and a certified nutritionist. Two structured lunch-and-learning sessions were employed to educate 11 clinical staff members. Pre- and post-surveys issued via SurveyMonkey were used to evaluate staff knowledge. Results indicated that the post-test increased knowledge on average by 31 percentage points, as shown by a paired t-test with a pre-survey mean of 6.00 and a post-survey mean of 9.64 (p = .001). This educational project promotes positive social change by enhancing patient outcomes and reducing the risk of diabetes-related complications, thereby making an impact on the overall transformation of healthcare delivery. Dedication: Thank you to my family for your unwavering support. Thank you, Shermaine, Staven Jr., Cynthia, Earl, Gavin, Sey, Lee, Vanessa, and Melinda. Thank you to my friends who have become family. I love you, ladies. Lastly, to myself, for showing up, pushing through, and finishing what I started
Relationship Between Processing Speed and Perceptual Reasoning Index Scores in Contact vs Noncontact Child Sex Offenders
Get PDFChild sexual offending remains a critical societal issue with complex psychological and behavioral underpinnings. Although prior research has emphasized recidivism and risk assessment, there is limited information regarding neurocognitive functioning and its potential role in terms of differentiating contact versus noncontact offender subtypes. This quantitative cross-sectional study involved examining whether cognitive functioning, measured using the Processing Speed Index (PSI) and Perceptual Reasoning Index (PRI) via the Wechsler Adult Intelligence Scale predicted offender subtype among 90 adult males who completed psychosexual evaluations. Additionally, the study involved testing whether age moderated the relationship between cognitive indices and offender subtype classification. Guided by the executive dysfunction theory, binary logistic regression, and moderation analyses, results indicated PSI and PRI scores did not independently predict offender subtype. However, a marginally significant interaction between PRI and age suggested potential age-related variations in cognitive profiles across offender subtypes. These findings underscore the importance of age-sensitive approaches for forensic assessment. Recommendations for future research include expanding sample diversity and incorporating broader neuropsychological measures. This study contributes to positive social change by supporting individualized offender profiling and promoting evidence-based practices in forensic clinical settings
Beyond the Individual: Community Socioecological Correlates of Mass Shootings in a Cross-Sectional Analysis
Get PDFMass shootings represent an urgent and persistent threat to public safety in the United States, yet most research has focused on individual-level characteristics, leaving community-level socioecological conditions comparatively underexamined. This study addressed this gap in knowledge through an examination of the statistical correlations between community-level characteristics and mass shooting incidence using Ostrom’s social-ecological systems theory as a guiding framework. A cross-sectional quantitative design was employed using secondary data from The Violence Project, the U.S. Census Bureau, Neighborhood Atlas National Data Archive, and publicly available law enforcement and policy records. Multiple regression analysis was performed to test both main and interaction effects across independent variables, including socioeconomic instability, educational attainment, mental health resource availability, and law enforcement policy indicators. Findings revealed that the presence of proactive law enforcement programs was negatively correlated with mass shooting rates. These results suggest that proactive law enforcement infrastructure, especially formal community policing and violence prevention programs, may serve as a protective factor, whereas broader structural conditions alone may not sufficiently predict variation in mass shooting incidence. Implications for positive social change include providing evidence-based guidance to local policymakers and communities on allocating resources and implementing proactive policing and violence prevention programs
Minority Female Political Representation in Westchester County Politics: A View From Minority Female Elected Office Holders
Get PDFAfrican American women have historically been underrepresented in political leadership, a disparity largely attributed to the persistent absence of structured support systems—particularly mentorship—that promote advancement across federal, state, and local levels. Existing literature highlights gender and racial disparities in political trajectories but often overlooked the specific role of mentorship in shaping leadership outcomes for African American women at the municipal level. This gap was particularly critical given the increasing civic engagement and influence of African American women in local governance. The purpose of this general qualitative study was to examine how mentorship shaped the political journeys of African American women representing municipalities in Westchester County, New York. Guided by Black feminist theory and a general qualitative research approach, semi-structured interviews with seven African American female political leaders—analyzed through deductive thematic analysis—revealed mentorship as a central enabler of political progression, fostering confidence, strategic growth, and access to essential networks. Additional findings—resilience, self-advocacy, and family support—further sustained their aspirations. Barriers such as internal competition, time constraints, and a weak mentorship culture consistently hindered advancement. The findings underscored the importance of structured mentorship initiatives, intergenerational networking among African American women leaders, and increased political education to strengthen the leadership pipeline. African American women can potentially use mentorship to empower future leaders and expand political representation
Adaptive Leadership and Employee Retention During Disruptive Times in Real Estate
Get PDFSome real estate agency owners in Panama lack adaptive leadership strategies to retain employees during market disruptions. The real estate industry and agency owners are especially vulnerable to financial fluctuations and market volatility, which can lead to increased employee turnover and decreased organizational performance. This qualitative pragmatic inquiry explored the adaptive leadership strategies used by Panamanian real estate agency owners to retain employees during disruptive periods. Guided by Heifetz and Linsky’s adaptive leadership theory, the project addressed the central research problem through semistructured interviews with six real estate owners and managers with at least 4 years of leadership experience. Participants were selected based on their ability to make employee retention decisions during disruptions. Data were analyzed using Braun and Clarke’s six-step thematic analysis method. Five key themes emerged: decision making under adaptive leadership, employee-centered culture, transparency and communication, flexibility and development, and use of engagement metrics. The findings revealed that real estate agency owners who practiced adaptive leadership prioritizing employee needs, fostering open communication, and maintaining organizational flexibility were more successful in retaining staff during periods of disruption. Future researchers should expand the scope beyond family-owned businesses and explore adaptive leadership practices in diverse real estate contexts, both within and beyond Panama. The implications for positive social change include the potential for real estate leaders to implement resilient leadership strategies that support employee retention, promote stability, and sustain business operations during times of uncertainty
Preventing Nurse Burnout through Self-Care Strategies
Get PDFExecutive Summary: Staff Education Project Preventing Nurse Burnout through Self-Care Strategies by Doris Iwuh MS, Walden University, 2022 BSN, Grand Canyon University, 2020 ADN, Radiance College, 2016 Executive Summary Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University August 2025 Summary An outpatient mental health clinic identified a rise in burnout among psychiatric nurse practitioners, licensed therapists, and social workers. A gap in practice revealed that staff lacked knowledge of self-care strategies to manage burnout, leading to the project question: Does implementing an educational program for nurses and mental health specialists on self-care strategies improve staff knowledge on self-care strategies to reduce burnout, as evidenced from pre-intervention (education) to post-intervention (education) survey? This educational project utilized the ADDIE instructional design model and the Johns Hopkins Evidence-Based Practice (JHEBP) framework to review 10 peer-reviewed articles. The articles were retrieved from CINAHL, PubMed, and PsycINFO in collaboration with a Walden University librarian and used to develop a PowerPoint-based staff education session. Sixteen behavioral health professionals attended one of two in-person sessions and received an intervention on self-care and burnout prevention, supported by a validated 10-item pre- and post-assessment. All participants completed both surveys, with scores rising from 48.75% to 83.75%, a 35-point gain. A paired t test confirmed the significant improvement, t (15) = -27.112, p \u3c .001, showing the intervention’s impact on staff knowledge of self-care strategies to manage burnout. Organizations can support workforce sustainability by prioritizing staff education on self-care, enhancing staff well-being and service delivery in psychiatric settings, and promoting social change. Background Burnout is a chronic occupational condition characterized by emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment. It is highly prevalent in outpatient behavioral health settings, where mental health providers are exposed routinely to intense emotional demands, insufficient staffing, and minimal wellness resources (Weikel & Fisher, 2022). National data show that over 50% of nurses and nearly 60% of mental health professionals report symptoms of burnout, and its widespread impact across healthcare settings (American Nurses Foundation, 2023; U.S. Department of Health and Human Services, 2022). At the practicum site, core team members, including a psychiatric nurse practitioner, therapists, and a social worker, exhibited signs of burnout like stress, fatigue, and emotional strain. Despite these concerns, no formal self-care education or wellness support systems were in place, highlighting a significant gap in the organization’s approach toward burnout. An environmental scan and informal interviews revealed a knowledge gap in self-care strategies among staff, supported by human resource data on stress and absenteeism, indicating the need for targeted intervention. Input from clinical leadership, frontline staff, and content experts shaped the project focus. Peer-reviewed evidence further confirmed the effectiveness of education in reducing burnout among mental health providers. These steps collectively informed the formulation of the project question: Does implementing an educational program for nurses and mental health specialists on self-care strategies improve staff knowledge on self-care strategies to reduce burnout, as evidenced from pre-intervention (education) to post-intervention (education) survey? Staff Education Project Development This project followed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation (Quigley, 2019), to guide the creation of a staff education program on self-care strategies. During the analysis, staff interviews and human resource data revealed burnout symptoms and knowledge gaps. In the design/development phases, project tools, including a validated 10-item pre-/post-survey, expert evaluation forms, and a PowerPoint presentation, were created using peer-reviewed evidence and approved by two mental health content experts. The implementation phase involved two in-person sessions delivered to 16 staff after obtaining project approvals. For evaluation, pre-/post-survey results were compared to assess knowledge gains. The project aligned with Walden University’s (2022) DNP Project Process Guide, using the JHEBP framework to organize evidence. Analysis Project analysis began with identifying a gap in practice through informal staff interviews and human resources records. The findings revealed high stress levels, absenteeism, and limited knowledge regarding self-care strategies among staff members, as the practicum site had no structured training on managing workload or emotional well-being. A critically appraised literature review using Walden University library databases and 10 peer-reviewed articles using the JHEBP research and non-research evidence appraisal tools. The evidence supported staff education as a practical approach to improving self-care-related knowledge and reducing burnout. An organizational readiness assessment, SWOT analysis, and stakeholder analysis indicated strong leadership support, alignment with institutional goals, and staff willingness to participate. These analyses supported the need for an educational project development to increase staff knowledge. Design/Development The design of the educational project addressed the identified gap in staff knowledge related to self-care strategies. Development of project tools was informed by evidence from the literature and aligned to improve staff knowledge. Project materials included a 10-item pre- and post-survey to measure staff knowledge (Appendix A), evaluation forms for content experts to assess clarity and relevance (Appendix B), and an evidence-based PowerPoint presentation (Appendix C). All tools were reviewed and approved by two experienced mental health content experts. The first content expert, Mr. CA, was a board-certified psychiatric nurse practitioner with over 10 years of experience in clinical education and burnout prevention. The second content expert, Mr. EU, a licensed therapist and supervisor at the practicum site, had extensive experience in professional development and mental health program implementation. The tools created are under Walden University’s requirements for staff education projects and reflect key themes identified in the literature review. Implementation These educational sessions were implemented after approval from the site preceptor and faculty advisor and completion of Walden University’s ethics pledge. Once approved, sessions were held through two in-person sessions to accommodate varying staff work schedules. A total of 16 outpatient mental health professionals participated in the sessions. At the start of each session, participants were informed of the project’s purpose and the voluntary nature of their participation, with implied consent granted upon completion of the survey tools. Each session began with a pre-intervention survey, followed by a PowerPoint-based presentation that covered self-care strategies such as boundary-setting, mindfulness, nutrition, and stress management. After the session, participants completed a post-intervention survey to assess changes in their knowledge. Evaluation The final step of the ADDIE model was the evaluation of knowledge outcomes. This evaluation involved comparing participants’ pre- and post-survey scores to assess changes in staff knowledge following the educational intervention, where a 10-item survey was completed anonymously and matched using participant-generated letter codes. The survey data were input manually into Microsoft Excel and analyzed using inferential statistics, specifically a paired one-tailed t test, to determine the statistical significance of changes in knowledge scores and evaluate the educational intervention’s effectiveness in improving staff knowledge of self-care strategies for burnout prevention. The evaluation process adhered to Walden University’s (2022) DNP Project Process Guide, which supports structured, evidence-based methods to evaluate outcomes in staff education projects. Results Participants included a diverse group of behavioral health professionals, psychiatric nurse practitioners, licensed therapists, and social workers, working in an outpatient mental health clinic. Content Expert Findings Two content experts completed a review of the educational PowerPoint and pre- and post-surveys using the content expert evaluation forms (see Appendix B). Both reviewers evaluated the educational content’s relevance, clarity, and alignment with the project’s goals. They rated all items on the survey tool as “very relevant,” resulting in a relevance score of four across all domains. Their feedback supported the appropriateness of the educational content in promoting staff knowledge of burnout and self-care strategies and confirmed that the material was explicit, informative, and well-organized. Pre- and Post-Survey Results The pre- and post-educational intervention survey results improved participants’ knowledge, with an average increase of 35 percentage points in scores (see Table 1). All 16 participants showed gains in knowledge, with notable improvements in areas such as recognizing signs of burnout and identifying resources for mental well-being. The pre-test average score was 48.75%, while the post-test average increased to 83.75%, indicating the effectiveness of the training. To assess whether this improvement was statistically significant, a paired one-tailed t test was conducted (see Table 2). The analysis yielded a t value of -27.112 with 15 degrees of freedom, and a p-value of \u3c 0.001, confirming a statistically significant increase in knowledge. These findings indicate that the educational intervention significantly improved participants’ understanding of self-care strategies and burnout prevention. Table 1 Survey Results Participant Pre-Test (%) Post-Test (%) Change in Score (%) Participant 1 50 80 30 Participant 2 50 90 40 Participant 3 50 80 30 Participant 4 50 80 30 Participant 5 50 90 40 Participant 6 50 80 30 Participant 7 50 90 40 Participant 8 50 80 30 Participant 9 50 80 30 Participant 10 50 90 40 Participant 11 50 80 30 Participant 12 50 90 40 Participant 13 50 80 30 Participant 14 40 80 40 Participant 15 40 80 40 Participant 16 50 90 40 Average 48.75 83.75 35 Table 2 Paired One-Tailed T-Test Result Survey N Mean (%) SD (%) t Df P Presurvey 16 48.75% 3.416% -27.112 15 \u3c 0.001 Postsurvey 16 83.75% 5.323% Qualitative feedback collected through open-ended survey responses supported the quantitative results. Participants described the education session as “timely” and “eye-opening.” They identified concrete takeaways such as boundary-setting, breathing techniques, and peer check-ins as valuable tools they had previously not used. One participant stated, “This session reminded me that burnout is not weakness; it’s a signal to care for myself better.” Others mentioned plans to incorporate daily breaks, use wellness apps, and initiate staff discussions about burnout. Implications and Limitations The primary impact of the project was a demonstrated increase in staff knowledge related to self-care strategies for burnout reduction. The immediate improvement in survey scores following the educational intervention highlighted the effectiveness of the PowerPoint session in addressing the identified knowledge gap. However, limitations included the small sample size of 16 participants, affecting the findings’ generalizability. Additionally, the brief duration of the project limited the ability to evaluate long-term knowledge retention. Despite these constraints, the project supports the value of brief, targeted education to address specific knowledge gaps among behavioral health staff. Importance Beyond the Local Site Although conducted at a single outpatient mental health clinic, this project addresses a broader issue faced across many behavioral health settings. Staff burnout and the lack of structured wellness support are common challenges. The structured, evidence-based nature of the intervention provides a replicable model for similar clinics seeking to improve staff knowledge through concise educational programming. The results support the relevance of staff education in outpatient settings where providers routinely face emotional demands and high stress. Conclusion This educational project highlights the need for ongoing staff education focused on burnout prevention and self-care strategies in outpatient psychiatric care. The project addressed an identified gap by improving staff knowledge of recognizing burnout and where to access wellness resources. Participants showed increased knowledge across all survey items after the intervention, confirming that structured educational sessions can efficiently raise awareness of burnout-related issues among mental health professionals. The implications for positive social change reflect how educational efforts like this can strengthen the mental health workforce through equitable access to knowledge. Expanding future sessions to include other staff groups, such as administrative personnel and interns, may extend the program’s impact. Offering flexible formats, such as asynchronous modules, can improve accessibility while ensuring continuity in learning. Regular follow-up assessments will be essential to reinforce knowledge retention. Organizations can support workforce sustainability by prioritizing staff education on self-care and improving staff well-being and service delivery in psychiatric settings. References American Nurses Foundation. (2023). The American Nurses Foundation says action is still needed to address serious nursing workforce challenges. https://www.nursingworld.org/news/news-releases/2023/the-american-nurses-foundation-says-action-is-still-needed-to-address-serious-nursing-workforce-challenges/ Aryankhesal, A., Mohammadibakhsh, R., Hamidi, Y., Alidoost, S., Behzadifar, M., Sohrabi, R., & Farhadi, Z. (2019). Interventions on reducing burnout in physicians and nurses: A systematic review. Medical Journal of the Islamic Republic of Iran, 33, 77. https://doi.org/10.34171/mjiri.33.77 Chaisurin, P., & Yodchai, N. (2024). Measures to prevent and reduce healthcare worker burnout during the COVID-19 pandemic: A scoping review. SAGE Open Nursing, 10. https://doi.org/10.1177/23779608241272571 Cohen, C., Pignata, S., Bezak, E., Tie, M., & Childs, J. (2023). Workplace interventions to improve well-being and reduce burnout for nurses, physicians, and allied healthcare professionals: A systematic review. BMJ Open, 13(6), e071203. https://doi.org/10.1136/bmjopen-2023-071203 Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International. Ehsan, F., Iqbal, S., Younis, M. A., & Khalid, M. (2024). An educational intervention to enhance self-care practices among 1st year dental students—A mixed-method study design. BMC Medical Education, 24(1), 1304. https://doi.org/10.1186/s12909-024-05145-w Giordano, F., Cipolla, A., & Ungar, M. (2022). Building resilience for healthcare professionals working in an Italian red zone during the COVID‐19 outbreak: A pilot study. Stress and Health, 38(2), 234–248. https://doi.org/10.1002/smi.3096 Pahlevani, M., Ebrahimi, M., Radmehr, S., Amini, F., Bahraminasab, M., & Yazdani, M. (2015). Effectiveness of stress management training on the psychological well-being of the nurses. Journal of Medicine and Life, 8(4), 313. Romano, D., Weiser, N., Santiago, C., Sinclair, C., Beswick, S., Espiritu, R., & Bellicoso, D. (2022). An organizational approach to improve staff resiliency and wellness during the COVID-19 pandemic. Journal of Medical Imaging and Radiation Sciences, 53(4), S93–S99. https://doi.org/10.1016/j.jmir.2022.10.007 Saidel, M. G. B., Lima, M. H. M., Campos, C. J. G., Loyola, C. M. D., Esperidiao, E., & Rodriques, J. (2020). Mental health interventions for health professionals in the context of the Coronavirus pandemic. Enfermagem Uerj, 28. https://doi.org/10.12957/reuerj.2020.50782 Sist, L., Savadori, S., Grandi, A., Martoni, M., Baiocchi, E., Lombardo, C., & Colombo, L. (2022). Self-care for nurses and midwives: Findings from a scoping review. In Healthcare, 10(12), 2473. MDPI. https://doi.org/10.3390/healthcare10122473 U.S. Department of Health and Human Services, Office of the Surgeon General. (2022). Addressing health worker burnout: The U.S. Surgeon General’s advisory on building a thriving health workforce. https://www.hhs.gov/sites/default/files/health-worker-wellbeing-advisory.pdf Viswanathan, R., Myers, M. F., & Fanous, A. H. (2020). Support groups and individual mental health care via video conferencing for frontline clinicians during the COVID-19 pandemic. Psychosomatics, 61(5), 538–543. https://doi.org/10.1016/j.psym.2020.07.006 Walden University. (2022). Manual for staff education: Doctor of nursing practice (DNP) scholarly project. https://catalog.waldenu.edu/content.php?catoid=178&navoid=63595&hl=mission+statement&returnto=se Appendix A: Pre/Post Survey Pre-Survey: Nursing Staff Burnout Prevention & Strategies Section 1: Demographics (Optional) 1. Current Role: ___________________________ 2. Years in Nursing Practice: [ ] \u3c1 [ ] 1-5 [ ] 6-10 [ ] 11-20 [ ] 20+ 3. Unit/Department: _________________________ Section 2: Knowledge-Based Questions Below are the 10 multiple-choice or Likert-based items used in pre- and post-surveys. These focus solely on knowledge of burnout and self-care, not demographics. 1. What is burnout? a) Physical fatigue b) Emotional exhaustion, depersonalization, and reduced accomplishment c) Lack of interest in hobbies d) Depression 2. Which of the following is a key sign of professional burnout? a) Improved concentration b) Increased productivity c) Emotional detachment from work d) Interest in new tasks 3. Which strategy helps in setting boundaries at work? a) Working overtime regularly b) Saying yes to every request c) Communicating workload limits respectfully d) Avoiding all team meetings 4. What is one benefit of practicing mindfulness? a) Reduced empathy b) Increased stress c) Enhanced emotional regulation d) Suppressed feelings 5. Which of the following contributes most to emotional fatigue? a) Taking breaks b) Peer support c) Chronic exposure to emotionally charged situations d) Attending wellness seminars 6. Where should staff go to access mental health or well-being support resources? a) Human Resources or Employee Assistance Programs b) Social media platforms c) Personal diary d) Friends outside work 7. What does effective self-care look like in a workday? a) Ignoring breaks to finish early b) Taking regular breaks, using breathing techniques c) Skipping lunch to work more d) Checking emails during all free time 8. How can burnout be prevented in a high-stress role? a) Avoiding all emotional involvement b) Applying stress-management strategies regularly c) Isolating from coworkers d) Overcommitting to tasks 9. Which statement reflects confidence in recognizing burnout? a) “I am unsure what burnout looks like in others.” b) “I know what burnout looks like and can identify early signs.” c) “Burnout is only noticeable once severe.” d) “Burnout is not real.” 10. How can leadership support burnout prevention? a) By ignoring staff stress b) By fostering a culture of silence c) By providing wellness resources and listening to staff feedback d) By discouraging breaks Section 3: Awareness & Perceptions (Rate 1-5) ● I understand what burnout is and how it affects nursing staff. (1 = Strongly Disagree | 5 = Strongly Agree) ● I can recognize symptoms of burnout in myself or others. (1 = Strongly Disagree | 5 = Strongly Agree) ● I feel supported by leadership in managing stress and workload. (1 = Strongly Disagree | 5 = Strongly Agree) ● I use strategies to prevent or manage stress and burnout. (1 = Strongly Disagree | 5 = Strongly Agree) ● I know where to access mental health or well-being resources. (1 = Strongly Disagree | 5 = Strongly Agree) Section 4: Open-Ended Questions What are the top 2-3 factors contributing to burnout in your Role? ……………………………………………………………………. ……………………………………………………………………. ……………………………………………………………………. What strategies or tools do you currently use to manage burnout? ……………………………………………………………………. ……………………………………………………………………. ……………………………………………………………………. What would you like to learn or gain from this session/training? ……………………………………………………………………. ……………………………………………………………………. ……………………………………………………………………. Post-Survey: Nursing Staff Burnout Prevention & Strategies Section 1: Knowledge-Based Questions Below are the 10 multiple-choice or Likert-based items used in pre- and post-surveys. These focus solely on knowledge of burnout and self-care, not demographics. 11. What is burnout? a) Physical fatigue b) Emotional exhaustion, depersonalization, and reduced accomplishment c) Lack of interest in hobbies d) Depression 12. Which of the following is a key sign of professional burnout? a) Improved concentration b) Increased productivity c) Emotional detachment from work d) Interest in new tasks 13. Which strategy helps in setting boundaries at work? a) Working overtime regularly b) Saying yes to every request c) Communicating workload limits respectfully d) Avoiding all team meeting
Faculty and Administrators\u27 Perspectives of Generative Artificial Intelligence at an Online Higher Education Institution
Get PDFThe problem addressed in this study was that faculty and administrators in higher education are not prepared to address the use of generative artificial intelligence (GAI) innovations in institutional policies and practices. The pace of advancement of GAI in higher education (HE) left institutions to determine policies and practices without industry best practices or guidelines established by accreditors or regulatory bodies. The purpose of this qualitative study was to explore the perspectives of faculty and administrators at an online HE institution on how to respond to the emergence of GAI through institutional policies and practices. The theory supporting the study was Roger’s diffusion of innovations theory which applies to the adoption process of technology innovations. A basic qualitative design was employed using semistructured interviews with five faculty and five administrators from one online HE institution. Five themes emerged from the data: (a) the need for AI literacy training for students and faculty; (b) clear institutional policies describing expectations for the use of AI at the institution and in the research process; (c) the need for detailed academic integrity policy describing AI misconduct, plagiarism prevention, sanctions, and role responsibility; (4) the need to update assessment models to responsibly incorporate AI competencies and tools; and (5) implement practices to encourage the adoption of AI in HE. The study contributes to positive social change by recommending policies and practices that educate institutional stakeholders on the benefits, limitations, and ethics of using GAI, therefore preparing faculty to teach students to be ethical and responsible users of AI in the workplace