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Implementation of the Patient Health Questionnaire-9 as a Screening Tool for Depression
Get PDFDepression is a common mental health issue that is often misdiagnosed or underdiagnosed in primary care practice due to a lack of appropriate screening. The practice problem addressed by this project was the inconsistent use of standardized tools, like the Patient Health Questionnaire (PHQ-9), which hinders timely and accurate depression diagnosis. The practice-focused question was: Does educating staff impact their knowledge of the recommended use and interpretation of the PHQ-9 and their confidence in administering the tool? I aimed to enhance depression screening practices by educating nursing staff on administering, scoring, and integrating the PHQ-9 into routine patient care. For this project, 14 nurses attended the training sessions and completed the pretest and posttest questionnaires. The results showed a mean percentage knowledge gain of 25.56%, demonstrating a positive empirical increase in knowledge levels. Before the education, only 3 participants (21.4%) reported being confident in administering the PHQ-9. After the education, 12 participants (85.7%) reported being very confident, and 2 participants (14.3%) reported being somewhat confident in using the PHQ-9 for depression symptom screening. These findings indicated that the structured education program increased staff knowledge and confidence in the administration of the PHQ-9. The project positively impacted social change, diversity, equity, and inclusion by facilitating the development of nursing staff knowledge, which allowed staff to educate patients on the importance of depression screening and to promote evidence-based screening practices for the early identification of depression. Educating a diverse staff population may enhance their ability to reach various patient populations and thus promote equity and inclusion in depression screening and management
The Relationship of Organizational Health Safety Efforts Specific to COVID-19 and Perceived Organizational Support on Affective Organizational Commitment
Get PDFWhen health safety efforts for COVID-19 are perceived negatively, the implementation of health safety efforts by employers may not be effective and are therefore likely to fail in protecting employee health, such as in the agriculture industry. Guided by social exchange theory, organizational support theory, and the theory of organizational commitment, this quantitative correlational study involved examining relationships between organizational health safety efforts specific to COVID-19 (OHSE-C19), perceived organizational support (POS), and affective organizational commitment (AOC) among poultry hatchery employees. The study entailed analyzing survey and opinion poll data from 90 participants from two poultry hatcheries in Iowa and Pennsylvania, using multiple regression after confirming that all assumptions met the regression requirements. The overall model was statistically significant, F(5, 54) = 29.21, p = .001, with an R2 of .635. Three predictors that were significantly related to AOC are sanitation of commonly touched surfaces (β = .24, p = .004), vaccination opportunities (β = –.15, p = .038), and POS (β = .75, p = .001). Paid time off for own COVID-19 quarantine time (β = –.02, p = .724) and required mask-wearing (β = –.07, p = .363) were not statistically significant predictors. Understanding this relationship could further assist organizational leaders in aligning communicable disease interventions with employee perspectives and improving organizational communication to clarify the purpose and potential benefits of health safety efforts. The implications for positive social change include the potential for organizational leaders to strengthen workplace health strategies that support employee wellbeing, foster engagement, and contribute efforts to reduce disease transmission
Relationship Between Leadership Styles and Teacher Job Satisfaction After COVID-19
Get PDFThe educational sector in the United States experienced substantial workforce changes during the Great Resignation, a period following the COVID-19 pandemic when many employees left their jobs. In response, school leaders were encouraged to understand the relationship between their leadership styles and teacher job satisfaction. This quantitative correlational study used Job Satisfaction Theory as its theoretical framework to examine the relationship between three leadership styles—transactional, transformational, and laissez-faire (passive-avoidant)—and teacher job satisfaction in the post-pandemic context. Eighty-two teachers participated by completing the Job Satisfaction Survey and the Multifactor Leadership Questionnaire (MLQ). Results from the multiple linear regression analysis were statistically significant, F (3, 79) = 7.860, p \u3c .001, with an R² of .237, indicating a good model fit. Notably, transformational (t = 1.847, p = 0.069, β = .2.66), transactional (t = .456, p = 0.650, β = .092), and laissez-faire (t = 1.927, p = 0.058, β = .200) were not statistically significant predictors of teacher job satisfaction. A key recommendation for school administrators and educational policymakers was to adopt a flexible leadership approach rather than committing exclusively to a single style. The implications for positive social change included the potential for school leaders to adjust leadership strategies in ways that reduce teacher job dissatisfaction and enhance retention, thereby improving educational stability
Award-Winning Teachers’ Perceptions of the Missouri Leadership Development System’s Principal Competencies as a Factor in Teacher Retention
Get PDFThis qualitative descriptive study addressed low teacher retention in the U.S. state of Missouri, where ineffective school leadership is often noted as a primary cause for why teachers leave the profession despite the existing Missouri Leadership Development System (MLDS) principal training. Guided by the job demands-resources theory, the purpose of this study was to explore award-winning teachers\u27 perceptions of MLDS principal competencies as an influence on retention and gather suggestions for refinement. Phase 1 involved surveying 82 award-winning Missouri teachers on the appropriateness of the 41 principal competencies for retention where teachers ranked each competency. Survey data were analyzed to determine the relative importance of each competency, and the mean and standard deviation identified the highest and lowest-ranked competencies. Phase 2 involved semistructured interviews with 13 late-career, award-winning teachers. Interview data were analyzed using open coding to identify relevant themes. Based on the survey results, relational competencies (e.g., fostering collaboration, positive relationships) were highest ranked for retaining teachers, whereas the compliance competency and innovative leadership competencies were ranked lowest. Similarly, emergent themes in the interview data suggest that teachers desire (a) principal mentoring and collaboration, (b) input on school practices, (c) support for student behavior, and (d) foundational principal-teacher relationships. Recommendations include refining MLDS training to align with teacher-identified priorities. Revisions to principal training could contribute to positive social change by cultivating stronger leaders who better support teachers, potentially improving Missouri\u27s teacher retention rate
Navigating Grief in the Digital Age: A Phenomenological Study of Young Widows Using Instagram for Support and Connection
Get PDFThis qualitative phenomenological study explored the lived experiences of young widows who use Instagram for grief support following the death of a spouse. Young widows often face disenfranchised grief and limited access to traditional support systems, which can impede emotional processing and identity reconstruction. Grounded in Continuing Bonds Theory, which posits that ongoing connections with the deceased can be adaptive, the study examined how Instagram facilitates or complicates grief by enabling emotional expression, maintaining bonds, and fostering engagement with a community of shared loss. The central research question asked: How do young widows describe their experiences using Instagram for grief support following the death of a spouse? In-depth interviews were conducted with nine participants recruited through grief-related online communities, and data were analyzed using thematic analysis to identify patterns and meanings in their narratives. Findings indicated that Instagram functioned as a valuable virtual space for expressing grief, receiving emotional validation, and building communal support, yet also introduced challenges such as emotional fatigue and the psychological burden of prolonged exposure to grief-related content. The study concludes that Instagram can serve as a meaningful support tool for young widows, though mindful engagement is essential to mitigate potential harms. Implications for positive social change include informing the creation of inclusive, accessible, and digitally responsive grief support services, thereby enhancing access to mental health resources for bereaved individuals. Recommendations for future research include longitudinal studies and examination of how specific Instagram features shape the grieving experience
Effective Strategies Nonprofit Leaders Use to Enhance Volunteer Recruitment
Get PDFHuman aid nonprofit organizations across the United States face significant challenges in recruiting volunteers, which impacts their ability to deliver essential services to vulnerable populations. The issue is important to nonprofit leaders because a lack of volunteers threatens organizational operations and sustainability. The purpose of this qualitative research project, grounded in self-determination theory, was to explore successful strategies nonprofit leaders use to enhance volunteer recruitment. The study was guided by a pragmatic inquiry design and included semistructured interviews with seven nonprofit leaders in Nashville, Tennessee who held roles responsible for volunteer recruitment. Data were collected through interviews and volunteer program materials. Through thematic analysis, five themes were identified: (a) building relationships and personal connections, (b) creating a welcoming and inclusive volunteer culture, (c) purpose-driven messaging and mission alignment, (d) flexible and accessible opportunities, and (e) empowerment and recognition of volunteers. A key recommendation is for nonprofit leaders to integrate relationship-centered practices into their volunteer management approaches to strengthen recruitment outcomes. The implications for positive social change include the potential to help nonprofit leaders build stronger, more sustainable volunteer programs, thereby increasing support for underserved communities and advancing nonprofit organizations’ missions
Factors Affecting School Readiness and Level of Distraction Among Black Children During Virtual Learning in the United States
Get PDFThe COVID-19 pandemic necessitated an shift to mandatory virtual learning (VL) for kindergarten through grade 12 students, disrupting educational systems globally and exposing systemic inequities. Although researchers had explored health and education disparities separately, they had not adequately examined the intersection of child health, specifically body mass index (BMI) and health-affected ability, with school readiness and level of distraction in VL environments. The purpose of this quantitative, cross-sectional study was to examine associations between BMI, health affected ability, school readiness, and distraction levels among U.S. Black children engaged in VL in the 2020 school year, controlling for gender, age, and parental education level. The socioecological model was the framework utilized. Data from the 2020 National Survey of Children\u27s Health were analyzed using ordinal logistic regression to test four research questions pertaining to (a) BMI in school readiness, (b) BMI and level of distraction, (c) health affected ability and level of distraction, and (d) school readiness and level of distraction. The sample size was 725 participants. Results indicated that higher BMI were associated with lower levels of school readiness and greater levels of distraction. Health-affected ability was a significant predictor of distraction. Children who experienced more health limitations were more likely to report higher levels of distraction. Furthermore, lower school readiness was associated with greater distraction, suggesting that health-related factors and academic preparedness influenced children’s ability to remain engaged during virtual instruction. This study has the potential to reduce health-related academic disparities and promote positive social change in historically underserved youth populations
Psychological Capital of Hospital Nurses in the United States During and After the COVID-19 Pandemic
Get PDFThis study was conducted to explore lived experiences, perceptions, and associated meanings reported by nurses during the COVID-19 pandemic to determine what protected their well-being. A plethora of research focused on the negative impact of exhaustion, compassion fatigue, moral distress, and burnout; however, there was a gap in information regarding supports for emotional, mental, spiritual, and physical health, particularly among U.S. nurses. The foundational theory of psychological capital (PsyCap), focusing on the positive psychological traits of hope, self-efficacy, resilience, and optimism, grounded this investigation. A basic qualitative research design yielded rich data from semistructured interviews with 16 nurses working full time in Arizona, California, Illinois, New York, Texas, and Washington hospitals. Data were transcribed, member-checked by participants to establish trustworthiness, then coded and iteratively analyzed to form common themes and patterns. All participants began by expressing the negative impact on their well-being, validating previous studies conducted globally after the pandemic. Understanding emerged from the 18 shared themes, including the negative impact of misinformation, lack of understanding of the disease process, fear, staffing shortages, and the impact of unprecedented death rates. Mutual protective factors included teamwork, supportive relationships, compassion, professional duty, connection to purpose, recognition of limits, cognitive choices, realization of agency, and prioritization of self-care. Positive social change can be achieved by integrating PsyCap skills into the nursing profession to promote protection and growth
Reducing the Use of Erythropoiesis-Stimulating Agents in Hemodialysis Patients
Get PDFThis Doctor of Nursing Practice project was a quality improvement (QI) initiative. Nephrologists were inconsistent in ordering iron studies and sometimes delayed the initiation of erythropoiesis-stimulating agents (ESAs) on admission to the inpatient site. These delays often led to suboptimal outcomes. The practice-focused question guiding the project asked whether a nurse-driven iron protocol would improve adherence to anemia management guidelines. The project’s purpose was to evaluate the impact of the evidence-based nurse-driven protocol. I used descriptive and inferential statistics for data analysis. Findings demonstrated a statistically significant improvement in the timely completion of iron studies and in intravenous (IV) iron administration; however, a reduction in ESA use at discharge did not change pre- to postimplementation. The results indicated a statistically significant association between the intervention and iron profile ordering, X² = 58.54, p \u3c .001. The change was also statistically significant for iron IV administration (X² (1, N = 396) = 10.90, p \u3c .001) and for increased ESA administration based on criteria in the nurse-driven protocol (X² = 9.62, p = .002). My recommendations to the project site included sustained use of the protocol, a unit-based dashboard, and policy changes for the protocol. The project’s implications for nursing practice include enhanced clinical autonomy, standardization of anemia care, and cost-effective resource to provide access to needed therapy for all patients with evidence of improved patient outcomes for a vulnerable patient population, a positive social change
Secondary Education Teachers’ Perspectives on School-Based Mental Health Resources
Get PDFApproximately one in six youth ages 6 to 17 years old in the United States have a mental health disorder, such as depression and anxiety. Out of the 119,000 youth in Michigan in that age group, roughly 57.8% are not receiving proper mental health support services. Students are at school for a large majority of their day, so it is important that they have access to school-based services. The purpose of this basic qualitative study was to understand the perceptions of secondary education teachers in Wayne County, Michigan, on school-based mental health support services. Using the community level and the institutional level of the socio-ecological model helped to provide a framework to understand the impact that teachers feel mental health support services have on their students, and the impact that schools have on these resources. Ten virtual interviews were conducted with teachers in schools across Wayne County, Michigan. Data collection concluded when data saturation was reached after the 10 interviews. Thematic analysis revealed three overarching themes. The data revealed that secondary teachers in Wayne County perceive that the school-based mental health resources available to students are adequate. It was also shown that mental health resources contracted by the secondary schools from outside agencies are helpful to students. Finally, the data showed that barriers exist in the accessibility and availability of school-based mental health resources in Wayne County secondary schools. Identifying teachers’ perceptions of school-based mental health resources can lead to positive social change. Having teachers’ perceptions can show schools where changes need to be made to current resources and what additional resources are necessary to support students’ mental health needs