21368 research outputs found
Sort by
School Social Workers’ Perceptions of the Effectiveness of the Strategies used to Reduce the Dropout Rates of African American High School Male Students
Get PDFThe problem investigated in this study was that approximately 34% of African American male students had dropped out of high school in an urban public school district in the Northern United States. Grounded in Bronfenbrenner’s ecological systems theory, the purpose of this basic qualitative study was to explore school social workers’ perceptions of the effectiveness of strategies used to reduce dropout rates among African American male high school students. Purposive sampling was used to recruit 10 school social workers from one urban public school district who worked with African American male students at risk of dropping out. Data was collected through semistructured interviews and analyzed using thematic analysis. Five themes emerged: (1) relational and school-based supports improved student engagement and persistence; (2) family and community support positively influenced motivation and retention; (3) culturally relevant practices enhanced trust and engagement; (4) advocacy was essential for securing equitable access to supports; and (5) systemic barriers, including limited resources, high caseloads, and restrictive policies, hindered retention efforts. The findings suggest that coordinated, relationship-centered, culturally responsive, and advocacy-informed approaches may reduce dropout rates and improve engagement and academic persistence among African American male high school students. This study contributes to positive social change by informing school leaders and practitioners about equitable, culturally responsive supports that promote retention and academic success for African American male high school students
Staff Education to Enhance Provider Knowledge on Lifestyle Modification for Hypertension Management
Get PDFSummary A doctor of nursing practice (DNP) staff education project was designed to enhance healthcare providers\u27 knowledge of lifestyle interventions for hypertension management. At the practice site, primary healthcare providers were not regularly integrating lifestyle counseling. The practice-focused question guiding this project was: In primary care providers, how does implementing an evidence-based lifestyle education training program for hypertension management affect provider knowledge? An in-person educational session was provided to ten (10) healthcare practitioners who voluntarily participated. Pre- and post-training knowledge assessments was the analytical techniques employed to examine changes in provider comprehension of lifestyle-based hypertension care. Descriptive statistics and paired-sample tests were used to analyze the data to identify any notable shifts in provider expertise. Project findings showed that clinicians showed quantifiable gains in their understanding of lifestyle treatments. The mean pretest score rose from 9 to a post-test mean of 14.20, indicating a considerable improvement in knowledge scores. A highly significant improvement (p \u3c .001) was demonstrated by statistical analysis, indicating the efficacy of the education project in enhancing provider knowledge (Rababah et al., 2021). These findings imply that comprehensive training can effectively close knowledge gaps and advance patient-centered, evidence-based hypertension therapy. This project has had significant implications for nursing. The project highlights the crucial role advanced practice nurses can play in facilitating the systems-level integration of lifestyle counseling into hypertension treatment, promoting provider education, and demonstrating evidence-based interventions
Exploring Juvenile Justice System Social Workers’ Dual Role Conflicts
Get PDFSocial workers working within the juvenile justice system face challenges in managing dual roles of providing social support for clients in a punitive environment of incarceration. The problem that was explored in this study is the ethical and practical dilemmas of dual roles for social workers—specifically the potential for burnout and mental health injury for social workers who work within the parameters of both roles. The purpose of this qualitative descriptive phenomenological study was to explore the lived experiences of a selected criterion sample of social workers. The study was framed by Goffman’s role theory. Oral narrative data were collected from interviews with eight volunteer participants. Transcripts were hand-coded, and thematic content analysis was used to analyze them. A total of three themes emerged in the data: (a) role dilemma of responsibility without authority, (b) vicarious trauma of professional-role informed approaches, and (c) frustration and helplessness with lack of clinically appropriate resources. This study may impact social change by providing new evidence to inform improving policies and practices to better support social workers with multiple roles
Lived Experiences of Caregivers Navigating the Individuals with Disabilities Education Act For Their Disabled Children
Get PDFThe Individuals with Disabilities Education Act (IDEA) was designed to guarantee equitable access to special education services for children with disabilities. Yet, disparities persist in how caregivers navigate protections. They often face barriers related to limited legal knowledge, inconsistent school support, and systemic inequities, leaving many unable to fully advocate for their children. The purpose of this interpretative phenomenological analysis study was to explore lived experiences of caregivers as they engaged with the IDEA to secure services for their children with disabilities. Guided by the legal consciousness and empowerment theories, the study involved examining how caregivers interpret and act upon their legal rights and how their sense of empowerment influenced their advocacy behaviors. The central research question is: What are lived experiences of caregivers navigating the IDEA for their children with disabilities? Participants were six caregivers who were recruited through community organizations and social networks. Data were collected through semi-structured interviews. Five themes emerged: navigating the IDEA without guidance, power of self-advocacy and knowledge, barriers within school systems, role of external support networks, and preparing children for independence. Findings revealed while many caregivers initially lacked clarity about their legal rights, they became more confident advocates over time when supported with networks and access to legal information. This study contributes to positive social change by addressing advocacy challenges caregivers face and emphasizing the need for accessible legal literacy and equitable school-based support systems that empower families of children with disabilities
Caribbean Early Childhood Educators, Primary Educators, and Student Teachers\u27 Perceptions of Visual Literacy and Visual Images Across the Curriculum
Get PDFThe problem that was addressed through this study is the gap in knowledge about the integration and evaluation of visual literacy and visual images across the curriculum of early childhood educators, primary educators, and student teachers, despite it being a requirement for teachers in the Caribbean education system. Grounded in Hall and Hord’s concerns-based adoption model, the purpose of this study was to explore the perceptions of early childhood educators, primary educators, and student teachers with the integration and evaluation of visual literacy and visual images across the curriculum. For this basic qualitative design, semistructured interviews with 12 participants from one early childhood center, one primary school, and one teacher training institution in the Caribbean were conducted. Thematic analysis using open and axial coding revealed four themes which indicated the participants: (a) relied on their personal learning, (b) were innovative in teaching practices, (c) were desirous of advanced training, and (d) expected future improvements in training and infrastrcture. Results suggest that teachers’ perceptions of visual literacy and an interactive learning environment of visuals and objects can foster creativity in teaching and learning. With ongoing, targeted professional development that supports teachers in integrating visual literacy and imagery into the curriculum, positive social change may occur as children’s classroom experiences become more visually enriched, fostering well-rounded individuals who are equipped to navigate and contribute to an increasingly visual society
Better IT Disaster Recovery and Procedures to Improve Response after Computer Crime
Get PDFA lack of an effective disaster recovery plan (DRP) can negatively impact business outcomes following a cyberattack. Information technology (IT) managers are concerned that the lack of DRP may increase the risk of ransomware, fines, and public distrust. Grounded in the unified theory of acceptance and use of technology, the purpose of this qualitative pragmatic inquiry study is to explore strategies that some IT managers use to implement a DRP. The participants are four IT managers in the southeast United States. Data were collected through semistructured interviews and a review of publicly available documents. Through thematic analysis, three themes were identified: (a) implementation during attack, (b) continuous training, and (c) implementation constraints. The key recommendations are that organization should include DRP into their cybersecurity strategy to allow recovery and continuing operations after a cyberattack. The implication for positive social change is that these strategies may enable the continuation of critical services in facilities such as hospitals, helping to prevent life-threatening situations during a disaster
Attribution of Behavior and Misdiagnosis in Mental Health Evaluation of Primary School Children
Get PDFThe problem of misdiagnosis of mental health conditions in primary school aged children because of attributions related to misbehavior is a significant issue. The purpose of this qualitative multiple case study was to explore a selected sample of educators’ and mental health professionals’experiences and perceptions of the risks of attribution errors in mental health misdiagnosis among primary school-aged children in Richmond, VA. The research questions addressed how stakeholders perceive the role of attribution errors in professional practice contributing to misdiagnosis, as well as what practice-based and systemic changes stakeholders propose to enhance diagnostic accuracy. Narrative data was collected from educators and mental health professionals in semistructured interviewsand analyzed using comparative content analysis. Findings from the study revealed key themes: 1) attributions by professionals about the children included misunderstood behaviors, childhood trauma, and socioeconomic andcultural influences; 2) structured yet limited diagnostic procedures; 3) inadequate tools and resources for accurate diagnoses; 4) the need for holistic, trauma-informed practices, and 5) recommended strategies emphasizing staff training, collaboration, comprehensive evaluations, and culturally responsive support systems to improve diagnostic accuracy and child mental health outcomes. The study contributes to social change by promoting more accurate mental health assessments that reflect children’s actual needs and improving the overall well-being of primary school-aged children in Richmond, VA
How Case Management Can Improve Access to Outpatient Mental Health Clinics for Low-Income African American Women
Get PDFAbstract: African American women face deeply rooted systemic challenges that affect their access to mental health care treatment. There are no case management techniques that are strategic and equity driven and offer individualized support tailored to the needs of African American women, especially those from low-income backgrounds. The purpose of this study was to explore the role of case management as a potential solution to improve access to outpatient mental health services for this under-served group. The Anderson behavioral model for health care was utilized to understand access and utilization of health care services. The review question focused on case management practices that can increase and maintain access to mental healthcare for African American women. The John Hopkins quality appraisal tool was used to analyze 20 sources for relevant themes and sub-themes. The study examined how personalized case management can help reduce structural obstacles and meet client needs. Thematic analysis identified the following six main themes: (a) patient-centered care, (b) culturally competent case management, (c) trauma-informed case management, (d) strength-based case management, (e) community-based case management, and (f) integrated care coordination. Further, six subthemes were identified as follows (a) client strength, (b) empowerment focus, (c) self-efficacy, (d) cultural respect, (e) access, and (f) outcomes. Enhancing policies that embrace and increase the use of case management models that are specific and suited to African American women, especially those from low-income background, is crucial recommendation. This patient-centered case management techniques potentially increase patient engagement with health care services, thereby improving treatment outcomes and bridging the racial disparity gap
Staff Education to Improve Nurse Use of Teach-Back in Outpatient Diabetes Care
Get PDFType 2 diabetes mellitus is a prevalent chronic condition in the United States, with ineffective patient education and low health literacy linked to poor glycemic control, preventable complications, and increased health care utilization. At the project site, a practice gap was identified related to a lack of knowledge among nurses regarding the use of teach-back strategy for use with Type 2 diabetes education. The practice-focused question was: Does educating nurses on the teach back strategy for Type 2 diabetes improve knowledge as evidenced by pre- to post-survey? This project was implemented using the ADDIE (analysis, design, development, implementation, and evaluation) instructional design framework, and was guided by the Johns Hopkins evidence-based practice model and Walden University’s DNP Project Process Guide. A comprehensive literature search was conducted using PubMed/MEDLINE, CINAHL, and ProQuest. From the initial 900 articles located, 11 peer-reviewed studies met inclusion criteria and informed project development. Three content experts were identified to inform on the educational intervention. Ten outpatient registered nurses participated in two 60-minute in-person education sessions delivered over 2 days. Outcomes were evaluated using pre- and post-intervention assessments and a six-item teach-back skills checklist. Results demonstrated an improvement in nurse knowledge, with mean scores increasing from 65% to 89% correct on the 15‑item questionnaire, which was statistically significant (t(9) = -13.02, p \u3c .001, Cohen’s d = 4.12). This educational project promotes positive social change by enhancing patient outcomes and reducing the risk of diabetes-related complications by promoting equitable patient understanding, consistent education in practices, and safer self-management for individuals living with Type 2 diabetes mellitus
Enhancing Anxiety Identification in Adult Patients
Get PDFIn this Doctor of Nursing (DNP) project, I focused on implementing a staff education program for anxiety screening at a health and wellness clinic. Mental health conditions, particularly anxiety disorders, are common in primary care settings. Research shows that anxiety affects millions of adults, yet many cases remain undiagnosed. The practice problem that I identified was that many patients with anxiety disorders were going undiagnosed during regular clinic visits. The clinic had no standard process for screening anxiety, and staff members had a knowledge deficit on the proper use of anxiety assessment tools. This gap in practice led to missed opportunities for early intervention and treatment of anxiety disorders. The project aimed to improve nursing staff knowledge on using the Generalized Anxiety Disorder-7 (GAD-7) screening tool to identify anxiety in adult patients. The practice-focused question was: What is the impact of implementing an evidence-based staff education program to improve staff knowledge to effectively implement changes that affect the use of the GAD-7 screening tool? I used a pretest-posttest design to evaluate the education program’s impact. Data were analyzed using descriptive statistics, the normalized knowledge gain metric, and the Wilcoxon signed-rank test. The average normalized knowledge gain was 0.37. The Wilcoxon test showed a significant improvement (Z = 2.44, p \u3c .05), supporting the program’s effectiveness. This project demonstrates that evidence-based education can enhance nursing knowledge, improve patient outcomes, and promote equity through standardized mental health screening