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Understanding Attitudes and Burnout Among Juvenile Justice System Professionals
Get PDFJuvenile offending is a consistent issue in the United States. On any given day in the United States, up to 50,000 juveniles are in custody (Leitch,2019). Many juvenile offenders have faced a wide range of adversity in their lives leading up to delinquency and detention. Many therapies have been put into place to help prevent juveniles from reoffending, and while these therapies and treatments can be helpful, we still see consistent rates of recidivism (Narvey et al., 2024).
This study will aim to look inward towards the professionals who work with juveniles to try to discover what attitudes they have towards being able to effectively provide treatment and how burnout could negatively affect both staff and justice-involved youth. This study uses the platform LinkedIn to recruit current or past juvenile staff members for a survey and optional interview
‘You\u27re Panicking, I\u27m Panicking, Let\u27s Do It Together!’ Special Educators\u27 Views On Family Involvement During COVID-19
Get PDFCommunication and family engagement in education shifted significantly during the COVID-19 pandemic. This qualitative study explored these changes by conducting ten focus groups with 43 PK-12 special educators from one school district, examining their experiences with family involvement during the first two years of the pandemic. Educators employed various innovative strategies to foster communication and maintain family involvement, including using technology, conducting home visits, offering open communication channels, and creating personal connections through interactive activities. Participants noted that decreased family involvement in the first year was primarily due to technological barriers, childcare challenges, and linguistic or communication differences. The study highlights key strategies for improving family engagement during crises, with implications for future research and educational practice.
Keywords: family-involvement, family engagement, COVID-19 implications, family-professional partnerships, qualitative research
Development and Validation of an Adolescent Sleep Algorithm for Pediatric Primary Care
Get PDFPoor sleep quality is a common challenge for many adolescents due to various developmental, environmental, and social factors. Nearly half of all adolescents reported regularly experiencing sleep disruptions. Poor sleep quality among adolescents might have severe mental, emotional, and cognitive consequences including an increased risk for several psychiatric conditions, obesity, and poor academic performance. However, sleep disorders among this population frequently go unreported and are rarely screened during annual well-child exams with primary care providers. The purpose of this project was to develop an evidence-based sleep algorithm for pediatric primary care providers designed to improve screening and treatment of adolescent sleep disturbances. The following research question guided this project:
Q1 How will feedback from expert clinicians combined with a critical appraisal of the literature contribute to the creation of an evidence-based adolescent sleep algorithm designed for use in the primary care setting?
The algorithm was developed using evidence from a literature review and was designed to be used in conjunction with an existing adolescent sleep screening tool. Validation and open-text suggestions for the algorithm were collected via an online survey of 327 pediatric primary care providers recruited from a national certification board and the primary investigator’s professional networks. Survey data were analyzed using descriptive and open-text categorization methods. The results indicated widespread approval of the algorithm with several important recommendations for improvement, and a revision of the algorithm was completed. The Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals guided the project throughout. Suggestions for a future pilot test of the revised algorithm were proposed. While developing and validating the algorithm was the focus of this phase of the project, later implementation could improve the screening and treatment of adolescent sleep issues in primary care
Lessons from the Learners: What Graduate Students Say About Effective Teaching
No full textHear directly from graduate students about the teaching practices that have the greatest impact on their learning. This session will explore their perspectives on effective instruction, mentorship, and course design, providing valuable insights for enhancing graduate-level teaching
Production Pressure and Normalization of Deviance: An Examination of Their Prevalence Among Certified Registered Nurse Anesthetists in Their Primary Clinical Practice Setting
Get PDFNormalization of deviance (NoD) occurs when an individual intentionally and repeatedly circumvents established standards of care, professional regulations, or institutional policies designed to maintain safety. Over time, these violations become incorporated into the individual’s routine until they are no longer viewed as safety threats but as acceptable means to achieving organizational goals. Production pressure (PP) occurs when an individual perceives pressure to maximize productivity—either from another individual or administrators within an organization. Production pressure is frequently cited as a leading cause of NoD within all industries. The purpose of this study was to examine the prevalence of PP and NoD among CRNAs in their primary clinical practice setting. The following research questions and hypotheses guided this study:
Q1 What is the prevalence of normalization of deviance in various clinical practice settings (e.g., hospitals, ambulatory surgery centers, specialty clinics)?
Q2 What is the prevalence of normalization of deviance among various anesthesia practice models (e.g., anesthesia care team [ACT], independent practice, or CRNA-only practice)?
Q3 What is the relationship between normalization of deviance and years of practice as a certified registered nurse anesthetist?
H0: There will be no relationship between normalization of deviance based on years of practice as a certified registered nurse anesthetist.
Ha Years of practice as a certified registered nurse anesthetist will have an effect of the prevalence of normalization of deviance.
Three elements of NoD were identified for this study: (a) PP, (b) safety violations, and (c) repetition of violations over time. Within health care, production pressure and NoD post substantial risks to patient safety could lead to adverse patient outcomes including increased morbidity (e.g., temporary or permanent disability), prolonged hospital stays, increased medical costs, and even death. A descriptive quantitative design was utilized to ascertain the presence and prevalence of NoD based on clinical practice setting, anesthesia practice model, and years of clinical experience. Statistical analysis was performed on all completed surveys (n = 260) including 19 individual safety violations and six violation domains. The study results indicated that approximately 94% of CRNAs experienced PP more often than monthly in their primary clinical practice setting. Six safety violations met the a priori study criterion (mean score \u3e 2) to establish NoD. Significant differences existed between clinical practice settings for PP (F = 4.409, p = .013), medication batching violations (F = 4.356, p = .018), multidose medication vial use violations (F = 9.438, p \u3c .001), mediation safety violations (F = 6.695, p = .002), and overall (F = 3.161, p = .044). Statistically significant differences between anesthesia practice models included preanesthetic evaluation violations (F = 5.514, p = .005), laboratory and diagnostic study violations (F = 3.807, p = .023), ultrasound prove cover use violations (F = 7.180, p = .001), provider vigilance violations (F = 10.265, p = \u3c .001.), patient preparation (F = 5.092, p = .007) and infection control violations (F = 3.952, p = .020). Statistically significant correlations were identified between clinical experience and four safety violations: neuromuscular blockade monitoring (r = -.135, p = .030), medication batching (r = .128, p = .039), single-dose medication vial use (r = -.126, p = .042), and multidose medication vial use (r =.129, p = .038). The results indicated that PP and NoD were prevalent among all clinical practice settings and anesthesia practice models. The study results should be a call to action to reevaluate all aspects of patient care and to refocus the lens on patient-centered care as opposed to profit-centered care
Implementing CAS Standards: Best Practices for Student Affairs Professionals
No full textExplore best practices for implementing CAS (Council for the Advancement of Standards in Higher Education) standards to enhance student affairs programs and services. This session will provide practical strategies for using CAS standards to drive assessment, improve student support, and align with institutional goals
Efficacy of a Novel Role-Playing Based In-Class Simulation on Enhancing Clinical Judgment Skills in Senior Baccalaureate Nursing Students
Get PDFClinical judgment is a critical skill for nurses, directly impacting patient outcomes and quality of care. However, studies have shown that newly graduated nurses often lacked sufficient clinical judgment abilities to meet the demands of increasingly complex patient populations. This quasi-experimental study aimed to evaluate the efficacy of a novel role-playing based in-class simulation designed to enhance clinical judgment skills among senior baccalaureate nursing students. The study employed a single-group pre-assessment and post-assessment design using Lasater’s Clinical Judgment Rubric (LCJR) as the primary measurement tool. Using a convenience sample, 37 senior nursing students who enrolled in a Term 4 clinical prevention and population health course at a midwestern state university participated in a faculty-led, multi-round, low-fidelity simulation involving an evolving patient scenario. Students role-played various healthcare disciplines, working collaboratively to assess, interpret, respond, and evaluate the changes in the patient’s status. Data were collected through self-assessments using the LCJR before and immediately after the simulation experience. Paired t-test was used to analyze changes in clinical judgment scores. This study aimed to provide evidence for an innovative teaching method that could be implemented in classroom settings to enhance clinical judgment skills, potentially improving the preparedness of new graduate nurses for the complexities of modern healthcare delivery
Autonomous Versus Collaborative Online Professional Development: Discovering the Differences in Teacher Learning and Perceptions
Get PDFOnline, asynchronous professional development (PD) offers flexibility for learners, yet what is the most effective way to provide online PD? While current research suggests online platforms can be effective for learning, there is a lack of studies examining differences between fully autonomous, asynchronous modules and those that are asynchronous but still collaborative. This mixed-method study examined the learning differences and perceptions between two cohorts of special education teachers as they went through an eight-unit online course on dyslexia. One cohort received an autonomous platform without interaction among the students or instructor. The other cohort received the same content, but online group discussions and interactions supplemented the platform. Findings show that both groups\u27 knowledge grew significantly regarding their level of dyslexia knowledge. Surprisingly, the autonomous cohort’s knowledge growth equaled or grew more than the collaborative group on various data sets. Both had large or medium effect sizes, indicating practical significance. Qualitative data revealed teachers’ perceptions of what and how they learned, as well as their desires for online learning. Results from this study demonstrate various professional development delivery methods that school professional development teams and researchers can use. Allowing for variety in professional development learning opportunities allows individuals to reflect on their learning preferences and determine which delivery method will fit their individual needs. It will ultimately allow more educators to feel they are being given the freedom to have a say in how they meet professional development goals
Hispanic/Latinx Faculty Members’ Experiences within Academia
Get PDFThis dissertation research was written and pursued to explore the experience of Hispanic/Latinx faculty within academia. A phenomenological, qualitative methodology was utilized to explore this phenomenon. The researcher used listservs, Facebook groups, and snowball sampling to recruit participants. Potential participants completed a prescreening questionnaire and were then contacted to participate in the interview portion of the study. Ten individuals thoroughly described their experiences holding a Hispanic/Latinx faculty identity within academia. The following six themes emerged from data analysis of the interviews: a) Impacts of the Lack of Representation of Diverse Faculty, b) Challenging Experiences of Hispanic/Latinx Faculty, c) Positive Experiences Encourage Faculty to Stay within Academia, d) “We Need More Resources:” Missing Systemic Resources, e) Intellectualization and Rationalization, and f) “Finding Glimpses of Hope:” Coping through Social Support and Finding Community. Connections from the present research to current literature were explored, as well as the limitations of the current study. The findings indicate that intellectualization and rationalization can be effective coping strategies, the intersectionality of identities likely impacts the experiences of this population, and that building community is a crucial part of persevering through negative experiences this population faces. Further exploration of the impacts of positive experiences within academia on Hispanic/Latinx faculty members is recommended
Understanding the Cybersecurity Knowledge And Cybercrime Experiences of Older Adults Using a Learning Game
Get PDFThe purpose of this case study was two-fold. First, it was intended to evaluate the effectiveness of teaching internet safety to older adults through a fun, internet-based learning game. Second, it was carried out to understand the experience of internet fraud on older adults so that fraud prevention techniques can be refined and tailored to the online threats they face. Five adults over 60 who were previously online fraud victims participated in this study, which was carried out over three phases.
First, participants played a learning game that assessed their understanding of key cybersecurity topics, provided lessons explaining the risks, and offered advice on internet safety. The game employed a Play Aloud method to gain a rich understanding of participants’ gameplay experiences. Overall, participants made safe decisions 76% of the time. From the gameplay dialogue, five lessons emerged: (a) Identification of threats is not sufficient, (b) Understand how to use device safety features, (c) The importance of identifying legitimate alerts, (d) Depth of understanding is impactful, and (e) Pay attention to detail.
Next, participants completed a survey to measure their opinions of the game and the value of the lessons they learned. Results of the 5-point Likert-scale questions revealed that participants had a positive experience playing the game (M = 4.90, SD = 0.30), viewed the game highly favorably (M = 4.85, SD = 0.36), and the lessons would impact their future internet use (M = 4.55, SD = 0.59). Finally, individual interviews were conducted on participants’ experiences of online fraud. The data revealed four phases of a cyberattack experience: (a) the initial attack, (b) the realization, (c) mitigating the damage, and (d) the lingering effects.
Recommendations for improving the game include adding lessons on social media discernment and investigating large-impact fraud cases. Limitations of this study included the relative homogeneity of the participant cohort and the relatively low severity of the cybercrimes experienced by participants. Further research could include recruiting participants who have experienced fraud resulting in high monetary loss and validating the four phases of cybercrime experience identified in this study