11678 research outputs found
Sort by
Clinical Nurse Civility and Professional Identity Formation in Nursing Students
Get PDFProfessional identity (PI) formation is an essential objective for nursing education. In 2010, Benner et al. published a landmark document titled Educating Nurses: A Call for Radical Transformation, which included a transition from teaching roles and developing professionalism to professional identity formation. In 2018, a ‘Thank Tank’ meeting occurred at the University of Kansas to explore professional identity in nursing, which developed into the International Society for Professional Identity in Nursing (ISPIN; Brewington & Godfrey, 2020). The American Association of Colleges of Nursing’s (AACN, 2021) The Essentials included a core competency that called for the “formation and cultivation of a sustainable professional identity” (p. 49). In light of this focus on PI, nursing educators need to understand the process of PI formation, factors that influence its development, and determine ways to promote and support PI formation. The purpose of the study was to determine the relationship between the civility of clinical nurses toward nursing students and PI formation in nursing students. The following research question guided this study:
Q1 To what extent does the perceived civility of the clinical nurse toward the nursing student predict the students’ professional identity formation after controlling for age, gender, race/ethnicity, English as a primary or secondary language, type of nursing program, first generation college student status, number of nursing courses with clinical experience, and number of semesters remaining until program completion?
This cross-sectional, correlational design study was guided by the conceptual model of PI described by the ISPIN (Joseph et al., 2023), which included four domains of PI: knowledge, values and ethics, nurse as leader, and comportment.
Using a random selection from the AACN Enrollments and Graduates in Baccalaureate Programs in Nursing report (Havey et al., 2024), 40 nursing programs were invited to participate. Eleven programs from four regions of the United States agreed to send invitations to students in traditional and accelerated, second-degree Bachelor of Science in Nursing programs, resulting in 116 participants. An investigator-constructed questionnaire solicited demographic information from participants. The independent variable of clinical nurse civility was measured using the Nursing Student Perception of Civil and Uncivil Behaviors scale (Tecza et al., 2015). The dependent variable, professional identity, used professional values as a proxy and was measured using the Nurses Professional Values Scale-3 (Weis & Schank, 2017). A hierarchical linear regression tested the predictive relationship of perceived civility of the clinical nurse toward the nursing student on professional identity, while controlling for demographics. This analysis determined that the demographic variables did not significantly predict PI nor the perceived civility of clinical nurses toward nursing students. There remains a need to understand and support PI formation in nursing students in both academic and clinical settings
Creative Specialists: Exploring Creativity, Improvisation, and Jazz in Music Education
Get PDFThis qualitative case study explored the process of musical creativity in musicians who are educators and improvisers specifically. Creativity takes on many forms; however, improvisational creativity has subjective-uniqueness that is valuable to many research areas, such as education, psychology, sports science, and leadership. The following research questions guided the study:
Q1 How do professional improvising music educators define creativity?
Q2 How does the creative process manifest itself within their performance and teaching?
Through purposeful sampling, four participants were selected and interviewed to collectively create 7-8 hours of narrative data producing 200 pages of data. Participants as creative specialists were selected based on availability, convenience, and if creativity, as an improvising musician and music educator, was their primary source of income. Findings from the data generated the following themes.
• The use of metaphors defining creativity
• The use of metaphors in teaching creativity
• The mental state of flow/zone
Navigating the Integration of AI Literacy in Library Instruction
Get PDFAs artificial intelligence rapidly reshapes academia, librarians can play a crucial role in preparing students to navigate this evolving information landscape. This presentation will explore practical strategies for integrating AI literacy into library instruction that align with current trends in librarianship. We’ll delve into examples of lessons and activities on essential AI concepts, the variety of AI tools, critical evaluation, and ethical considerations. Join me as I share my journey of developing AI-focused instruction for both credit and course-embedded classes and how it has shaped my role as a campus resource on AI
The Missing Void: Lack of Pockets in Womenswear and its Effect on Daily Life
Get PDFPockets give power to people who possess them. Yet, an estimated half of the U.S. population —women— frequently wear garments lacking useful pockets. Why? Womenswear is molded by beauty standards. This study brings an anthropological perspective on gender inequality in the U.S. by examining modern clothing and the differences in pocket access by gender. 127 participants were recruited for a mixed methods survey, most from a medium-sized university in the Mountain West region. Survey questions explored the attitudes and experiences of people who wear women’s clothing regarding pockets (or the lack thereof) and its impact on their daily lives. Open-ended questions were assessed qualitatively using manual coding, exploring thematic patterns through a gender lens. The main themes discovered was participants belief that lack of pockets in womenswear stems from aesthetic expectations in fashion and the assumed want or use of purses. Other qualitative themes showed accessibility of useful pockets in womenswear is impacted by capitalism, sexism, sexualization of female bodies, fashion industry decisions, forced reliance on companions with pockets, men’s expectations, historical values influencing modern clothing, and the devaluing of essential items carried by women. Quantitatively, three multiple-choice questions were examined. Two questions were analyzed using the two tailed, Mann-Whitney U test where no statistical significance was found, and one question was inspected using descriptive analysis. The lack of pockets in women’s clothing is felt daily by people who wear the style, yet little action has been taken on an industry-wide level to reverse this inconvenient absence in womenswear
Implementation of Holistic Admissions Review in Associate Degree Nursing Programs: An Interpretive Description
Get PDFHolistic admissions review (HAR) is a mission-based approach to selecting applicants for higher education using a combination of experiences, attributes, and metrics. The purpose of HAR is to diversify the nursing workforce and promote health equity. The purpose of this interpretive description was to examine HAR practices in ADN programs from the perspective of deans and directors and develop recommendations for broader implementation. The following research questions guided this study:
Q1 How do deans and directors of associate degree in nursing programs describe holistic admissions review?
Q2 What, if anything, have deans and directors done to implement holistic admissions review in their associate degree in nursing programs?
Q3 What are the facilitators and barriers for implementation of holistic admissions review in associate degree in nursing programs?
A convenience sample of 15 deans and directors of ADN programs were recruited using purposive and snowball techniques. During semi-structured interviews, participants were asked about current admission practices, understanding of HAR, and barriers and facilitators to HAR implementation.
Using reflexive thematic analysis, nine themes were developed. Participants were largely unfamiliar with HAR and described admission practices that included some holistic practices but were metric heavy. Facilitators to implementation included the value participants placed on student and nursing workforce diversity and commitment to their students and communities. Barriers included fear of decreased student success, need for increased student support, increased workload, a focus on accessibility instead of equity, and the perception of programs as diverse enough.
Six recommendations to increase implementation in ADN programs were developed. Recommendations included providing evidence-based training on HAR; implicit bias training; improved dissemination of outcome data related to implementation of HAR; consideration of student diversity and HAR implementation in accreditation standards; additional research related to implementation of HAR in ADN programs; and embrace of ADN programs as potential pipelines for workforce diversification on behalf of national nursing education entities
The Effects of Nursing Faculty Approachability on Student Engagement in the Clinical Setting
Get PDFDespite the emphasis on practice readiness in nursing education, new graduate nurses are still experiencing an education-practice gap with a lack of soft skills such as critical thinking, communication, time management, and collaboration within a team when they enter practice (Mirza et al., 2019). Nursing clinical faculty are in a prime position to decrease this gap and should strive to be approachable to foster a safe learning environment where students feel comfortable engaging in the practice of soft skills. While nursing faculty approachability and student engagement are both desirable in nursing education, no studies had previously been done connecting the two concepts. The purpose of this non-experimental, descriptive, cross-sectional, correlational research study was to explore the effects of nursing faculty approachability on student engagement in the clinical setting. This study was guided by Ryan and Deci’s (2002) self-determination theory was employed to answer the following research question:
Q1 What is the relationship between nursing faculty approachability and undergraduate student engagement in the clinical setting?
The study sample was drawn from undergraduate nursing students across the country, and a convenience sample of 82 students completed an online survey including demographic questions, the Approachability of Nursing Clinical Instructors Scale (ANCI), and the Student Engagement Questionnaire (Collier, 2020b; Reeve & Tseng, 2011). The correlational tests revealed a moderate correlation between nursing faculty approachability and student engagement in the clinical setting (r = .397, p \u3c .01). No significant correlation was found between demographic variables and the ANCI or Student Engagement Questionnaire. A Pearson’s correlation was run, including the factors of approachability, revealing at least a correlation among all six approachability factors and student engagement. A multivariate linear regression was then performed on all six factors of approachability; the category of indirect interactions was the most strongly correlated, accounting for 18.2% of the Student Engagement Questionnaire. Indirect interactions included non-verbal communication, being flexible to students’ needs, not intimidating students, and maintaining an open body posture.
The results of this study identifying a relationship between nursing clinical faculty and student engagement have implications for nursing education. Nursing faculty should be trained on traits of approachability and evaluated using the ANCI scale. This includes faculty not only in clinical but also those who teach in the classroom and clinical settings in an effort to further decrease the education-practice gap. These implications also apply to new graduate nurse preceptors who work closely with novice nurses and could further decrease the education-practice gap
Leveraging AI to Enhance Course Materials
No full textDiscover how artificial intelligence can enhance teaching and learning in higher education. This session will provide an introductory overview of AI tools, their potential applications in the classroom, and strategies for integrating them to support student engagement and success
From Plan to Practice: Ensuring Consistency in Implementation
Get PDFLearn strategies for bridging the gap between planning and execution to ensure consistent implementation of programs and initiatives. This session will explore best practices for maintaining alignment, fostering accountability, and adapting plans effectively to achieve meaningful outcomes
From A to Z: The Musical Partnership of Al Cohn and Zoot SIMs
No full textAlvin Gilbert Cohn and John Haley “Zoot” Sims formed one of the most enduring musical partnerships in jazz history. Both tenor saxophonists were initially shaped by the style of Lester Young. Their partnership began in 1948 as members of Woody Herman’s Second Herd. Cohn’s exceptional arranging skills provided Cohn and Sims’ co-led group a distinct identity which set them apart from the many other two-tenor groups.
Following their time with Herman, they spent most of their careers based in New York. From 1959 until 1975, the Half Note acted as the headquarters for their quintet. Throughout their thirty-seven year partnership, they performed thousands of times across the United States. Together, they toured Canada, South America, Europe, and Japan. They performed with many key figures in jazz history, such as: Woody Herman, Stan Getz, Artie Shaw, John Coltrane, Gerry Mulligan, Bob Brookmeyer, Phil Woods, Hank Jones, among many others.
Despite their popularity among jazz enthusiasts and musicians, no comprehensive study exists detailing their careers. This dissertation illuminates their musical partnership by detailing their early years, tracing their joint activities, and exploring their recorded output, which includes nine studio albums, four authorized live albums, and numerous unofficial recordings
A Randomized Clinical Trial Exploring Two Doses of Cannabidiol Daily for Eight Weeks on Health and Stress
Get PDFThis study’s purpose was to explore whether a 60 or 30 mg dose of cannabidiol (CBD) consumed in a beverage further supplemented with L-theanine, vitamin E, and vitamin C would alter various measures on subjective measures of stress, health and fitness related outcomes, and objective measures of stress. This double-blind, placebo-controlled clinical trial recruited healthy, college-aged subjects for randomization into one of four treatment groups where they consumed daily a single 12 ounce beverage for eight weeks containing 1) 60 mg CBD (CBD60) plus L-theanine; 2) 30 mg CBD (CBD30) plus L-theanine; 3) no CBD (CBD0), L-theanine alone, and 4) a vehicle control (PLAC) containing no additives. Surveys evaluated stress and sleep while a Fitbit wrist monitor collected physical activity and sleep data. Anaerobic performance was evaluated with a Wingate test. Fasted blood concentrations of cortisol and C-reactive protein (CRP) were analyzed with an ELISA. Furthermore, utilizing the perceived stress scale, participants were separated into low-stress and high-stress groups for further analysis, to identify if the higher doses of CBD will elicit larger improvements in the measures gathered. The pre-intervention time point differences were determined by a one-way ANOVA, and treatment effects were identified with 4×2 ANOVA 4×2×2 ANOVA. A total of 102 healthy participants were randomly assigned to CBD60 (n = 25), CBD30 (n = 28), CBD0 (n = 24), or PLAC (n = 25). There were no differences among the groups at the pre-intervention time point, and the average age of the participants was 24.4 ± 7.0 years, with an average BMI 23.9 ± 3.6 kg/m2. Following the eight-week intervention period, there were no significant CBD treatment effects with respect to perceived stress, sleep, body composition, voluntary physical activity, and anaerobic performance measures. Additionally, circulating concentrations of serum cortisol and CRP were similar between the treatment groups. Our findings suggested that when 60 or 30 mg of CBD was added to a beverage containing L-theanine, vitamin E, and vitamin C, and consumed daily for 8 weeks, it was overall well tolerated in this younger, generally healthy population. However, CBD had no significant impact, either positive or negative, on subjective measures of stress, health and fitness-related outcomes, and objective measures of stress