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Implicit Bias Toward Students with Attention-Deficit/Hyperactivity Disorder and the Influential Role of Teacher Self-Efficacy
Get PDFThe current study observed the presence of implicit bias toward students with Attention-Deficit/Hyperactivity Disorder (ADHD) in the classroom and the influential role of teacher self-efficacy. Teachers report a lack of readiness to work with students with diverse learning needs. Students with alternative learning needs, such as those with ADHD, report less social competency with adults and peers, and lower self-concept. The purpose of the study is to provide further information about the implicit biases held toward students with ADHD within the classroom and the influential role of teacher self-efficacy. Forty general education teachers were recruited. A paired samples t-test was used to answer the first research question which posited whether general education teachers held more implicit bias toward students with ADHD when compared to neurotypical peers. The second research question evaluated the relationship between teacher explicit and implicit associations toward students with ADHD. Lastly, a linear regression was used to observe whether the presence of teacher self-efficacy impacted implicit biases held by general education teachers toward students with ADHD in the classroom. Results indicated that there was no statistically significant difference between teacher implicit bias toward students with ADHD and neurotypical students, and no statistically significant relationship between explicit and implicit attitudes of teachers. There was a statistically significant relationship found between teacher self-efficacy and implicit biases held, which indicated that teachers with higher self-efficacy had less implicit bias toward students with ADHD. Although the study did not gain the number of participants preferred for this study, the results shed light on the importance of teachers to feel efficacious in their work to have positive associations with students with alternative learning need
The Development and Content Validity of an Assessment Instrument in Simulation for Advanced Practice Provider Fellowship Programs: An Exploratory Study
Get PDFAdvanced practice provider (APP) fellowship programs are comprehensive programs designed for physician assistants (PAs) and nurse practitioners (NPs) to acquire the necessary knowledge and skills to deliver safe, high-quality care in their specialized areas of practice (Advanced Practice Provider Fellowship Accreditation TM, 2023). An APP fellowship program’s mission is to guide the APP fellow to an expected level of confidence in meeting core competencies within a specific specialty (Klimpl et al., 2019; Reville & Foxwell, 2021). The assessment of competence is often a complex process. Simulation has become a learning modality across the globe in medical, nursing, and pharmacy in undergraduate, graduate, and post-graduate training to manage the most complex clinical situations (Padilha et al., 2018; Seybert et al., 2019; Weersink et al., 2019). As APP fellowship programs germinate, there is a growing need to provide a valid instrument to measure competence within simulation. Advanced practice provider fellowship programs utilize structured simulation as an assessment methodology of clinical competence. Faculty of these programs must have access to a valid instrument to provide both formative and summative assessments to APP fellows. The International Nursing Association for Clinical and Simulation Learning (2021) provided standards of best practice for patient simulation training including evaluation of learning and performance with the utility of a valid, reliable instrument. The purpose of this exploratory study was to design, develop, and assess the content validity index of a modified Advanced Practice Provider Queen’s Simulation Assessment Tool (APP-QSAT) based on best evidence and resources available for the assessment of a simulation activity for APPs within a fellowship program. This research study had the opportunity to review data from nine content experts within the field of simulation. The exploratory nature was appropriate due to no published instrument that specifically addressed the population of APPs within an acute care setting could be discovered. The APP-QSAT consists of the following domains: primary assessment, diagnostic actions, therapeutic actions, communication, and overall performance. Thirty items were analyzed by nine content experts on a 4-point Likert scale from 1—Not at all relevant/clear to 4—Very relevant/clear on the content validity index tool. After two rounds of content validation with the nine content experts, the APP-QSAT demonstrated having excellent content validity with an item-level content validity index of 1.00. A modified kappa of 1.00 was also analyzed to exclude chance agreement among the content experts. The APP-QSAT is a modifiable template designed to measure competence for APPs in acute care settings, particularly within APP fellowships. The APP-QSAT aims to capture the full spectrum of clinical competence including not only technical skills but also critical thinking, decision-making, communication, and interprofessional collaboration. Limitations of the study reflected the lack of reliability studies performed on the APP-QSAT and was a small sample population of content experts. Despite the limitations, this study provided a valid instrument to provide formative and summative assessments for learners
A Comparative Descriptive Study Exploring Undergraduate Versus Graduate Self-Regulated Learning in Online Nursing Courses
Get PDFPreparation of new graduate nurses is more important now than ever given the current state of health care. The pandemic has caused online nursing education to be a permanent content delivery modality across all degree programs. Best practices for e-learning only address course organization, instructional materials, learner interaction, course technology, and support while having no regard for the unique learner needs of different degree levels. Online learning success could be determined by how well students are able to self-regulate their learning; however, these behaviors have rarely been measured and compared in nursing students at different degree levels taking online nursing courses. The purpose of this study was to explore and compare the differences in self-regulated learning behaviors of traditional undergraduate and traditional graduate nursing students in online nursing courses. This quantitative comparative descriptive study measured self-regulated learning (SRL) behaviors in traditional undergraduate and traditional graduate nursing students in online nursing courses. An electronic 32-item survey measuring SRL and developed by Artino and Stevens (2009) was utilized for data collection. Demographic data were also collected. A purposeful sample of 100 nursing students—55 traditional Bachelor of Science in Nursing undergraduates and 45 traditional graduates in Master of Science in nursing, Doctor of Education, Advanced Practice Registered Nurse, Doctor of Nursing Practice, and Doctor of Philosophy programs from across the United States—participated in the study. Data were exported to Statistical Package for the Social Sciences for analysis. Data were analyzed using descriptive statistics with non-parametric testing. A statistically significant difference was found when comparing age categories to the task value SRL subscale. Scores in the task value, elaboration, self-efficacy, and critical thinking subscales were not statistically significant between undergraduate and graduate nursing students in online courses. Scores between healthcare experience were also not statistically significant with SRL subscale comparisons. Recommendations for faculty based on this study included give more support and instructional strategies to undergraduate nursing students in online nursing courses; self-regulated learning ought to be assessed at the start of a course; an assessment of SRL at the beginning of a course would establish a baseline that could be useful to both students and faculty; scaffolding should be implemented to help students improve their self-regulated learning skills; and professional development should be completed to learn the unique competencies required for online teaching. More research is needed in assessing SRL in real time, possibly with the use of tracking or artificial intelligence and studying how SRL affects educational outcomes
How I Finished My Dissertation
Get PDFThis session is for everyone contemplating, preparing for, working on, or in the process of finishing their dissertation. Get the play-by-play of how spring 2020 University of Northern Colorado graduate Dannon Cox finished his dissertation and earned his Ph.D. in Sport and Exercise Science. Learn how to avoid the common pitfalls that delay many students in their dissertation process and embrace moving purposefully towards the finish line. Dannon offers advice from the trenches to assist doctoral students in removing or bypassing the obstacles that often plague students in the dissertation process
OER as Transformation Tool: How Colorado\u27s OER community creates change beyond textbooks
Get PDFOER is used to transform the affordability of education, but OER can also be used as a tool for cultural change across an institution or state. In Colorado, the open education community has used OER as a tool to advance justice, equity, diversity and inclusion; disciplinary, institutional, and state-level cultural change; and to advocate for student interests. Presenters representing a two-year college, four-year universities, and state government will discuss how their individual institutions and the state OER Council have leveraged OER to cultivate change from implementing state government-level funding for the development of OER to OER being used to lay the groundwork for bringing restorative justice into classrooms. Attendees will learn about various approaches at the macro and micro levels and leave the session inspired to use OER to generate change in their institutional or regional context.Attendees of this session will be able to: Learn how the Colorado OER Council, state government, and higher education institutions have used OER as a tool for cultural change. Articulate the Colorado OER community’s various strategies using OER in order to advance equity, diversity, and inclusion for students and faculty. Reflect and share how OER can be a tool for change regarding equity in your home state and institution
A Proposed Instrument to Determine Mobility Eligibility Criteria and Levels for Mechanically Ventilated Patients in the Intensive Care Unit
Get PDFImmobility is a problem among mechanically ventilated patients in the intensive care unit. Early mobility has been shown to benefit mechanically ventilated patient outcomes by minimizing hospital stays and costs, decreasing the risk of infection, and improving muscle strength to lead to a better quality of life. No inclusive checklists exist to evaluate patients progressing to varying levels of mobility based on specific criteria such as hemodynamics, neurological function, and disease acuity. This gap was identified after a current and comprehensive literature review on early mobilization among mechanically ventilated patients. The purpose of this project was to combine a comprehensive literature review and an assessment of practicing nurses’ knowledge, attitudes, and beliefs to develop recommendations for a draft instrument that critical care registered nurses could utilize to assess, coordinate, and increase early mobility among mechanically ventilated patients in the intensive care unit setting at the University of Pittsburgh Medical Center Susquehanna Williamsport. This project aimed to answer the following research question
Q1 How can a comprehensive review of the literature combined with feedback from clinical experts be used to create a standardized draft instrument designed for use by Registered Nurses to assess and initiate early mobility among mechanically ventilated patients in the intensive care unit setting?
This project used a descriptive, quality improvement design and the Iowa model as a theoretical framework. The Patient Mobilization Attitudes and Beliefs Survey for the Intensive Care Unit helped obtain provider feedback. This feedback was analyzed and a lack of resources, time, and education were found to be notable barriers to mobility. An instrument was drafted using the information from the literature review and survey responses for an all-inclusive list of criteria, levels of mobility, and a tolerance assessment. The instrument is intended to be tested in a pilot study after this project phase
Roll for Learning: 51 Micro Tabletop Role-Playing Games to Use in the Classroom
No full textRoll for Learning: 51 Micro Tabletop Role-Playing Games to Use in the Classroom is an edited book featuring a curated collection of original micro tabletop role-playing games (TTRPGs). This book includes 51 game chapters, each composed of an original micro TTRPG followed by tips for implementation, ideas for assessment, best practice recommendations, and a relevant bibliography—all aligned to learning outcomes for elementary through higher education classrooms. We hope that you will enjoy reading and using Roll for Learning—an educational book you can play
Hearing Aid Data Security: User Perceptions and Bluetooth Low Energy Assessment
No full textThe integration of Bluetooth® Low Energy (BLE) into hearing aid systems introduces a susceptibility to diverse cyber threats. The purpose of this study was to assess hearing aid consumer and audiologist perceptions surrounding information security within hearing aid technologies. A total of 97 audiologists and 41 hearing aid users (138 total responses) completed an adapted version of the Internet Users’ Information Privacy Concerns (IUIPC) framework. Another objective of this study was to investigate the existence of simulated identifying information within BLE traffic of top-tier hearing aids from five leading manufacturers in the US: Oticon, Phonak, Signia, Starkey, and ReSound. The act of passively intercepting openly broadcasted data, commonly referred to as sniffing, constituted the primary approach for capturing information exchanges between smartphones and hearing aids while the hearing aids were engaged in various modes, including pairing, media streaming, and phone calls. The data suggests that both audiologists and hearing aid users show concern about data security in hearing aids. Additionally, three out of the five tested hearing aids revealed information such as device name, Bluetooth address, BLE Generic ATTribute Profile (GATT), and Universally Unique Identifier (UUID) while streaming or in a phone call. Only one out of the five did not use the patient’s name as the device’s programmed name. These findings offer valuable insights into the evolving landscape of cybersecurity within hearing aid technologies. Both hearing aid dispensing audiologists and users’ express concerns and a demand for enhanced information security measures. Furthermore, the discovery of information through sniffing underscores the imperative for improved data security practices within this domain. Hearing aid users are at risk of potential privacy breaches and cyber threats due to the susceptibility of BLE in hearing aids, as indicated by the findings of the study. Further research is needed to ascertain the degree of security vulnerability in hearing aids that interface with smartphones using BLE
