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Learning Styles of Generation Z Latinos: A Mixed-Methods Exploratory Study of Two Cohorts of Business University Students
Get PDFThe Latino population is projected to double by 2060 (U.S. Census Bureau, 2017), while current bachelor degree attainment for Hispanics continues to hover around a stubborn low 12% (NCES, 2017). Additionally, research on Generation Z Latino learning preferences is sparse. At the same time, studies have shown that knowing about learning styles and culture can have positive impacts on learners’ academic performance and teachers’ classroom management ability (Nieto, 2004; Reese, Jensen, & Ramirez, 2014). Therefore, studying learning styles and culture can help prepare educators better to fulfill this generation’s needs by enabling them to integrate cultural accommodations into their teaching. The purpose of this mixed-methods study was to study the learning styles of two cohorts of Generation Z Latino students, one at a south Texas university and one at a Bolivian university, and explore the role of cultural factors on their learning styles.
This mixed methodology study combined Hofstede, Hofstede, and Minkov’s Values Survey Module and Felder and Silverman’s Learning Styles Inventory, in addition to demographic questions. The two cohorts studied were comprised of Latino university students who were majoring in business or related majors and were born on 1996 or later. Survey data from the 264 participants who completed the survey were analyzed in SPSS using descriptive analytics, t-tests, and a two by two factorial ANOVA test. Additionally, 25 interviews were conducted with Latina female students. Similar to the survey participants, interview participants were also majoring in business or related majors and were born on 1996 or later. The 1.5-hour interview was conducted individually and included an arts-based activity. The recorded interviews were then transcribed. The study used grounded theory to analyze the qualitative data.
Regarding cultural dimensions, the south Texas and the Bolivian cohorts ranked on the low range in masculinity, low range in long-term orientation, and low range in individualism. Both groups ranked mid-range in indulgence versus restraint. However, the Bolivian cohort ranked extremely low in power distance. The U.S. cohort ranked mid-range on the power distance dimension. Furthermore, analysis of the data revealed both groups preferred the visual, sensing, sequential, and global learning styles. Additionally, t-tests revealed there was a significant difference in the sequential-global scales at the south Texas university (M = 12.74, SD = 3.810) and the Bolivian university (M = 14.38, SD = 3.994); t(263) = 2.77, p = .0006. An interaction between culture and gender was found to be significant, F(1,261) = 7.377, p = .007 on the sensing-intuitive dimension.
The qualitative analysis revealed family cohesiveness nature as a way to interact with the world, food and celebration as a way to strengthen community, and values as foundational cultural themes. Regarding generational factors, the following matter to Generation Z participants: price, quality, comfort, looks, and friendliness. Generation Z’s relationship with technology was found to be intimate. However, participants recognized the excessive use of mobile devices principally could be problematic since it could interfere with maintaining relationships with others. Participants’ beliefs about learning were categorized on the following categories: beliefs about their life journey, beliefs about self, beliefs about individuals in the classroom, and beliefs about learning preferences.
Learning beliefs were found to link back to cultural and generational themes and reflected the cultural dimension and learning styles scores. The theory generated proposed that culture and generation served to form the basis of a foundational paradigm. Family, nature, food, and values generated a certain set of core beliefs that the participants held. The participants’ beliefs about learning could all be connected back their core beliefs. Learners’ learning beliefs were critical because they constituted a set of expectations, motivations, and ultimately behaviors. As a result of understanding learners’ preferences and beliefs, recruiters, instructional designers, educators, and researchers could make potential modifications and cultural accommodations for Latino learners. One of the limitations of this study was the sample size. Additionally, the study was limited to two universities and one field of study. Also, participants were successful students and were from the first wave of Generation Z students. Future research may expand on this topic by focusing on specific sets of beliefs, focusing on male Generation Z students, and conducting similar studies in other Latino countries
Welcome Letter of Introduction to Our New Journal - Optometric Clinical Practice
Get PDFOn behalf of the entire editorial board, Timothy Wingert, OD, dean at the University of the Incarnate Word - Rosenberg School of Optometry, welcomes you to the inaugural issue of Optometric Clinical Practice. (ISSN: 2575-7717
Affordable Care Act and Preventive Care Usage: A Mixed Method Analysis of Cardiovascular Care
Get PDFIt is a commonly held belief that access to health insurance affects the level of utilization of preventive care services, and thus plays a crucial role in the effective management of avoidable chronic illnesses, decreasing levels of premature mortality, and enabling individuals to live wholesome long lives. Based on this belief, among other goals, the Affordable Care Act (ACA) was designed to increase access to health insurance and related medical services for the population of the United States. This dissertation attempts to identify whether this belief is valid or not by testing whether the usage of preventive care changed between the pre- and post-ACA era, with emphasis on the comparisons between the insured and uninsured groups in both eras. Following the health care consumption determining Andersen behavioral model (1995), this study focuses on predisposing factors, enabling factors, and need factors to determine whether preventive care for cardiovascular services is utilized at higher rates among insured individuals for each year and whether the usage of preventive care increased in the post-ACA era due to increase in the access to preventive services via the mandates regarding health insurance. For this comparative quantitative study, data were obtained for the years 2009 and 2015 from the annual Medical Expenditure Panel Surveys, which include sociodemographic, economic, and medical information for over 30,000 observations per year. The dependent variable for the analysis is the usage of cardiovascular care services including cholesterol testing and blood pressure screenings every year among adults and the key independent variable is the medical insurance status of individuals. Other sociodemographic variables include race/ethnicity variables, marital status, household income, language spoken at home, educational attainment of individual, gender, age, usual source of medical care, and self-perceived health status. The methodology involves conducting descriptive statistical analysis, inferential statistical analysis, and logistical regression analysis to compare the insured and the uninsured groups for both years of interest, as well as comparing the uninsured groups for each year with each other. While the ACA appears to have definitely resulted in a reduction in the proportion of uninsured people, the proportion of the Hispanic-minority group among the uninsured has increased, indicating a worrisome trend in the population. Neither have the general socioeconomic characteristics between the insured and the uninsured changed between the 2 years, nor have there been any changes in the characteristics of the uninsured groups except for a higher Hispanic-minority representation in 2015. The odds of getting preventive care went down for the uninsured group from 54% to 64% from 2009 to 2015 indicating that the uninsured in the post-ACA era were worse off than their pre-ACA era counterparts. Our results indicate that while having insurance might be a necessary condition for increasing the use of preventive care services as an enabling factor, it is certainly not a sufficient condition because the need and predisposing factors of an individual play a crucial role in determining their utilization of preventive care
Evidence-Based Foot Care for Persons With Type 2 Diabetes
Get PDFUnmanaged Type 2 diabetes leads to macrovascular changes that affect the lower extremities, thereby damaging the sensory nerve fibers and leading to diabetic peripheral neuropathy. These patients may not be able to feel pain, heat, or cold in their lower extremities and often describe feelings of numbness and tingling. This sensory deficit may lead to the development of diabetic foot ulcers which often result in amputation. These preventable foot complications may be identified promptly with adequate diabetic foot exams. Comprehensive diabetic foot examinations reduce the occurrences of foot complications associated with uncontrolled glucose management and improves health outcomes for patients with Type 2 diabetes. The purpose of this quality improvement project is to implement a standardized system for comprehensive diabetic foot examinations as recommended by evidence-based guidelines into clinical practice at a primary care clinic, which will enhance diabetic foot health care performed by providers. Through the intervention period of March-May 2019, one-hundred percent of 141 patients received a comprehensive diabetic foot exam. This was facilitated by medical assistants who instructed patients to remove their shoes and socks before the physician entered the exam room. All patients also received an educational handout from the American Diabetic Association. These outcomes were documented in the Diabetic Foot Exam flowsheet and scanned to the electronic medical record
An Evidence-Based Intervention to Reduce the Use of Physical Restraints in a Female Adolescent Population at an Inpatient Psychiatric Unit
Get PDFThe use of physical restraints within psychiatric units is problematic since it raises a range of legal, ethical, and clinical questions (American Psychiatric Nurses Association, 2014). The use of physical restraint has become a common practice in many psychiatric units despite the negative effects associated with its use. Selecting strategies such as verbal de-escalation to manage aggressive psychiatric inpatients shows promise with patients when used by providers and staff in mental health facilities. The purpose of this evidence-based project was to introduce and train staff to utilize the Modified Overt Aggression Scale (MOAS) and verbal de-escalation in psychiatric units in a residential psychiatric treatment center with aggressive female inpatients aged 13-17 years. The primary objectives were to reduce the selection of physical restraints and time used to restraint to less than an hour, assess 100% of the target population, educate providers/staff the use of MOAS and verbal de-escalation, and review intervention choices selected by staff. The intervention included implementing MOAS scale, training staff to use verbal de-escalation, and pre/posttest surveys to evaluate the effectiveness of verbal de-escalation techniques. Between January and April 2019, 20 patients met the inclusion criteria. Following the intervention, documented physical restraints decreased by 89%, time spent in restraints decreased to 10 minutes, 100% of the staff was trained, 18 patients were assessed, and 18 intervention choices were reviewed. Results suggest that a combination of MOAS scale along with staff training on verbal de-escalation can influence and reduce the selection of physical restraints in the inpatient psychiatric unit
A Quality Improvement Initiative to Facilitate Provider Adherence to Type II Diabetes Mellitus Guidelines
Get PDFBackground:A significant number of individuals with type 2 diabetes mellitus do not receive comprehensive diabetes care management to maintain optimal health.
Purpose:This project was designed to facilitate provider adherence to the type 2 diabetes mellitus evidence-based practice standards of care. A primary care practice needs assessment indicated opportunities to improve care management processes which promote adherence to current clinical practice guidelines.
Methods:This 10-week quality improvement project provided the clinical staff and provider with the necessary tools to implement best practices of diabetes care. Objectives assessed throughout project implementation included the design and use of an electronic health records alert system; clinical staff and provider participation in a diabetes education session; completion of the evidence-based comprehensive diabetes management flowsheet with verification by provider and patient signature; completion of routine laboratory tests such as HgbA1c and annual microalbuminuria; documentation of preventive measures employed such as medications, annual exams, and vaccines; and documentation of diet and exercise counseling.
Results:The use of a diabetes flow sheet resulted in decreased HgA1c results greater than 7.0% with more than half of the patients with type 2 diabetes mellitus having a prescribed preventive medication, and all patients with a completed flowsheet received diet and exercise education.
Implications for Practice:Incorporating current diabetesstandards in the management of patients with type 2 diabetes can prevent disease-related complications and improve health outcomes
Implementing a Tracking and Referral Follow-up Process to Increase Screening Colonoscopy Adherence Within a Primary Care Setting
Get PDFWithin the United States, colorectal cancer is the fourth most common cancer diagnosed in both women and men. The American Cancer Society approximated that 97,220 new colon cancer cases and 43,030 rectal cancer cases would occur within 2018. Overall, it was estimated there were approximately 50,630 colorectal cancer deaths in 2018. Despite recommended guidelines, reported screening rates are only 31% to 55%, well below the goal of 75% set by the American Cancer Society. The purpose of this project was to increase preventative colorectal cancer screening referrals and completion of colonoscopies for qualified individuals age 50–75 years within a family practice setting. Anticipated outcomes were (a) 100% of qualified patients would be assessed for preventative colonoscopy status, (b) 85% of patients would be provided a referral for a preventative colonoscopy on the same day as their visit, and (c) 95% of those patients would complete a screening colonoscopy. Guidelines recommend that women and men begin routine screening starting at age 50 and every 10 years thereafter. This process improvement project resulted in 100% of qualified patients being identified when the primary medical assistant was present, 51% of identified patients being referred, and 45% of those referred for screening completed a colonoscopy. Preventative screenings can provide early identification and removal of colorectal polyps before cancer develops or provide for early cancer diagnosis that allows initiation of treatment in the early stages to reduce morbidity and mortality
Balancing the Demands of College and Athletics: First-Generation Female Student Athletes’ Perception of the College Experience
Get PDFResearch Focus. The launch of the 1972 Title IX regulation education amendment arrived at a pivotal time for women in sports. “Title IX recognized the uniqueness of intercollegiate athletics by permitting colleges and universities to have separate and equal athletic programs for women” (Hogshead-Makar, & Zimbalist, 2007, p. 2). As more women began to participate in sports, pressures to perform both competitively and academically presented different challenges for female athletes during their collegiate career. For a female student-athletes to be successful in both academics and athletics, the student-athlete must discover a means to sustain a reasonable balance academically and athletically to maintain eligibility to play and complete graduation. According to recent statistics (2012), “women are still not granted the opportunity to participate on a level playing field” but continue to take advantage of opportunities to participate in collegiate programs (The Next Generation of Title IX Athletics, National Women’s Law Center, June 2012, p 2).
The field of research specific to male participation in an athletic program is vast and can be partly attributed to the longevity of men’s participation in sports (Trull, 2015). Current studies specific to the academic success of the first-generation female student-athlete in collegiate sports exposes a significant gap in the existing literature. The absence of valid studies for the first-generation female student-athletes may be a result of the delay of equal acceptance of women in collegiate sports (Trull, 2015). It was not until the arrival of the 1972 Title IX amendment of equal funding, that support for women’s athletic programs was available and an influx of a diverse group of women began competing in sports.
Research Methods. The approach for the study was a qualitative interpretive design. In this approach, the research aimed to understand the college experience from the lens of the first-generation female student-athlete and to make sense and meaning of their life while balancing the demands of college. The conceptual framework applied during the research process was guided by two leading theorists in student college development. Nevitt Sanford’s (1962) theory of Readiness, Challenge, and Support, and Chickering and Reisser’s (1993) Seven Vectors of Student Development. The research protocol was comprised of semi-structured open-ended interviews with 6 former female student-athletes. Participants were selected through a purposeful sample of former female student-athletes. All participants agreed to voluntarily participate in the 90-minute interview sessions. The trustworthiness of the study was supported through member checking through follow-up interviews to eliminate the possibility of misinterpretation the data.
Research Results/Findings. Data were analyzed through an inductive and constant comparative process and transcribed into categories. Several cycles of categories resulted in a cluster of data of 12 reoccurring categories. The categories were analyzed for reoccurring patterns and categorized using Saldana’s (2016) Values Coding: (1) values, (2) attitudes, and (3) beliefs. Reflective analysis of the codes led to the emergence of overarching themes. Analysis of data revealed four principal themes relevant to the purpose of the study and research questions. The four main themes were: (1) athletic experience is multifaceted, (2) family support is significant to success, (3) athletic expectations are overwhelming, and (4) navigating the college experience while balancing the demands of college and athletics.
Conclusions from Research. Five recommendations were proposed for further research to gain deeper insight and to develop stronger support systems for the first-generation female student-athletes during college: (1) a qualitative study exploring faculty’s perception and understanding of the demands of a female college athlete, (2) A qualitative study exploring a first-generation female student-athletes experience at a NCAA Division 1 institution, (3) a qualitative study exploring the first-generation student-athlete experience and student-athlete identity, (4) a qualitative study of exploring female coaches’ perspective when working with a first-generation female college student, and (5) a qualitative study exploring a first-generation female college coach’s experience in a Division 1 NCAA institution. Muffet McGraw (2019) publicly stated “We don’t have enough female role models. We don’t have enough visible women leaders. We don’t have enough women in power” (Gardner, p.2). It is important to the progression of female athletes to explore the experiences of female coaches and provide a voice for the women in leadership. In-depth qualitative studies will provide insight into a profound level of understanding of the influence female coaches have on emerging first-generation female athletes. For administrators and women in athletics, it is imperative opportunities for women to continue to grow in the field of athletics. As educators engaging with female student-athletes, we must be cognizant of the dualities of roles female athletes balance during their college career and support their efforts as competitors. We must provide a voice for women in athletics and must continue to advocate for the advancement of women in the competitive world of collegiate and professional sports. As researchers, we must continue to seek ways to increase the knowledge base of women in athletics by filling the gap of available research related to women
Success Profile: A Case Study of the African-American Women in the President\u27s Office
Get PDFResearch Focus. Women and minorities have struggled historically in American society due to inequality, racism, and restrictions to advancement, and have turned to education to better their quality of life (Littlefield, 1997; Synnott, 2008). Research indicates there is growing concern about the lack of ethnic minority women at the higher education administrative level, especially for African-American women as the chief executive officer–university/college President (American Council on Education, 2011). Seltzer (2017) has reported no change in the growth of African-American women university/college presidents. The basis for this study is the prevailing lack of information on African-American women’s success factors in leadership roles in higher education, and lack of experiences with internal and external daily activities and leadership role activities necessary to remain a college president. The focus of this research identified two primary objectives. The first objective is to examine the African-American university/college presidents’ successful experiences with higher education. The second objective is to investigate the internal, and external daily lived experiences of African-American women university/college presidents that determine what was needed to remain in a successful presidency role.
Research Methods. A qualitative methodology was used to addresses research purpose and questions based on human experiences that occur in the natural environment (Holliday, 2015). An ethnographic case study approach was used with six current and former African-American women university/college presidents. An ethnographic case study informs multiple forms of data (i.e., participant observation and interviews), to capture strong exploration, description, and provides perspectives from the context of a participant (Wolcott, 1994). It is inquiry used to study a cultural group by collecting data in interviews and observations in a natural setting (Hammersley, 2018; Yin, 2011). Case study research explores in depth events and activities, as well as processes for one or more persons (Hancock & Algozzine, 2016; Merriam & Tisdell, 2012). Analysis of data was in two parts. The first part involved reviewing campus information and participant biographies after interviews to gather information about their professional and/or personal backgrounds; second, this researcher conducted confidential semi-structured interviews, and transcribed written and recorded data into a script format. The script format set the groundwork for the spoken word transformation into a more organized written context. The script form permitted words to stand out on paper and revealed emergent patterns and themes of words that helped with authentic data analysis.
Research Results/Findings. Five major themes came from this study. Theme 1. Unintentional ascension to Presidency. This theme reveals how participants did not seek out to be an university/college president, reached the presidency role unplanned, non-traditionally, and inadvertently. Theme 2. Knowledgeable of African-American Women History. Shared responses showed a considerable amount of historical knowledge about the plight of African-American women from childhood. Theme 3. Passion for student success. Each participant desired students to be their best and described ways to provide students with the tools necessary to be successful while at their institution. Theme 4. Passion for Teaching. Passion for teaching has a high level of enthusiasm, belief of importance, and showing of pride in the ability to teach in a program that supports students reaching their goal of graduation. Theme 5. Mentorship. Participants discussed the importance of mentorship. They acknowledged how a mentor or confidant helped when there was a need to work through challenges or advise and support when they come to with obstacles.
Conclusions from Research. Metaphorically speaking, the conclusions from the research show that it is “in her DNA.” African-American women describe four “Rs” of daily lived experiences that contribute to success and achievements in a higher education environment. First is having radical passion for institutional excellence. For the purpose of this study, being radical is not a negative connotation, but as the participants indicated, an ability to have an uncompromising voice represents an institution that fosters student success, effective teaching and learning, and promote supportive community. Second, an ability to reflect on personal and professional experiences to know what does and does not work when leading a college campus. Third, these women presidents can relate to others with confidence. Fourth is a reciprocal role model. To be able to link with someone outside of the campus to think “aloud,” or share ideas while also being a model for others by balancing multiple roles as counselor, advisor, and supporter