Browsing by Subject "Nursing"
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Item Empathy and Adverse Childhood Experiences' Role in Choice of Major(2022-04-25) Lutz, Rylan; Gricus, Michelle; Social Work; Hood College Departmental HonorsPrior research suggests that those pursuing college majors with the intent of helping others may be more likely to have higher levels of empathy, and a higher average of adverse childhood experiences. In turn, these experiences may be a motivational factor for a person to select a certain type of major. This study evaluates the number of adverse childhood experiences that undergraduate students majoring in social work, nursing, and psychology have endured in their lifetime. In addition, empathy is quantified as a variable using an Emotional Intelligence Index to analyze a possible relationship with adverse childhood experiences. Analysis suggests that those who have a college major focused on helping others may have elevated levels of emotional intelligence and may have a higher average of adverse childhood experiences.Item Impact of a Nurse-Led Virtual Asthma Education Program on Middle School-Aged Children's Asthma Self-Management(2021-08-05) Erisman, Jessica; Keenan, Anastacia; Lamey, Thomas; Barnes, Annette; Nursing; Doctor of Nursing PracticeAsthma is a leading chronic disease among school-aged children and adolescents. In one rural Maryland public school system, asthma accounts for many school health visits, missed school days, and emergency room (ER) visits, especially among middle schoolers. Learning asthma self-management techniques must become a priority to prevent poor health outcomes in this group. Currently in the school system, asthma self-management education is not provided to asthmatic adolescents. This Doctor of Nursing Practice (DNP) project sought to explore whether a school-based, nurse-led group asthma education program, called Kickin’ Asthma, implemented virtually, could improve asthma symptoms, spacer use technique, rescue inhaler needs, and frequency of ER visits among students with persistent asthma in grades 6 through 8 over three months. Current evidence suggests school-based asthma education may improve asthma knowledge and self-management abilities with resultant improved health outcomes among asthmatic adolescents. Despite limitations set forth by COVID-19, this project found school-based asthma education can improve asthma-related sleep disturbance (p<0.05), frequency of asthma controller medication use (p<0.05), and spacer use technique (P<0.05) among adolescents with asthma, as well as modestly decrease frequency of rescue inhaler use (p=0.53). School-based asthma education is a cost-effective intervention with potential to reach many adolescents in a single location and improve population health for this group. Future interventions are needed with larger samples to evaluate whether similar school-based asthma education initiatives can reproduce positive health benefits and improve disease-specific knowledge and skills among asthmatic adolescents nationwide.Item Increasing Patient Engagement in Primary Care following Transitional Care(2021-05) Emerson, Ally; Barnes, Annette; Stewart, Rosalyn; Webster, Debra; Nursing; Doctor of Nursing PracticeOverutilization of emergent care for primary health needs in the United States leads to poor utilization of resources, avoidable hospital readmissions, and costs an estimated 17 billion dollars annually. Issues impacting transition of care can cause incomplete follow-up and continued patient reliance on the emergency department (ED) for healthcare. Ensuring timely follow-up and engagement in primary care for patients discharged from acute care are major goals to reduce this economic burden and ensure effective care coordination. Transitional care provided by an after-care clinic (ACC) offers solutions to increase patient follow-up and coordinate entry, or engagement, in primary care. An ACC provided by a regional, urban health system has reduced overutilization and readmissions; however, engagement into primary care following acute care remains a challenge for the low income and uninsured population serviced. This Doctor of Nursing practice (DNP) project implemented evidence-based practice (EBP) interventions of intra-appointment social determinants of health (SDOH) screening and post-appointment nurse-directed reminder phone calls to increase patient engagement in primary care following a transitional care appointment. Engagement was defined as completion of one primary care appointment within three months after the patient’s initial ACC visit. With the coronavirus (COVID-19) pandemic, continuity of care was provided with the addition of telemedicine; and although ACC staff hours were reduced and roles shifted, adding EBP to the bundled-care, interdisciplinary team approach for patients under the age of 40, who were uninsured or Medicaid insured, was cost effective and increased engagement in primary care.Item Job Satisfaction as a Moderator of the Safety Leadership-Safety Performance Relationship in Nurses(2023-06-05) Maurice, William; Tedone, Archana; Mitchell, Thomas; University of Baltimore. Yale Gordon College of Arts and Sciences.; University of Baltimore. Master of Science in Applied Psychology: Industrial and Organizational PsychologyDespite organizations prioritizing safety, workplace accidents and injuries continue to occur. Thus, safety research has evaluated factors that influence employees’ workplace safety behaviors. The objective of this study was to examine job satisfaction as a moderator of the relationship between safety leadership and safety performance. The current study predicted that job satisfaction would strengthen the relationships between transformational leadership and safety performance but weaken the relationships between passive leadership and safety performance. This study dispersed surveys to 134 direct care nurses across the United States. Job satisfaction did not moderate any of the transformational safety leadership-safety performance relationships nor the passive safety leadership-safety performance and passive safety leadership-safety participation relationships. Interestingly, this study found that job satisfaction significantly weakened the relationship between passive safety leadership and safety compliance but only when job satisfaction was low. This suggested that significantly fewer safety compliance behaviors occurred when unsatisfied nurses had a leader who engaged in passive leadership behaviors. Because recent surveys have found that nurses’ job satisfaction has been declining, in combination with being required to complete more complex formal safety procedures since the outbreak of COVID-19, this finding is especially important for healthcare organizations as it places them at greater risk of poor retention rates, higher turnover, and reduced financial stability. This paper recommends that healthcare organizations target employee engagement in conjunction with leadership development initiatives to further enhance their impact on the organization.Item Lashley's Essentials of Clinical Genetics in Nursing Practice, Second Edition(Springer, 2016) Lashley, Felissa R.; Schneidereith, Tonya A.; Kasper, Christine E.; NursingCompletely updated to help nurses learn to ìthink geneticallyî Todayís nurses must be able to ìthink geneticallyî to help individuals and families who are affected by genetic disease or contemplating genetic testing. This book is a classic resource for nursing students and practitioners at all levels who need to acquire the knowledge and skills for using genomics in their practice. This completely updated second edition encompasses the many recent advances in genetic research and knowledge, providing essential new information on the science, technology, and clinical application of genomics. It focuses on the provision of individualized patient care based on personal genetics and dispositions. The second edition is designed for use by advanced practice nursing programs, as well as undergraduate programs. It pinpoints new developments in prenatal, maternity, and pediatric issues and supplies new information on genomics-based personal drug therapy, environmental susceptibilities, genetic therapies, epigenetics, and ethics The text features a practical, clinically oriented framework in line with the core competencies defined by the AACN. It delivers information according to a lifespan approach used in the practice setting. The second edition continues to provide basic information on genomics, its impact on healthcare, and genetic disorders. It covers prevention, genetic counseling and referral, neuropsychiatric nursing, and public health. The core of the text presents information on a variety of diseases that affect patients throughout the lifespan, with specific guidance on the nursing role. Also included are tests for a variety of diseases and information on pharmacogenomics, which enable health care providers to select the best drugs for treatment based on a patientís genetic makeup. Plentiful case study examples support the information throughout. Additionally, an instructorís package of PowerPoint slides and a test bank are provided for use at both the graduate and undergraduate levels. New to the Second Edition: Completely updated with several new chapters Personal drug therapy based on genomics Environmental susceptibilities Prenatal detection and diagnosis Newborn and genetic screening Reproductive technologies Ethical issues Genetic therapies Epigenetics Content for graduate-level programs PowerPoint slides and a test bank for all student levels Key Features: Encompasses state-of-the-art genomics from a nursing perspective Provides a practical, clinically oriented lifespan approach Covers science, technology, and clinical application of genomics Addresses prevention, genetic testing, and treatment methods Written for undergraduate- and graduate-level nursing studentsItem The Systematic Utilization of a Depression Screening Tool for Patients with Type 2 Diabetes: A Quality Improvement Project(2021-05) Okeke, Sharon; Hall, Nicole; White, Barbara; Barnes, Annette; Nursing; Doctor of Nursing PracticeDepression seen in individuals with diabetes mellitus (DM) is associated with DM complications and increased healthcare costs. To mitigate these complications, the American Diabetes Association recommends that providers screen individuals with DM at least annually. However, routine depression screenings are not consistently performed for patients with type 2 diabetes (T2D). The purpose of this Doctor of Nursing Practice project was to implement a quality improvement (QI) project which focused on systematically screening adult patients with T2D in primary care for depression so that depressive symptoms could be identified, treated, and referred earlier. A retrospective chart review was conducted to explore the depression screening frequencies in the pre- and post-implementation periods. The Academic Center for Evidence-Based Practice Star Model was used to organize the implementation of the QI project. The Theory of Planned Behavior was used to assess the provider's willingness to adopt consistent depression screening practices which guided the implementation process. Patients who qualified were meant to be screened with the Beck Depression Inventory-2 tool during their annual wellness visit. The results revealed an increase in depression screenings for adult patients with T2D (n=41) from 15% to 61%. In addition, 30% of participants had positive depressive screening results compared to 0% in the pre-implementation group, and 14% were referred or began antidepressant treatment. These results suggest that the systematic utilization of a depression screening tool by providers in primary care does improve the frequency of depression screening and early identification of depression among individuals with T2D.Item Teachers At Heart: A Case Study Exploration Of The Role Transition From Clinical Nurse To Community College Adjunct Clinical Nursing Instructor(2017) Wilson, Deborah S.; Hollis, Leah P.; Community College Leadership Program; Doctor of EducationThe shortage of nursing faculty is limiting the number of students community colleges are able to enroll (National League for Nursing, 2014). The use of adjunct clinical nursing instructors may help lessen the impact of this shortage, while allowing nurses to gain valuable academic experience. An understanding of the process these nurses go through when transitioning from the practice of clinical nursing to the role of a teacher may help to identify strategies for better recruitment, support, and retention of these instructors. This qualitative case study of adjunct clinical nursing instructors teaching at rural community colleges in one Mid-Atlantic state examined the role transition from clinical nurse to adjunct clinical nursing instructor. Schoening's (2009) Nurse Educator Transition Theory Model was examined as a potential framework for elucidating this phenomenon. While Schoening (2009) had studied full-time didactic nursing instructors in baccalaureate nursing programs, the aim of the present investigation was to extend her study to adjunct clinical nursing instructors in rural community colleges. Works of Dreyfus and Dreyfus (1986), Benner (2001), and Schoening (2009) served as the theoretical framework for this qualitative case study. The study findings revealed that nurse instructors typically go through a four-phase transition process, comprising of (1) realizing that I am an educator at heart, (2) picking it up on my own, (3) encountering the reality of first year experiences, and (4) feeling comfortable in the nurse educator role. These phases were similar to those identified by Schoening, who also revealed some sub-phases that were not applicable to this sample. The instructors that took part in the present study identified a need for more robust orientation and mentoring programs to assist them in transitioning from the practice of clinical nursing to clinical nursing instruction.