Nursing Workplace Incivility and Mindfulness

Nurse incivility is currently prevalent in the nursing workplace. Incivility is described in the form of disrespectful attitudes and behaviors. Ethnic values may be ignored by those committing uncivil behaviors. Victims of incivility may not report uncivil incidents. Organizations and other stakeholders may discover difficulty in responding or exploring causative incivility behavior. Workplace incivility may be displayed as unsafe actions, nurse management errors, and staff dissatisfaction. Nursing staff may decide on resigning positions because of workplace incivility. Healthy, civil, caring workplace environments are imperative to patient and staff well-being. Workplace incivility intervention may introduce a solution to uncivil behavior, rebuild working relationships, increase staff fulfillment, and restore a healthy environment. Organizational mindfulness intervention may be used to stimulate leadership on investigating incivility motives, pursuing resolutions to uncivil events, and assuring staff satisfaction. Mindfulness intervention actions may cultivate caring and perceptive behaviors. Striving on understanding others and self-reflection on moral and ethical values are activities of mindfulness intervention. Mindfulness intervention may mitigate workplace incivility

Racial and ethnic heterogeneity in self-reported diabetes prevalence trends across Hispanic subgroups, National Health Interview Survey, 1997–2012

INTRODUCTION: We examined racial/ethnic heterogeneity in self-reported diabetes prevalence over 15 years. METHODS: We used National Health Interview Survey data for 1997 through 2012 on 452,845 adults aged 18 years or older. Annual self-reported diabetes prevalence was estimated by race/ethnicity and education. We tested for trends over time by education and race/ethnicity. We also analyzed racial/ethnic and education trends in average annual prevalence. RESULTS: During the 15 years studied, diabetes prevalence differed significantly by race/ethnicity (P < .001) and by Hispanic subgroup (P < .001). Among participants with less than a high school education, the 5-year trend in diabetes prevalence was highest among Cubans and Cuban Americans (β(5YR) = 4.8, P = .002), Puerto Ricans (β(5YR) = 2.2, P = .06), non-Hispanic blacks (β(5YR) = 2.2, P < .001), and non-Hispanic whites (β(5YR) = 2.1, P < .001). Among participants with more than a high school education, non-Hispanic blacks had the highest average annual prevalence (5.5%) and Puerto Ricans had the highest 5-year trend in annual diabetes prevalence (β(5YR) = 2.6, P = .001). CONCLUSIONS: In this representative sample of US adults, results show ethnic variations in diabetes prevalence. The prevalence of diabetes is higher among Hispanics than among non-Hispanic whites, unevenly distributed across Hispanic subgroups, and more pronounced over time and by education. Findings support disaggregation of data for racial/ethnic populations in the United States to monitor trends in diabetes disparities and the use of targeted, culturally appropriate interventions to prevent diabetes

Social Participation Approach In Brain Injury Survivors

This program will consist of educating brain injury survivors and their peers on social participation following a brain injury. With the cognitive and physical deficits that come with brain injuries, a decrease in socialization occurs due to those barriers faced. With the lack of resources aimed towards brain injuries and social participation this program is essential to ensuring everyone has access to an education platform. Providing brain injury survivors and their peers with evidence-based information and tips for socializing is vital to helping families, friends, significant others, and peers keep strong relationships and increase their quality of life.https://soar.usa.edu/otdcapstonesfall2024/1023/thumbnail.jp

A tale of two community networks program centers: Operationalizing and assessing CBPR principles and evaluating partnership outcomes

BACKGROUND: Community Networks Program (CNP) centers are required to use a community-based participatory research (CBPR) approach within their specific priority communities. Not all communities are the same and unique contextual factors and collaborators’ priorities shape each CBPR partnership. There are also established CBPR and community engagement (CE) principles shown to lead to quality CBPR in any community. However, operationalizing and assessing CBPR principles and partnership outcomes to understand the conditions and processes in CBPR that lead to achieving program and project level goals is relatively new in the science of CBPR. OBJECTIVES: We sought to describe the development of surveys on adherence to and implementation of CBPR/CE principles at two CNP centers and examine commonalities and differences in program- versus project-level CBPR evaluation. METHODS: A case study about the development and application of CBPR/CE principles for the Missouri CNP, Program for the Elimination of Cancer Disparities, and Minnesota CNP, Padres Informados/Jovenes Preparados, surveys was conducted to compare project versus program operationalization of principles. Survey participant demographics were provided by CNP. Specific domains found in CBPR/CE principles were identified and organized under an existing framework to establish a common ground. Operational definitions and the number of survey items were provided for each domain by CNP. CONCLUSION: There are distinct differences in operational definitions of CBPR/CE principles at the program and project levels of evaluation. However, commonalities support further research to develop standards for CBPR evaluation across partnerships and at the program and project levels

Academic Advising, Academic Integration and First Year African American College Student Intention to Persist

The U.S. college persistence rate for African American students, remains lowest in comparison to other race/ethnicities. Academic advising and other forms of academic integration are emphasized in prior research as associated with positively influencing persistence outcomes. However, a gap exists in the literature regarding their impact for four-year African American students and success factors for persistence of these students. Existing academic advisement studies are primarily institutional with a small sample size, as opposed to a national sample, and very few are focused on quantitative data analysis. Therefore, through the analysis of national data from the 2018 National Survey of Student Engagement (NSSE) and its 2018 Academic Advising Module, this quantitative, binary, logistic regression study was completed to determine academic advising and academic integration factors related to first-year student intent to return (measured as persistence) among African American four-year college students. Specifically, the relationship to persistence was studied for the demographic characteristics of gender, college grades, major field, and parental education; academic advising characteristics and experiences (inclusive of the quality of interactions); institutional characteristics of private versus public institutional control, institutional selectivity, Basic 2015 Carnegie Classification, institutional size; and students’ perception of the institution as a supportive environment. Two additional NSSE academic engagement variables were also examined: student-faculty interactions as a function of student advisement from faculty advisers, and collaborative learning. The sample was 2,104 students who self-identified as having Black or African American racial/ethnic identity and participated in both the 2018 National Survey of Student Engagement (NSSE) and its 2018 Academic Advising Module. Results found the following seven factors as related to first-year student intent to persist among African American four-year college students: (1) characteristics of optimal academic advising, (2) student perception of excellent quality interactions with the advisor, (3) the collaborative learning method of students explaining course material to one or more of their peers, (4) students attaining college grades of A or A-, (5) being a STEM major, (6) attending a highly selective institution, and (7) the supportive environment factor of students perceiving an institutional emphasis on helping them manage their non-academic responsibilities, i.e., work, family, etc. In addition, for Black students who indicated an intent to persist, statistically significant difference was found associated with the perception of a supportive campus environment that differed across racial and ethnic groups. Implications for institutional and educational stakeholders include recommendations to assist in providing meaningful academic advising experiences, a commitment to implementing resources and practices that promote high-quality academic advising, investigating the feasibility of creating additional opportunities for students to explain their understanding of material to peers, increased opportunity and course offerings for minority students for AP classes, early exposure to STEM fields, and greater investment in and/or financial support for STEM opportunity and support programs. The study also emphasizes that institutions of higher learning must focus on creating a campus environment perceived as welcoming by all students - in ways beyond the academic realm - as improvements will benefit not only African American students, but all students

Management Information Systems Education: A Systematic Review

Management information systems (MIS) programs were developed to prepare graduates to create innovative solutions to problems where business and technology intersect. As such, the curricula must change rapidly to stay current with industry standards, an accelerating moving target. This research presents the findings of a systematic literature review to identify and present trends in the scholarly literature on MIS education. The purpose of this approach was to understand how academia ensures students are prepared for industry and keeps pace with changing industry needs. Key findings from the literature are presented, as well as a compilation of areas for future research. Overwhelmingly, a lack of international perspective was identified as the vast majority of articles collected data in the US. Further, the direction of future research and exploration revolved around five themes of innovative pedagogical approaches, industry partnerships, subtopics of MIS education, new methods and metrics for measuring success in MIS education, and cross-disciplinary opportunities in fields such as mathematics, traditional business disciplines, and the hard sciences

University of Dundee Founders Project:Final Report

In the wake of the Black Lives Matter (BLM) movement and a socio-political climate which has prompted mainstream brands, established institutions and city councils to re-examine tangible and intangible vestiges of colonialism, the University of Dundee has selected a path of transparency and acknowledgement of its own historical past.This research is part of a wider narrative which calls for a more holistic approach and recontextualisation of Britain’s imperial legacy. The UK is a multicultural society that includes descendants of the enslaved and communities from former British colonies. The alienation and underlying discontent felt by these communities is symptomatic of not only structural racism but also stems from a non-inclusive educational curriculum, skewed narratives of enslavers and general lack of significance attached to Britain’s imperial legacy and its interwoven nature with modern day systemic inequalities. As a result of mounting pressure and an impetus to counteract the traditional narrative, a number of universities in the UK and several city councils have started investigating their own links with historical slavery.The University of Dundee has its roots in the University College Dundee, which was founded in 1881 with the donation of £140,000 (RPW: £14,400,000) from Mary Ann Baxter and her cousin, John Boyd Baxter. 2 Her brother, Sir David Baxter’s, bequest of £20,000 (RPW: £1,830,000) laid the foundation for what would later become the Duncan of Jordanstone College of Art &amp; Design.3 Given the firm of Baxter Brothers &amp; Co immense wealth and linen exports to transatlantic markets, questions were inevitably raised on the issue of the University of Dundee and its links with slavery and the empire. This, coupled with concerns both internally and externally regarding the university’s built environment, highlighted the need for research into the provenance of bequests and donations to University of Dundee and affiliate institutions. It is envisaged that this report, which is the culmination of three months of research, would provide a deeper understanding of the university and by extension the city’s links with slavery and the empire. Due to the short time frame of this project, an emphasis was placed on themes relating to Atlantic slavery and the enslaved people. However, exploration of Chinese indentureship and bonded labour in South America was explored due to its linkages with endowments to the university in the late 19th century. This report ultimately aspires to promote the conceptualisation of further works focused on Dundee’s role in Britain’s imperial past and feeds into numerous other projects spearheaded by the university and heritage sector in Dundee

Nutrientscape ecology: a whole-system framework to support the understanding and management of coastal nutrient connectivity

Context: Nutrient connectivity across landscapes and seascapes plays a fundamental role in shaping the structure and function of coastal ecosystems. A whole-system understanding of the spatial–temporal dynamics and ecological significance of nutrient connectivity is essential for developing more effective coastal management strategies. Objectives: The aim of this study is to summarize the recent state-of-science in coastal nutrient connectivity research and identify future research needs. We then propose an integrated and solution-oriented scientific framework to advance a landscape ecology approach to address the research needs. Methods: We conducted a systematic literature review of 77 studies on nutrient flows in tropical and subtropical coastal marine environments (coral reefs, mangroves, and seagrasses) that have been conducted over the past decade. Results: Few studies considered interlinkages between multiple coastal habitats. Most (73%) studies that examined ecological impacts of nutrient connectivity focused on anthropogenic terrestrial runoff and indicated negative ecological responses to nutrients. Few studies adopted landscape ecology concepts and methods. We identified 15 research needs for advancing coastal nutrient connectivity research. Urgent research needs include the impacts of climate change on nutrient connectivity, the interactions between multiple nutrient pathways across habitats, and the social-economic drivers and impacts of change. An integrated framework that we term nutrientscape ecology is presented as a way forward. Conclusions: The nutrientscape ecology framework emphasizes the spatially explicit study of pattern-process relationships across multiple scales and leverages concepts and methods from landscape ecology and systems thinking. We seek to inspire interdisciplinary research collaborations and the development of a predictive science of nutrient connectivity that informs coastal management