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The purpose of this study was to determine whether a peer nursing student who presents a longitudinal case study on warfarin in a pharmacology course classroom influences prelicensure and postbaccalaureate nursing students' knowledge and perceived knowledge about warfarin. The study was a descriptive design that used a convenience sample of baccalaureate nursing students enrolled in two pharmacology courses. All participating students answered warfarin case-study questions and completed a self-demographic questionnaire, a knowledge pretest and posttest, and a self-efficacy questionnaire after the activity, which evaluated students' knowledge and perceived knowledge on 11 warfarin concepts. For all students (N = 89), the number of correct answers improved significantly between pretests and posttests for Items 2-11 (p < .0001; Wilcoxon signed-rank tests), which evaluated students' knowledge on warfarin's site of action, associated laboratory values, use of vitamin K, and food-drug interactions. However, no significant difference was seen in the number of correct answers for warfarin's mechanism of action. Comparing prelicensure and postbaccalaureate groups by Mann-Whitney tests, no significant difference was seen for pretest total scores (median 7.00, n = 55; median 7.50, n = 34; respectively; p = .399). Similarly, no difference was seen for posttest total scores by groups (prelicensure: median = 9.00, n =54; postbaccalaureate: median = 10.00, n = 32; p = .344). Overall, students in both groups agreed that they could identify and explain all 11 warfarin concepts. The Pearson correlation between the total posttest and total self-efficacy scores for the combined group was .338 (p = .003), demonstrating a low but significant correlation between students' posttest total scores and their perceived warfarin knowledge, as evaluated by the self-efficacy questionnaire.
ContributorsLam, Wing Tung (Author) / Vana, Kimberly (Thesis director) / Holcomb, Cynthia (Committee member) / Silva, Graciela (Committee member) / Barrett, The Honors College (Contributor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-12
Description
Mentorship is important to learning because it provides a frame of reference and the guidance necessary to succeed for those who are inexperienced. The purpose of this study was to explore the impact of a one-semester mentorship program for freshman Barrett nursing students. Specifically, it was hypothesized that freshman Barrett nursing students (mentees) would experience higher levels of confidence as they enter their second year. With improved confidence and better preparation in handling stress, freshman Barrett students are more likely to stay in the Barrett program throughout their time at a university in the southwestern United States. The mentorship program included freshman Barrett students pursuing a degree in nursing as the mentees and Term 8 (senior) Barrett Nursing students as the mentors. The mentorship program supported freshman students in reaching out to their mentors for study tips, class advice, homework help, and use them as a general resource throughout the application process. Quantitative data was collected in a pre- and post-survey in order to analyze the confidence scores of mentors and mentees. The survey asked participants questions regarding their level of self-confidence and asked them to rank their responses on a Likert scale with 1 being strongly disagree and 5 being strongly agree. The results showed that confidence levels based on the quantitative data either stayed the same or was improved in every participant. Specifically, there were multiple statistically significant findings based on the paired t-tests that were run. Findings suggest the mentorship program improved the confidence levels in both freshman Barrett students and their Senior mentors.
ContributorsZurbriggen, Abigail Marie (Author) / Quillman, Jill (Thesis director) / Stevens, Carol (Committee member) / School of Nutrition and Health Promotion (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Women and people of color are some of the most underrepresented groups in the STEM field (science, technology, engineering, and mathematics). The purpose of this study was to uncover the barriers that undergraduate Hispanic women, as well as other women of color, face while pursuing an education in a STEM-related major at Arizona State University (ASU). In-depth interviews were conducted with 13 adult participants to dig deeper into the experiences of each woman and analyze how race and class overlap in each of the women's experiences. The concept of intersectionality was used to highlight various barriers such as perceptions of working versus middle-class students, the experience of being a first-generation college student, diversity campus-wide and in the classroom, effects of stereotyping, and impacts of mentorships. All women, no matter their gender, race, or socioeconomic status, faced struggles with stereotyping, marginalization, and isolation. Women in STEM majors at ASU performed better when provided with positive mentorships and grew aspirations to become a professional in the STEM field when encouraged and guided by someone who helped them build their scientific identities. Working-class women suffered from severe stress related to finances, family support, employment, and stereotyping. Reforming the culture of STEM fields in higher education will allow women to achieve success, further build their scientific identities, and increase the rate of women graduating with STEM degrees.
ContributorsValdivia, Lilianna Alina (Author) / Kim, Linda (Thesis director) / Camacho, Erika (Committee member) / School of Mathematical and Natural Sciences (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Through interviews with student participants in Barrett Summer Scholars during 2012, I uncovered how education in Arizona is failing and succeeding in meeting the needs of its high-achieving, oftentimes academically disillusioned students. Many high-achieving students feel underserved by their education and do not receive adequate challenges or one-on-one attention. Socioeconomic, ethnic, and racial limitations further contribute to the disenchantment of students and educational inequalities in the US and Arizona in particular. The Barrett Summer Scholars program itself intends to help engage these students, but it may be failing in its stated goals. Limited resources make it difficult for schools to pay as much attention to the high-achieving students as to the low-achieving, but Barrett might be able to help bridge this gap and provide students with one-on-one attention by way of student mentorship.
ContributorsManrique, Liliana (Author) / Popova, Laura (Thesis director) / Eder, James (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-05
Description
RISE Tutoring is an ASU student organization which helps refugee youth achieve academic and personal success through tutoring and mentorship. As a member of RISE Tutoring for three years, the researcher sought to document and analyze the program’s impact on the Phoenix refugee community. It was determined that video documentation, with its ability to capture both visual and verbal testimony, was the ideal holistic approach to assess and share this impact. The researcher hypothesized that RISE Tutoring adds value to the lives of its tutors and students through the multidimensional growth––educational, personal, and cultural––it facilitates for all. Methods of data collection were limited to video and audio, but approval from the Institutional Review Board and consent from all participants were obtained prior to the project’s start. The final video, filmed and edited with the help of a professional videographer, was 20 minutes and 21 seconds in length. The findings derived from the recorded interviews with students, tutors, and community leaders, and from the footage of tutoring and group activities, validated the researcher’s hypothesis. Viewers of the video can witness the bonding of tutors and students; hear the pride in the voices of the tutors and see the passion in their eyes when they speak of their students; and feel the joy and excitement that the program brings to its students’ lives. This project transformed the personal experiences of participants into a collective RISE Tutoring identity which can now be presented, for the first time, to the public. The video also aimed to help RISE Tutoring share its meaningful work and improve its marketing efforts, thereby enabling the organization to recruit more tutors and students, build new partnerships, and fundraise. Through the fulfillment of these goals, the video will empower the organization to effect greater change in the community.
ContributorsMarkowitz, Brenley Paige (Co-author) / Markowitz, Brenley (Co-author) / Klimek, Barbara (Thesis director) / Long, Elenore (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Economics Program in CLAS (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
It is widely accepted that mentorship between people of similar backgrounds and slightly different ages is a mutually beneficial partnership (e.g., Angelique, Kyle, & Taylor, 2002; Yomtov, 2017). Mentoring relationships exist in many forms across the education spectrum, from middle school students interacting with their younger peers to the popular “Big-Little system” adopted by fraternity and sorority groups in U.S. colleges and universities, and beyond educational settings throughout the working world. However, one place where mentoring has received relatively less attention, from researchers as well as from practitioners, is in undergraduate student leadership-focused organizations at the college level.
ContributorsBrown, Tyler (Co-author) / Oetter, Joshua (Co-author) / Ott, Molly (Thesis director) / Marley, Scott (Committee member) / Educational Leadership & Innovation, Division (Contributor) / School of Accountancy (Contributor) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The purpose of this project is to explore minority mentorship through a series of interviews recorded and shared in a podcast-like format. I sat down with student leaders, Arizona State University faculty, and community leaders in the Phoenix Metropolitan area who have been both a mentor and mentee at some point in their life to learn about the impact mentorship had on their experiences.
ContributorsValdes Cosilion, Valeria (Author) / Jakubczak, Laura (Thesis director) / Scott, Jason (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Management and Entrepreneurship (Contributor) / The Sidney Poitier New American Film School (Contributor)
Created2022-05