Matching Items (2)
Filtering by
- All Subjects: Education
- Creators: Chen, Angela
- Member of: Doctor of Nursing Practice (DNP) Final Projects
Description
Student misbehaving at a K-8 school in the Southern United States stresses out teachers and hinders other students from their work. The lack of effective misbehavior management strategies was disturbing the teachers. Guided by the balancing theory of relationships, this project aimed to inform elementary teachers about the "5:1 positive to negative interaction ratio with their students" and to evaluate their sense of efficacy in managing student misbehavior after education. Methods: Nine teachers (44% of teachers have age 40-49 years, 78% are non-Hispanic white, and 56% have 10-19 years of teaching experience) provided consent to participate in the project voluntarily. They filled out a pre-test survey and attended an evidence-based presentation at a staff training section on a 5:1 positive-to-negative interaction ratio with the students. An email with a link was sent to them for an online post-test survey two weeks following the presentation. Descriptive and non-parametric statistics were conducted to describe the variable distribution and compare scores of the "Teachers' Sense of Efficacy" short-form scale over time. Results: The findings showed increased teachers' sense of efficacy after the education although the difference was not statistically significant. The efficacy of student engagement had a small effect size (Cohen's d= .37), and the efficacy of instructional strategies had a medium effect size (Cohen's d= .66). Discussion/Conclusion: This evidence-based education may have a larger impact on elementary school teachers' sense of efficacy if implemented within a larger sample and over a longer time.
ContributorsFrancis, Reeni (Author) / Chen, Angela (Thesis advisor)
Created2023-05-10
Description
Secondary traumatic stress (STS) is the natural, consequent behaviors and emotions that result from the individual’s knowledge about traumatizing events experienced by another. Psychiatric registered nurses (RN), due to the nature of their jobs, are frequently exposed to significant amount of secondary trauma during nurse-patient interactions. Secondary traumatic stress impacts the physical and emotional health of the nurse, compromises patient outcomes and organizational success. Evidence acknowledges the significant extent of secondary traumatic stress among nurses and is insistent on the necessity for effective interventions to mitigate the impacts of secondary trauma on healthcare professionals. A review of literature suggests that knowledge is a protective factor against secondary traumatic stress, and that nurse resilience also moderates the effects of secondary trauma and other work related stressors. These findings have led to the initiation of an evidence-based project that seeks to assess the efficacy of a resilience-oriented educational intervention in decreasing secondary traumatic stress scores and improving resilience among hospital-based psychiatric registered nurses. This project was guided by the Theory of Cognitive Appraisal and Rosswurm and Larabee’s model for evidence-based practice. Results from this project, despite being non-statistically significant, showed a decrease in STS scores from time-point zero (T0) to time-point one (T1) and increased resilience scores from time-point one (T1) to time-point two (T2), and from time-point zero (T0) to time-point two (T2). This project highlighted a deficit in knowledge of concepts of ST, STS and resilience among psychiatry RNs and inspired an open discussion on STS and other types of work-related stress among psychiatry RNs.
ContributorsOjeme, Anthony (Author) / Chen, Angela (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-04-28