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- All Subjects: Education
- Member of: Doctor of Nursing Practice (DNP) Final Projects
Description
Introduction: Pre-exposure prophylaxis (PrEP) is a critical development in HIV prevention, yet females at risk of contracting HIV have lower rates of PrEP use compared to their male counterparts. Insufficient knowledge on PrEP indications for women has been a key barrier in health care providers (HCP) utilization of PrEP in this population. Prior research has revealed educational interventions improved providers’ use of PrEP in at risk populations.
Methods: A 1-hour, educational session was developed for eleven HCPs at a university-based clinic. The educational session was guided by the Cognitive Learning Theory and included information on clinical practice guidelines for PrEP implementation in women. The effects of the intervention were analyzed using a pre/post-survey design, with post surveys delivered at two and eight weeks. The 16-item survey evaluated outcomes including provider discussion and prescription rates of PrEP with female patients and perceived knowledge and perceptions of PrEP in women, utilizing a Likert scale. All procedures were given exempt status by the university IRB.
Results: Paired sample t tests were used to analyze provider reported conversations and prescription rates, while matched ordinal data were analyzed utilizing Wilcoxon signed rank tests and descriptive statistics. At two-weeks post intervention there was a significant increase in provider’s reported likelihood of prescribing to at risk cis gender females in the next six months (Mdn= 2 [pre-survey], Mdn = 3 [post-survey], α= 0.05, V = 0.00, z = -2.53, p = .011). At eight weeks postintervention, there was a statistically significant decrease in provider’s beliefs that HIV risk assessment was an essential component of a primary care visit for female patients (Mdn = 3.00 [pre], Mdn = 2.00 [eight-week], α= 0.05, V = 10.00, z = -2, p = .046). The results of the data analysis have been shared with the leadership team of the health clinic and used to inform future practice on provider educational sessions on PrEP.
Conclusion: Women at risk of contracting HIV are a key demographic missed for the utilization of PrEP. Limited statistically significant findings from the intervention have prompted further research to focus on interventions that promote long-term behavior change and improve providers implementation practices of the preventive measure in at-risk female identifying patients.
ContributorsSnyder, Emily (Author) / Ochieng, Judith (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-04-25
Description
Background and Aims: Due to the significant rise in opioid use and fatal opioid overdoses, an opioid reversal agent naloxone has been made available to the public through standing orders at Arizona pharmacies. The aim of this project is to implement a virtual naloxone education program to increase community knowledge of opioid addiction, opioid overdose, and opioid overdose response. Design: Utilized a one group, pretest-posttest design utilizing Brief Opioid Overdose Knowledge (BOOK) screening tool. Participants recruited through Mesa Community College website as an online event open to students, staff, and public. Setting: Online WebEx event through Mesa Community College. Intervention: Presented a 45-minute educational PowerPoint on opioids, opioid overdose, and opioid overdose response with a 15-minute question answer session. Participants: A total of 67 people attended the online event, 38 participated in pre-test and 19 participated in post-test survey. Demographics included 73.7% female, 55.3% between ages 18-30, 86.7% identify as white/Caucasian, and 92% signed up with a community college email address. Findings: Statistically significant results, with alpha value of 0.05, t(13) = -3.99, p = .002, d=1.07. Conclusions: Implementing an online education session is associated with increased knowledge on opioid use, opioid overdose, and opioid overdose response. Implementing community-based education programs may increase knowledge on opioid overdose prevention and community intervention.
ContributorsLeeper, Nicole (Author) / McIntosh, Wayne (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-04-27
Description
Objective: Attention Deficit Hyperactivity Disorder is a pervasive neurodevelopmental disorder among children. Research has shown that young girls are underserved in diagnosing and treating ADHD or never diagnosed compared males. Utilizing the Health Promotion Model, this project aims to determine if primary care providers are aware of sex differences in ADHD and if a brief education on sex differences in ADHD affects the primary care setting's screening rate.
Design/Methods: With the Arizona institutional review Boards' approval, primary care providers (PCP) in a Southwest family practice in Arizona (n=35) are provided with virtual education on sex differences in ADHD. Pre- post-intervention surveys were electronically administered to five PCPS. Data were deidentified. A two-tailed paired t-test was conducted to examine the mean difference of responses.
Results: Analysis of responses demonstrate that primary care providers are well aware of sex differences in ADHD but screened less for ADHD before the education intervention. Major themes emerged from provider comments on ADHD symptom recognition, time constraints, and increased screening to identify girls in the primary setting. A significant increase in ADHD screening is seen four weeks post-intervention t(4) = -6.32, p = .003.
Conclusion: Future research is needed to identify other factors that could strengthen ADHD screening during well-child visits overall. Also, the use of a pediatric screener which can highlight inattentive symptoms would assist in the process of identifying girls with ADHD.
ContributorsO'Connell, Roseann (Author) / Guthery, Ann (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-04-27
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
Description
Objective: Nearly 90% of sex trafficking victims will come into contact with an emergency department healthcare provider during his or her period of exploitation. Yet, victim identification by healthcare providers remains inadequate. The purpose of this quality improvement project is to improve emergency department healthcare providers’ confidence and ability to identify sex trafficking victims through staff education centered around sex trafficking. Method: A quality improvement project, guided by the Social Cognitive Theory, was implemented in an Arizona emergency department. ED staff were provided with a 40-minute education video about sex trafficking, including victim identification and appropriate responses. Participation in this project was open to all current healthcare workers employed at this emergency department. Stakeholders within the facility assisted with recruitment via weekly staff emails over a three-week period. A pre- and post-survey, consisting of a self-evaluation Likert scale, was used to assess confidence in identifying victims. Case studies were included to measure the participants’ ability to identify victims of trafficking. All aspects of this project were approved by Arizona State University’s and the organization’s Institutional Review Board. Results: One hundred percent of staff agreed to feeling confident in their ability to identify sex trafficking victims post intervention. However, there was no improvement in staff’s actual ability to identify victims through case studies post intervention. Conclusions: Education can be a valuable tool to improve confidence in identifying victims of sex trafficking in an emergency setting.
ContributorsKieser, Reynaldo (Author) / Helman, Jonathan (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-04-28
Description
Vision impairment has affected 2.2 billion people globally, with 12 million people affected in the United States; more than 700,000 Californians experience visual impairment or blindness (VI/B). Causes of VI/B can be prevented with early identification and intervention. This project aims to identify perspectives of the VI/B, use this insight to build and improve the knowledge/skills of the primary care provider (PCP). A quantitative study, utilizing the Theory of Interpersonal Relations alongside the Star Model of Knowledge Transformation, incorporated pre-intervention questionnaires for the VI/B and the intention of pre- and post-intervention questionnaire for the PCP. After consenting, the VI/B completed the Patient Satisfaction Questionnaire-18 (α = 0.87) and Visual Functioning Questionnaire-25 (α = 0.95) surveys via telephone. An interventional video discussing visual acuity and screening, legal blindness versus visually impaired, leading causes of blindness, common ophthalmic drops and their side effects, helpful hints, and resources for the visually impaired was created. Deidentified results were analyzed with descriptive analysis and Pearson correlation. Currently, 30 voluntary, consented VI/B members have completed the pre-surveys. The overall average patient satisfaction score was 46.73 with financial aspect and communication with the most positive evaluation. Unfortunately, their PCPs have not responded. The PCP questionnaire will be distributed to the ophthalmologist partner’s healthcare organization. The needs of VI/B community are poorly identified and addressed in primary care; thus, the educational video was created to address the perceived gaps. Improved provider knowledge and enhanced patient care can enhance patient satisfaction with the delivery of care.
ContributorsVillayuran, Diane R. (Author) / Moffett, Carol (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-04-29
Description
Skin cancer is the most prevalent form of cancer diagnosed in America. No formal educational program for skin cancer prevention and sun safety previously existed at a Southwest University. As a result, a sun safety educational intervention sought to address this gap. For this co-ed young adult population, an education video outlining sun safety measures was developed and delivered. An evidence-based review of the literature supported the intervention design inclusive of pre-and post- descriptive surveys, distributed via Survey Monkey. Data collected included sun safety behaviors, intent for behavioral change, and attitudes towards sun safety. Twenty-eight students completed both the pre-and post-survey. Based on the findings, it is clear that students are more likely to adhere to sun-safe behaviors following this video-based education, potentially decreasing their risk of skin cancer development.
ContributorsPope, Kristen (Author) / Moffett, Carol (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-04-29
Description
Human trafficking affects men, women, and children, of all races, and incomes. Healthcare providers can work directly with those who are trafficked when they come into the emergency room or clinic to seek care. The identification of those who are trafficked is key to assisting those who need help obtain resources and get the help they need to move forward in their lives. Unfortunately, many healthcare providers do not have the knowledge to identify or the time it takes to pick up on cues that a patient is being trafficked. Currently, there is no set education or curriculum to teach healthcare providers. This has resulted in increased lack of identification of those who are trafficked. An evidence-based quality improvement practice change was implemented. The purpose of this project was to educate healthcare professionals about the red flags that trafficked individuals might exhibit and to implement a screening tool in the emergency department. A brief educational Power Point on human trafficking was provided. A pre-test, post-test and a post-survey was utilized to evaluate awareness and knowledge. After the implementation of the human trafficking screening tool, 1,749 patients were screened, for a screening rate of 71%.
ContributorsRosch, Lisa (Author) / Chifelle, Rochelle (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-05-03
Description
The landscape of healthcare is changing. All health providers in varying disciplines and roles must collaborate and function in teams for effective patient and care outcomes to take place. Collaborative practice starts in the academic environment through adoption of Interprofessional Education (IPE). Fostering IPE increases learner confidence and communication but requires a team-based approach to eliminate known learner barriers. These barriers include attitude toward collaboration, role delineation, team development and patient delivery and outcome. While IPE opportunities and activities can be looked at as unique, developing structured curricular standards can be applied to all IPE experiences. Healthcare Participants (HCP’s) (N=15) from two organizational settings participated in an online IPE experience using best practice IPE interventions and structured design formatting focusing on older adults. The course consisted of an online pre learning activity followed by one online session to work as teams on case studies alongside mentorship guidance. The previously validated and reliable ICCAS and RIPLS survey tools were used to measure outcomes of readiness for IPE and professional development. Though no statistically significant changes were noted on the dependent variables, there was clinical significance found in professional development.
ContributorsFlom-Racoma, Kehart (Author) / Uriri-Glover, Johannah (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-05-03
Description
Purpose: The purpose of this quality improvement project was to train healthcare professionals (HCP) on evidence-based interventions for domestic violence (DV).
Background: DV occurs at high rates and negatively impacts physical and mental health. Intermittently screening patients for DV is healthcare’s current response and this is inadequate. Evidence shows the most effective way to assist DV victims is through active psychoeducation. Active psychoeducation involves a conversation between the HCP and patient about relationship safety, the sharing of local resources, and a referral to a local DV agency if warranted.
Methods: A virtual educational intervention was recorded and made available to members of a professional nursing organization in the Western United States. The educational intervention provided instruction on the Confidentiality, Universal education, Empowerment, Support (CUES) method, an active psychoeducation technique. The post-education survey was a modified version of Project Catalyst’s Post-Training Survey for Community Health Centers with twenty-one questions pertaining to understanding of the training and intention to incorporate CUES into clinical practice.
Results: Eleven participants completed the educational intervention and post-education survey. Descriptive statistics demonstrated that participants strongly agreed (73%) and agreed (27%) that the training improved their ability to provide active psychoeducation on DV. All participants reported an intention to incorporate CUES into their clinical practice.
Conclusion: Training HCP to provide active psychoeducation on DV to their patients increases professionals’ ability to incorporate this evidence-based method into clinical practice.
ContributorsKrug, Kayla Day (Author) / Morgan, Michelle (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-04-09