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Comparative Nursing Education in the US and UK

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I conducted a qualitative, comparative study on the nursing education systems in the United Kingdom and the United States, focusing on two universities—Arizona State University in Phoenix, Arizona and Leeds Beckett University in Leeds, England. The goals of my thesis included comparing the educational, economic, and cultural aspects of the…

I conducted a qualitative, comparative study on the nursing education systems in the United Kingdom and the United States, focusing on two universities—Arizona State University in Phoenix, Arizona and Leeds Beckett University in Leeds, England. The goals of my thesis included comparing the educational, economic, and cultural aspects of the countries and how those aspects impact nursing students on both sides of the pond. The educational and economic aspects were compared by utilizing existing literature and open data sources such as the university websites and publications from comparative education journals, while the cultural differences were evaluated by conducting short, one-on-one interviews with students enrolled in the Adult Health courses at both universities. The findings from the interviews were transcribed and coded, and findings from the sites were compared. While there is an extensive amount of research published regarding comparative education, there has not been much published comparing these developed countries. While there is a significant difference in the structure and cost of the nursing programs, there are more similarities than differences in culture between nursing students interviewed in the US and those interviewed in the UK.
ContributorsTahiliani, Shreja (Author) / Hagler, Debra (Thesis director) / Allen, Angela (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Addressing Implicit Bias in Mental Healthcare: A Novel Health Promotion Tool for the Treatment of Minority Mental Health Patients

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Minority mental health patients face many health inequities and inequalities that may stem from implicit bias and a lack of cultural awareness from their healthcare providers. I analyzed the current literature evaluating implicit bias among healthcare providers and culturally specific life traumas that Latinos and African Americans face that can…

Minority mental health patients face many health inequities and inequalities that may stem from implicit bias and a lack of cultural awareness from their healthcare providers. I analyzed the current literature evaluating implicit bias among healthcare providers and culturally specific life traumas that Latinos and African Americans face that can impact their mental health. Additionally, I researched a current mental health assessments tool, the Child and Adolescent Trauma Survey (CATS), and evaluated it for the use on Latino and African American patients. Face-to-face interviews with two healthcare providers were also used to analyze the CATS for its’ applicability to Latino and African American patients. Results showed that these assessments were not sufficient in capturing culturally specific life traumas of minority patients. Based on the literature review and analysis of the interviews with healthcare providers, a novel assessment tool, the Culturally Traumatic Events Questionnaire (CTEQ), was created to address the gaps that currently make up other mental health assessment tools used on minority patients.
ContributorsAldana, Lauren Michelle (Author) / Sullivan-Detheridge, Julie (Thesis director) / Allen, Angela (Committee member) / Edson College of Nursing and Health Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05

Contact Theory-Busted

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The intergroup contact theory purports positive effects of intergroup contact on both implicit and explicit attitudes. Implicit attitudes refer to the lack of awareness of the attitude, whereas explicit attitudes are conscious to each individual. The purpose of this study was to examine the effects of direct interaction with people…

The intergroup contact theory purports positive effects of intergroup contact on both implicit and explicit attitudes. Implicit attitudes refer to the lack of awareness of the attitude, whereas explicit attitudes are conscious to each individual. The purpose of this study was to examine the effects of direct interaction with people with intellectual disabilities on both the conscious and unconscious attitudes of college students without intellectual disabilities. The intergroup contact was accomplished through the Exercise Program for Adults with Down Syndrome (ExDS) at Arizona State University (ASU). ExDS is a semester long program integrating ASU students with adults with Down syndrome to design and perform workouts in a buddy system twice a week. ASU students enrolled in unrelated on-ground courses served as control participants. Implicit attitudes were tested using the Implicit Association Task at the beginning and end of the semester. Explicit attitudes were also tested using a self-report questionnaire--Community Living Attitudes Scale-ID version before and after enrollment in the program. Results were analyzed using a two-way ANOVA, where the interaction effects were statistically insignificant for both the IAT and CLAS-ID. Limitations included inconsistencies in the data collection process, the type of contact with those with intellectual disabilities, possible testing effects of learning both measures pre- and post- testing and a small sample size. Further research is necessary to determine the most effective way to measure implicit and explicit biases to those with intellectual disabilities.
ContributorsHightower, Tristany Fayeth (Author) / Holzapfel, Simon (Thesis director) / Tran, Alisa (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05