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- Creators: W. P. Carey School of Business
Description
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
This paper is about youth leadership development in the context of South Sudan. Youth in South Sudan face numerous and complex challenges that prevent them from realizing their potential and contributing to the creation of peace, stability, and prosperity for themselves and their communities. Obstacles include, but are not limited, to poor quality and lack of access to education programs, increasing youth unemployment, the involvement of youth in the ongoing inter- and intra-ethnic conflicts, and the exclusion of youth from participating in meaningful and productive community activities. The presence of these challenges calls for programs that are informed by youth leadership development theory, research, and practice. In this paper, I present a review of scholarly literature on leadership theories pertinent to social change and youth development. I also conduct a study on three existing youth leadership development projects. Furthermore, I use the literature review and three case studies to draw design principles and curricular guidelines to inform a youth leadership program that I intend to establish in South Sudan. This draft framework will support my future initiative in facilitating programs that are designed to empower youth to achieve personal goals, while equipping them with the capacity to critically analyze and solve complex social problems. The road map towards the future program will also involve the identification of key partner institutions and organizations that can potentially support in designing and implementing the future project.
ContributorsYel, Madit Deng Ring (Author) / Foroughi, Behrang (Thesis director) / Baxter, Aryn (Committee member) / Thunderbird School of Global Management (Contributor) / W. P. Carey School of Business (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05