Doctor of Nursing Practice Degree Program in Population Health Leadership DNP, Xavier University, 2024, Nursing

Burn injuries are considered a global cause of morbidity and mortality (Fuzaylov et al., 2021). Increased incidences of burn-related injury have been found to coincide with the lack of community burn prevention programs (Fuzaylov et al., 2021). In this DNP scholarly project, findings are presented specific to the implementation of a pop-up community burn prevention event in the city of Norwood, Ohio. The following PICO(T) question was asked, are community members in Norwood, Ohio more likely to improve and implement individual fire safety and burn prevention interventions after participation in a community burn prevention program? The scholarly project assessed validity, reliability, and self-efficacy specific to the introduction of fire safety and burn prevention education via teach back and a self-assessment survey following the implementation of burn prevention education specific to fire extinguisher use, smoke detector operation, and mapping out a home fire escape plan. A total of 43 individuals participated in the burn prevention pop-up event. Of the 43 community members, 37 individuals completed and returned the questionnaire. Six community members opted not to participate in the post education assessment. Of the study participants measured, 38 individuals were able to correctly perform the PASS method of fire extinguisher operation, 41 individuals were able to demonstrate competence of smoke detector operation, and 35 individuals were able to correctly map out the correct exit sequence on a home escape map. Of the study participants measured, 31 individuals correctly identified that smoke detectors should be tested once monthly, 30 study participants were able to correctly identify the Pull, Aim, Squeeze, and Sweep process of fire extinguisher operation, and 30 study participants noted improved self-efficacy of fire safety/burn prevention knowledge. Study findings noted improvement in individual implementation specific to fire safety/burn prevention i (open full item for complete abstract)

Committee: Miranda Knapp PhD, DNP, APRN, AGNS-BC, CNE, EBP-C (Committee Chair); Angela Liggett DHA, MSN, RN, APFN (Advisor) Subjects: Health Care; Nursing

Doctor of Philosophy, University of Toledo, 2011, Higher Education

Educating for citizenship has pervaded the mission of higher education from classical Greece up to the present day. Colleges and universities increasingly encourage service learning and other curricular approaches that promote social responsibility and civic involvement. Other mission-oriented institutions, such as Catholic health care, grapple with issues of social responsibility and civic involvement as they discern their role in the community and face the challenges of a changing workforce. This dissertation examines, through narrative analysis, how mission commitment in a specific industry—Catholic health care—is influenced by higher education, and how higher education might learn from mission commitment development in that industry. The study explores how nurses understand their personal development of mission commitment with a specific focus on the way in which life experiences—familial, collegiate, and professional—have enhanced or driven their mission formation. Because higher education is an integral part of the process of nurturing and sustaining responsible civic engagement, this study first seeks to understand that process as a pedagogical endeavor. It next narrows this broad discussion of responsible and engaged citizenry to a more focused study of the specific discipline of nursing: first, its theoretical and practical curricular and co-curricular approaches to education, and then the expectations of a specific corresponding industry—Catholic health care— for its newly hired professionals. The Backward Design process frames the discovery of common ground shared by higher education and Catholic Health care in mission commitment formation. Participants in this study comprise a purposeful sampling of 13 nurses employed by a large Catholic health care system in the Midwest. These nurses are front-line, baccalaureate-prepared, and institutionally recognized, cited, or awarded for their mission commitment. Their collected narratives, analyzed through the l (open full item for complete abstract)

Committee: Lynne Hamer Ph.D. (Committee Chair); Richard Gaillardetz Ph.D. (Committee Member); Debra Gentry Ph.D. (Committee Member); Sue Idczak Ph.D. (Committee Member) Subjects: Curriculum Development; Education; Education History; Education Philosophy; Educational Theory; Ethics; Health Care; Health Care Management; Health Education; Higher Education; Medical Ethics; Nursing; Organizational Behavior; Religious Congregations; Religious Educati

DNP, Kent State University, 2024, College of Nursing

Heart disease is the leading cause of death in the United States. Although this is an avoidable cause of death, every forty seconds in the United States someone suffers a heart attack. Awareness of the risk factors that lead to traumatic cardiac events are a necessity to inhibit a recurrent event or mortality. This Quality Improvement project focused on nurse-led patient education for patients who have had ST Elevation Myocardial Infarction (STEMI) using the ABCD Risk Questionnaire. The ABCD Risk Questionnaire assesses patients' knowledge and perceptions of their risk factors that contribute to an acute cardiac event. This QI project had a total of 52 participants. There were no readmissions for STEMI within thirty-days for any of the participants. The participants showed an increase in smoking cessation, decrease in alcohol consumption, and decrease in weight during the follow-up evaluation phone call with the investigator. All participants were compliant with their dual antiplatelet medications, and most complied with Cardiac Rehab upon discharge. The only area not statistically significant was patient self-efficacy with a p value of 0.173. This may have been due to the realization of the patients' mortality once the thirty-day follow up occurred, compared to the initial STEMI period as patients' feelings and understanding of their mortality and modifiable risk factors. Nurse-led education using the ABCD Risk Questionnaire is efficacious in improving patient knowledge of cardiac risk factors.

Committee: Louise Knox DNP, APRN, FNP-BC (Committee Chair); Tracey Motter DNP, RN (Committee Member); Lisa Onesko DNP, APRN-BC (Committee Member) Subjects: Nursing

Doctor of Nursing Practice, Mount St. Joseph University , 2023, Department of Nursing

Nurse educators are called to action to reduce barriers and support the success of nurses with diverse learning needs. Successful nurse onboarding in healthcare organizations requires integration of evidence-based practices that support the needs of all learners into training and competency assessment. A large, academic, level 1 trauma center experienced an increase in test failures in the ECG Program. A contributing factor included increased differences in participant learning needs and no identified framework to support these needs. This project integrated a Universal Design for Learning and Instruction evidence-based framework and intervention bundle into the ECG Program to decrease failure rates, time spent in training and testing, and costs of the program. Implementation of this bundle resulted in a 5.04% decrease in failure rate, decreased time and costs associated with participant remediation, and a nominal increase in ECG Program staff cost. Additional learnings spurred a movement to increase understanding and collaboration across departments to support the diverse learning needs of nurses with and without disabilities.

Committee: Rachel Baker (Advisor) Subjects: Education; Health Care; Nursing

Doctor of Philosophy in Urban Education, Cleveland State University, 2019, College of Education and Human Services

Qualitative naturalistic descriptive methodology was used to describe how pre-licensure nursing students and clinical nurse educators perceive students learn to clinically reason in the clinical education setting; and, to learn how clinical time is utilized to develop clinical reasoning. Semi-structured interviews were conducted among ten students who were enrolled in junior level courses in traditional and accelerated baccalaureate nursing programs and eight clinical educators, who taught junior level clinical courses, at the same Midwestern university school of nursing. The findings from this study revealed rich data that warranted analyzing student and educator perceptions separately, though some similar ideas emerged. Using thematic analysis, 93 thematic categories from student nurse perceptions and 71 categories from clinical educator perceptions were discovered with six (6) overarching themes emerging, three from each participant group. The themes were from student perceptions were: “Tying It All Together,” It's All About Learning, and The Environment Influences Learning. The themes from clinical educator perceptions were: Instructor at the Core, Clinical Educator Perceptions Differ, and Approaches to Teaching. This study found that students perceive the development of clinical reasoning (1) is profoundly influenced by the clinical educator's level of commitment to their success; (2) is shaped by teaching strategies that are grounded in sociocultural, constructivist, and adult educational theory that promote higher order thinking; and (3) is encouraged by supportive learning communities of discourse that encourage peer collaboration and focus on the tenets of the nursing process while utilizing reliable resources. Clinical educator perceptions reveal they (1) do not recognize the influence they may have in developing clinical reasoning and professionalism in nursing students; and (2) are committed to student learning and value humanistic behavior but are in (open full item for complete abstract)

Committee: Corinne Wheeler Dr. (Committee Chair); Katherine Clonan-Roy Dr. (Committee Member); Mary McDonald Dr. (Committee Member) Subjects: Education; Educational Theory; Health Education; Health Sciences; Higher Education; Nursing; Teaching

Doctor of Philosophy (PhD), Ohio University, 2016, Instructional Technology (Education)

Nursing programs across the country are facing the challenge of providing students with optimal clinical skill learning experiences. Faculty members are rising to this challenge in a variety of ways, and current research in nursing education advocates the addition of interprofessional education to the nursing curriculum. History and governing bodies explain how nursing education can achieve this goal but faculty have to implement required and suggested changes. Further research is needed to gain insight into perceptions of the baccalaureate nursing faculty of interprofessional education and how the simulation in interprofessional experience contributes to overall patient safety. Patient safety is a priority in nursing and by using simulation as a safe place for a nursing student to learn, and then patient safety is enhanced. A qualitative case study was used to explore how the use of interprofessional education by baccalaureate nursing faculty can prepare nursing students to provide quality care to real patients. Baccalaureate nursing faculty from a large midwestern university in the United States of America participated in a case study that involved an interprofessional education simulation experience. Faculty were asked to participate in a set of interviews both before and after the completion of a simulated interprofessional education experience. Additionally, the case study participants were asked to provide narrative reflective journal writings of their experiences with any simulation interprofessional education experience or any other interprofessional experience. Additional methods of observation, field notes, and focus group, were used by the researcher to gain an understanding of the faculty lived experiences. Findings from this study will aid in curricular changes within healthcare education regarding simulation in interprofessional education.

Committee: Teresa Franklin PhD (Advisor); Kathleen Rose-Grippa PhD (Committee Member); David Moore PhD (Committee Member); Adah Ward-Randolph PhD (Committee Member) Subjects: Education; Educational Technology; Health; Health Care; Health Education; Health Sciences; Nursing

Doctor of Philosophy, University of Toledo, 2005, Higher Education

An Abstract of Nursing Students Experiences of Being and Presence: A Hermeneutic Approach The profession of nursing is both an art and a science. Although nursing practice intertwines the art and science of nursing, nursing education focuses on the scientific behavioral outcomes of learning content knowledge and nursing skills. The behaviorist scientific curricula of most nursing schools are not congruent with nursing practice. Therefore, the outcomes of nursing education do not pedagogically match the objectives of nursing practice. Nursing educators do not know how nursing students learn to intertwine art and science, the being of nursing. The purpose of this study was to understand how student nurses make meaning of experiences of being in nurse/patient interactions. This study was conceptualized using Heidegger's philosophy of being and Vygotsky's social constructivist theory of learning. Heidegger's philosophy describes being as a process or activity of existing. Vygotsky's theory describes the learner as a constructor of knowledge who actively searches for meaning in transactional, socially-constructed situations. The participants were 28 sophomore nursing students, enrolled in a basic fundamentals course, and in the first year of clinical experiences with patients in acute care settings. The participants self-selected experiences to ejournal by answering six open-ended questions concerning their thoughts and feelings of being in nurse/patient interactions. The data were analyzed using an interpretive process true to hermeneutic phenomenology. Five themes were identified: fear of interacting with patients; developing confidence; becoming self aware; connecting with knowledge; and connecting with patients. A possible sixth theme was experiencing sacred space. The relevance of the research is the understanding of the process of learning as uncovered in the students' experiences. Four conclusions were drawn from the study: student nurses intertwine the art and sc (open full item for complete abstract)

Committee: Penny Poplin Gosetti (Advisor) Subjects:

DNP, Kent State University, 2013, College of Nursing

The United States healthcare system is rapidly changing and patient safety and quality indicators continue to be of primary significance as the current paradigm emphasizes prevention of patient harm and quality improvement of healthcare delivery processes. As the nursing profession continues to make the necessary adaptations in response to these challenges, an education to practice gap has been identified. This gap, which is the inability of the graduate nurse to effectively transition into practice, has significant ramifications for all healthcare stakeholders and indicates that it is necessary for nursing education to undergo fundamental transformation. One specific component of nursing education programs, the clinical practicum, has been identified as providing a potentially effective and innovative way to facilitate the development of successful transition into practice. This Doctor of Nursing Practice (DNP) scholarly project evaluated the effectiveness of a practicum evaluation tool in measuring the nursing students' actual readiness for clinical practice. Data for this study was obtained from 47 Preceptor Contribution to Evaluation of Student (PCES) tools from an associate degree in nursing (ADN) program. An analysis of the data obtained from the index total results, the written comments frequency distribution and the correlation between the index total and written comments indicated that the current PCES tool is ineffective in providing the information related to students' ability to meet the practicum objectives and successfully transition from the education to practice environment. Based upon these results, a revised PCES tool was developed that will be trialed and evaluated for utilization in the ADN program in the future.

Committee: Connie Tezie DNP, NP-C (Committee Chair); Carol Drennen MSN, RN (Committee Member); F. Anne Freitas Ph.D., RN (Committee Member) Subjects: Nursing

DNP, Kent State University, 2024, College of Nursing

Sleep hygiene is a topic that has gained substantial attention in the past few years, especially with the pandemic and the effects that it has had on individuals staying indoors and isolating. Sleep hygiene is practicing behaviors that facilitate sleep and avoiding behaviors that interfere with sleep. This includes both daily routines and a bedroom environment that supports sleep (Suni, 2022). Sleep hygiene is one of the most direct and low risk ways to help patients get better sleep. Individuals can tailor personal sleep hygiene practices to suit their needs (Suni, 2022). The adolescent population is very prone to poor sleep habits, with a high use of screen-based activities at bedtime and other sleep-inhibiting practices (Campbell et al., 2022). In adolescents, poor sleep hygiene is associated with lower grades, physical health problems, and mental health issues. Many adolescents feel that their bedtime routines are heavily influenced by their parent's enforcement and general rules regarding bedtime practices and staying up late (Godsell & White, 2019). There is a consensus in research that adolescents have complex sleep issues, which includes home life, expectations of society (such as social media, peers), and mental health comorbidities (Becker et al., 2019; Campbell et al., 2022). They need sustained guidance from parents and healthcare workers to succeed at adopting change (Hogberg et al., 2020).

Committee: Marilyn Nibling APRN, NNP-BC, PNP-BC (Committee Chair); Karen Mascolo DNP, RN (Committee Member); Andrea Warner Stidham Ph.D., MSN, RN (Committee Member) Subjects: Nursing; Psychology

DNP, Otterbein University, 2024, Nursing

KNOWLEDGE, CONFIDENCE, AND ATTITUDE TOWARD VIRTUAL CARE 2 Abstract In response to the COVID-19 pandemic, telehealth and virtual healthcare modalities have become primary care delivery methods. The American Academy of Ambulatory Care Nursing (AACN) and the American Association of Nurse Practitioners (AANP) support using virtual care and telehealth technology in health care services. Although most healthcare institutions utilize telehealth to provide care, emerging research highlights the lack of telehealth training in Advanced Practice Nurse (APRN) education. However, no standard curriculum requirements mandate graduate nursing programs to train APRN students in telehealth or virtual health modalities. Due to the lack of training for APRNs, it can be very challenging for new APRNs entering clinical settings that rely heavily on virtual care and telehealth services. Therefore, the purpose of this quality improvement project was to assess the current state of APRN students' perceived knowledge, confidence, and attitudes in conducting virtual care/telehealth visits using a standardized patient simulation activity as an adjunct training opportunity for students enrolled in their program's Advanced Health Assessment Course. The project findings will help the graduate nursing program comply with the guidelines of the AANP and AACN recommendations for APRN education programs, which strongly promote the incorporation of virtual care and telehealth technology into nursing program curricula.

Committee: Deana Batross (Advisor); Amy Bishop (Other); Joy Shoemaker, (Other); Chai Sribanditmongkol (Advisor) Subjects: Education; Nursing

Doctor of Philosophy (PhD), Ohio University, 2023, Higher Education (Education)

In response to the COVID-19 pandemic, Spring 2020 saw many of the United States' estimated 19.9 million college students (National Center for Education Statistics [NCES], 2019a, Table 303.60) and 1.5 million educators (National Center for Education Statistics [NCES], 2019b, Table 315.10) experiencing remotely delivered curriculum. Higher education (HE) seeks to shape socially responsible leaders for sustainable professional practice (Chan, 2016; Moosmayer et al., 2018). However, in the case of nursing education which prepares future professionals through theoretical and practical training (Berndtsson et al., 2020), educators struggled to provide practical experiences via electronic resources (AACN, 2020a; Swift et al., 2020). This study will explore the nursing educator's decision-making process of selecting effective remote learning experiences to meet the required practical learning needs of the undergraduate nursing student.

Committee: Laura M. Harrison (Committee Chair) Subjects: Adult Education; Community College Education; Community Colleges; Curricula; Curriculum Development; Education; Educational Evaluation; Educational Technology; Educational Theory; Epistemology; Health Care; Health Education; Health Sciences; Higher Education; Nursing; Teacher Education

DNP, Otterbein University, 2015, Nursing

Abstract Problem Statement: The frequency and severity of hospital post-discharge events has become a national problem. The increase in readmission rates post-discharge has a negative impact on the patients overall morbidity and increases healthcare costs (Jack, 2012). Non-comprehensive discharge planning contributes to post-discharge events such as less than 30-day readmissions (Jack, 2012). Best practices for discharge planning should be utilized. Purpose: The purpose of this project was to evaluate the impact of Project Re-engineering Discharge (RED) education to increase nurses' knowledge and use of best practices on discharge planning. An adapted Project RED educational intervention, using Knowles' adult learning theory, was provided to the nursing staff to increase the nurses' knowledge and retention of current discharge best practices and to increase the nurses' use of discharge best practices. Methods: A quantitative study using pretest and posttest design to assess and focus on the nurses' knowledge and understanding of discharge best practices was used. An educational intervention was provided to the nurses, created from the Project RED toolkit. A post-test was re-administered 30 days post intervention to assess retention of knowledge and use of discharge best practices. Analysis/Results: Paired t-tests were used to compare overall pre and post-test results related to knowledge gained from the educational intervention. The first paired t test (Pre-M 24, SD= 3.54/Post-M= 26, SD=2.53) looked at pre and post intervention scores per test question. A second paired t-test (Pre-M= 17.07, SD= 1.43/post-M=18.43, SD= 1.43) looked at pre and post intervention test scores per participant. The results indicated that per participant (t= 7.44, p= 0.001) as well as per question (t= 3.76, p = 0.001) a statistically significant improvement in knowledge was found between the pre and post intervention scores. Self-reported use of best practices revealed a statistica (open full item for complete abstract)

Committee: Barbara Schaffner PhD, CNP (Committee Chair); Ruth Chavez DNP, RN (Committee Member); Deborah Gonot PhD, RN (Committee Member) Subjects: Adult Education; Education; Educational Tests and Measurements; Nursing

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this research study was to understand perceptions of faculty members regarding their experiences of teaching nursing courses in undergraduate baccalaureate and graduate programs, using asynchronous, web-based courses. The goal of this researcher was to explore faculty perceptions of online teaching and work to clarify workload and policy issues, barriers to quality online teaching and learning, and faculty needs for professional development and support. A qualitative descriptive design method was used to explore nursing faculty perceptions of teaching online. Data were obtained through an initial demographic survey and through interviews with a subset of 10 faculty participants. The findings from this study reveal that nursing faculty members perceive (a) that relationships are key to learning and that these relationships can be complex and difficult to establish in the online learning environment, (b) that support comes in a variety of forms and is needed to make learning work well in the online environment, (c) that constraints and concerns interfere with their ability to engage students and provide the best online learning opportunities for their students, and (d) that there are opportunities to improve online teaching and learning. The findings from this study deepen our understanding of online teaching and learning in the discipline of nursing. Implications for nursing education include preparing nurse educators for the work of teaching in online environments, creating environments that foster teaching and learning, and enriching both faculty member and student experiences in online teaching and learning.

Committee: Alicia Crowe (Committee Chair) Subjects: Education; Nursing; Teaching

Doctor of Philosophy, University of Toledo, 2004, Higher Education

Nursing faculty are initially socialized into the culture of the nursing profession and then must transition into the culture of the academic discipline of nursing as they assume their new professorial role. This study explored how cultural similarities and differences influenced the transition of clinical nurses into a faculty role. The study was guided by Peterson and Spencer's (1990) model of organizational culture and Schlossberg's (1995) adult transition theory. A qualitative design focused on a phenomenological method of ethnographic inquiry was utilized. Multiple methods of data collection, including document review, interviews, and participant observation, were used to examine elements of culture. Six themes emerged from the cross-case comparative data analysis including: (a) stressors and facilitators of transition, (b) deficient role preparation, (c) changing student culture, (d) realities of clinical teaching and practice, (e) hierarchy and reward, and (f) cultural expectation versus cultural reality. Study results led to the following conclusions. First, cultural dissonance exists in new nursing faculty as nurses adjust to a faculty role based on the values they bring from clinical practice. Second, cultural dissonance creates conflict in nursing faculty that influences the transition of nurses into academe. Third, access to faculty mentors who understand the issue of cultural dissonance will facilitate nurses' transition into faculty roles. Fourth, cultural dissonance can be improved through formal education and socialization to the faculty role. Finally, colleges of nursing must adapt to the values inherent in the nursing profession. Implications for policy and practice include providing clear expectations for the faculty role, increasing the availability of programs in nursing education, increasing access to faculty role models, improving resources and support for clinical faculty, and creating a reward structure based on values inherent in the nursin (open full item for complete abstract)

Committee: Penny Poplin Gosetti (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2012, EDU Policy and Leadership

Nurse educators must prepare students to care for a diverse population. Web-conferencing across diverse groups is one teaching method that may assist students to develop intercultural skills. Mixed-methods research was used to examine web-conferencing's influence on cultural competence and transcultural self-efficacy of American undergraduate nursing students. The Commission on Collegiate Nursing Education and the National League for Nursing address importance of cultural competence in nursing, underscored by the disparity between nursing and US population: majority (83.2% nurses, 63% US population), minority (16.8% nurses, 37% US population). Current strategies to increase cultural competence of students include theory dissemination, study abroad, service learning, distance education, and simulation. Study abroad, the higher education platinum standard, is costly, and not feasible for all institutions/students. Merely 1.4 percent of US students study abroad. Thus, new experiential learning tools should be explored. Video and/or web-conferencing is used by disciplines world-wide to bridge distance and assist multicultural communication through live voice/video, and engage more students interculturally without the typical constraints of geography and resources, both human and financial. Technology is utilized for mutual scaffolding and social construction of knowledge. Content and culture are learned together with international peers. Freshman nursing students in a required general education course were recruited (n=33). Study participants were randomly assigned to a treatment group (n=18) or a control group (n=15). A student cohort from a University in Dublin, Ireland participated in the web-conferences but did not participate in this research. Students in the treatment/web-conferencing group participated in two web-conferences, covering topics presented in traditional lecture format with the control group. Thirteen students from web-conferencing group participa (open full item for complete abstract)

Committee: Ada Demb EdD (Advisor); Antoinette Errante PhD (Committee Member); Margaret Clark-Graham PhD (Committee Member) Subjects: Education; Educational Technology; Health Care; Health Education; Higher Education; Nursing; Pedagogy; Teaching

Doctor of Philosophy, The Ohio State University, 2012, EDU Policy and Leadership

The effectiveness of teams comprised of physicians, nurses, pharmacists, and allied health care providers is critical to the safe and effective delivery of health care. Teamwork is necessary in the current health care environment because patient problems and health care needs have become so complex that no single practitioner can be expected to manage them effectively alone. A number of reports, government agencies, and private organizations have been remarking on the association between team effectiveness and patient safety for more than 20 years. The first of the Institute of Medicine reports on this topic, To Err is Human: Building a Safer Health System, is credited with bringing the issue of patient safety to the forefront, and included the figures most often cited in discussions of health care safety issues. Recommendations to reduce the incidence of medical error and improve the outlook have considered the many causative elements related to health care safety and effectiveness. A number of these recommendations focus on collaboration as a way to improve team effectiveness. Much of the focus has concentrated on physicians and nurses, who form the core dyad on health care teams. The body of literature on interprofessional education to improve team effectiveness is expansive, however health care systems and academic health centers continue to struggle to implement successful methods to enhance collaborative teamwork. Health professions educational programs share the academic health center setting, but students continue to be educated in discrete and separate programs. There is usually little opportunity for learning together that provides for the makings of common ground and cross-profession understanding. The body of literature on interprofessional education is growing, however much of the literature continues to focus on practicing professionals rather than students. In addition, while faculty are the group of experts charged with educating students, they co (open full item for complete abstract)

Committee: Ada Demb (Committee Chair); Tatiana Suspitsyna (Committee Member); Jeffrey Ford (Committee Member) Subjects: Higher Education; Medicine; Nursing

Doctor of Philosophy, University of Akron, 2008, Secondary Education

This study examined the cultural competence levels of nursing faculty teaching in associate degree nursing programs in Ohio and determined the extent to which transcultural concepts are included in the associate degree nursing curricula. Campinha-Bacote…#8482;s (2003) Process of Cultural Competence in the Delivery of Heathcare Services Model provided the organizing framework for the study. A revised version of Sealey…#8482;s (2003) Cultural Diversity Questionnaire for Nurse Educators was used for the study. Out of an accessible population of 503 nurse educators teaching in associate degree nursing programs in four types of educational institutions in Ohio, 137 responded to the questionnaire. The forty-one item Likert type questionnaire along with eleven questions regarding demographic and professional characteristics was administered via the Internet over a three week period. The findings from this study indicated that associate degree nurse educators in Ohio “agree” that they possess cultural awareness, cultural knowledge, cultural skill, and culture desire and are undecided regarding their level of engagement in cultural encounters. The findings also indicated that the participants “agree” that their teaching behaviors reflect cultural competence. The study results provide direction for professional development programs for nurse educators in the area of cultural diversity and support for hiring and retaining a culturally diverse nursing faculty.

Committee: Susan Olson PhD (Advisor) Subjects: Nursing

DNP, Otterbein University, 2025, Nursing

Nurse practitioners (NPs) are advanced practice nurses entrusted with diagnosing and treating illnesses, managing acute and chronic diseases, and engaging in continuous education to remain knowledgeable of evidence-based advancements. NPs offer a comprehensive range of healthcare services, catering to patients from wellness check-ups to those requiring complex care, such as individuals hospitalized with sepsis. One technological advancement that can support NPs in delivering optimal patient care is point-of-care ultrasound (POCUS). In the United States, over 385,000 NPs practice in patient care settings that may use POCUS. Numerous medical societies have issued position statements supporting the use of POCUS in the clinical setting. Moreover, the American College of Emergency Physicians have published a policy statement underscoring the importance of NPs obtaining proficiency in POCUS. Despite professional endorsements for POCUS in clinical settings, POCUS training integration in NP education is minimal, highlighting a crucial need for POCUS curriculum development. As a quality improvement endeavor, this project constructed a simulation-based POCUS training program tailored for NPs and evaluated the program's impact on POCUS knowledge and POCUS skill proficiency. The project aspired to effectively demonstrate improvements in participants' knowledge and skills related to POCUS following a simulation-based POCUS training program. The findings of this project intend to contribute to the overarching goal of enriching the POCUS knowledge and POCUS skill proficiency of NPs, empowering them to use these skills in clinical practice and thereby elevate the standard of patient care.

Committee: John Chovan (Advisor); Bonnie Fagan (Committee Member); Joy Shoemaker (Committee Member) Subjects: Medicine; Nursing

Doctor of Nursing Practice Degree Program in Population Health Leadership DNP, Xavier University, 2025, Nursing

A preparation-practice gap has been noted in new graduate registered nurses' (NGRNs) entry to the workforce as it relates to clinical judgement and critical thinking. Evidence shows that nurse residency and transition programs (NRTP) have contributed to an increase in the NGRNs practice confidence, job satisfaction, and retention rate. National accrediting bodies have implemented standards requiring healthcare organizations to ensure NGRNs are qualified to address patients' social determinants of health (SDOH), advancing health equity. The purpose of this DNP project is to examine the effects of both didactic and simulation based educational interventions on NGRNs learning outcomes related to cultural awareness utilizing mixed methods pre/post survey. Framework: The Promoting Action on Research Implementation in Health Services (PARIHS) Framework Guide was used to implement and evaluate creation of educational interventions to enhance cultural competency demonstrated in NGRNs knowledge, performance, and psychomotor domains of learning. Project Description: There are three aims of this project. 1) Assess the cultural competence of NGRNs using the nursing staff cultural awareness scale (NCAS), 2) Create didactic education for a Midwest healthcare organizations NRTP incorporating SDOH into their current NRTP simulations, and 3) Increase cultural awareness and competency of NGRNs as noted in post educational NCAS. Target Population: NGRNs enrolled in a NRTP. Outcome: NGRNs have a better understanding of how SDOH impact patient health outcomes. Conclusion: By strengthening NGRNs cultural awareness through simulation, NGRNs have a safe place to explore healthcare disparities, and improves patient quality of care.

Committee: Miranda Knapp PhD, DNP, APRN, AGCNSBC, CNE, EBP-C (Advisor) Subjects: Health Care; Nursing

Doctor of Nursing Practice Degree Program in Population Health Leadership DNP, Xavier University, 2024, Nursing

Abstract Orienting new RNs to a new organization can easily be derailed by pairing them with a preceptor who has no training. A RN unhappy with orientation is much more likely to leave the organization in the first year of employment. Ensuring RNs receive the appropriate training by a preceptor who has formal preceptor training that includes conflict resolution, adult pedagogy, and how to provide feedback at a minimum is vital to a successful orientation. Here we examine how the creation of a preceptor list to choose appropriately trained preceptors for all new RNs impacts new RN and preceptor pairings, new RN satisfaction, length of orientation, and costs associated with orientation. The Project uses qualitative statistics to examine new RN satisfaction, orientation duration and cost with trained versus untrained preceptors. Following the distribution of a preceptor list for unit managers and educators an 85% improvement in the use of trained preceptors was noted. Choosing trained preceptors can provide a more structured orientation, eliminating variance due to lack of guidance. A more structured orientation can improve new RN satisfaction with orientation, decrease the duration of orientation, and reduce orientation cost for hiring organizations.

Committee: Joe Perazzo PhD, RN (Other); Sandra Harris DNP, MSN, RN (Other); Sarah Berry DNP, RN, AGCNS-BC, CEN (Other); Miranda Knapp PhD, DNP, APRN, AGCNS-BC, CNE, EBP-C (Advisor); Betsy List PhD, RN (Other); Terri Enslein Ed.D. MSN RNC-OB CNE (Advisor); Joe Perazzo PhD, RN (Advisor); Sandra Harris DNP, MSN, RN (Other); Betsy List PhD, RN (Other); Sarah Berry DNP, RN, AGCNS-BC, CEN (Advisor) Subjects: Comparative; Education; Educational Evaluation; Health Care; Health Education; Multicultural Education; Nursing; Operations Research; Sustainability; Teaching