St. John Fisher College

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    6569 research outputs found

    Nurse Preceptor Preparation for Supporting Graduate Nurses in the Acute Care Hospital Setting

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    The purpose of this interpretive phenomenological study was to explore, through analysis, six Central New York State nurse preceptors’ experiences relating to their preparedness and empowerment to train graduate nurses in the acute care hospital setting. The nurse preceptor participants expressed concern for the lack of clarity, expectations, and preparation for their leadership roles. The participants reported that combining information, support, and resources are essential for the sustainability of the nurse preceptor role. Recommendations for practice improvement would be to introduce preceptor preparation early in a nurses career, and to update educational delivery to meet the current climate of healthcare

    Effective Programs and Supports for High School Graduation of Boys of Color: Perspectives of Parents, Male Graduates, and Educators

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    The purpose of this hermeneutic phenomenological qualitative study was to examine the perspectives of parents, male graduates of color, and educators to determine what practices and interventions worked best to enable young men of color to graduate from high school. A purposive sampling model was used to select four parents, four educators, and four male high school graduates for a total of 12 participants in the study. Parents, educators, and high school male graduates of color have an essential role in developing a culture or environment that increases academic achievement for males of color and all students. This study explored how young men of color coped with transition through the lens of Schlossberg’s transition theory. Using semi-structured, one-to-one interviews with open-ended questions, the 12 participants shared their perceptions regarding increasing the graduation rate for young men of color. Several themes emerged from this study in response to the research questions, which resulted in four key findings: relationships make the difference, how young men navigate through life challenges matter, young men need to have their voices heard and understood, and school leadership makes the difference. The study’s findings provided recommendations for increasing graduation rates; for assisting schools to assist principals, superintendents, community organizations; and for all stakeholders to invest in improving the graduation rate for young men of color

    Barriers to Implementing and Sustaining Restorative Practice Programs in K-12 Education

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    Restorative practice (RP) improves student learning by focusing on repairing relationships after acts of wrongdoing rather than administering punitive discipline. However, barriers frequently occur when implementing RP in American K-12 public schools. Thus, the purpose of this doctoral project was to acquire an understanding of the barriers impeding RP implementation. A literature review was conducted using the qualitative research synthesis (QRS) strategy to find appropriate RP qualitative studies for analysis with the normalization process theory (NPT) framework and analytic technique. Four RP qualitative research studies were found with QRS that met the appraisal criteria for NPT analysis. The emerging themes from the NPT analysis identified barriers to RP implementation and strategies to avoid them. The primary barrier was the resistance by educators to change from using punitive discipline to RP after students committed acts of wrongdoing. This resistance to change was due to educators not understanding RP and its tenets as well as holding onto entrenched beliefs regarding student discipline. The preemptive strategy for preventing this barrier was having educators participate in RP circles before, during, and after the RP implementation process. The participation in RP circles helped educators shift their beliefs towards an understanding of RP’s efficacy in dealing with student misbehavior. A prospective study is needed to determine if the preemptive strategy actually prevents the resistance-to-change barrier. However, the qualitative data found by integrating QRS and NPT for this project provided a better understanding as to why RP implementation has been so challenging in K-12 education

    Alternative Pharmacology: Exploring Ketamine Use for Treatment Resistant Mental Health Disorders

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    Leading in Forced Change: Superintendent Leadership During the COVID-19 Pandemic

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    The COVID-19 pandemic disrupted P-12 public schools in the United States. School district superintendents were forced immediately into managing a crisis and leading organizational adaptation. This doctoral research study examined the lived experience of 15 New York State P-12 public school superintendents. This constructivist grounded theory study found that adaptation is a forced change. The environment forced schools to change, but that force did not change superintendent leadership. It did, however, change the role of the superintendents as they responded to the three major conditions that emerged across the data: (a) the shutdown of schools in March 2020, (b) uncertain financial futures, and (c) unraveling social dynamics. This study found that existing crisis leadership models and adaptive leadership theory were inadequate and incongruent with the data. The study develops a new theoretical framework, leading in forced change, in which superintendent leadership and organizational management together and independently result in four primary domains of superintendent practice: (a) adaptation and problem solving, (b) collaboration and teamwork, (c) communication, and (d) community building. The proposed theory is grounded in empirical evidence, and as such is also a new model of superintendent leadership that is observable, centered on change leadership-management, rejects the false dichotomy of leadership and management, and incorporates the context in which a superintendent is leading as these domains of practice are co-constructed between the leader and those they are leading, resulting in a constructivist and pragmatic model of superintendent leadership

    Examining the Lived Experiences of Adult Learners in Practical Nursing Programs: A Qualitative Study

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    The purpose of this study is to fill a gap in the literature for the role of motivation in adult learners in post-secondary practical nursing programs. While literature exists on supporting traditional learners in nursing programs at the college and university levels, research lacked on the motivations, barriers, and support provided to adult learners in practical nursing programs. This study contributes to literature and fills that gap by exploring the lived experiences of these adult learners using the self-determination theory and hermeneutic phenomenology to explore these motivations, perceived barriers, and needed support. This was accomplished using semi-structured interviews with seven graduates from a post-secondary practical nursing program located in the Western New York region. Overall, the participants described the positive experience graduating from a practical nursing program and the opportunities that it provided from a personal and professional standpoint. The participants provided a holistic view of their lives before, during, and after completion of the program. As a result of this rich data and open discussions, a three-phase framework was developed. These phases include the lived experiences of the adult learners before, during, and after program completion. These findings suggest a need for development of supportive resources in practical nursing programs for adult learners to navigate these experiences successfully. With successful program completion and licensure, these individuals can enhance their socioeconomic status and provide communities with a qualified healthcare workforce creating positive health outcomes

    Higher Education Designed for Nontraditional Students: A Case Study of Program Design Features that Impact Attraction, Enrollment, and Persistence in a Degree Program Intentionally Designed for Adult Learners

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    Despite declining overall enrollment and projected demand, regional comprehensive universities in central upstate New York are not engaging nontraditional adult students to register and complete baccalaureate degrees. To maintain enrollment goals, institutions oriented toward traditional students could embrace their mission to provide access to higher education to people in their region, including adults. The purpose of this qualitative descriptive case study is to understand the program design features that affect nontraditional students’ choice to apply, enroll, and persist toward degree completion in a program designed for adult students at a regional comprehensive university in central upstate New York. This study explored three questions that contribute to the body of literature and build greater insight into this area. Semi-structured virtual interviews were conducted with six nontraditional students matriculated in the program who had some college credits but no baccalaureate degree. Content analysis revealed insights into the program design features that encouraged nontraditional students to apply, enroll, and persist. Findings have implications for professional practice and decision making at institutions that have units devoted to adult learning or would like to establish them. The study’s findings aligned with industry best practices, theory, and empirical research: adult students require practical, flexible, supported, intentional, and committed programs and services. Adult students apply and enroll practically concurrently because they have already researched the fit and analyzed the cost/benefit to their lives; clear messaging is therefore key to recruitment. Adult students require a fully integrated approach that understands and adapts to their epistemology, spanning academic design, faculty presence, student services, and institutional supports

    The Concept and Implementation of the Co-Teaching Model at the High School Level: A Phenomenological Analysis of Perceptions and Practices

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    This phenomenological research design examined the implementation of co-teaching in classrooms of diverse learners at the high school level in suburban settings in New York State. Three separate focus groups were attended by 11 high school general education teachers, special education teachers, and building administrators to gather data regarding the participants’ perceptions, practices, and implementation of co-teaching through their lived experiences. Three findings emerged by analyzing the themes that surfaced from the three separate focus groups in the coding process. First, the importance of comprehending and applying the coteaching framework and the need to focus on the intricacies of co-teaching implementation—not just the six co-teaching models. Second, the significance of alignment of co-teaching assignments and purposeful planning was highlighted to ensure cohesive, effective implementation of the co-teaching framework. Third, additional factors affecting co-teaching implementation in suburban high schools identified the inherent responsibilities in the coteaching framework, especially around implementation and the collective involvement of the general education teachers, special education teachers, and administrators to be adequately supported. This study substantiated that when thoughtfully implemented and supported, coteaching can create an inclusive and equitable learning environment for all students—regardless of their abilities. Recommendations for building and district leaders, superintendents, the NYS Board of Regents, and NYSED leadership included a co-planning structure to facilitate purposeful planning; a systematic, tailored professional learning approach; and an amendment to the NYSED continuum of services. This comprehensive analysis provides valuable insights into the complexities of co-teaching implementation with the co-teaching model at the high school level

    Cementing Success: The Impact that Mentoring Has on Women of Color Business Owners in the Construction Industry

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    The number of women of color entrepreneurs in the construction industry lags significantly behind that of their White women and male counterparts. The construction industry is one of the most gender-segregated industries in the world. Women of color entrepreneurs have encountered barriers to forming mentoring relationships, impacting their success in entrepreneurial endeavors. This qualitative phenomenological study examines how women of color entrepreneurs perceive the professional mentoring experience. This study examines women of color entrepreneurs’ experience of professional mentoring and whether it contributed to their success. This study identified successful professional mentoring elements for women of color entrepreneurs and assessed professional mentoring’s contribution to entrepreneurial achievement. In-depth interviews were conducted with nine women of color business owners in construction. Six themes emerged from the findings: access to capital, intersectionality, imposter syndrome, mentoring model and approaches, mentoring and business growth, and mentoring and networking. Professional mentoring provides practical guidance, emotional support, and resources for women of color to succeed in male-dominated industries. The knowledge gained from this study will better prepare women of color business owners in construction and help them understand what to look for when establishing professional mentoring relationships

    The Mindful Way: An Explorative Case Study of the Transformative Effects of Afro Flow Yoga a Culturally Adapted Mindfulness Intervention on the Health and Well-Being of Black Women

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    This qualitative phenomenological exploratory case study explored Afro Flow Yoga to evaluate its potential as a culturally adaptable mindfulness-based intervention for enhancing the health and well-being of Black women while addressing the historical ills and adverse effects of intersectionality. From its beginning, the United States has discriminated against and defeminized Black women while profiting from all aspects of their lives. To be Black and female in America is to experience perpetual racism, sexism, and other isms as forms of harm and oppression. Therefore, culturally adapted mindfulness interventions are essential to cater to the unique needs of Black women. The mindfulness exercises included in this model will provide Black women and facilitators with the essential tools to address their unique needs. Overall, this study will contribute to mindfulness-based interventions and research by highlighting the transformative effects of culturally adaptive mindfulness-based intervention Afro Flow Yoga on the health and well-being of Black women


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