173 research outputs found

    Administrator Experiences With Placement of Transgender Women in Coed Residential Homeless Facilities

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    Researchers have found that transgender women have difficulty accessing appropriate and inclusive services due to inadequate housing placements. The purpose of this generic qualitative study was to explore the experiences of administrators of coed homeless facilities when making housing placement decisions for transgender women. Queer theory provided the theoretical lens for the study. As part of the qualitative generic study design, 10 interviews were conducted via telephone with participants selected through snowball sampling. The interviews were transcribed, and several iterations of thematic analysis were conducted to construct codes, categories, and themes. The findings revealed that there is (a) a lack of policies and training related to service provision for homeless transgender women in residential, coed homeless settings and (b) increased administrator discretion in decision-making when working with transgender women. The results indicate that there is an increased need for inclusive services for homeless, transgender individuals. This research may influence organizational leaders to develop specific policies and resources for the homeless transgender community. The study has the potential to foster positive societal change by encouraging the creation of an inclusive system of care to minimize hardship for transgender individuals experiencing homelessness and build confidence in the performance of administrators serving this population, which may pave the way toward community collaboration

    Historically Black Colleges and Universities\u27 Faculty Experiences With Online Course Design

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    Quality online course design requires course designers to make carefully informed decisions based on current resources and considerations for the learner. Some faculty at historically Black colleges and universities (HBCUs) design online learning without the assistance of instructional designers, training, or a technological infrastructure that supports online learning. To date, there is a shortage of scholarly research about how HBCU faculty design online courses and what supports or barriers exist for them. Thus, this basic qualitative research study aimed to understand faculty’s online course design experiences at HBCUs. Instructional design, adult learning theory, and the HBCU context formed the conceptual framework and influenced the research questions. Semistructured, open-ended interviews were conducted with nine HBCU faculty who had participated in an online course design project, followed by open coding and thematic analysis. Four common themes emerged from the interviews: macrolevel factors, collaboration and experience, time and tools, and student-centered design. All themes highlighted the considerations unique to HBCUs but are also similar to broader online learning contexts. This study extends the educational technology and design field of research and may contribute to positive social change by helping faculty and administration consider the influences and resources needed for designing online learning for nontraditional diverse online learner populations. As institutions address concerns faculty observe as risks to student success in online learning, students can receive a higher quality education

    Historically Black Colleges and Universities\u27 Faculty Experiences With Online Course Design

    Get PDF
    Quality online course design requires course designers to make carefully informed decisions based on current resources and considerations for the learner. Some faculty at historically Black colleges and universities (HBCUs) design online learning without the assistance of instructional designers, training, or a technological infrastructure that supports online learning. To date, there is a shortage of scholarly research about how HBCU faculty design online courses and what supports or barriers exist for them. Thus, this basic qualitative research study aimed to understand faculty’s online course design experiences at HBCUs. Instructional design, adult learning theory, and the HBCU context formed the conceptual framework and influenced the research questions. Semistructured, open-ended interviews were conducted with nine HBCU faculty who had participated in an online course design project, followed by open coding and thematic analysis. Four common themes emerged from the interviews: macrolevel factors, collaboration and experience, time and tools, and student-centered design. All themes highlighted the considerations unique to HBCUs but are also similar to broader online learning contexts. This study extends the educational technology and design field of research and may contribute to positive social change by helping faculty and administration consider the influences and resources needed for designing online learning for nontraditional diverse online learner populations. As institutions address concerns faculty observe as risks to student success in online learning, students can receive a higher quality education

    Illegal Unreported and Unregulated Fishing and Overfishing Policymaking in a Caribbean Island Country

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    Small island developing states, especially those within the Caribbean community, are faced with the challenges of overfishing and illegal, unregulated, and unreported (IUU) fishing activities. Despite global legal reforms, enforcement continues to be ineffective. In the policymaking process, the perspectives of those critically impacted are rarely taken into consideration The purpose of this qualitative study was to explore the issues leading to the lack of inclusion of fisherfolk knowledge in the policymaking process and policies that promote SDG 14. The goal was to explore the importance of fisherfolk involvement in the policymaking process. The research question focused on identifying the direct effects that overfishing and IUU activities have on the fishing community and the perceived reasons why policies are not effectively implemented. The theoretical framework for this study was the advocacy coalition framework. A qualitative phenomenological study design was used, employing a purposeful semi structured interview process with 14 registered fisherfolk. Data obtained from the interviews were coded and categorized for thematic analysis and comparison. Findings showed that participants lacked proper training and sufficient knowledge of current fishing policies. Also, interaction with government officials was scarce, leaving most fisherfolk with limited knowledge in their understanding of IUU fishing and overfishing. The implications for positive social change may include bringing awareness to SIDS policymakers on the importance of inclusion of the fishing community as a means for efficacious long-term sustainable fishing policies, and economic and social independence for fisherfolk

    Illegal Unreported and Unregulated Fishing and Overfishing Policymaking in a Caribbean Island Country

    Get PDF
    Small island developing states, especially those within the Caribbean community, are faced with the challenges of overfishing and illegal, unregulated, and unreported (IUU) fishing activities. Despite global legal reforms, enforcement continues to be ineffective. In the policymaking process, the perspectives of those critically impacted are rarely taken into consideration The purpose of this qualitative study was to explore the issues leading to the lack of inclusion of fisherfolk knowledge in the policymaking process and policies that promote SDG 14. The goal was to explore the importance of fisherfolk involvement in the policymaking process. The research question focused on identifying the direct effects that overfishing and IUU activities have on the fishing community and the perceived reasons why policies are not effectively implemented. The theoretical framework for this study was the advocacy coalition framework. A qualitative phenomenological study design was used, employing a purposeful semi structured interview process with 14 registered fisherfolk. Data obtained from the interviews were coded and categorized for thematic analysis and comparison. Findings showed that participants lacked proper training and sufficient knowledge of current fishing policies. Also, interaction with government officials was scarce, leaving most fisherfolk with limited knowledge in their understanding of IUU fishing and overfishing. The implications for positive social change may include bringing awareness to SIDS policymakers on the importance of inclusion of the fishing community as a means for efficacious long-term sustainable fishing policies, and economic and social independence for fisherfolk

    Teacher Perceptions of Administrator Support in Special Education Classroom Management

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    The problem studied was that K-12 administrators were challenged to consistently implement leadership strategies that supported novice special education teachers’ classroom management skills. The purpose of this study was to examine K-12 administrators’ support for novice special education teachers’ classroom management skills. The study was guided by three key research questions regarding how K-12 administrators described their leadership strategies in supporting novice special education teachers’ classroom management, how novice special education teachers described the strategies administrators used in classroom management, and what assistance from administrators novice special education teachers believed they needed to improve their classroom management skills. To answer these research questions, a basic qualitative study was carried out. Data were collected from two participant groups and analyzed using qualitative thematic analysis. The results of the study contribute to positive social change by offering insight into how school administrators can better support novice special education teachers. These results may benefit both novice special education teachers who require better administrative support and administrators who wish to support teachers better; moreover, the ultimate beneficiaries of improved support of special education teachers are special needs who will receive a better education

    Experiences with Access to Seeking and Maintaining Home Health Care Services in Low-Income Communities

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    AbstractHome health care services (HHCS) are a cost-effective service option often underutilized by individuals living in low-income communities. For this population, barriers to care may result in higher health care costs and poor health outcomes. Gaps in literature indicated a need to explore experiences of accessing and maintaining home health care among individuals living in low-income communities. The purpose of this qualitative research study was to gain insight into how individuals living in low-income communities perceive their access to HHCS. The conceptual framework used for this phenomenological study was Penchansky and Thomas’s model of access, which addresses access from seven dimensions: (a) affordability, (b) accessibility (c) availability, (d) acceptability (e) adequacy and accommodation; and (f) awareness. Open-ended questions were used in interviews with 14 participants who live in low-income communities and receive HHCS. Themes that arose from the data were: (a) types of HHCS and competent staff, (b) acceptable behaviors and conduct, (c) accommodation and ease of scheduling, (d) availability and access to HHCS, (e) affordable HHCS, and (f) communication. This study identified a need for effective policies to ensure safety for HHC workers, a policy requiring HHC agencies to establish a health equity plan for all patient populations to ensure equitable treatment and access to HHCS, and a policy that requires HHC agencies to provide routine staff training and professional development. Potential implications for positive social change from this study include improved HHCS yielding favorable outcomes and a better patient experience, a highly skilled workforce, and increased safety to ensure equitable treatment and greater access to HHCS

    Experiences with Access to Seeking and Maintaining Home Health Care Services in Low-Income Communities

    Get PDF
    AbstractHome health care services (HHCS) are a cost-effective service option often underutilized by individuals living in low-income communities. For this population, barriers to care may result in higher health care costs and poor health outcomes. Gaps in literature indicated a need to explore experiences of accessing and maintaining home health care among individuals living in low-income communities. The purpose of this qualitative research study was to gain insight into how individuals living in low-income communities perceive their access to HHCS. The conceptual framework used for this phenomenological study was Penchansky and Thomas’s model of access, which addresses access from seven dimensions: (a) affordability, (b) accessibility (c) availability, (d) acceptability (e) adequacy and accommodation; and (f) awareness. Open-ended questions were used in interviews with 14 participants who live in low-income communities and receive HHCS. Themes that arose from the data were: (a) types of HHCS and competent staff, (b) acceptable behaviors and conduct, (c) accommodation and ease of scheduling, (d) availability and access to HHCS, (e) affordable HHCS, and (f) communication. This study identified a need for effective policies to ensure safety for HHC workers, a policy requiring HHC agencies to establish a health equity plan for all patient populations to ensure equitable treatment and access to HHCS, and a policy that requires HHC agencies to provide routine staff training and professional development. Potential implications for positive social change from this study include improved HHCS yielding favorable outcomes and a better patient experience, a highly skilled workforce, and increased safety to ensure equitable treatment and greater access to HHCS

    Impacts of White Privilege and Implicit Bias on Treatment Implementation with Black Pediatric Patients

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    White privilege and implicit bias are known contributing factors to the racial health inequities that exist in the treatment of Black children in U.S. hospitals. There is limited research, however, on the potential for White nurses to engage in self-examination related to either concept. The purpose of this basic qualitative inquiry was to understand how White privilege and/or implicit bias shapes the lived experiences of White nurses as they treat and interact with Black pediatric patients. The conceptual framework included a modified model comprised of Hobbs’s concept of White privilege and Blair et al.’s model of influences of implicit bias in treatment interactions. A purposeful sample of 13 White pediatric nurses who worked in an urban setting in California for at least a year were interviewed. An iterative coding process yielded 29 subthemes and 10 overarching themes. One group of six participants showed self-awareness of the concepts in their lives and how they influence treatment interactions; the other seven participants showed a lack of self-awareness and understanding of the impact of these concepts. However, some respondents in the latter group grew in their understanding of how these concepts could influence their treatment of patients. Further research with different health professionals may be beneficial. This study may contribute to positive social change by increasing administrators\u27 awareness of the need for training for health care professionals on White privilege and implicit bias. With this training, health care professionals and administrators may be able to ensure a more sensitive and equitable health delivery system that fosters trust between family members and providers and results in better outcomes for Black pediatric patients

    Part-Time Clinical Nursing Instructors’ Experiences of Seeking Peer Support

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    A well-documented shortage of nursing faculty is a key contributor to the ongoing shortage of nurses in the United States. Part-time clinical nursing faculty play a key role in preparing prelicensure nursing students for clinical practice. These part-time faculty have reported a perceived lack of peer support in the academic workplace. The purpose of this qualitative phenomenological study was to explore the perceptions of novice part-time prelicensure clinical nursing faculty as they sought peer support to transition into the educator role. Husserl’s transcendental phenomenology, as applied by Moustakas, and Illeris’s three dimensions of learning model informed this study. A sample of six novice, prelicensure nursing faculty participants was obtained through social media recruitment. Data from individual, in-depth, semistructured interviews were analyzed using the transcendental phenomenological method. Seven textual themes emerged: solo, harmony, learning the part, discord, listening, ensemble, and writing a new song. Participants expressed the need for support to succeed in their work. Faculty peers were the most accessible and preferred sources of support and were perceived as role models by the participants. This study adds to the current knowledge of workplace relationships by reinforcing that peers in the workplace have a powerful impact on one’s identity, psychological stability, job performance, job satisfaction, and retention. The study results may contribute to positive social change in the working lives and teaching longevity of nursing faculty. Future researchers should focus on perceptions of senior nursing faculty and program administrators regarding barriers to, and facilitators of, peer support provision for novice nursing faculty in the academic workplace
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