Relationship Between Self-Determination and Employee Retention

Retention of registered nurses (RNs) is essential to the sustainability of quality health care services. More than 55% of hospitals in the United States have not translated retention initiatives into a formal retention strategy. The purpose of this study was to examine the relationship between training programs, new hire onboarding processes, frozen positions, and nurse retention. The self-determination theory was the theoretical framework for this study. Secondary data were collected from the 2016 Texas Hospital Nurse Staffing Survey. Data were analyzed using multiple linear regression. The results of the multiple linear regression were statistically significant, with F(3, 251) = .602, p \u3e .001, R2 = .007. Although the model is significant, length of residency/internship/fellowship, length of new employee training, and total number of direct resident care RN positions frozen does not add significant predictive value to turnover. The results of the multiple linear regression produced correlation of the independent variables with the dependent variable of nurse turnover. Length of residency/internship/fellowship was positively correlated with RN turnover rate at .025, length of new employee training was negatively correlated at .072, and total number of direct resident care RN positions frozen was negatively correlated at .012. The findings of this study might influence positive social change by providing insights into length and content of programs and the effect of understaffing on retention of RNs. An increase in retention of RNs might contribute to improved hospital reputation, financial capability, and organizational balance leading to a positive effect on the economy, sustainability, and quality of life of the surrounding community

Addressing Student Engagement During COVID-19: Secondary STEM Teachers Attend to the Affective Dimension of Learner Needs

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement is critical during times of trauma

Systemic Racial Bias in Health Care Delivery to Women

Introduction: The main hypothesis is that racial bias towards minority women perpetuates systemic racism in the U.S., health care system resulting in negative health outcomes and detrimental incidences. Methods: In this semi-systematic and literature review, an informational web-based search was used from the U.S. National Library of Medicine at the National Institutes of Health, Elsevier, the Centers for Disease Control and Prevention, and ResearchGate. Inclusion criteria were adult women over the age of eighteen, women of color restricted to the United States only, and different areas of health care delivery. Results: This review found that women of color, especially black women, faced substantially more systemic racial bias in the United States health care delivery system and felt more excluded from adequate health care from clinicians due to racial discrimination. Discussion: There is very little literature on how to combat racial bias in health care delivery in the U.S. The mainframe of this stereotypical behavior from health care workers is conventional conscious and subconscious biases. Change needed for this type of behavior needs to start at the cognitive level

A Novel Copper (II) Complex Identified as a Potent Drug Against Colorectal and Breast Cancer Cells and as a Poison Inhibitor for Human Topoisomerase IIᶐ

A novel complex, [Cu(acetylethTSC)Cl]Cl · 0.25C2H5OH 1 (where acetylethTSC = (E)-N-ethyl-2-[1-(thiazol-2-yl)ethylidene]hydrazinecarbothioamide), was shown to have anti-proliferative activity against various colon and aggressive breast cancer cell lines. In vitro studies showed that complex 1 acted as a poison inhibitor of human topoisomerase IIᶐ which may account for the observed anti-cancer effects

Questioning Identity: How a Diverse Set of Respondents Answer Standard Questions About Ethnicity and Race

Ethnoracial identity refers to the racial and ethnic categories that people use to classify themselves and others. How it is measured in surveys has implications for understanding inequalities. Yet how people self-identify may not conform to the categories standardized survey questions use to measure ethnicity and race, leading to potential measurement error. In interviewer-administered surveys, answers to survey questions are achieved through interviewer–respondent interaction. An analysis of interviewer–respondent interaction can illuminate whether, when, how, and why respondents experience problems with questions. In this study, we examine how indicators of interviewer–respondent interactional problems vary across ethnoracial groups when respondents answer questions about ethnicity and race. Further, we explore how interviewers respond in the presence of these interactional problems. Data are provided by the 2013–2014 Voices Heard Survey, a computer-assisted telephone survey designed to measure perceptions of participating in medical research among an ethnoracially diverse sample of respondents

Neuroprotection by minocycline in murine traumatic spinal cord injury: analyses of matrix metalloproteinases

Aim: Minocycline has neuroprotective activities in several models of neurological disorders including spinal cord injury (SCI) where it prevents axonal loss and improves functional recovery. There are still gaps of knowledge on minocycline in SCI including whether it ameliorates neuronal loss at the focal site of trauma, and whether minocycline reduces the activity of matrix metalloproteinases (MMPs), a family of enzymes implicated in the pathophysiology of SCI. This study addressed these gaps. Methods: Mice were treated with either minocycline or vehicle control after a spinal cord contusion. MMPs were compared between the two groups using real time polymerase chain reaction and zymography. Immunohistochemistry was used to examine microglial activation and neuronal cell death. Results: While several MMP members were elevated in the spinal cord following injury, treatment with minocycline did not affect their expression. Importantly, minocycline reduced the loss of neurons in the epicenter of damage to the spinal cord and in segments caudal and rostral to the injury. Conclusion: Despite the inability of minocycline to alter MMPs, the results of neuroprotection at the lesion site support the continued testing of minocycline as a neuroprotective medication in experimental and clinical SCI

Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies

Participating in community-engaged dissemination and implementation (CEDI) research is challenging for a variety of reasons. Currently, there is not specific guidance or a tool available for researchers to assess their readiness to conduct CEDI research. We propose a conceptual framework that identifies detailed competencies for researchers participating in CEDI and maps these competencies to domains. The framework is a necessary step toward developing a CEDI research readiness survey that measures a researcher's attitudes, willingness, and self-reported ability for acquiring the knowledge and performing the behaviors necessary for effective community engagement. The conceptual framework for CEDI competencies was developed by a team of eight faculty and staff affiliated with a university's Clinical and Translational Science Award (CTSA). The authors developed CEDI competencies by identifying the attitudes, knowledge, and behaviors necessary for carrying out commonly accepted CE principles. After collectively developing an initial list of competencies, team members individually mapped each competency to a single domain that provided the best fit. Following the individual mapping, the group held two sessions in which the sorting preferences were shared and discrepancies were discussed until consensus was reached. During this discussion, modifications to wording of competencies and domains were made as needed. The team then engaged five community stakeholders to review and modify the competencies and domains. The CEDI framework consists of 40 competencies organized into nine domains: perceived value of CE in D&I research, introspection and openness, knowledge of community characteristics, appreciation for stakeholder's experience with and attitudes toward research, preparing the partnership for collaborative decision-making, collaborative planning for the research design and goals, communication effectiveness, equitable distribution of resources and credit, and sustaining the partnership. Delineation of CEDI competencies advances the broader CE principles and D&I research goals found in the literature and facilitates development of readiness assessments tied to specific training resources for researchers interested in conducting CEDI research