Student Registered Nurse Anesthetists’ Perception of Simulation as a Positive Reinforcement to Classroom Lecture in Handling a Difficult Airway

The management of a difficult airway by anesthesia providers is a core component of providing safe care. Simulation provides an opportunity for the student to manage uncommon clinical scenarios without harm to an actual patient. This project aimed to determine if the use of simulation may be useful in training Student Registered Nurse Anesthetist in the management skills of a difficult airway. The proposed intervention of this project was the addition of simulation experience to didactic lecture covering difficult airway management techniques. As supported in the Adult Learning Principles of Medical Learners, by allowing the SRNA to actively participate in the management of a difficult airway, instead of solely hearing about techniques through lecture, techniques may be better understood. The target outcome of this project was to determine if simulation after classroom lecture increases the perceived self-efficacy of SRNAs in handling a difficult airway in the clinical setting. A two group, post-test design was utilized to evaluate the effectiveness of simulation to increase perceived self-efficacy for first-year Nurse Anesthesia students. The two groups participating in this project, the control group (n=10) and the intervention group (n=10), both received the same classroom lecture on difficult airways, as per usual for the program, prepared by the course director. After the pre-evaluations were completed, the students were randomly placed in either group. At the end of each exercise, the students then took the post-evaluation of perceived self-efficacy in the management of a difficult airway. Each group had an increase in mean, perceived self-efficacy in the management of a difficult airway following both interventions. Although the demonstration-group had a higher percent change in overall and categorical mean confidence levels, the intervention group also had an increase percent change in overall and individual categories following the simulation exercise. Simulation may be useful in the preparedness of future SRNAs in the management of a difficult airway

The Influence of Mentoring, Self-Efficacy and Perceived Organizational Support on Commitment among Novice Adventist Teachers

Problem Previous research indicated that mentoring impacts teacher commitment positively. However, there was a gap in the knowledge regarding the influence of mentoring on novice Seventh-day Adventist (SDA) teacher commitment in North America. The Adventist education system differs in significant ways from the public school system, and novice teachers need support. Purpose The primary purpose of this study was to examine the influences of mentoring, self-efficacy, and organizational support on SDA novice teacher commitment (0 - 5 years’ experience). The secondary purpose included identifying the characteristics of effective mentors and mentoring programs, while exploring novice teachers’ current experiences of mentoring, and comparing novice and mentor expectations of mentoring. Method A mixed-method research design was used; the quantitative phase used two online surveys (one for novices, the other for mentor teachers). The novice teacher survey collected data on demographic characteristics, mentoring experiences, teacher self efficacy, and perceived organizational support. Mentor teacher surveys collected data on demographic characteristics and mentoring experiences. The qualitative phase used interviews, observations, and artifacts to collect data on teacher mentoring experiences. Fifty-four novice teachers (0 to 5 years’ experience) and thirty-four mentor teachers participated across the North American Division of Seventh-day Adventists (NAD) during the 2019-2020 academic year. Quantitative data were analyzed using descriptive statistics and hierarchical linear regression. Qualitative data was collected from subsets of mentored and non-mentored novice teachers (N = 10), and mentor teachers (N = 13). Qualitative data was organized into themes, using descriptive coding. Results Novice teachers’ experiences varied across the NAD. Some teachers had assigned mentors (micro-mentoring), others had access to an instructional coach for the conference (macro-mentoring), and some reported informal mentoring. About 20% had never been mentored. Some had structured programs at their school or conference level; others met with mentors as needed; some never met with their mentors. Both micro- and macromentoring models were observed, and artifacts were collected. Novices and mentors had similar expectations of the responsibilities of mentors and mentor programs. Both groups valued listening skills and help with instructional support. Mentors indicated that mentor programs needed structure and accountability. Novices had moderate levels of commitment (M = 4.27, SD = 0.96), as well as moderate levels of implementational (M = 4.04, SD = 0.71), instructional (M = 4.37, SD = 0.79), and relationship efficacy (M = 3.96, SD = 0.97). Perceptions of administrative support were also moderate (M = 3.55, SD = 1.34). Mentoring had no effect on teacher commitment (r = 0.05). Hierarchical linear regression indicated that teacher mentoring, teacher self-efficacy and perceived organizational support as a set explains about 38% of the variance in teacher commitment (F(5,48) = 9.28, R 2 = 0.437, Adjusted R2 = 0.379, p \u3c 0.001), but only administrative support (β = .467, p \u3c .001) and relationship self-efficacy (β = .334, p = 0.02) are significant predictors of teacher commitment. Qualitative interviews and observations (N = 10) revealed moderate to high commitment levels. Those with formal mentors or coaches felt supported, while those with no mentors wanted mentor support. Novice teacher themes included commitment to student success, sense of mission, inconsistent support, appreciation of support, and growing professionally over time. Novices and mentors said mentoring should include three aspects: emotional support, teacher qualifications, and coaching skills. Mentors had a passion for novice success, enjoyed reciprocal learning and growth, and wanted accountability for mentoring programs. Both traditional (mentor-novice) meetings and coaching sessions were observed. Some schools had mentor programs, others did not. Conclusion The findings indicated that novice Adventist teachers who feel supported and have high self-efficacy are more likely to remain committed to the teaching profession. Mentoring models in Adventist schools include micro- or macro-mentoring, as well as informal support. Structure and accountability, at the school or conference level is needed. At this time, there are inconsistent levels of support across the NAD. This study has implications for educational leadership, including potential roles for teacher leaders. Conferences and principals need to examine ways to improve support for novice Adventist teachers. Improving teacher support can lead to improved student instruction

Humor as a Buffer for Stress in Nurse Anesthesia Students

This simple, quantitative study was carried out on 18, first-year, CRNA students to determine if humor could act as a buffer for some of his or her perceived stress. Before an impending final exam, when stress levels would most likely be at their highest, the students were broken into three groups: a control group, a non-humorous group, and a humorous group. The students in the control group ranked their level of stress on a 0-10 scale without any other intervention. The other two groups watched a video clip, either humorous or non-humorous, while ranking their perceived stress on a scale of 0-10. The group that watched the humorous film had a decrease of 43.9% in perceived stress vs. the non-humorous film group who had a decrease of 0%. The t-critical value was computed as ± 2.571 and the t statistic as 3.37, demonstrating the significant difference in a students stress level before and after he or she watched the humorous film. This change in perceived stress level implies that by adding forms of humor in the lives of high stress individuals, specifically CRNA students, could have positive implications by decreasing the amount of stress he or she senses

Comparison of Recommendations from Selected Education Reform Reports

Recommendations from selected reform reports show common themes

The renewal effect upon the congregation by small groups using an adaptation of John Wesley\u27s band model

https://place.asburyseminary.edu/ecommonsatsdissertations/1045/thumbnail.jp

Religious acculturation of the Flathead Indians of Montana

A study of the Flathead religion with an attempt to understand the delegations to St. Louis in the 1830\u27s and the break with the missionaries in 1850. Includes information on Coyote stories, winter spirit dance, bluejay dance, Smohalla, Agnus McDonald

The Legal Culture in The Distribution of Heritage Property Among The Muslim Community in Karas Kepoh Village, Pancur District, Rembang, Central Java

This study aims to reveal the legal cultural background of the community in the distribution of inheritance in the village of Karas Kepoh, Pancur sub-district, Rembang district. All members of the village community can be said to have embraced Islam so that, theoretically, the community should follow Islamic law in the distribution of inheritance. In reality, however, they use the provisions in the Civil Code. This study uses a socio-legal research approach which is analyzed qualitatively. The results of the study indicate that several things underlie the legal culture of the community in the distribution of inheritance. First, the long history of Dutch colonialism which only knows the Civil Code (Burgerlijk Wet Boek). Second, almost all community members study in general education, only very few residents attend Islamic boarding schools. As a result, there are almost no community leaders or religious leaders who understand Islamic inheritance law (farâids). Thirds, village leaders in the past only justified or legalized the distribution of inheritance based on the Civil Code. Such things encourage the formation of an inheritance tradition that is not based on the provisions of Islamic law, but on the Civil Code instead. The tradition, then, turn out to be a culture that is then passed from a generation to the next generation