Understanding the Reentry Experiences of Immigrant Nurses in the U.S. A Qualitative Case Study

Labor market projections see a growing need for nurses to satisfy demand in the U.S. health care sector into the next few decades. It is assumed that this demand will be met in part by immigrant nurses who received their nursing education outside the United States. Like many immigrants to the United States, internationally educated nurses face a number of challenges that make it difficult for them to obtain a nursing license and practice nursing in a U.S. health care setting. Learning to surmount these barriers represents a learning and a coping process.This qualitative case study was designed to explore how a sample of internationally educated nurses learned to reenter the nursing profession in the U.S. The participants consisted of alumni of a retraining program for internationally trained health care professionals housed in a community college in the Northeastern United States. The primary sources of data came from semi-structured interviews consisting of questions about their experiences pursuing reentry into the nursing profession. The study’s major findings included the following: (1) Participants described being dissatisfied with their initial employment upon immigrating to the United States. (2) Participants reported that the language barrier and the nursing certification process, including the licensure exam, were major challenges to reentering the profession. (3) Participants reported that the most important things they learned were the difference between nursing practice in their countries of origin and in the U.S., and professional skills, including National Council Licensure Examination (NCLEX) test-taking skills. (4) Participants reported that they learned in both informal and formal methods. (5) Participants reported that having a positive attitude, support from others, and time management enabled their learning, while gaps in their practice hindered it.The findings of the study suggest that the participants learned to surmount the barriers they faced through a learning process characterized by increasing professional autonomy and self-directedness, as well as critical reflection on prior education and training. This process is facilitated by educators who are able to both help them develop professional autonomy and provide emotional support along what is a difficult and prolonged journey toward RN licensure

2002-2003 North American Music Festival Philharmonia Orchestra

Program New Dawn (A Tone Poem for Orchestra, 2001) / Lawrence Moss Trumpet Concerto / Arthur Weisberg Marc Reese, trumpet Second Symphony (1991) / Aaron Jay Kernis North American New Music Festival April 23, 2003 - Spotlight on Aaron Jay Kernis April 24, 2003 - Student Concert April 25, 2003 - Philharmonia Orchestra April 26, 2003 - Faculty Concert Composers featured in this festival John Stafford, II Kari Juusela Mary J. van Appledorn Daniel Adams Joaquin Turina John McGinn David Heuserhttps://spiral.lynn.edu/conservatory_philharmonia/1115/thumbnail.jp

Self-esteem, academic self-concept, and aggression at school

The present study explores the relation between academic self-concept, self-esteem, and aggression at school. Longitudinal data from a racially diverse sample of middle-school students were analyzed to explore how academic self-concept influenced the likelihood of aggressing at school and whether high self-concept exerted a different pattern of influence when threatened. Data include self-reported academic self-concept, school-reported academic performance, and parent-reported school discipline. Results suggest that, in general, students with low self-concept in achievement domains are more likely to aggress at school than those with high self-concept. However, there is a small sample of youth who, when they receive contradictory information that threatens their reported self-concept, do aggress. Global self-esteem was not found to be predictive of aggression. These results are discussed in the context of recent debates on whether self-esteem is a predictor of aggression and the use of a more proximal vs. general self-measure in examining the self-esteem and aggression relation. Aggr. Behav. 32:1–7, 2007. © 2006 Wiley-Liss; Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/55938/1/20174_ftp.pd

‘My favourite things to do’ and ‘my favourite people’: Exploring salient aspects of children’s self-concept

This study explores the potential of the ‘draw-and-write’ method for inviting children to communicate salient aspects of their self-concept. Irish primary school children aged 10–13 years drew and wrote about their favourite people and things to do (social and active self). Children drew and described many salient activities (39 in total) and people – including pets. Results suggest that widely used, adult-constructed self-esteem scales for children, while multidimensional, are limited, and that ‘draw-and-write’ is an effective multimodal method with which children can express their social and active self-concepts

Are your students safe to learn? The role of lecturer’s authentic leadership in the creation of psychologically safe environments and their impact on academic performance:The role of teacher's authentic leadership on the creation of psychologically safe environments and their impact on academic performance

As the role of students and lecturers in higher education changes, several questions emerge about the role of each of them on students? academic performance. This includes questions regarding the impact of the relationships between students, lecturer?s characteristics and the social environment on students? performance. To address these questions, this article reports a study of the impact of lecturer authentic leadership, psychological safety and network density on academic performance. It explores the relationship between network density, psychological safety and lecturer authentic leadership. A questionnaire was distributed to undergraduate students. A positive impact of lecturer authentic leadership and psychological safety on academic performance was found. Students from high-density groups tended to show better academic performance, higher psychological safety and tended to see their lecturers as being more authentic. A reflection on the role of the lecturer in higher education settings is presented. It also presents some recommendations on how student academic performance can be improved by the adoption of specific behaviours by their lecturer

Trait and state authenticity across cultures

We examined the role of culture in both trait and state authenticity, asking whether the search for and experience of the 'true self' is a uniquely Western phenomenon or is relevant cross-culturally. We tested participants from the US, China, India, and Singapore. US participants reported higher average levels of trait authenticity than those from Eastern cultures (i.e., China, India, Singapore), but this effect was partially explained by cultural differences in self-construal and thinking style. Importantly, the experience of state authenticity, and especially state inauthenticity, was more similar than different across cultures. In all, people from different cultures do experience authenticity, even if they do not endorse the (Western) value of “independence.” The findings contribute to a more nuanced understanding of state authenticity

Contingent self-importance among pathological narcissists: Evidence from an implicit task

Pathological narcissists are thought to hold unstable, contingent views of their self-importance. They harbor grandiose fantasies about the self, but are vulnerable and hypersensitive as well. The present study (N = 84) sought to provide evidence for this important set of clinical ideas. Following a manipulation priming dominant versus submissive self-views, a task developed to assess implicit self-importance of an interpersonal type was administered. As hypothesized, the manipulation and levels of pathological narcissism interacted to predict implicit self-importance. Implicit self-importance scores were unaffected by the priming manipulation at low levels of pathological narcissism, but were strongly affected at high levels of pathological narcissism. These results support clinical intuitions concerning pathological narcissism

Beyond motivation: Job and work design for development, health, ambidexterity, and more

Much research shows it is possible to design motivating work, which has positive consequences for individuals and their organizations. This article reviews research that adopts this motivational perspective on work design, and it emphasizes that it is important to continue to refine motivational theories. In light of continued large numbers of poor-quality jobs, attention must also be given to influencing practice and policy to promote the effective implementation of enriched work designs. Nevertheless, current and future work-based challenges mean that designing work for motivation is necessary but insufficient. This review argues that work design can be a powerful vehicle for learning and development, for maintaining and enhancing employees' physical and mental health, and for achieving control and flexibility simultaneously (for example, in the form of ambidexterity); all these outcomes are important given the challenges in today's workplaces. The review concludes by suggesting methodological directions

Examining the Moral Grey Zone: The Role of Moral Disengagement, Authenticity, and Situational Strength in predicting Unethical Managerial Behaviour

In the business context, there is a broad spectrum of practices that potentially harm others, yet might benefit the organization. We examined the influence of individual and situational differences in predicting (un)ethical behavior in these moral gray zones using an in-basket exercise that included covert moral issues in which managers could give unethical instructions to their followers. Results show that individual differences in moral disengagement directly predicted unethical behavior and functioned as a mediator of the relationship between authenticity and unethical behavior. Furthermore, effects differed in weak compared to strong situations. Study 2, replicated the results from Study 1, developed a direct test of the situational strength hypothesis, and showed that high versus low situation strength moderated the relation of moral disengagement to unethical behavior