Study of the Theory of Mattering and Marginality in Relation to Nontraditional College Students in a Private, Midwestern, Single-purpose College

The demand for individuals holding a college degree is expected to increase by 16% by the year 2018 with approximately 66% of all jobs requiring some form of posthigh school training (Kelly & Strawn, 2011). Also increasing in numbers is the number of nontraditional college students seeking a degree. Nontraditional students returning to school often have outside barriers that can challenge degree attainment, placing them at risk for dropping out. Using Schlossberg’s (1989) theories of mattering and marginality as a guide and through a qualitative approach to research, data were collected from a private, Midwestern, single-purpose college to explore what nontraditional students perceived as either mattering or marginal during their educational experience. During the open-ended interview format, nontraditional students and faculty were asked questions focusing on their perception of the educational experience inclusive of what they felt contributed or did not contribute to their experience. A total of 12 nontraditional students and three faculty members within a cohort program participated with three themes rising from the data: connectivity, tenacity, and sacrifice. The findings were consistent and validated Schlossberg’s (1989) theories of mattering and marginality with students and faculty expressing an insightful and very distinct connection with each other during the program resulting in increased motivation and fortitude to stay the course

Who is the academic entrepreneur? The role of graduate students in the development of university spinoffs

Academic entrepreneurship, the establishment of new companies based on technologies derived from university research, is a well-recognized driver of regional and national economic development. For more than a decade, scholars have conceptualized individual university faculty as the primary agents of academic entrepreneurship. Recent research suggests that graduate students also play a critical role in the establishment and early development of university spinoff companies, but the nature of their involvement through the entrepreneurial process is not yet fully understood. Employing a case study approach, this paper investigates the role of graduate students in early-stage university spinoff companies from the Massachusetts Institute of Technology. We find that graduate students play role similar to that of individual faculty entrepreneurs in university spinoffs, both in terms of making the initial establishment decision and in reconfiguring the organization for marketable technology development. We also find that student entrepreneurs face unique challenges involving conflicts with faculty advisors and other students

The perspectives of nurses and HIV-positive women on a selected model of pregnancy decision-making processes in northeast Thailand

Many women living with HIV intend to become pregnant. This is especially true for women who have received ARV treatment for a certain period. The purpose of this study was to explore the perspectives of nurses and Thai pregnant women living with HIV on pregnancy decision-making processes. This is a descriptive and qualitative study. Small group discussions were conducted with five nurses working with HIV-positive women and in-depth interviews were conducted with five Thai HIV-positive pregnant women. A model of the pregnancy decision-making process was provided to participants for the discussion. The nurses’ and women's perspectives on the model can be divided into two themes: 1) The perspective of the selected model and its five sub-themes, namely: 1.1) How the substantive model reflects the pregnancy decision-making process; 1.2) Complexity; 1.3) Usability; 1.4) Strength; 1.5) Weaknesses, in addition to the perspectives of women and nurses on the application of the model. The model reflects the real-life experiences and decision-making processes of Thai women with HIV, where each category shows the trail of the women's decision-making process. However, the model is complex and requires substantial explanation. From the participant's point of view, the model reflects the barriers to the practices and services provided

Essential elements nurses have to address to promote a safe discharge in paediatrics: A systematic review and narrative synthesis

Aim: The aim of the study was to synthesize the evidence on the essential elements, nurses must address when they perform therapeutic education to patients and their caregivers to promote a safe paediatric hospital-to-home discharge. Design: A systematic review and narrative synthesis. Methods: The search strategy identifies studies published between 2016 and 2023. The quality of the included studies was assessed using the Critical Appraisal Skills Programme checklists. The protocol of this review was not registered. A search of three electronic databases (PubMed, CINAHL and Web of Science) and a search in the reference lists of the included studies was conducted in February 2021 and June 2023. Results: Fifteen studies met the inclusion criteria. The essential elements identified are grouped into the following topics: emergency management, physiological needs, medical device and medications management, long-term management and short-term management. Nurses have a critical role in ensuring patient safety and quality of care, and the nurses' competence makes the difference in the discharge's related outcomes. Our results can help the nursing profession implement comprehensive discharge projects. Our results support the improvement of nurse-led paediatric discharge programmes. Nurse managers can identify the grey areas of therapeutic education provided in their units and work for their improvement. Following the implementation of therapeutic education on these topics, measuring the discharge's related outcomes could be interesting. This study addresses the problem of managing a safe and efficient nurse-led discharge in a paediatric setting. It presents evidence on the essential elements to promote a safe paediatric discharge at home. These could impact nursing practice by using them to implement project and discharge pathways. We have adhered to relevant EQUATOR guidelines—PRISMA guidelines for reporting systematic review. No patients, service users, caregivers or public members were involved in this study due to its nature (systematic review)

Acute carpal tunnel syndrome: early nerve decompression and surgical stabilization for bony wrist trauma

Background We undertook this study to investigate the outcomes of surgical treatment for acute carpal tunnel syndrome following our protocol for concurrent nerve decompression and skeletal stabilization for bony wrist trauma to be undertaken within 48-hours. Methods We identified all patients treated at our trauma centre following this protocol between 1 January 2014 and 31 December 2019. All patients were clinically reviewed at least 12 months following surgery and assessed using the Brief Michigan Hand Outcomes Questionnaire (bMHQ), the Boston Carpal Tunnel Questionnaire (BCTQ) and sensory assessment with Semmes-Weinstein monofilament testing. Results The study group was made up of 35 patients. Thirty-three patients were treated within 36-hours. Patients treated with our unit protocol for early surgery comprising nerve decompression and bony stabilization within 36-hours, report excellent outcomes at medium term follow up. Conclusions We propose that nerve decompression and bony surgical stabilization should be undertaken as soon as practically possible once the diagnosis is made. This is emergent treatment to protect and preserve nerve function. In our experience, the vast majority of patients were treated within 24-hours however where a short period of observation was required excellent results were generally achieved where treatment was completed within 36-hours

School-linked sexual health services for young people (SSHYP): a survey and systematic review concerning current models, effectiveness, cost-effectiveness and research opportunities

Background: Report based on a service-mapping study and a systematic review concerning sexual health services for young people, either based in or closely linked to schools. Objectives: To identify current forms of school-based sexual health services (SBSHS) and school-linked sexual health services (SLSHS) in the UK, review and synthesise existing evidence from qualitative and quantitative studies concerning the effectiveness, acceptability and cost-effectiveness of these types of service and to identify potential areas for further research. Data sources: Electronic databases were searched from 1985 onwards. For published material: the Cochrane Library (1991–), MEDLINE, PREMEDLINE (2007–), CINAHL, EMBASE, AMED, ASSIA (1987–), IBSS, ERIC, PsycINFO, Science Citation Index (SCI) and Social Sciences Citation Index. For unpublished material and grey literature: the Social Care Institute of Excellence Research Register; the National Research Register (1997–), ReFeR; Index to Theses, and HMIC. Review methods: A service-mapping questionnaire was circulated to school nurses in all parts of the UK, and semistructured telephone interviews with service coordinators in NHS and local authority (LA) roles were conducted. An evidence synthesis was performed based on a systematic review of the quantitative evidence about service effectiveness, qualitative evidence about user and professional views and a mixed-methods synthesis. A proof-of-concept model for assessing cost-effectiveness was drawn up. Results: Three broad types of UK sexual health service provision were identified. Firstly, SBSHS staffed by school nurses, offering ‘minimal’ or ‘basic’ levels of service. Secondly, SBSHS and SLSHS staffed by a multiprofessional team, but not medical practitioners, offering ‘basic’ or ‘intermediate’ levels of service. Thirdly, SBSHS and SLSHS staffed by a multiprofessional team, including medical practitioners offering ‘intermediate’ or ‘comprehensive’ levels of service. The systematic review showed that SBSHS are not associated with higher rates of sexual activity among young people, nor with an earlier age of first intercourse. There was evidence to show positive effects in terms of reductions in births to teenage mothers, and in chlamydial infection rates among young men, although this evidence coming primarily from the USA. Therefore, the findings need to be tested in relation to UK-based services. Also evidence to suggest that broad-based, holistic service models, not restricted to sexual health, offer the strongest basis for protecting young people’s privacy and confidentiality, countering perceived stigmatisation, offering the most comprehensive range of products and services, and maximising service uptake. Findings from the mapping study also indicate that broad-based services, which include medical practitioner input within a multiprofessional team, meet the stated preferences of staff and of young people most clearly. Partnership-based developments of this kind also conform to the broad policy principles embodied in the Every Child Matters framework in the UK and allied policy initiatives. However, neither these service models nor narrower ones have been rigorously evaluated in terms of their impact on the key outcomes of conception rates and sexually transmitted infection (STI) rates, in the UK or in other countries. Therefore, appropriate data were not found to support cost-effectiveness modelling. Limitations: Low response rate to the questionnaire. Scotland, Wales and Northern Ireland were under-represented. Also, the distinction made in the questionnaire between ‘general health’ and ‘sexual health’ services did not prove robust. Conclusions: There is no single, dominant service model in the UK. The systematic review demonstrated that the evidence base for these services remains limited and uneven, and draws largely on US studies. Qualitative research is needed to develop robust process and outcome indicators for the evaluation of SLSHS/SBSHS in the UK. These indicators could then be used both in local evaluations, and in large, longitudinal studies of service effectiveness and cost-effectiveness. Future research should examine the impact of the differing types of services currently evolving in the UK, encompassing school-based and school-linked models, as well as models with and without medical practitioner involvement