Faculty wisdom as teaching culture care within the indigenous context of the Southeastern United States

This poster presents an ethnonursing research study guided by the culture care theory entitled Nursing Faculty Care, Expressions, Patterns, and Practices Related to Teaching Culture Care and conducted within the environmental context of urban and rural baccalaureate nursing programs in the Southeastern United States. The goal of the study was to discover faculty care that facilitated teaching students to provide culturally congruent and competent care. Four universal themes with universal and diverse patterns which supported the themes were discovered. The themes were faculty care as embedded in Christian religious values, beliefs, and practices; faculty teaching culture care without an organizing conceptual framework; faculty providing generic and professional care to nursing students; and care as essential for faculty health and well being to teach culture care. Discoveries for nursing actions and decisions for teaching culture care and two newly discovered care constructs, care as mentoring and Christian care are presented. This study, a unique application of the culture care theory, contributed to understanding the complex nature of teaching culture care and to the body of transcultural nursing education knowledge and the discipline of nursing

Nursing Faculty Care Expressions, Patterns, and Practices Related to Teaching Culture Care

Introduction: Teaching culture care in nursing education is critical to ensuring a culturally competent workforce. The purpose of this qualitative study was to discover faculty care that facilitates teaching students to provide culture care. Research questions were: 1. In what ways do nursing faculty care expressions, patterns, and practices influence teaching culture care? 2. In what ways do worldview, culture and social structure, and environmental context influence nursing faculty teaching culture care? 3. Given the nature of the school of nursing/university culture, what influence does this have on nursing faculty teaching culture care? 4. In what ways does nursing faculty teaching culture care influence their health and well being within the environmental context of the school of nursing/university? Method: This study was grounded in Leininger’s culture care theory and ethnonursing research method. Purposive sampling was used to recruit 27 nursing faculty from baccalaureate programs in the Southeastern United States. Open-ended interviews were conducted until saturation occurred, audio recorded, and transcribed. Leininger’s ethnonursing data analysis and qualitative criteria were used. Informants confirmed the themes and patterns. Results: Four major themes were discovered: faculty care is embedded in Christian religious values, beliefs, and practices; faculty taught culture care without an organizing framework; faculty provided generic and professional care to nursing students; and care is essential for faculty health and well being to teach culture care. Discussion/Conclusion: Faculty have limited preparation in transcultural nursing, yet ensured students cared for diverse patients in clinical assignments. Culture care repatterning is recommended for faculty to integrate teaching culture care throughout the curriculum and use a conceptual framework. This study further substantiated Leininger’s work; contributed to the practice of nursing through understanding the complex nature of teaching culture care; and to the discipline of nursing through building the body of transcultural nursing education knowledge

String C-groups as transitive subgroups of Sn

If $\Gamma$ is a string C-group which is isomorphic to a transitive subgroup of the symmetric group Sn (other than Sn and the alternating group An), then the rank of is at most n/2+1, with nitely many exceptions (which are classi ed). It is conjectured that only the symmetric group has to be excluded

Highest rank of a polytope for An

We prove that the highest rank of a string C-group constructed from an alternating group An is 3 if n = 5; 4 if n = 9; 5 if n = 10; 6 if n = 11; and the floor of of (n-1)/2 if n>=12. Moreover, if n = 3; 4; 6; 7 or 8, the group An is not a string C-group. This solves a conjecture made by the last three authors in 2012

The use of the ethnonursing qualitative research method to study culture care

Leininger developed the ethnonursing research method to study transcultural human care phenomena using her theory of culture care diversity and universality. The ethnonursing research methodology which uses an open, largely inductive process of discovery to document, describe, understand, and interpret people’s meanings and experiences will be presented. The ethnonursing researcher functions as co-participant with informants working together to discover how people experience and practice care in their daily lives. Systematic and reflective processes are used while focusing on the cultural context to explicate lifeways and understand their meaning for informants. The ethnonursing method embraces the importance of discovery from the people’s ways of knowing (generic care) and gives credence to the professional nurse’s way of knowing (professional care). Both generic and professional care have been discovered to provide assistance and supportive care for the health and wellbeing of people or to help people face death or disabilities. The authors’ research related to cultural competence and culturally congruent care will be provided to demonstrate how the use of this theory and method have contributed to discipline knowledge and nursing practice, education, research, and administration. Future directions for the use of the ethnonursing research method with the culture care theory will be presented

Honoring Life’s Journey: Community-Academic Partnership for End-of-Life Care in Rural Appalachia

Previous research found that rural Appalachian persons in East TN prefer to die at home, yet have limited knowledge and use of supportive end-of-life (EOL) healthcare services. This creates vulnerabilities and challenges for people, families, and community members. We formed a community-academic partnership with leaders and residents in a rural Appalachian county and university faculty and students. We used expertise of families, churches, community members, healthcare providers, and academics to develop culturally-relevant materials for educating about EOL. Community-academic partners co-created teaching materials which were refined by a graphic artist/educational specialist. Award-winning videographers captured the personal stories of three community members to teach: inter-generational aspects of EOL; hospice support for families caring for loved ones; and examples of how community members can support one another during EOL. As trusted members of the community, lay persons will use train-the-trainer format to disseminate teaching. In year two of a three-year project plan, we are testing training materials and methods for cultural acceptability and usability. Our desire is to provide education that contributes to quality of life and a dignified death experience for people, their families, and the community at large. Since death is a universal human experience, our project promotes understanding death as a natural part of life and EOL knowledge as an essential part of health. During our presentation, we will share lessons learned from our community-academic partnership, educational materials and methods, and engage participants in dialogue about using partnerships to address challenges and promote health and wellbeing in other Appalachian communities

Highest rank of a polytope for <i>A</i>_n

We prove that the highest rank of a string C-group constructed from an alternating group An is 3 if n=5, 4 if n=9, 5 if n=10, 6 if n=11, and ⌊(n−1)/2⌋ if n⩾12. Moreover, if n=3,4,6,7, or 8, the group An is not a string C-group. This solves a conjecture made by the last three authors in 2012

Battelle Memorial Institute Report BMI-785(Del.)

This report explores the production of beta silicon carbide, a low-temperature, cubic modification of cubic silicon carbide. The temperature, heating time, type of starting material, and proportion of starting materials were all varied in order to test yields of beta silicon carbide