A comprehensive educational approach to improving NCLEX‐RN pass rates

Background Nurse educators strive to find the best educational methods to prepare students in their attempt to pass the National Council Licensure Examination for Registered Nurses (NCLEX‐RN). The purpose of this study is to describe the implementation of an online coaching program with Appreciative Advising and Emotional Intelligence education as combined educational strategies to improve student learning outcomes. Methods The study was conducted at a university in the Midwestern United States. The sample consisted of students in four graduating classes (2013, n = 15; 2014, n = 19; 2015, n = 18; and 2016, n = 17), who had followed supplemented program preparation in a prelicensure program. Electronic surveys were disseminated to determine satisfaction with student program supports through analysis of the mean overall average scoring of seven‐point Likert scale rates. NCLEX‐RN actual pass rates were reviewed to examine the quality of online coaching toward student preparation via a t test to compare the mean NCLEX‐RN pass rates before and after implementation. Results The students reported satisfaction with the additions of Appreciative Advising and Emotional Intelligence. NCLEX‐RN pass rates showed significant improvements with the combined program support additions. Conclusion The findings suggest that nursing schools that include student program support with an online coaching program can result in positive trends related to NCLEX‐RN pass rates

Examining Social Anxiety and Depression Among Excessive Online Gamers

The main purpose of this study was to examine the correlations between social anxiety, depression, and other psychological factors among online gamers in order to better understand the differences between excessive gamers (whose habits interfere with relationship, occupational, social, or health issues) and enthusiastic gamers (who spend much of their free time playing games but do not report any significant functional impairment as a result). A literature review revealed diverse conceptualizations of excessive gaming as well as differing opinions of what classifies gaming to be excessive/addicting/problematic, suggesting a need to more specifically analyze gaming habits in terms of coexisting pathology among particular genres of online gamers. Using data obtained from a survey of over 600 online gamers, differences in psychopathology, quality of life, and severity of excessive gaming habits were compared across three gaming media (Massively Multiplayer Online Role Play Games, Internet browser games, and online console games). Statistical analyses revealed differences between excessive and enthusiastic gamers as well as differences across gaming genres. The results show that social anxiety and depression combined are significant predictors of excessive gaming among MMORPG and Internet browser gamers with depression being a significantly stronger predictor. Excessive Internet browser gamers reported the highest level of depression. Additionally, excessive gamers also reported significantly lower qualities of life. Results and implications for practice and future research are discussed

Method for deploying multiple spacecraft

A method for deploying multiple spacecraft is disclosed. The method can be used in a situation where a first celestial body is being orbited by a second celestial body. The spacecraft are loaded onto a single spaceship that contains the multiple spacecraft and the spacecraft is launched from the second celestial body towards a third celestial body. The spacecraft are separated from each other while in route to the third celestial body. Each of the spacecraft is then subjected to the gravitational field of the third celestial body and each of the spacecraft assumes a different, independent orbit about the first celestial body. In those situations where the spacecraft are launched from Earth, the Sun can act as the first celestial body, the Earth can act as the second celestial body and the Moon can act as the third celestial body

Representing Underrepresented Students, Including Immigrant Students, in an Urban Advanced Placement U.S. Government Class: A Teacher\u27s Inquiry on Challenges and Opportunities in Students\u27 Academic Discourse

Since the passage of Public Law 107-110, the No Child Left Behind Act (NCLB) (2002), public schools have been encouraged to increase the number of students participating in Advanced Placement courses, particularly underrepresented or low-income and other disadvantaged students. This policy was seen as a means of increasing academic rigor and college preparation (Section 1702, 2002) for a broader spectrum of students than those who traditionally had access to these courses. More recently, the U.S. Department of Education\u27s focus on achievement and closing the achievement gaps has included civic learning (Duncan, 2012). Simultaneously, changing U.S. demographics have increased the number of English Language Learners in schools, many with multidimensional citizenship, (Parker, Ninomiya & Cogan, 2011). In order for underrepresented students to have access to college preparatory courses, these students need contact with and ownership of disciplinary and academic language and content (Echevarria, Vogt, & Short, 2010; Shanahan & Shanahan, 2008; Walqui, & Lier, 2010). Students also benefit from a citizenship education that nurtures a blended cultural, national and global identity and allegiances (Banks, 2004, 2007). This teacher practitioner inquiry examines the opportunities and challenges of preparing underrepresented students, including immigrant students, for the Advanced Placement U.S. Government exam at an urban, neighborhood high school in an academically stratified school district. The intervention proposed in this study was to support students\u27 disciplinary language and civic competency in an Advanced Placement United States Government course by incorporating civic deliberations and blog posts. Instructional and language strategies were scaffolded to build on the students\u27 prior knowledge, points of view, and to build background knowledge. Interwoven are my observations and questions as a teacher practitioner reflecting on my preparation and response to the challenges and opportunities of working with students to prepare them for a high stakes exam and college / career and life. By using ethnographic methods, I analyzed students\u27 responses in semi-structured interviews and questionnaires. Then, I analyzed my strategies to prepare for civic deliberations; as well, I studied students\u27 participation in the deliberations and their subsequent blog postings. Lastly, I reflected on the changes I made to make the civic deliberations more accessible for students while encouraging students to include disciplinary evidence with their prior knowledge, identities and points of view

Interview of Paul Joslin, F.S.C.

Brother Paul Joslin was born in Philadelphia, Pennsylvania on September 3, 1946. He grew up in Colwyn, Delaware Country, Pennsylvania which is adjacent to southwest Philadelphia. He attended West Philadelphia Catholic High School for Boys where he was introduced to the Lasallian Christians Brothers. During the middle of Brother Paul’s junior year of high school, he became a Juniorate and on June 15, 1964 became a Novitiate in the Christian Brothers. Brother Paul studied Spanish at LaSalle University, then LaSalle College, as an undergraduate from 1965 – 1969. He earned a Masters degree in Spanish from Millersville University of Pennsylvania, then Millersville College, in 1974. During his vocation as a Christian Brother, Brother Paul has taught Spanish and religion at Archbishop Carroll High School in Radnor, Pennsylvania, Calvert Hall Catholic High School in Towson, Maryland, West Philadelphia Catholic High School for Boys in Philadelphia, Pennsylvania, a Christian Brother’s school in Chiquimula, Guatemala, the Colegio de la Salle in Huehuetenango, Guatemala and Hudson Catholic High School in Jersey City, New Jersey. Brother Paul currently lives at the Christian Brother’s house at Hudson Catholic High School in Jersey City, New Jersey. The interview discusses Brother James Miller, a Christian Brother who was murdered in Guatemala in 1982

Internal Attributes That Mitigate Perceived Job Insecurity: Improving Employee Satisfaction

Employee satisfaction has been found to have a strong relationship with perceived job security. This study explored job insecurity in an unstable global economy. Specifically, it examined internal attributes of employees, hypothesizing that such attributes would enable employees to better cope with work-related stressors such as job insecurity. Specific attributes of personality and employability were assessed as potential moderators of job satisfaction and security, utilizing the theory of work adjustment and person-environment correspondence as theoretical frameworks. The specific attributes included facets of conscientiousness and neuroticism as well as dispositions of employability including openness to change at work, work and career resilience, work and career proactivity, career motivation, and work identity. Multiple regression tests analyzed the relationship between these internal attributes and both job insecurity and satisfaction on a convenience sample of 100 participants from 2 companies. Participants completed online assessments of the Minnesota Satisfaction Questionnaire; the NEO Personality Inventory, 3rd edition (NEO-PI-3); and the Dispositional Measure of Employability. The findings of this study showed significant relationships between both work and career resiliency and vulnerability and both job satisfaction and perceived job security. Employees, employers, and future researchers may benefit from the findings. Results suggest options for improving the work environment by enabling employees to derive greater satisfaction and security and by providing employers areas for training opportunities. Additionally, future research could explore methodologies, such as mindfulness and cognitive appraisal, which may further increase resiliency and decreasing vulnerability

Methods leading to best outcomes for elderly patients presenting with chest pain in emergency departments.

Abstract Background: Hospitals today currently face many health disparities among patients. There are many factors that contribute to these health disparities such as the decision-making process. Objective: The goal of this systematic review was to identify how computerized risk prediction models compared to a set of decision rules influence health outcomes during emergency room stay of older adult patients with chest pain. Method: We searched databases such as, CINAHL, EBSCOHost, and PubMed to identify barriers influencing health outcomes of older adults with chest pain in the emergency department. Results: There were seven articles included in the review indicating the effectiveness and reduction of the delay in the management of chest pain among older adult patients in the emergency room when decision making models are available. Conclusion: With the use of a computerized risk prediction for elderly patients with chest pain proved to be more reliable and effective with time and treatment

Mentoring: Experiences Of Physical Education Teachers With In-Content And Out-Of-Content Mentors

This qualitative study investigates teachers\u27 experiences with mentoring programs. An interpretive paradigm was used. Four hour-long interviews were conducted, transcribed, and analyzed to examine mentoring experiences. Participants included one in-content mentoring pair (an early career physical education (PE) teacher and a veteran PE teacher) and one out-of-content pair (an early career PE teacher and a veteran kindergarten teacher). Guiding the research were the questions: What are the experiences of physical educators with mentors inside their content area? What are the experiences of physical educators with mentors outside their content area? Findings showed that mentoring is an important support to provide early career PE teachers. Mentoring inside of teaching content has many benefits and mentoring outside of teaching content has challenges. Informal mentoring can provide additional support for new teachers. A strong mentoring relationship depends on a quality mentor, compatible personalities, and frequent meeting opportunities for the pair