Incivility in Nursing Education: The Role of Nursing Education in the Perpetuation of Incivility in the Nursing Profession

According to Jones, Echevarria, Sun, and Ryan (2016), 80% to 90% of nurses experience bullying at some point during their career. In 2011, the American Nursing Association (ANA) reported incivility contributed to 40% of medication errors being unreported. A study by Clarke, Kane, Rajacich, and Lafreniere (2012) reported that 88.72% of the 674 participating nursing students had experienced bullying by faculty. The purpose of this study was to explore the impact nursing education has in the perpetuation of incivility in the field of nursing. Using a modified survey, data was collected from two disparate cohorts of nursing students at two dissimilar times during their educational process. This data was analyzed to describe and compare the incivilities experienced by second semester and final semester nursing students, to determine if differences exist according to the length of time spent in a nursing educational program. Viewing these differences through the lens of Bandura’s social cognitive theory may be indicative of the role the nursing education process plays in the perpetuation of incivility across the professional continuum. Results of this study indicate that incivilities, sometimes aggressive and violent, were being experienced and perpetrated by both faculty and students in this program of study. Future research is urgently recommended to pinpoint the locus of incivility and collaborative efforts involving the educational, clinical, and administrative arenas, in conjunction with the legal authorities, is suggested

Preferred Learning styles: the case of students at a satellite campus in the Middle East’

The education of international students has long been a focus for universities in the major English speaking destination (MESD) countries of the United States, the United Kingdom, Canada, Australia and New Zealand. Studying for and successfully completing a qualification from a university in an MESD country is viewed positively by international students, and universities in such countries have shown a significant increase in the number of enrolled international students. The provision of education by MESD universities is not confined by national borders and increasingly universities are developing satellite campuses in a number of locations. These satellite campuses provide an MESD country university qualification to two distinct groups of students. Firstly, local students are attracted to study an international qualification in their home country as this eliminates the costly experience and personal upheaval of studying overseas. Secondly, the creation of a satellite campus of a university based in an MESD country will attract expatriate students and also other international students from the immediate area. This research is focused on international students studying undergraduate programmes at a satellite campus of a United Kingdom university located in the United Arab Emirates (UAE) in the Middle East. The study is set within the context of those students’ preferred learning styles and experiences. Focusing on issues of pedagogy, the study is based on the suggestion that international students will experience a Introduction Understanding how individuals learn has been of academic interest for a number of years. However, with current attention focusing on the importance of the knowledge society, the understanding of learning becomes more critical. Gold and Smith (2003:1) argue that learning is the key factor for survival, sustainability and competitive advantage at the level of the individual, the organization and the nation. Nevertheless, understanding learning is not a straightforward process. Merriam (2001:38) emphasize that the knowledge base of learning comprises a myriad of theories, models, sets of principles and explanations. This paper explores one aspect of learning from a cognitive perspective, by examining differences in the student learning process. The context for the study is tourism and hospitality students studying at a satellite range of new and unfamiliar teaching and assessment methods and consequently have to make a substantial adjustment in terms of their learning styles in order to succeed in a Western university. This paper examines the individual and collective preferred learning style of a sample of international students studying tourism and hospitality in the Middle East. The work analyses the links between ethnic origins and preferred learning style, suggesting that preferred learning styles should be taken into consideration when developing curriculum which is accessed by international students

Staging the Past: The Period Room in New Zealand

Before 1940, few of the nation’s museums actively collected or displayed artefacts associated with the history of European settlement in New Zealand. Over the following three decades, an interest in ‘colonial history’ blossomed and collections grew rapidly. Faced with the challenge of displaying material associated with the homes of early settlers, museums adopted the period room as a strategy of display. The period room subsequently remained popular with museum professionals until the 1980s, when the type of history that it had traditionally been used to represent was increasingly brought into question. Filling a gap in the literature that surrounds museums and their practices in New Zealand, this thesis attempts to chart the meteoric rise and fall of the period room in New Zealand. Taking the two period rooms that were created for the New Zealand Centennial Exhibition in 1939 as its starting point, the thesis begins by considering the role that the centennials, jubilees and other milestones celebrated around New Zealand in the 1940s and 1950s played in the development of period rooms in this country, unpacking the factors that fuelled the popularity of this display mode among exhibition organisers and museum professionals. The thesis then charts the history of the period room in the context of three metropolitan museums – the Otago Early Settlers Museum, the Canterbury Museum, and the Dominion Museum – looking at the physical changes that were made to these displays over time, the attitudes that informed these changes, and the role that period rooms play in these institutions today

The influence of alternative field based experiences on preservice teachers’ perceptions of assessment in physical education : an occupational socialization inquiry

There have been recent developments of new approaches to assessment in physical education (PE), but due to an extensive history of assessment in PE as being an area of concern, there is still a high demand for research on the topic. The profession of PE needs to gain insight on how to better prepare assessment literate preservice teachers. This study employed Occupational Socialization Theory as a conceptual framework to explore three preservice PE teachers’ perceptions of assessment during an alternative based field experience. The aims of the study were to investigate how the alternative based field experiences, along with how their socialization experiences, influenced their assessment perceptions. A qualitative, phenomenological research design was utilized to gain an understanding of the participants lived experience of an alternative field based setting within a methods course. The participants were recruited through their course as a convenience sample. All data were qualitative and collected through autobiographies, lesson plans, video recordings of teaches, and 3 rounds of interviews per participant. The data were examined with a collaborative qualitative analysis approach. The findings from the study were described thematically. Results were categorized into three major themes: (a) out of sight out of mind: assessment disappears in actual teaching practices, (b) preservice teachers cognitively valued assessment, and (c) professional socialization impact PPETs assessment implementation in alternative field experiences. Within the first main theme there was one subtheme – disconnect from planning to implementation with four sub-subthemes. The second main was comprised of two subthemes: (a) value assessment to promote learning (two sub-subthemes), and (b) recognized the potential impact of assessment on student learning as a motivator or demotivator (one sub-subtheme). The third main theme had three subthemes that emerged: (a) recognition of assessment importance throughout PETE programming, (b) faculty and staff had negative and positive influences on PPETs’ assessment perceptions, and (c) absence of assessment exposure and modeling. The results suggest that preservice PE teachers value assessment, and there are socialization factors that influence their perceptions. However, even with supports that existed at the alternative field based setting, there was still a lack of implementation of assessmentCurriculum and Instructio

The Men’s Safer Sex Trial: a feasibility randomised controlled trial of an interactive digital intervention to increase condom use in men

OBJECTIVE: We aimed to determine the feasibility of an online randomised controlled trial (RCT) of the Men’s Safer Sex website, measuring condom use and sexually transmitted infection (STI). METHODS: For this study 159 men aged ≥16 with female sexual partners and recent condomless sex or suspected STI were recruited from three UK sexual health clinics. Participants were randomised to the intervention website plus usual clinic care (n = 84), or usual clinic care only (n = 75). Online outcome data were solicited at 3, 6, and 12 months. RESULTS: Men were enrolled via tablet computers in clinic waiting rooms. Software errors and clinic Wi-Fi access presented significant challenges, and online questionnaire response rates were poor (36% at 3 months with a £10 voucher; 50% at 12 months with £30). Clinical records (for STI diagnoses) were located for 94% of participants. Some 37% of the intervention group did not see the intervention website (n = 31/84), and (as expected) there was no detectable difference in condomless sex with female partners (IRR = 1.01, 95% CI 0.52 to 1.96). New acute STI diagnoses were recorded for 8.8% (7/80) of the intervention group, and 13.0% (9/69) of the control group over 12 months (IRR = 0.75, 95% CI 0.29 to 1.90). CONCLUSIONS: It is likely to be feasible to conduct a future large-scale RCT to assess the impact of an online intervention using clinic STI diagnoses as a primary outcome. However, practical and technical challenges need to be addressed before the potential of digital media interventions can be realised in sexual health settings

Defining the content of an online sexual health intervention: the MenSS Website

BACKGROUND: Health promotion and risk reduction are essential components of sexual health care. However, it can be difficult to prioritize these within busy clinical services. Digital interventions may provide a new method for supporting these. OBJECTIVE: The MenSS (Men's Safer Sex) website is an interactive digital intervention developed by a multidisciplinary team, which aims to improve condom use in men who have sex with women (MSW). This paper describes the content of this intervention, and the rationale for it. METHODS: Content was informed by a literature review regarding men's barriers to condom use, workshops with experts in sexual health and technology (N=16) and interviews with men in sexual health clinics (N=20). Data from these sources were analyzed thematically, and synthesized using the Behavior Change Wheel framework. RESULTS: The MenSS intervention is a website optimized for delivery via tablet computer within a clinic waiting room setting. Key targets identified were condom use skills, beliefs about pleasure and knowledge about risk. Content was developed using behavior change techniques, and interactive website features provided feedback tailored for individual users. CONCLUSIONS: This paper provides a detailed description of an evidence-based interactive digital intervention for sexual health, including how behavior change techniques were translated into practice within the design of the MenSS website. Triangulation between a targeted literature review, expert workshops, and interviews with men ensured that a range of potential influences on condom use were captured

Cancer clocks in tumourigenesis : the p53 pathway and beyond

Circadian rhythms regulate a vast array of physiological and cellular processes, as well as the hormonal milieu, to keep our cells synchronised to the light-dark cycle. Epidemiologic studies have implicated circadian disruption in the development of breast and other cancers, and numerous clock genes are dysregulated in human tumours. Here we review the evidence that circadian rhythms, when altered at the molecular level, influence cancer growth. We also note some common pitfalls in circadian-cancer research and how they might be avoided to maximise comparable results and minimise misleading data. Studies of circadian gene mutant mice, and human cancer models in vitro and in vivo, demonstrate that clock genes can impact tumourigenesis. Clock genes influence important cancer related pathways, ranging from p53-mediated apoptosis to cell cycle progression. Confusingly, clock dysfunction can be both pro- or anti- tumourigenic in a model and cell type specific manner. Due to this duality, there is no canonical mechanism for clock interaction with tumourigenic pathways. To understand the role of the circadian clock in patients’ tumours requires analysis of the molecular clock status compared to healthy tissue. Novel mathematical approaches are under development, but this remains largely aspirational, and is hampered by a lack of temporal information in publicly available datasets. Current evidence broadly supports the notion that the circadian clock is important for cancer biology. More work is necessary to develop an overarching model of this connection. Future studies would do well to analyse the clock network in addition to alterations in single clock genes

The Iowa Homemaker vol.10, no.2

Coeds of the Naughty Ninties by Mary Morrison Beyer, page 1 Color in the Garden by Edna Rhoades, page 2 The Tragedy of Errors by Marjorie W. Smith, page 3 Where Toothbrushes Grow on Trees by Nellie Goethe, page 3 Architectural Features in Small Gardens by Margaret Jane Walker, page 4 Y. W. C. A.’s Fortieth Birthday by Ila Woodburn, page 5 4-H Club by Helen Melton, page 6 State Association by Marcia E. Turner, page 8 Child Health May Day by Anafred Stephenson, page 10 Editorial, page 11 Alumnae News by Dorothy B. Anderson, page 12 Tid Bits for Home Economics by Edith Roberts and Nellie Goethe, page 1

Evaluation of DSSAT-MANIHOT-Cassava model to determine potential irrigation benefits for cassava in Jamaica

Cassava (Manihot esculenta Crantz) is an important food crop, especially in developing countries, because of its resilience and ability to grow in conditions generally inhospitable for other crops. However, tropical crops like cassava are not as frequently modeled compared with crops from temperate locations. The objective of this research was to calibrate the CSM-MANIHOT-Cassava model of the Decision Support System for Agrotechnology Transfer, DSSAT beta v4.8 and use the model to evaluate the potential benefits of irrigation on yield. We established two field trials with two water treatments (rainfed and irrigated) and four cultivars that had not been studied previously. We simulated in-season biomass and end-of-season yield, evaluating the model performance with different statistical measures. There was good agreement between simulated and measured values; the best results showed a deviation of 9.7%, normalized RMSE of 18%, and d-index of 0.98 for biomass, with corresponding values of 11, 24, and 0.98, respectively, for yield. Good simulations of yield correlated with accurate simulations for leaf area index and harvest index. The varieties showed differential responses to irrigation, suggesting that there are diverse levels of drought tolerance even within the same environmental condition

What motivates senior clinicians to teach medical students?

BACKGROUND: This study was designed to assess the motivations of senior medical clinicians to teach medical students. This understanding could improve the recruitment and retention of important clinical teachers. METHODS: The study group was 101 senior medical clinicians registered on a teaching list for a medical school teaching hospital (The Canberra Hospital, ACT, Australia). Their motivations to teach medical students were assessed applying Q methodology. RESULTS: Of the 75 participants, 18 (24%) were female and 57 (76%) were male. The age distribution was as follows: 30–40 years = 16 participants (21.3%), 41–55 years = 46 participants (61.3%) and >55 years = 13 participants (17.3%). Most participants (n = 48, 64%) were staff specialists and 27 (36%) were visiting medical officers. Half of the participants were internists (n = 39, 52%), 12 (16%) were surgeons, and 24 (32%) were other sub-specialists. Of the 26 senior clinicians that did not participate, two were women; 15 were visiting medical officers and 11 were staff specialists; 16 were internists, 9 were surgeons and there was one other sub-specialist. The majority of these non-participating clinicians fell in the 41–55 year age group. The participating clinicians were moderately homogenous in their responses. Factor analysis produced 4 factors: one summarising positive motivations for teaching and three capturing impediments for teaching. The main factors influencing motivation to teach medical students were intrinsic issues such as altruism, intellectual satisfaction, personal skills and truth seeking. The reasons for not teaching included no strong involvement in course design, a heavy clinical load or feeling it was a waste of time. CONCLUSION: This study provides some insights into factors that may be utilised in the design of teaching programs that meet teacher motivations and ultimately enhance the effectiveness of the medical teaching workforce