Hydrologic-economic Feasibility Study on Precipitation Augmentation Over the Great Lakes

published or submitted for publicationis peer reviewedOpe

Psychopathic Personality Traits and Iowa Gambling Task Performance in Incarcerated Offenders

There is a paucity of research on how psychopathy relates to decision-making. In this study, we assessed the relationship between affective decision-making and psychopathic personality. A sample of prisoners (n D 49) was characterized in terms of psychopathic traits using the Psychopathic Checklist: Screening Version (PCL:SV). Decision-making was assessed using the Iowa Gambling Task (IGT). Higher levels of psychopathy related to more advantageous choices (p D .003). Also counter-intuitively, higher levels of antisocial traits (facet 4) predicted advantageous choices during the learning phase of the task (p D .004). Our findings suggest that some psychopathic facets may be more relevant to decisionmaking under risk, and highlight the importance of further investigations considering facet and trait-level relationships with decision-making

The Effects of the HCAHPS Learning Module on Undergraduate Nursing Students During the Simulated Hospital Day

The introduction of the Affordable Care Act has brought about change in the way the Centers for Medicare and Medicaid Services (CMS) reimburses for hospital care. Hospitals are being rewarded for making the patient experience a positive one as evaluated by the patients. This information is provided through the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey. These survey results allow consumers to compare hospitals locally and nationally with other hospitals. Patients are able to evaluate the hospitals in their area and make informed decisions about where they want to get their care based on previous patients’ experiences. In addition to comparisons with other hospitals, facilities are eligible for improved reimbursements based on the HCAHPS scores. With these two incentives it is in the hospital’s best interest to maximize the opportunity to improve the patient experience. With this new focus on reimbursement, hospitals are placing more emphasis on customer service training for their staff and newly hired graduate nurses. This training is focused on improving patient care while at the same time improving the patients’ responses on the HCAHPS survey. Introducing these concepts to undergraduate nursing students will prepare them for expectations they will experience as staff nurses. The aims addressed in this project were to assess if the undergraduate nursing students’ knowledge of HCAHPS and practice could be improved through the implementation of the HCAHPS Survey tool and Learning Module during simulation activities. The undergraduate nursing students’ baseline knowledge of HCAHPS was established, students were provided education through the HCAHPS Learning Module, and an HCAHPS survey was completed on the care they received. The students’ HCAHPS knowledge and practice were assessed. The results showed a statistically significant improvement in the participants’ HCAHPS knowledge. There was no statistical significance noted related to the practice between the students as nurses on Day one or Day two. This project educated the students on how the HCAHPS survey assesses the patient experience and the impact the nurse can have to improve the patients’ responses. This type of training is a win-win for both the hospital and the undergraduate students. The students have been educated and have experience with HCAHPS which should lead to reduced orientation time, more marketability and provide more competent patient centered care

Comparing rural parent and teacher perspectives of parental involvement: A mixed methods study

Parents and teachers have differing perspectives of parental involvement which presents a barrier to the development of effective parental involvement. This mixed-method, sequential, exploratory study of parents and teachers in rural school districts sought to identify, compare, and analyze these divergent parental involvement perspectives. A sample of 122 parents and 21 certified teachers from 3 rural elementary schools were first surveyed using parallel questions from Epstein\u27s School and family partnerships parent (or teacher) questionnaire (SFP). Independent-sample t-tests of SFP scales confirmed parental involvement perspectives of parents and teachers differed significantly. Survey data was analyzed descriptively and identified 5 specific topics of differences: parents\u27 ability to help with reading and math, their need for teacher ideas, checking homework, volunteering, teacher and parent communication, and sharing learning expectations. Next, 5 focus groups of parents, teachers, and parents and teachers together probed these topics. Digital recordings of focus group data were transcribed, segmented, and coded for repeated words and phrases. Themes were then inductively developed. Results specified parents want clear, timely communication, while teachers want parents\u27 support and to assist with children\u27s homework. Results further indicated improved communication would assist in building stronger parent teacher relationships. Focus groups provided a venue for communication and building relationships inspiring transformation. The implications of social change are that parental involvement programs that address the perspectives of both parents and teachers improve understanding and promote a sense of social justice where both parents and teachers share positions of power in the education of children