An All-Terrain Vehicle Safety Educational Program: Is It Effective in Improving Attitudes, Safety Knowledge, and Behaviors in Adolescents Ages 12 to 18?

All terrain vehicles (ATVs) are a popular source of recreation. For some rural adolescents, ATVs are frequently used for agricultural work. Whether for work or recreation, many adolescents operate ATVs improperly either from a lack of knowledge, poor judgment or they engage in risky behaviors resulting in injuries and fatalities. The Kentucky Department of Agriculture (KDA) has devoted resources to provide ATV safety programs to educate adolescents statewide. However, there are no known studies evaluating the effectiveness of this KDA intervention. Therefore, a pilot study was proposed to determine the effectiveness of The KDA ATV safety program in improving ATV safety knowledge, attitudes and behaviors of adolescents ages 12 to 18. Following HSRB approval, a pre-experimental one group, pre-test, post-test design pilot study was conducted. A convenience sample (n=18) was drawn from adolescents registered to attend an ATV safety program provided by the KDA. The study was conducted in a south central Kentucky city. Haddon’s Matrix was used as the theoretical framework using the dual axis approach to injury prevention and injury control. On one axis are the host, the agent and the environment. In this study the host is the adolescent ATV driver, and the agent is the all-terrain vehicle. The environment includes the terrain, applicable ATV laws and societal attitudes toward ATV safety. On the second axis are the pre-event, event and post-event phases. Haddon’s Matrix is a process mechanism in which opportunities to reduce ATV related injuries and fatalities can be identified. It is believed that knowledge, attitudes and behaviors regarding ATV safety can be positively influenced through effective educational strategies, ATV engineering design changes and ATV law enforcement issues as identified through the use of Haddon’s Matrix. Descriptive statistics and paired t-tests were used to analyze the data. The analysis revealed no statistically significant changes in adolescent knowledge following the intervention. However, there were statistically significant improvements in ATV related safety attitudes and behaviors. In conclusion, efforts should continue to prevent ATV-related injuries and fatalities via educational strategies to change behaviors and attitudes regarding ATV safety in communities and individuals. Implications include the need for further research to determine best practice ATV educational strategies that create positive change

Perceptions of Incivility in Nursing Education: A Survey of Associate and Baccalaureate Program Nursing Students

This study explored differences of nursing students’ perceptions of student and faculty incivility, measured using the Incivility in Nursing Education survey, across semesters and between Associate and Baccalaureate of Science nursing students. A sample of 262 Associate and Baccalaureate of Science nursing program students enrolled in second, third, and fourth semesters from a state university located in the mid-south participated in the study. Descriptive statistics, Analysis of Variance, and Independent t-tests were conducted to examine the research questions. These questions explored what student and faculty behaviors were perceived as uncivil and most frequently occurring (disruptive and threatening) uncivil behavior in the nursing academic environment by program type (ASN and BSN programs). Comparisons were made among level in program and program types. Data analysis revealed that the most frequent perceived disruptive classroom student behaviors were use of technology (computers, cell phones, texting) unrelated to class and holding distracting conversations. The most frequently occurring perceived disruptive faculty behaviors were deviating from the course syllabus and ignoring disruptive student behavior. The most frequently perceived threatening student and faculty behavior was challenging faculty knowledge or credibility. On 17 of 20 items, Baccalaureate nursing students perceived more disruptive faculty incivility than did Associate degree nursing students. The findings serve as an assessment of the state of affairs and a better understanding of student perceptions of student and faculty incivility. Findings may be used to address and manage incivility in nursing education by informing policy and practice. Suggestions for future research are presented

Serving as a Peer Reviewer: Rewards and Challenges

The practice of peer review is essential to ensure academic quality of articles published in professional journals. Nurses with expertise in evidence-based best practices are often well-qualified to serve as peer reviewers. Peer reviewers play an integral role in the peer review process to disseminate quality information. The peer-reviewed International Journal of Faith Community Nurses is the official journal of Faith Community Nurses International. Individuals interested in faith community nursing can aide in advancing this specialty of nursing practice by serving as a peer reviewer. The purpose of this article is to explore the peer review process, and to identify rewards and challenges of serving as a peer reviewer

Nursing Alumni: Continuing Education Preferences

The Bureau of Labor Statistics reports that there are 2.9 million registered nurses in the U.S who practice in a variety of settings including faith communities. The faith community nurse blends care of the spirit along with physical health to prevent or decrease illnesses. To stay informed of the latest evidenced-based practice, continuing education is essential. Due to many factors; work schedules, family, and location, meeting educational needs can be a challenge. The aim of this study was to examine nurses’ preferences related to delivery methods and day/time as well as topics of interest that influence nurses’ decisions when choosing educational opportunities