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- ItemAssessing the Moderating Effect of Gender on the Relationship Between Leadership Style and Job Satisfaction(ProQuest LLC, 2019-06) Mayotte, JenniferLeaders influence and direct people to accomplish organizational goals. They create a vision and inspire others’ desire to achieve the company’s mission. Leadership style has a significant impact on job satisfaction, which can inspire confidence, trust, and support in employees. Employee satisfaction is important because satisfied employees perform more efficiently and the organization, in turn, thrives. By keeping qualified employees satisfied, write-ups, turnover, and violations can be kept to a minimum. Gender can shape how a leader communicates, establishes relationships, and builds rapport with employees. Gender can affect a manager’s power, style of communication, and confidence, which can impact employees’ decision-making styles and jeopardize workplace operations and outcomes. If managers are sensitive to differences between their leadership styles and the styles their employees prefer, they can adjust their communication and behavior to better match the preferences of their employees. However, the influence of gender on perceived leadership style and job satisfaction of front-line employees was unknown. The purpose of this quantitative, nonexperimental study was to assess the moderating effect of gender on the predictive relationship between leadership style and job satisfaction using a stratified, random, and gender-balanced sample of front-line banking employees. Data analysis consisted of a two-way ANOVA. Gender was not found to be a significant moderator of the relationship between perceived leadership style and employee job satisfaction; however, there was a significant relationship between perceived leadership style and employee job satisfaction.
- ItemCyberbullying and Depression Among Adolescents in an Acute Inpatient Psychiatric Hospital(Bethamscience, 2018-08) Florang, Jesse; Jensen, Linda Welch; Goetz, Suzanne BarnumWhile cyberbullying has been tied to mental health problems, there is a lack of research related to this phenomenon and associated psychopathology among the adolescent inpatient psychiatric hospital population. Objective: To examine the relationship between cyber aggression, cyber victimization, and depression among adolescents (N = 100) in an acute inpatient psychiatric setting. Method: We utilized the Cyber Peer Experiences Questionnaire and the Center for Epidemiological Studies- Depression Scale to obtain information related to cyberbullying and depression. Results: The findings indicate 95% prevalence rate of cyber victimization and 94% prevalence rate of cyber aggression among participants, during the previous two months. The findings also indicated there was a significant difference between the association of gender and cyber victimization (t = 4.12, df = 69, p = 0.01) and gender and cyber aggression (t = 2.36, df = 48, p ≤ 0.02). Ninety nine percent of females reported experiencing cyber victimization (M = 25.53) at least once in the previous two months, compared to 87% of males (M = 20.10). Additionally, 97% of females reported participating in cyber aggression (M = 20.31) at least once in the previous two months, compared to 87% of males (M = 17.73). The findings also indicated a significant association between cyber victimization and depression (r = 0.218, p ≤ 0.03) and adolescents who reported experiencing cyber victimization were significantly likely to engage in cyber aggression (r = .555, p ≤ 0.01). Conclusions: Inpatient psychiatric hospitals need to update assessment and treatment procedures to account for the impact cyberbullying has on the adolescent population.
- ItemFeasibility and Value of Adding Fluoroscopic Examinations to an Academic Hospital Affiliated Outpatient Imaging Center(2019-09) Wolf, BeckyNebraska Medicine has been serving patients from every state in the country as well as 47 countries worldwide since the founding of Clarkson Hospital in 1869. With its main academic campus deeply rooted in the heart of midtown Omaha, Nebraska, Nebraska Medicine has strategically expanded their service region to include a second hospital in Bellevue, Nebraska, multiple primary care clinics located throughout the metropolitan area, and a robust outpatient facility in the Village Pointe area of west Omaha. Located within the outpatient center is an outpatient imaging department equipped with the most up to date imaging equipment. This business plan discusses the feasibility of the addition of an outpatient fluoroscopy service line within this imaging department. The expansion of this service line is assessed through a detailed external and internal environmental scan, market analysis with the identification of the target market, risk assessment, competition analysis, and financial evaluation. Multiple internal strengths and external threats are identified and addressed. The development of a marketing strategy is also discussed. The financial analysis reveals that the significant startup cost lends itself to the potential of financial loss for the first year of operation while the department is not operating at full capacity. It is expected that with a vigorous marketing campaign a new patient population will be captured, and existing patients may be attracted to the convenient outpatient location. The new patients entering the Nebraska Medicine network through referrals to this department could feed into the stream of referrals for other specialty service lines throughout the organization. The qualitative value of this service line cannot be understated while evaluating the financial impact this expansion will have throughout the organization.
- ItemGrowing an IPE Program: From Planting Seeds to a Blossoming Organizational Effort(2019-08) Flanagan, Sarah; McMahon, Nancy; Weber, Patricia; Blum, Joan; Ruhkamp, Renee; Arshad-Snyder, Siti; Allen, Becky; Varguez, Ricardo; Tworek, Kate; Taylor-Costello, Julie; Nebel, AndreiaInterprofessional education (IPE) is considered best practice, but large group implementation is challenging; most efforts have been limited to a classroom or specific program. Inclusion of IPE among all disciplines is highly recommended during pre-professional training as opposed to workplace training. This project describes the efforts at Clarkson College to implement IPE using an online course for all in-coming students in Fall 2018. Experiences researching, planning, implementing and evaluating this IPE program are shared.
- ItemInterprofessional Collaborative Care: An Evidence-Based Approach to Healthcare Education(2019) McMahon, Nancy; Allen, Rebecca; Arshad-Snyder, Siti; Blum, Joan; Flanagan, Sarah; Nebel, Andreia; Ruhkamp, Renee; Taylor-Costello, Julie; Tworek, Kate; Varguez, Ricardo; Weber, PatriciaIntroduction: Healthcare education has traditionally occurred within the confines of each discipline’s instructional program, limiting students’ knowledge of other disciplines and potentially impacting communication with the healthcare team, quality of care delivery, and patient outcomes (D’Amour & Oandasan, 2005; Interprofessional Education Collaborative Expert Panel [IPEC], 2011). The World Health Organization (2010) defines interprofessional education (IPE) as “students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” and advocates for its use with global health perspectives to influence health policy (p. 7). Although the concept of IPE is not new, many healthcare education programs encounter challenges with its implementation due to funding, scheduling concerns, sustainability, as well as faculty and student buy-in (Hinderer & Joyner, 2014; Sandhu, Robert Hosang, & Madsen, 2015). From a healthcare education perspective, many accrediting bodies now require IPE within their accreditation standards as interprofessional education and collaboration are best practices for achieving safe, high quality patient-centered care (Accreditation Commission for Education in Nursing, 2013; Berman, 2013; Commission on Accreditation in Physical Therapy Education, 2015; Higher Learning Commission [HLC], 2015; IPEC, 2011). IPE has been successfully implemented within higher education (Sanborn, 2016); however, most efforts have been limited to a classroom or a healthcare program. Inclusion of IPE within and among all programs at healthcare colleges or universities is highly recommended during pre-professional training as opposed to workplace training (Hinder & Joyner, 2014). Purpose of the project: The purpose of this project was to introduce IPE at a small Midwestern, private healthcare college and evaluate students’ interprofessional collaborative competency after completing an online course, participating in IPE events, and completing reflective journals relating to the IPEC (2016) core competencies. Description of the process: An interprofessional group of college faculty and instructional design experts, collectively known as IPE Champions, performed an extensive review of the literature regarding interprofessional education and collaboration as part of a year-long task force in 2016 which examined effective teaching-learning strategies for higher education. HLC Criterion 3B “The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs” was used to guide the process (HLC, 2015, p. 10). The campus community completed a SurveyMonkey® questionnaire that asked participants to indicate their understanding of IPE, awareness of campus IPE activities, areas of interest in IPE offerings, and willingness to engage in IPE activities, either as a participant or an event organizer. Survey results indicated that a small percentage of participants felt confident in their understanding of IPE, but the majority of participants expressed interest in pursuing IPE as part of their academic healthcare studies. After achieving faculty, student, and college administration buy-in for implementation of a formalized IPE program on campus, the IPE champions created an introductory course entitled “IPE 301: Interprofessional Education.” The course was designed as a pass/no pass, zero credit hour course required for all incoming students from all program levels and fields of discipline beginning in the Fall 2018 semester. The course consisted of recorded lecture videos, reading assignments, YouTube and interactive videos, open-book quizzes, as well as a pre-, mid- and post-assessment using the Interprofessional Collaborative Competency Attainment Scale (Revised) ([ICCAS], (MacDonald et al., 2010). The ICCAS is a 20-question item assessment where participants rate their abilities relating to effective communication, providing constructive feedback, and working together.
- ItemOnline Doctoral Students Writing for Scholarly Publication(Elsevier, 2019) Kirkpatrick, KatherineScholarly publication remains an indication that doctoral students have successfully joined their field’s dialogue—that they are doing the work of scholars, which is critical to their career progression in academia and important in other contexts, as well. Yet, how best to support and instruct doctoral students in writing for scholarly publication continues to be debated, particularly in relation to online students. As such, this qualitative archival analysis of online interdisciplinary leadership doctoral students’ discussion boards from three course sections of an elective course on writing for scholarly publication uncovered behavioral and emotional barriers that inhibited students’ progression toward scholarly publication. Its aim was to discover best practices for easing and quickening doctoral students’ paths to scholarly publication. Findings resulted in the creation of a grounded theory that took a comprehensive vantage point of the issue and offered practicable tenets for programmatic implementation.
- ItemProcedures and Patient Care for the Physical Therapist Assistant(SLACK Incorporated, 2019) Memolo, Jennifer"Procedures and patient care will be one of the first courses a physical therapist assistant (PTA) student will encounter as they begin their educational career. The foundational material covered in Procedures and Patient Care for the Physical Therapist Assistant includes information about transfers, positioning, vital sign measurement, wheelchair fit and management, assistive devices, and gait. These skills are vital to know as a PTA, regardless of specialization or location of employment. Inside Procedures and Patient Care for the Physical Therapist Assistant, Jennifer Memolo includes objectives, key terms, common abbreviations, and review questions. Also, in each chapter is information adhering to the current best practice and an understanding of red flags a PTA should know and report to supervising physical therapists or other health care providers"--Provided by publisher.
- ItemWhen It Rains, It Pours: Ways to Survive the Storms(2019-07) Flanagan, Sarah; Weber, PatriciaWhile students, patients, and professionals often seek a “quick fix” - it is helpful to slow down and reflect upon why we do things the way we do. Research illustrates that childhood events impact both physical and mental health. This presentation introduces the ACEs (Adverse Childhood Experiences) study, then highlights strategies for building resilience that allow individuals to cope in ways that make them healthier and more effective, both personally and professionally. The presentation concludes with an overview of Brief Motivational Interviewing (BMI) as a therapeutic communication tool. Teaching strategies include small group discussion, video clips, brainstorming session, and meditation.