Browsing by Author "Montgomery, Michele"

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    A Comparative Analysis of Rural versus Urban Preschool Children's Sugar-Sweetened Beverage Consumption, Body Mass Index and Parent's Weight Status
    (Sage, 2022) Montgomery, Michele; Johnson, Paige; Ewell, Patrick; University of Alabama Tuscaloosa
    Background Childhood overweight and obesity continues to be a major public health concern, especially in minority, low-income, and rural populations. In order to develop health promotion interventions aimed at reducing obesity rates, there is a need to identify which populations have the highest rates of obesity and the risk factors associated with these high rates. Methods Data collected from low-income, preschool children and their parents in an urban community and a rural community in Alabama were analyzed and compared. Body Mass Index (BMI) was collected during school based health screenings, and information regarding parent's BMI and child's consumption of sugar-sweetened beverages (SSBs) were collected by parent report. Results Of the 363 children screened, 12.8% (15.2% rural and 11.9% urban) were considered overweight, and 15.8% (20.2% rural and 14.2% urban) of the sample was classified as obese. Rates of overweight and obesity for mothers were 27.6% (25.3% rural and 28.4% urban) and 48% (56.3% rural and 44.8% urban) respectively and 39.6% (53.3% rural and 34.4% urban) and 34.6% (28.3% rural and 36.9% urban) for fathers. Parents reported their child consumed 3.82 SSBs per day. Overall, mother's BMI, father's BMI and sugar-sweetened beverage consumption was positively associated with child's BMI. However, there were no significant interactions between the rural and urban groups. Conclusion Rates of overweight and obesity remain high in low-income, predominantly minority preschool children and their parents in two communities in Alabama. Consumption of SSBs, mother's BMI, and father's BMI are three factors impacting the weight status of low-income preschool children. These factors are significant in both rural and urban children.
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    Emotional intelligence: relationship with traditional evaluation methods in nursing
    (University of Alabama Libraries, 2013) Cheshire, Michelle Haney; Carter, Melondie R.; University of Alabama Tuscaloosa
    Abstract Emotional intelligence (EI) is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth. EI is increasingly discussed in health care as having a potential role in nursing. The purpose of this descriptive study was to examine the causal relationship between EI scores and the traditional academic admission criteria (GPA) and evaluation methods of a baccalaureate nursing program. The sample included second semester upper division nursing students (n=85). EI was measured utilizing the Mayer- Salovey- Caruso Emotional Intelligence Test (MSCEIT). The results of the statistical analysis (MANOVA, ANOVA, and Pearson Correlational Coefficient) found no significant relationships or correlations with the current methods of evaluation for admission to nursing school or the evaluation methods used once students are in the nursing program. These results imply that assessing a nursing student's EI is measuring a different type of intelligence than that represented by academic achievement.
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    An exploration of lived experiences of graduates from concurrent enrollment programs in nursing across the southern United States: a retrospective study
    (University of Alabama Libraries, 2021) Gentry, Sheila; Graves, Ann; University of Alabama Tuscaloosa
    The nursing academe currently faces a significant challenge to educating its profession. Nursing in the 21st century is more complicated than ever before. The complexity of today’s healthcare system requires a well-educated nursing workforce. Nurses with BSN degrees are well-prepared to meet the complex demands of today’s healthcare settings. This need to have a well-educated nursing workforce is well documented throughout the literature and is necessary for today's sophisticated healthcare setting. Nurse educators have been urged to undertake strategic changes in nursing education to meet this need. The concurrent enrollment nursing program (CEP) is an innovative model that offers an advantage to nursing students by allowing them to enroll in both ADN and BSN programs simultaneously, thereby streamlining progression toward the BSN degree. This qualitative retrospective study aimed to explore and describe the experiences of nurses who received a BSN degree from a CEP in the southern United States. Nine nurses participated in the study. Data were collected through semi-structured interviews and analyzed utilizing Colaizzi’s seven-step method (1978), and further examination employed Rogers’s Diffusion of Innovation process (2003). CEP program attributes discovered were: cost, program convenience, ability to get to work quicker, job requirement, and professional growth. Participant characteristics identified were determination, motivation, and organizational skills. This study is important for nursing education because an increased understanding of why students would choose a CEP instead of traditional nursing programs could lead to the development of better recruiting strategies to promote these new programs. Likewise, strategies could be aimed at developing approaches to monitor, evaluate, and better understand the effects both program curricula have on student retention.
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    Exploring new nurses' perceptions of a nurse residency program
    (University of Alabama Libraries, 2019) Hill, Chineda; Erevelles, Nirmala; University of Alabama Tuscaloosa
    Health care facilities across the United States have implemented innovative approaches such as nurse residency programs to facilitate a successful transition to practice for new nurses. Many nurse residency programs evaluate their effectiveness by assessing critical thinking abilities, retention, return on investment, and job satisfaction. Evaluations are conducted using surveys and focus groups. However, there is a void in the literature that examines the effectiveness of a new nurse residency program from the participants’ perspective; particularly asking the resident how the nurse residency program has advanced them to become a more competent professional. The theoretical model framing this investigation is Patricia Benner’s novice to expert theory. The purpose of this qualitative case study is to understand participants’ perceptions of a nurse residency program, specifically looking at how the program transitioned them from advanced beginner to competent nurse professional. The study sample included eight participants employed in a health care facility located in the southeastern United States. Open-ended research questions were designed to elicit the new nurses’ perceptions of the effectiveness of a nurse residency program. Data collection was conducted using interviews and audio recordings. Emerging themes indicated that pre-experiences and expectations, leadership and professional development, stress and coping, supportive cohort, program improvements, and reflection on confidence and competency were fundamental elements for an effective nurse residency program. One recommendation from this study was for pre-residency assessment tools to be given to residents for customization to better facilitate the transition of new nurses to a competent professional.
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    Exploring Student Engagement in Large Classes Using Mobile Polling
    (University of Alabama Libraries, 2023) Glaze, Teresa Carol; Wright, Viivian
    The call for transformation of nursing education continues to be supported by professional nursing organizations and nursing leaders. It is needed to support transition of nursing graduates who are facing an increasing technological work environment, higher patient acuity, and the challenges of making rapid critical decisions for care. The current coronavirus (COVID-19) pandemic forced faculty and students to leave the "brick and mortar" structures of classes behind in Spring 2020. It also promoted new teaching strategies, such as mobile polling, for online learning environments to support engagement of students. Poll Everywhere and Kahoot are applications that can provide an alternative to the "sage on the stage" and traditional PowerPoint only lectures while augmenting learning and promoting engagement. The purpose of this study was to explore student engagement in large classes using mobile polling. This qualitative study was conducted with 17 prelicensure students from two cohorts who had experienced large classes with and without mobile polling. Data were collected from the participants of two focus groups and 14 individual interviews. The study used Bandura's Social Cognitive theory (1986) as a framework for development of the study and as a lens to filter the data collected. Qualitative inquiry produced descriptive data, which focused on three major themes and points of discussion including (a) mobile polling activity, (b) learner attributes, and (c) social learning. Multiple subthemes emerged from the first major theme including mobile poll characteristics, timing of polls, and discussions. Additional subthemes developed from the second major theme including learning style, accommodations, motivation, accountability, self-efficacy, prior experiences, and participants' engagement definitions. From the third major theme additional subthemes of interaction between students and faculty emerged. These data points provided valuable insight into the use of effective mobile polling to promote engagement in large classes. Overall, the participants reported the use of mobile polling in large classes increased their engagement and encouraged faculty to continue and increase the use of polling for future courses. The effective use of mobile polling to promote engagement from the participant's perspective is dependent on various factors, which are discussed as themes and subthemes in this research study.
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    Health education materials: where are the patients?
    (University of Alabama Libraries, 2018) Pollio, Elizabeth Whitney; McKnight, Douglas; University of Alabama Tuscaloosa
    Inadequate health literacy is a barrier to positive health outcomes and often leads to increased hospital readmissions. Congestive heart failure patients are among the top populations with the tendency to be readmitted to the hospital within 30 days of being discharged. African American females represent a particular population with a significant number being affected by cardiovascular disease. A general qualitative research approach utilizing a semi-structured interview was used to investigate the perceptions that African American adult female patients diagnosed with congestive heart failure have of the healthcare materials that they receive or if there are other factors that influence the discharge process. Results showed that three key factors were identified as influential in the discharge process: 1) consumer-friendly information and materials; 2) humanization; and 3) expertise of the health care team. Consumer-friendly information and materials included readability and comprehensiveness. Humanization included the health care providers showing patience, patient-centered care and personal touch. Expertise of the health care team included exhibiting professionalism and effective communication skills. In conclusion, relationship building and communication skills were factors valued by the patients, other than the materials themselves, which positively influenced the patients’ perceptions of the discharge process and fostered knowledge transfer from health care provider to patient.
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    Integration of end of life concepts into the curriculum of an Associate of Science in nursing program
    (University of Alabama Libraries, 2019) Harwell, Jennifer H.; Wright, Vivian; University of Alabama Tuscaloosa
    End of life (EOL) education is missing or deficient among nursing curricula across the United States. Nursing educators have debated over the most effective teaching modality to implement EOL concepts among nursing curricula with little consensus. Since 2000, the End-of-Life Nursing Education Consortium (ELNEC) project has striven to improve EOL education and promote an effective means of integrating EOL concepts into nursing education. In 2017, the ELNEC project released the first undergraduate nursing curriculum focused on primary palliative care, which includes EOL care, called ELNEC-Undergraduate. The purpose of the study was to determine if implementing the ELNEC-Undergraduate online learning modules improved student knowledge with respect to EOL care concepts. This study took place in an Associate of Science in Nursing program with forty-nine students participating in the study during their final nursing semester before graduation. This study implemented a quantitative methodology utilizing a pretest/posttest design to measure student knowledge of EOL concepts prior to and after the implementation of the ELNEC-Undergraduate curriculum. The Undergraduate Nursing Palliative Care Knowledge Survey was employed as an evaluative instrument to measure knowledge of EOL care. Paired sample t-tests were conducted to compare pretest and posttest scores of the cohort as well as within the studies constructs. Simple, multiple, and hierarchical linear regressions were employed to analyze student demographics as well as pre-existing experiences’ effect on student knowledge with respect to EOL care. Demographics and pre-existing experiences did not significantly affect student knowledge with respect to EOL care. However, the study results indicated that there was a statistically significant increase in student knowledge after the implementation of the ELNEC-Undergraduate curriculum.
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    Intrapartum Antimicrobial Prophylaxis and the Newborn Oral Microbiome
    (University of Alabama Libraries, 2024) Johnson, Jessica M.; Adams, Ellise
    The newborn period is a critical phase in the acquisition and development of the microbiome. When a newborn is born, they quickly acquire microorganisms that colonize their body and form the microbiome. Previous research has demonstrated that alterations during this critical phase could impact the health of the microbiome and the newborn in the short- and long-term. Antimicrobials are known to disrupt the microbiome. Intrapartum antimicrobial prophylaxis is a common treatment to prevent group beta streptococcus infection in the newborn and surgical site infection in mothers undergoing cesarean section. This secondary data analysis describes the 16s rRNA sequencing data from 19 newborn oral swabs and compares the findings based on exposure to intrapartum antibiotics and disinfectants. The 16s rRNA sequencing data was collected during the CLearance of the AIRways study and was used with permission. In this sample, five newborns were not exposed to any intrapartum antimicrobials, five were exposed to antibiotics only, and nine were exposed to antibiotics and disinfectants. The descriptive findings of the taxonomy of the newborn oral microbiome in this secondary data analysis support the existing literature regarding the presence and abundance of phylum Firmicutes, phylum Proteobacteria, and family Lactobacillaceae. The abundance of families Enterobacteriaceae, Erysipelotrichaceae, Lachnospiraceae, Tissierellaceae, and Ruminococcaceae represent novel findings in the newborn oral microbiome. Specifically, the presence of Erysipelotrichaceae in the newborn oral microbiome was a novel finding. On Kruskal-Wallis analysis, there was no statistically significant difference between the groups based on phyla, family, and diversity measures. Antimicrobial exposure did not alter the newborn oral microbiome composition, including the abundance of phylum Proteobacteria, order Lactobacillales, and family Streptococcaceae. Based on this research, a microbiome-centric approach to practice is discussed as well as future research to examine the longitudinal effects of alterations to the microbiome. Finally, there is a discussion concerning specificity in reporting microbiome data.
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    Stressors and coping mechanisms of associate in science in nursing students: a retrospective phenomenological study
    (University of Alabama Libraries, 2020) Gonzalez, Rhonda; Atkinson, Becky; University of Alabama Tuscaloosa
    Nursing students experience increased amounts of stress during their educational experience, which can affect their mental and physical well-being. This impact can result in students who drop out of nursing school or failure of nursing courses. Stress is an experience most individuals experience in their lives. Learning to manage the stress can improve the chances for student success and increased graduation rates. If these students are unable to manage stress, their chances of becoming a practicing registered nurse decreases. There have been few studies on the incorporation of coping mechanisms that associate degree nursing students have utilized, aiding in their success. The purpose of this study was to examine the causes of the stress in associate degree nursing students and ultimately identify the coping mechanisms that successful students utilized. This research study explored the lived experiences of nine former associate degree nursing students who have graduated and are currently practicing nursing in the southeastern United States, providing a retrospective view of the phenomena of stress and coping. The results of this phenomenological study identified the main stressors of the former students and identified the coping mechanisms they used. The study found that the main stressors were examinations, clinical, simulation, and skills check off. The coping mechanisms the students used to manage their stress included a determination to succeed and relying on others to help them cope with the stress. Identification of the causes of stress and helpful coping mechanisms may allow for improved retention in nursing school, thus allowing more nurses to enter the workforce.
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    Success of Undergraduate African American Nursing Students in a Clinical Setting
    (University of Alabama Libraries, 2023) Reed, Valerie L; Atkinson, Becky
    This study examined the clinical experiences of African American nurses who graduated from a Bachelor of Science in Nursing (BSN) program at a predominantly White institution (PWI) in the previous 5 years. Currently, African American registered nurses are underrepresented in nursing practice. According to the literature, African American nurses have a higher attrition rate in baccalaureate schools of nursing than other minority groups, a trend that contributes to this underrepresentation. The literature identifies several contributors to the high attrition rates, including stereotype threat persisting throughout the students' matriculation in PWIs and barriers within the clinical environment. The literature also identifies contributors to successful matriculation in nursing schools, such as a positive clinical experience that serves as a significant contributor to African American academic success, perseverance, and the feeling of inclusion as enablers. Questions arise about what specifically constitutes a successful clinical experience for African American nursing students (AANS). This study used a qualitative approach to investigate the experiences of African American nurses in a clinical setting who attended a BSN program at a PWI in the previous 5 years. Participants used counterstories as semistructured face-to-face or Zoom video interviews. I analyzed the data using the constant comparative data methodology. Critical race theory and minority stress theory informed the data. The qualitative study findings identified former AANS' barriers and enablers in addition to their successful experiences in the clinical setting. I categorized the themes emerging from the data to provide information for nursing programs to support the needs of undergraduate AANS to reduce attrition.