Traditional teaching practices in undergraduate science, technology, engineering, and mathematics (STEM) courses have failed to support student success, causing many students to leave STEM fields and disproportionately affecting women and students of color. Although much is known about effective STEM teaching practices, many faculty continue to adhere to traditional methods, such as lecture. In this study, we investigated the factors that affect STEM faculty members' instructional decisions about evidence-based instructional practices (EBIPs). We performed a qualitative analysis of semistructured interviews with faculty members from the Colleges of Physical and Mathematical Sciences, Life Sciences, and Engineering who took part in the STEM Faculty Institute (STEMFI) professional development program at the university. We also observed the participants' teaching behaviors using the Classroom Observation Protocol for Undergraduate STEM (COPUS) and investigated the relationship between faculty teaching behaviors and the individual, social, and contextual factors identified from the interview data. We found that internal factors, including attitudes and self-efficacy, were significantly correlated with student-centered teaching behaviors, while social and contextual factors were not significantly correlated with teaching behaviors. This result suggests that in addition to promoting positive teaching cultures and reducing barriers, efforts to support faculty change should emphasize changing faculty attitudes.

Hem för vård eller boende har varit omskrivna i svensk media för missförhållanden det senaste året. Tidigare forskning har visat att placerade ungdomar är en utsatt grupp. Frågor som denna studie försöker besvara är vilka behandlingsmetoder som används inom HVB idag och hur förenligt dessa är med evidensbaserad praktik. Teoretisk utgångspunkt som denna studie tar är social konstruktivism och kategorisering. Studien är av explorativ karaktär där syftet är att kartlägga hem för vård och boende (HVB) som är inriktade mot behandling av ungdomar 13-18 år. Genom kvantitativ innehållsanalys kodades och analyserades innehållet av n=295 HVB hemsidor inriktade mot behandling för ungdomar, 13-18 år. Resultat visar att fältet HVB är i en förändringsprocess där KBT som metod är mest framträdande. Metoder som har vetenskapligt stöd när det gäller missbruk och kriminalitet angavs i låg utsträckning. Många HVB uppgav inget om personal som är betydande när det gäller behandling på HVB. / Residential care agencies in Sweden have been described in the Swedish media for malpractice in recent years. Previous research has shown that youth in residential care are a vulnerable group. This study tries to answer what methods are used by residential care agencies in Sweden today and how compatible these methods are with evidence-based practice. The theoretical framework for this study is social constructivism and categorization. The study is of an exploratory nature and the aim is to map residential care agencies in Sweden (HVB) that are focused on the treatment of adolescents by the age of 13-18 years. Through quantitative content analysis, the content of n = 295 HVB websites were coded and analyzed. Results show that the HVB field in Sweden is in a process of change where CBT as a method is most prominent. Methods that have scientific support for addiction and criminal behavior were mentioned to a small extent. Many HVBs did not provide information on staff which is significant when it comes to treatment and care at HVB.

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Nurses are expected to perform evidence-based practice (EBP) at the point of care (POC) to promote positive outcomes through the quality and safety of patient care. The struggle for nurses on the surgical digestive unit in a hospital to adopt EBP is the lack of access and knowledge to evidence-based research at the POC. The utilization of information technology is an innovated approach to providing access and knowledge for EBP at the POC to improve patient outcomes. The project was to develop a quality improvement program to improve nursing access and knowledge of EBP resources. The program was to identify the type of e-nursing resources and necessary education to provide nurses access to evidence-based resources and the knowledge to utilize these resources in nursing practice. The purpose of the doctoral project was set to identify necessary resources to develop an evidence-based program for staff nurses to access evidence-based resources and improve nursing knowledge on EBP at the POC. The use of the Stevens's star model of knowledge transformation was the framework for the project, and use of the logic model guided the structure for program evaluation. The quantitative project used a 1 group pre- and post-survey design using a convenience sample (n =10). A final statistical analysis to determine effectiveness of the educational intervention was inconclusive. Quantitative descriptive data from pre- and post-survey results were used to summarize recommendations for the future development of an EBP quality improvement project with the use of information technology tools. The further dissemination of the findings could promote new methods to implement quality improvement programs to improve the quality and safety of patient care to promote positive health outcomes.

Sepsis is a severe blood stream infection that claim the lives of almost 220,000 Americans annually. Delayed patient treatment results in multi-organ failure, morbidity, mortality, and increased hospital length of stay. Timely sepsis management enables hospitals to have decreased expenses, increased patient survival, and judicious interventions. The problem addressed in this project was the lack of sepsis- training for registered nurses (RNs) working in the emergency department (ED) of a 628-bed hospital in the southeastern United States. Under the direction of the director of the ED, 269 patient charts were reviewed during 2014 to February 2015 for data related to a sepsis diagnosis. Data showed that 19.4% (n = 103) of patients diagnosed with sepsis had the sepsis order set implemented by the ED nurse. The purpose of this project was to create an educational sepsis-training program for ED nurses. The program included a 2-hour educational module on signs and symptoms of sepsis, including guidelines from the Surviving Sepsis Campaign and the Emergency Nurses' Association. Stetler's Model of Research Utilization and Benner's Novice to Expert conceptual frameworks supported the project. The director of professional practice provided formative feedback on module content and the program evaluation tool. Director feedback indicated that content was beneficial in educating ED nurses on the signs and symptoms of early sepsis recognition. The ED director has now mandated that all ED nurses take the training module and posttest. The project has the potential to improve early sepsis recognition by ED staff and to improve patient outcomes, thus promoting positive social change for patients, families, and nurses.

Medical-surgical nurses at the project site demonstrated a knowledge deficit regarding the care of adult patients with a tracheostomy. Such knowledge deficits could expose patients to higher risks for infection, bedsores, prolonged hospital stays, increased costs, increased caregiver burden, and death. The purpose of this project was to develop an educational program to improve nurses'€™ knowledge and confidence in the provision of evidence-based tracheostomy care to answer the question if the content of an evidence-based educational program developed to improve nurses'€™ knowledge and confidence in managing adult patients with tracheostomy on a medical-surgical floor would meet the expectations of a panel of content experts. Bandura'€™s self-efficacy and social learning theories provided theoretical guidance for the project. Five local nurse practitioners served as content experts and made recommendations about how the program could be improved, as well as suggestions relating to the wording of and the time allowed for the simulation aspect of the program. Content experts used a 5-point Likert-scale survey to evaluate the education at the completion of the program. Results showed that all reviewers strongly agreed that the content of the program was relevant, was based on the best available evidence, and was well organized and easy to follow. This project may promote positive change on the medical-surgical floor by improving providers'€™ knowledge, skills, and confidence in the provision of care based on the best available evidence, which may lead to improvements in the quality of care provided to tracheostomized patients.

The purpose of this action research project was to examine the screening and assessment behaviors of child welfare workers in the southwestern region of the United States. The study addressed whether social workers' knowledge of evidence-based practice influenced their implementation of evidence-based practice in child welfare screening and assessment, and whether the agency environment affects evidence-based practice implementation and use. The family systems theory was used to evaluate child welfare practitioner work and systems theory was used to evaluate the child welfare system in the region of the study. A focus group comprised of seven social workers practicing in the southwestern region was used to determine screening and assessment practices as well as agency factors that affect practice. Social workers' knowledge of evidence-based practices and agency environment were found to impact social workers' use of evidence-based practice. The overuse and misuse of evidence-based practice terminology confused the concept for social workers. This combined with the implementation approach in an agency setting led many of the social workers to avoid evidence-based models and revert to experiential practice knowledge. The client and agency behaviors interpreted in the findings might prompt future research and change to increase the use of evidence-based practice. Implications for social change resulting from these findings include the potential to improve evidence-based practice implementation by agencies and increase of social worker education and knowledge regarding evidence-based practice. These changes could affect greater social change with improved child welfare outcomes.

Evidence-based practice (EBP) is a key driver of care and advancements within nursing. It is essential to emphasize EBP early in a nurse's career to promote inquisitive minds and enthusiasm for seeking evidence. The purpose of this project was to implement an EBP mobile app into a nurse residency program (NRP) to improve the process of providing EBP information and resources to new graduate nurses. The intent of the project was to leverage mobile technology to engage new graduate nurses in evidence-based practice. Roger's diffusion of innovation framework guided the project. The target audience for the project was 16 new graduate RNs participating in a health system's NRP who attend the EBP module and were required to complete an EBP project. The EBP module was provided during a classroom lecture and the mobile application was downloaded. After using the EBP module, all attendees were sent an electronic survey with open-ended questions related to the mobile application. Responses were reviewed to identify patterns. Survey responses reflected that a 50% did not utilize the mobile application. However, those that did use the mobile application (50%) found it useful and had a positive perception of the mobile application. Continued use of the mobile application and promotion of the mobile application for new graduate nurses may help with their own personal development of an EBP project. Ultimately, allowing nurses to effectively integrate nursing research into practice and impact patient care quality. This project impacted social change by empowering new nurses with knowledge and information related to evidence based practice and allowed for increased information to be accessible to a large audience of new graduate nurses.

Diabetes is a challenging chronic disease for adult patients to manage effectively. Poor adherence to prescribed medications treatment is one of the main reasons for poor blood sugar control. Despite healthcare providers' efforts to emphasize the importance of taking medications, adult patients with Type II diabetes frequently present with complications related to persistent failure to adhere to prescribed medication regimen. These patients should thoroughly understand why adhering to a strict medication regimen to maintain control of their blood sugar is so important. The purpose of this project, guided by Orem's self-care deficit nursing theory, was to develop an educational module toolkit that identifies best practices for nurses to address issues of medication adherence with adult patients with Type II diabetes. Future implementation of these toolkit resources may enhance nurses' ability to teach adult patients how to adhere to their medication regimen. Five participants, all considered professional diabetes content experts, were invited to evaluate the educational module toolkit subject matter. The completion response rate was 100% (n = 5). The content experts rated survey items using a 5-point Likert scale where 1= strongly disagree, 2= disagree, 3= not applicable, 4 = agree and 5= strongly agree and responded to 2 questions that allowed for narrative feedback. The experts were satisfied with the content of the educational module toolkit; suggesting that the toolkit may serve as a functional guide for nurses assisting adult patients with diabetes. Improved medication regimen compliance may produce cascading effects; helping these patients achieve a better quality of life while producing positive social change within their families and communities.

Background: Cancer-related fatigue is one of the most common symptom experienced by cancer patients throughout their cancer trajectory. However, very little effort has been made within many oncology practices to assess this clinical problem and to provide timely nursing interventions to reduce its impact. While there have been tremendous advancements in the treatments of the disease aspects of cancer in term of medicine and advanced technology, basic assessment of related physiological concerns, such as fatigue, have not seen the same progress. Purpose: The purpose of this quality improvement project was to develop an evidence-based cancer-related fatigue assessment guideline and a screening protocol adopted from the National Comprehensive Cancer Network algorithm to assess cancer-related fatigue for oncology patients at their initial visit to the oncology unit toward timely intervention. Theoretical Framework: The ADAPTE collaboration model was used. This is an international framework that provides guidance on guidelines development and modification for healthcare providers. Method: This initiative began with a series of formal and informal conversations with major key stakeholders who were primarily the front-line oncology nurses at the practice unit. Based on the need of the unit, a consensus was reached to modify an existing clinical tool currently used to screen patients for emotional distress and to develop a clinical tool and guideline to screen cancer patient to reduce cancer-related fatigue as well. Outcome and Result: A clinical assessment tool was developed based on the patient population needs and the nursing staff concerns to yield an outcome that met the needs of this patient population. An evidence-based assessment guideline was introduced to key stakeholders and recommendations were made to integrate the new revised guideline into practice. The research department, professional practice, and the performance leadership continue to revise the current protocol to include continuous assessment of cancer-related fatigue into policy and procedure. Conclusion: This quality improvement project once implemented will benefit cancer patients as well as oncology practitioners by use of available resources and evidence-based guidelines to improve nursing practice and patient quality of life.