A plethora of stressors are known to be related to the process of transition to professional nursing practice as the neophyte registered nurse (RN) transitions from student to professional nurse. Although not new, accelerated second-degree baccalaureate nursing (ASDBN) programs have opened in record numbers in recent years in the wake of the current nursing shortage. Little is known about the experience of professional practice for accelerated second-degree baccalaureate graduate nurses (ASDBGNs). The stressful graduate nurse transition, current nursing shortage, and lack of an empirical base for ASDBN programs illustrate the significance of the research problem. This modified grounded theory study generated a substantive Theory of Overcoming: ASDBGN Transition to Professional Nursing Practice. Constant comparative method of joint data collection, analysis, theoretical sampling, and memoing was used. Data were collected through semistructured interviews using open-ended questions that were conducted over the telephone or in person. The identified basic social process (BSP), overcoming, encompasses 5 stages: reality check, goaling, getting started, coming out on top, and mastering. Study findings provide a beginning evidence-base for nursing education, policy, and clinical practice related to this growing student population.

This project is a case study of writing assessment practices in a particular workplace called "High Hits," a local search engine optimization (SEO) company. The writing tests given to new hires serve a parallel purpose to academic placement exams, in that they are a high-stress, high-risk situation that aims to evaluate writer ability rather than the quality of the completed task (Haswell 242, Elbow 83, Moss 110). However, while academic assessment measures ability with the aim to improve the students' learning, workplace assessment is driven by market forces and is seen in terms of return on investment. This case study used qualitative and quantitative measurements to examine the writing tests of employees; this examination was followed by analyzing a random sampling of subsequent writing tasks of copywriters to determine whether the assessment methods being used by the company to assess the writing tests adequately predicted the writing ability of the copywriters.

Mentorship and previous leadership experiences have been found to serve as factors that contributed to counseling professionals becoming leaders. Historical influences, life philosophy, identity, and resilience also shaped leaders and guided leadership practices. Critical incidents (e.g., difficulties or successes in organizational management or addressing ethical issues); however, are also significant experiences that are considered “a powerful source of counselor development.” To date, researchers have explored critical incidents in counseling graduate students’ training. However, there were no studies that have focused exclusively on the role of critical incident experiences of nationally appointed or elected counselor leaders. Thus, it was not necessarily clear how such incidents contribute to or impede the development of counselor leaders. Therefore, the aim of this grounded theory study was to qualitatively explore critical incidents using the Critical Incident Technique (CIT). The researcher conducted semi-structured interviews to explore experiences that have influenced the counselor leaders’ development, practices, and effectiveness. Findings from this study represent the experiences of fourteen national leaders in the counseling profession. The present study contributes to the growing literature on counseling leadership and counseling leadership development. Specifically, the Model of Counselor Leaders’ Development and Meaning Making of Significant Experiences (MCLD) seeks to explain counselor leaders’ experiences in leadership. The overall premise of this model is that the following five components are interconnected and ultimately lead to outcomes within the organization and with the leaders’ own growth and development: Personal Factors, Professional Factors, Culture and Climate of Organization, Leader’s Knowledge and Skills, and Decision-Making and Problem-Solving.

This qualitative grounded study explores the potential relationship between wildlife TV viewing and human-animal interactions for exotic pet owners. The method involved 13 in-depth interviews and a qualifying open-ended questionnaire with 37 individuals. The interviews gathered viewers' interpretations of two different human-wildlife interactions on TV and served as a launching point for discussion. Findings supported the literature in that wildlife TV was an important source of information, emotion, and contradictory messages. Themes also emerged regarding participants' characterizations of their relationships with their pets. Drawing from social cognitive theory, this thesis suggests the following potential motivators for participants to model animal interactions as seen on screen: 1) visual instruction that increases viewer efficacy; 2) identification with the spokesperson; and 3) emotional connection to the animal. The study concludes with preliminary recommendations for wildlife programming on TV.

The overall purpose of this exploratory study was to comprehend how in the event of a hurricane Hillsborough County, Florida protected its elderly and disabled residents with special medical needs. This study used Social Constructionist Theory as a framework and Grounded Theory methodology in the collection of qualitative data. To understand stakeholder knowledge and how they constructed the SpNP, three focus groups were conducted, with representatives from agencies on the Planning Committee. Through 30 in-depth, semi-structured interviews, clients of the SpNP, provided insight into their knowledge of the program and how society influenced evacuation decisions. Finally, 10 in-depth, semi-structured interviews were conducted with elites or directors of agencies in the SpNP (bosses of stakeholders), who functioned as key informants to verify results. Examination of how SpNP stakeholders, perceived the meaning of community responsibility for people with special medical needs identified three themes: disaster experience, coalition building, and collective moral responsibility. Examination of how SpNP clients, constructed their meaning of the SpNP, identified five themes: registration barriers, SpNP knowledge, support systems, cultural expectations, and the media. Examination of societies influence on the evacuation decision of SpNP clients identified three themes: risk perception, evacuations barriers and the media. The study highlighted the importance of forming community coalitions to address the needs of vulnerable populations. It is also obvious that the state legislation needs to specifically define special needs and standards of care that must be provided at public and special needs shelters. Implications for public health practitioners, suggest the need to be more involvement with the media, in efforts to promote policies and the perception of risks due to hurricanes. Public health nurses need to receive training on caring for chronic illnesses. Mandatory training for social workers, nurses, and physicians who provide health care to the general population should be considered. There is a need for all agencies that provide services and advocate for individuals with special needs to participate in the SpNP, by registering and educating their clients. Many SpNP clients were confused as to the services provided, which could be partially solved by separating the programs transportation and SpNS components.

Cancer patients worldwide receive care from multidisciplinary teams, and patients sometimes have little or no knowledge about the different treatment options available, making communication with their care providers an important influence in how they perceive their care. Patient satisfaction with care is an important factor in determining survivorship. The increasing prevalence of cancer worldwide has become a huge public health issue. The World Health Organization has warned that the potential gains from combatting infectious diseases in Nigeria might be lost because of the increasing prevalence of cancer. The purpose of this grounded theory study was to obtain the perceptions of 30 cancer survivors in Nigeria about their care in federally funded hospitals to improve cancer care in the country. Through a constructivist grounded theory (CGT) approach, data from 30 in-depth interviews with the cancer survivors were analyzed. Data analysis included open coding, selective coding, theoretical coding, and memo writing. Three themes emerged from the data analysis: positive perception of care (P), service improvement (S), and good care experience (G), all of which were cyclically related to form the PSG substantive theory, which indicates that better health care to cancer patients will improve preventative and curative cancer care services in Nigeria. This theory was validated by relating it to 3 theories in the literature as recommended in CGT research. The implication for positive social change is that the results might provide information that can help health care professionals to improve how they communicate with, relate to, and care for cancer patients and their families in Nigeria and other countries.

Although research confirms the effectiveness of training to improve law enforcement officers’ awareness and knowledge of people with intellectual disability, learning disabilities, and mental health disorders (Bailey, Barr, & Bunting, 2001; McAllister, Bailey, & Barr, 2002; Scantlebury et al., 2017; Wood & Watson, 2017), research related to the efficacy of autism-specific law enforcement training is limited. In order to provide up-to-date information regarding training for LEOs related to autism spectrum disorder (ASD), a systematic review of the literature was conducted for the first study. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols 2015 (PRISMA), a search of 13 professional databases and 28 journals was conducted using search terms related to both ASD and law enforcement training. Two research team members compared decisions for study inclusion at two points, including upon initial screening and final inclusion. From 724 articles identified during the initial search, only two articles met inclusion criteria, which suggests that limited research exists that explores ASD and law enforcement training. Included studies were summarized in terms of participants as well as training format, content, and outcomes. Limitations of the current literature, directions for future research and current implications for practice are discussed. When developing trainings, it is important to consider the input of multiple stakeholders. Thus, in the second paper, qualitative data was collected through semi-structured interviews with LEOs, adults with ASD, and caregivers. Given the importance of including the ASD community in research (Pellicano, Dinsmore, & Charman, 2014), input from individuals with ASD and caregivers was obtained to complement information solely from LEOs. The goals for study two centered around (a) characterizing LEOs’ knowledge of ASD, (b) understanding LEOs’ previous interactions with individuals with ASD, and (c) identifying training needs to best prepare LEOs for interactions with individuals with ASD. In addition, members of the ASD community, including adults with ASD and caregivers, shared perspectives regarding real and hypothetical interactions with LEOs as well as suggestions regarding LEOs’ ASD-specific training needs. Researchers utilized a grounded theory approach to analyze data from 17 participants, including six LEOs, six adults with ASD, and five caregivers. All semi-structured interviews were audio recorded, transcribed, thematically coded, and summarized by researchers according to grounded theory. Common themes among participants included the (a) potential for misinterpretations of behavior of individuals with ASD, (b) helpfulness of a universal identification system/symbol for ASD, (c) need for interactive, mandatory training unique to LEOs’ needs and roles, and (d) importance of building community connections between LEOs and individuals with ASD. Together, these two studies add significant information to the current understanding of interactions between LEOs and the ASD community as well as autism-specific training for LEOs. Study one provides up-to-date information regarding evidence-based interventions for LEOs related specifically to ASD. Further, the second study provides an in-depth understanding of the interactions between LEOs and the ASD community as reported by multiple stakeholders. Across both studies, information regarding ASD-specific training, including LEOs’ prior experiences and participants’ training recommendations, can be utilized to inform the development and implementation of ASD-specific training currently being created and utilized in communities nationwide.

According to the Center for American Progress, women make up 52% of all professional-level jobs, however, they only make up 14.6% of executive officers, 8.1% of top salary earners, and only 4.6% of Fortune 500 CEOs. Considering this disparity in leadership, it brings to question if women are generally taking on leadership throughout their lives. The purpose of this study was to examine how mentorship affects first-time female freshmen’s willingness to take on leadership opportunities. Data were collected from three mentees and three mentors through an initial interest survey, semi-structured personal interviews, and the 3D Wisdom Scale Assessment. Data were analyzed using a ground theory approach which consisted of open, axial, and selective coding; leading to a discursive set of theoretical propositions. Interviews focused on the mentee’s experience through the mentorship program, and the mentor’s perspective of the mentorship program on their mentees. Additionally, the 3D Wisdom Scale developed was utilized to evaluate growth in wisdom dimensions which directly correlated to personal construct corollaries. The findings of the study included: 1) The mentees and mentors expressed growth in their self-esteem and self-confidence. This increase in self-awareness led to a willingness to take risk and face potential failure; 2) Leadership development took place on several levels; 3) The mentees had a realization of the impact of their gender; 4) Two-thirds of the mentees showed a substantial understanding and practice in all three of respective corollaries; and 5) The mentees and mentors displayed general development and growth. The substantive theory that emerged from this grounded theory study was: ‘Through proper mentorship, a first-time female freshman’s’ self-esteem and willingness to take on leadership opportunities will increase.’ Unlike the majority of upperclassmen who have had a mentor, all of the freshmen participating never had a mentor prior to their participation in the program. Mentors played a substantial role in the development of these freshmen and their willingness to take on leadership opportunities. Recommendations for further research include a longitudinal study examining if these freshmen continue to involve themselves in leadership opportunities throughout their college career.

Smart infusion pump technology (SIPT) was designed to enhance safety with intravenous medication administration, but has introduced new patient safety risks and harm when nurses initiate workarounds that bypass SIPT safety features. This study sought to develop a grounded theory explaining nurses' experiences with SIPT, their perceptions of safety features, the rules and resources used in response to safety features, the actions taken in response to SIPT workflow blocks, and conditions contributing to nurse-initiated workarounds. Corbin and Strauss's (2008) grounded theory approach guided this study. Semi-structured interviews were conducted with 28 nurses who used SIPT across 13 adult patient care areas in a single Midwest teaching hospital. The grounded theory Nurse-Technology Interplay was developed through constant comparison analysis of transcribed interview data. The four categories of interacting with SIPT, making meaning, taking action, and consequences, were linked through relational statements and theoretically integrated to develop the grounded theory. The grounded theory explicates the continual interplay that occurs as nurses interact with SIPT, and the cognitive and physical processes used to resolve workflow blocks in the context of care delivery. Interacting with SIPT reflected the learning curves faced by nurses, the context of patient-care unit characteristics, and encountered workflow blocks. Making meaning reflected the cognitive processes used by nurses as they encountered workflow blocks with SIPT, and was influenced by individual perspectives, as well as shared learning. Taking action often occurred simultaneously with making meaning, and represented processes of doing, such as rechecking programming activities, seeking assistance, or engaging in workarounds. Consequences of using SIPT included patient outcomes with medication administration and the impact on practice as nurses experienced disruptions in care delivery, dependency on SIPT, a loss of calculation skills, and alarm overload. The grounded theory of Nurse-Technology Interplay provides an understanding of how nurses make sense of, and respond to, workflow blocks with SIPT safety features. The study yielded valuable insights into the complexity of SIPT implementation and the challenges nurses face while providing safe, effective, patient-centered care in the midst of juggling competing priorities. The findings have implications for nursing practice and nurse leaders. Critical to moving forward is a more purposeful approach to SIPT education and training within a patient safety framework, a systematic evaluation of organizational processes that impact SIPT, optimization the SIPT drug library to facilitate nurses' work, and promotion of a learning organization that capitalizes on the lessons that can be learned from workarounds.

The career development trajectory of undocumented Latino youth can present unique challenges for school counselors. Undocumented Latino youth have few career choices due to holding different values from the majority culture, realistic fears of deportation, restrictions in obtaining lawful employment, and having an unconventional pathway to citizenship. The school counseling profession has been tasked with working with undocumented Latino students on issues of career development, despite these obstacles. The purpose of this qualitative dissertation was to build a stronger understanding of the unique experiences school counselors encounter when career counseling undocumented Latino students. Results from this research generated a theory into how school counselors work on issues of career development with this marginalized population. Results also offered a perspective in which school counselors can be trained on realistic and empowering methods that foster career development in undocumented Latino youth.