<p> While there was an abundant amount of research supporting the need for and benefits of a workplace health program (WHP), little empirical research existed regarding WHPs in a university setting (Watts, 1992). Compared to other WHP settings, the university setting is unique in that the employee population consists of both faculty and staff, with various work schedules, job responsibilities, and demographics. Universities also provide a unique setting for WHPs due to their access to various internal resources, such as employees with expert knowledge, campus food services, on-site facilities, and students studying health and wellness disciplines (RAND Corporation, 2013). As reported by the National Institute of Health Care Management (NIHCM, 2011), there was a need for more research to build a stronger evidence base for establishment of WHPs, and to identify program components that work best in different types of workplace environments, such as the university setting. The purpose of this study was to conduct an analysis of a Liberal Arts University WHP, to assess employees&rsquo; feedback regarding their program participation, or lack thereof, and whether a difference existed between full-time faculty and full-time staff attitudes, awareness, and satisfaction with the WHP (Centers for Disease Control and Prevention, 2012b; Hanks et al., 2013). The primary investigator (PI) collected both quantitative and qualitative data through the utilization of an anonymous web-based survey and four focus groups. </p><p> Quantitative data analysis revealed, that differences did exist, some of which were statistically significant, between the university&rsquo;s full-time faculty and staff attitudes and awareness. Furthermore, the quantitative data revealed minimal differences in regards to faculty and staff satisfaction with the WHP. Qualitative data presented three emerging themes: administration/supervisor support, defining the purpose of the WHP, and effective communication and marketing. Differences in faculty and staff attitudes towards and awareness of the WHP indicated a need for more effective communication and increased leadership support of the WHP. WHP practitioners may benefit from future research that scientifically investigates how to create or increase WHP participation and engagement. Such assessments are vital to the ongoing evaluation of WHPs, and are a crucial component to chronic disease management efforts in the U.S. (Sorensen &amp; Barbeau, 2004).</p>

<p> The purpose of this study was to analyze factors that predict marijuana use and grade point average among undergraduate college students using the Core Institute national database. The Core Alcohol and Drug Survey was used to collect data on students&rsquo; attitudes, beliefs, and experiences related to substance use in college. The sample used in this study was delimited to include only full-time undergraduate students (N =111,664) and data were collected from 2011 to 2015. Six research questions provided the foundation of the study, which was operationalized by Astin&rsquo;s (1993) input environment outcome model (IEO).</p><p> Descriptive analysis was conducted to describe the sample in terms of individual and institutional characteristics, campus experiences, and substance use. Comparative analyses including one-way analysis of variance and two-way analysis of variance were conducted to determine statistical significance of differences between groups for gender, ethnic origin, marijuana use, and grade point average. Effect sizes were calculated for each ANOVA to determine the magnitude of the effect and practical significance for the population. Finally, inferential analyses using hierarchical, multiple regression were conducted to predict marijuana use. The regression model was also used to explore factors predicting medical marijuana and recreational marijuana use among students in the 2015 cohort. Statistically significant results were reported for each regression model. Statistically significant at p &lt; .001, the factors that explained 42.2% of the variance in the final model included: gender, ethnic origin, age, institutional control, campus locale, intercollegiate athletics, social fraternities and sororities, music and performing arts, alcohol use, illegal drug use change, perceived risk of harm from trying marijuana once or twice, and perceived risk of harm from smoking marijuana regularly. Implications for policy, practice, and future research regarding marijuana use and academic performance are included.</p><p>

With less than a decade of experience as a compulsory graduate discipline, Physical Therapy (PT) is a relative newcomer to the culture and expectations of graduate faculty roles. Legitimacy as a graduate discipline and progress in development of a cogent professional science depend on the extent to which PT faculty members fulfill their roles as scholars. The purpose of this study was to understand how individual, environmental, career and work factors influence the publishing and other scholarly productivity of faculty members in PT education programs. I conducted a survey of faculty members in accredited entry level PT programs in the United States. The survey was administered electronically via the Internet with follow up to nonrespondents via standard mailing. Survey data included sociodemographic characteristics, career factors, environmental factors, and measures of scholarly productivity. Following cleaning and coding of data and descriptive analysis, I constructed blocked hierarchical regression models to investigate factors that explain or predict productivity in publishing and other forms of scholarship. I obtained a total usable response rate of 520, or 58% of faculty surveyed. The sample obtained was representative of faculty by sex, institutional type and academic credentials. There are relationships among factors such as gender, highest degree, discipline of highest degree, work preference, work allocation and scholarly productivity. The regression models explain half the variance in career publishing productivity and 28% to 44% of the variance in productivity in presentations and grants. Career factors such as appointment, rank and degree, and work factors such as work preference and time allocation explain the majority of the variance for most models. The negative relationships between gender and a variety of career, environmental and productivity factors suggest a pattern of cumulative disadvantage for women that are important for this majority-female profession to recognize and address. Gender issues as well as the important career and work issues highlighted by the results require the attention of the national leadership, academic administrators and individual faculty members in PT if the profession is to move forward with its scholarly agenda.

<p> High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure senior baccalaureate nursing students enrolled in their final semester of the nursing program. A descriptive qualitative design, using the framework of phenomenography, captured the various ways a group of prelicensure BSN students described their experiences with multiple high-stakes to progress throughout the nursing program towards graduation. Phenomenography is designed to examine the various ways in which a group individuals experience or perceive the same phenomenon. Analysis revealed five major categories of descriptions, including values, stress, inconsistency, high demand/expectations, and transfer of learning. Each category included various sub-categories. The findings provided a rich understanding of the student's point of view of high-stakes tests that is lacking in the nursing education literature. In addition, the results were used to develop a structure of learning model as a useful tool to guide nursing faculty in developing program-specific strategies that promote student success with high-stakes testing throughout nursing curricula. </p>

<p> Current trends in healthcare have impacted every level of nursing education. Challenges to nurse educators to increase the level of education for all nurses have resulted in an increase in the number of students applying to baccalaureate nursing programs. With this increase in the number of applicants, schools of nursing continue to search for admission criteria that allow admission of the students who are most likely to successfully complete the program. The purpose of this study was to determine if the TEAS V, given as part of the admission process to the school of nursing, is predictive of completion of the BSN nursing program. The sample consisted of 93 nursing students (19 &ndash; 59 years old) at a private university in the southeastern United States. A correlational, retrospective review of the records was used to collect data for the study. Program completion was investigated to determine if there was a relationship to age, gender, TEAS V composite score, TEAS V subject content scores or pre-nursing GPA. The results of data analysis revealed a statistically significant relationship between age and program completion. The older the student, the more likely the student is to complete the BSN program. The TEAS V composite score, TEAS V reading score and the TEAS V science score were also identified to have statistically significant relationships with program completion. The results of the study are limited to the student population at the study school. </p><p> Recommendations include replication of the study with a different student population and a study of the relationship between the TEAS V composite score, reading score and science score with a larger sample size. As nurse educators continue to search for appropriate admission criteria for the BSN program, the TEAS V composite score may be a valid tool to identify students who are most likely to successfully complete the BSN program.</p>

<p> High fidelity human simulation (HFHS) has become a common feature in nursing education in recent years. This case study explored the practices and perceptions of nursing directors, faculty, and students regarding the integration of HFHS in associate degree RN and LPN programs. The course of study in these particular programs is two years or less in length, presenting added challenges for faculty to introduce new pedagogies into an abundantly full curriculum. Multiple data sources were used and included 41 participants through interviews with nursing directors and instructors, observation of instructors and students during HFHS scenarios and debriefing sessions, and student focus group interviews at four nursing schools in two Midwestern states. Data analysis resulted in the emergence of four major themes: time limitation, limited resources, instructional disconnect, and student perspectives. These findings were consistent with much of the current literature. Findings also demonstrate the negative effects of limited time, resources, and faculty practices on the ability of nursing students to suspend disbelief and fully engage in the learning scenarios. Given the financial investments in HFHS, achieving best use through supporting student participation in active learning and facilitating the development of clinical judgment are goals which should be considered.</p>

<p> The purpose of this study was to identify whether a correlation exists between perceived online incivility experiences and RN-BSN student program satisfaction. This study used a cross-sectional, quantitative (correlational) survey method. There were 85 participants, 93% female and 7% male, with 89% of the respondents identifying as Caucasian, 6% Asian, 4% African American, and 1% as Pacific Islander. The age range was 20-64 years, with a mean age of 41.4 years. Of the participants in this study, 32% reported experiencing one or more occurrences of online incivility from faculty, primarily through emails. Online incivility and RN-BSN program satisfaction were found to produce a correlation coefficient of -0.32, which was significant and indicates a relationship of medium strength. Limitations of this study include a small sample size, the sensitivity of the topic, and survey responses based on memories of perceived experiences. Implications for practice include development of clear expectations with respect to faculty conduct, including a zero tolerance policy and an avenue through which students can freely report incivility. Further research should focus on identifying other variables that may contribute to online incivility and RN-BSN program satisfaction.</p>

<p> Nurse preceptors are challenged to not only teach but also evaluate student nurse&rsquo;s clinical skills in a complex practice environment. This basic qualitative study illuminated factors that influenced the role of the nurse preceptor, as well as teaching and evaluation aspects in the precepting guidance of student nurses. Albert Bandura&rsquo;s self-efficacy theory and Patricia Benner&rsquo;s novice to expert model guided the research study. Using semistructured audiotaped interview, 12 registered nurses were asked about specific practices, approaches, and methods used in their roles of precepting undergraduate nursing students. Findings revealed nurse preceptors valued building a rapport with student nurses in the role of the nurse preceptor and adopting the role of socializer while doing so; however, collectively they expressed that providing necessary but tough guidance through redirecting students&rsquo; behavior was their least favored role. Nurse preceptors found using a step by step process with student nurses worked best and that observation was the primary source of evaluating students&rsquo; clinical performance. Preceptors used observation as the primary source for evaluating students clinical performance and use subjective evaluations more frequently than other evaluation methods. </p><p>

<p> The problem of food insecurity among students in higher education, specifically students who belong to historically marginalized populations, is a serious national problem that is under researched. While data are not being collected universally, higher education institutions are beginning to report on this issue. Research reflects that 1 in 5 California State University students is experiencing chronic food insecurity and 1 in 10 is reporting experiences of homelessness. Higher education colleges are beginning to address this problem by casting a net of resources like food pantries, meal donations on student cards from other students, emergency funds through grants, CalFresh outreach and enrollment (federally funded program known as Supplemental Nutrition Assistance Program), and other campus-unique programming to serve hard-to-reach, vulnerable students. This study explores such services at a public California State University-Hispanic Serving Institution with the goal of understanding students&rsquo; lived experiences related to accessibility of food programming and resources in higher education. By exploring the perceptions of four students that are female who were food insecure related to their utilization of food programs directed at ensuring student food security, this study intends: (1) to explore students&rsquo; satisfaction with campus food programming, (2) to describe the participants&rsquo; knowledge of campus food programs and healthy food options, and (3) to explore the relationship between food programming and policies and the lived experiences of students. This study is important because oftentimes research is missing the unheard voices of students. By embracing students&rsquo; stories, researchers can learn of their real-life experiences. This allows for a greater understanding of the significance of food insecurity and its impact on students using food programs in higher education settings. </p><p>

<p> The purpose of this research study was to investigate the effects of teaching a mindfulness curriculum to graduate physical therapy (PT) students in the classroom. The researcher investigated two research questions. How does training PT graduate students in mindfulness strategies affect self-regulation, stress management, and trait mindfulness in personal and professional life immediately following training and 8 weeks posttraining?, and What is the experience of PT students being trained in mindfulness in personal and professional life related to self-regulation, stress and trait mindfulness? This was a mixed methods, comparison and intervention study design conducted with N=32 graduate PT students, who were divided into intervention and comparison groups. The intervention group received a mindfulness curriculum over a 6 week period. Pre and posttests (immediately and 8 weeks after) were given to both groups with Five Factor Mindfulness Questionnaire (FFMQ), Motivational Strategies for Learning Questionnaire (MSLQ), and Perceived Stress Scale (PSS). Qualitative interviews were done immediately after experiment. Statistical analysis using two-way MANOVA revealed statistically significant findings across time for the PSS and FFMQ, an interaction between time and group for the MSLQ, PSS, and FFMQ, and group across time for the PSS. Qualitative analysis showed Prior Experience, Perception, Mindfulness Tools, Challenges, Stress Management, Self-Regulation, Continued Application, and Feedback on Course as categories, each containing subcategories and themes. Incorporating mindfulness into PT education was shown to increase self-regulation, decrease student stress, and increase trait mindfulness.</p><p>