The purpose of this phenomenological qualitative study was to describe the lived experience of nurses who work with baccalaureate student nurses in the acute care clinical environment. Because of the nursing shortage nursing education is challenged with equipping a safe qualified workforce while preventing or reducing student attrition. Students may choose to leave the profession or receive less than optimal learning experiences when exposed to negative socialization behaviors of nurses while in the clinical environment. Findings from this study can be used to foster collaboration between nursing education and nursing service in the development of positive clinical environments for nurses and nursing students. The methodology used for data collection was one-time, in-depth semi-structured informal audio taped interviews of staff nurses who worked with student nurses in an acute clinical setting. Saturation of the data was determined after six interviews. Data analysis was conducted according to the modified van Kaam method. The following themes emerged: beliefs about nursing education, role expectations, communication structure, motivational factors, deterrent factors, and professional socialization attitudes. Findings from this study revealed that nursing education and service should establish more effective communication between staff nurses by providing them with job descriptions and role expectations while working with students. Staff nurses also need to be informed of the students learning objectives, and competencies. Staff nurses need to be empowered to change the clinical environment and resolve conflicts that may arise as a result of having students in their work environment. Most importantly the staff nurses need to be educated about their legal liability and responsibilities when working with students. Students should also be informed of their legal responsibility for nursing practice before attending a clinical course. Implications for research are to increase qualitative and quantitative studies on staff nurses who work with baccalaureate student nurses in all areas of clinical practice. Studies related to the nurses educational preparation and faculty perceptions of staff nurses working with students are needed. Future research is also needed on the effects that clinical practice models used in baccalaureate nursing education and collaborative educational reforms have on nurses, students, and faculty.

The purpose of this study was to explore the lived experience of new graduate baccalaureate prepared Registered Nurses (RNs) who work in an acute care hospital setting. The study was a phenomenological qualitative research design, with researcher-developed guiding questions to help direct the interviews. Participants had passed the National Council for Licensure Examination for Registered Nurses (NCLEX-RN), and had been practicing from three months to one year. Eight RNs participated in the study, with seven usable interviews. Results found that new graduate RNs experience multiple stressors as they acclimate to their new roles. The primary stressors that were identified by the participants included high nurse-to-patient ratios, short orientation periods, time management and prioritizing, and lack of time with their preceptors. In addition, the RNs expressed frustration with the inability to spend quality time with their patients. They felt that although the patients needs were met, they were rushed in providing care and were unable to serve as a patient advocate. Other stressors identified by the RNs were concerns about interacting with physicians, and constant apprehension that a patients condition would deteriorate and they would not recognize the change in a timely manner. In addition, concerns about lack of staff support were mentioned by a majority of the participants, and they were very particular who they approached for assistance. The results of this study also indicated that the new RNs were very committed to patient care and overall enjoyed nursing. While they acknowledged the stressors, many were very surprised by the mental and physical demands of working in an acute care hospital setting. Preceptors were of great value in the transition, and served as a role model, educator, and support system. The researcher identified the following themes that emerged: 1) The Honeymoon Phase, where the new RNs were excited, nervous, and anxious about beginning their job; 2) The Transition Phase, where reality of their roles began to set in, and multiple stressors were identified; and 3) The Divorce or Reconciliation Phase, where the new RN made the decision to stay or leave their job in the acute care hospital setting.

Computers are now a part of everyday life, with the majority of daily activities revolving around the use of a computer. The concept of technostress was first introduced in the 1980's when computers became more prevalent in the business and academic world. Nurse educators have been impacted by the rapid changes in technology in recent years. A review of the literature revealed no research studies that have been conducted to investigate the incidence of technological stress among nurse educators. Therefore, the purpose of this descriptive-correlational study was to describe the technological stressors that Louisiana baccalaureate nurse educators experienced while teaching nursing theory courses. A census of 311 baccalaureate nurse educators was selected to participate in the study, and a total of 180 questionnaires were returned resulting in a 58% response rate. Of these completed questionnaires, 61 participants indicated that they had not taught a baccalaureate nursing theory course in the past six months, which indicated a frame error, and four additional participants indicated that they did not utilize technology in their theory courses. One hundred and fifteen usable questionnaires were included in data analysis, resulting in a 46% response rate. Two researcher-developed questionnaires, a demographic data sheet and The Nurse Educator Technostress Scale, were used for data collection. Data collection was completed through the use of an on-line survey software, called Zoomerang©. Findings revealed that the baccalaureate nursing education workforce in Louisiana is aging and experiencing technological stress. Furthermore, findings indicated that there was no relationship between demographic variables, such as age, ethnicity, gender, and educational level and a nurse educator's technological stress. The variable, perceived administrative support for use of technology in the classroom, was a significant predictor in a regression model predicting Louisiana baccalaureate nurse educators' technological stress (F = 14.157, p < .001). This finding is significant in a time of shortage of qualified baccalaureate nurse educators. Results from this study support the need for a university-sponsored technology orientation and continuous technological support in order to reduce the incidence of technological stress among nurse educators.

The purpose of this study was to determine if participants in the LSU AgCenters Agricultural Leadership Development Program have increased their leadership skills and become more involved in agricultural and community issues. The target population for this study was the 252 graduates of Classes I - VIII of the LSU Ag Leadership Program. This was a descriptive study using quantitative data. The questionnaire was developed from a review of the literature and instruments from related research. It was validated by a panel of experts from the LSU School of Human Resource Education and Workforce Development and the LSU AgCenter. The field test was conducted with graduates from the Arkansas Rural Leadership Development Program, Texas Agriculture Leadership Development Program, and members of the 2004-2006 Ag Leadership class. The study investigated research questions relating to the personal and demographic characteristics of the participants; their satisfaction with the program; whether it met their needs; their perceptions of the programs impact on their: understanding of issues facing agriculture and Louisiana; becoming involved in agriculture and non-agriculture issues; relationships with others; self-concept; and development of leadership competencies. Participants were also asked to list key leadership positions they have held since participating in the program and give suggestions for topics to be added to the curriculum. Conclusions drawn were limited to respondents to the written questionnaire. Respondents strongly agreed they were satisfied with the Ag Leadership program. It met their needs, helped them improve their self-concept, and positively impacted their relationships with others. The Ag Leadership program also had a positive impact on the development of respondents leadership competencies. The Ag Leadership program had a positive impact on respondents ability to understand systems and forces affecting agriculture in the United States and issues facing Louisiana. It had a positive impact on respondents influence on and involvement in agriculture and non-agriculture issues. Respondents suggestions of topics to be added to the program were in the areas of leadership development; the business of farming; production agriculture; environmental, political, and public policy issues; marketing and trade; agriculture and public opinion; family; community; and seminars.

The purpose of this study was to determine the extent of use of the eight educational principles included in the No Child Left Behind act (NCLB) by currently employed Agriscience teachers in Louisiana. Specific objectives formulated to guide the research were to describe: 1) Louisianas Agriscience teachers on selected demographics; 2) professional activities of Louisianas Agriscience teachers; 3) how often Louisianas Agriscience teachers ascribe to the NCLB principles; 4) determine if a relationship exist between the NCLB principles and selected demographics and, finally, 5) determine if a relationship exist between the NCLB principles and selected professional activities of Louisianas Agriscience teachers. Data was collected using a survey instrument that was developed by the researcher to measure use of the eight NCLB principles, professional activity associations, and selected demographic characteristics. The target population was defined as Agriscience teachers present on June 7, 2005, at the General Meeting of the Louisiana State FFA Convention. The survey was conducted confidentially. The outcome of the measurements indicated that the more years teaching experience the less the Agriscience teachers used the eight principles. Also, the higher degree of the Agriscience teacher the less likely they were to use the principles. In addition, teachers who were involved in extracurricular activities were more apt to use the principles then teachers who were not.

The purpose of this study was to determine if a relationship exists between community traumatic events (CTEs) such as the September 11, 2001 terrorist attacks and the temporal distribution of suicide in a metropolitan Louisiana parish (county) in the Southern United States over the period of January 1, 1994 to December 31, 2004. The researcher used data on suicides (homicides and accidental deaths were used for comparison) in the selected parish to describe the distribution of suicides over the 11 year period. A procedure was developed for identifying and categorizing CTEs sustained by the selected parish (county). A spectral analysis of the distributions was planned to identify patterns and assess whether these were related to the sustained CTEs. However, the spectral analysis was not completed due to violation of the necessary assumption of stationarity. As an alternate means of assessing relationships between CTEs and the distribution of suicides, Pearsons Correlation Coefficient was employed. Two key conclusions are that no relationship was identified between the occurrences of CTEs and the distribution of suicide and, although the literature identifies patterns due to different aspects of seasonality (e.g. month of the year), the Werther Effect, and contagion or clustering of suicides, this study does not support these patterns. In research dating back to Durkheims landmark piece, Le Suicide [Suicide: A Study in Sociology] (1897/1951/1979), identified patterns have been studied and explained as functions of a variety of phenomena including inclement weather, cultural differences, social isolation, inactivity, and media coverage. However, in current research and supported in this study, patterns are almost imperceptible. This may be explained by two plausible theories: (1) statistical tests previously employed were not appropriate for detecting patterns and (2) advances in communication and adapting to inclement weather has diminished the impact of these elements. The primary implication of these findings is that suicide prevention programming should be ongoing and aimed at entire communities. A key recommendation is that this study be repeated on a national level, complementing the current research design with phenomenological psychological autopsies of a random sampling of those who died by suicide.

The primary purpose of this study was to determine the impact of participation in the master gardener program on: a. Self-perceived knowledge in selected horticultural areas; b. Knowledge in selected areas of horticulture as measured by a researcher designed test; and c. Use of best management practices (BMPs) in horticultural practice. Gardening is a favorite pastime in the United States that has therapeutic and rewarding benefits. Currently, there is a great demand for accurate gardening (horticultural) information from green industry users such as gardeners from all backgrounds and areas. There is a need for research-based horticultural information to be provided to the home gardener by reputable sources. In 1972, the "Master Gardener" concept was initiated in Washington State due to the high demand to answer consumer horticultural questions. The main objective of this program is to increase horticultural knowledge of program participants so they, in turn can transfer this research-based information to consumer horticultural clientele. The program quickly spread throughout the United States. It reached Louisiana in 1994 and was expanded throughout most metropolitan areas by 1997. No formal evaluation has ever been conducted to determine the horticultural knowledge impacts of this program. All 257 2004 Louisiana Master Gardener program participants were surveyed both before and after participation in this program to determine programmatic impacts. The survey used was a researcher-developed instrument designed to measure self-perceived knowledge, tested knowledge, and Best Management Practices (BMPs) used. Data were collected by currently employed master gardener coordinators and submitted to the researcher after each phase of data collection (pre and post). Results of the study revealed that the LMG participants were highly educated, mostly Caucasian, and mostly female. Significant improvements were identified in all of the knowledge and practice measurements included in the study. These included self-perceived knowledge, tested knowledge, and use of BMPs. It was concluded that the 2004 Louisiana Master Gardener program was effective in increasing the self-perceived horticultural knowledge and tested horticultural knowledge of program participants. In addition, the study concluded that the 2004 Louisiana Master Gardener program improved the use of BMPs among the participants.

The primary purpose of this study was to determine if a model existed that significantly increased the researcher's ability to accurately explain the enrollment status of high-achieving freshmen based on the influence of selected demographic and academic characteristics. Since World War II, the need for students to obtain an outstanding postsecondary education in order to compete for the best positions in today's job market has become increasingly important. Thus, the need exists for higher education institutions to offer competitive academic programs that will attract top students and faculty. Since the number of graduating high school students is predicted to decline during the next decade, competition for students is fierce among institutions as enrollment managers strive to enroll outstanding students. This study's population was defined as all high-achieving freshmen (ACT ≥ 28 and academic GPA ≥ 3.0) who were admitted to one selected research-extensive university for the fall 2005 semester. There were 13 independent variables that were collected from the admissions and student aid databases and then transferred to a computerized, recording form, which served as the research instrument. Using stepwise multiple discriminant analysis, the researcher identified a substantively and statistically significant model that increased the researcher's ability to accurately explain the enrollment status of high-achieving freshman. The model correctly classified 65.0% of the cases, which was a 30.1% improvement over chance that was obtained on these subjects using this model. The variable that had the greatest impact on enrollment was whether or not the student's parent graduated from the institution. Other variables that contributed significantly were: student's residency status, college entrance examination score (ACT), gender, offer of admission to the Honors College, academic high school GPA, whether or not the student's race was Hispanic, and whether the student graduated from a public or private high school. The researcher recommended additional studies that would increase the percentage of correctly classified students by integrating these variables with others that could further explain future freshman classes. Variables suggested were: the institution's image, student's academic major, high school counselor influence, student's relationship with enrollment management offices, communication with students, and the campus visit program.

The purpose of this study is two-fold: 1) to determine whether a relationship exists between the self-reported tobacco use by secondary students in Louisiana and the tobacco sale rate to persons under the age of 18 in those parishes; and 2) to investigate the relationship between merchant education in a parish and the parish tobacco sale rate to persons under the age of 18 in those parishes. Multiple data sources were utilized to include tobacco use among secondary students, education provided to merchants, and tobacco sales to minors compliance checks. Aggregated parish data for each of the data sources were examined. The prevalence of tobacco use among secondary students was obtained from summary data from the 2002 Louisiana Communities that Care® Youth Survey and the 2004 Louisiana Caring Communities Youth Survey. Merchant education activities were obtained from summary reports provided by community contractors that provide merchants with educational materials related to the sale of tobacco products to minors. Finally, tobacco compliance check data were obtained from summary reports provided by the Louisiana Office of Alcohol and Tobacco Control with the number of compliance checks conducted and the number of compliance checks resulting in a violation. Findings from the study indicated that: a) The self-reported level of tobacco use among secondary students has decreased; b) There is no relationship between parish youth tobacco use and the parish rate of merchant education; c) There was no relationship between the change in parish youth tobacco use and the parish rate of tobacco sales to minors; and d) A greater number of tobacco merchants in a parish tended to be associated with lower levels of tobacco use among secondary students. It is recommended that continued examination of youth tobacco use, merchant education, and youth access to tobacco be continued over time.

The primary purpose of this study was to determine factors which influence client satisfaction with the services of community development corporations (CDCs) in metropolitan regions of Louisiana. The CDCs were evaluated based on five specific criteria: housing, social services, workforce development, educational enrichment, and community outreach. The objectives addressed were: description of clients, levels of client satisfaction, and relationships between satisfaction and selected demographic characteristics. The instrument used in this study was a researcher-designed survey questionnaire used to collect client information. It was comprised of two sections demographics and client satisfaction. The target population for this study was adult clients of at least 18 years of age who participated in housing programs operated by CDCs in the state of Louisiana. This study focused on selected CDCs which provided housing in the cities of Baton Rouge and New Orleans, Louisiana. The entire population of 458 Louisiana CDC clients in Baton Rouge and New Orleans was surveyed. Data were collected by mailed questionnaire. After two mailings, a telephone contact, and on-site follow-up, the researcher received a 45.2% usable response rate. The population studied included clients serviced by CDCs from the year 1994 through the present, who currently reside in a housing development of the CDC. Variables examined included: age, race, gender, marital status, household income, education level, number of children, household members over the age of 18, length of participation in CDC, and client region. Findings of the study revealed that household income and education could be determining factors in promoting client satisfaction with the services of CDCs. A model was identified using multiple regression analysis which explained 18.1% of the variance in the extent to which clients overall satisfaction can be explained by the data. Five variables, household income, education, number of children under 18, gender, and race were identified in the model.