<p> The lesbian, gay, bisexual, transgender, and questioning population has high prevalence rates of nicotine dependence in comparison to their heterosexual counterparts, creating a health disparity that is under-researched. Past research has indicated that factors such as minority stress and anxiety play key roles in the development of smoking behaviors in the general population but has not been researched in the LGBTQ population. In addition, internalized homophobia has been linked to substance abuse but its role in nicotine dependence has not been examined. This study proposed that anxiety and internalized homophobia would predict nicotine dependence in the LGBTQ population. A total of 61 LGBTQ individuals participated by completing an online survey. A hierarchical multiple regression was conducted and results suggested that anxiety and internalized homophobia were not predictors of nicotine dependence in the LGBTQ population. However, it was found that individuals questioning their identity did experience more internalized homophobia than those who identify as lesbian, gay, or bisexual. </p>

<p> The purpose of this grant proposal project was to develop and identify funding for the implementation of a school-based teen dating violence prevention program for adolescents in the southeast Los Angeles, California area. Peace Over Violence was the host agency for this program and is located in Los Angeles, California. Through the review of the literature on the history, prevalence, risk factors, and the existing interventions for adolescents, the grant writer proposed and designed a school-based teen dating violence prevention program. Additionally, the grant writer explored potential public and private funding sources, which resulted in the selection of the California Endowment Foundation as the funding source due to having the most compatible goals and objectives of this program. The actual submission and/or funding of this grant were not required for the successful completion of this academic project. </p>

<p> This study explored students&rsquo; perceptions of developing cohort cohesiveness while progressing through a doctoral level interprofessional health administration program. Drawing upon Tuckman and Jenson&rsquo;s Theory of Group Development (1977), this study specifically emphasized the group development process and its inherent relationship to achieve cohesion within a group. To better understand this process, an in-depth qualitative research design, using semi-structured interviews, was implemented to illustrate the experiences of an interprofessional group of students enrolled in a distance learning program that utilized a closed cohort model. Emerging from the data was the core category of shared experiences, supported by main categories of collegiate unity, required interactions, group maturation, and interprofessional appreciation. The significance of interaction between students and faculty emerged as fundamental and inseparable to students&rsquo; achievement of cohort cohesion. The data suggest the value of group development within these types of programs as well as how cohesive groups enhance the learning experience and contribute to student success. Results of this study have implications for the promotion of educational programs to foster group development within distance learning cohorts. Attention should be given to a broad base of understanding by faculty of the development of cohort cohesion and the value of cohesion in higher-level education. Findings from this study support the notion of faculty involvement in cohort cohesion and the importance of helping students make connections as a group.</p><p>

<p> Sierra Leone suffered the worst Ebola outbreak in history. This is a study of Sierra Leone aid workers during the 2014&ndash;2015 Ebola epidemic using the mixed-method concurrent nested model. Data collection consisted of 4 quantitative surveys (BSI, PDS-5, CD-RISC, and CSI), demographic information sheet, and qualitative semi-structured interviews. The findings show 53% met the criteria for psychological distress indicated by the BSI and 40% met the criteria for PTSD indicated by PDS-5. The highest score on CD-RICS resilience questionnaire indicated a belief that God can help them. The CSI revealed 15% of the participants used wishful thinking, social support, problem-solving, and cognitive restructuring coping strategies. Sociocultural factors showed significant impact on NAWs during the Ebola epidemic The qualitative themes that emerged in the responses of the participants included psychological distress, trauma, coping, resilience, economic factors, social structure shift, social factors, basic needs, community support, infrastructure, and changing cultural practices.</p><p>

<p> It is estimated that 23.1% of female students are raped or sexually assaulted during college (Department of Justice, 2014). As such, universities and colleges have a duty to address and respond to college sexual assault, but despite ongoing research, policy change, and extensive media coverage, the prevalence of sexual violence on campuses remains disturbingly high. This clinical dissertation proposes an enhanced approach to college sexual violence by shifting the focus of research and prevention programming away from the victims and toward the perpetrators. The primary objective of this dissertation was to develop a collection of protocols that may be utilized by colleges and universities to engage in active early identification of students at risk for initiating sexual assault via thorough exploration of risk factors for initiating sexual violence and existing early identification strategies. It is hoped that these recommendations will, in turn, inform intervention efforts in remediating the potential damaging effects for victims, perpetrators, and colleges at large.</p><p>

<p> The purpose of this research study was to develop a theory about how military experience influences the obesity trend among retired veterans. The grand tour question was phrased as how does cultural socialization, attributes, predispositions, and available opportunities influence the obesity trend among retired military veterans. The sample population included 15 retired military veterans who were professionals in the government or private industry at the time of the study. Participants were between 38 to 70 years of age and were retired from active duty military service after serving 20 or more continuous years of service. This qualitative study utilized a grounded theory methodology design to develop a theory completely grounded the data collected. Data sources included demographic surveys, interviews, field journal notes, memo writing, and member checking. Overall results suggested maladaptive coping behaviors developed throughout active duty years influence the obesity trend among retired military veterans.</p><p>

<p> Cervical cancer can be detected and successfully treated through recommended Pap screenings, but it remains the second most diagnosed type of cancer among women, due in large part, to lack of participation in recommended screening. Researchers utilize different theories when attempting to predict health behaviors, such as theory of planned behavior (TPB). TPB remains a primary lens through which health studies are conducted. However, TPB does not take into account the affective components that have been shown to influence decision making and behavior, such as fear. Fear of cancer has been shown to influence decision making with respect to preventative healthcare. The purpose of this quantitative, correlational study was to attempt to determine to what extent fear of cancer served as a predictor of Pap screening behaviors, over and above the predictive value of TPB. A convenience sample of women between the ages of 21 - 65 years, with a mean age of 46.6 years, was recruited via social media to participate in an online survey which is the demographic for whom Pap screening is recommended. Independent variables included TPB components (attitudes, subjective norms, and perceived behavior control) and fear of cancer. Demographic variables (age, race, and socioeconomic status) were controlled during hierarchical regression analysis in order to predict the dependent variable - intention to get Pap screenings. Multiple regression analysis showed that TPB components were all significant predictors of pap screen intention. Perceived behavior control (PBC) (<i>t</i> (85) = 4.357, <i> p</i> &lt; .001), attitudes (<i>t</i> (85) = 2.046, <i> p</i> &lt; .05), and subjective norms (SN) (<i>t</i> (85) = 2.550, <i>p</i> &lt; .05) were all significant predictors of PSI. Demographics and fear of cancer (FOC) were not significant within this coefficient model. However, in terms of generalizing results to the larger population of women between 21 &ndash; 65 years, the model summary showed that demographics only accounted for .02% predictability, but when TPB components were added to the model, they accounted for 43% of the variance. Finally, when FOC was subsequently introduced to the model, predictability of pap screen intention increased from 43% to 44.5%. Albeit a small increase, these results suggest that while FOC may not be a better predictor over and above the predictive value of TPB components, a combination of affective components and TPB components may be beneficial for future health care studies.</p><p>

Ensuring generalization and maintenance of the effects of staff training is a significant challenge in human service settings. The application of behavioral management procedures, especially performance feedback, has proved particularly effective in meeting that challenge. However, few studies have reported management of such procedures by co-workers (peers). This study was conducted to evaluate the effects of a package consisting of inservice training and a peer management program on the promotion and maintenance of instructional interactions of paraprofessional staff working with mentally retarded clients. Three pairs of subjects, vocational instructors at a large residential facility for the developmentally disabled, participated directly at their job sites. Dependent measures of staff instruction included complete and incomplete teaching interactions, and contingent reward. Collateral measures their client's performance included engagement with work materials for prevocational-level clients and rates of productivity for vocational-level clients. The experimental phases, introduced in multiple baseline fashion across the three pairs of subjects, were: (1) baseline, (2) inservice training of teaching skills, (3) return to baseline, (4) training in peer management, (5) peer management, (6) instructions to fade peer management, and (7) follow-up. The peer management program was associated with increased and sustained levels of high quality teaching by all subjects. Two subjects had previously demonstrated short-term gains in teaching skills following inservice training. Collateral measures of client performance indicated increased work productivity among nine of eleven vocational-level clients, but minimal effects on engagement among the prevocational-level clients. The results obtained in this study support benefits to staff and clients through utilizing paraprofessional peers as managers of the performance of their co-workers.

<p> This study examined the relationship of the scores on the Practice Exam &amp; Assessment Tool (PEAT) to the scaled scores on the National Physical Therapy Examination (NPTE). A correlation analysis examined the relationship of the exam scores from three cohorts of Doctor of Physical Therapy (DPT) students on the PEAT and NPTE. This study sought to determine if the performance on the PEAT was a predictor of first-time pass rate on the NPTE. It was expected that PEAT scores would have a positive correlation to the NPTE scores. The results indicated a moderate to strong correlation between overall PEAT scores as well as subtest scores with the NPTE. In addition, students that passed the PEAT were highly likely to pass the NPTE on the first attempt. Not only did students that passed the PEAT go on to pass the NPTE, but a significantly high number of those students who failed the PEAT (60.7%) were found to have gone on to pass the NPTE on the first attempt as well. The multiple regression formula was found to be highly significant with the overall PEAT score and the four subtest scores in predicting performance on the NPTE. In the equation, Evaluation and Examination carried the most weight with respect to the prediction of the NPTE scaled score. This formula can be used to predict overall NPTE scores based on PEAT scores as well as to demonstrate the areas of needed remediation. The results obtained from this study will be useful in better preparing future graduates for successful performance on the NPTE. Students, who do not pass the PEAT, will be remediated, particularly in the areas of Evaluation and Examination, in order to be adequately prepared for the NPTE. </p><p>

<p> Through advancements in modern medicine, human beings worldwide are living longer. The increase in life expectancy creates a need for a more qualified and knowledgeable nursing workforce for the delivery of quality geriatric health care. Although nurses are the primary care providers for vulnerable older adults, they are generally not well trained or prepared in geriatric care. Therefore, the purpose of the project was to develop an education program aimed at improving nursing knowledge of geriatric care in the long-term care (LTC) setting. The goal of the project was to answer the research question: What impact would attendance in the program have on improving nursing geriatric knowledge, retention, and job satisfaction by project end? Guided by the advancing research and clinical practice through close collaboration (ARCC) model for evidence-based practice (EBP), the learning needs of nurses in the LTC setting were assessed. The 6-week education program was designed to provide education on the basics of geriatric care, pharmacology and aging, symptom evaluation, dementia care, and geriatric physical assessment. Project participants consisted of 8 nurses who volunteered to take part in the program. The program was evaluated using a pre-test and post-test method to examine nurse&rsquo;s knowledge before and after the education program. Using a paired <i>t</i> test, the results indicated a significant increase (<i>p</i> &lt; .05) between the mean pre-test (3.75) and mean post-test (4.25) scores of nurse knowledge of geriatric care. The education program improved participant knowledge of geriatric care. Positive social change will be achieved with this scholarly project as nurses with greater knowledge gain confidence, strengthen decision making and clinical skills, and improve patient outcomes in the LTC setting.</p><p>