The recent economic downturn has increased demand for higher education. Because most postsecondary schools offer online courses, it is necessary to assess the effectiveness of those offerings and provide information that will assist colleges and universities in meeting citizens' educational needs. This qualitative case study was used to examine the learning experiences and perceptions of students in online courses at a university in the western United States. Moore's transactional distance learning theory was used to assess interactions among students, instructors, and course content. Purposive sampling was used to select 18 students from 3 university departments to participate in the study. Research questions focused on how participants perceived their learning experiences in online courses and how they described interactions with instructors and other students. Data collection was multimodal. The interviews were conducted in face-to-face format, electronic mail, and Skype. The questionnaires were completed by electronic mail. Field notes were collected during the interviews. Interview transcripts, field notes, and questionnaire data were coded against the 4 interaction factors identified from Moore's theory. Results showed that participants rated interaction with course material as most important, followed by interaction with the instructor. Next in importance was the character of the learner, followed by student-student interaction. This study contributes to social change by informing the efforts of postsecondary faculty and administrators to review and modify online course content. Doing so will ensure that the university is able to meet students' needs by generating timely, positive, and constructive, feedback; establishing a social communication network to foster student-student interaction; and creating a more student-friendly content material delivery method.

Aboriginal people in Canada are less likely to complete postsecondary education than are non-Aboriginal people. This lack of education leads to increased rates of unemployment and poverty and the need for additional government supports. The purpose of this project study was to identify and examine barriers faced by Canadian Aboriginal adult students as they return to school for postsecondary education. The conceptual framework for this qualitative study was based on the work of Ertmer, which suggests barriers can be placed into broad categories of extrinsic and intrinsic barriers. A case study design was used with a purposeful sample from a local academic institution. Eleven Canadian Aboriginal adult students were interviewed, 6 who successfully completed the college entrance program and 5 who did not complete the program. One counselor from the program was also interviewed to help provide a better understanding of the complexities of the identified barriers. Data analysis included substantive and theoretical coding. Thematic analysis led to 8 overall themes or barriers that affected these students' success: level of self-confidence, social environment, racism, spirituality, government policies, mental health and addictions, perceived value of education, and perceived need to demonstrate leadership. Recommendations include the development of a professional learning community made up of students, teachers, and the Aboriginal communities where the students lived. The project emanating from this study is a 3-part workshop intended to identify and mitigate barriers of Canadian Aboriginal adult students. Understanding and mitigating the barriers will promote positive social change by increasing the success rates of this population of students as they attempt to return to postsecondary education.

Instructional coaching is designed to positively impact instructional practices, yet not enough is known about whether administrators, teachers, and instructional coaches have similar perceptions about this approach. The purpose of the case study was to examine the perceptions of administrators, teachers, and instructional coaches concerning instructional coaching, the impact instructional coaches have on instructional practices, and barriers encountered by instructional coaches. Guided by Knowles' theory of andragogy, the research questions were designed to explore the relationship between collective and individual actions of adult learners when acquiring information and learning new concepts. The case study involved a purposeful sample consisting of 3 instructional coaches, along with their administrators and teachers who work within the same school district. Qualitative data were collected using semi-structured interviews and a questionnaire. Qualitative analysis techniques involved categorizing the data to determine themes regarding the phenomenon of instructional coaching. Identified themes included the following: assistance, receptiveness, instructional benefits, and non-evaluative role. Professional development training sessions were developed to increase administrators' awareness concerning the roles and barriers associated with instructional coaching. Implications for positive social change include increasing educators' understandings of collaborative partnerships among administrators, teachers, and instructional coaches. Such understandings may result in the use of professional learning communities to establish or maintain shared goals for improving classroom instruction and increasing student achievement.

Competent nurses are instrumental in assuring that a patient receives safe patient care of the highest quality. Patient care that lacks quality places patients at risk of poor health outcomes and results in negative financial impacts for the organization. The purpose of this staff education project was to develop nurse competency education for a facility's competency program, which merged the Wright competency model with quality and safety education for nurses' competencies. The nurse competency staff education program was evaluated by the organization's stakeholders for inclusion in the competency program. The whole-part-whole model, Knowles's adult learning theory, and Lewin's change theory were used to guide this project. Pre- and posttest data were collected from 16 organization stakeholders, including nurse managers, directors, clinical nurse specialists, nursing professional development specialists, and preceptors, who participated in an in-person education session. Data were analyzed by calculating the mean test scores and calculating the percent change. Results indicated a 32% increase in knowledge from pre- to posttest. Findings supported implementation through the nursing departments and may furthermore support implementation across other healthcare disciplines within the organization. The project promoted social change by developing and providing education to improve nurses' knowledge regarding competent practice, ensuring safe and high quality nursing practice and supporting improved patient outcomes.

Non-healing wounds can claim thousands of lives and costs billions of dollars each year, and nurse-led wound clinics are becoming necessary to fill a gap in care for patients with wounds. Even among certified wound nurses using evidence-based clinical protocols, key considerations of care are being missed. Therefore, this project was focused on developing and validating a new biofilm education module for certified or certification eligible wound care nurses. The aim of the module was to boost clinical assessment knowledge and improve patient outcomes. Benners skill acquisition model informed the development of this project. The design of the project also included a panel of expert wound care nurses using a 5-point Likert questionnaire to provide feedback on the biofilm education module, including evaluating the content, context, relevance, and use in the practice setting. Descriptive analysis provided evidence to inform the revision of the education module. Results of the Likert questionnaire ranged in mean score from 4.6 to 5.0, indicating there was strong agreement among the panel members that the education module met the objectives. The completed education module has been presented to the organization leadership for future implementation. This project supports positive social change by improving nurses' preparation to provide early clinical assessment, intervention, and definitive biofilm eradication treatments, ultimately improving patient outcomes.

The purpose of this basic qualitative study was to gain insight into the factors that military students perceive to have an impact on their persistence. The conceptual framework for this study was Knowles' principles of andragogy. The research questions were designed to explore military students' persistence, measures of engagement in academic activities, decisionmaking to assure success, and the strategies considered important to earn a degree at an online college. Demographic surveys, status reports and degree plans, and semistructured telephone interviews were collected from 13 military students. Interview data were transcribed and all data were open coded and thematically analyzed. Military students experienced longer than desirable time to degree while they managed institutional factors (policies and procedures), situational factors (school, work, and family obligations), and dispositional factors (age and past experiences). Specifically, military students indicated that the following factors contributed to their academic success: (a) military-friendly policies and procedures; (b) balance between school, work, and family; (c) and maturity gained from real-world experiences. They purposefully planned to persist, successfully addressed complex situations, and looked to experts in academia to ensure that those who could impact their progress were keenly aware of military students' diverse needs. Findings were incorporated into a white paper to inform academic leaders on how best to assist military students in completing their online degree programs. Implications for social change are that military students will be better prepared for more career opportunities and help mitigate the financial difficulties and high unemployment rates that disproportionately impact veterans.

Retaining novice teachers in a Northeast Florida county public school is an ongoing challenge. Research indicates that 14% of new teachers will leave the field within 5 years. The purpose of this case study was to investigate the major factors that contributed to this unique group of novice teachers' decisions to continue to teach at the school during their first 5 years in the field. The societal model served as the conceptual framework for this study of factors affecting teacher turnover, with emphasis on teacher and school characteristics in relation to teacher attrition. Data collected from 9 interviews and an observation and analyzed inductively were used to answer the key research question about what factors contributed to new teachers' retention. The findings of this study indicated that teacher preparation, administrative support, school environment, working conditions, and student characteristics influenced teacher retention at the local site. Recommendations that stemmed from the findings were formulated into a proposal for a new teacher professional development series that the participating school can use to improve new teacher retention rates. This study promotes positive social change by implementing measures to stabilize new teacher retention rates, which will improve student learning and promote academic success by creating stability in the learning environment.

People living with HIV/AIDS (PLWHA) are 4 times more likely to have a diagnosis of depression than persons without HIV. The specific problem at a rural clinic in a southern region of the United States, was a lack of continuity in the Patient Health Questionnaire 9 (PHQ-9) screening procedures that made sure that PLWHA were screened, identified, and referred. Early identification and treatment can help patients cope with barriers that affect health outcomes. The purpose and goal of this project was to develop and implement an evidence-based depression screening protocol to improve clinical staff practices and adherence to the PHQ-9 guidelines thereby increasing the number of PLWHA who were diagnosed and treated for depression. The Iowa model of evidenced-based practice served as a guide for this project. An interdisciplinary team was assembled to develop protocols and staff training. This project compared clinic staff knowledge on depression through pre and posttests. Upon completion of staff training, the pretest had a M = 78.33 and SD = 11.146 and the posttest a M = 99.17 and a SD = 2.887. Results of a paired t test confirmed a statistically significant increase in knowledge with p < .000. Over a 4-week period, depression screenings at the study site went from 10% to 100%. Data showed that positive social change was realized when PLWHA began to get depression treatment because of proper screening, early interventions, and depression management. Although the project is designed for the PLWHA in the rural clinic, other primary care providers may find that an evidenced-based practice protocol can be useful to improve PHQ-9 depression-screening practices for patients in other clinical areas.

Retaining adult education students has been a growing concern. The new GED requirements have generated low completion rates for a free GED program in a 3-year period, in a non-profit agency in a Southeastern state. Instructors are concerned about this problem and need to understand the factors that are inhibiting adult learners from successfully attaining their GED. This qualitative research design was the most appropriate to answer the research questions to determine the experiences that caused the adult learners to not complete the program and identify potential educational strategies needed to improve retention. Sticht's functional context theory was the conceptual framework for this study. Fourteen adult learners previously enrolled in the free GED program participated in in-depth, individual interviews. Thematic analysis, NVivo and open coding were used to identify, describe, and interpret data. The findings indicated that lack of computer and typing skills, the conversion from paper and pencil to computerized testing, and the onset of temporary and personal and family obstacles were factors that contributed to learners not successfully completing the program. Reinstatement of tutors and mentors and providing the participants with a well-defined curriculum for the GED courses were potential solutions to improve retention. The overwhelming evidence from the participants also suggested that a curriculum for a professional development training for instructors facilitating the online courses is an educational strategy for a potential solution to the local problem. This project has the probability to produce social change because it provides GED instructors researched-based instruction to facilitate online courses effectively to improve retention.

Self-Efficacy and Select Characteristics in Nurses Who Respond to a Pediatric Emergency by Nancy McNeill MA, New York University, 1996 BS, New York University, 1987 Doctoral Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2016 Nurses at a suburban northeastern U.S. community hospital reported that they felt unprepared to effectively respond to a pediatric emergency. Empirical data were not available to identify if this local problem was due to a lack of the nurses' self-confidence or if other factors were involved. The purpose of this study was to determine if there were relationships between nurses' self-efficacy in pediatric emergencies and their knowledge of pediatric emergency care, as well as their years of clinical experience, nursing education, pediatric life support certification, specialty certification, and caring for pediatric patients. In addition, the research questions guided the investigation to determine if any of the variables could predict nurses' self-efficacy in pediatric emergencies. The theoretical framework was based on Bandura's social learning theory, which incorporates the concept of self-efficacy, as well as Zimmerman's self-regulated learning theory. A quantitative correlational design was used with a convenience sample of 37 nurses. Self-efficacy was measured with the General Self-Efficacy Scale and knowledge was quantified using a 32-item researcher-developed instrument. The data were analyzed using multiple regression analysis and correlations. Results showed that none of the variables predicted self-efficacy; however, years of nursing education, pediatric life support certification, and clinical experience were all significantly related to knowledge. Based on the results, a 3-day educational program was developed to address pediatric emergency practice. The results of this study can direct positive social change by informing future nursing education and training efforts in order to improve the medical outcomes of pediatric patients.