Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Effectiveness plans and practices in programmatic accreditation: differences in evaluative culture in nursing and engineering(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Swift, Paul Richard; Chairperson, Graduate Committee: Carrie B. MyersOne of the main methods of public accountability in higher education is the use of accreditation to measure quality and ensure continuous improvement. In recent decades, accrediting bodies have moved away from inputs-driven requirements to requirements that focus on outcomes. One of the major shifts has been towards requiring institutions and programs to report on their effectiveness. However, despite the significant commitment of resources towards accreditation, there is little research around the practices within accredited programs. The purpose of this grounded theory study was to better understand the practices of practitioners of program effectiveness in accredited programs of engineering and nursing at two separate institutions of higher education. The study found significant differences in the scope of effectiveness practice between the two disciplines, with engineering practitioners focusing primarily on the assessment of student outcomes while nursing practitioners focused on systems that comprehensively evaluated many different aspects of their program. The study further found that most of the practitioners had come to their positions as novices; this presented an opportunity to learn from these seasoned professionals and theorize best practices for the field that may contribute to improved effectiveness practices for programs that are programmatically accredited. Suggestions are also provided for the field of accreditation more broadly to help clarify terminology and expectations.Item The effects of high-stakes ATI remediation and testing practices including the ATI content mastery series and ATI PN comprehensive predictor(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Hunter, Elaine Hernandez; Chairperson, Graduate Committee: Tricia SeifertThe purpose of this retrospective, descriptive study was to determine if any differences existed in students' test scores on the Assessment Technologies Institute (ATI) PB tests: Fundamentals, Pharmacology, Medical Surgical and the Comprehensive Predictor before and after implementing a high-stakes remediation and testing policy. The ATI computer-based standardized tests are widely used in nursing programs as a program assessment tool. Also, ATI tests provide correlational evidence of first-time NCLEX-RN passage. The ATI Remediation and tests are commonly added to nursing programs progression plans. In recent years nursing programs have applied high-stakes ATI Remediation to the ATI tests in response to the high-stakes quality of NCLEX-RN. In this study the high-stakes ATI tests were administered to associate of science nursing students in their first year of their two year program. The site where the study took place was at a small university located in the Rocky Mountain Region of the US. Group comparisons between those who had a pre-policy of no high-stakes ATI Remediation and testing practices and a post-policy with high-stakes ATI Remediation and testing practices. Descriptive and inferential statistical analysis were used to detect difference in test scores between the two groups. Statistically significant differences were found between groups of test takers on the ATI PN Fundamentals and Comprehensive Predictor tests with the post-policy group scoring higher. An explanation of these findings indicate test scores increase with the use of high-stakes ATI Remediation and testing practices. The findings from these tests can assist nurse educators in placing a clearly defined, appropriate high-stakes ATI Remediation and testing into the progression plan.Item Inquiry into the cultural consciousness of nursing students during a one-week cultural immersion service learning experience within an American Indian community(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Alexander-Ruff, Julie Heather; Chairperson, Graduate Committee: Arthur W. BangertCultural consciousness is a central element of purposeful and appropriate health care delivery that integrates knowledge, sensitivity and understanding (Korton & Sahtouris, 2001). The preponderance of research across a variety of disciplines suggests that cultural consciousness and awareness is strengthened through self-reflection (Axtell, Avery & Westra, 2010; Danielewicz, 2001; Furlong & Wright, 2011; Gay & Kirkland, 2003; Rew, 2014), dialogue about race (Murray-Garcia, Harrell, Garcia, Gizzi, & Simms-Mackey , 2014), and experience within other cultures (Fredericks, 2006; Kozub,2013; Peaz, Allen, Carson & Cooper, 2008; Stone, et.al., 2014). The purpose of this study was to examine nursing students' perceptions of cultural consciousness pertaining to American Indian culture developed during a one-week cultural immersion service learning (CISL) experience. Specifically, The overarching research question central to the focus of this study was: How do nursing students at this university describe their CISL experience? Three sub questions were posed to inform the main research question. An intrinsic single case study design bounded by the students' perceptions of a cultural immersion service learning experience within an American Indian community was used to answer the research questions. Thirty participants were selected from two cohorts of nursing students enrolled in Nursing Care of Children and Family, a required junior-level course participated in a one-week CISL experience. Data included instructor observations and two sets of student reflections. The data were analyzed using the constant-comparative method (Strauss, 1987). Evidence from clinical reflections demonstrated most students wrestled a mismatch between their initial expectations and the reality of the situation, but several weeks afterward two-thirds of the students integrated the CISL experience into a coherent whole in which cultural consciousness emerged in their reflections. The findings from this study suggest that incorporating CISL experiences into undergraduate nursing curricula may facilitate the development of cultural consciousness and the skills needed for culturally competent care in student nurses. Also, there appeared to be a link between students' ability to recognize their societal privilege, the close proximity of healthcare disparities, and cultural consciousness. Additionally, recommendations were provided for developing a CISL experience within an undergraduate nursing program.Item A follow-up study of the Delphi survey of priorities in clinical nursing research(Montana State University - Bozeman, 1977) Nicholls, Daniel JohnItem Environmental risk reduction through nursing intervention and education : a look at parents' perceptions of risk of children's exposure to environmental toxins(Montana State University - Bozeman, College of Education, Health & Human Development, 2005) Penniman, Megkian Aliisa; Chairperson, Graduate Committee: Priscilla Lund.The success of efforts to provide environmental health (EH) information to families relies on testing interventions delivered in home and clinic settings. Few rural children's EH studies targeting multiple exposure pathways have been conducted. It is recommended that EH programs be framed and delivered in a manner meaningful to families and high-risk subgroups. This research addresses two questions: 1.) What are the risk avoidance behaviors regarding environmental tobacco smoke, radon, well water contamination, lead, and CO among a sample of rural households? 2.) Is there a difference in perception of risk between households that undertake risk avoidance actions and those that do not? Answers to these questions advised educational intervention construction. Participants were referred by public health nurses (PHN) serving pediatric programs within the Gallatin City County Health Department. All participants met specific enrollment criteria. Baseline biomonitoring, household exposure and self-reported knowledge/attitude/behavior (KAB) data were completed for 31 rural families. Biomarker data was collected from each child under age 6, each home was tested for radon and CO, and well water was processed using a well screen.