Theses and Dissertations at Montana State University (MSU)
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Item Grittiness of adolescent residential frontline staff(Montana State University - Bozeman, College of Nursing, 2020) Clark, Jessica Lynn; Chairperson, Graduate Committee: Alice RunningThere are an estimated 48,000 adolescents residing in U.S. residential facilities (Office of Juvenile Justice and Delinquency Prevention [OJJDP], 2019). While this is a 50% reduction in the last two decades (Sickmund, Sladky, Kang, & Puzzanchera, 2017), adolescent residential facilities are housing extremely violent and emotionally disturbed adolescents. Because of the violent nature of these adolescents, turnover rates of staff in this field are as high as 70% (Seti, 2008). There is an abundance of literature assessing burnout, emotional exhaustion, and compassion fatigue in this area but a gap in the literature exists examining individual protective factors, such as grit, of employees who choose to stay despite difficulties associated with the job. Duckworth (2016) describes individuals with high grit as being resilient, tenacious, and having the ability to overcome significant setbacks with high levels of self-control. The aim of this project was to reduce the literature gap and supplement present literature by evaluating grittiness of frontline staff working in an adolescent residential facility as well as determine usefulness of pre-screening future candidates with the use of the Grit Scale. Employees of a Midwest adolescent residential facility who remained in a frontline staff position for greater than one year completed a12-item Grit Scale (Duckworth, 2016) and a demographics questionnaire. Overall, results showed that participants were 'very gritty' with an average grit score of 4.3, falling in the 80th percentile of a large group of adult Americans (Duckworth, 2016). The results of this project are promising and could be used as a foundation for practice change and future research with a larger sample.Item Relationship between gender, gender-related characteristics, and perceived job stress among university employees(Montana State University - Bozeman, College of Letters & Science, 2002) Boyle, Joshua ThomasItem The effect of years of experience and other selected variables on attitudes of teachers toward aspects of the teaching profession(Montana State University - Bozeman, College of Education, Health & Human Development, 1988) Hollensteiner, Beverly June RadaItem Burnout among the isolated, rural teachers in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 1986) Taylor, Ryan DItem Shame : the dark side of nursing(Montana State University - Bozeman, College of Education, Health & Human Development, 1993) Engels, Anne DemarestItem Determinants of intended job turnover in rural nurses(Montana State University - Bozeman, College of Nursing, 1988) Ballantyne, Jean ElizabethItem Staff turnover and burnout in Montana community-based habilitative services(Montana State University - Bozeman, College of Engineering, 1986) Johnson, Bradley ClarkItem The influence of gender and gender role on occupational stress for athletic training education program directors(Montana State University - Bozeman, College of Education, Health & Human Development, 2012) Nynas, Suzette Marie; Chairperson, Graduate Committee: Carrie B. MyersAthletic Training Education Program (ATEP) Directors and their administration need to understand the occupational stressors related to the ATEP Director position. The purpose of this study was to investigate how gender, gender roles, personal and professional characteristics and program factors influence the occupational stress of ATEP Directors. A survey research study was used to investigate the level to which ATEP Directors experience occupational stress, how ATEP Directors self-identify according to gender roles, as well as to determine the influence gender, gender role, personal, professional and program attributes on occupational stress. The study used multivariate linear regression with a model-building approach to determine if occupational stress for ATEP Directors was a result of personal, professional or programmatic characteristics. Gender, gender role and total number of students did have an effect on the occupational stress of ATEP Directors. Female ATEP Directors experience more stress than males and ATEP Directors who identify as having more masculine-like or agentic traits regardless of biological gender, experienced less occupational stress. As the number of students in the ATEP increased, so did the occupational stress of the ATEP Director. This study presents information that heightens awareness of the occupational stress of ATEP directors and that could assist in the development of mitigation practices to decrease the negative effects of occupational stress which might include burnout, physical and mental health issues, decreased commitment to job, and decreased job satisfaction and attrition.Item Distress in nurses following patient death : a local response to the need for debriefing(Montana State University - Bozeman, College of Nursing, 2009) Bickham, Melanie Ann; Chairperson, Graduate Committee: Carolyn Hamlin WengerThe purpose of this clinical project was to determine if nurses in an acute care setting would report a need for debriefing following a patient death. The review of current literature revealed mixed results regarding the effectiveness of debriefing as an intervention. Literature shows that emotional expression is perceived as cathartic by nurses and is viewed as a positive coping mechanism. However, randomized controlled trials of debriefing models did not demonstrate that participation in debriefing prevented distress symptoms. A survey was created to assess nurses' views regarding debriefing following a patient's death. Surveys were placed in mailboxes of Registered Nurses and Licensed Practical Nurses in a 220 bed hospital in Montana. There were 55 respondents. Demographically, the average participant in the survey was 38 years of age, held a bachelors degree, had been a nurse for 9 years, worked in a critical care unit, and had experienced approximately 15 patient deaths over their career. The majority of nurses surveyed felt that an information-sharing and event processing session among peers (debriefing) would be helpful in coping with their emotions after a patient's death. Thirty of those surveyed reported they would be very likely to participate or would definitely participate in a debriefing session if it were available. The overwhelming majority (n=52, 94.3%) reported experiencing one symptom of distress after a patient death. Comments written on the surveys were grouped into themes. These themes included catharsis/sharing, positive coping, past experiences with debriefing, prevention of death, perceived need for formal debriefing, no perceived need for formal debriefing, emotional distancing, and debriefing only for special circumstances. Surveys revealed that the majority of nurses surveyed felt that debriefing sessions would be helpful in processing their emotions following a patient death. The author wrote a nursing policy regarding the use of debriefing in a hospital setting for nurses following a patient death and made this available to the organization surveyed.Item A proposed grounded theory about the sources and effects of teaching anxiety among two-year college faculty(Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Pasek, Heidi Lee; Chairperson, Graduate Committee: Betsy PalmerEveryone occasionally experiences anxiety. In fact, an appropriate level of anxiety allows for the optimal performance of any task. There are times, however, when anxiety becomes problematic, undermining one's confidence and ultimately his or her performance. For teachers, there is a specific anxiety, teaching anxiety, which can lead to long term struggles in the classroom. Teaching anxiety appears to be a predicament for a significant number of post-secondary educators; yet little data were found on the subject. The purpose of this study was to systematically examine perceptions regarding the sources and effects of teaching anxiety among two-year college faculty. The aim was to assemble details about those college faculty members' insights through an assessment of their perspectives on the sources and effects of teaching anxiety. The study was directed by the following central research question: What do two- year college faculty members perceive as the sources and effects of teaching anxiety? The following subquestions further clarified the direction of the study: (1) How do the participants describe their own or their colleagues' experiences with teaching anxiety? (2) What do the participants understand about both the immediate and long-term effects of teaching anxiety? (3) How do those participants cope with teaching anxiety if they experience(d) it? To propose a grounded theory, this study utilized partially structured one-on-one interviews with two-year college faculty to illuminate the intrinsic properties of their perceptions about teaching anxiety. A conceptual model of inter-related perceptions concerning the sources and effects of teaching anxiety emerged from the data.