Data Management Plan for Emotion Sequence Effects in Persuasive Narratives to Reduce Consumer Risk

Data Management Plan for 2020 NSF Social Behavioral and Economic Sciences Directorate Early Career Development Program (CAREER) Program Proposal

Data Management Plan for Investigating Early Mathematics Learning Opportunities for Children with Disabilities in the Home Learning Environment

Data Management Plan for 2021 NSF Faculty Early Career Development Program (CAREER) Program Proposal

An Examination of the Clinical Learning Experience of Second Career Nursing Students in a Dedicated Education Unit: A Qualitative Study

Controversy exists between academic leaders and nurse executives in the health care system regarding whether or not new graduates especially second-career nurses are fully prepared to provide safe and effective patient care. Nurse educators are exploring innovative methods explored to improve clinical learning outcome and to foster successful career development of these students. The purpose of the paper is to examine the experience and self-regulated learning capacities of second-career nursing students who have received clinical teaching in a Veterans Affair Hospital’s dedicated education unit in the United States. The study setting is a 20-bed cardiac telemetry unit where staff nurses are purposely assigned to clinical teaching. Kuiper’s self-regulated learning model (Kuiper, 2005), a middle-range theory derived from constructivist theory, is used as the theoretical framework of the study. 13 students were recruited from the hospital’s partnership with a second-career program. The participants were asked to answer 10 open-ended questions during two focus group sessions of 6 and 7 people respectively. The conversations were audio-taped and transcribed. The scripts were input into a qualitative research software NVivo10 for data analysis. The study provides a glimpse into the lived experience of the second-career students. It compares the findings with those of prior published studies. It concludes that the dedicated education unit has a positive impact on second-career students’ self-regulated learning experience.

Women and men in orthopaedics

Purpose: To compare and discuss the gender disparities in the Orthopaedic specialty. Methods: We reviewed the literature to find the rates of women applying for an orthopaedic residency, fellowship, and academic career program, to understand the causes of the disparities in women in orthopaedics, and how this relates to orthopaedic surgical practice. Results: The idea that men and women are different and have different working styles and skills and the belief that males are more dominant and more status-worthy than females leads to gender barriers and stereotypes that restrict women from entering male-dominated specialties. It is important to mention that equivalent barriers restrict men from pursuing female-dominated specialties such as Gynecology. Economic disparities and gender stereotypes that divide medical specialties into masculine and feminine, creating a gender gap in health care are major concerns. However, the number of women in the health sector is expected to increase due to the growing amount of female students that are expected to soon graduate. A leadership gender gap also exists; although women consist of 70% of the health care workforce they occupy only 25% of leadership positions. Conclusion: The existence of gender-based disparities in healthcare is multifactorial. The explanation behind the existence of a so-called gender gap lies in organizational and individual factors. Early development and family relations, the decision between work and life balance, personal choices and interests, as well as working conditions, absence of role models and mentorship and institutional policies make gender disparities even more evident.