IU Indianapolis ScholarWorks :: Browsing by Author "Draucker, Claire"

Browsing by Author "Draucker, Claire"

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4024 Theory and Scale Development for Cancer-Related Self-Efficacy in Partners of Breast Cancer Survivors
(2020) Cohee, Andrea; Draucker, Claire; Monahan, Patrick; Champion, Victoria
OBJECTIVES/GOALS: Specific aims are to: (Qualitative aim) Develop a new measure of cancer-related self-efficacy in partners (BCSES-P) and obtain feedback on the items (Quantitative) Evaluate the psychometric properties of the BCSES-P including: dimensionality, factor analysis, and construct validity assessing the relationships posited METHODS/STUDY POPULATION: 2- Phase Approach: 1) Item development and 1) Item testing Phase 1 Stage 1: Literature review to identify additional covariates Stage 2: Focus groups and individual interviews to determine partners’ needs Sample size: 20 partners (18 years of age or older, identifying as being in a committed relationship with a BCS) Design: cross-sectional, qualitative interviews Stage 3: Develop candidate items Stage 4: Cognitive interviews Stage 5: Finalize items with research team Phase 2 Preliminary psychometric testing Dimensionality Internal consistency reliability Construct validity Sample size: 150 partners Design: cross-sectional, online survey RESULTS/ANTICIPATED RESULTS: The BCSES-P will be unidimensional as assessed by exploratory factor analysis. The BCSES-P will demonstrate an internal consistency coefficient of 0.70 or above. Construct validity of the BCSES-P will be demonstrated by support of the following theoretical relationships: Cancer-related self-efficacy will be positively related to marital satisfaction and sexual functioning (social well- being) and the distal outcome, overall QoL. Cancer-related self-efficacy will be negatively related to fatigue (physical well-being), fear of recurrence, depression, and anxiety (psychological well-being). DISCUSSION/SIGNIFICANCE OF IMPACT: Findings will guide intervention development to improve partners’ quality of life The BCSES-P will be the first scale to measure partners’ cancer-related self-efficacy. This study will highlight a holistic approach to studying the long-term effects of breast cancer on partners.
Addressing Mental Health Needs of Health Care Workers through Peer Support Groups During the COVID-19 Crisis
(Indiana University, 2020-12) Thornsberry, Tanner; Nault Connors, Jill; Welch, Julie; Hayden, Julie; Hartwell, Jennifer; Ober, Michael; Sotto-Santiago, Sylk; Draucker, Claire; Wasmuth, Sally; Boustani, Malaz; Overley, Ashley; Monahan, Patrick; Kroenke, Kurt
Applied Educational Neuroscience in Elementary Classrooms: a Grounded Theory Study
(2018-11) Dennis, Sheila R.; Lay, Kathy; Adamek, Margaret; Brown, James; Draucker, Claire; Glassburn, Susan
Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students. The potential integration of EN practices into school settings affects educators and school social workers who promote positive school climates and address barriers to learning. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study was conducted to investigate the emerging conceptualization of EN practices and implications for promoting a positive classroom climate. Data collection included semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations from three different fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a conceptual model that revealed how EN practices unfolded in the classroom to facilitate the co-creation of a positive classroom climate. The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, selfregulating, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices aligned with four established climate dimensions: teaching and learning, structure of the learning environment, safety, and relationships. The resulting classroom climate contributed to students’ resiliency, as observed by reduced office referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Findings from this study support a conceptual model for the application of EN practices in elementary classrooms and align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success. The results of this study will inform future translational EN inquiry as well as educators and school social workers who seek to co-create positive classroom climates using transdisciplinary EN practices.
The Attributes of Nurse Residency Programs Influencing the Newly Licensed Registered Nurse
(2020-12) Kiger, Christina Louise; Otte, Julie L.; DeMeester, Debbie; Draucker, Claire; Hoffmann-Longtin, Krista
New nurses report feeling unprepared, incompetent, and highly stressed, contributing to first-year turnover rates of 25% in some healthcare organizations. Turnover, combined with a preparation-practice gap, has alerted advocacy organizations and researchers to recommend the development of nurse residency programs. Nurse residency programs are a post-graduate training period where new nurses receive enhanced clinical education in the healthcare setting. While highly variable in structure and attributes, programs usually include educational sessions, clinical immersion, and role socialization opportunities. Evidence supports that new nurses participating in nurse residency programs experience positive outcomes, including increased confidence, competence, and decreased turnover rates. Despite this, only half of the hospitals nationwide have implemented a program with most designed around a single health system mission. This dissertation study aimed to identify the attributes of nurse residency programs influencing the newly licensed registered nurse. An integrative review of the literature and evolutionary concept analysis was completed to examine the state of the science of nurse residency programs. Findings revealed a lack of conceptual and theoretical design and variability among program structures, creating a gap in the literature about the attributes of programs that are most influencing new nurses. Based on the literature's noted gaps, a qualitative description study was conducted. Purposive sampling strategies were used to recruit nurses who recently completed varied program models across the United States. New nurses reported the attributes of programs and described how those positively and negatively influenced the transition to practice experience. The overarching themes revealed that new nurses need a cadre of highly supportive individuals across the clinical and educational continuum who espouse astute interpersonal and communication skills. New nurses desire engaging activities with intra and interprofessional team members for clinical skill application, knowledge advancement, and role socialization. New nurses need the structure of meetings at times and in a sequence conducive to learning; and for preceptorship experiences to be facilitated by trained preceptors, on a unit, and of a length that supports confidence for autonomous practice. Future research will include the development and testing of an evaluation tool based on the findings from this study.
Beyond Data Capture: Using REDCap™ to Facilitate Web-Based Therapeutic Intervention Research
(Wolters Kluwer, 2019-05) Crane, Stacey; Comer, Robert Skipworth; Arenson, Andrew D.; Draucker, Claire; School of Nursing
Background Limited guidelines to assist nurse researchers who use web-based interventions are available. Nurses must develop the supporting technology enabling participants to complete study activities and collected data while maintaining data security and participant confidentiality. Objectives To describe how the authors used advanced Research Electronic Data Capture (REDCapTM) functionality to support the data management infrastructure of an interactive, web-based therapeutic intervention. Methods The data management infrastructure for the WISER intervention pilot study consisted of two components: a website for presentation of the intervention and participant account management and a REDCap project for data capture and storage. REDCap application programming interface (API) connected these two components using HTML links and data exchanges. Results We completed an initial pilot study of WISER with 14 participants using the REDCap-based infrastructure. Minimal technical difficulties were encountered. Discussion REDCap is cost-effective, readily available, and through its advanced functionality is able to facilitate confidential, secure interactions with participants, robust data management, and seamless participant progression in web-based intervention research.
Cultural Stressors Described by Latina Young Women Living in a Tumultuous Sociopolitical Climate
(2018) Stafford, Allison McCord; Bigatti, Silvia M.; Draucker, Claire
To describe the types of cultural stressors that Latina young women living in the US experienced from 2016- 2018 with respect to generational status.
Examination of the Informed Consent Process as Experienced by Patients Who Underwent a De Novo Transjugular Intrahepatic Portosystemic Shunt, Chemoembolization or Radioembolization Procedure
(2019-08) Hughes-Gay, Marsha A.; Draucker, Claire; Belcher, Anne; Jones, Josette; Shieh, Carol
The purpose of this study is to examine the informed consent (IC) procedure as it was experienced by patients who had undergone a de novo transjugular intrahepatic portosystemic shunt (TIPS), chemoembolization (TACE), or radioembolization (TARE) procedure in an Interventional Radiology (IR) Department. The three main study aims and a fourth exploratory aim are as follows: (1) Describe how patients who underwent a de novo TIPS, TACE, or TARE procedure in an IR Department described the IC procedure; (2) Describe what information patients who underwent a de novo TIPS, TACE, or TARE procedure in an IR Department recalled being told during the IC procedure; (3) Describe the satisfaction of patients who underwent a de novo TIPS, TACE, or TARE procedure in an IR Department with the IC procedure; and (4) Explore how the IC experiences of patients who underwent a de novo TIPS, TACE, or TARE procedure in an IR Department differed according to their levels of health literacy. Using a qualitative descriptive design, participants were recruited from an IR department that performed these procedures. A total of 14 participants were interviewed about their IC experiences and the Newest Vital Sign (NVS) Health Literacy assessment was administered. The participants described the IC procedure by discussing the staff they encountered, their feelings during the visit, the support persons who accompanied them, and the decisions they made about the procedure. The participants recalled being told about how their procedure would be performed, the care they would need, and the benefits and risks of the procedure. Most were satisfied with the information received during the IC procedure and found the information consistent with how they experienced the procedure. A few participants would have liked more visual materials, addition details about the procedure, simpler language, or more explanation of the medical terminology. No apparent differences in the IC experience could be attributed to health literacy. These findings suggest that persons’ experiences during the IC process are multi-faceted and affected by their emotions and concerns and the nature of their encounters with their healthcare providers.
Factors Associated with Home Based Self-Collection for Human Papillomavirus (HPV) Testing
(2021-09) Biederman, Erika Brooke; Champion, Victoria; Zimet, Gregory; Draucker, Claire; Han, Jiali
Women who are medically underserved may be less likely to obtain provider-based cervical cancer screening because of structural and intrapersonal barriers. Self-collection for human papillomavirus (HPV) testing, a method for women to collect their own sample through a vaginal swab or urine collection, has accuracy comparable to provider-based cervico-vaginal HPV testing and may be useful in overcoming barriers to provider-based cervical cancer screening. The purpose of this dissertation study is to examine factors associated with self-collection for HPV testing, psychometrically test Diffusion of Innovations (DOI) instruments, and identify preferences for self-collection for HPV testing. Three distinct aims were developed: 1) factors (sociodemographic, health-related, and theoretical variables) associated with mailed return of vaginal self-collection for HPV testing, 2) psychometric examination of DOI ÷instruments (relative advantages and complexity), and 3) dimensions of self-collection and characteristic preferences to self-collection for HPV testing stratified by age cohorts. This dissertation involved two cross-sectional studies. In Chapters 2-3, data were collected from women (n=168) at food pantries and online. Women were eligible if they were: 1) female, 2) between the ages of 30-65, 3) could read and speak English, and 4) at 2019 federal poverty guidelines for income and family size as defined by the Department of Health and Human Services. Women were not eligible if they had a history of hysterectomy or were adherent to cervical cancer screening guidelines. Logistic regression analyses, item analysis, Cronbach’s alpha, exploratory factor analysis, and tests were used to analyze data. Chapter 4 involved collection of data from an online survey with a sample (n=878) provided by Dynata. Participants evaluated 9 scenarios that varied along 4 attributes: HPV self-collection kit type (vaginal swab or urine collection), HPV self-collection kit delivery (mail, pharmacy pick-up, or clinic pick-up), HPV self-collection kit return (mail, pharmacy drop-off, or clinic drop-off), and HPV test result communication (mail, phone call, or text message). Ratings-based conjoint analysis (RBCA) determined how each attribute influenced the ratings of each scenario.
Gender Differences in Experiences of Leadership Emergence Among Emergency Medicine Department Chairs
(American Medical Association, 2022-03-01) Hobgood, Cherri; Draucker, Claire; Emergency Medicine, School of Medicine
Importance: The number of women entering medicine continues to increase, but women remain underrepresented at all tiers of academic rank and chair leadership in EM. The proportion of female chairs in EM has not exceeded 12% in 2 decades. Objective: To compare how male and female EM chairs experience leadership emergence, with attention to factors associated with support of the emergence of female chairs. Design, setting, and participants: This qualitative descriptive study was conducted between April 2020 and February 2021 at 36 US academic EM departments. Eligible participants were all current and emeritus female EM academic department chairs (with a possible cohort of 20 individuals) and an equal number of randomly selected male chairs. Interventions: Semistructured interviews were conducted via teleconferencing with an 11-item interview guide. Main outcomes and measures: Qualitative findings identifying similarities and gender differences in leadership emergence were collected. Results: Among 20 female chairs in EM, 19 women (mean [SD] age, 56.2 [7.1] years) participated in the study (95.0% response rate). There were 13 active chairs, and 6 women were within 5 years of chair leadership. Among 77 male chairs in EM identified and randomized, 37 men were invited to participate, among whom 19 individuals (51.4%) agreed to participate; 18 men (mean [SD] age, 52.2 [7.5] years) completed their interviews. Reflecting upon their experiences of leadership emergence, male chairs saw leadership as their destiny, were motivated to be chairs to gain influence, were dismissive of risks associated with chairing a department, and were sponsored by senior male leaders to advance in leadership. Female chairs saw leadership as something they had long prepared for, were motivated to be chairs to make a difference, were cautious of risks associated with chairing a department that could derail their careers, and relied on their own efforts to advance in leadership. Conclusions and relevance: This study found that experiences of leadership emergence differed by gender. These results suggest that leadership development strategies tailored to women should promote early internalization of leadership identity, tightly link leadership to purpose, cultivate active sponsorship, and encourage women's risk tolerance through leadership validation to support women's development as leaders and demonstrate a commitment to gender equity in EM leadership.
How African American Adolescents Manage Depression: Being With Others
(Sage, 2016-09) Al-Khattab, Halima; Oruche, Ukamaka M.; Perkins, Danielle; Draucker, Claire; School of Nursing
BACKGROUND: African American (AA) adolescents with depression face serious negative outcomes. Despite racial/ethnic disparities in treatment utilization, few studies have explored how AA adolescents manage their depression. OBJECTIVE: To describe common ways AA adolescents manage depressive symptoms through relationships with people in their lives. DESIGN: Qualitative descriptive methods were used to analyze the narratives of 22 AA young adults who had been depressed as adolescents and 5 AA adolescents in treatment for depression. RESULTS: A typology describing the varied ways AA adolescents manage their depressive symptoms through interactions with other people was constructed and labeled Being With Others. The five categories in the typology are keeping others at bay, striking out at others, seeking help from others, joining in with others, and having others reach out CONCLUSIONS: Clinicians might use the Being With Others typology to guide discussions related to detecting, assessing, and treating AA adolescents with depression.

Browsing by Author "Draucker, Claire"

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