Browsing by Author "Horton-Deutsch, Sara"

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    Cross-border fathering: The lived experience of Mexican immigrant fathers
    (2009-01-16T17:14:33Z) Navarro, Daniel E.; Sullivan, William P.; Kim, Hea-Won; Queiro-Tajalli, Irene; Horton-Deutsch, Sara
    This phenomenological study explores the lived experience of Mexican immigrant fathers who migrate to and settle in the United States initially alone and eventually bring the rest of their families from Mexico to join them permanently. This project explores fathers’ understanding of their fathering efforts along the journey of migration; from departure from Mexico to family resettlement in the U.S. There is a conspicuous paucity of research focusing on the fathering experience among these men. In addition, negative stereotypes about the Mexican men in general abound. Thus, this study clarifies and contributes to the existing knowledge about these men. Fifteen Mexican immigrant fathers participated in the study through extensive qualitative interviews and field observation. Interviews were carried out in Spanish, audio taped, and simultaneously translated and transcribed into English. Data were treated through the process of phenomenological reduction. Nine core themes emerged: (1) fathers immigrate to rescue their families from poverty and fulfill what they perceive to be their roles as breadwinners; (2) they could not embark upon this journey without the support of family and kin in both countries; (3) they sacrifice themselves and their families as well; (4) despite the geographical distance, their fathering efforts involve much more than providing for their children; (5) they vow to ensure that neither they nor their families would ever experience certain risks again; (6) once in the U.S., they experience a type of poverty they did not anticipate; (7) due to immigration policy, the border is never left behind; (8) the role of the wife is significant throughout the father’s experience; and (9) despite the challenges experienced, fathers recognize and appreciate the gains from their decisions to engage in cross-border fathering. The essence of the phenomenon involves the recognition that although the Mexico - U.S. border is left behind after crossing the border, the father never stops crossing familial, social, and psychological borders. As a triangulation strategy, five professionals with significant experience working with Mexican immigrant families were also interviewed. Implications for practice, education, research, and policy are identified and discussed. Questions about the future of this population group are raised.
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    An evaluation of the impact of an intercultural service learning experience on the development of transcultural self-efficacy of nursing students
    (2014-11-06) Schmidt, Lynn Marie; McNelis, Angela; Dreifuerst, Kristina Thomas; Horton-Deutsch, Sara; Lay, Kathy
    The increase in diverse populations with unique, culturally specific needs, along with the lack of diverse healthcare providers to deliver culturally competent care, has escalated the need for non-diverse practitioners to gain the knowledge, skills, and attitudes to deliver culturally competent care. Culturally competent care cannot be offered to patients unless nurses understand how cultural values, attitudes, and beliefs impact patients' response to care. Nurses must develop cultural competence to accurately access, develop, and implement effective nursing interventions. The purpose of this exploratory, quasi-experimental, pretest-posttest study was to explore the impact of an intercultural service learning experience (domestic or international) on pre-licensure nursing students' perceived development of transcultural self-efficacy. A convenience sample of senior semester nursing students enrolled in a private, faith-based, baccalaureate degree nursing program in the Midwest United States completed the Transcultural Self-Efficacy Tool (TSET), Cultural Competence Clinical Evaluation Tool-Student Version (CCCET-SV), and reflective journals. All students were immersed in an intercultural service learning experience. Eighteen students traveled domestically and 38 traveled internationally. The data revealed that there was not a statistical difference in TSET scores based on location of the intercultural experience. However, there was a statistically significant difference from pretest to posttest for perceived Cognitive, Practical, and Affective dimensions of transcultural self-efficacy, in change scores (pretest to posttest), and pretest to posttest for pre-licensure BSN students’ perceived clinical competence behaviors (culturally sensitive and professionally appropriate attitudes, values, and beliefs) following an intercultural service learning experience.
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    Grit and deomgraphic characteristics associated with nursing student course engagement
    (2015-03-03) Robinson, Wanda Lynn; Bakas, Tamilyn; McNelis, Angela; Friesth, Barbara Manz; Horton-Deutsch, Sara
    Educating a sufficient nursing workforce to provide high quality, compassionate, and ethical care to an increasingly diverse population is an ongoing challenge and opportunity for nurse educators. Current literature highlights the importance of engaging students in learning to strengthen student achievements. Fostering student engagement within nursing courses is particularly important. Grit (consistency of interest and perseverance of effort) is a factor that may be associated with student course engagement. Demographic characteristics of age, gender, race/ethnicity, prior education, degree program, and self-reported grade point average (GPA) also may be factors associated with student course engagement. Guided by a conceptual model derived from the literature, the purpose of this study was to determine whether grit and demographic characteristics were associated with student course engagement (skills, emotion, participation/interaction, and performance) within a nursing course. Using an exploratory, descriptive, cross-sectional design, a convenience sample of 97 nursing students in a didactic health assessment course was administered the Student Course Engagement Questionnaire (SCEQ), visual analog scales for student engagement, Grit-S Scale, and a Student Demographic Characteristics form. Using multiple regression, 22% of the variance (21% Adjusted) of total student engagement (SCEQ) was explained by total grit scores (Grit-S) F(1,95) = 26.54, p<.001. Further analyses of student engagement were conducted using the SCEQ subscales and visual analog scales with similar results. Findings provided support for the conceptual model used to guide the study, although replication of the study was recommended across varied learning environments. Findings warrant further study regarding grit as a potential area for the future development of strategies to foster engagement of nursing students in the classroom.