Browsing by Author "Morrone, Anastasia"

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    Investigation of Indiana tennis coaches' knowledge of disordered eating and nutrition and their confidence in such knowledge
    (2015-12-11) Reagan, Brian Patrick; Bahamonde, Rafael; Morrone, Anastasia; Pierce, David; Beekley, Matt
    It is well documented that a variety of sports coaches lack nutrition knowledge. However, few studies explore their knowledge of appropriate weight loss methods, macronutrient intake, or disordered eating. Unfortunately, both college and high school coaches disseminate inaccurate nutrition and weight loss counsel to their respective athletes who are just as unknowledgeable. Further, there is little research, which only focuses on coaches of a specific sport (e.g. tennis). Thus, the primary purpose of this study was to assess high school tennis coaches' knowledge of macronutrients and disordered eating (e.g. symptoms and prevention). Other purposes included identifying confidence in knowledge and any differences between the participating coaches' knowledge and demographic variables. To address these purposes, the 27-question Nutrition and Eating Disorders in Tennis ("NET") Survey was created (and validated). The study design involved a one-time, voluntary assessment of the Indiana coaches' demographic variables, knowledge, sources of knowledge, and level of confidence (e.g. Not At All or Very Confident). Overall, the results revealed that the coaches lacked knowledge. The average score was 70.6%, which was below the criterion for adequate knowledge. Furthermore, the coaches lacked adequate knowledge in three of the five knowledge domains: Treatment and Prevention of Disordered Eating (63.6% ± 22.9%), Disordered Eating Signs and Symptoms (60.0% ± 21.7%), and Macronutrients (57.0% ± 22.4%). The latter was further substantiated through the responses to scenario questions (Part 3). Specifically, the tennis coaches demonstrated a significant knowledge deficiency of carbohydrates, energy needs, and appropriate scope of practice. There was no significant difference between coaches' education level, gender, or type and knowledge. However, there was in experience; the more years coached, the lower the scores. Moreover, there was a trend of overconfidence in the most missed questions. This dissertation's data can provide basis for coaches' educational programs.
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    Master's degree and post-master's certificate preparation for the academic nurse educator role : the use of the National League for Nursing Core Competencies of nurse educators as a curriculum guide
    (2016-11-08) Fitzgerald, Ann; Billings, Diane M.; Rawl, Susan M.; McNelis, Angela M.; Friesth, Barbara Manz; Morrone, Anastasia
    This study described the education courses in Master of Science in Nursing Education (MSN Ed) degree and post-master’s certificate (PMC) in nursing education programs and determined which of the eight NLN Core Competencies, used to certify nurse educators, were represented. Data regarding the required credit hours, practicum hours, distance accessibility, and preparation for the Certified Nurse EducatorCM (CNE) Examination also were collected. The study used a descriptive design using a web scraping technique. Program information was obtained from the accrediting bodies for graduate nursing programs in 2015. Course description data were obtained from web pages via curriculum plans, course catalogs, graduate handbooks, or other institutional web pages. Data were collected from each program website, collated, uploaded, and analyzed. In both types of programs, evidence was found for the NLN Core Competencies: Facilitate Learning (97%), Participate in Curriculum Design and Evaluation of Program Outcomes (97%), Use Assessment and Evaluation Strategies (95%), Pursue Continuous Quality Improvement in the Nurse Educator Role (88%), Engage in Scholarship (45%), Function as a Change Agent and Leader (30%), Facilitate Learner Development and Socialization (28%), and Function within the Educational Environment (12%). Only 36% and 40% of MSN Ed and PMC in nursing education programs, respectively, were completely distance accessible. Required credit hours varied from 28 to 65 for the entire MSN Ed and from 6 to 47 for the nursing education courses. PMC credit hours varied from 3 to 45. Practicum clock hours, for both programs, ranged from 60–500 while practicum credit hours ranged from 1–18. Revision of MSN Ed and PMC curricula is indicated to improve inclusion of content in all competency areas. Moreover, increasing the number of distance accessible programs may encourage more nurses to consider a master’s degree or post-master’s certificate in nursing education.