Browsing by Subject "Engagement"
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Item A Descriptive Study of Undergraduate Student and Faculty Perspectives of Engagement When Learning About Cultural Content(Office of the Vice Chancellor for Research, 2015-04-17) Lewis, Carly; Eldridge, Whitney; Riner, Mary BethPurpose: The purpose of this study was to explore student perception of engagement and knowledge gained during two class sessions on cultural competence using interactive teaching strategies. Improving cultural knowledge among nursing students can be expected to lead to the provision of culturally competent care upon graduation. Methods: A qualitative, descriptive design was used. Data was collected at the IU School of Nursing during two class sessions from 49 students and the course faculty. Three strategies were used to collect data: the one-minute paper (OMP) to gather the students’ perspectives, field notes taken during the class sessions, and interviews with the faculty before and after the class sessions. Results: Data showed recurring themes for each of the 3 OMP questions. When asked “What three things did you learn about culture during class,” the themes that emerged included knowledge of specific cultural practices, intercultural communication strategies, subculture/cultural differences, and the importance of cultural competence. Themes from the second question “What stood out for you the most” were cultural specifics, broad concepts, and means of teaching. The themes of the third question, “When did you feel most engaged,” were scenario/skit, questions, while presenting, feedback, and interaction. We found that out of the all the interactive techniques used, the skit had the greatest positive feedback. Students who reported the skit as being the time of greatest engagement also reported the skit as the time they learned the greatest content on cultural and subcultural differences as well as importance of cultural competency. Conclusion: We found that a high impact teaching strategy enhanced student engagement and learning. We encourage both students and teachers to take full advantage of interactive learning strategies as a way to promote deep learning about cultural competence.Item Does Mentoring Buffer Women in Science from the Effects of Perceived Discrimination on Career Outcomes?(2016) Campbell, Emily; Ashburn-Nardo, Leslie; Williams, Jane R.; Morris, KateThe number of women working in STEM areas of academia declines as rank progresses—a phenomenon termed the “leaky pipeline” (Burke, 2007). The leaky pipeline is due in part to discrimination. Women in STEM report high perceived discrimination, which is associated with negative career outcomes (Settles, Cortina, Stewart, & Malley, 2007; Pascoe & Richman, 2009). No research to date has examined whether mentoring might buffer the negative effects of perceived discrimination for female professors working in STEM areas of academia. This study examines whether mentoring relationships moderate the relationships between perceived discrimination and career outcomes including job satisfaction and work engagement for women in STEM. 118 women faculty in STEM completed an online survey of perceived discrimination, job satisfaction, and engagement. Although results revealed main effects of perceived discrimination and mentoring, mentoring did not moderate the relationship between perceived discrimination and outcomes. Exploratory analyses provide future research directions to understand the leaky pipeline.Item Experiences of Residency Program Directors in Their Roles: Exploring Well-Being Through Burnout and Engagement(2022-11) Robertson, Kyle A.; Byram, Jessica N.; Hayes, Cleveland; Agosto, Elizabeth R.; McNulty, Margaret A.; Organ, Jason M.Recent literature on well-being of physicians in general, and residency program directors (PD) specifically, has demonstrated those meeting the criteria of burnout reaching almost 50% in physicians, and 20-30% in PDs. However, few studies have explored engagement, or the positive or meaningful aspects, in physicians and no studies have explored engagement in the PD and Assistant PD community. Therefore, this study employed a qualitative approach to explore the experiences of PDs and APDs as they encountered burnout, engagement, and every combination in between through their multifaceted, roles, responsibilities, and tasks embedded in their institutional context and personal lives. Phase 1 participants (n=3) included two PDs and one APD from Indiana University School of Medicine (IUSM). Participants in Phase 1 took part in three semi-structured interviews at 6-month intervals, and direct observations in their clinical, administrative, and education roles. Phase 2 participants (n=5) were PDs from IUSM who completed a single semi-structured interview based on preliminary results and exploration of Phase 1 participants’ experiences. Interviews and field notes from observations were analyzed using inductive thematic analysis, followed by a deductive application of Job Demands-Resources (JD-R) theory. Document analysis was incorporated to add context, understanding, and a rich description of the participants’ experiences. This study found multiple sub-themes situated within four major themes: It Takes a Village, Integration of the “Hats” They Wear, Motivation and the Meaning of Their Career, and Coping. Exploring the sub-themes to JD-R theory allowed contextualization of how job demands, job resources, personal resources, absence of resources, job crafting, recovery, self-undermining, and strain, interact to add context, nuance, and broader conceptualization of how PD and APD experienced their multifaceted roles. This study provides a rich description of the experiences of PDs and APDs embedded in their social context of roles, tasks, and responsibilities. These results indicated that understanding how the individual experiences their job demands as they interact with their experiences of job and personal resources, and how the individual proactively engages with their environment through job crafting and recovery enables for a nuanced appreciation of engagement and burnout.Item Factors that Facilitate and Inhibit Engagement of Registered Nurses: An Analysis and Evaluation of Magnet versus Non-Magnet Designated Hospitals(2012-03-16) Wonder, Amy C.; Fisher, Mary L., Ph.D.; Pesut, Daniel J.; Ebright, Patricia; Halstead, Judith A.Work engagement of registered nurses (RNs) has gained attention in health care, as an organizational process that is requisite to promoting optimal patient outcomes. Improving patient outcomes has caused a movement to examine what can be done to bridge the disparity between good and excellent care. Standards that enhance RN engagement to promote professional care are seen as vital to excellence. Magnet designation, awarded by the American Nurses Credentialing Center, signifies an organization meets such standards. Therefore, the purpose of this study was to evaluate whether a correlation exists between RN engagement and the organizational structures common to Magnet designation. This study also evaluated the influence of social and institutional demographics on the relationship between engagement and Magnet designation. The variables in this study included: age (generation), gender, nursing degree, years of RN experience, years of unit longevity, shift, hours scheduled and worked per week, percentage of time in direct patient care, nursing unit, and shared governance council participation. Finally, this study evaluated the influence of RN perception related to organizational support for work on the relationship between engagement and Magnet designation. A total of 370 RNs in Magnet (n = 220) and non-Magnet (n = 150) designated hospitals completed a 17-item engagement survey and a 15-item demographic survey. Major findings of the study indicated no significant difference in RN engagement between nurses who work at Magnet versus non-Magnet designated hospitals. Within the Magnet sample, significant relationships were found between engagement and shift, years of RN experience in any clinical setting, and RN perceptions related to organizational support for work. Scatter plots for nursing experience showed positive slopes for total engagement, vigor, dedication, and absorption. Post-hoc results for RN perception related to organizational support for work identified the significant areas of engagement were total engagement, vigor, and absorption. No significant post-hoc results were noted for the variable of shift. Through significant and non-significant findings, several insights were gained about engagement. As a result of this study, leadership can better assess the needs of the RN workforce to provide what RNs perceive to be important to professional practice and RN engagement.Item Intervention in Online Writing Instruction: An Action-theoretical Perspective(Elsevier, 2016-06) Stella, Julie; Corry, Michael; Technology and Leadership Communication, School of Engineering and TechnologyThis analysis argues for an interwoven perspective of motivation, engagement, agency, and action in Online Writing Instruction (OWI) compiled from shared elements of empirical research in online education, writing instruction, and especially student academic engagement in traditional classrooms, where the research domain is comparatively mature. Engagement is the common element shared by these domains. In online education research, engagement is sometimes understood through intentional student actions. In writing instruction, engagement is commonly understood through human agency. In academic settings, engagement can be seen as a foundational part of Self-Determination Theory, which is comprised of cognitive, behavioral, and emotional engagement (Deci and Ryan, 1985). Educators often find measures of engagement valuable because they are reliable predictors of student outcomes, and they suggest a reasonable point of intervention for struggling students. A measure of agentic engagement, which describes the extent to which a student exerts agency to personalize a learning experience, could add value to measures of engagement, especially in OWI where actions and agency are integral to student success. In addition, a focus on engagement and intervention/remediation may offer an opportunity for students to succeed in learning online, not just in OWI, which is a valued skill in the workplace.Item Objects for Engaging Community(2016) McNeelan, Kimberly; Robinson, Cory; Holzman, Laura; Nordgulen, EricA strong community has regard for ecological health, personal health, and intellectual health for everyone. As an artist and a designer, I create functional sculptures that encourage awareness and action towards creating a more vibrant society comprised of strong communities. These intriguing forms entice viewers to investigate what the sculptures offer. The take away may be a book, a packet of seeds for plants that will benefit pollinating insects, a seedling to grow your own vegetable plant, or just the thought that these elements are part of a healthy and locally focused community. Through my art and woodworking, I strive to have a conversation with the public about what is needed for a satisfactory life.Item Organizational conditions that influence work engagement and burnout: A qualitative study of mental health workers(American Psychological Association, 2021) Rollins, Angela L.; Eliacin, Johanne; Russ-Jara, Alissa L.; Monroe-Devita, Maria; Wasmuth, Sally; Flanagan, Mindy E.; Morse, Gary A.; Leiter, Michael; Salyers, Michelle P.; Psychology, School of ScienceObjective: Clinician burnout in healthcare is extensive and of growing concern. In mental health and rehabilitation settings, research on interventions to improve burnout and work engagement is limited and rarely addresses organizational drivers of burnout. This study sought to elaborate on the organizational influence of burnout and work engagement in mental health. Methods: We randomly selected 40 mental health clinicians and managers who were participating in a burnout intervention and conducted semi-structured interviews to understand their views of organizational conditions impacting burnout and work engagement. Data were analyzed using a thematic analytical approach. Results: Analyses yielded three major themes where organizational contexts might reduce burnout and increase work engagement: (a) a work culture that prioritizes person-centered care over productivity and other performance metrics, (b) robust management skills and practices to overcome bureaucracy, and (c) opportunities for employee professional development and self-care. Participants also referenced three levels of the organizational context that they believed influenced burnout and work engagement: front-line supervisors and program managers, organizational executive leadership, and the larger health system. Conclusions and Implications for Practice: Findings point to several possible targets of intervention at various organizational levels that could guide the field toward more effective ways to reduce burnout and improve work engagement.Item Pilot Evaluation of a Tablet-Based Application to Improve Quality of Care in Child Mental Health Treatment(Elsevier, 2019) Davidson, Tatiana M.; Bunnell, Brian E.; Saunders, Benjamin E.; Hanson, Rochelle F.; Danielson, Carla K.; Cook, Danna; Chu, Brian C.; Dorsey, Shannon; Adams, Zachary W.; Andrews, Arthur R., III; Walker, Jesse H.; Soltis, Kathryn E.; Cohen, Judith A.; Deblinger, Esther; Ruggiero, Kenneth J.; Psychiatry, School of MedicineMental health systems need scalable solutions that can reduce the efficacy-effectiveness gap and improve mental health outcomes in community mental health service settings. Two major challenges to delivery of high-quality care are providers' fidelity to evidence-based treatment models and children's and caregivers' engagement in the treatment process. We developed a novel, tablet-based application designed to enhance via technology the quality of delivery of trauma-focused cognitive-behavioral therapy (TF-CBT). We piloted its use in four community mental health service organizations using a blocked randomized controlled trial to examine the feasibility of implementing tablet-facilitated TF-CBT versus standard TF-CBT with 13 providers and 27 families. Provider fidelity and child engagement in treatment were observationally measured via session audio recording. Parent and child perceptions of the tablet application were assessed using structured interviews and mixed-method analyses. Providers actively and appropriately used tablet TF-CBT to facilitate treatment activities. Providers and families expressed high satisfaction with its use, demonstrating acceptability of this approach. Youth and caregivers in both conditions reported high alliance with their providers. Overall, we found that tablet-facilitated treatment is accepted by providers and families and may be integrated into mental health treatment with minimal training. Further study is needed to examine the extent to which technology-based applications may enhance the reach, quality, and clinical outcomes of mental health treatment delivered to children and families.Item Predicting Participant Engagement in a Social Media–Delivered Lifestyle Intervention Using Microlevel Conversational Data: Secondary Analysis of Data From a Pilot Randomized Controlled Trial(JMIR, 2022-07-28) Xu, Ran; Divito, Joseph; Bannor, Richard; Schroeder, Matthew; Pagoto, Sherry; Medicine, School of MedicineBackground: Social media-delivered lifestyle interventions have shown promising outcomes, often generating modest but significant weight loss. Participant engagement appears to be an important predictor of weight loss outcomes; however, engagement generally declines over time and is highly variable both within and across studies. Research on factors that influence participant engagement remains scant in the context of social media-delivered lifestyle interventions. Objective: This study aimed to identify predictors of participant engagement from the content generated during a social media-delivered lifestyle intervention, including characteristics of the posts, the conversation that followed the post, and participants' previous engagement patterns. Methods: We performed secondary analyses using data from a pilot randomized trial that delivered 2 lifestyle interventions via Facebook. We analyzed 80 participants' engagement data over a 16-week intervention period and linked them to predictors, including characteristics of the posts, conversations that followed the post, and participants' previous engagement, using a mixed-effects model. We also performed machine learning-based classification to confirm the importance of the significant predictors previously identified and explore how well these measures can predict whether participants will engage with a specific post. Results: The probability of participants' engagement with each post decreased by 0.28% each week (P<.001; 95% CI 0.16%-0.4%). The probability of participants engaging with posts generated by interventionists was 6.3% (P<.001; 95% CI 5.1%-7.5%) higher than posts generated by other participants. Participants also had a 6.5% (P<.001; 95% CI 4.9%-8.1%) and 6.1% (P<.001; 95% CI 4.1%-8.1%) higher probability of engaging with posts that directly mentioned weight and goals, respectively, than other types of posts. Participants were 44.8% (P<.001; 95% CI 42.8%-46.9%) and 46% (P<.001; 95% CI 44.1%-48.0%) more likely to engage with a post when they were replied to by other participants and by interventionists, respectively. A 1 SD decrease in the sentiment of the conversation on a specific post was associated with a 5.4% (P<.001; 95% CI 4.9%-5.9%) increase in the probability of participants' subsequent engagement with the post. Participants' engagement in previous posts was also a predictor of engagement in subsequent posts (P<.001; 95% CI 0.74%-0.79%). Moreover, using a machine learning approach, we confirmed the importance of the predictors previously identified and achieved an accuracy of 90.9% in terms of predicting participants' engagement using a balanced testing sample with 1600 observations. Conclusions: Findings revealed several predictors of engagement derived from the content generated by interventionists and other participants. Results have implications for increasing engagement in asynchronous, remotely delivered lifestyle interventions, which could improve outcomes. Our results also point to the potential of data science and natural language processing to analyze microlevel conversational data and identify factors influencing participant engagement. Future studies should validate these results in larger trials.Item The Quarterly interview: Tony Stamatoplos(LOEX, 2011) Stamatoplos, Anthony C., 1958-This interview with Tony Stamatoplos focuses primary on the uses of improvisation in teaching information literacy. He comments briefly on his background and philosophy of teaching, and discusses some of the ways he uses improvisation to engage students, facilitate learning, and adapt to dynamic learning environments. He discusses how his use of improvisation is grounded in theatrical improvisation and draws from the scholarship of improvisation in disciplines such as psychology, education, and business.