Browsing by Subject "Engagement"
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Item Characterizing caregivers of youth at risk for substance use and caregiver engagement in the youth legal system: a mixed methods approach(Frontiers Media, 2025-04-08) Turner, Annie; Pederson, Casey A.; Salgado, Eduardo; Dir, Allyson; Adams, Zachary; Zapolski, Tamika; Hulvershorn, Leslie; Aalsma, Matthew C.; Psychiatry, School of MedicineBackground: Increasing caregiver and family participation is a key feature underlying many strategies to improve success among youth on community supervision. However, engaging caregivers in probation services remains a challenge for juvenile probation officers (JPOs), especially in families with significant needs. The goal of this study was to gain a better understanding of caregivers of legally involved youth at risk for substance use and their engagement with the youth legal system from a legal staff perspective. Methods: In this mixed-methods study, qualitative interviews were conducted with n = 15 youth legal staff from two midwestern counties. In addition, surveys were analyzed from n = 72 caregivers of youth with recent legal involvement who were also at risk for substance use in the two counties to characterize caregivers and provide context to the staff interviews. Results: Qualitative themes identified from the staff interviews included defining caregiver engagement, barriers to caregiver engagement (e.g., financial barriers, transportation barriers, caregiver substance use, and lack of parenting skills), and strategies to increase caregiver engagement. Quantitative data from the caregiver surveys focused on demographics and life circumstances of caregivers in the counties studied. Conclusions: Results highlight a wide variability in degree of caregiver participation with the youth legal system and legal staff's approaches to caregivers as well as significant barriers that caregivers face in their attempt to be involved in their youth's lives and legal cases. Additional work is needed to explore the caregiver perspective and identify the impact of specific caregiver characteristics on their youth and their youth's legal outcomes.Item Could Provider Bias Play a Role in Gynecological Health, Sexual Health and Gynecological Cancer Disparities Observed Among a Cohort of Non-English-Speaking Women with HIV living in Southern Florida?(European Society of Medicine, 2024) Duthely, Lunthita M.; Mpanumpanu, Rachel; Maldonado, Isabel; Goldsmith, Beverly; Akinyemiju, Isabelle I. M.; Lugo, Yulie; Cyrus, Elena; Medicine, School of MedicineAs part of an ongoing, prospective study developing an HIV adherence and engagement intervention for women in Southern Florida, we abstracted baseline demographic, psychosocial and medical history data charted in the participants' electronic medical records. Several differences were observed, in terms of documentation of gynecological and sexual and health data by patients' linguistic preference. The purpose of this quantitative, retrospective study was to test the differences of data documentation by linguistic group and comment on the findings.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.