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Item A comprehensive educational approach to improving NCLEX‐RN pass rates(Wiley, 2018-10) Opsahl, Angela G.; Auberry, Kathy; Sharer, Beth; Shaver, Carrie; School of NursingBackground Nurse educators strive to find the best educational methods to prepare students in their attempt to pass the National Council Licensure Examination for Registered Nurses (NCLEX‐RN). The purpose of this study is to describe the implementation of an online coaching program with Appreciative Advising and Emotional Intelligence education as combined educational strategies to improve student learning outcomes. Methods The study was conducted at a university in the Midwestern United States. The sample consisted of students in four graduating classes (2013, n = 15; 2014, n = 19; 2015, n = 18; and 2016, n = 17), who had followed supplemented program preparation in a prelicensure program. Electronic surveys were disseminated to determine satisfaction with student program supports through analysis of the mean overall average scoring of seven‐point Likert scale rates. NCLEX‐RN actual pass rates were reviewed to examine the quality of online coaching toward student preparation via a t test to compare the mean NCLEX‐RN pass rates before and after implementation. Results The students reported satisfaction with the additions of Appreciative Advising and Emotional Intelligence. NCLEX‐RN pass rates showed significant improvements with the combined program support additions. Conclusion The findings suggest that nursing schools that include student program support with an online coaching program can result in positive trends related to NCLEX‐RN pass rates.Item Parent-Perceived Effectiveness of the Occupational Performance Coaching Model: A Doctoral Capstone Project(2022-05-02) Withrow, Grace E.; Petrenchik, Terry; Department of Occupational Therapy, School of Health and Human Sciences; Frigo, MariannThe ultimate purpose of this capstone project was to identify an evidence-based method that helps to close the gap between the number of children who need therapy services and the number of children who receive them. A formal needs assessment was conducted, confirming that this gap is real and exists due to a variety of factors—lack of parent involvement, education, and in-home carryover being at the forefront. As a result, this study aimed to examine the parents’ opinions on the effectiveness of implementing a coaching model, specifically the Occupational Performance Coaching (OPC) model. A thorough literature review was conducted on this model, identifying its structure and strengths. The goal of the coaching model was to empower parents to be autonomous and confident when working with their children at home. This model was implemented with 9 participant families during a 6-week period in which in-person services were delivered to the child with both the therapist and parent present. The therapist coached the parent throughout the session, exchanging information and encouraging independent problem-solving apart from therapy. After the 6-week period, all participant families were asked to take the post-experiential survey and 8 completed it. The responses were uniformly positive and supported the premise and use of the OPC through three major themes, identified and coded using directed qualitative content analysis. These themes were program value, expectation setting, and benefits including empowerment through knowledge acquisition and skill acquisition. The project was deemed mutually beneficial by each the student and the capstone site and had an overall positive impact on the profession of occupational therapy.Item Sensory-Based Resources and Lesson Plans for Community Child Development Center: A Doctoral Capstone Project(2022-05-01) Brown, Hannah; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; White, DebraSensory processing challenges make it difficult for a child to learn, concentrate, socialize, and engage in daily school-related activities. To effectively understand sensory processing challenges and the impact they may have on academic success, teachers must have a working knowledge of sensory processing. This project aimed to enhance early childhood education teachers' knowledge and understanding of sensory-based topics using a coaching approach. For this project, coaching involved helping teachers develop awareness, knowledge, and skills through the creation of sensory-based resources and the implementation of sensory-based lesson plans. Results from the qualitative data analysis indicated that coaching effectively facilitated learning and increased teachers' awareness of sensory processing differences, knowledge and understanding of sensory-based topics, and implementation of sensory strategies within the classroom. This project adds to the growing body of research to support the use of coaching for professional development in early education settings.Item Using RoadMAPs to Enhance the Coaching Relationship(2021-04-22) Henninger, Lauren; Klemsz, Abigail; Lewellen, CourtneyPrior to Lead Advisors (LAs) being brought on in 2015, communication with students was done through listservs and email from multiple sources, making it challenging for students to discern the importance of advising information. In order to allow LAs time to have coaching conversations with their students, RoadMAPs were developed to cover the nuts and bolts of the advising conversation. These RoadMAPs ensure that every student receives the same information at the same time statewide which provides greater equity in advising.