BackgroundHistorically, in an effort to evaluate and manage the rising cost of healthcare employers assess the direct cost burden via medical health claims and measures that yield clear data. Health related indirect costs are harder to measure and are often left out of the comprehensive overview of health expenses to an employer. Presenteeism, which is commonly referred to as an employee at work who has impaired productivity due to health considerations, has been identified as an indirect but relevant factor influencing productivity and human capitol. The current study evaluated presenteeism among employees of a large United States health care system that operates in six locations over a four-year period and estimated loss productivity due to poor health and its potential economic burden.MethodsThe Health-Related Productivity Loss Instrument (HPLI) was included as part of an online Health Risk Appraisal (HRA) administered to employees of a large United States health care system across six locations. A total of 58 299 HRAs from 22 893 employees were completed and analyzed; 7959 employees completed the HRA each year for 4 years. The prevalence of 22 specific health conditions and their effects on productivity areas (quantity of work, quality of work, work not done, and concentration) were measured. The estimated daily productivity loss per person, annual cost per person, and annual company costs were calculated for each condition by fitting marginal models using generalized estimating equations. Intra-participant agreement in reported productivity loss across time was evaluated using κ statistics for each condition.ResultsThe health conditions rated highest in prevalence were allergies and hypertension (high blood pressure). The conditions with the highest estimated daily productivity loss and annual cost per person were chronic back pain, mental illness, general anxiety, migraines or severe headaches, neck pain, and depression. Allergies and migraines or severe headaches had the highest estimated annual company cost. Most health conditions had at least fair intra-participant agreement (κ ≥ 0.40) on reported daily productivity loss.ConclusionsResults from the current study suggested a variety of health conditions contributed to daily productivity loss and resulted in additional annual estimated costs for the health care system. To improve the productivity and well-being of their workforce, employers should consider presenteeism data when planning comprehensive wellness initiatives to curb productivity loss and increase employee health and well-being during working hours.
This qualitative study explored patients' perceptions of spirituality and of the nurse as a spiritual care provider. Semistructured interviews were conducted with 8 adults older than 21, who were living at home, and had been discharged from the hospital within the past 3 months having had at least a 5-day length of stay. Participants agreed that during their hospitalization, nurses were kind and caring but these behaviors were not perceived as spiritual care. Study findings suggest that patients do not perceive spiritual care within the role of nursing and therefore they did not share their spiritual concerns with nurses. Study findings are limited by sample size; however, implications for practice are that nurses need to be aware of a patient's spiritual needs to provide spiritual care.
This study supports greater specificity in describing spiritual care interventions to a level that allows replication and advancement of knowledge.
and Mary Ann McPartlan Bajo, RN PURPOSE. To describe the spiritual care activities of nurses as subsequently identified in the Nursing Interventions Classification (NIC) labels. METHODS. Data were takenfrom a larger study that used a multiple triangulation research design to describe spiritual perspectives, in tervenfions, and attitudes of 1,000 Sigma Theta Tau International members . Data analysis included desc r ip t ive and multivariate statistics for quantitative items, and content analysis for responses to questions. FINDINGS. 97 respondents reported providing 32 spiritual care activities. Ten NIC labels actually mapped the nurses' spiritual care activities. CONCLUSIONS. Spiritual care activities involve a broad spectrum of interventions that may be unique to each patient. The 32 spiritual care activities described by the nurses provide new knowledge regarding core spiritual care activities. The use of NIC labels can facilitate docunzentation of spiritual care activifies in diverse practice settings. greatcr specificity in describing spiritual care interzvntions to a level that allows replication and adztancement of knowledge. Search terms: Nursing activities, nursing in tervcntions, spiritual care PRACTICE IMPLICATIONS. This study SZlppOrtS Soins spirituels: Activites des infirmihres qui utilisent la classification des interventions de soins (NIC) BUT. Fournir des directives pour les soins spirituels par la description des activitis de soins infirmiers, ripertoriis sous les titres de la NIC. M~THODES. Les donnies ont i t i extraites d'une vaste itude utilisan t un devis triangulaire de recherche pour dicrire les perspectives interventions et attitudes spirituelles des 1,000 mernbres de Sigma Theta Tau International. L'analyse des donnies a it6 faite a l'aide de statistiques descriptives et multivariies pour les items quantitatifs et par l'analyse de contenu des riponses aux questions. R~J L T A T S . 96 infirmikres ont dicrit 32 activitis de soins spirituels. 10 titres (NIC) incluaient aussi des activitis de soins spirituels. CONCLUSIONS. Les activitis de soins spiritztels se ripartissent sur toute une ganzme d'interventions qui peuvent ttre uniques pour chaque patient. Les 32 activitis de soins spirituels dicrites par les infirmieres apportent de nouvelles connaissances concernant le noyau des soins spirituels. L'utilisafion des titres des interventions ( N U peutfaciliter l'inscription ati dossier des activitis de soins spirituels dans des milieux cliniques varie's. IMPLICATIONS POUR LA PRATIQUE. Cette itude itaye le fait que la description plus pricise des soins spirituels permet de faire avancer la connaissances et de conduire la rntme recherche dans d'autres milieux. Mots-clks: Activite's de soins, interventions de soins, soins spirituels Translation by Ckcile Boisvert, MSN, RN
Objective: Differences were assessed in disaster preparedness levels of college students at a large Midwest university based on knowledge, risk perception, beliefs, prior enrollment in a Community Emergency Response Team (CERT) or first aid class, and self-efficacy was assessed. Methods: College students between the ages of 18 and 24 years old were recruited from a general education class and from students who walked by a high-traffic area in the student union to complete a 27-item survey. A disaster preparedness score was calculated based on items each participant indicated he or she currently possessed at home. Participant responses were also dichotomized into knowledge (advanced vs. basic) risk perception (high vs. low), belief (strong vs. weak), CERT or first aid enrollment (yes vs. no), and self-efficacy (high vs. low) groups based on how the participant answered specific items on the survey. An independent samplest test was used to analyze the differences in disaster preparedness levels between each dichotomized group. Results: There was no significant difference (p=0.789) found between the strong beliefs (M=7.97, SD=3.478) and the weak beliefs group (M=7.88, SD=3.099), t(384) = -4.978. Conclusions: Based on the findings of this study, health education programs that focus on improving knowledge, self-efficacy in preparing for a disaster, and risk perception of experiencing a disaster will increase the disaster preparedness levels of college students. Universities partnering with community emergency management agencies and offering CERT or first aid classes to college students can increase the disaster preparedness levels of college students and potentially improve response and recovery after a disaster.
Aim/Purpose: This qualitative case-study explores how a doctoral student’s family influences the doctoral student’s success from the perspective of doctoral students who were enrolled in an online doctoral program. Background: Previous research has shown that family can significantly influence doctoral student success; however, it is not clear what is meant by family nor what the details of the influence of family look like from the perspective of the doctoral student. Methodology: A qualitative case-study method was used. More than 500 former students enrolled in an online doctoral program were emailed a web-based survey that elicited information about who they considered to be in their family, how they thought their relationship with their family changed while they were a doctoral student, and how much they thought their family understood what it means to be a doctoral student. One hundred thirty-three (24%) former students participated in the study. Qualitative data were analyzed both manually and electronically by three researchers who subsequently triangulated the data to confirm themes. Contribution: This study defines ‘family’ from the doctoral student perspective and provides an in-depth look at how family influences doctoral student success including explanation of family support and lack thereof that previously has been shown to be significant to facilitating or hindering doctoral student success. Findings: Doctoral students mostly considered their immediate and extended family (i.e., spouses, significant others, children, grandchildren, parents, grandparents, grandchildren, nieces, nephews, and parents-in-law) to be family, but some considered friends and coworkers to be part of their family as well. Most doctoral students experienced positive family support, but for those who did not, two major themes emerged as problematic: a reduction in the amount of time spent with family and family not understanding the value of earning a doctoral degree. Recommendations for Practitioners: Institutions of higher education should consider these findings when creating interventions to increase retention of doctoral students. Interventions might include orientation programs to help family members understand the value of earning a doctoral degree, the time commitment necessary to complete a doctoral degree, and ways to support a family member earning a doctoral degree. Recommendation for Researchers: The findings inform future research by surfacing more specific information about what family support and lack thereof looks like for doctoral students and what interventions for improving family support might include. Impact on Society: Improving family support may improve doctoral student success by adding more doctoral-trained leaders, innovators, scholars, and influential educators to society and by supporting the financial investment of students and their families by decreasing attrition. Future Research: Future research should focus on creating quantitative instrumentation to measure the influence of family on doctoral student success. Student populations from different types of doctoral programs (e.g., PhD, MD, DO) might be studied as well. Interventions aimed at improving family support should be designed, implemented, and evaluated for effectiveness.
Prayer can be empowering for performance enhancement. Researchers drew conclusions from a larger study that employed triangulation of research methods and a random sample of 1000 nurses to describe spiritual perspectives, interventions, and attitudes of nurses in the United States. This article describes the nurses' prayerful activities.
With the changing face of education and increased need for unique and technology-enhanced learning environments, educators must have current and relevant information to assist in making informed choices about how to create the most effective learning experiences. In this chapter, hybrid, online, and flipped classrooms are defined based on information found in relevant peer-reviewed and professional literature. Examples in practice within health sciences education are provided of each classroom type, as well as uses in environments where students take control of their own learning. Positive and negative aspects of each learning environment are discussed. Recommendations and best practices are suggested to facilitate the practical application of each.
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