Mentorship is important to learning because it provides a frame of reference and the guidance necessary to succeed for those who are inexperienced. The purpose of this study was to explore the impact of a one-semester mentorship program for freshman Barrett nursing students. Specifically, it was hypothesized that freshman Barrett nursing students (mentees) would experience higher levels of confidence as they enter their second year. With improved confidence and better preparation in handling stress, freshman Barrett students are more likely to stay in the Barrett program throughout their time at a university in the southwestern United States. The mentorship program included freshman Barrett students pursuing a degree in nursing as the mentees and Term 8 (senior) Barrett Nursing students as the mentors. The mentorship program supported freshman students in reaching out to their mentors for study tips, class advice, homework help, and use them as a general resource throughout the application process. Quantitative data was collected in a pre- and post-survey in order to analyze the confidence scores of mentors and mentees. The survey asked participants questions regarding their level of self-confidence and asked them to rank their responses on a Likert scale with 1 being strongly disagree and 5 being strongly agree. The results showed that confidence levels based on the quantitative data either stayed the same or was improved in every participant. Specifically, there were multiple statistically significant findings based on the paired t-tests that were run. Findings suggest the mentorship program improved the confidence levels in both freshman Barrett students and their Senior mentors.

The purpose of the study was to explore students' writing abilities throughout the online RN-BSN program at a large urban university in the Southwest. The aims of the study were: 1) explore how students' writing abilities, confidence in writing, and ability to locate resources change throughout the online RN-BSN program, 2) identify which aspects of writing students consider to be their strengths and/or challenges, and 3) explore which factors predict how well students write, their confidence in writing, and their ability to locate resources. After obtaining IRB approval, an invitation to participate in the study was sent to students enrolled in four different courses within the RN-BSN program. Students who chose to participate completed a 16-item questionnaire in which they rated their writing abilities, confidences, and skills, indicated strengths and challenges in their writing, and skills in locating evidence-based resources. An improvement was noted in students' self-rated academic writing confidence, professional writing confidence, internet reference skills, and library reference skills. The number of years as a registered nurse predicted overall writing ability and academic writing confidence.

Physician's cultural competence is important in healthcare because it helps improve quality of care as well as address healthcare disparities among minorities. Additionally, it positively correlates with patient satisfaction, which has been shown to increase treatment adherence and improve medical outcomes. This study investigated the effect of physician's cultural competence on patient satisfaction in a Latino population and how these compared to a European-American population. Physician's Cultural Competence for Patient Satisfaction (PCCPS) scale developed by Dr. Ahmed was utilized in this study. The PCCPS scale deconstructed physician's cultural competence into five subcategories: Macro-cultural, Proxemics/Chronemics, Language, Patient-centered Cultural Competence, and Patient Satisfaction. This scale and various demographic questions were incorporated into a survey that was distributed amongst participating patients. Gathered data was analyzed to determine which demographic factors and subcategories of physician's cultural competence were more relevant or important when interacting with patients that have distinct cultural backgrounds, such as Latino and European-American. Findings from this study will add to building a foundation of evidence in health care that advocates for a more holistic approach to medicine and incorporates cultural competence as an important determinant to predicting health care outcomes.

This project modifies an existing theory-based culturally responsive nutrition and physical activity curriculum designed for early adolescent Hispanic children. Modifications to the Salud con Sabor Latino para los Ninos (SSLN) curriculum, originally designed for adolescents, include didactic content and activities which are evidence-based and age appropriate for younger children (second to fourth grade). Using a community based participatory research approach, culturally responsive and developmentally cognizant modifications were made based on child development theories, social behavior theory, and evidence of successful obesity interventions among this age group. The end goal is to assist the community partner, Esperança, and provide an opportunity to impact obesity rates in this high risk population.
The goal of the updated eight session SSLN program is to decrease BMI, increase nutritional knowledge, and improve attitude and behavior towards nutrition and physical activity in Hispanic school-aged children. After meeting with Esperança to identify which elements of the curriculum needed modification, an extensive literature review was conducted to identify new and relevant research appropriate to the modifications. Integrating child development theories, social behavior theory, and results from earlier successful obesity intervention programs, curriculum sessions will be condensed and modified using a community base participatory research approach. Once edits to the curriculum are completed and approved, Esperança will implement the newly modified curriculum, and evaluate the success of the curriculum changes.
The final project is composed of a condensed, theory-based, culturally responsive, and developmentally age appropriate eight session curricula that will educate Hispanic school-aged children on nutrition and physical activity.

Often equated with hospice or end-of-life care, palliative care is the expansion of traditional disease-model medical treatments to include the goals of enhancing quality of life, facilitating patient autonomy, and addressing physical or emotional suffering. This interdisciplinary model is essential throughout the cancer continuum and offers the best patient outcomes when initiated at the time of diagnosis. While extensive research exists on the purpose and benefits of palliative care, substantial barriers to early and effective implementation remain. This study aims to examine and integrate current research literature on oncology nurses' perceptions of palliative care, including comparison to evidence-based preferred practice. Synthesis of qualitative findings offers transformative reconceptualization aimed to inform nursing education and improve patient care.

The purpose of this project is to create an educational activity book for Spanish-speaking children that face a language barrier when seeking care in the Emergency Room. In order to effectively develop relationships and provide exceptional healthcare for clients, nurses must understand how to effectively communicate (Escarce & Kapur, 2006). Current research reports that clients with Spanish as their primary language were more likely to have a poor experience when seeking health care assistance (Hispanic Health Disparities and Communication Barriers, 2016). Additionally, they were more likely not to seek care at all due to little or no communication capabilities with healthcare staff (Hispanic Health Disparities and Communication Barriers, 2016). The language barrier present and the lack of resources available to address the issue have created a disparity in the quality of healthcare for Spanish-speaking clients (Juckett, 2013). The book was made with the intention of being distributed to Spanish-speaking children and/or children with Spanish-speaking guardians, upon arrival to the Emergency Department. This educational activity book is to be used by the child, their guardians, and their involved health care staff to more comfortably navigate their way through the Emergency Room process.

At least 30 million people in the United States suffer from an eating disorder during their lifetime (National Association of Anorexia Nervosa and Associated Disorders, 2016). The Centers for Disease Control and Prevention (CDC) defines anorexia nervosa as a disorder where the person strives to maintain a lower than normal body weight through restriction and starvation (CDC MMWR, 1996). People with this disorder constantly have to control and count everything they eat (Mayo Clinic, 2016). For my creative project, I documented my sister's struggles through Digital Storytelling. My hope was to use my creative project to help others who are also struggling with anorexia nervosa. The goal is to provide advice and encouragement based on my family's experiences as well as my sister's accounts of her time in a rehabilitation center. Some of the things that helped my sister through her recovery were patience, support and communication from family and loved ones, caring for animals, and practices with positive self- talk.

Spirituality is of paramount importance in end of life care yet this aspect of care is frequently unrecognized. Spiritual and religious needs are often not accurately assessed or understood. This study sought to investigate Christian end of life beliefs and needs. A qualitative study design was used to explore end of life beliefs and needs of members from a non-denominational Christian church who self-declared their Christianity. A 10-item Assessment Tool on end of life needs and beliefs was created by this investigator and used in the study (Appendix 1). A total of 14 participants were interviewed. Notes and audio recordings were taken and later transcribed and analyzed using thematic analysis including an open analysis and an axial analysis of the data. The open analysis identified trends and common concepts which were then categorized into broader themes during the axial analysis. Findings included several major themes that described the Christian population's end of life needs and beliefs. The major themes identified included: trust in God, beliefs about necessity of religious practices, lack of fear of death, similarities in religious rituals and practices, and a desire for quality of life. During a statistical analysis, findings revealed that 86% believed that pain and suffering should be treated and prevented. One hundred percent (100%) of the participants reported that their faith helped with their acceptance of death. An additional 64% stated that they did not fear death. The findings in this study can improve religious and cultural awareness for nurses and others in the healthcare field.

Post-traumatic stress disorder is prevalent in refugees. The population of refugees in the United States is continuing to increase, of which the majority of the incoming refugees are children. A more comprehensive approach is needed to assess children for PTSD. This creative project involved reviewing existing literature on refugees in the United States, child refugees, Erik Erikson's stages of psychosocial development, and available and applicable PTSD assessment tools. I developed a reference chart that compared the available assessment tools. I recognized that a PTSD assessment tool for refugee children does not exist. In response, I created an approach to assessing PTSD in refugee children ages 5-12. In creating this toolkit, I determined who is appropriate for administering the assessment, discovered how to create trust between the clinician and the child, created the assessment tool, including implementation instructions, and then provided directions on scoring and referrals. The tool itself is called the Child Refugee PTSD Assessment Tool (CRPAT-12). The creation of the CRPAT-12 will hopefully be disseminated and will encourage refugee resettlement organizations to assess children for PTSD upon intake. Early identification of symptoms of distress will help the child receive the appropriate treatment and will help prevent more extreme mental health complications.