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I am interested in the concept of Academic Social Bullying. Academic social bullying is repeated and patterned psychological violence involving a power differential that is employed overtly or covertly to victimize, undermine, or intimidate another, resulting in feelings of threat to personal and professional well-being. It encompasses both behaviors and characteristics of an affected organization. Only one validated measure could be identified (10-item academic bullying inventory) by Merilainen and Koiv, but researchers noted that it could miss some academic bullying behavior. So, Beitz & Beckman developed an instrument measuring academic social bullying in nursing higher education. The content validity index was 0.882 and the reliability was 0.98. Now, it is available to measure academic social bullying in nursing.

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I am interested in the concept of Academic Social Bullying. Academic social bullying is repeated and patterned psychological violence involving a power differential that is employed overtly or covertly to victimize, undermine, or intimidate another, resulting in feelings of threat to personal and professional well-being. It encompasses both behaviors and characteristics of an affected organization. Only one validated measure could be identified (10-item academic bullying inventory) by Merilainen and Koiv, but researchers noted that it could miss some academic bullying behavior. So, Beitz & Beckman developed an instrument measuring academic social bullying in nursing higher education. The content validity index was 0.882 and the reliability was 0.98. Now, it is available to measure academic social bullying in nursing.

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Villanova University Nursing School Paper Presentation on “Pilot Testing of Evidence-based Symptom Management Telehealth Simulation-based Experiences in an Oncology Nursing Seminar:
Used 3 researcher-developed likert scales and The Nursing Anxiety and Self=Confidence with Clinical Decision-Making Scale (NASC=CDM))  to measure the confidence, competence and anxiety around clinical judgement and oncology symptom management

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The Usability of a Web-Based Cognitive Behavioral Intervention (Web-CBI) for Older Adults with Arthritis Fatigue

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The Usability of a Web-Based Cognitive Behavioral Intervention (Web-CBI) for Older Adults with Arthritis Fatigue

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The research study that I selected is titled "The Usability of a Web-Based Cognitive Behavioral Intervention (Web-CBI) for Older Adults with Arthritis Fatigue," conducted by Miaomiao Shen, Jeungok Choi, and Rae Walker. One aspect of this study that stood out to me was its focus on older adults, a population that often requires extra support and care. The Web-CBI intervention, which was designed specifically for this group, consisted of weekly learning modules, SMART goals, and self-assessment quizzes aimed at reducing arthritis fatigue symptoms. I found the study's mixed-method approach particularly noteworthy, as it combined both qualitative and quantitative methods to evaluate patients' experiences and measured the system's usability using the System Usability Scale. Overall, the study's attention to the needs of older adults and its comprehensive evaluation methods make it a valuable contribution to the field.

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Katherine Weyant, Shari Hrabovsky, and Diane Berish, who come from Pennsylvania State University, College of Nursing, did research through an eight-week evidenced based practice educational program using team-based and multi-media-based learning strategies combined with mentorship to improve interdisciplinary team members (nurses, nurse practitioners, physician assistants, and dietitians) research understanding, practice and attitudes. Firstly, I like the intervention in this study. Because the education program combined a variety of measures that are easy for healthcare providers to accept and implement. Secondly, it was a before-after trial, making it easier to tell whether the intervention was effective for the participants.

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Katherine Weyant, Shari Hrabovsky, and Diane Berish, who come from Pennsylvania State University, College of Nursing, did research through an eight-week evidenced based practice educational program using team-based and multi-media-based learning strategies combined with mentorship to improve interdisciplinary team members (nurses, nurse practitioners, physician assistants, and dietitians) research understanding, practice and attitudes. Firstly, I like the intervention in this study. Because the education program combined a variety of measures that are easy for healthcare providers to accept and implement. Secondly, it was a before-after trial, making it easier to tell whether the intervention was effective for the participants.

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Researchers chose to use the Toronto Empathy Questionaire (TEQ) as opposed to the Jefferson Scale for Empathy because the TEQ was still a reliable instrument but it did not require a fee for use, only required a citation.

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The study assessed whether there is a difference in self-efficacy in older adults with type 2 diabetes (T2D) following an educational program on self-management using the Self-Efficacy for Diabetes Scale( internal consistency of ⍺= 0.82). A single-group pretest-posttest design was used because the author stated that this design helped in comparing changes between the pretest and posttest outcomes. There was a pretesting of participants on their efficacy in managing T2D using the study questionnaire, then self-management education was given, and after that, a

posttest was conducted to assess their self-efficacy after the intervention(self-management education) was given. The education program consisted of two in-person sessions, each lasting for 90 minutes. The first 60 minutes of each session was centered on knowledge of diabetes, including risk factors, causes, complications, monitoring of blood glucose, and medication adherence, and the last 30 minutes were focused on lifestyle changes such as healthy foods and physical exercise.
I liked the fact that this was my research area and the measurement tool used because I often come across it. The design used to assess the research question was in the right

direction. However, some questions I had and asked the presenter was the sample size of 30 she had for this quantitative study. She explained that initially, 80 participants showed interest in the study, however, attrition rates were high after the first session because of several reasons. Once again, I was concerned about the time frame for the post-testing, the study reported that data was collected between January and March. It could be hypothesized that participants would have had good self-efficacy scores shortly after the intervention as compared to after a longer period.

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Exploring relationships among mindfulness, job stress, job demands and missed nursing care

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Exploring relationships among mindfulness, job stress, job demands and missed nursing care

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aims:
1. study the influence of mindfulness on job demands and missed nursing care
2.investigate the mediating role of mindfulness between job demands & job stress and between job stress &  missed nursing care
3. test conceptual orientation theoretically based on the job demands resource and missed nursing care models.
My interest on this:
it studied the impact of Mindfulness on three significant issues. I am personally interested in mindfulness, so i like to know its influence on different issues.