Explore the vast range of titles available.

The workforce is aging, and the implications of an older nursing workforce are profound. As nurses age, injuries and disabilities are more prevalent. If disabilities were more commonly recognized and accommodated in the design of our nursing work environments, we could meet future needs. This article explores the literature on accommodations for an aging workforce, reports disabilities commonly seen in this population, and introduces universal design.

Purpose – The purpose of this paper is to explore what organizations can do to facilitate the retention and advancement of women professionals into top leadership positions. A social exchange framework is applied to examine ways organizations can signal support for and investment in the careers of women professionals, and ultimately the long-term work relationship. Design/methodology/approach – This paper employed a qualitative methodology; specifically, semi-structured interviews with 20 women executives, in primarily the US hospitality industry, were conducted. The interviews were recorded, transcribed, and content analyzed. Findings – Organizations are likely to strengthen the retention of their female professionals if they signal support through purposeful, long-term career development that provides a sightline to the top, and ultimately creates more female role models in senior-level positions. Organizations can also signal support through offering autonomy over how work is completed, and designing infrastructures of support to sustain professionals during mid-career stages. Findings are used to present a work-exchange model of career development. Research limitations/implications – This research is an exploratory study that is limited in its scope and generalizability. Practical implications – The proposed work-exchange model can be used to comprehensively structures initiatives that would signal organizational support to – and long-term investment in – female professionals and enable them to develop their career paths within their organizations. Originality/value – Through offering a work-exchange model of career development, this paper identifies components of organizational support from a careers perspective, and highlights the factors that could potentially contribute to long-term growth and retention of women professionals.

The US National institutes of Health-Centers of Excellence for Influenza Research and Surveillance is a research consortium that funds numerous labs worldwide to conduct influenza A surveillance in diverse animal species. There is no harmonization of testing procedures among these labs; therefore an external quality assurance (EQA) program was implemented to evaluate testing accuracy among labs in the program in 2012. Accurate detection of novel influenza A variants is crucial because of the broad host range and potentially high virulence of the virus in diverse species. Two molecular detection sample sets and 2 serology sample sets (one with avian origin isolates, and one with mammalian origin isolates each) were made available at approximately six month intervals. Participating labs tested the material in accordance with their own protocols. During a five year period a total of 41 labs from 23 countries ordered a total of 132 avian molecular, 121 mammalian molecular and 90 serology sample sets. Testing was completed by 111 individuals. Detection of type A influenza by RT-PCR was reliable with a pass rate (80% or greater agreement with expected results) of 86.6% for avian and 86.2% for mammalian origin isolates. However, identification of subtype by RT-PCR was relatively poor with 54.1% and 75.9% accuracy for avian and mammalian influenza isolates respectively. Serological testing had an overall pass rate of 86.9% and 22/23 labs used commercial ELISA kits. Based on the results of this EQA program six labs modified their procedures to improve accuracy and one lab identified an unknown equipment problem. These data represent the successful implementation of an international EQA program for an infectious disease; insights into the logistics and test design are also discussed.

This article describes, exemplifies and discusses the use of the philosophical hermeneutic interview and its distinguishing characteristics. Excerpts of interviews from a philosophical hermeneutic study are used to show how this particular phenomenological tradition is applied to research inquiry. The purpose of the article is to lay out the foundational background for philosophical hermeneutics in a way that clarifies its unique approach to interviewing and its usefulness for advancing health care knowledge. Implications for health care research and practice are addressed.

Network formation is a key element of newcomer socialization; however, little is understood about how newcomer networks are formed in higher education. Drawing on a series of interviews with 34 new pre-tenure faculty members, we propose that just as individual and organizational socialization tactics interactively influence newcomer adjustment (Gruman, Saks, & Zweig, 2006), so too will they affect new faculty experiences with network formation. Our findings support this proposal; that is, individual employee characteristics, the practices of specific departments within the larger university, and the interaction between the two, create different degrees of network integration for faculty. Further, we find that in the context of university departments, organizational tactics may have a more significant effect on network development (and potentially other socialization outcomes) than those that stem from the individual. Building upon these findings, we also identify factors that facilitate new faculty network development and use these factors to suggest practical guidance for universities striving to enhance new faculty integration.

Faculty have reported a significant increase in the number of nursing students with disabilities; however, misinformation regarding legislated changes in the definition of a disability , as enacted in 2008 under the American with Disabilities Act Amendments Act, has contributed to faculty confusion when working with students with disabilities. This article identifies the circumstances under which nursing faculty are legally required to provide reasonable accommodations for students with disabilities, as defined under the Americans with Disabilities Act of 1990 as amended in 2008, and the strategies faculty may use to assist students to successfully complete core requirements. When this knowledge is integrated into a nursing program’s culture and curriculum, students with sensory loss, paralysis, mental illness, learning disabilities, limb differences, chronic illnesses, or other disabilities associated with impaired bodily functions can successfully complete nursing programs and provide excellent care to clients, the profession, and their communities.

This qualitative descriptive study explored grand multiparous women's perceptions of the evolving changes in birthing, nursing care, and technology. A purposive sample of grand multiparous women (N = 13) from rural, eastern Washington State were interviewed as they shared their 105 birth stories. Eight themes were identified: (1) providing welcome care, (2) offering choices, (3) following birth plans, (4) establishing trust and rapport, (5) being an advocate, (6) providing reassurance and support, (7) relying on electronic fetal monitors and assessments versus nursing presence, and (8) having epidurals coupled with loss of bodily cues. Results from this study may be used to educate women, intrapartum nurses, and childbirth educators on nursing care and on the evolving use of technology to better manage intrapartum care in hospitals. The results can also add to the extant knowledge of childbirth nursing practices.

The purpose of this action research study was to investigate and improve the support structures offered to First-Generation College Students in an Associate Degree program at a private Art and Design College. Participants and data collected in Cycle 1 consisted of first-generation college students who had graduated from this program. They were asked about factors and support that benefited them and ultimately led to their success in the degree program. Based on findings from this initial research, the action step consisted of a faculty-led mentorship program which was developed with the faculty stakeholders and was implemented during the school year. Findings from the study found that the mentorship program increased the overall student engagement, increased student self-efficacy, and enhanced the student overall academic success.

This qualitative study explores the sociocultural elements of English language development in rural Title III school districts from the perspective of ESOL coordinators. English learners remain the fastest-growing student population, facing significant challenges in rural Title III school districts. This study used the theoretical lenses of Vygotsky’s Sociocultural Theory and Cummins' Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency. Through in-depth interviews, key themes emerged: 1) cultural identity and linguistic belonging in ELD, 2) academic language development through culturally responsive instruction, 3) overcoming resources in rural ELD, 4) collaborative teaching strategies for ELD, and 5) family and community engagement in EL success. Findings highlighted the critical role of culturally responsive instruction, targeted academic language support, and content area collaboration in fostering ELs’ linguistic and academic success. However, rural schools face significant challenges, including limited instruction resources, inconsistent teacher training, and barriers to family engagement, which impact the effectiveness of English language development. The study’s implications emphasize the need for equity-driven policies, enhanced professional learning, and stronger community partnerships to support English learners in rural, under-resourced school districts. Addressing these gaps will provide evidence-based insights to improve instructional practices, inform policy decisions, and promote language development in rural school districts. Ultimately, this study contributes to the broader discourse on sociocultural elements influencing second language acquisition, advocating sustainable English language development programs in rural school districts.