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Subject: education

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    Diabetes Education Among American Indians on the Fort Berthold Indian Reservation: Improving Educational Interventions in the School Setting
    (North Dakota State University, 2020) Swanson, Lisa Marie
    Minority populations such as American Indians (AIs) in the United States experience large-scale healthcare related disparities when compared with non-minority citizens. Diabetes can affect all races and ethnicities across the globe, regardless of age, sex, or location on the map, and affects AIs at disproportionately high rates. While type 1 diabetes mellitus (T1DM) is not preventable, type 2 diabetes mellitus (T2DM) can be prevented and avoided in some instances. The implementation of an evidence-based diabetes program in a school-based setting has the potential to positively improve the health of school-aged children. Based on the need for high-quality diabetes prevention education, an evidence-based educational curriculum was piloted in order to ascertain the feasibility of using such a program to increase diabetes and obesity prevention knowledge in the school setting. The implementation of the Diabetes Education in Tribal Schools (DETS) curriculum in community and school-based settings has been reported in literature. The program is intended to lower the prevalence of T2DM by incorporating lifestyle management options that specifically targets American Indian/Alaska Native (AI/AN) minority communities. Three lessons from the DETS curriculum were presented to the Boys and Girls Club of Three Affiliated Tribes (TAT) in Mandaree, North Dakota. Throughout the curriculum, students were educated regarding T2DM and obesity prevention by engaging in interactive learning activities. The results of the project revealed that community-based interventions for preventing T2DM and obesity can be a helpful way to reach children in the community setting. Overall, this curriculum was effective and successfully taught to voluntary participants. The measures used included qualitative interviewing and learning activities with answers/responses from the participants. Active community involvement by healthcare providers can promote primary prevention through educational activities.
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    Sleep Hygiene Analysis & Education Module for Nursing Students
    (North Dakota State University, 2021) Sorenson, Kayla Jean
    There is a research gap regarding college nursing student sleep habits and education compared to general college and medical students; nursing students are at high risk for poor sleep hygiene and impaired sleep quality due to coursework rigor, clinical hours, and balance between work (for majority) and college social life. There is a lack of sleep education and support in nursing students to allow for behavior change to occur amidst academic, employment, and social expectations. Nurse Practitioners (NPs) can play a vital role in health promotion to impact the nursing student population regarding sleep health. The practice improvement project (PIP) purpose was to evaluate, educate, and increase perceived sleep knowledge and habits of undergraduate nursing students at a Midwestern university. The PIP used descriptive statistics and open-ended questions for evaluation of sleep behaviors with nightly sleep logs pre- and post-education, Pittsburg Sleep Quality Index (PSQI) and Sleep Hygiene Practices Scale (SHPS) tools, and evaluation of an online sleep education module (SEM) to evaluate nursing student outcomes. Inclusion criteria included being a nursing student with admittance to the pre-licensure bachelor of science program. Of the 566 possible participants, 48 students completed the pre-survey and 21 students completed all evaluative measures. Collectively, results supported that nursing students had decreased sleep quality reflecting a mean pre-survey score of PSQI of 7.1 (a score greater than 5 indicates sleep difficulty) with a post-survey score improvement of 5.6. Pre-survey SHPS scores supported poorer sleep hygiene practices and sleep quality at 76.8, with improvement to scores of 75.2 post-survey. Due to the small sample size, sample bias, and a 56% attrition rate, no significant conclusions were able to be correlated. Eighty-six percent of participants indicated an increase in perceived knowledge after the SEM. Learning more about the patterns and barriers of sleep was important to make recommendations to support nursing student sleep health. The results of this study reflect other findings from college student populations, but more research should focus on nursing students to determine if needs are closer to medical students and how academic institutions and NPs could provide better support to promote sleep wellness.
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    Enhancing Health Professionals' Cultural Competence of Gender and Sexual Minority Health
    (North Dakota State University, 2021) Thiel, Megan Beth
    The lesbian, gay, bisexual, and transgender (LGBT) community continues to experience worse health outcomes than their heterosexual counterparts. Inequities in health care include low health insurance rates, high rates of stress due to systemic discrimination and stigma, and a lack of cultural competency in the health care system. Gender and sexual minority (GSM) people are at higher risk of mental health disorders, sexually transmitted infections (STIs) and human immunodeficiency virus (HIV), substance use and abuse, cancer, suicide, and other disorders/diseases. A lack of cultural competency in health care systems perpetuates these health disparities and inequities in care that burden the LGBT community. This project’s purpose was to evaluate the effectiveness of an online educational intervention on enhancing health professionals’ cultural competence of GSM health. This study used a one-group pre-, post-, and follow-up survey intervention, quasi-experimental design to evaluate the effectiveness of an educational intervention on improving health professionals’ knowledge, clinical preparedness, and attitudinal awareness of GSM health. The study’s setting was at a primary care center with clinics spread across three rural counties in North Dakota with a combined population of less than 14,000. This study used convenience sampling, and the recruitment of participants included a project presentation at the health care organization where the project would take place and an email invitation. Thirty-six participants completed the pre-survey, 11 of those 36 participants completed the educational intervention and post-survey, and six of those 11 participants completed the follow-up survey four weeks after completing the educational intervention. The instrument used for the presurvey, post-survey, and follow-up survey was the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS). A paired sample t-test was used to compare pre, post, and four-week follow-up LGBT-DOCSS mean scores. The results indicated a statistically significant improvement in LGBT-DOCSS mean score on the post-survey (p = 0.0011) and four-week follow-up (p = 0.01) compared to the pre-survey. Additionally, the majority of participants reported that this educational intervention was valuable to their practice. This project revealed that an online educational intervention effectively enhanced health professionals’ cultural competence of GSM health.