Browsing by Author "Dzurec, Laura Cox"
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- ItemAddressing global faculty needs: The Nurse Faculty Leadership Academy(2016-07-13) Bailey, Deborah F. Cleeter; Patterson, Barbara J.; Dzurec, Laura Cox; Freysteinson, Wyona M.; Lambda Rho at-Large
Session presented on Friday, July 22, 2016:
Nurse educators are challenged to lead innovative change to create efficient and effective learning environments and improve the quality of the nursing education. In the face of a well-documented shortage of nurse faculty and faculty leaders globally, the need for leadership education, professional development, and mentoring becomes increasingly apparent. The development of academic nurse leaders is a concern at the forefront of organizational planning in nursing programs throughout the world. Without question, as the quality of individual faculty members' leadership ability increases, so does their satisfaction and retention as academicians. Moreover, informed leadership supports the the health of the academic environment, promoting clear and accurate communication and collaboration among the people who work together every day. Organizational success is dependent in large part on the competency of its faculty and on their leadership. The Nurse Faculty Leadership Academy (NFLA) is an international initiative designed to foster aspiring nurse educators by helping them to define and strengthen their personal leadership skills. Sponsored through a partnership between Sigma Theta Tau international and the Elsevier Foundation, the NFLA offers impassioned nurse educators an opportunity to develop as leaders. NFLA's curricular elements are focused in three domains: individual leadership development, advancing nursing education through leadership of a team project, and expanding scope of influence. Each Academy scholar engages with a mentor and an advisor; the scholar-mentor-advisor work with a serves as foundation for leadership development. Kouzes and Posner's (2012) fundamental exemplary leadership practices serve as the theoretical model guiding the NFLA curriculum over its 20-month course. As they implement the Kouzes and Posner leadership practices, Scholars learn to model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. The NFLA, now in its 5th year and hosting its third Scholar cohort, has opened doors for significant and enduring change for novice nurse faculty. As NFLA fosters the skills of involved scholars, it supports, broadly, the advancement of nursing education and the creation of creative and strong academic environments. Using the five exemplary leadership practices as a framework, the presenters will portray the journey of the Scholars in the three domains of the NFLA.
- ItemAdequacy of sample workplace bullying policy: Results of a mixed-methods systematic review(2013-10-22) Dzurec, Laura Cox; Fitzgerald, Shawn M.; Bromley, Gail E.; Meyers, Timothy W.; Karpinski, Aryn C.; Kent State University, Kent, Ohio, USA; Non-member
Session presented on: Wednesday, July 24, 2013:
Purpose: Integrated findings from studies of bully, victim, and administrator experiences in regard to workplace bullying (WPB) demonstrate the intricacy of the essential milieu of WPB and highlight complexities of effective intervention. The purpose of this study was to assess congruence between guidelines and obligations stated in workplace bullying policies established in 21 US states, and themes depicting victim experiences emerging from a mixed-methods systematic review of WPB research. The investigators' collective expertise in four disciplines served to strengthen analysis of the research question: How adequate are guidelines and obligations of WPB policies, in light of themes emerging from a mixed-methods systematic review of relevant WPB studies?
Methods: The investigators employed a mixed-methods review using a multi-step process to structure their approach. Common themes emerging from existing, state-level WPB policies provided search terms for this study. Two teams worked simultaneously to search, screen, and map findings of studies focusing on WPB; one team analyzed quantitative study findings while the other used hermeneutics to assess themes emerging from qualitative studies. Finally, we integrated qualitative and quantitative findings to generate interpretive themes. Findings of our mixed-methods analyses maximize the strengths of both qualitative and quantitative findings, facilitating critical understanding of proposed, policy-based WPB interventions from the points of view of the people the interventions target.
Results: Analyses demonstrate that: 1) WPB victims describe significant difficulty reporting experiences to supervisors; 2) numerous instruments are available to characterize the emotional response profile of WPB victims; 3) workplace administrators' communications may provide limited support for reporting workplace victims; and 4) statements from proposed legislation in 21 US states address remedies for WPB across a range of adequacy.
Conclusion: Findings from this mixed-methods review provide rich, thematic insights into ways to strengthen WPB intervention policy, adding to conclusions from the Cochrane review of intervention studies related to WPB.
- ItemBeyond the specious present: Workplace bullying victimization's roots in lived experience(2016-07-13) Dzurec, Laura Cox; Eta Beta
Session presented on Friday, July 22, 2016:
Purpose: The purpose of this presentation is to begin to unravel features inherent in workplace bullying victimization so that targets--the intended objects of workplace bullies' assaults--can be differentiated from victims--those parties actually injured by workplace bullies' assaults. The face-to-face encounters that overtly characterize workplace bullying often are brief in duration and puerile (Dzurec, Kennison, & Albataineh, 2014). Some who are targeted by workplace bullies are able to walk away, literally or figuratively, from bullying encounters. For others, the influence of the typically childish and immature content of bullying assaults is devastating, resulting, paradoxically, in ongoing and paradoxical engagement in relationship with their bully counterparts. The self-same bullying communications dismissed by some represent vicious assaults to others, those who are somehow vulnerable to bullying affronts. Workplace bullying acts typically do not involve physical action. Instead, they involve taunts, misrepresentations, and nonverbal expressions such as eye rolling and sighing. While appearing inane and trivial, the acts that constitute workplace bullying raise questions about what the perpetrator is REALLY trying to say. Workplace bullying is, after all, essentially a 'communication phenomenon' (Cowan, 2012, p. 1). Its language reflects a convoluted process, potentially intended to shame (Dzurec, Kennison, & Albataineh, 2014) without ever a hint of physical force.
Methods: Using pragmatic utility, the investigators analyzed a broad, published literature regarding workplace bullying, integrating knowledge from their previous research and practice experiences to differentiate the experiences of targets and victims.
Results: Study findings suggest that bullying victimization is established not in the immediate, specious present but, rather, through redolence, as the brain acts to interpret the present in terms of a personal, lived past. For those targets ultimately victimized, redolent tacit and explicit knowledge emerging from lived experience revives bygone vulnerabilities, naive communication and relationship expectations, and suspicious perceptions about the strength and authenticity of organizational supports.
Conclusion: Individual workplace bullying events serve as triggers that activate already-established assumptions regarding sense of self. In light of this finding, future research might address questions of what constitutes 'optimal' interventions in workplace bullying.
- ItemBullying and toxic work environments: Bringing scholars together to consider priorities and a way forward(2017-10-19) Dzurec, Laura Cox; Gillen, Patricia; Embree, Jennifer L.; Howard, Matthew S.; Widener University, Chester, Pennsylvania, USA; Eta Beta
Workplace bullying is a long-standing issue that is damaging to individuals and workplaces as wholes, worldwide. This session will involve interactive discussion among scholars from across the globe. It's intended to facilitate scholarly brainstorming that can foster development of potential research ideas that will benefit from national and international collaboration.
- ItemCreating a governance structure consistent with the Commission for Nursing Education Accreditation (CNEA) standards(2017-10-13) Hart, Carolyn; Bell, Pegge; Dzurec, Laura Cox; Wilson College, Chambersburg, Pennsylvania, USA; Phi Gamma (Virtual)
The purpose of this leadership project was to develop a governance structure consistent with CNEA accreditation standards for a newly developed BSN program at a private, liberal arts college in the Northeast that will seek initial accreditation.
- ItemDeveloping novice nurse faculty: Finding an authentic leadership voice(2017-07-17) Patterson, Barbara J.; Dzurec, Laura Cox; Sherwood, Gwen D.; Forrester, David Anthony (Tony); Eta Beta
Purpose: To describe the impact of a 20-month mentored leadership development program for new nurse faculty with less than five years academic experience.
According to the American Association of Colleges of Nursing’s (AACN, 2015) 2014-2015 report, Enrollment and Graduations in Baccalaureate and Graduate Programs in Nursing, nursing schools in the U.S. turned away 68,938 qualified applicants from baccalaureate and graduate nursing programs in 2014 in part due to faculty shortages. A 2014 AACN special survey regarding faculty vacancies reveals a vacancy rate of 6.9% that year.
Anecdotally, some new nurse faculty members find the transition to academic life challenging and leave academia within 2-5 years, extending a shortage of nurse faculty. Further contributing to the existing shortage, the average age of doctorally prepared nurse faculty by rank (professor, associate professor, assistant professor) is 61.6, 57.6, and 51.4 years respectively. With a dramatic wave of retirements expected, fewer faculty will be available to fill the shortage, resulting not only in further shortage but in less experienced faculty, overall.
These factors raise questions of whether nurse faculty are adequately prepared for academic leadership. Research indicates that faculty and administrators in nursing programs in the United States resist accepting positions with greater administrative responsibility; faculty who do accept formal leadership roles are often thrust into positions with insufficient experience or leadership preparation (Young, Pearsall, Stiles, Nelson, & Horton-Deutsch, 2011). The quality of academic leadership sets the stage for the health of the overall work environment (Brady, 2010), which in turn affects faculty satisfaction and retention.
Formal mentoring offers one solution to addressing issues of gaps in leadership skill and numbers of faculty. Mentoring may be one way to facilitate leadership development and increase retention of new nursing faculty. However, despite broad recognition of the importance of mentoring, formal mentoring programs and empirical evidence is limited.
The Nurse Faculty Leadership Academy (NFLA) of Sigma Theta Tau International offers an intense, mentored leadership development experience to faculty with fewer than 5 years of full-time teaching experience. Based on the Kouzes and Posner Leadership model (2012), the NFLA is designed to foster academic career success, promote nurse faculty retention and satisfaction, encourage personal leadership development, and cultivate high performing, supportive work environments in academe. The NFLA is a 20-month mentored leadership experience through which scholars participate in two leadership development workshops, conduct in-depth self-assessment, and design an individualized leadership development plan guided by a Leadership Mentor from another academic institution and a Faculty Advisor from the NFLA core faculty. Together, Scholar, Mentor, and Advisor form a triadic mentoring relationship. Scholars also create, implement, and lead a team project to advance nursing education through which they develop their leadership skills and host two site visits for the triad with their local administrative team.
Methods: The design for the study was qualitative description with human subjects protection approval. Descriptive statistics were employed to describe characteristics of the Scholars, whose responses on their final NFLA report were reviewed and analyzed by four NFLA faculty to identify common patterns and themes. The research team used comparative analysis to reach consensus on the results of their analysis, and an audit trail was maintained to ensure credibility of the findings.
Results: The sample of 14 Scholars comprised 12 females and 2 males with a mean age of 49 years (range 33-58 years). Average number of years in scholars’ current teaching positions was 2.6. The majority of scholar respondents (86%) were Assistant Professors. The over-arching theme emerging from the data was “Finding an authentic leadership voice”. Four sub-themes emerged to characterize this theme: Identifying inner strengths and weaknesses; Increasing focus on others, Increasing self-confidence; and Clarifying aspirations.
Conclusion: The findings of this study contribute to the advancement of the science of nursing education globally by providing empirical evidence for mentored leadership development programs. A greater emphasis on leadership development is needed for nurse faculty during graduate education and in the early years of an academic career. Results from this 20-month program also support the usefulness of a leadership model to guide mentored experiences. Leadership observers in the local institution helped facilitate scholar development by developing self-awareness and situational awareness of others and the environment.
Leadership is an essential component of the academic nurse faculty role. Leadership development is an on-going journey rooted in reflective practices to increase awareness of self, others, and context. For the Scholars in this NFLA cohort, the guided mentoring from NFLA programming contributed to behavioral changes in their leadership trajectory and helped clarify their faculty role amid expanding responsibilities. Finding their authentic voices was a major developmental step in contributing to the organization, learning to work with other faculty, and speaking up to help lead initiatives.
- ItemDeveloping nursing education leaders through intentional behavior change and expanded scope of influence(2016-03-21) Bailey, Deborah F. Cleeter; Dzurec, Laura Cox; Horsley, Trisha Leann; Hardy, Elaine C.; Embree, Jennifer L.
Session presented on Sunday, November 8, 2015:
The Nurse Faculty Leadership Academy (NFLA) is a 20-month personal leadership development experience that engages junior faculty and leaders of their home academic institutions. The experiential nature of the NFLA requires intentionality and commitment from all members of the academy community. The NFLA is designed to facilitate personal leadership development; foster academic career success; promote nurse faculty retention and satisfaction; and cultivate high performing, supportive work environments in academe. A rigorous international leadership development experience, the NFLA is constructed on a behavioral philosophy of leadership development that is integrated throughout all curricular and relational components of the academy. The NFLA employs a triad mentoring structure as the foundation for Scholars' learning milieu. Each triad is composed of an experienced Leadership Mentor, an academy Faculty Advisor, and a Scholar participant. Throughout the academy the triad meets regularly to implement the application of curricular activities, to guide reflective exercises, and to provide a framework for the leadership development process. The Kouzes-Posner 'Leadership Challenge' model serves as a behavioral practice framework for the leadership development curriculum. Three domains form the basis of the experience: individual leadership development, advancing nursing education through leadership of team projects, and the Scholars' expanded scope of influence within their sponsoring academic institutions, the community, and the profession. The structure of the academy includes two immersion leadership development workshops, two in-person Site Visits, and monthly Scholar Community Conference Calls. In addition, triads meet regularly by phone or videoconference for guided advisory conversations. The NFLA leadership development philosophy, history of the academy design, curricular elements and composition, mentoring roles and responsibilities, and the impact of the academy on the future of leadership in nursing education will be described by current faculty. As aspiring leaders, three Scholars from the current cohort will present their leadership development experiences through storytelling and discussion of outcomes from the three domains.
- ItemEmpowering a Culture of Vulnerability Through Focused Nursing Education Leadership(2018-03-28) Dzurec, Laura Cox; Specht, Jennifer A.; Eta Beta
Vulnerability is not inherently negative. The investigators present a summary of their metasyntheses of literature and lived experience to offer an evidence-based model of leadership supportive of more-than-ordinary flourishing. The model demonstrates the centrality of vulnerability to personal and professional growth in academic settings.
- ItemFinding the apple in the seedsDzurec, Laura Cox; Hartford Hospital, Hartford, Connecticut, USA; Delta Xi; Eta Beta
To cap off the end of a Sigma Academy cohort, Academy scholars and other Sigma academy participants were charged with sharing their leadership journey and/or their Sigma Academy self-selected projects via a Pecha Kucha presentation. Pecha Kucha is Japanese for chit chat. This storytelling presentation format features 20 slides per presentation. Each slide is allotted 20 seconds for a total presentation time of 6 minutes and 40 seconds. These presentations were carefully and thoughtfully planned to allow for sharing key information in a short amount of time.
Repository patrons will notice that a slide deck is not attached to these academy presentations. All information is contained in the video, embedded below for easy access.
To view entire sessions of these presentations, complete with opening and closing remarks by esteemed faculty and mentor speakers, please visit this repository’s Nurse Leaders Virtual Summit collection.
- ItemHow critical hermeneutics can strengthen the science of nursing education: Learning through workplace bullying researchDzurec, Laura Cox; Eta BetaThis session highlights benefits of critical hermeneutic method, a research approach that supports understanding and explanation of complex, contextual phenomena that can impede advancing the science of nursing education. Findings from a study of workplace bullying serve to exemplify conduct of the method and its utility for nursing education.
- Item"I won't dance, don't ask me": Concerning why workplace bullying bystanders simply stand by(2017-07-25) Dzurec, Laura Cox; Kennison, Monica; Widener University, Chester, Pennsylvania, USA; Eta Beta
Extending Cross's (1981) model addressing deterrents to adults' participation in continuing education, the investigators' purpose was to use hermeneutic analysis to identify dispositional,situational, and institutional factors that serve to immediately dissuade workplace bullying bystanders' interventions in situations of workplace bullying, thus contributing to bullying's tenacity in the workplace.
- ItemInspiring a Shared Vision for Interprofessional Education(2016-03-21) Cassidy, Karma; Dzurec, Laura Cox; Williams, Carolyn A.; Theta NuSession presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Background: Leaders in health care quality and safety recommend adoption of collaborative practice models to improve health outcomes and development of a workforce skilled in Interprofessional collaboration. Interprofessional education (IPE) for collaboration occurs when students from two or more professions learn about, from and with each other to improve health outcomes. Effective integration of IPE into curricula depends upon leadership with focused resolve to impact attitudes toward collaboration and a willingness to revise and/or develop curricula to support IPE. For the most part, nursing and allied health faculty received their education and practiced in traditional fragmented health care models and may lack an awareness of the need for or the skills to integrate IPE into existing curricula. A necessary first step toward development of curricula with integrated IPE is assessment of faculty attitudes, knowledge and existing practices. The focus of this project was to foster progression of individual leadership practices and expansion of scope of influence through team project leadership in an academic setting. Purpose: The purpose of this presentation is to describe scholar leadership development and scope of influence in team projects to advance nursing education. An assessment of faculty knowledge, attitudes and practices in Interprofessional education (IPE) was conducted. Methods: The Sigma Theta Tau International Nurse Faculty Leadership Academy provided support and mentorship for the scholar's individual leadership development demonstrated by team projects to advance nursing education in the area of Interprofessional education (IPE). A multidisciplinary team consisting of faculty representing public health, health administration, occupational sciences, sport and physical education sciences and dietary sciences was recruited to develop a consensus statement for IPE and conduct a faculty assessment of knowledge and attitudes toward and practices in IPE. Results: Key findings from the assessment of IPE knowledge attitudes and practices (N=77, 61%) were that faculty were familiar with IPE (87%), felt it should be prioritized (80%) and that faculty participation should be encouraged (87%). But confidence in IPE skills was low (42%). Faculty were also concerned that it would increase workload (50%) and (45%) did not perceive support for IPE by administration. Conclusions: Faculty highly value IPE and believe it should be a curriculum priority but need administrative support to develop IPE skills and integrate content. The scholar transitioned mid-academy to another university setting where new Master's program curricula in nursing administration and education are being developed. As a result of growth in leadership skills and confidence provided through the NFLA experience, the scholar now has the opportunity to lead curriculum development in a new setting.
- ItemIt takes a village…One leader's journey of developing confidence through enhanced team building(2017-10-17) Pyatt, Amber J.; Dzurec, Laura Cox; Gormley, Denise K.; Missouri Baptist University, St. Louis, Missouri, USA; Alpha Chi
The growth of personal confidence can be difficult for novice faculty as they transition into leadership roles. The 20-month journey through Sigma Theta Tau's Nurse Faculty Leadership Academy provided opportunities for the author to build self-confidence as she realized that it takes a village to develop confidence as a leader.
- ItemJournaling and enhanced mindfulness for post-traumatic growth: Early findings from workplace bullying intervention analysisDzurec, Laura Cox; Embree, Jennifer L.; Howard, Matthew S.; Kennison, Monica; Berea College, Berea, Kentucky, USA; Delta Psi at-Large
In this presentation, the investigators describe early findings of an online intervention study designed to facilitate change in participants’ emotional responses to bullying victimization. The intervention involved a 15-minute video presentation followed by seven consecutive days of journaling and structured mindfulness about current or past workplace bullying experiences.
- ItemMaximizing history and circumstance to strengthen interventions to stem workplace bullying(2016-03-17) Dzurec, Laura Cox; Kennison, Monica; Gillen, Patricia; Grube, Taylor L.; Francis, Mary; Schwartz, Rose R.
Session presented on Monday, July 27, 2015:
PatteRN of history and immediate circumstance that are recognizable as 'milieu' tend not only to describe context as it exists in its present state, but also to predict the outcomes of specific events occurring within it. Particularly when events are complex, individuals' understanding of the surrounding milieu serves to significantly influence the ways they describe and address the events occurring therein, constraining or expanding possibilities for problem solving. Workplace bullying is one such complex event, incorporating perpetrators, victims, and bystanders in shifting and long-standing relationships that, historically, have proven to be largely intractable, despite their inherent uneasiness. Few published studies address interventions for workplace bullying. Of those that are published, only a percentage show demonstrable improvement in subsequent bullying behaviors and victim responses. As a consequence, workplace bullying has seen a meteoric rise internationally over the past 20 years, resulting in negative personal and organizational consequences that far outstrip the typically meager behaviors that constitute workplace bullying in the first place. Symposium presenters will address the significance of workplace milieu as a substantial contributor to the occurrence and the consequences of workplace bullying. The symposium comprises three papers that address findings of current studies regarding the character of the workplace milieu itself, the ways the histories of individuals within it shape the milieu's character, and specific behaviors that can influence the character of the milieu over time. Findings of our program of research suggest that through attention to the milieu, those in the workplace can address historical and current circumstance to strengthen both the ways we deal with bullying when it occurs and the efforts we employ to prevent bullying's occurrence in the first place.
- ItemA model for interrupting workplace bullying narratives’ confusing menace: Spotting and addressing bullies' ‘sticky’ storytellingDzurec, Laura Cox; Embree, Jennifer L.; Howard, Matthew S.; Kennison, Monica; Boston College, Chestnut Hill, Massachusetts, USA; Eta Beta
Workplace bullying is common in nursing education. This presentation offers an evidence-based model of bullying as emotionally-sticky storytelling. Abductively derived from a study of workplace bullying's influence on faculty members' use of the science of nursing education, the model may support victims' strengthened teaching as it interrupts bullying's emotional impact.
- ItemThe Nature of Power Experienced by Individuals Manifesting Patterning Labeled Schizophrenic: An Investigation of the Principle of HelicyDzurec, Laura Cox; Malinski, Violet M.; Eta BetaThe nature of power experienced by individuals labeled 'chronic schizophrenic' was ascertained through hermeneutic analysis and further validated through multiple triangulation. The central themes that emerged from text were integrality and awareness. The structure of power to respondents was determined to involve integrality and awareness in addition to a wide range of themes regarding choices, freedom to act intentionally, and involvement in creating changes, field behaviors identified by Barrett (1983) as constituting power. Informants who viewed their integrality as a process, who recognized the advantages and limitations imposed by living in the world, and who made choices with regard to others and did so freely were more powerful than those informants who viewed integrality as a product, who did not recognize the nature of the context in which they live, and whose choices were more limited to things they did for themselves in order to get along. None of the informants in the study was able to clearly describe the nature of his or her involvement in creating changes. Neither did assumptions that structured informants' schizophrenia as an illness seem clear to them. Emergent implications for nursing include nurses' recognition of nursing's own contextually-grounded evolution; transcendence of the prevailing world-view in description of schizophrenic experience; and acceptance of schizophrenic experience as evolutionary rather than regressive.
- ItemNurse Faculty Leadership Academy: Mentored leadership development in three domains(2016-03-17) Bailey, Deborah F. Cleeter; Hart, Carolyn; Dzurec, Laura Cox; Palazzo, Steven J.; Gary, Jodie C.
Session presented on Sunday, July 26, 2015:
A rigorous international leadership development experience, the Nurse Faculty Leadership Academy (NFLA) is designed to facilitate personal leadership development; foster academic career success; promote nurse faculty retention and satisfaction; and cultivate high performing, supportive work environments in academe. The NFLA is designed upon a behavioral philosophy of leadership development which is integrated throughout all components of the academy. Developed for aspiring leaders in nursing education, the NFLA employs a triad mentoring structure as the foundation for the Scholars' academy learning milieu. Composed of an experienced Leadership Mentor, an academy Faculty Advisor, and the Scholar participant this learning triad meets regularly throughout the experience to implement the application of curricular activities, to guide reflective exercises, and to provide a framework for the leadership development process. Constructed upon the Kouzes-Posner 'Leadership Challenge' model, the twenty month leadership development curriculum is constructed upon three domains: individual leadership development, advancing nursing education through leadership of team projects, and the Scholars' expanded scope of influence within their sponsoring academic institutions, the community, and the profession. Two immersion leadership development workshops, two Site Visits, and monthly Scholar Community Conference Calls are conducted during the academy. Triads meet several times each month for guided conversations. The intense nature of the academy requires intentionality and commitment from all members of the NFLA community. Faculty from the NFLA will describe the leadership development philosophy and approach, history of the academy design and aggregate progress, curricular elements and composition, mentoring roles and responsibilities, and the impact of the NFLA on the future of leadership in nursing education. Scholars will present their leadership development experience through description and storytelling of activities and outcomes from the three domains. Assessment processes, analysis, planning, implementation, and evaluation components will be included for each of the domains: individual leadership development, advancing nursing education through leadership of team projects, and the Scholars' expanded scope of influence within their sponsoring academic institutions, the community, and the profession.
- ItemPersonal disposition and with-it-ness in the nursing classroom: Implications for the science of nursing education(2017-07-25) Bobal, Andrew; Dzurec, Laura Cox; Patterson, Barbara J.; Widener University, Chester, Pennsylvania, USA; Eta Beta
Disposition represents the sum of one's personal values, commitments, beliefs, and professional ethics. It influences the way a faculty member views teaching and learning, and the quality of responses of involved students. The notion of disposition holds particular significance for advancing the science of nursing education.
- ItemPrecursors to violence: Identifying, de-escalating, and reducing women’s risksDzurec, Laura Cox; Clancy, Cheri; Campbell, Jacquelyn C.; Delta Rho; Eta Beta; Lambda; Nu Beta at-Large
Sigma Theta Tau International selected the Review Theme in which one of the agreed conclusions of the sixtieth session state the Commission on the Status of Women strongly condemns all forms of violence against all women and girls. Our topic empowers those who may be affected by violence so they may recognize the risk factors and take proactive actions to potentially avoid the escalation of these behaviors. As we are providing practical applications to workplace, home, and social setting incivility, bullying, and violence, we expect attendees to become more educated about how to recognize, understand the behavior of, and de-escalate the actions of others. Having the knowledge of how to be proactive in these settings can lessen the risks of violence being perpetrated. Preventative measures in this area can be linked to Sustainable Development Goals 3, 5, 8, and 16. As Sigma Theta Tau International is a nursing organization, 94% of our members are women and the potential for violence in the workplace, home, and social setting is impactful. Plus, nurses many times are the first person to assess the risk of danger. Because of this we are responsible to empower all individuals with the means to reduce the possibility of being in an unhealthy, negative situation.