Strategies To Improve Parental Involvement Education Essay

Strategies To Improve Parental Involvement Education Essay Introduction Parental involvement in students education has become a greater challenge in recent years and has posed a problem for educators in Jamaica. Parents have competing priorities which oftentimes reduce the quantity and quality of time available for their involvement with childrens education. Now more than ever, mothers constitute a large part of the workforce which does not allow for quality time to be spent with children. Many children are living in low-income single female headed households without the basic necessities such as proper food, clothing and shelter. In spite of the Ministry of Education implementations of parenting seminars and workshops to help parents with the job of parenting, not much has change. This paper seeks to discuss and find strategies to improve parental involvement. In an article published in the Daily Gleaner dated May 26, 2008, Sylvester Anderson the president of the National Parents Teachers Association of Jamaica stressed that there is a great need for better parental involvement in students educational development. He stated that things had been improving but, there was still a long way to go as attendance at PTA meetings was pretty low with attendance rate of about 20 to 30 per cent, which is not good enough for a partnership. In addition, most parents show up for the first meeting of the school year, but the rate dwindled to a severe low for the remainder of the school term, while others do not even bother to visit the schools or collect their childrens academic report. Consequently, parents are reminded that their job does not end with just sending their children to school, but they need to be involved in every part of the childs growth. However, as childrens first educator, parents have the responsibility to ensure that they participate in their childrens school life in order for children to reach according to Vygotsky, their zone of proximal development (cited in Berk, 2006, p. 260). In Jamaica, especially in the inner-city community, the high fertility rate resulting from teenage pregnancies has shown a marked difference between adolescent parenting versus adult parenting, as teenaged parents lack the resources and maturity to care for their children adequately. However the problem of poor parental involvement is not only seen in adolescent parents but adult parents too. This is oftentimes manifested in the interest shown in the activities at school. Many parents have lost interest or have little or no time to be involved in school activities which has affected their childrens performance. Some however, are illiterate, lack training or skill and have not completed secondary education hence their inability to secure jobs to care for their children or assist them in their school activities. Despite being unemployed, some parents still do not go to meetings unless refreshment is provided or they can gain tangible rewards. This shows that parents places very little value on their childrens educational experience. In addition, some mothers are oftentimes busy caring for younger children which resulted in their absence from all activities that takes place at their childrens school. In many of the homes fathers are absent leaving the responsibility of parenting on the mothers. Some are involved in gangs and show little inclination to participate in school activities although they are unemployed. Many parents do not seem to have their childrens education as priority but instead are more interested in partying, fun and fashion than in the education of their children. This is evident in the small number of children registered at birth or fully immunize in spite of the service for the latter being free (taken from the school admission record for 2008-2011). As a result, these children are at a risk of not developing to their fullest potential. For example, there are some children who can perform well academically but display disruptive behaviours, while there are others who are socially competent but are academically challenged. Through the many parenting seminars which are poorly attended, parents are informed that researchers of parental involvement in schools have stated definitively that parental involvement has direct and lasting impact on childrens learning and academic achievement (Wishon, Crabtree Jones, 1997). However this has not changed the action of many parents to become involved in school activities. From all appearances it seems that many parents of lower socio- economic status are unaware of the impact they have on their childrens performance when they are involved. Nevertheless, parents are their childrens first and most important teachers. As they guide their childrens behaviour, they teach and prepare them for school. Parents must realize that they need to have a connection with the school environment in order for their children to succeed and for the school to be a success. The school must also realize that this is a two way process and they need to work with parents and parents with the school in order for children to succeed. Lyons, Robbins, Smith (cited in Wishon, Crabtree Jones, 1998) stated that when parents provide supervision and support for their children they are more likely to succeed as teachers have high expectations of their children. Parental involvement in school activities also guarantee that teachers treat parents with respect and show interest in their children. Parental Involvement In an article written by The National Centre for Parents, Parental involvement is defined as the participation of parents in every facet of childrens education and development from birth to adulthood, recognizing that parents are the primary influence in childrens lives (retrieved July 3, 2009, http:www.ctpta.org/parenting/parent involvement.htm). Parents in this context can be referred to as childrens closest caregivers or members of their extended families. In their definition of parental involvement Hoover-Dempsey Sandler (2005) refer to two types of parental involvement activities oftentimes used by parents. One type is home-based involvement which includes activities that takes place between the child and parent outside the school setting. This entails helping child with homework, revising for test, monitoring of childs progress, providing enrichment activities pertinent to school success and corresponding with childs teacher on a regular basis. The other type is school-base in volvement which includes activities wherein parents focus on their individual child in the school setting. These activities include parent-teacher conference, in-class observation of child, informal discussions with teacher, attending school events and volunteering to assist on class field trips. Barriers to parental involvement Although there are many benefits to parental involvement there are also some barriers. Some are attributed to parenting styles which have both positive and negative impact in the school and wider society. In assessing the different parenting styles and their impact on children Berk (2006) posits that authoritative parents are warm but firm, attentive and sensitive to their childrens needs, while the authoritarian parents appear cold and rejecting and frequently degrade their children by mocking and putting them down. On the other hand the permissive parents are overindulgent, inattentive and have little control over their childrens lives which is similar to the uninvolved parents who have little involvement in their childrens lives, are emotionally detached and oftentimes depress. As a result of the above parenting styles it is indicative that the permissive and uninvolved parent would not be involved in their childrens school activities. The former Minister of Education, Andrew Holness, in an article entitled Government to set up support group for parents, states that poor parenting is manifesting itself in children who are not socially well adjusted and who leave the private domain of the home and misbehave at school and in public. He further stated that the first strategy to solve this problem is education, so that parents can be introspective about their behaviour and reform achieved. Parents on the other hand have many problems that have prevented them from being involved in school. Some of the barriers to parental involvement are; parents being too busy, frustrated, too tired, having other siblings to care for, economically deprived, disinterested or too burdened by their own problems. Parents also fear being involved, not fully understanding what they can do and how valuable their contribution is to their childrens academic achievement. Parents also fear that they do not have the ability to help their children. Eldridge (2001) confirms this in a statement by parents that they believe that their assistance is not needed by the schools or teacher (p. 66). Some teachers do not help the situation either as they think parents have nothing to contribute. Becher (1984) opines that teachers fear that parents will take over their teaching responsibilities and be too critical of them. In addition, some teachers are also uncomfortable talking about issues in front of parents as they do not trust them. In order to alleviate parents fear, teachers must create an environment in which parents are perceived as partners in the educational process and not as adversaries. Epstein (1995) opines that single parents have been identified as another barrier to parental involvement. This is as a result of single parents being poorer, less educated, and younger than is the case of two parents in two-parent homes. Despite their status parents play an important role in the life of their children even if they are single, uneducated or economically deprived. Benefits of Parental Involvement ? need fi find out who seh dis Parental involvement benefits children, parents, teachers and the school. Research has shown the positive impact that even the smallest efforts on the part of parents can have on childrens learning. Education should be viewed as a shared responsibility and as a method of improving its outcome the school should reach out to the family. Furthermore, when children view their parents as a part of their educational journey, they feel motivated to achieve and feel justified in sharing achievement. As a result, when parents are closely involved with their childrens pre-school programme, there is no doubt that children tend to bloom. According to Pena (2000) increase communication, increase volunteerism, better school support and better attitudes are just a few ways that parental involvement benefit parents, children and school. Additionally, when parents take an active interest in their childrens education, cognitive and physical development is enhanced; the child develops greater problem-solving skills and a significant increase occurs in the childs receptive and expressive language skills (Wishon et al, 1998, p.124). Several studies ( Berk, 2006; Wishon et al, 1998) concur that parental involvement in school benefits children as they demonstrate greater responsiveness to both school and home environments and achieve academic success and wellbeing. Additionally, students benefit by getting higher grades, better attendance, and getting more homework done which builds their self-esteem. Parents also benefit when they participate in their childrens education in many ways. They learn a great deal about child care from their early child care and education programmes as they learn their homes benefit tremendously as they become more intellectually stimulating. This is as a result of parents adopting activities and ways of interacting that they encountered at the schools their children attends. Parents can also develop more positive attitudes towards themselves including greater feelings of self-confidence, self-worth and competence if the programme embraces and works with them. As parents become involved with schools in parents related activities they develop a better understanding of child development which expands their understanding of the home as a place for learning. As a result of this parents are better able and more willing to help their children at home. One of the most significant benefits to parents partnering with schools is that teachers develop a greater understanding of parents, their challenges and their cultural heritage. However, parents sometimes can be difficult to deal with and as a result they put a strain on the parent-teacher relationship. This often become a barrier and hinders the parent-teacher relationship. Evidence of this is seen when they ignore all attempts at communication by not reading letters sent home or answering calls from school. Despite this Pena (2000) recommends that teachers do not give up as it is the challenging parents who most need the teachers attention and resources. Therefore, with a better understanding of a familys situation, teachers are more likely to be more supportive of the parents and less likely to be judgmental of them. According to Epstein (1995) children whose parents are involved in their education are more motivated to learn. Motivated students tend to be more involved in class, more concerned about homework and more successful academically. In addition, childrens success in school will be dependent on the level of involvement of parents in the process. Schools need to keep parents involved so they will better understand the importance of their role in the educational process. For parents who are illiterate, invite them in and explain work child is presently doing, so they can ensure that child is assisted at home. She further asserts that parents are valuable resources in the classroom, if schools assist with the continuing education of parents, they will increase and enhance their resources. The school can also provide on the job training for parents who work as volunteers in the classroom. The school should established proper communication with parents frequently and not only when child is giving trouble. A high level of parent involvement is critical to a childs educational success so, schools must involve parents as early as possible. When schools facilitate better parenting, parents will develop better awareness as to the importance of school. This will help them to pass on and enhance positive values and attitudes in their children. Another beneficiary of parental involvement is the school, as there is improve morale among teachers, higher ratings of teachers by parents and more support from families. Wishon et al (1998) agreed that when parents become involved with the school they develop a better understanding of the goals set for both the school and students and the plans for achieving those goals. Strategies for improving parental involvement Epstein (1995) posits that schools should promote and support parenting skills and make communication more meaningful and regular between the home and school. Parents should be welcomed as volunteers, and their advice sought, since they know their children better than anyone else. The school can also help parents to understand the educational process and their role in supporting students achievement. Parents should help with decision making as they are full partners in their childrens education, and have many ideas that can be shared with the school. She further states that schools should provide grade level opportunities for parents to learn about parenting and child-rearing. This can be done through workshops, use of video tapes and phone voice messages. Parents can also be provided with suggestions on how to improve home conditions that support their childrens learning. The school can also help by; providing training or educational courses for parents that will help them to get jobs, direct parents to support programmes for health, nutrition and other services, assist parents in establishing home environments to support children as students, teach parents activities that build self-esteem and competence in their children, encourage parents to give children responsibility, so children can take responsibility for their learning, host grade-level parenting workshops to discuss childrens progress, conduct home visits as this is an effective strategy for involving parents especially in the inner-city where parents hide from the sch ool. In addition, the school can initiate community meetings to help families understand schools and to help schools understand families, teach parents about child development and what to expect from children at different ages, teach parents behavior modification strategies so they can discipline their children without force, help parents to develop ways they can stimulate their childrens intellectual and emotional growth, while parents are waiting to collect their children show videos about how children learn and how to work with children with special needs, help parents educate their children by ensuring that parents understand concepts being taught, offer parents opportunities to familiarize themselves with classroom materials and discuss grade-level curriculum. Parents can also be provided with upcoming topics to be taught, so they can prepare their children for that learning or activity. Conclusion In conclusion, it is evident that, parental involvement is important to the school, parents and the child. There can also be definite improvement in childrens academic performance if parents are involved in the process. Despite the obstacles, the parents and school should ensure that they each do their part in promoting parental involvement. It is also important that the school take the initiative in developing a positive relationship with parents. The key to removing the barriers to effective parent involvement is the teacher who can achieve this before school begins and foster it throughout the school year. Parental involvement can benefit the school to a great extent which will in effect benefit the students academic performance.

Asi Questions Essay

The Interview Format – Does It Have to be an Interview? This is perhaps the most often asked question regarding the ASI. In the search for faster and easier methods of collecting data many clinicians and researchers have asked for a self-administered (either by computer or paper and pencil) version of the instrument. We have not sanctioned the use of a self-administered version for several reasons. First, we have tested the reliability and validity of the severity ratings by having raters use just the information that has been collected on the form – without the interview. This has resulted in very poor estimates of problem severity and essentially no concurrent reliability. Second, we have been sensitive to problems of illiteracy among segments of the substance abusing population. Even among the literate there are problems of attention, interest and comprehension that are especially relevant to this population. Finally, since the instrument is often used as part of the initial clinical evaluation, it has been our philosophy that it is important to have interpersonal contact for at least one part of that initial evaluation. We see this as simply being polite and supportive to a patient with problems. We have seen no convincing demonstration that the interview format produces worse (less reliable or valid) information than other methods of administration and we have found that particularly among some segments of the substance abusing population (eg. the psychiatrically ill, elderly, confused and physically sick) the interview format may be the only viable method for insuring understanding of the questions asked. Particularly in the clinical situation, the general demeanor or â€Å"feel† of a patient is poorly captured without person-to-person contact and this can be an important additional source of information for clinical staff. There are of course many useful, valid and reliable self-administered instruments appropriate for the substance abuse population. For example, we have routinely used selfadministered questionnaires and other instruments with very satisfactory results (eg. Beck Depression Inventory, MAST, SCL-90, etc.) but these are usually very focussed instruments that have achieved validity and consistency by asking numerous questions related to a single theme (eg. depression, alcohol abuse, etc.). The ASI is purposely broadly focussed for the purposes outlined above, and we have not been successful in creating a viable self-administered instrument that can efficiently collect the range of information sought by the ASI. Thus, it should be clear that at this writing there is no reliable or valid version of the ASI that is self-administered and there is currently no plan for developing this format for the instrument. We would of course be persuaded by comparative data from a reliable, valid and useful self-administered version of the ASI and this is an open invitation to interested parties. Role of the Interviewer – What are the qualifications needed for an ASI interviewer? Having indicated the importance of the interview process it follows that the most important part of the ASI is the interviewer who collects the information. The interviewer is not simply the recorder of a series of subjective statements. The interviewer is responsible for the integrity of the information collected and must be willing to repeat, paraphrase and probe until he/she is satisfied that the patient understands the question and that the answer reflects the best judgment of the patient, consistent with the intent of the question. It must be emphasized that the interviewer must understand the intent of each question. This is very important since despite the range of situations and unusual answers that we have described in the manual, a new exception or previously unheard of situation occurs virtually each week. Thus, ASI interviewers should not expect to find answers in the workbook to all of the unusual situations that they will encounter in using the ASI. Instead it will be critical for the interviewer to understand the intent of the question, to probe for the most complete information available from the patient and then to record the most appropriate answer, including a comment. There is a very basic set of personal qualities necessary for becoming a proficient interviewer. First, the prospective interviewer must be personable and supportive – capable of forming good rapport with a range of patients who may be difficult. It is no secret that many individuals have negative feelings about substance abusers and these feelings are revealed to the patients very quickly, thereby compromising any form of rapport. Second, the interviewer must be able to help the patient separate the problem areas and to examine them individually using the questions provided. Equally important qualities in the prospective interviewer are the basic intelligence to understand the intent of the questions in the interview and the commitment to collecting the information in a responsible manner. There are no clear-cut educational or background characteristics that have been reliably associated with the ability to perform a proficient ASI interview. We have trained a wide range of people to administer the ASI, including receptionists, college students, police/probation officers, physicians, professional interviewers and even a research psychologist!! There have been people from each of these groups who were simply unsuited to performing interviews and were excluded during training (perhaps 10% of all those trained) or on subsequent reliability checks. Reasons for exclusion were usually because they simply couldn’t form reasonable rapport with the patients, they were not sensitive to lack of understanding or distrust in the patient, they were not able to effectively probe initially confused answers with supplemental clarifying questions or they simply didn’t agree with the approach of the ASI (examining problems individually rather than as a function of substance abuse). With regard to assisting the interviewer in checking for understanding and consistency during the interview, there are many reliability checks buil t into the ASI. They are discussed in some detail in the workbook and they have been used effectively to insure the quality and consistency of the collected data. Severity Ratings – How important and useful are they? It is noteworthy that the severity ratings were historically the last items to be included on the ASI. They were considered to be interesting but non-essential items that were a summary convenience for people who wished a quick general profile of a patient’s problem status. They were only provided for clinical convenience and never intended for research use. It was surprising and interesting for us to find that when interviewers were trained comparably and appropriately, these severity estimates were reliable and valid across a range of patient types and interviewer types. Further, they remain a useful clinical summary that we continue to use regularly – but only for initial treatment planning and referral. A Note on â€Å"Severity† – It should be noted that much of the reason for the reliability and validity of these severity ratings is the structured interview format and the strict (some would say arbitrary) definition of severity that we have adopted: ie.†need for additional treatment.† Many users of the ASI have selected the instrument exclusively for research purposes and these ratings have never been used for this purpose – especially as outcome measures. Other users do not agree with our definition of severity. Still others do not have the time or inclination to check and recheck severity estimates among their various interviewers. For all of these potential users the severity ratings would not be useful or worth the investment of man-hours required to train reliability. Even for those with primary clinical uses, these ratings are not essential and are perhaps the most vulnerable of all the ASI items to the influences of poor interviewing skills, patient misrepresentation or lack of comprehension and even the surroundings under which the interview is conducted. Therefore, it is entirely acceptable to train ASI interviewers and to use the ASI without referral to the severity ratings. Composite Scores – What are they for, why were they constructed this way and what are the norms? Users familiar with earlier editions of the ASI know there is a separate manual designed to describe their use and to show how to calculate them (See Composite Scores from the Addiction Severity Index – McGahan et al. 1986). The composite scores have been developed from combinations of items in each problem area that are capable of showing change (ie. based on the prior thirty day period, not lifetime) and that offer the most internally consistent estimate of problem status. The complicated formulas used in the calculation of these composites are necessary to insure equal weighting of all items in the composite. These composites have been very useful to researchers as mathematically sound measures of change in problem status but have had almost no value to clinicians as indications of current status in a problem area. This is due to the failure on our part to develop and publish normative values for representative groups of substance abuse patients (eg. methadone maintained males, cocaine dependent females in drug free treatment, etc.). At the risk of being defensive, our primary interest was measuring change among our local patients and not comparing the current problem status of various patient groups across the country. Further, we simply did not foresee the range of interest that has been shown in the instrument. A Note on â€Å"Norms† for the Composite Scores – At this writing, we are collecting ASI data from a variety of patient sampl es across the country. These samples will be used to convert the composite raw scores into T-scores with a mean of 50 and a standard deviation of 10 (as MMPI and SCL-90 scores are presented). Our intention is to publish these â€Å"normative data† and to circulate copies of the tables to all individuals who have sent to us for ASI packets. We will also provide programs written in Basic, Lotus 123 ® or Excel ®to calculate these composite scores and to convert existing composite scores into Tscores. In this way we hope to make up for the lack of standardization that has been a problem with the composite scores to this time. Appropriate Populations – Can I use the ASI with samples of Substance Abusing Prisoners or Psychiatrically Ill Substance Abusers? Because the ASI has been shown to be reliable and valid among substance abusers applying for treatment, many workers in related fields have used the ASI with substance abusing samples from their populations. For example, the ASI has been used at the time of incarceration and/or parole/probation to evaluate substance abuse and other problems in criminal populations. In addition, because of the widespread substance abuse among mentally ill and homeless populations, the ASI has also been used among these groups. While we have collaborated with many workers on the use of the instrument with these populations; it should be clear that there are no reliability or validity studies of the instrument in these populations. This of course does not mean that the ASI is necessarily invalid with these groups, only that its test parameters have not been established. In fact, workers from these fields have turned to the ASI because they felt that no other suitable instrument was available. In cases where this is true, it is likely that the ASI would be a better choice than creating a totally new instrument. However, it is important to note circumstances that are likely to reduce the value of data from the ASI among these groups. For example, when used with a treatment seeking sample and an independent, trained interviewer, there is less reason for a potential substance abuser to misrepresent (even under these circumstances it still happens). In circumstances where individuals are being â€Å"evaluated for probation/parole or jail† there is obviously much more likelihood of misrepresentation. Similarly, when the ASI is used with psychiatrically ill substance abusers who are not necessarily seeking (and possibly avoiding) treatment, there is often reason to suspect denial, confusion and misrepresentation. Again, there is currently no suitabl e alternative instrument or procedure available that will insure valid, accurate responses under these conditions. The consistency checks built into the ASI may even be of some benefit in these circumstances. However, it is important to realize the limits of the instrument. Regardless, systematic tests of the reliability and validity of the ASI in populations of substance abusers within the criminal justice system and within the mental health system are necessary but have not been done and this is an open invitation to interested parties. A Special Note on Adolescent Populations – Despite the fact that we have repeatedly published warnings for potential users of the ASI regarding the lack of reliability, validity and utility of the instrument with adolescent populations there remain instances where the ASI has been used in this inappropriate manner. Again, the ASI is not appropriate for adolescents due to its underlying assumptions regarding self-sufficiency and because it simply does not address issues (eg. school, peer relations, family problems from the perspective of the adolescent, etc.) that are critical to an evaluation of adolescent problems. At this writing, there are two versions of the ASI that have been developed for adolescent populations and have shown at least initial evidence of reliability and validity in this population. A third instrument is not in the same format as the ASI but has shown excellent reliability and validity. Interested readers may contact these individuals directly for more information about these instruments. Kathy Meyers, Research Department, Carrier Foundation, Belle Meade, New Jersey â€Å"Carrier – Addiction Severity Index† or Yifrah Kaminer, Adolescent Chemical Dependency Program, Department of Psychiatry, University of Pittsburgh, Pittsburgh, Pa. â€Å"Teen – Addiction Severity Index† or Al Friedman, Adolescent Substance Abuse Program, Department of Psychiatry, Philadelphia Psychiatric Center, Phila., Pa. â€Å"Adolescent Drug and Alcohol Diagnostic Assessment† ADDITIONAL QUESTIONS FOR THE ASI Can I ask additional questions and/or delete some of the curr ent items? As indicated above, the ASI was designed to capture the minimum information necessary to evaluate the nature and severity of patients’ treatment problems at treatment admission and at follow-up. For this reason, we have always encouraged the addition of particular questions and/or additional instruments in the course of evaluating patients. In our own work we have routinely used the MAST, an AIDS questionnaire, additional family background questions and some self-administered psychological tests. We do not endorse the elimination or substitution of items currently on the ASI. Again, the ASI items (regardless of whether they are good or bad for particular individual needs) have been tested for reliability and validity as individual items and as part of the composite and/or severity scores. The elimination or substitution of existing items could significantly reduce the reliability and comparability of these ASI scores. It is possible to eliminate whole sections (problem areas) of the ASI if particular problems are not applicable for specific populations or the focus of specific treatment interventions. In the current version of the ASI and in this workbook, we have included a set of additional items and instruments that have been developed by us and others over the past ten years, to add information in areas that are now inadequately covered by the existing ASI questions. The items themselves are presented on the latest version of the form (See Appendix 1) and the specific instructions for asking these questions and for interpreting the answers are discussed in each of the problem areas in the Specific Instructions part of the workbook. It should be clear that we have not used these items in the calculation of the composite scores or in the determination of severity estimates. Obviously, the use of additional information for these purposes would alter the reliability and validity of the ASI and reduce the comparability of the resulting scores across sites and time points. Thus it is important to stress that the use of earlier ASI versions will still provide comparable data on the composite scores and on the majority of items, since they have not been changed or eliminated, only supplemented in the current version. In addition to these items, there has also been significant work over the past ten years in the development of general and specialized information collection interviews and questionnaires for substance abusers. Some of these instruments bear special note in that they can be used instead of or in addition to the ASI to provide enhanced or specialized information. Some of the more widely used and better validated instruments are presented below but the interested reader is advised to consult the tests and measurements literature for additional information.

Analysis Of Patricia Hill Collins s Black Feminists

Among the central claims of black feminists is the inseparability of the structures and systems of gender, race, and class. Most black feminists deny it is possible for women to focus exclusively on their oppression as women. On the contrary, each woman needs to understand how everything about her provides part of the explanation for her subordinate status. In Black Feminist Thought, Patricia Hill Collins explores the words and ideas of Black feminist intellectuals as well as those African-American women outside academia. In reclaiming and legitimizing the ideas of women of such diverse backgrounds, Collins demonstrates that there is indeed a distinct philosophical tradition among African-American women that is both Afrocentric and feminist in its themes and approaches. According to Collins, African-American women inhabit a sex/gender hierarchy in which inequalities of race and social class have been sexualized. By examining the links between sexuality and power, Collins reveals how important controlling Black women’s sexuality has been to the effective operation of domination overall. In other words, Collins claims that sexuality becomes a domain of restriction and repression when it is tied to race, class, and gender. Comparably, in her book Imposing Decency: The Politics of Sexuality and Race, Eileen J. Suarez Findlay, exposes the race-related double standards of sexual norms and practices in Puerto Rico. Findlay, examines concepts of honor based on gendered andShow MoreRelatedConflicting Paradigms On Gender And Sexuality1453 Words   |  6 Pagesespecially, along with globally. It s explains how the main role the media is potentially playing is shaping the beliefs of young adults along with their intentions in regards to sexuality. 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Quantitative Research Critique Nursing - 2020 Words

Quantitative Research Critique Student’s Name Here Title For the research critique I will be taking nursing research paper with title- A quantitative study of the attitude, knowledge and experience of staff nurses on prioritizing comfort measures in care of the dying patient in an acute hospital setting. As per the title, the variables included in it were nurse staff and dying patients (Bachelor of Nursing Studies, 2011). The population was not mentioned particularly in the title but was mentioned as general hospital problem. The title provided an idea of how the nurses can highlight the comfort treatment measures for the dying patients. Abstract The abstract section included various sections- background, literature review,†¦show more content†¦The last section describes in the abstract was about the final outcomes which were proposed on the basis of the research methodology along with future findings. Research Problem The research problem according to the problem discussed in the introduction part was clear and met the objectives of the variables that were examined and listed in the introduction of problem. The research problem was based on the planning of education programmes based on the nurse practitioners. The variables like nurse, dying patients and the nursing models were discussed and jotting down those points the research problem proposed the establishment of nurse’s approach towards the problems discussed in delivering the programs of end-of-life care (Bachelor of Nursing Studies, 2011). The significance factor of the problem discussed in the research and background of program was not mentioned efficiently. The research problem only highlighted the fact that how the end-of-care education practice can help in enhancing the nurse practice. The investigator could have included the importance of problem by joining the variables like nurse and dying patients. It can be framed like this- The practices of end-of-life care will help the nurses to increase the ability of dying patients against the disease symptoms. Purpose of Study The purpose of the study was divided into different portion to explain that why he/she is performing the research and what is the main aim or objectiveShow MoreRelatedNur518 R7 Quantitative Article Analysis Worksheet Nc Essay1065 Words   |  5 Pagesï » ¿University of Phoenix Material Quantitative Article Analysis Worksheet Analyze and critique a quantitative nursing research article from a nursing research journal published within the past five years. Include 3 scholarly references—the article, the text, and one outside source. Use the Guidelines for Quantitative Nursing Research Critique to complete the following steps: 1. State the purpose of the study and identify the problem. 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With this in mind, developing the skills to critically appraise research articles is of the utmost importance in order to determine the relevance of research findings for clinical practice. As I pursue a doctorate degree in nursing practice, I am reminded of the necessity of these skills. Thus, in the following paragraphs, I will reflect on the research goals I developed at the