Digital Commons Network^™

2023g_Approved_Agri029_Nc_Drvm_724v_Clinical_Skills_Iii, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri030_Nc_Drvm_725v_Small_Animal_Ortho_Surgery_Iii, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri027_Nc_Drvm_7181_Basic_Veterinary_Pharmacology, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri028_Nc_Drvm_721v_Toxicology, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri026_Nc_Drvm_7171_Clinical_Skills_Ii, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri025_Nc_Drvm_7162_Animal_Husbandry_&_Welfare, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri023_Nc_Drvm_7151_Medical_Science, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri024_Nc_Drvm_7161_Anatomy_&_Physiology, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri021_Nc_Drvm_7132_Professional_Skills_I, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri022_Nc_Drvm_7141_Clinical_Skills_I, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri020_Nc_Drvm_7131_Veterinary_Foundations_I, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri019_Nc_Drvm_7123_Parasitology, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri018_Nc_Drvm_7121_Veterinary_Histology, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri017_Nc_Drvm_7115_Anatomy_I, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri016_Nc_Drvm_717v_Veterinary_Virology, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri014_Nc_Drvm_715v_Research_Methods_In_Veterinary_Medicine, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri013_Nc_Drvm_714v_Bacteriology_&_Mycology, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri015_Nc_Drvm_716v_Veterinary_Immunology, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri011_Nc_Drvm_711v_Academic_Relilience_Year_1_New_Course_Proposal, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri012_Nc_Drvm_712v_Physiology_I, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri01_Nc_Agri6263 Regenrative Agriculture Systems, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Approved_Agri010_Pm_Dvm_Program_Proposal_Final, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Lac04_Approved_Nc_Mdia-6253-Audience-Market-Analysis, Graduate Council

All Approved Curriculum

No abstract provided.

2023g_Lac05_Approved_Cm_Mdia-6433-Media-Programming-Strategies, Graduate Council

All Approved Curriculum

No abstract provided.

“I Learned How To Be More Autistic”: Experiences Of Autistic-Centered Constellation Mentoring, Helen Rottier, Ben Pfingston, Tamar Heller

Ought: The Journal of Autistic Culture

Peer mentoring is a common support service for autistic students in postsecondary education. This study explores the potential of peer mentoring as a space for autistic-centered connection and proposes a novel mentoring model, constellation mentoring, to enhance peer mentoring for this population. Constellation mentoring is informed by mentoring literature, critical disability praxis, and lived experiences of autistic community members to address limitations in existing mentoring programs. This article presents findings from the inaugural constellation mentoring program. Four autistic young adults who were past or present group members participated in focus group interviews about their experience. Researchers used reflexive thematic analysis …

Neurodivergence-Affirming Practice In The Classroom: Critical Reflections Of An Autistic Artist And Educator, David Prescott-Steed

Ought: The Journal of Autistic Culture

This paper provides insight into the author’s lived experience as an autistic artist and educator within the creative arts. Attention is drawn to how personal, creative, and professional encounters, combined with formal education in the field of autism studies, can inform a neurodiversity affirming learning environment that drives reflective practice.

The author is an educator at the Hester Hornbook Academy (HHA), delivering the Certificate 2 in Visual Arts as part of their Vocational Education in Schools program (VETiS). A human-centred and inclusive school, HHA engages learners from across the neurodiversity paradigm. As such, VETiS Visual Arts is well-positioned to support …

When Writing Becomes Community: Reflections On The She Writes Circle For Racialized Graduate Students, Bahareh Razavian

Critical Internationalization Studies Review

No abstract provided.

Community Health Nursing And The Spiritual Domain: Clinical Rotations In Faith-Based Residential Communities For Prelicensure Nursing Students, Paulette D. Slowinski, Amy Sweeney

International Journal of Faith Community Nursing

Contextualized spiritual education in undergraduate nursing programs is often limited. Community-based clinical rotations present an opportunity to introduce nursing students to professional practice in faith-based communities. Junior and senior undergraduate nursing students from a state university worked with the wellness nurses at a residential community for older adults funded by the county Catholic diocese. In this unique environment, students participated in nursing care focusing on health promotion and disease prevention and management. This learning opportunity allowed students to have meaningful interactions with residents while gaining insight into faith-based nursing practice and the value of spiritually focused care for vulnerable populations.

Faith Community Nursing: Home Care Delivery Model, Deborah J. Ziebarth

International Journal of Faith Community Nursing

Faith community nurses (FCNs) perform home visits as part of their scope of practice. The FCN does home visits based solely on the assessed needs of patients, regardless of insurance or prescriber orders. A historical review describes the practice gap leading to the development of the Faith Community Nursing: Home Care Delivery Model provided in the booklet: Visitation Guidelines for Faith Community Nurses. Through a review of literature, alignment, and diagram, key components are defined. A wholistic screening exemplary (Congestive Heart Failure) is shared. The model’s key components are screening/assessment for specific disease risk (pre-diagnosed and diagnosed), education (patient and …

Evaluating The Effect Of A Rest Team Tea Cart On Nurse-Reported Comfort, Healing, And Empathy, Danielle A. Lisiecki Edd, Msn, Rn, Barbara A. Kilbride Ms, Bsn, Rn

International Journal of Faith Community Nursing

Abstract

In response to the increasing emotional and physical demands placed on healthcare professionals, a not-for-profit health system in Southwest Florida implemented a wellness initiative, focusing on the intentional care of the spirit through its Spiritual Services, Resilience Education Support Team (REST), and its area Faith Community Nurses (FCN), called the REST Tea Cart service. Initially, the REST Tea Cart was designed to promote emotional well-being by providing staff members with complimentary tea, cookies, and inspirational note cards, aiming to create moments of peace and respite during the workday. It would grow much more, expanding beyond the hospital’s walls and …