Wellstar College of Health and Human Services

Wellstar College produces research that ranges from understanding the biomechanics of infant crawling to examining the acute effects of pre-workout supplements on CrossFit performance. The dedicated first-year scholars are diving into diverse areas such as non-traditional exercise interventions for cardiovascular health, the mental impact on strength training in older women, and the role of virtual reality in sports training. Look for opportunities to join us as we push the boundaries of health and human services research, driven by the passion and curiosity of our students and faculty mentors!

RETURN TO THE MAIN PROJECT LISTINGS PAGE  QUESTIONS: EMAIL US

 

Exercise Science and Sport Management (Mitchell Zaplatosch)

Efficacy of a Smart Water Bottle Intervention to Increase Fluid Consumption in College Students

  • Low fluid intake is common worldwide but has been associated with numerous metabolic diseases, including obesity and diabetes. In an effort to improve fluid consumption, newer technologies have been invented to encourage increased fluid intake consumers and by extension improvements in hydration biomarkers.  Specifically, “smart water bottles” have become available to allow individuals to both monitor their fluid intake and provide reminders for fluid intake throughout the day. However, limited research has assessed the effectiveness of this technology on fluid intake and health in college students. Thus, the purpose of this study is to evaluate the effectiveness of a smart water bottle on improving fluid intake behaviors and biomarkers of hydration status in individuals who are currently not meeting fluid intake recommendations. 

    Participants will complete measurements of hydration status, physical activity, and diet before and after a two-week intervention period. During the intervention period, participants will either be in the control condition (no intervention) or receive a smart water bottle and additional instructions on how to monitor daily hydration status over the course of the intervention. Hydration status will be assessed at the start and end of the study using urinary and blood-based biomarkers. Participants will also record their diet via an online questionnaire and wear a physical activity monitor throughout the study. Additional surveys will assess appetite, thirst, and psychosocial factors impacting fluid intake behaviors.

    • Students will learn appropriate safety procedures for conducting laboratory-based research involving biological samples (blood, urine). Students will complete all relevant CITI safety trainings.
    • Students will learn, with supervision, how to assess hydration status from 24hr urine collections, including urine volume, urine specific gravity, urine osmolality, and urine color.
    • Students will learn, with supervision, how to process serum blood samples via centrifugation and aliquoting. 
    • Assist with morning data collection visits for the study, including administering surveys, collecting anthropometric measurements (height, weight), conducting urinalysis.
    • Assist with data entry.
    • Assist with scoring survey measures.
    • Assist in cleaning laboratory space at the start and conclusion of data collection.
  • Face-to-Face
  • Dr. Mitchell Zaplatosch, mzaplato@kennesaw.edu

Exercise Science and Sport Management (Gerald Mangine and James Henley)

 Agreement Between Methods for Describing the Intensity of a High-Intensity Functional Training Workout 

  • The purpose of this study is to examine the agreement between velocity-based descriptors of high-intensity functional training workout intensity, more traditional descriptors of exercise intensity (e.g., percentage of max strength), and commonly accepted metrics of HIFT intensity (e.g., lactate, HR, and RPE). For this study, participants will be asked to report to the Human Performance Laboratory (HPL; Room 1104 in Prillaman Hall on the Kennesaw State University Main Campus) on three separate occasions wearing athletic clothing. The first baseline visit will be used to quantify relevant physical and physiological attributes by assessing body composition (via 4-compartment model) and performance in workout-relevant exercises (i.e., power clean, toes-to-bar, and wall ball shots). The first experimental visit will begin within 48 – 72 hours of the baseline visit, and the second experimental visit can begin within 48 – 72 hours of the first experimental session. All visits for this study will be completed within 14 days of enrollment, and always at a time that is consistent with the participant's normal training schedule. Experimental visits will begin with a heart rate variability assessment, followed by a subjective rating of effort, and then a blood sample donation for lactate concentration analysis. Participants will then initiate a standard warm-up that will conclude with maximal speed assessments, followed by a 5-minute rest break, and then completion of either a lesser- (LV-WOD) or higher-volume (HV-WOD) workout consisting of barbell power cleans (5 or 10 repetitions), toes-to-bar (10 or 15 repetitions), and WB (15 or 20 repetitions). All pre-exercise assessments, except for maximal velocity assessments, will be repeated immediately following completion of the workout. Workout order will be randomly assigned by the research team prior to the second visit with participants being notified of the order at the beginning of the warm-up period on that visit. They will complete the remaining workout on their third visit. 

    Changes in speed (i.e., repetition completion rate) for each exercise will be monitored and recorded during both experimental workout conditions, and then be calculated as a percentage of the participants' established maximal speed. Relationships and agreement between their percentage speed and established metrics of intensity will then be statistically examined.

  • At the end of the project, students should be able to:

    • Define the terminology associated with research and theory in their field
    • Articulate how their research study contributes to their academic field
    • Collect data for a research study
    • Analyze, synthesize, organize, and interpret data from their research study
    • Work effectively as part of a team
    • Present their research/creative activity to an audience (e.g., poster, oral presentation, performance, display)
    • Articulate the ways in which their research participation helps prepare them for graduate school and/or a career
    • Describe appropriate professional conduct (e.g., at conferences, when interacting with professionals in the field)
    • Reflect on their research project, including strengths, weaknesses, and things they would do differently in another research context
    • Time management
    • Self-confidence/self-esteem
    • Organizational skills
    • Persistence on tasks
  • As a first-year undergraduate researcher, you will be asked to support the existing research team (older undergraduate students, graduate students, and faculty researchers). These will mainly include assisting existing research team members with setting up and calibrating equipment, recording information on data collection sheets, and guiding participants through baseline and experimental visits (e.g., taking them through the warm-up, reminding which assessments are next, confirming subsequent visits, etc.). As you demonstrate comfort with study operations, you will be given opportunities to assume a more active role (e.g., operate study equipment).

    Once the study begins, all study visits will occur during a time that is consistent with the participant's normal training schedule, and ideally, they will complete all three study visits within the same week. However, we will typically avoid Tuesdays and Thursdays due to heavy utilization of our research laboratory for classes. If visits do occur on Tuesdays or Thursdays, they will take place either early morning (before 8:00 am) or after 5:00 pm. Outside of baseline or experimental visits, you will assist by digitally recording hand-written data collection sheets and organizing participant data folders (physical and electronic). You may complete these duties whenever your schedule permits and we are not actively collecting participant data.

  • Face-to-Face

  • Dr. Gerald Mangine, gmangine@kennesaw.edu

    James Henley, jhenle16@students.kennesaw.edu

Exercise Science and Sport Management (Garrett Hester)

Is Your Imagination Enough for Increasing Brain Excitability and Muscle Contraction Speed? 

  • Motor imagery (MI) involves imagining a muscle contraction without physically contracting the muscle. Previous research shows that MI training can increase brain excitability and strength. However, it is unclear if different types of MI will cause specific nervous system and muscle performance adaptations.

    This study will have participants, who do not regularly exercise, complete a control (resting quietly), a fast MI, and a slow MI training condition. The fast condition will involve imagined contractions that are fast and forceful, whereas the slow condition will require imagined contractions involving a slow increase to maximum force production. Essentially, we are comparing differences only in how rapidly the imagined contractions are completed. Before and after each training condition we will measure how much (maximum) and how fast (explosiveness) force can be produced from a physical contraction of the bicep muscle. We will also use transcranial magnetic stimulation, a non-invasive brain stimulation tool, and electromyography to compare changes in brain and muscle excitability between conditions.

    This study will determine the adaptability of the nervous system without physical muscle contractions and determine if only imagining fast contractions causes the muscle to perform faster. Our findings have implications for improving rehabilitation programs in individuals unable to complete traditional physical exercise following injury or stroke. 

    • Assist with data collection using Exercise Physiology Laboratory equipment
    • Assist with lab equipment preparation and breakdown
    • Assist with verbal motivation during exercise testing protocols
    • Operate in Microsoft Excel or other computer software to conduct data processing
    • Attend bi-weekly journal club meetings
  • Face-to-Face
  • Dr. Garrett Hester, ghester4@kennesaw.edu

Exercise Science and Sport Management (Daphney Carter):

Improving Applied Measures Used to Estimate Cardiovascular Health: Flow-Mediated Dilation  

  • Various methods have been utilized to better predict and understand the development of cardiovascular disease, which is the leading cause of death in the United States. Some methods involve the assessment of multiple different risk factors such as high blood pressure, adiposity, abnormal cholesterol levels, etc. However, an early and non-invasive predictor of cardiovascular disease may involve testing the circulatory system by using a technique called flow-mediated dilation. Flow-mediated dilation occurs when a cuff (similar to a blood pressure cuff) is inflated on an upper limb and temporarily stops blood flow. When the cuff deflates, there is a rush of blood flow which causes blood vessels in the limb to expand. Depending on how much the blood vessels expand, this can provide an indication of cardiovascular system health.

    For this project, we will compare the different methods used to measure flow-mediated dilation. There is currently not a standardized protocol on how to analyze the outcomes of flow-mediated dilation. This project will involve learning how to use ultrasonography, blood pressure cuffs, and an open access computer software program under the guide of the primary investigator.

  • Initially, students will help with study design and literature review. This step will aid the understanding of the measurements collected and the background of flow-mediated dilation and cardiovascular research. For the project, students will help with on-campus participant recruitment, laboratory setup, and data collection.  Students will also become familiar with proper methods of data collection and storage. Following the conclusion of the project, students will be able to disseminate the major findings of the project through oral presentation. The following are planned student outcomes that students will have following the completion of their first-year:

    1. Be able to conduct a primary search of scholarly literature
    2. Assist in the development of an institutional review board application
    3. Understand major concepts of cardiovascular physiology
    4. Be able to analyze data with statistical software
    5. Create and revise a scholarly abstract
    6. Develop confidence in oral presentations
    1. Weekly meetings reserved for research article discussion, overview of upcoming tasks/events, and progress on goals
    2. Develop a plan of action to accomplish tasks in a timely and efficient manner
    3. Every other week review a research article pertaining to the project and write a brief reflection on the article
    4. Aid with participant recruitment during the research project
    5. Assist with data collection and laboratory setup
  • Hybrid
  • Dr. Daphney Carter, dcart165@kennesaw.edu

Exercise Science and Sport Management (Mark Geil)

First Steps: Understanding the Biomechanical Development of Infant Crawling

  • Crawling is an important part of motor development in children. For 93% of children, some form of crawling is used for mobility prior to walking, and research has shown that crawling can relay information about infant development and potential health-related conditions. Not only do some neuromotor conditions only become apparent at the onset of crawling, there is also disagreement among clinicians about crawling-related therapies in these populations. However, crawling is more difficult to study than walking.

    In 2022, the CDC removed crawling from its updated set of infant developmental milestones, in part due to lack of data. This removal makes it difficult for pediatricians and therapists to enact early interventions for children with neuromotor disorders. 

    We have developed a non-invasive, simple method to collect quantitative data on several important characteristics of infant crawling using a pressure-sensing mat. We will collect data on both typically-developing infants and infants with limb loss and measure outcomes like crawling speed, symmetry, and dynamic balance for multiple types of crawling.

    The data we collect will provide new insights and future studies on how infants organize and optimize the potentially competing goals of crawling: biomechanical efficiency for mobility, and neuromotor optimization for development of walking. Clinicians will have improved understanding of typical crawling development and tools for reference in characterizing atypical crawling development. In the long term, we expect this research to improve early-stage rehabilitation for ambulatory children with movement disorders. The foundations of this objective lie in our work with young children with limb loss but extend to other conditions including cerebral palsy, torticollis, and brachial plexus injury.

    Our understanding of crawling in both typically and atypically developing infants cannot progress without objective, quantitative data that describes how a child moves within and between various stages of development. This project will provide the largest sample to date, made freely available to clinicians and researchers worldwide.

  • At the end of this project, student should be able to:

    • define common motor patterns of crawling and biomechanical outcomes associated with them
    • describe past research on infant crawling development
    • collect and process quadrupedal data using a Protokinetics pressure mat
    • write and present a research paper
  • Initially, work will be focused on learning about past research in infant crawling and about safe conduct of research involving human subjects. The focus will then shift to data collection sessions and the processing of crawling data files. Finally, work will focus on analysis of results and presentations at spring symposium. 

  • Face-to-Face

  • Dr. Mark Geil, mgeil@kennesaw.edu

Health Promotion and Physical Education (Matthew Lyons)

Addressing the Social Determinants of Health and Health Justice Using a Complex Systems Approach

  • Have you ever wondered how social factors like poverty, systemic racism, and homelessness relate with human health? Have you ever wondered what we can do about it?

    In this project, students will partner with Dr. Matt Lyons to conduct cutting edge research on the social drivers of health and disease, with particular focus on the intersections between social services, public health, and healthcare systems. This work includes rigorous empirical investigation of the complex relationships between social ecologies, stress processes, and disease, as well as ethical and epistemological scholarship on social science with vulnerable populations. 

  • Students will learn skills related to data management, quantitative and/or qualitative data analysis, project development, project management, concept mapping, literature review, and manuscript writing. Students will be present for and participate in the development of research questions, hypotheses, grant concepts, and manuscripts. 
  • Depending on the student's interests and skills, there are a variety of ways they can support the faculty. These include mentored work on data management, quantitative and/or qualitative data analysis, project development, project management, concept mapping, literature review, and manuscript writing. This will generally entail approximately weekly project management meetings (usually in person) and remote project work based on tasks identified in project management meetings. 
  • Hybrid
  • Dr. Matthew Lyons, mlyons30@kennesaw.edu

Nursing (Kawther Hamash): Enhancing Nursing Curriculum

Empowering Educators with CCNE Cultural Competency Tools 

  • Objective:

    This project aims to empower nursing educators with cultural competency skills based on the Commission on Collegiate Nursing Education (CCNE) professional competency essentials. The ultimate goal is to prepare future nurses to address the changing demographics of the U.S., reduce health inequities, and improve care quality for underrepresented and medically underserved populations.

    Methodology:

    1. Training Delivery:
      • Face-to-face sessions conducted on Kennesaw Campus
      • Led by a certified Diversity, Equity, and Inclusion (DEI) professional
    2. Assessment:
      • Pre and post-training Qualtrics online surveys to evaluate cultural competency and knowledge levels
      • Survey components: a) Demographic information b) Cultural Competence Self-Assessment Checklist (“AVMA” assessing awareness, knowledge, and skills) c) CCNE Faculty Self-Assessment Tool
    3. Data Collection:
      • Online Anonymous responses
      • Participants create unique IDs to ensure confidentiality

    Expected Outcomes:

    1. Enhanced cultural competency among nursing educators
    2. Improved implementation of CCNE core competencies in nursing curricula
    3. Better alignment with the American Association of Colleges of Nursing (AACN) accrediting agency's vision for academic nursing
    4. Contribution to nursing workforce development
    5. Increased preparedness of nursing graduates to address diverse healthcare needs

    Significance:

    This project addresses the critical need for culturally competent healthcare in light of U.S. demographic changes and nursing workforce shortages. By enhancing educators' skills, it aims to create a ripple effect, positively impacting future nurses and, ultimately, patient care quality and access for underserved populations.

    Engaging undergraduate students in the project:

    1. undergraduate nursing students will be included as research assistants to help design the surveys, collect data, or analyze results.
    2. The undergraduates will engage in literature reviews on cultural competency in nursing education to inform the project design.
    3. undergraduate students will participate in the development or delivery of the cultural competency training materials.
    4. Engage undergraduates in presenting the research findings at the KSU student symposium or local conferences or publications.
    1. Data Management:
      • Data cleaning techniques to ensure accuracy and consistency
      • Handling of sensitive information while maintaining confidentiality
    2. Quantitative Data Analysis:
      • Application of statistical methods to analyze survey results
      • Interpretation of pre-test and post-test data
      • Identifying trends and patterns in numerical data
    3. Statistical Analysis:
      • Use of statistical software (e.g., SPSS, R, or SAS)
      • Conducting appropriate statistical analyses 
      • Understanding and interpreting p-values and confidence intervals
    4. Data Visualization:
      • Creating clear and informative graphs, charts, and tables
      • Selecting appropriate visual representations for different types of data
    5. Qualitative Data Analysis:
      • Analyzing open-ended survey responses
      • Identifying recurring themes and patterns in textual data
      • Synthesizing qualitative insights with quantitative findings
    6. Coding and Theme Emergence:
      • Developing coding schemes for qualitative data
      • Using qualitative analysis software (e.g., NVivo)
      • Recognizing and categorizing emerging themes from responses
    7. Scientific Writing:
      • Crafting clear and concise abstracts for academic submissions
      • Structuring research papers following scientific conventions
      • Accurately reporting study methods, results, and conclusions
    8. Presentation Skills:
      • Designing effective research posters and slide presentations
      • Developing public speaking skills for conference presentations
    • Attend project orientation meeting
    • Engage in regular check-ins with the faculty mentor
    • Begin comprehensive literature review on cultural competency in nursing education
    • Learn about research ethics and complete required training (e.g., CITI certification)
    • Contribute to the design of pre-test and post-test surveys
    • Help set up data collection tools (e.g., online survey platforms)
    • Begin learning data management and cleaning techniques
    • Engage in quantitative data analysis using statistical software
    • Learn and apply qualitative coding techniques for open-ended responses
    • Participate in team discussions to interpret initial findings
    • Create graphs, charts, and tables to represent study results
    • Draft sections of the research report (e.g., methods, results)
    • Begin preparing a research poster or presentation 
  • Face-to-Face
  • Dr. Kawther Hamash, khamash@kennesaw.edu

Nursing (Chinomso Nwozichi)

Using a Structural Equation Model to Predict Colorectal Cancer Screening Behaviors Among African Immigrants in the United States

  • Despite the benefits of screening in lowering CRC incidence, morbidity, and mortality, screening rates remain below 70% among United States adults aged 50 to 75 (Puli et al., 2023). These poor screening rates are especially noticeable in immigrants, who now account for about 14% of the US population.(Rogers et al., 2020) Immigrant groups (especially those from Africa) have significantly lower screening rates than those born in the United States, which may put them at a disadvantage in terms of early diagnosis and treatment of precancerous polyps (Chibindu et al., 2021).

    African-born immigrants in the United States came from a continent where colorectal cancer is regarded rare and routine colorectal cancer screening is not widespread (Onigbogi et al., 2024). As African-born immigrants acculturate, they adopt a western lifestyle and dietary patterns that are associated with higher colorectal cancer risks, necessitating more colorectal cancer screenings. Cancer preventive efforts by African national governments are inadequate since no country in Africa has an organized population-based colorectal cancer screening program ( Puli et al., 2023).These factors may have a negative impact on African-born immigrants' perceptions of the need of getting screened for colorectal cancer while living in the US.  Participation in colorectal cancer (CRC) screening among African immigrants in the United States is hindered by several factors, including cultural beliefs that view cancer fatalistically, language barriers that complicate communication with healthcare providers, and socioeconomic challenges such as lack of health insurance and limited financial resources (Demb & Gupta, 2020). Additionally, mistrust in the healthcare system due to past experiences of discrimination further discourages engagement with preventive services.

    There is a need to understand the behavior of immigrants  towards colorectal cancer screening. Therefore, this study aims to structural equation model to assess how the individual constructs of the Health Belief Model (HBM) will predict colorectal cancer screening behavior among African immigrants in United States.  This study utilizes a structural equation model to  assess how the individual constructs of the Health Belief Model (HBM) will predict colorectal cancer screening behavior among African immigrants in United States. The study population consists of African immigrants within the United States. A non-probability sampling technique will be used to recruit participants using online surveys. Data analysis for this study will be conducted using the Statistical Package for Social Sciences (SPSS) version 29.  

  • Students will learn how to design a research study, including formulating research questions, identifying variables, and selecting appropriate methodologies. They will become familiar with different research approaches, particularly in the context of public health and behavioral studies.

    Students will enhance their ability to conduct comprehensive literature reviews, which involves searching for, evaluating, and synthesizing existing research related to colorectal cancer screening and health behaviors among immigrant populations.

    Students will gain hands-on experience with advanced statistical techniques, particularly structural equation modeling (SEM), which is used to explore complex relationships between multiple variables.

    Students will learn how to collect, organize, and manage data, which may involve designing surveys, conducting interviews, or handling existing data sets. They will also become familiar with ethical considerations in data collection, especially when working with human subjects.

    Students will develop a strong understanding of ethical principles in research, including confidentiality, informed consent, and the protection of vulnerable populations.

  • The student can conduct a thorough literature review to identify existing research on colorectal cancer screening behaviors, particularly among African immigrants. This will help in understanding the background, identifying gaps in the literature, and refining the research question.

    The student can assist in or independently collect data, which might include designing surveys, conducting interviews, or gathering existing data sets. They may also be involved in the ethical review process, such as preparing Institutional Review Board (IRB) submissions.

    The student can learn and apply statistical methods, particularly structural equation modeling (SEM), to analyze the data. They might use software like SPSS, AMOS, or R to perform the analysis, under the supervision of a mentor.

  • Hybrid

     

  • Dr. Chinomso Nwozichi, cnwozich@kennesaw.edu

Nursing (Tracy Ruegg)

Building Capacity through Training for Nursing Curriculum Evolution in Vietnam

  • Significance/Background: Advancements in cancer care have enabled patients to live longer; however, this has contributed to a significant oncology nursing shortage. Lack of exposure to the specialty is a key reason students reject oncology as a choice. Baccalaureate nursing education is changing to be competency-based necessitating innovative teaching methods to meet the requirements of a new generation of learners. Academic-practice partnerships are key to advancing nursing education science, enhancing health equity for all patients, and developing a sustainable model of producing nurses for holistic client care. A gap in nursing research was found centered around examining the impact of innovative teaching modalities bundled together to meet competency-based domain goals within the evolving baccalaureate nursing curriculum. There is a need to test methods that could serve as learning models not only within experiential nursing education but in particular, specialty nursing practice. Research priorities require the ongoing investigation of academic-practice partnership models that can be effective in advancing learning to promote student success while mitigating crucial workforce shortages and enhancing nurse retention to advance holistic, equitable patient care. 

    Purpose:  To evaluate the efficacy of a competency-based instruction bundling (CBIB) method in an experiential oncology nursing elective offered to prelicensure baccalaureate nursing students through a novel academic-practice partnership.

    Intervention: This is a descriptive mixed methods pilot study embedded in an oncology elective nursing course. Study participants will receive experiential oncology nursing education (including a focus on SDOH & disparities) through novel methods of flipped classrooms, real-time voice journaling reflections, escape rooms, and heart rate monitoring (to evaluate student stress levels). Quantitative and qualitative data will be obtained to evaluate the program’s feasibility and effectiveness on student learning.

    The first year undergraduate research scholar will help the investigators with all aspects of the pilot study from helping to refine the background literature to study implementation to data analysis. Students will be exposed to all research study processes and procedures. One of the primary responsibilities of the undergraduate research scholar will be to help collect survey data, clean transcribed qualitative data and assist with pre- & post instrument data analysis. The undergraduate research scholar will be able to collaborate on a study abstract and poster for presentation at a conference by the end of the development period. 

  • At the end of the project, students should be able to:

    1. Describe quantitative research as used in a nursing education study
    2. Utilize appropriate databases related to the study purpose and be able to synthesize and critically analyze the background literature.
    3. Observe the study design process that seeks to answer the research questions/aims.
    4. Collect & Interpret research data
    5. Describe ethical research practices and apply those practices to a research study.
    6. Observe and describe how to write an IRB proposal
    7. Describe & engage in ethical research practices
    8. Work effectively as part of a research team
    9. Write an abstract for a poster presentation
    10. Describe professional conduct at conferences
    11. Present their research/creative activity to an audience (e.g., poster, oral presentation, performance, display)
    1. Set up a weekly meeting schedule (virtual or on-site); as-needed meetings per study needs
    2. Attend undergraduate research workshops
    3. Help researchers with study participant recruitment and management
    4. Assist with data collection and management
    5. Perform an online literature search related to the research questions
    6. Work with the KSU librarian to perform an ongoing literature search based on the study purpose
    7. Design a conference abstract and / or poster for presentation
    8. Work with research student partner to achieve goals
  • Hybrid
  • Dr. Tracy Ruegg, truegg@kennesaw.edu

Nursing (Roxanne Bennett)

Developing a Mentorship Program to Support New Nurse Practitioners' Transition to Practice 

  • Do you remember being in a new and challenging environment, and someone with experience took you under their wing? It is likely that person was a mentor to you. Mentorship has been shown to have multiple benefits, such as improved ability to cope with stress, development of leadership skills, and increased career satisfaction.

    Nurse practitioners in particular have a high rate of job dissatisfaction and burnout in the first years of practice. Despite the need, formal mentorship programs are not commonly available to new nurse practitioners, and there are few guidelines on how to implement these programs. 
    Local organizations may be the key to providing a venue for mentoring relationships.

    The Chattanooga Area Nurses in Advanced Practice (CANAP) is a local organization with 192 active members and 49 NP student members. The mission of the organization is supporting and fostering the role of advanced practice nurses by 1. Ensuring the delivery of safe, comprehensive patient care to area residents; 2. Providing continuing education and updates to the local registered nurses involved in advanced practice; 3. Supporting legislative action that enhances the success of current and future advanced practice registered nurses; and 4. Assisting advance practice registered nurses in finding employment.

    The aim of this project is to partner with CANAP to plan, develop, and implement a mentorship program for NP students and evaluate the effectiveness through multiple outcome measures. 

  • At the end of the project, students should be able to:

    • Describe past research studies on mentorship in nursing
    • Articulate how their research study makes a contribution to their academic field
    • Locate primary and secondary sources when searching for mentorship program in nursing
    • Synthesize and critically analyze past research related to the topic to form a literature review
    • Design a study to answer a research question
    • Write an IRB proposal and complete CITI Training
    • Collect data for a research study
    • Analyze, synthesize, organize, and interpret data from their research study
    • Work effectively as part of a team
    • Help write a research paper as a team
    • Present their research/creative activity to an audience (e.g., poster, oral presentation, performance, display)
    • Articulate the ways in which their research participation helps prepare them for graduate school and/or a career
    • Describe appropriate professional conduct (e.g., at conferences, when interacting with professionals in the field)
    • Reflect on their research project, including strengths, weaknesses, and things they would do differently in another research context
    • Learn time management and intrinsic motivation skills

  • There will be weekly 1 hour meetings via TEAMS or in person. This is when we will discuss the weekly assignments and expectations.
    Students will be able to be involved in every aspect of the project from early development to completion. 

    Under the supervision of the researcher, students will be responsible for the following:

    1. Review introduction to research educational videos from OUR. Meet with librarian to familiarize searching with KSU online library database.
    2. Conduct a literature review on mentorship programs and transition to practice for nurse practitioner students.
    3. Develop a research protocol for submission to KSU IRB
    4. Recruit members of CANAP who are NP students as well as potential mentors to join the study.
    5. Assist in the planning, designing, and implementation of a mentorship program. Collect data during the active phases of implementation
    6. Analyze data for evaluation
    7. Design a conference abstract and/or a manuscript for submission.
  • Hybrid
  • Dr. Roxanne Bennett, rbenne89@kennesaw.edu

Social Work and Human Services (Cameron Greensmith)

Reimagining Professionalism: Challenging Norms and Creating Change in Academia 

  • This project delves into the intricate dynamics of professionalism in higher education, aiming to spark significant social change and action within academia. By focusing on how professionalism's regulatory influence can often perpetuate power imbalances and inequality, this project encourages a critical dialogue on the tensions and controversies in higher education. It highlights how various stakeholders—students, staff, faculty, and administrators—navigate and resist inequitable conditions through participatory and action-oriented strategies. The project will explore ways to challenge the dominant power hierarchies and institutional practices that marginalize certain communities and knowledge. By shedding light on issues such as professionalism's impact on diverse educational settings and advocating for more inclusive and equitable environments, this volume strives to transform the landscape of higher education, making it a more just and reflective space for all participants.

  • Participating in this project will enable undergraduate students to develop a range of essential research and academic skills, including:

    Literature Review Techniques: Students will gain expertise in conducting comprehensive literature reviews, including identifying relevant sources, synthesizing findings, and evaluating the quality and relevance of existing research.

    Critical Analysis: They will learn to critically analyze complex issues related to professionalism and power dynamics in higher education, assessing how these factors contribute to systemic inequalities.

    Gap Identification: Students will develop the ability to identify gaps in current research and propose new areas for investigation, contributing to the advancement of scholarly knowledge.

    Thematic Synthesis: They will practice synthesizing diverse perspectives from various stakeholders to construct a cohesive understanding of how professionalism impacts academic environments.

    Data Interpretation: They will learn to interpret and present research findings effectively, using data to support arguments and conclusions about institutional practices and policies.

    Scholarly Writing: By contributing to academic discussions and drafting sections of the volume, students will improve their scholarly writing skills, including crafting clear, concise, and well-structured academic prose.

    Collaborative Research: They will experience working collaboratively with peers and faculty, enhancing their ability to communicate research findings and contribute to team-based projects.

    Critical Reflection: Students will engage in reflective practices to evaluate their own research processes and outcomes, fostering a deeper understanding of their role in challenging dominant academic norms.

    Advocacy and Change: They will develop strategies for advocating systemic change in higher education, learning how to leverage research to influence institutional policies and promote more equitable academic environments.

  • Literature Review and Analysis: Students will spend time each week reviewing and analyzing academic articles, book chapters, and other relevant literature related to professionalism and its impact on higher education. This activity includes identifying key themes, gaps, and trends to inform their understanding and contribute to the project.

    Collaborative Discussions and Brainstorming Sessions: Students will participate in monthly group meetings to discuss their findings, share insights, and brainstorm ideas for exploring professionalism in higher education. These sessions will foster collaborative learning and critical thinking, encouraging students to challenge and refine their perspectives.

    Data Collection and Analysis: Students will engage in activities related to collecting and analyzing data, such as literature reviews and archival analysis with various texts in higher education. They will learn to use qualitative and quantitative analysis techniques to interpret their findings and draw meaningful conclusions.

    Writing and Drafting Contributions: Students will be involved in drafting a chapter of the book, contributing to chapter outlines, and writing content based on their research. They will receive feedback on their writing and revise their contributions to ensure they align with the project's goals and academic standards.

    Peer Review and Feedback Sessions: Students will participate in peer review sessions where they provide and receive feedback on each other's work. This activity will help them refine their arguments, improve their writing, and enhance the overall quality of the project's output.

    Presentation and Reflection: Bi-weekly, students will present their progress and reflect on their learning experiences. This may involve sharing updates on their research, discussing challenges encountered, and reflecting on how their work contributes to the broader goals of the project. This reflective practice will help them connect their individual efforts to the project's impact.

  • Hybrid
  • Dr. Cameron Greensmith, cgreensm@kennesaw.edu