Browsing by Subject "strengths"

Now showing 1 - 4 of 4
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    Contextual Predictors of BIPOC Students’ College Experience at a PWI: A S-BIT of Work Perspective
    (2024-05) Lindenfelser, Hope Elizabeth
    Objectives: Utilizing the theoretical framework of the Strengths-Based Inclusive Theory of Work (S-BIT of Work), the purpose of this study was to assess the relationships among contextual factors, the college setting, and positive individual characteristics amongst BIPOC college students. Specifically, discrimination, institutionalized classism (contextual variables), supportive university environment, cultural congruity (promotive work/educational context variables), hope, strengths use, and empowerment (individual positive characteristics) were examined. Participants: 98 adult college students from a predominately White 4-year institution in the Midwest (United States) who identified as BIPOC were recruited for this study. Method: Participants were recruited via three recruitment methods: emails to student clubs, organizations, and offices; extra credit offered by psychology faculty; and the University of Minnesota Duluth’s Psychology Research Pool (SONA). Participants completed validated measures for each variable previously noted. Participants were either entered into a drawing for one of 74 $25 gift cards, if desired, offered extra credit in a psychology course, or offered SONA credit depending on the recruitment method. Results: Path analysis was used to evaluate the theoretical model. Discrimination significantly and negatively predicted supportive university environment and cultural congruity. Also, results approached significance between institutionalized classism and hope, with a negative relationship. Results suggest that contextual barriers BIPOC students experience negatively relate to their perceptions of their environment, and these barriers may negatively relate to students’ goal-setting ability (i.e., hope).
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    Defining Levels of Learning for Strengths Development Programs in Pharmacy
    (University of Minnesota, College of Pharmacy, 2010) Janke, Kristin K.; Sorensen, Todd D.; Traynor, Andrew P.
    The Clifton StrengthsFinder® is an online measure of personal talent that identifies where an individual’s greatest potential for building strengths exists. This paper describes a framework for strengths education in pharmacy which includes introductory, intermediate and advanced levels of learning. The use of the StrengthsFinder® assessment and supporting workshops aids student pharmacists, pharmacy residents and practitioners in identifying and refining their talents and connecting talents to roles in the profession. Additional learning strategies support a learner’s progression to intermediate and advanced levels of learning, which focus on the application of strengths in teams, leadership, and organizational development. By articulating and recognizing levels of learning around strengths-related content and skills, strong instructional design is fostered. Optimal design includes development of a sequence of learning opportunities delivered over time, a roll-out plan and consideration of the instructional resources required.
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    Integrating strengths-based education into a first-year experience curriculum
    (Journal of College & Character, 2013-06-03) Stebleton, Michael; Soria, Krista; Albecker, Anthony
    This article describes an initiative that integrated a strengths-base curriculum into a first-year experience program at the University of Minnesota-Twin Cities. Using a positive psychology framework, students completed the StrengthsQuest and participated in activities designed to help them learn and apply their signature talent themes. A pre- and post-survey were included to assess measures related to students’ self-awareness. The results suggest that a curriculum based on strengths positively impacts students’ awareness of their strengths, a factor that, in turn, has positive implications for students’ major/career choices and future decision-making. Strategies for practice and guidelines for future research are highlighted.
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    Leveraging Electronic Health Record Data For Whole-Person Knowledge Discovery
    (2018-04) Gao, Grace
    This dissertation presents strengths data capture in electronic health record (EHR) documentation, risk assessment and management using a strengths-based data capture model, and a strengths-based research study within a wellbeing context using de-identified EHR data and a data-driven model. It starts with the description of the current state of documentation of problems and strengths in the EHRs. There exists a gap of strengths data in EHRs that predominantly follow problem-based infrastructure in the healthcare information system, and there are also emerging new data sources that include strengths data in EHRs. Following this trend, this dissertation examines the potential of leveraging the use of a proposed Strengths-based Data Capture Model in health risk assessment and management. This model adds a whole-person perspective including the purposeful use of strengths data as health assets in data capture, aggregation, and person-driven application throughout the process of risk assessment and management. It concludes by a strengths-based research in older adults using a data-driven model to aid data-mining discovery of associations among older adults’ strengths, problems, planned nursing interventions, and baseline Knowledge, Behavior, and Status scores using EHR data captured by the Omaha System. By integrating strengths-based documentation, data capture model, and research, this dissertation introduces a cutting-edge data capture model, and creates a platform for continued research and application of a strength-based ontology in clinical practice and electronic system of documentation.