Each semester, the College of Nursing Office of Research highlights ongoing or recently completed research studies. For this semester's study, please see the information below.
Dr. Christina Castellano - profile page
My research explored the lived experiences of Black low-income mothers during the postpartum period, particularly through their participation in a local peer support group. Using focused ethnography and grounded theory, I conducted field observations and six focus groups with 35 mothers to understand how cultural context, resourcefulness, and support systems shaped early motherhood. The study was rooted in the belief that maternal health outcomes, especially among Black women, reflected broader structural inequities, including racism, economic instability, and inaccessible healthcare. Through the lens of the mothers’ own narratives, I examined how empowerment and adaptation unfold within a context often shaped by distrust in institutions, relational trauma, and environmental challenges.
Three key categories emerged from the analysis: Individual Context, Strength Alongside Relationships, and Transition to Motherhood. Mothers described deep-rooted mistrust in government systems and shared stories of navigating unsafe neighborhoods, reflecting the persistent impact of structural disadvantage. Yet within these hardships, they also highlighted resilience, such as building community-based support and reclaiming autonomy in parenting. One participant shared, “Let me help you help yourself,” illustrating how mutual aid fostered both individual and collective strength. Another noted, “You don’t have to continue being a mom. You choose to,” emphasizing autonomy even under pressure. Ultimately, the study highlighted that the journey to empowered motherhood is both a personal and social transformation, where strength is forged through both navigating adversity and reimagining identity within supportive spaces.
Dr. Umit Tokac - profile page
In our recent study, we explored the efficacy of the Think-Pair-Share (TPS) instructional strategy in online biostatistics courses for graduate-level nursing students. The primary objective was to assess how the TPS approach influences student engagement and comprehension in a data-intensive academic discipline. By employing both quantitative and qualitative methods, we aimed to highlight the pedagogical benefits of TPS, such as enhanced comprehension and engagement, ultimately contributing to improved learning outcomes. The study was grounded in collaborative learning and active engagement theories, emphasizing the social and interactive nature of learning. The TPS strategy, which involves independent reflection, peer collaboration, and group sharing, was found to create a rich, interactive learning environment that supports deep understanding and skill development in complex subjects like biostatistics.
Our findings revealed a significant association between the use of TPS and an increased likelihood of correct responses. Specifically, students were more likely to provide correct answers in the 'Share' step compared to the 'Think' step, indicating that collaborative engagement enhances learning outcomes. The thematic analysis of student feedback further supported these results, with students expressing appreciation for the collaborative nature of the course and the positive impact of the TPS method on their learning. This study not only validates the effectiveness of the TPS approach in biostatistics education but also contributes to broader discussions on innovative pedagogical strategies in higher education, particularly in disciplines requiring advanced quantitative skills. The success of TPS in an online learning environment underscores its potential as a robust teaching strategy capable of addressing diverse learning needs.
