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Purpose: This quality improvement project aimed to assess the efficacy of an educational intervention in enhancing patients' comprehension regarding their prescribed medications and to ascertain if this understanding varied based on the timing of patient engagement (initial or follow-up appointment). Background: Patient non-adherence to medication often stems from a need for more understanding regarding the purpose and correct usage of prescribed drugs. A comprehensive grasp of medication regimens has the potential to improve patient adherence, leading to better health outcomes and decreased healthcare costs. Methods: Participants were provided with educational materials detailing their medications' nature, purpose, and usage. Feedback was obtained via JotForm to determine levels of understanding post-intervention. Participants were divided into two groups based on their appointment type, and their responses were analyzed using Fisher's Exact Test. Results: Out of 13 participants, 10 reported that they “fully understood” their medication post- intervention, with six of these from the follow-up group and four from the initial group. Conversely, only three participants claimed to “somewhat understand” their medications, with two from the initial and one from the follow-up group. The Fisher exact test statistic value was 0.5594, indicating no significant difference in understanding levels between the two groups at p < .05. Conclusions: While the educational intervention shows promise in elevating patients' understanding of their medication regimen, no significant variance was observed regarding the types of appointments. The project emphasizes the potential benefits of patient education and serves as a foundation for future interventions to improve patient comprehension and medication adherence regardless of appointment type.

Purpose: This quality improvement (QI) project aimed to increase provider knowledge and self-perceived confidence in mindful parenting so that they may instruct caregivers of children with ADHD who are struggling with familial stress and their own mental health concerns.Background: Attention deficit hyperactivity disorder (ADHD) is one of the most frequently diagnosed neurodevelopmental disorders in children worldwide. Caregivers of children diagnosed with ADHD have a high prevalence of immense parental stress and mental health concerns, including anxiety, depression, and suicidal ideation. Caregivers desire parenting education that can help alleviate, or at least lessen, behavioral concerns in children, parental stress, and mental health struggles. Mindful parenting is an evidence-based technique that aims to teach caregivers the skill of mindfulness when managing their children’s behaviors and their own mental health concerns. It has been well-documented to be beneficial when used with children with ADHD. Methods: This QI project utilized a quantitative pretest-posttest study design. Pediatric providers viewed a 20-minute educational video developed and produced by the principal investigator (PI). The video contained information on identifying struggling caregivers, basic concepts and examples of mindful parenting, and evidence-based research indicating its efficacy in easing parental stress and mental health struggles when managing children with ADHD. Providers completed a pretest and a posttest using the Qualtrics application to determine the attainment of knowledge concerning mindful parenting and their willingness to incorporate its techniques in daily practice. Statistical analysis was completed in direct comparison between the pre and posttest and utilizing a Wilcoxon Signed Rank test to further identify the strength of differences in improvement after participants received education in mindful parenting. Results: The study ran for five days at Desert Shores

Background: Trauma is pervasive throughout the human experience. As a whole, trauma andmental health concerns often overlap within an individual to varying degrees. The social acceptance and understanding of trauma have continued to grow over the last several decades, thus increasing the utilization of psychiatric services and education for these individuals. Trauma-informed care principles and practices offer a framework for healthcare providers to shift their perspective when interacting and caring for all individuals, regardless of trauma history. The use of a trauma-informed care framework offers the opportunity for healthcare providers and organizations to resist re-traumatization when caring for patients. Purpose: This quality improvement project aimed to increase trauma-informed care knowledge, attitudes related to trauma-informed care, and intention to use trauma-informed care for direct care staff members at a local hybrid inpatient and outpatient electro-convulsive therapy treatment center. Methods: Participants were nurses or behavioral health technicians who worked at the electro- convulsive therapy treatment center. Participants were recruited through an emailed letter to participate in a one-time, synchronous, in-person PowerPoint presentation created by the primary investigator. The primary investigator created pretest and posttest knowledge assessments, attitudes related to trauma-informed care, and intention to use trauma-informed care principles and distributed them to participants who participated voluntarily. The responses were then tabulated and analyzed for changes and statistical significance. Results: Recruitment yielded eight total participants. Five participants showed improvement in knowledge. All eight participants' attitudes related to trauma-informed care increased from pre- to posttesting. Intention to use trauma-informed care increased from pre- to post-assessment for all participants. Participants highlighted the in-person, synch

The field of leadership has evolved quite drastically over the years. Douglas McGregor showed us the evolution from a Theory X style belief that employees are unmotivated and dislike their work to his Theory Y style belief that employees are motivated and receive a sense of enjoyment from their work. Abraham Maslow expanded on this work with his Theory Z belief that optimal employee performance would prevail with the proper leadership approach. For years now, leadership has focused on various approaches or styles that produce the best performance resulting from the relationship between the leader and their follower. Organizations, research, and literature alike have stagnated on this leader-follower relationship, placing the individual leader and their performance on a pedestal. If assigned a letter, this research would be Theory O for an organizational approach to leadership. It recognizes that need for organizations to create a leadership strategy instead views the role of leadership as the function of a collective unit. This research desired to offer a foundation in which leadership may continue to evolve by shifting the focus from understanding leadership as an individual experience to leadership as a collective group. This qualitative case study of 12 individuals from a retail organization's district and store manager levels offered a leadership framework. The utilization of ATLAS.ti for the coding of transcribed interviews revealed a theme that reflected alignment in participants' leadership approach of their organization's leadership framework. The remaining four themes reflected opportunities for improved performance under a leadership framework stemming from its execution. While results were unexpected, a foundation remains for the next evolution in leadership, the shift from the individual to the collective group.