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A1C - English
Get PDFThis low literacy A1C patient education resource explains what this test means and illustrates healthy levels for people with diabetes
Blood Glucose Log 4x/Day - English
Get PDFA simple log to record blood glucose levels 4 times/day for diabetics. (English
Sun Lamps
Get PDFThis patient education handout shares information about the use of sun lamps for light therapy
Increases in Graduate Students’ Interprofessional Competence Associated with Clinical Training Activities
Get PDFINTRODUCTION Interprofessional education is a critical and recommended element in most allied health training programs as it prepares emerging practitioners to work with professionals in other disciplines. The purpose of this study was to examine graduate students’ interprofessional (IP) attitudes and perceived competence prior to and after they participated in a yearlong IP curriculum consisting of both educational and clinical activities. In addition, the study sought to determine if competence was related to the number or perceived value of the educational or clinical activities and if there was a correlation between attitudes and competence.
METHODS Participants were 45 graduate students in speech-language pathology (MS) and clinical psychology (PsyD) who completed self-report questionnaires at three time points during their first year of graduate school.
RESULTS Students participated in an average of 4.8 IP educational and 3.6 IP clinical training activities. Across the year, attitudes toward IP practice remained high. Students reported an increase in their IP competence, particularly associated with participation in clinical, rather than educational, activities. Attitudes and competence were only somewhat related, as students with better attitudes toward teamwork and shared roles reported an increase in competence.
DISCUSSION Students perceived that clinical training has a more positive impact on their knowledge and skills than didactic training; this pattern is consistent with practice guidelines that emphasize the importance of practical training.
CONCLUSION Future research should examine whether particular IP experiences are associated with increases in competence, and whether self-reported competence is associated with IP performance in practice
Volume 23 Issue 3 Introduction
Get PDFThe Oregon library community consistently amazes me with its innovative, enterprising, and patron-focused activities. Indeed, we hear about these many activities through Libs-Or, OLA conferences, and this journal. While certainly not by design, many of the voices we hear come from libraries along the I-5 corridor. Cool things happen in those libraries, of course, but this issue of the OLA Quarterly amplifies voices we hear less frequently: the rural institutions that constitute the majority of the libraries in Oregon.
I have spent most of my career working in small and rural libraries. My first library job was at my hometown library: Langlois Public Library (service population: 785) on the southern Oregon coast. The experiences I had at Langlois and other rural Oregon libraries taught me two lessons that, while perhaps truisms, are nonetheless worth saying. First, serving patrons in rural areas—no matter your library type—bears similarity to larger library counterparts, but it differs in significant ways that require a shift in mindset. Second, “rural” is not some monolithic concept that comes with a defined set of needs, just as “urban” and “suburban” are not; each rural community and group of patrons is unique