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Efficacy of Virtual Reality Incorporation in Post-Stroke Rehabilitation
Full text linkIntroduction: Stroke is one of the leading causes of death and morbidity in the United States, with one of the largest concerns being persistent neurological deficits. Traditionally, conventional rehabilitation has been initiated as soon as possible in post-stroke patients in attempt to improve function and neuroplasticity either back to patient baseline levels or to a new maintained baseline. Recently, virtual reality (VR) supported rehabilitation has been studied in comparison to traditional therapy to determine if there is potential for its utilization in patient care.
Methods: A PubMed database search was used and narrowed down to 6 articles to be interpreted in this analysis. This selection consists of 3 systemic review articles, 2 randomized control trials (RCTs), and 1 meta-analysis article that met inclusion criteria regarding utilization of virtual reality in post-stoke rehabilitation.
Results: Throughout the 6 studies, VR therapy had an association with significant improvement of upper extremity motor function, range of motion, upper extremity muscle strength, balance, gait performance of the lower extremities, executive function, memory, visuospatial ability, dizziness, trunk control, and reduction of motor deficit. There was no statistically significant improvement in either grip strength or spasticity.
Discussion: Majority of the studies found data supporting utilization of VR-supported rehabilitation, either independently or in conjuncture with conventional therapy in post-stroke patients. Combination therapy seemed to be the preferred route based on currently available data, especially to cover deficits in VR-supported rehabilitation. Further studies are recommended
The Appalachia Effect on School Administrator Retention
Full text linkThe purpose of this study was to identify why school administrators in Appalachia North Carolina chose to stay in their current positions and to discover what factors impacted their decisions to stay. The study’s findings address what school administrators indicate as contributing factors when deciding to stay in their current school district. The results can inform district administrators in effectively retaining school principals in Appalachia North Carolina. After reviewing and studying existing data on the retention of school principal leadership, a survey was created based on principal retention and delivered to 62 principals in Appalachia North Carolina. Six participants volunteered for principal interviews in my study. My research study concludes that the Appalachia effect impacts the recruitment of school administrators. The themes from Research Question 1 that forge sustainable retention practices are diverse experiences, local love, and community aid. My research study shows that the Appalachia effect influences retention of school principals. The themes from Research Question 2 for creating Appalachian mountain school leader retention practices are acknowledging a higher calling, family togetherness, and defining the Appalachia effect. My research study explains that the Appalachia effect impresses upon the challenges of school leadership in Appalachia North Carolina through the themes of administrator ping-pong, Appalachian design, and a swamped support system. The Appalachia effect on educational success examined how location and isolation impact leader success and what practical steps can be taken to turn geographical separation into educational insulation for North Carolina mountain communities
Teacher Perceptions of Job-Embedded Professional Development: Is It Worth the Hype?
Full text linkThis dissertation examined the factors contributing to teacher engagement in professional development (PD) programs, focusing on how those teachers perceived their PD needs. The study concentrated on understanding teachers’ thoughts and concerns regarding various types of PD, including large, small, and online programs. Small group PD was also referred to as job-embedded PD (JEPD) for this study. The four specific methods of JEPD included professional learning communities (PLCs), data teams, feedback, and coaching. The research highlighted JEPD, emphasizing the importance of this type of PD in engaging teachers. The methodology employed was a sequential explanatory mixed methods study that included survey and interview tools used with teachers in a small district in North Carolina. The study identified key themes for effective PD. The findings indicated that engaging PD programs utilize the four main pillars of adult learning theory: the need to know, readiness to learn, self-concept, and learning experience. Overall, this study\u27s findings aligned with those of previous researchers: Adult learning theory is a robust foundation for developing and maintaining a successful program that includes all forms of PD. The findings also showed the importance of teachers having voice and choice in relation to their learning opportunities, which contribute to their overall satisfaction and engagement in PD programs. By understanding what creates engagement from teachers themselves, this dissertation contributes valuable knowledge toward a system that can help create a more robust process that includes teachers’ voices when designing PD
Can Play Support Language Development in the Education of Young Children with Autism Spectrum Disorder?: An HLM Meta-Analytic Investigation
Full text linkThe purpose of the current investigation is to analyze existing research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age. The following study investigates whether play-based interventions should be considered as effective means of increasing language development in young children with ASD. The study examines specific moderators or variables associated with the effectiveness of play-based interventions. In order to conduct the present investigation, a meta-analysis will be conducted, based on a collection of available research. Using data extraction software, the researcher will conduct statistical analyses, Tau-U, and Hierarchical Linear Modeling (HLM) to measure effect sizes across the available data and further assess whether specific moderators play a role in the usefulness or success of play therapy to promote language development in young children with ASD. The results suggest that play therapy has a positive significant impact and is a viable option promoting development of children with ASD
Undated - April 18th & 19th - Journal Entry – A. B. Patterson
Full text linkJournal entries written by Alexander B. Patterson regarding military movements and skirmishes during the Civil War. Based on the April 19th skirmish referenced, these entries were probably written in 1862,
Accession Number: 1986.070.019
Donor: Lynn Kirbyhttps://digitalcommons.gardner-webb.edu/cleveland-county-historical-collection-thomas-and-narcissa-patterson-family-collection/1007/thumbnail.jp
Providing Community Education on Opioid Addiction and Emergency Intervention
Full text linkIntroduction: The opioid crisis remains a significant public health concern, with opioid-related overdoses continuing to rise. Naloxone (Narcan) is a life-saving medication that can reverse opioid overdoses, yet many community members lack awareness and training on its use. This Doctor of Nursing Practice (DNP) project aimed to implement and evaluate a community-based Narcan education program to improve knowledge, accessibility, and confidence in administering Narcan.
Method: Using a quality improvement framework, the project targeted community members servicing the homeless population. Pre- and post-education surveys assessed changes in participants\u27 knowledge and attitudes toward opioid overdose response.
Results: Findings demonstrated a significant increase in knowledge and confidence in administering Narcan, highlighting the effectiveness of community education initiatives.
Conclusion: This project underscores the importance of empowering communities with evidence-based interventions to combat the opioid crisis. Future recommendations include expanding education efforts, increasing Narcan availability, and advocating for policy changes to enhance opioid harm reduction strategies
Achieving Optimal Wellness: Exploring the Benefits and Impact of Community Health
Full text linkCommunity health is an essential practice that utilizes non-clinical approaches to reduce health disparities, improve health, and prevent disease through engagement with a population of a certain geographical area. Building on earlier research, this study focused on the members of Alamance County and the increasing numbers of diabetes, obesity, hypertension, and hypercholesterolemia cases from year to year. While community resources and health programs have improved over time, they are lacking in certain geographical areas. The aim of this project was to increase the knowledge and conversations around the most common diseases in Alamance County, through health seminars conducted at a local church. These seminars gave community members a chance to ask questions, make connections, and voice ideas that may be helpful to other members of the community. A qualitative analysis was used to identify the common themes of participant responses to the post-seminar survey. The results showed that participants plan to implement healthier diets and exercise regimens and self-monitoring methods into their routines to promote a healthier lifestyle. These results suggest that community health outreach can have a positive impact on the members of that community
Candidates\u27 Perceptions of a University\u27s Consultancy Requirements With For-Profit/Nonprofit Partnering Organizations
Full text linkThis dissertation in practice is an action research study that investigated the perceptions of students within the Doctor of Education in Organizational Leadership (DEOL) program under the University College of Education experiences in consultancy organizational partnerships in terms of key benefits, key factors, and barriers/limitations that existed in the partnership. This study provided feedback to the University College of Education that was used to understand candidates’ experiences, it identified continuous improvement and developmental opportunities that will be used to evaluate consultancy organizational partnerships. A qualitative research design was used to collect data from 10 DEOL students via one-on-one interviews. The theoretical framework for this study was the Double Loop Learning Theory, it was used for program evaluation (Argyris, 1976), and data was analyzed using inductive coding which produced emerging themes. The key findings/emerging themes were as follows: knowledge sharing/transfer and networking, trust and transparency, and data access/programmatic alignment. Knowledge sharing/transfer and networking had a positive association and was seen as a benefit with the return on investment with students. Trust and transparency was a key factor gained through consultancy organizational partnerships. Data access and programmatic alignment presented barriers and limitations amongst students and organizations, which created impediments during the partnership. Implications of the study were limited to one rural university and evaluated only one program; due to the sample size, it is non-generalizable. Future studies can evaluate how perceptions change over time or if they remain the same for DEOL students
Executive Function Skills of First-Year College Students with Disabilities
Full text linkFirst-year college students with disabilities face many challenges as they transition to postsecondary education. Strong executive function skills can help make the transition easier. The purpose of this mixed-methods study was to explore these students’ perceptions of their executive function skills and how they described their challenges and successes. Quantitative data were collected using the Executive Skills Questionnaire-Revised and reviewed to learn about their executive function skills. Qualitative data were collected from interview transcripts and analyzed to learn about their challenges, successes, and perspectives on their skills. Descriptive statistics indicated that students with disabilities rated most areas of executive function as problematic. Additionally, the results showed there was no statistical difference between the overall survey scores of students with disabilities and their typical peers; however, a statistically significant difference was found in the organization subscale, with students with disabilities having greater than the average scores of their typical peers. The interview analysis showed students struggled with all areas of executive function during their first year of college and overestimated their abilities when compared to their survey scores. While the research is constrained to a single site and a small sample, it may provide valuable insight that encourages future research, leading to a better understanding and programming to support students with disabilities during an important college transition
A Qualitative Study on First-Year Teacher Readiness
Full text linkThis qualitative study explored the formative experiences that contribute to beginning teachers’ (BTs) readiness and perceived success during their first year in the classroom. Grounded in Kolb’s (1984) Experiential Learning Theory, I examined how BTs process and apply learning through cycles of experience, reflection, conceptualization, and experimentation. Ten regional finalists in the North Carolina Center for the Advancement of Teachers Beginning Teacher of the Year program were interviewed to uncover the supports that shaped their early success. Readiness emerged not solely from teacher preparation or certification, but from layered experiences—mentorship, job-embedded professional development, and prior life experiences—that built resilience and instructional confidence. Participants emphasized the value of consistent mentoring, real-time feedback, and practical support in navigating classroom demands. The study supports a shift toward experiential, individualized teacher development and challenges one-size-fits-all preparation models. It also calls for further research on nontraditional pathways, teacher identity, and emotional regulation. By capturing the voices of exemplary BTs, this study offers guidance for improving institutes of higher education, district induction programs, and school-wide support system