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A phenomenological exploration of the lived experience of concurrent ADN-BSN program graduates in the Southwestern U.S.
No full textIn 2010, the Institute of Medicine released a policy brief advocating for increased opportunities for nurses to obtain higher levels of education for increasingly complex patient care demands. Nursing programs in the United States responded by adding options for associate degree graduates to obtain baccalaureate degrees, including the innovative partnership pathway, which allows students to complete the associate degree and baccalaureate degree requirements concurrently. This pathway continues to expand in popularity and has proven to be a valuable option that allows students to take advantage of cost-effective and time-efficient associate degree programs while also gaining the additional knowledge offered by the baccalaureate degree. A review of the nursing literature revealed information regarding implementation strategies for concurrent enrollment programs and general descriptions of the challenges and strengths of these programs. However, a gap was identified in the existing literature describing the student perspective. This study aimed to address this gap and explore the lived experience of concurrent enrollment ADN-BSN graduates for the purpose of identifying the rewards, complexities, barriers, and challenges of the pathway for students. A descriptive phenomenological approach was used to gather data from graduates of a large concurrent enrollment ADN-BSN program in the Southwestern United States. Colaizzi’s seven-step data analysis method was used to analyze data. Six themes were identified, including “Choosing the concurrent enrollment program option,” “Managing time,” “Financial considerations,” “BSN curricular attributes,” “Belonging and engagement,” and “Feelings about the program.” Information obtained from the study validated findings in the current literature and added to the overall understanding of the student experience. Analysis of the findings suggests that the concurrent enrollment pathway is a valuable option for students seeking the BSN degree and that there are important implications from the data for nursing educators and the nursing profession in general
Sex differences and the effects of stress on neuroanatomical structures involved in modulating inflammatory pain
No full textApproximately 1 in 5 people suffer from pain worldwide, and women experience more recurrent, severe, and longer-lasting pain. Pain conditions more prevalent in women include migraine, fibromyalgia, irritable bowel syndrome, and temporomandibular joint disorder. Stress can influence pain, and females are more susceptible to stress-exacerbated orofacial pain. As preclinical studies have largely been conducted in males, the mechanisms underlying the effects of stress on pain in females are understudied. Orofacial pain is relayed by sensory neurons in the trigeminal ganglia (TG) that synapse in the brainstem trigeminal nuclear complex (TnC). Ascending pain pathways relay pain signals to the cortex and can initiate descending pain modulation via emotive nuclei in the amygdala and hypothalamus that project to the periaqueductal gray. Our overarching hypothesis is that stress exacerbates orofacial pain to a greater degree in female rats, and there are sex differences in the trigeminal neurocircuitry that transmit somatosensory information to the brain. We utilized behavioral, neuroanatomical, pharmacological, and transcriptomic approaches to investigate sex differences in the effects of stress in a rat model of orofacial pain. We report that stress exacerbates orofacial pain to a greater degree in female rats. Neuroanatomical analyses of the TG and TnC implicate a sex-specific pain mechanism whereby females have dampened GABAergic neurotransmission during stress-exacerbated orofacial pain. In support, pain behaviors were reduced by treatment with a GABAB receptor agonist. Further, when we explored the pain-modulatory projections of the amygdala and hypothalamus to the periaqueductal gray, we uncovered sex differences in their organization and activation by pain, supporting a sexually dimorphic role of emotive brain areas in modulating pain. Overall, our data indicate that stress differentially alters sensory neuron input to the brainstem and is subject to sex-specific descending modulation from emotive centers in the brain. We postulate that women experiencing stress-exacerbated orofacial pain would benefit from a pain management regimen that includes a pharmacological intervention to boost GABA signaling concomitant with interventions that manage stress. Lastly, our transcriptomics data may indicate novel pain therapeutic targets related to the extracellular matrix, which may contribute to the effects of stress on pain chronification in the trigeminal system
Information and Communication Technology (ICT) and Its Effect on Social Connections and Loneliness in Community-Dwelling Older Adults
No full textThere is evidence that appears to support the potential for iPads to be a successful intervention when users are educated and trained. This capstone project aimed to examine the specific combination of iPad technology and digital learning for increasing social connectedness. Over an 8-week period, one-on-one intervention and a group component were used to train on iPad use and facilitate socialization among participants. Results supported the potential for benefits of using ICT as for social connection.Texas Woman's Universit
Helping Parents Understand Special Education
No full textDallas ISD serves 15,000 students through special education, which accounts for 10 percent of the Dallas ISD student population (U.S. Department of Education, 2022). All students in special education have An Individualized Education Program (IEP). According to Rios et al. (2021), mothers of children with autism reported feeling stressed and overwhelmed during the Admission Review and Dismissal (ARD) meetings and when developing IEPs for their children. Under the Individuals with Disabilities Act (IDEA) Occupational therapy falls under the related services when developing the IEP (Individuals with Disabilities Education Act, 2024.) Related services are additional supportive services provided to children with disabilities to assist them in benefiting from special education (Texas Education Agency, 2023). This capstone project aimed to provide parents with special education resources to help them advocate for their children during ARD meetings. This capstone project designed a digital binder that engages parents in their children's special education process. In the binder, parents are provided with information regarding federal regulations, IEPs, and an overview of ARD meetings. Additionally, parents were able to attend an educational class that provided them with further information. A total of (n=9) parents participated in the educational class that provided them with information regarding the special education process. To evaluate the binder's efficacy, parents were given a pre-survey and post-survey to gather their feedback and opinions on its content and usability. Parents reported feeling more confident in understanding and sharing information regarding special education. This project demonstrates the need for educational resources and step-by-step guidance for parents. Overall, collaboration between parents and occupational therapists can greatly enhance children's educational success.Voice of Hop
Examining the relationship between coping strategies and positive body image among older women
No full textThis exploratory study examined the relationships among coping strategies (appearance-fixing, avoidance, and positive rational acceptance), perceived sociocultural pressures, and positive body image in a sample of women aged 50 and older (N=164). The role of coping strategies as a moderator in the relationship between perceived sociocultural pressures and positive body image was also examined. Correlation analysis revealed that avoidance (r = -.746) appearance-fixing coping (r = -.238) were significantly and negatively correlated to positive body image, and positive rational acceptance ( r = .491) was significantly and positively correlated with positive body image. Correlation analysis also revealed that perceived sociocultural pressures (pressures mean r = -.44) were significantly and negatively correlated with positive body image. In addition, as a first step in determining moderation, multiple linear regression indicated that the three coping strategies significantly predicted positive body image; however, perceived sociocultural pressures were not significant predictors of positive body image. Furthermore, moderation with interaction was tested with coping strategies (appearance-fixing, avoidance, positive rational acceptance) and avoidance coping was the only coping style with a significant interaction. Thereby, indicating that avoidance coping moderated the relationship between perceived sociocultural pressures and positive body image, i.e., the negative effect of perceived sociocultural pressures on positive body image depended on the level of avoidance coping. For instance, high levels of avoidance coping lowers positive body image and this effect on body image remained stable regardless of perceived pressures; whereas, when avoidance coping was low and sociocultural pressures were also low, positive body image was still relatively high. However, small increases in sociocultural pressures strengthened the negative effect on positive body image. Results provide preliminary support for addressing positive rational acceptance coping and avoidance coping in health education/promotion interventions designed to enhance positive body image among older women
Imposter phenomenon among BIPOC MT-BCs: Understanding how BIPOC music therapists experience imposter phenomenon
No full textThe purpose of this phenomenological study was to understand how Black, Indigenous, People of Color (BIPOC) music therapists experience imposter phenomenon (IP) in the United States. The intent was to provide insight into under-represented groups within the field of music therapy and to increase conversations around imposter phenomenon to improve the field of music therapy for BIPOC music therapists. Data was collected through semi-structured interviews with four individuals who self-identified as having experienced feelings of IP due to being a BIPOC music therapist. Based on the results, three global themes were identified. The global themes included 1) Intersecting Identities Impact the Experience of IP, 2) A lack of discussion exists regarding music therapists of color who experience IP vs. music therapists who experience IP, and 3) Greater levels of IP are experienced by BIPOC music therapists when their ideas, thoughts, and culture are not valued and validated within the field
OER at UTA: Lessons & Directions
No full textThe University of Texas at Arlington (UTA) has published 26 open education resources (OER) to date and that number is still growing. UTA’s dedicated OER department provides financial support to faculty creating, adopting, and developing OER; educates faculty and students on the value of OER; and maintains a robust publishing infrastructure for open educational resources. Beginning in 2017 with one full-time staff member, UTA’s OER service has grown from an idea to a dedicated department with first-in-class resources. This presentation will examine the voyage of OER support at UTA. Using quantitative data like budgetary and publishing metrics as well as qualitative data from interviews and internal documents, we will describe the steps and missteps of UTA’s program. The lessons learned from our investigation can help libraries looking to start or grow their own programs
How to be Open: Advancing OEP through Professional Learning Communities
No full textEven as Open gains popularity as a means of providing equitable access to high-quality learning materials while empowering students to take an active role in their education, many educators lack the knowledge and expertise to effectively utilize OEP in their teaching practices. A Professional Learning Community (PLC) for faculty dedicated to “All Things OPEN” is an effective means of addressing this challenge. This roundtable will discuss our PLC journey over one academic year as we collaborate to develop and improve open resources and pedagogy whether we are new to the topic or have dedicated many years to OEP. Utilizing co-facilitators representing both faculty and library perspectives is key to the program’s success. From a faculty perspective, the PLC provides a platform to learn about resources and best practices, share knowledge and expertise, troubleshoot existing projects, and collaborate on new projects. From a library perspective, working closely with engaged faculty provides valuable insight into the current state of OER at the university, leading to shifts in the library’s service model to better address local needs. Also, PLC participation supports faculty in securing grants for their projects' development/ implementation. Outline Segment 1 Discuss individual open projects: overcoming barriers; OER content; tools/technologies; and/or OEP (varies among participants) How the group works; the importance of being housed in the Teaching Center as opposed to being a library initiative Q&A Segment 2 The learning journey – how we got started Mutual support/collaboration Changes in pedagogy, course development, and library support: our next steps forward Q&
Collaborative Activities and Coaching Practices for Building and Strengthening Inter and Intrapersonal Relationships Within High School Dance Teams
No full textThis qualitative research focuses on collaborative practices and approaches intended to build and cultivate inter and intrapersonal relationship skills within a high school dance/drill team. This methodology, a teacher self-study, consisted of a literature review, a theoretical framework as a guiding source, and the implementation of newly created activities, as well as modified versions of the author's own practices. Upon the conclusion of this study, through analysis of teaching reflection voice memos, field notes, and lesson plans, the author ultimately created six activities, four coaching practices, and an athlete-centered coaching approach that encourages inter and intrapersonal relationship skills. It is intended that these activities and practices support the ease of rehearsals and performances for dancers and directors, but most importantly, the development of inter and intrapersonal relationship skills that follow them beyond the classroom and aid them in creating a more collaborative world
The Impact of Aquatic Therapy on Individuals with Parkinson's Disease
No full textThe chosen focus area of study was program development to create and implement a fall prevention aquatic therapy program for individuals with Parkinson’s disease. The purpose of the capstone project was to establish a sustainable aquatic therapy program to improve balance and decrease fall prevalence in older adults in the greater Bryan community. Sessions commenced once weekly on Saturdays for 60 minutes and were held in the indoor pool at Advance Physical Therapy in Bryan, Texas. A needs assessment was performed and determined that a fall prevention program for older adults, specifically older adults with Parkinson’s disease, would be beneficial. LSVT BIG moves were incorporated to target fall prevention for these individuals. Outcomes measured included balance and rate of falls pre and post intervention. Tests and measures included the Timed Up and Go (TUG) test, interviews, and surveys. The ultimate goal of the program was to achieve a decrease in the rate of falls as reported by individual participants of the program.Advance Physical Therap