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Episode 5: Leading the Charge: RQI at CSP with Madison Schwab
No full textIn this episode, we sit down with Madison Schwab, Director of Clinical Operations at Concordia St. Paul (CSP), to discuss the launch of the Resuscitation Quality Improvement (RQI) program on campus. Madison shares how this innovative program is transforming CPR training by focusing on low-dose, high-frequency practice and real-time feedback—making life-saving skills more accessible and effective for healthcare professionals and community members alike.
Whether you\u27re a CSP student, faculty member, staff, or someone in the community, this episode will open your eyes to why CPR education is evolving—and how you can be part of it.
Tune in to learn more about RQI, how it\u27s being implemented at CSP, and why it\u27s a game changer for clinical readiness and community safety.
https://www.csp.edu/resuscitation-quality-improvement-rqi-bls-program
Episode 2: Healing Others, Healing Herself: Rachel’s Journey Home to Nursing
No full textIn this unforgettable episode of CSP: Beyond the Call Light, we welcome Rachel Matsch, August 2020 graduate of CSP’s Traditional Nursing program and current ICU nurse at Regions Hospital. But Rachel’s journey to the bedside wasn’t easy. Before she wore the scrubs, she fought through the darkness of alcohol addiction, ultimately finding her purpose and power in the role of a nurse.
Her story is raw, real, and rooted in the kind of resilience that every nurse and nursing student needs to hear.
As Florence Nightingale once said, I attribute my success to this: I never gave or took any excuse. Rachel embodies that truth, and her voice will move you.
Whether you\u27re in nursing school, at the bedside, or somewhere in between, Rachel’s journey reminds us all that healing often begins with being brave enough to face your story—and strong enough to rise from it.
Grounded in faith and guided by grace, this episode is a testament to the strength it takes to become the nurse you were meant to be
The Impact of Incarceration on Men’s Mental Health
Full text linkThis capstone research paper examines the mental health crisis among incarcerated men in the United States, a population disproportionately affected by mental illness, racial inequality, and systemic neglect. Incarcerated males often enter correctional facilities with pre-existing mental health conditions such as major depressive disorder, bipolar disorder, post-traumatic stress disorder (PTSD), anxiety, and substance use disorders. Rather than receiving adequate treatment, these individuals are frequently exposed to environments that worsen their conditions. Practices such as solitary confinement, loss of privileges, and isolation from support systems contribute to emotional instability, trauma, and, in some cases, suicidal ideation. This paper explores how detention center culture prioritizes punishment over wellness, stripping individuals of their identity, independence, and access to meaningful mental health care. The stigma surrounding mental illness—especially for men—combined with institutional racism, places Black and Brown males at even greater risk of incarceration and poor mental health outcomes. The closure of psychiatric hospitals and underinvestment in community-based care have shifted the burden of treatment to jails and prisons, which are not equipped for rehabilitation. Additionally, the profit-driven nature of the prison system discourages investment in mental health services and instead fuels cycles of recidivism. Many men are released without adequate support, only to return to prison due to untreated symptoms and lack of resources. This research highlights the urgent need for culturally responsive, trauma-informed, and rehabilitative mental health interventions. A shift in policy and practice is necessary to prioritize healing over punishment and truly support long-term recovery and reintegration.
Keywords: mental illness, psychiatric hospitals, incarceration, recidivism rate
Episode 10: Call Light Chronicals: The Shift that Broke Me and the One That Built Me Back
No full textIn this emotional episode of The Call Light Chronicles, we follow Rachel, a nursing student whose dream of becoming a nurse collided with a clinical day that nearly broke her spirit. From charting errors and medication mishaps to tears behind a locked bathroom door, Rachel’s story is one many students will recognize.
But what happened next—a compassionate instructor, a plan for growth, and the decision to try again—transformed failure into fuel for resilience. Today, Rachel is a pediatric oncology nurse who still journals—not her failures, but her moments of impact.
This episode is a tribute to every nursing student who’s ever doubted their place in this profession. Your stumbles don’t define you—your strength does.
Story narrated by CSP Nursing Student: Pepsy Ofoegb
The Effect of Wearable Resistance Microloading on Sprint Biomechanics
No full textWearable resistance refers to the practice of attaching weight to specific body segments during sport-specific movements. This study investigates the impact of progressive microloading training, which involves wearing wearable resistance on the torso (3%, 5%, 10%), on sprint mechanics and performance among competitive athletes. A total of twenty-two participants engaged in a nine-week study that included both progressed and non-progressed group protocols. Sprint times, hip angles, and perceived fatigue were monitored at pre, mid, and post-intervention. A manual biomechanical analysis combined with SPSS-based repeated measures ANOVA indicated no statistically significant changes in hip angle or sprint times between the groups. However, the progressive group showed a positive trend in sprint performance (p = 0.055) along with large effect sizes, suggesting potential benefits in speed development. Fatigue ratings increased comparably across both groups, reflecting a manageable training demand. These findings suggest that progressive torso microloading can safely enhance sprint performance factors, such as force production and velocity, without significantly altering running form or increasing fatigue. Recommendations for coaches include a gradual progression of load, a focus on load placement on the torso for this specific adaptation, diligent monitoring of athletes to optimize adaptation, and minimizing the risk of injury. This research contributes to the understanding of wearable resistance in speed training, endorsing controlled microloading as a practical, sport-specific approach for improving sprint performance while maintaining biomechanical integrity and reducing the risk of injury for high school and collegiate athletes
Strength and Conditioning as an Injury Prevention Strategy in College Baseball
No full textShoulder injuries are common and often result in impairments, particularly among baseball players. The clinical management of shoulder injuries is of interest to a wide-ranging audience within the sports medicine community. This dissertation aimed to investigate the effects of a strength and conditioning program on injury prevention in college-aged baseball players, hypothesizing that a comprehensive strength and conditioning program implemented before the start of the season would prevent shoulder injuries in baseball players over the course of one spring season at the collegiate level of baseball. Four participants completed a four-week strength and conditioning program before the start of their baseball season. The strength and conditioning program included an active warm-up, static stretching, and strength training. Range of motion, manual muscle testing, Kerlan-Jobe Orthopaedic Clinic shoulder and elbow outcome score, and injury status were assessed preseason and postseason. Shoulder abduction range of motion significantly increased. Researchers found no injuries at the end of the season. The results of this study provide clinicians, coaches, and trainers with a framework for a strength and conditioning program that has the potential to decrease shoulder injuries in college-aged baseball players
Integration of Systematic, Explicit, and Multisensory Phonics Instruction in Elementary Classrooms
No full textThis literature review examined the effectiveness of systematic, explicit, and multisensory phonics instruction in improving reading achievement for elementary students. This research synthesized findings from fifteen peer-reviewed studies conducted in public elementary schools across the United States. These studies, which included qualitative, quantitative, and mixed-methods designs, explored evidence-based approaches to literacy instruction grounded in the Science of Reading. Three major themes emerged from the research. The first theme explored the positive effects of specific phonics curricula on reading achievement. The second theme illustrated the benefits of integrating multisensory approaches to enhance phonemic awareness, decoding, and fluency. The final theme discussed the impact of systematic and explicit phonics instruction on students with diverse learning needs, including English Language Learners. The research demonstrated that phonics instruction that is systematic, explicit, and multisensory improves foundational literacy skills and supports all learners in developing reading proficiency. Further longitudinal research is needed to determine the effects strong phonics knowledge has on reading comprehension
Therapy Dogs as a Catalyst to Physical Exercise and the Effect on Transgender Adolescents’ Mental Health
No full textThis dissertation examines the effects of therapy dog interactions on physical activity levels and mental health outcomes among transgender adolescents. Using a quasi-experimental mixed- methods design, participants engaged in three weekly sessions with a certified therapy dog, with data collected through validated measures of anxiety, depression, affect, and physical activity, supplemented by qualitative feedback. Quantitative results indicated no significant increases in physical activity, though participants reported feeling motivated to spend more time outdoors. Notably, negative affect decreased significantly post-intervention, suggesting short-term emotional benefits. Qualitative findings further highlighted enhanced mood, self-awareness, and coping strategies. While improvements in anxiety and depression were not statistically significant, the findings support the potential of therapy dogs as a non-clinical tool to foster well- being and provide a foundation for future research on animal-assisted interventions in vulnerable populations
High School Students Experiences with Competency-Based Education: A Study in Student-Centered Learning
Full text linkIn this dissertation, I examined how high school students experienced the phenomenon of competency-based education (CBE) and how that impacted their overall view of high school educational systems. Rooted in personalized learning, CBE focuses on mastery of learning versus time spent, performance-based assessments, and rigorous competencies made up of educational standards. While most notably utilized in higher education and trade schools, CBE is making its way in public school systems in the U.S. Current literature looks at the adult perspective of CBE, but the student perspective is missing. This study was guided by a conceptual framework that first acknowledges education and learning as constructivist in nature, and how personalized learning, and ultimately competency-based education pedagogical practices have impacted students’ understanding of the school structures, outcomes, and opportunities at the high school level (9th-12th grade). Through a phenomenological case study, this study utilized a mixed-methods approach to examine quantitatively the general phenomenon of CBE practices versus traditional approaches of schooling. The study then focused qualitatively on a core group of junior and senior students to get in-depth narrative data that provided insight into the how and why of competency-based education compared to traditional schooling. Upperclassmen were chosen as the participants given that in ninth and tenth grade, all students experienced some aspect of CBE at the site. However, by junior year, traditional educational practices were back in place in the majority of the classes. Through this study, it was concluded that students experience CBE through practices in the classroom and not as a systemic shift. Likewise, the majority of students had negative opinions about those practices. Students equated their learning and growth to the grades that they earned. Likewise, students were unable to determine how CBE could be a way to make education systems more equitable beyond the realm of students receiving extra help if necessary. Overall, more research is needed this this area to determine the efficacy of CBE at the high school level