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Use of Wrist-Hand-Finger Orthotics in the Rehabilitation of Patients with Upper Extremity Hemiparesis Post-Stroke: A Clinical versus Patient Perspective
No full textUpper extremity hemiparesis post-stroke is a complex condition with varying orthotic treatment options depending on the specific occupational therapist the patient sees. There is no current evidence based practice for prescribing a Wrist-Hand-Finger Orthotic (WHFO) for patients with upper extremity hemiparesis, leading to irregular care between providers and unsatisfactory outcomes for some patients. All outpatient occupational therapy clinics in the Minneapolis-St Paul area servicing adults with upper extremity complications post-stroke will be identified, all occupational therapists and their qualifying patients will be invited to participate in this study. A comprehensive analysis of the factors influencing the prescribing patterns, rationale, and evaluation methods of occupational therapists who provide WHFO’s for their patients will be examined in this study. These preferences and evaluation methods will be cross-examined against the patient-reported needs and evaluation methods of the WHFO they have been provided. Discrepancies will be identified through analysis of common response themes and analyzed using Spearman\u27s rank order correlation and content analysis to determine statistical significance. Occupational therapists are anticipated to be found to have a preference for static WHFO options to prevent contractures and are anticipated to be less likely to prescribe dynamic WHFO’s due to a lack of evidence based research for such devices. Patients are anticipated to be found to have a preference for low-profile devices which have the ability to aid them in their day-to-day activities rather than simply prevent contractures. Further research is needed to evaluate evidence based practices given currently available technologies for this population
Physical Rehabilitation & Transfemoral Amputee Gait Mechanics
No full textPhysical rehabilitation in transfemoral amputees is beneficial to an amputee\u27s gait mechanics. A study was done with 32 transfemoral amputees that went through an eight-week rehabilitation program that focused on strengthening their muscles and perfecting their gait. The Physical rehabilitation program was used to increase confidence and stability in the amputees. The data collection was done at one local facility to all participants, and data was collected pre, post and every two weeks during the study. The data that was collected was a six-minute timed walk test (6MWT), and an AMPPro testing that conducted several tasks to test the balance, mobility and strength of the participants. That data was then compared to show growth in the amputees gait mechanics. This study brought more necessity for amputees to receive rehabilitation post amputation as well as more facilities providing physical therapy for amputees
The Sword, March 2025
No full textContents
News: The Sky is Falling: A Look Into The Aviation Accidents of 2025
Opinion: Texan Parents Find Out The Hard Way Why Vaccines Are Important How to Deal with a Remote Internship with Summer Fun
Arts & Variety: Stitch & Styles Vintage Advances Sustainable Fashion in St. Paul Pride and Prejudice Review A Medical Drama Worth Watching: The Pitt\u27s first season is binge-worthy
Sports: Vikings 2025 Free Agency Tracker Cody Rhodes vs John Cen
Cultural Inclusion: Experiences of Somali Parents in the PBIS System
Full text linkIn an effort to support student achievement and decrease disruptive behaviors, many schools have implemented the Positive Behavior and Supports and Intervention (PBIS) framework. Two critical aspects of this framework are cultural inclusion and family engagement, which are used to promote equitable and responsive practices and policies. However, research on the effectiveness of PBIS in diverse schools focuses primarily on what schools do and fails to examine the perspective and experiences of parents. This is especially true for the Somali diaspora in Minnesota, the state with the largest Somali population in the United States. This qualitative study examined the experiences and perspectives of Somali families and their conceptualization of their role in the behavior process through PBIS. I interviewed seven Somali parents and one aunt whose children attend the same PBIS school. This dissertation was intended to offer strategies for having Somali parents engage in PBIS while underscoring the necessity and value of their input and engagement in the PBIS process. Using a qualitative case study, I identified four major themes and a surprising, yet powerful, subtheme. These themes included: (1) Somali Parents\u27 Aspirations for Engagement in Education, (2) Challenges and Supports to Understanding PBIS for Somali Parents, (3) Enhancing Parental Engagement: The Need for More School Support, and (4) Acknowledging Successes with Cultural Inclusion & Addressing Present Gaps. Findings have the potential to show that Somali families value teachers’ and schools\u27 roles in their children’s lives and express a commitment to their parental involvement in their children\u27s behavior at school and home. However, most participants stated that the school needs to be more straightforward with parents about their roles and how they can be involved in the PBIS process, especially for parents new to the country. With the addition of the sub theme of Belonging the four main themes are further underscored with an emphasis on the importance of parents feeling a part of the school community and feeling heard. The findings of this study could lead to changes in how schools focus on family engagement and cultural inclusion when implementing PBIS with such recommendations for practice and procedures as professional development opportunities for staff to build effective and collaborative partnerships with parents, parent mentors for parents new to PBIS, parent support groups, and more community guest speakers. Each recommendation is provided with an emphasis on the family engagement and cultural inclusion components of PBIS and with the main goal of promoting students\u27 success. Through an understanding of Somali families\u27 experience and perspective on PBIS in schools, the administration will develop a heightened awareness of the necessity for a more clarified involvement of Somali families in the behavior process to promote their presence and increase understanding of their roles as well as creating more effective parent- teacher relationships
Patient and Family Perceptions of Early Mobility and Exercise in the Hospital and ICU
Full text linkIntroduction Early mobility in the hospital and ICU leads to improved patient outcomes.1 However, patients still refuse PT treatment - Is this related to patient knowledge? 2-5
Purpose: Explore patient and legally authorized representatives (LARs) perspectives of exercise and mobility in the hospital and ICU and determine if there\u27s a correlation between perspective and PT refusal
Methods
Participants:104 participants from a Level 1 trauma hospital. Median age: 61.5 years Median length of stay: 13 days
Survey: 11 item validated survey scored using a 5-point likert scale.5
Analyses: Cronbach\u27s alpha assessed internal consistency of survey. Spearman\u27s Rho and Pearson\u27s correlation tested the relationship between survey responses, demographics, hospital day of survey administration, and PT refusal.
Results Internal consistency was acceptable at Cronbach ⍺ of 0.17. Survey responses were overall positive toward hospital mobility (Median = 2) and neutral towards ICU (Median = 3) Overall PT refusal rate among survey participants was 8.1%, but no correlation was found between refusal rates and beliefs about mobility (p\u3e0.05 for survey questions 1-4).
Conclusion Overall positive perception of early mobilization in hospital setting among hospitalized patients. Neutral perception of early mobilization in ICU setting. Limitations: Single center, only English speaking participants
Clinical Relevance Negative perception of early mobility in hospital and ICU setting may not be a significant barrier contributing to PT nontreatment. Disparities between survey answers regarding early mobility in hospitalized versus ICU patients indicate a need for targeted education on safety and benefits. These findings highlight the importance of improving patient and family education to enhance participation in PT and improve outcomes
Effect of Olympic Weightlifting Training on Power Output and Landing Forces in Adolescent Female Athletes: A Quasi-Experimental Study
Full text linkTo examine whether a periodized, eight-week strength and conditioning (S&C) program incorporating Olympic Weightlifting (OWL) improves vertical jump height and reduces peak landing forces in adolescent female athletes. Despite the proven benefits of neuromuscular training (NMT), (Nessler et al., 2017; Mattu et al., 2022), access to high-skill S&C remains limited for this population (Sommi et al., 2018; Parsons et al., 2021). Twenty-four adolescent female athletes were divided into a training group (n = 15) and a control group (n = 9). The training group completed two one-hour sessions weekly for eight weeks. Pre- and post- intervention testing assessed vertical jump height and peak ground reaction force using a drop vertical jump test on force plates. The training group showed a significant increase in vertical jump height (p \u3c .001, d = –1.62), while the control group declined (p = .016, d = 1.02). No statistically significant changes in peak landing forces were found. A negative correlation was found between baseline jump height and post-training landing forces (r = –.55, p = .005). OWL- based training significantly improved vertical jump performance in adolescent female athletes. Although landing forces remained unchanged, OWL may enhance power output and address disparities in access to high-quality S&C for female athletes
The Impact of Wearable Technology on Physical Activity, Sedentary Behavior, and Stress Levels among African American University Students
No full textWearable technology (WT) has gained attention as a tool for supporting student health by promoting physical activity and stress management. However, most existing studies have focused on predominantly White or more affluent student populations, leaving a gap in understanding the role of WT among African American university students who face distinct socioeconomic and institutional barriers. The present study examined associations between WT use, perceived stress, physical activity (PA), and sedentary behavior among African American university students. Participants (N = 75) reported general, daily, and long-term (≥1 year) WT use and completed the Perceived Stress Scale–10 (PSS-10) and the Physical Activity and Sedentary Behavior Questionnaire (PASB-Q). WT use was positively correlated with both daily use and longer-term adoption. Students with ≥1 year of WT use reported significantly lower perceived stress than those with shorter use, t (73) = −1.32, p = .044, d = −0.32. No significant group differences were observed for PA frequency, PA duration, strength training, or leisure sedentary time (all p \u3e .05), though small effects suggested slightly longer PA duration and less sedentary time among WT users. Three-way analyses of variance indicated significant main effects of gender, F (1, 66) = 8.20, p = .006, and WT use, F (1, 66) = 11.41, p = .001, on stress, as well as a gender × WT interaction, F (1, 66) = 12.28, p \u3c .001. For PA frequency, significant interactions emerged for year × WT, F (1, 66) = 4.01, p = .049, and gender × year × WT, F (1, 66) = 5.84, p = .018. Findings suggest that long-term WT use may reduce stress among African American students, while effects on PA and sedentary behavior appear modest and influenced by demographic factors
Adverse Childhood Experiences and Academic Achievement
No full textThe paper examines the impact of adverse childhood experiences (ACEs) on student success. Through the literature review, three themes emerge: the first is the impact of ACEs on learning, the second is the usage of trauma-informed practices, and the third is how resilience plays a role in student success. Awareness regarding how ACEs impact students and academics, changes can be made to prioritize the student and their success in schools. The review incorporates statistics from studies primarily conducted in the United States, supplemented by a few international studies that support the research findings. Nearly half of the students in the United States reported experiencing at least one ACE. The most common ACEs found among students were abuse, poor living conditions, and neglect. The data highlights how involved leadership can provide the support and attention this issue needs to see impactful changes across all areas in the school. This paper advocates for addressing ACEs early on, additional supports and resources for staff, and the importance of instilling resilience in students to overcome these adversities. The recommendations for future research include more focus on the middle school age group, the outcomes of implementing trauma-informed practices, and, lastly, the effects of ACEs on other demographics
Effectiveness of Teacher Evaluation Frameworks
No full textThis paper examined articles to support the reform of teacher evaluation frameworks. Four themes emerged from the research: current teacher evaluation frameworks and how policy change affects them, teachers’ and principals’ thoughts around current teacher evaluation systems, the qualities of effective evaluation frameworks, and how to support teachers post-evaluation through professional development. 15 qualitative, quantitative, and mixed-method studies were used to analyze the qualities of effective teacher evaluation systems. The studies were conducted across all grade levels. They were focused on schools in the United States, however studies from abroad were included when applicable. The majority of studies focused on teacher and administrator interviews and feedback around current evaluation frameworks and improvements they would like to see. The studies took feedback and made suggestions to improve teacher evaluation frameworks. The suggestions included using multiple measures of evaluation, knowledgeable evaluators, transparency, trust, teacher input, and differentiated methods to meet diverse teaching roles. They also discussed the importance of actionable and ongoing feedback through professional development. Suggestions were made on ways districts can create well-rounded evaluation systems and future studies to conduct to ensure effectiveness of new evaluation systems
Episode 75: Amy Toonstra: ...how divinely made we are...
No full textAssistant Professor of Physical Therapy Dr. Amy Toonstra joins the podcast to share about her journey as a physical therapist and how she equips Doctor of Physical Therapy students to discover their callings through research opportunities