2313 research outputs found
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Development of a Musculoskeletal Imaging Competency Examination for Physical Therapists
No full textObjective
The number of physical therapists with imaging ordering privileges is increasing; however, a known level of competency and knowledge is generally lacking within the profession, as is a method to determine practitioner competency. The purpose of this study was to develop a valid musculoskeletal (MSK) imaging competency examination for physical therapists.
Methods
This 3-round Delphi method study utilized experts to reach consensus on examination content and development. Round 1 was completed by 37 experts. The last 2 rounds were completed by 35 experts. Experts rated questions on a 5-point Likert rating scale of importance (1 = not at all important, 5 = very important). Consensus was achieved with an a priori decision of (1) \u3e75% agreement of the expert panel rating and ≥4 on the Likert scale, and (2) ≥.90 on Cronbach alpha and intraclass correlation coefficients. Experts recommended a passing score of 75%. The examination was subsequently reviewed by a panel of 5 radiologists.
Results
The Delphi method and radiologist panel review resulted in the 151-question Burley Readiness Examination (BRE) for MSK Imaging Competency. Interrater agreement and internal consistency of the Delphi panel were excellent, with an average intraclass correlation coefficient and Cronbach alpha of .928 and .950, respectively.
Conclusions
The BRE is a tool that has the potential to demonstrate practitioners’ level of baseline competency with MSK imaging. Additional testing among physical therapists will provide further validation and reliability of the examination.
Impact
The use and application of diagnostic imaging is becoming more widespread in physical therapist practice throughout the United States. The BRE could potentially have broader implications for health care utilization and cost in the area of MSK imaging
Developing System-Level Awareness Through Virtual Clinical Learning
No full textLack of clinical sites and disparate experiences contribute to the challenge for RN-to-BS nursing programs to provide sufficient leadership and quality improvement opportunities. A virtual clinical learning experience using WordPress was developed as a faculty-graduate student think tank project and implemented in an RN-BS hybrid nursing leadership course. The unfolding case study created an interactive experience to portray use of systems thinking and transformational leadership. Mann-Whitney U analysis identified no significant difference in learning outcomes. The low-cost, easy-to-develop technology counteracted limited clinical sites, allowing for learning on the go with equivalent learning outcomes
Cookin\u27 at the Cookery
Full text linkProgram for the 2020 production of Cookin\u27 at the Cookeryhttps://digitalcommons.daemen.edu/musicalfare_programs/1161/thumbnail.jp
Mediators of the Association between COVID-19-Related Stressors and Parents’ Psychological Flexibility and Inflexibility: The Roles of Perceived Sleep Quality and Energy
No full textBackground
The COVID-19 pandemic has forced parents across the United States to quickly transition to a new way of living. These transitions present new stressors, including the stress associated with physical health, with the demands of social distancing placed on families, and with the possibility of losing a job or not being able to pay bills. Such stressors have the potential to disrupt basic functioning, such as sleep and daily energy levels. Furthermore, the impact of stress might have repercussions on parents\u27 capacities to be psychologically flexible, thus putting their psychological functioning at risk. Drawing upon a contextual behavioral science perspective, the current study sought to examine links between COVID-19-related stressors and psychological flexibility/inflexibility through such basic processes as parents’ perceived sleep quality and daily energy level.
Methods
A total of 1003 parents (97% from the US; 74% female; M = 40.9 years old, SD = 8.5) of children (ages 5–18) completed an online survey from the end of March to the end of April of 2020.
Results
Path analyses suggested that, after controlling health-related stress and the stress of work and parenting demands due to the pandemic directly predicting greater inflexibility and lower inflexibility, two mediation paths emerged. Specifically, higher levels of health-related stress were associated with lower levels of energy, which, in turn predicted lower levels of psychological flexibility. In addition, higher levels of health-related stress were associated with lower perceived sleep quality, which, in turn, was associated with higher levels of psychological inflexibility. In secondary analyses on the specific dimensions of flexibility and inflexibility, results suggested that lower energy levels indirectly linked health-related stress to lower levels of all 6 dimensions of flexibility and poorer sleep quality indirectly linked health-related stress to higher levels of self-as-content, fusion, and inaction.
Conclusions
The stressors associated with COVID-19 pandemic have the potential to disrupt parents’ perceived sleep quality and daily energy levels, reducing their abilities to respond to difficult or challenging experiences in a flexible manner and instead promoting more reactive and inflexible responses
Incorporating Visual Literacy in the First-Year Writing Classroom Through Collaborative Instruction
No full textThis article proposes a model for collaboration between composition instructors and instructional librarians to promote visual literacy instruction in first-year writing courses. While the creation of visual content is essential to digital composing technologies, it often remains underutilized as a tool for writing development in first-year curricula. Drawing from complementary threshold concepts outlined in composition scholarship and the ACRL Framework for Information Literacy, we demonstrate how librarians and writing instructors can engage in collaborative instruction to bridge gaps between theory and practice and leverage existing institutional expertise to support multimodal instruction in first-year writing
Improving Nurse’s Knowledge of Alcohol Use Disorder
Full text linkAlcohol Use Disorder (AUD) can have devastating consequences such as seizures and substance withdrawal delirium, so it is crucial for nurses to recognize alcohol withdrawal syndromes and start appropriate interventions in a timely manner to avoid further deterioration of the patient’s health, hospitalization risks and costs. The significance of this study is to allow health care providers, and other professionals in healthcare services to gain a better understanding about the withdrawal symptoms experienced by those recovering from AUD or those experiencing alcohol withdrawal. The PICOT question for this project is: For nurses at a detox facility and hospital in Punjab, India, does the use participation in an educational program on alcohol withdrawal syndrome improve their knowledge and confidence level when treating patients undergoing alcohol withdrawal, compared with nurses who do not participate in such an educational program? The proposed clinical change is an effective educational program presented to the participating nurses to increase their knowledge on the screening of and treatment for alcohol withdrawal syndrome, eradicate any stigmatized perceptions they may have of patients with AUD, and increase their confidence when caring for patients suffering from alcohol withdrawal syndrome. The desired outcome is a significant difference in the post survey scores of the experimental group compared to those of the control groups. This outcome will support implementing an educational program to improve nurses’ knowledge and self-efficacy levels when dealing with individuals suffering from alcohol abuse
The Importance of Teacher-and-Professional Collaboration to Improve Student Motivation and Learning in the Special Education Classroom Setting
No full textPromoting Civility in Nursing Practice Using Systems Thinking: Evidence-Based Teaching Strategies for Nurse Educators
No full textThere is a critical need for nurse educators to promote civility in nursing practice using systems thinking to promote quality and safety and improve patient outcomes by preventing undue patient harm. In this article, evidence is synthesized in order that readers can recognize, respond and manage workplace incivility. Systems thinking is introduced as a best practice solution for advancing a civil workplace culture. The author‐created Systems Awareness Model, adapted for civility awareness, guides nurse educators with evidence‐based strategies for teaching nurses the essential skills to promoting a civility culture within health systems. The strategies can be used by nurse educators in practice to interface workplace application. Proposed examples of evaluation methods are aligned with the teaching strategies. The purpose of this article is to provide nurse educators in practice with evidence‐based teaching strategies and evaluation methods to address incivility in health care using a systems thinking perspective