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A Phenomenological Study of Women with Breast Cancer-Related Lymphedema Using the Healthcare System
No full textIntroduction: Breast cancer-related lymphedema, a chronic condition affecting approximately 30% of breast cancer survivors, leads to significant physical and psychosocial challenges. This study explored the lived experiences of women with breast cancer-related lymphedema, focusing on occupational engagement and healthcare system interactions.
Method: A phenomenological study was conducted with 18 female participants diagnosed with breast cancer-related lymphedema. Semistructured interviews were used to gather participant experiences, and reflexive thematic analysis to develop key themes.
Findings: Five main themes emerged: Navigating the Psychosocial Challenges, Enduring Physical Constraints and Dependence on Others, Inconsistencies and Barriers in the Healthcare Journey, The Quest for Knowledge and Accessible Support, and Insights and Recommendations for Comprehensive Care. Findings revealed a significant mental health impact, physical limitations, inconsistent healthcare, and the need for additional supports. Participants emphasized improved mental health support, accessible lymphedema therapy, and increased societal awareness.
Conclusion: This study highlights the mental, physical, and social challenges faced by women with breast cancer-related lymphedema, emphasizing the need for a comprehensive approach to care. Occupational therapists are well-positioned to provide holistic care, including mental and physical health interventions and advocacy for improved healthcare access and resources. Future research is needed on care standardization and comprehensive interventions to address the occupational needs of individuals with breast cancer-related lymphedema
Pioneer Times, Volume 1, Number 11
No full textHighlights include: Class Presents Profiles of Irish Women for Final Project, SHU Initiative Leads Professor and Alum to Meet the Pope, Turning the Page: Books SHU Faculty and Staff Penned, Contributed to or Edited in 202
Connecticut Olympians
No full textConnecticut has a significant Olympic history, sending 122 athletes since 1952 and winning 65 medals (28 gold, 21 silver, 16 bronze). More than 40 athletes in the 2024 Summer Olympics either grew up, trained or went to school in the Constitution State. Some of the list includes:
Kieran Smith, Ridgefield- men’s 4x200 m freestyle relay
Alexis Holmes, Hamden- women\u27s 4x400 m relay team
Alyssa Naeher, Stratford- soccer
Liam Corrigan, Old Lyme- men\u27s four rowing (first US gold medal in the event since 1960)
Others include:
UCONN Huskies women\u27s basketball
Dorothy Hamill Gold medal ice skater born in Greenwich
For more information https://www.middletownpress.com/news/article/Olympics-Eight-Conn-Olympians-win-Olympic-medals-11872395.phphttps://digitalcommons.sacredheart.edu/didyouknow/1044/thumbnail.jp
A Nurse-Led Transitional Care Intervention to Prevent Readmissions in a Low-Income-Serving Urban U.S. Hospital
No full textBackground: Diabetes-related hospital readmissions within 30-days are costly and an indicator of suboptimal care resolution. Nurse-led transitional care interventions may improve glucose control and reduce emergency department recidivism following hospital discharge in very low-income populations.
Methods: An intention-to-treat design with randomization of participants (n = 108) compared conventional care to transitional care coordination that included diabetes specialty appointments, monthly support tele-phone calls, medication management, and tailored diabetes self-management education. Both the control and intervention group received a diabetes specialist and primary care appointment.
Results: There was a significant difference between the control and intervention groups (P = 0.018) from base-line to study-end with the intervention group experiencing a 1.9% mean change (SD, P = 0.003) in A1c in those with baseline poor glucose control (A1c\u3e9%) and a trend toward all cause emergency department recidivism (P = 0.06). Both the control and intervention groups benefitted from linkages to specialist care, but the nurse-led group had greater outcome improvements.
Conclusion: Hospitalized patients with poor glucose control (A1c\u3e9%) benefit from a nurse-led intervention to provide tailored transitional care and diabetes self-management education. Results of this study showed clinical improvements in glucose control and reduction in 30-day hospital readmissions
Initiate, Adopt, Implement, and Transfer: Exploring the Innovation Process Undergone by Mega-Sport Event Organizing Committees
No full textThis study examines how three mega-sport event organizing committees (i.e., the 2024 Paris Organizing Committee for the Olympic Games, the 2028 Los Angeles Organizing Committee for the Olympic Games, and United26) undergo the innovation process. Upon analyzing numerous official documents (n=1,290) and interviewing key stakeholders (n=24), findings show that mega-sport event organizers experience four main phases when innovating (i.e., initiate, adoption decision, implement, and transfer). Unique factors that impact each phase also emerge from the data (i.e., unknown future, divisive decision making, constant refinement, and tailored solutions). This study answers calls for more research on innovation in sport organizations, enhances our knowledge of the innovation process regarding temporary organizations, and provides practical implications for mega-sport event organizers seeking to innovate
An Improvement Science In Practice: Empowering Paraeducators Working With Students With Disabilities In Supporting Student Engagement And Self-Regulation
Get PDFParaeducators play a vital role in supporting students with disabilities, contributing to their academic, social, and emotional success in both special education and general education classrooms. This ISDiP study employed a convergent mixed methods design and action research methodology to implement a tiered model of professional development aimed at increasing paraeducators’ feelings of self-efficacy in applying skills and knowledge to support students with disabilities. The tiered model of professional development incorporated didactic instruction, modeling, coaching, and feedback. As part of the intervention, paraeducators completed pre-and post-surveys, attended at least two of four training sessions, and provided qualitative feedback through exit slips and focus group interviews. To gain further perspectives at the school level, general education teachers completed pre- and post-surveys on their paraeducator\u27s skills and knowledge in supporting their students\u27 academic and social-emotional needs. Triangulated results revealed increased paraeducator feelings of self-efficacy, skill acquisition, and application of evidence-based practices. Limitations such as the researcher’s role as a supervisor, selfreported data by paraeducators, and the limited time for professional development with the paraeducators within working hours may have influenced the results. Despite these challenges, the study indicated that training on evidence-based practices through a tiered model of professional development is a positive intervention in fostering paraeducators’ increased feelings of self-efficacy and the potential for increased positive student outcomes academically, socially, and emotionally
Empowering Educational Leaders: Elevating Social-Emotional Learning Through Transformative Professional Learning
Get PDFAs educational institutions transition back to normalcy following the pandemic, fostering strong relationships between educators and students remains paramount. School connectedness represents a multifaceted framework that includes school culture, the rapport between students and teachers, and the implementation of targeted strategies to develop essential skills, all aimed at enhancing student achievement. In the ongoing effort to address student learning holistically, traditional approaches to managing student behavior, such as disciplinary exclusions, continue to persist. Disciplinary exclusions refer to measures that remove students from instructional settings as a consequence of school-related behavioral issues (Gage et al., 2019). A closer examination reveals that school leaders must investigate their institutional climate and culture to identify underlying factors contributing to student discipline challenges. This mixed-methods study involved eleven special education directors who implemented eight weeks of restorative practices lessons in two of their selected schools. The study aimed to determine whether these SEL strategies effectively reduced the use of exclusionary practices. The framework of SEL inherently considers the diverse cultural backgrounds of teachers and students, as well as the nuanced approaches to behavior management within the school environment. This research is important as it highlights the contributions of all stakeholders to the school community, advocating for a comprehensive understanding of the dynamics involved in promoting a positive and inclusive educational atmosphere
Lesson Sequence: Teaching Author\u27s Craft and Structure
No full textMy poster revolved around my capstone lesson sequence that was taught to the 5th grade class I am student teaching in. In this sequence of three lessons I built students knowledge on visualization, point of view, and dialogue in a play. I assessed students on their learning during the lessons and analyzed the class data
Phonological Variation & Dialectal Origins: A Study of Irish Gaeltacht and American English Dialects
Get PDFWhile studying abroad in Dingle, Ireland, I took a social and cultural linguistics class that sparked my interest in how dialects differ—especially between Irish Gaelic in the Gaeltacht regions and various American English dialects. This project explores how these dialects have developed their unique phonological features over time, and the historical and social factors that helped shape them.
As a future speech-language pathologist, I wanted to understand why recognizing these differences matters in clinical settings. Too often, dialectal variations are mistaken for speech disorders. My research emphasizes the importance of cultural and linguistic awareness in SLP work, and how we can better advocate for clients