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Interprofessional Simulation and the Development of Professional Identity Using Asynchronous Teaching Methods
Get PDFThis study aimed to explore whether virtual, asynchronous interprofessional education (IPE) improve interprofessional attitudes as defined by the Interprofessional Education Collaborative (IPEC) core competencies and develop student professional identity. Healthcare professionals are highly specialized providers that often interact and overlap with other providers to help treat patients. Literature shows that stressful environments and a lack of understanding of roles can lead to conflict, but successful interprofessional collaboration leads to improved patient care. This study used a mixed method approach, creating a virtual, asynchronous viewing of a simulation within the school’s education platform Moodle as the intervention. The video was of a nurse, physical therapist, and a respiratory therapist in an intensive care unit setting and was followed by asynchronous debriefing. 15 students, 10 nursing students and 5 Doctorate of Physical Therapy (DPT) program participated in the study. Interprofessional attitudes were measured with the DOW IPEC questionnaire, while professional identity used the Macleod Clark Professional Identity Scale (MCPIS), each given pre and post-simulation. The study also included interviews for qualitative data. The study found this IPE improved interprofessional attitudes in healthcare students, but failed to significantly improve professional identity as the study was formed. The study was limited by the small sample and future studies should expand on looking at the differences in the progression of a program, whether more hands-on simulation would improve professional identity development, and the exploration of other settings
Relationships Among Phonemic Awareness, Phonic Decoding, and Pseudo-and Sight-Word Reading: A Path Analysis with Second Grade Students
No full textThis study examines the relationships between phonemic awareness, sight- and pseudoword reading, and phonic decoding in second-grade students. Previous research has shown that basic and advanced phonemic awareness, sight- and pseudoword reading, and phonic decoding impact reading fluency. Students were assessed in the middle of second grade using the Test of Word Reading Efficiency (TOWRE-2), Pseudo- and Sight-word reading subtests, the Developmental Spelling Assessment (DSA), and the Phonological Awareness Screening Test (PAST-S) to determine phonemic awareness, sight- and pseudo-word reading, and phonic decoding abilities. A path analysis using regression analysis was conducted to determine the significance of relationships among the variables. Fifty-four percent of the variance in phonic decoding was accounted for by advanced phonemic awareness, pseudo- and sight-word reading. Sixty-five percent of the variance in pseudo-word reading was accounted for by sight-word reading and phonic decoding. Sixty-eight percent of the variance in sight word reading was accounted for by phonic decoding and pseudo-word reading. Phonemic awareness, sight- and pseudo-word reading all had significant relationships to phonic decoding. These findings show that explicit phonemic awareness instruction, along with instruction in orthography is necessary to build strong word-reading abilities
Autism and Experiences in Relationships: A Moderated Mediation Analysis Exploring Different Pathways for Gender and Sexuality
No full textObjective: Autistic individuals are at higher risk of sexual victimization than the general population. The purpose of this study was to examine experiences of insecurity and adverse sexual experiences in romantic relationships from the perspective of those with autism diagnoses, those who suspect they have autism, and those with autistic traits, as well as determine potential mediating and moderating factors.
Methods: Participants (N=452 U.S. adults) completed various measures assessing autistic traits, masking, insecurity in relationships, adverse sexual experiences, perceived social support, discrimination, and perceived availability of partners via online survey. Participants also reported formal autism diagnosis or suspected diagnosis. Masking was hypothesized to increase in women, and adverse relationship experiences were hypothesized to increase with regards to gender and sexuality. Results were analyzed using bivariate correlations and moderated mediation analyses.
Results: Higher autistic traits correlated with increased adverse relationship experiences, and masking was shown to mediate the interaction between autistic traits and adverse relationship experiences. Women with medium-to-high levels of autistic traits masked at higher rates than men with similar levels of autistic traits. Formal diagnosis, suspected diagnosis, and higher levels of autistic traits all correlated with adverse sexual experiences, and all factors but formal diagnosis and gender correlated with greater insecurity in relationships.
Conclusions: Masking suppresses natural behaviors and emotions and can lead to negative mental health consequences and adverse relationship experiences, including victimization. Those with high levels of autistic traits are more likely to mask, putting them at risk. Factors such as gender, sexuality, social support, and discrimination can lead to adverse relationship experiences
Respiratory Therapists\u27 Attitudes on Patient Safety and the Use of Workarounds: A Phenomenological Study
No full textRespiratory therapists (RTs) provide cardiopulmonary care and share the essential responsibility of keeping patients safe throughout their healthcare journey. RTs care for patients in various settings and manage mechanical ventilation (life-support), artificial airways, and attend emergencies such as cardiac arrests and other urgent clinical care matters (American Association for Respiratory Care [AARC], n.d.-b). As such, RTs may be exposed to opportunities in their day-to-day routines that influence patient safety. Currently, the literature is limited regarding RTs’ safety attitudes and the use of workarounds in respiratory care in the United States (U.S.). Both safety attitudes and the use of workarounds have demonstrated implications on patient safety and outcomes in other health professions. A phenomenological study was conducted using semi-structured interviews and two focus groups. Thematic analysis guided by Braun & Clarke (2006, 2021) was used to analyze interview and focus group data. This study resulted in two primary themes related to the RT role in patient safety: 1) Breathe in Challenge, Breathe out Adaptation with 3 associated sub-themes, and 2) Breathing in Unison: Leadership Dynamics in Patient Care with 2 associated sub-themes. The study findings provide a foundational understanding of the lived experiences of RTs in acute-care practice and suggests opportunities for future research to understand the potential RTs have to influence patient safety, specifically when using workarounds
Hi My Name Is: A Film on the Sources and Consequences of Labeling the Black Identity in America
No full textThis project aims to explore how formal and informal labels given to Black people in the United States impact Black people’s self-perceptions, with attention to how intersectional identities (e.g. queer, person with disability) can complicate those impacts. Labeling theory (Cullen, 1976) provides the theoretical lens to explore how the Black identity, and Black people in this country, are threatened by externally assigned and internally actualized labels. Data is presented in the form of a film compiled from video interviews with 12-15 Black individuals. Participants were recruited in a purposive manner with intersectional identity traits in mind (e.g. age, gender identity, sexuality) and prompted to discuss their experiences with labels assigned to and/or internalized by them through various social institutions (e.g. family, work, school). The data are analyzed and presented thematically to outline the types of labels described by participants, the source of those labels, and their impacts
