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Gender Gaps in UNLV and UNR Graduate College Enrollment and Graduation, 2013-2022
No full textThis fact sheet explores gender gaps in enrollment numbers and graduation rates of students pursuing graduate degrees at the University of Nevada, Las Vegas (UNLV) and the University of Nevada, Reno (UNR). The original data was provided to The Lincy Institute and Brookings Mountain West by the UNLV Graduate College and gathered from the UNR Reporting Portal
Nevada High School Students: Graduates from UNLV and UNR, 2010-2022
No full textThis fact sheet reports data for individuals who earned both a high school diploma from a Nevada high school and a bachelor’s degree at the University of Nevada, Las Vegas (UNLV) or the University of Nevada, Reno (UNR) between 2010 and 2022, as well as the race/ethnicity and gender of these graduates
Metro Monitor 2023: Las Vegas and Reno, Nevada
No full textThis fact sheet examines economic growth performance indicators in the major metro areas of Nevada, using data provided by the Brookings Institution’s Metro Monitor. The Metro Monitor explores five indicators of economic performance over ten years (2011-2021), including growth, prosperity, overall inclusion, racial inclusion, and geographic inclusion across 192 metropolitan statistical areas (MSAs). This fact sheet presents data for Las Vegas-Henderson-Paradise, NV and Reno, NV MSAs
Increasing Self-Efficacy with Menstrual Management for Young Adults Experiencing Homelessness Using the Inclusive “U N ME” Education Program
No full textThe purpose of the study was to increase self-efficacy with the occupation of menstrual management in young adults experiencing homelessness using the Understanding and Navigating Menstrual Experience or U N ME program. The objectives of this study were a reported increase in self-efficacy with menstrual management, the development of the U N ME program, and to promote the spread of accurate information to other menstruators in the community.
This study was a convergent parallel mixed-method study rooted in a phenomenological approach. The intervention featured four weekly workshops featuring education, group discussion, and an activity to tie the topic of the day to action. N = 22 participants.
A pretest/posttest design was employed using a Modified General Self-Efficacy scale supplemented with data from open-ended responses from group discussions. A Wilcoxon Signed-Rank test was conducted on the pre-workshop questionnaire (M = 3.89) and post-workshop questionnaire (M = 4.86) and found that there was evidence for a statistically significant difference between the two total scores, W = 68, z = -2.12, p = .034. Common themes found in the qualitative measures included comfort in discussing the topic of menstruation, a desire to learn more about menstruation, and the link between misinformation leading to negative experiences around menstruation.
Results suggest the U N ME program increased participant’s understanding of and self- efficacy in menstrual management
Developing a College Readiness Skills Program Aimed at Improving Self-Efficacy for Foster Youth in Academic Settings
No full textThe proposed work focused on the development and feasibility of a project aiming to introduce college readiness skills to youth who were in the foster care system in order to increase their perception of self-efficacy in an educational setting. With this increase in self-efficacy, foster youth who are generally disadvantaged when attaining and completing a college degree can have the skills necessary to combat this barrier. The project involved the development of contents of the program and the procedures performed at Bamboo Sunrise Foster Care Agency, where this Capstone project was carried out. Participants in the program consisted of three adolescent females who lived with a foster family represented by Bamboo Sunrise. The outcome of this project focused on the quality and feasibility of the program at Bamboo Sunrise, which was determined through utilization of a quality improvement feedback questionnaire that foster youth participants and staff at Bamboo Sunrise provided input on. Results from participant and staff feedback suggested that although parts of the program, mainly the arts and crafts activities, novel coping strategies, and skills targeted were enjoyable and beneficial for participants, much of the content could be simplified and made more generalizable for those with more difficulty with understanding the more complex concepts
Occupational Therapy-Led Development of Life Skills Coaching Course on Resources for Educational Attainment to Foster Independent Living Among Youth Aging Out of Foster Care
No full textThis capstone project focused on addressing the competence of foster youth in their independent living skills, particularly, educational attainment skills. Delivered in a blended learning format, a life skills coaching course focused on educational attainment resources was proposed to address the long-term challenge of poor educational attainment among foster youth at Bamboo Sunrise, a specialized foster care agency in Henderson, NV. Participants completed brief didactic work in the form of video and PowerPoint lectures followed by the evaluation of their comprehension and skills through questionnaires and competencies. Competency evaluations simulated hands-on workshops structured weekly to promote skill mastery and application of content learned from lectures. Educating foster youth about the importance of higher education was crucial to help mitigate the risks associated with foster youth. The findings of this capstone project highlighted the importance of having available resources to foster youth. This capstone project aligned with the scope of practice of occupational therapy (OT) as education is an occupation that can provide opportunities to learn about life skills needed for independent living. Providing education and educational resources allowed foster youth to engage in the occupation of education. This project also emphasized occupational justice for this vulnerable and underserved population through the carry-over of the skills learned to their home, community, or natural environment. A blended life skills coaching format embraced the potential in helping foster youth with their educational attainment skills and needs
Video Monitoring For Fall Prevention
No full textPatient safety is a vital aspect of healthcare. Falls and fall-related injuries continue to occur in hospitals worldwide and fall prevention is one of the top priorities in providing quality care. Fall assessment tools, bed alarms, patient rounding, patient education, physical restraints, environmental modification, bedside sitters, and remote video monitoring are some of the methods implemented to reduce falls. This project was a quasi-experimental study informed by Kotter and Cohen Model of Change. The initial purpose of this process improvement project was to educate staff on the significance of video monitoring in fall prevention and determine whether the education regarding the importance of video monitoring in fall prevention was effectively integrated into practice and resulted in a reduction in falls. Ultimately, the project was only able to assess the effectiveness of an educational intervention on staff knowledge of the uses of video monitoring. A cross sectional pre- and post-test design was utilized to assess any gap staff may have regarding video monitoring, and education about video monitoring was tailored to address any needs. Data were collected through a survey of 11 questions, and the mean scores of four selected responses compared before and after intervention. Findings revealed an increase in knowledge post-intervention, as evidenced by increased mean scores. Despite the increase in mean scores, post-intervention fall rates did not decrease. For this project, the final PICOT question was: In nurses working in a healthcare setting (P), does education on the importance of video monitoring in fall prevention(I), compared to pre-education self-report (C) increase staff self-report of understanding the uses of video monitoring (O)
Influence of Fused Deposition Modeling Process Parameters on the Constitutive Model of Hyperelastic Thermoplastic Polyurethane
No full textThermoplastic polyurethanes (TPUs) are suited for fused deposition modeling (FDM) of parts that require high levels of flexibility and strength. Predicting the deformation of TPU parts produced using FDM may be difficult, especially under large deformations, as their constitutive models depend on the printing process parameters. The lack of understanding led to the absence of constitutive models for TPU parts produced using FDM. This work aims to identify accurate hyperelastic constitutive models. Six groups of uniaxial tensile specimens were produced using FDM. These groups were made with variations in two process parameters, which were infill geometry and extrusion nozzle temperature. Infill geometries either corresponded to a zero-deposition angle (wall-only) or an infill deposition of ±45◦ raster angle (infill-only). It was determined that a third-order Mooney–Rivlin constitutive model can accurately describe these six groups. A finite element analysis (FEA) of the experiments using the proposed constitutive models resulted in limited errors for all groups. The proposed approach was verified through a combination of experiments and FEA of FDM TPU components undergoing large deformation
Determining the barriers to the use of post-match fatigue monitoring in the rugby codes: A Concept Mapping study.
No full textTopics in Exercise Science and Kinesiology Volume 5: Issue 1, Article 3, 2024. The rugby codes (i.e., rugby union, rugby league, rugby sevens [termed ‘rugby’]) are team-sports that impose complex physical demands upon players which in-turn, leads to domain-specific fatigue (e.g., neuromuscular, cardio-autonomic). Quantifying post-match fatigue through various methods and metrics is important to monitor player fatigue status, which influences training readiness. The specific and general barriers limiting the use of post-match fatigue monitoring in rugby are not presently known. Therefore, the aims of this study were to identify specific and general barriers (clusters of specific barriers) to the use of post-match fatigue monitoring methods and metrics in rugby across the domains of neuromuscular performance, cardio-autonomic, tissue biomarker, and self-reported fatigue, and which of these specific barriers were considered important to overcome and feasible to overcome. An international cohort of subject matter experts (SME) in rugby completed a two-round online questionnaire survey (Round One; n = 42, Round Two; n = 13), with the responses collected and analysed using Concept Mapping. Specific barrier statements were generated based on the SME responses to Round One, which were structured and then rated by the SME for importance to overcome and feasibility to overcome in Round Two. Five clusters of specific barriers (representing the general barriers) were determined based on analyses of the SME responses: 1. ‘Budget and Equipment’, 2. ‘Data and Testing Considerations’, 3. ‘Player and Coach Perceptions’, 4. ‘Test Appropriateness’, and 5. ‘Time and Space’. For both importance to overcome and feasibility to overcome, the ‘Data and Testing Considerations’ had the highest overall rating and contained the largest number of specific barriers which rated highly. These findings should be considered when identifying which post-match fatigue monitoring methods and metrics to implement in rugby, and potentially other sports
Implementation of an Evidence-Based Program to Reduce Fall Risk of Older Adults in Nevada
No full textAs Doctor of Physical Therapy (DPT) students from the University of Nevada, Las Vegas, we completed a service-learning project to deliver a free evidence-based fall prevention program to senior residents of Nevada. “Stepping On” is a 7-week fall prevention program from the Wisconsin Institute for Healthy Aging that is designed for older adults who are at risk or fearful of falling or for those who want to increase their awareness of fall prevention strategies. The program includes learning balance and strengthening exercises, discussing fall prevention strategies, and collaborating with community partners and healthcare professionals. The first objective of this service-learning project was to offer the program to metropolitan and rural communities as well as through a virtual platform to improve access to this type of program. We also planned to measure the unique strengths and limitations of each platform through qualitative measures. This objective was measured through participant attendance, student critical analysis where we compared our experiences in leading each program, and feedback from participants, guest experts, and community partners. The project’s second objective was to advance our professional growth as DPT students, which was attained through written self-reflection. We each assessed our professional development in the context of the core values established by the American Physical Therapy Association (APTA).
There were initially 47 participants between the three platforms. By the end of the seventh week, 77% of the original participants remained. The highest percentage of completion was noted in the Pahrump platform, while the lowest percentage was amongst the Las Vegas platform. Through this project, we acquired leadership skills, improved our communication, adapted our teaching styles towards older adults, and recognized the importance of contributing to the communities’ specific needs. Out of the nine APTA core values, the three that were the most commonly reflected on were duty, collaboration, and compassion and caring. We additionally identified areas for improvement by analyzing our limitations, acknowledging constructive feedback from participants and guest partners, and recognizing areas for future work to enhance future programs. Overall, this service-learning project achieved its primary aims of improving access to an evidence-based fall prevention program in addition to facilitating our professional growth and development as DPT students