Biodiversity Informatics
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Treatise Online no. 190: Part R, Revised, Volume 1, Classification and phylogeny of the Decapoda: Introduction to systematics chapters
No full textA Gamified Intervention to Enhance First Year Student-Athletes\u27 Academic Self-Efficacy and Well-Being: A Mixed Methods Study
Get PDFStudent-athletes hold lower academic efficacy beliefs than non-athletes (Jolly, 2008) and often report struggling with academics during their first year of college (Huml et al., 2019). Stress, burnout, and mental health concerns have increased since the pandemic, impacting academic performance and self-efficacy. Gamification can enhance motivation and self-efficacy and appeals to this generation (Kapp, 2012). The purpose of this intervention was to increase academic self-efficacy, reduce perceptions of academic stress, and shift stress mindsets in first year student-athletes. We utilized a mixed methods approach grounded in a pragmatic paradigm. Student-athletes (n = 24) and a comparable non-athlete control group (n = 35) completed measures of academic self-efficacy, perceived academic stress, and stress mindset at three points during the semester. Student-athletes attended workshops and completed tasks to practice and develop various mental tools and skills, and participated in semi-structured interviews to evaluate the program. Data analysis revealed significant differences between student-athletes and non-athletes in academic self-efficacy, one of four perceived academic stress subscales, and stress mindset (p < .001 for all) following the intervention. Student-athletes evaluated the overall program and workshops as beneficial. Qualitative data analysis produced seven themes and guided recommendations for practitioners and campus-level programming
Association of Maternal Language Spoken at Home with Prenatal Care and Delivery Outcomes among Asian and Pacific Islander Populations in Kansas
Get PDFIntroduction. In the United States, limited English proficiency (LEP) and provider-patient language discordance are associated with poorer medical outcomes when compared to English-proficient and language-concordant patients. Asia American and Pacific Islanders (AAPI) have higher than average rates of LEP and therefore may be more vulnerable to these poorer outcomes. This study sought to identify differences in risk factors, medical care, and delivery outcomes between those giving birth who spoke English at home and those who spoke Asian or Pacific Islander languages at home in Kansas.
Methods. De-identified birth and death certificate data from January 1, 2005 to December 31, 2018 were provided by the Kansas Department of Health and Environment with a sample size of 17,067. Controlling for race, a comparison of risk factors, medical care, and delivery outcomes was made between speakers of AAPI languages and English-speakers using Likelihood Chi-square and Fisher’s exact test.
Results. Non-English-speakers tended to initiate prenatal care later (p<0.0001) and have less adequate prenatal care (p<0.0001). They also had increased incidence of forceps- and vacuum-assisted deliveries (p<0.0001) and were more likely to experience third- or fourth-degree perineal lacerations compared to English-speakers (p<0.0001). Neonatal outcomes between groups were largely similar.
Conclusion. Controlling for race, speakers of AAPI languages were more likely to experience poorer maternal delivery outcomes (including forceps- and vacuum-assisted delivery and third- or fourth-degree perineal laceration) compared to those who spoke English at home. This may be due to patient-provider language discordance limiting patient autonomy and/or affecting medical decision-making in urgent and emergent situations
Incidence of Metamizole-Induced Agranulocytosis: A Systematic Review of Post-2015 Publications
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Evaluating the Relationship Between Redlining and Food Allergy for The University of Kansas Medical Center Pediatric Patients
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How Revelations of Mental Health Issues Harm Recruitment of College Student-Athletes
No full textMental health issues (MHI) among student-athletes have increased in recent years, yet their true prevalence may be underestimated due to the negative consequences surrounding disclosure for athletes. Coaches play a crucial role in providing social support and reducing stigma, making their perspectives imperative to consider when studying student-athlete mental health. This study investigates how college coaches perceive mental health-related information in the transfer recruiting process. Through a 2 X 2 between-subjects online experiment (n = 155), we explore how student-athletes are perceived when their previous college coach does or does not indicate the athlete experiences MHI. Findings indicate a bias in how coaches report the performance of athletes with MHI, despite recognizing the need to avoid discrimination. These results highlight the dual challenge coaches face in managing their implicit biases and inclusive recruitment processes