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Effects of Inverted L2/Ln LanguagePedagogy on Student Experiences and Outcomes: The Case of American Sign Language
No full textSecond language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students’ classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one controlled (traditional) and one experimental (inverted) advanced ASL class in a post-secondary setting. Results suggest that the inverted pedagogy is an approach that is as viable as the traditional approach for teaching and learning ASL as an L2 that enables students to engage in meaningful activities and conversations
Mad Violence, White Victims, and Other Gun Violence Fictions: The Gap between School Shootings and Systemic Gun Violence
Get PDFAccess to Education: Increasing Accessibility for Postsecondary Students with Mental Health Conditions
Get PDFAccess to Education: Increasing Accessibility for Postsecondary Students with Mental Health Conditions
For the Love of the Game: How a Non-Performance Narrative in High School Sports Promotes Exercise Adherence in Adults.
No full textDelivery and mentorship of high-impact experiences for students in the Health Sciences during the COVID-19 pandemic
No full textEffectiveness of a Delirium Prevention Initiative on an Inpatient Neuroscience Unit
No full textBACKGROUND: Delirium frequently develops in hospitalized patients and results in increased mortality, longer length of stay, and need for transitional care. Neurological patients are at an increased risk for developing delirium. There is a paucity of research on effective prevention strategies for this population.
PURPOSE: The objectives of this project were to improve nurses\u27 knowledge and confidence in delirium prevention, design a delirium volunteer program, and establish ongoing monitoring for continued improvement.
METHODS: This study is a quality improvement project using a pretest-posttest design to examine the benefits of refocusing care from delirium management to delirium prevention. The sample included 304 patients pre and 332 post intervention. The interventions included delirium education for nurses and the recruitment of trained volunteers to implement nonpharmacological, multicomponent delirium prevention interventions.
RESULTS: Forty-eight nurses completed delirium education, and 11 volunteers were recruited and trained. There was a significant increase in nursing knowledge (z = 3.967, P \u3c .0005) and confidence (z = 3.989, P \u3c .0005). Volunteers visited 54 patients and implemented 99 interventions post implementation.
CONCLUSION: This pre-post improvement project provides beginning evidence that nursing education increased nurses\u27 knowledge and confidence in preventing and treating delirium. Trained volunteers supported using nonpharmacological delirium prevention interventions, but ongoing evaluation is needed to determine the impact of volunteers on delirium rates
Oral Health for Older Adults: Policy Barriers and Opportunities
No full textTooth decay and gum disease are two of the most common chronic health conditions in the United States, are reversible and preventable, and impact approximately 68% of older adults nationwide (CDC, 2021; World Health Organization, 2020). While the Affordable Care Act added provisions to health prevention services, oral health prevention coverage was only included for children, leaving many adults and older adults without coverage (Nasseh & Vujicic, 2017). The research team used a rapid review process using 17 key search term combinations to identify literature in three medical databases (PubMed, CINAHL, and Consumer Health Complete) to identify system and policy level barriers and opportunities to address oral health equity issues for older adults in the United States. 40 articles met inclusion criteria for thematic analysis. Findings revealed three barrier categories: 1) poor oral health literacy of patients and health care providers, 2) reimbursement variability contributing to access and utilization barriers, 3) workforce and scope of practice variability. In addition, four opportunity categories were identified: 1) community-based oral health programming for older adults, 2) new reimbursement models, 3) medical-dental collaborations, and 4) policy and practice act updates. The COVID-19 public health crisis had impacted the implementation of some system and policy level opportunities. However, new health care initiatives specific to Medicare in discussion at the national level provide an opportunity to make some headway on the policy updates needed to address the oral health of older Americans. Findings and implications will be shared with the audience
