4429 research outputs found
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Accessible Outdoors: Preparing Volunteers and Staff to Work with Diverse Populations
Full text linkDespite recent advances in outdoor recreation accessibility, many people still face barriers to spending time in nature. This doctoral capstone project was completed in partnership with outdoors equity organization Wilderness Inquiry to address outdoor accessibility through an occupational therapy lens. This project aimed to enhance knowledge and confidence of Wilderness Inquiry staff and volunteers on topics related to working with individuals with physical or neurodivergent abilities during Wilderness Inquiry activities. Needs for training topics were ascertained through survey, interview, and observation of organizational activities. The quality improvement project included the development, dissemination, and evaluation of educational modules on the topics of transferring participants on the trail, working with neurodiverse populations, and when/how to use adaptive gear. The outcomes of dissemination of the educational modules showed statistically significant differences in comfort with transfers when comparing pre-training and post-training responses. A self-reported increase in knowledge and comfort with neurodiversity was also noted and no change in knowledge was noted related to the topic of adaptive gear. Despite limited sample size for evaluation, positive feedback from those who completed the module indicate potential for usefulness in future training. Through this project, access and inclusion in Wilderness Inquiry trips was enhanced through providing leader/volunteer education that will make them more aware, skilled facilitators when working with diverse populations. Because of the alignment of OT scope with the Wilderness Inquiry mission, there are many more opportunities for partnership for further education and process development
Effectiveness of Team Member Education on Fall Prevention Techniques, Management of Dementia-Related Behaviors, and Safe Transfer Completion
Full text linkIntroduction: There is a significant need to address fall prevention in memory care/assisted living homes due to the high prevalence of falls that occur in these settings. Managing dementia-related behaviors and completing safe transfers support fall prevention in dementia populations. Fall prevention was expressed as a major need by BeeHive Homes of Mount Horeb, a memory care specific assisted living home that served as the community partner for this quality improvement project.
Purpose: The quality improvement project provided education and training to team members working at BeeHive Homes of Mount Horeb on safe transfer completion, management of dementia-related behaviors, and fall prevention techniques.
Approach: New training, handout packets, and videos were created throughout this experience as well as hands-on training provided to team members. A survey was created to evaluate the effectiveness of the education and training provided to team members.
Results: All survey results were positive. As well as creating a survey, fall incident reports were obtained and results yielded a decrease in falls through the progression of the quality improvement project.
Recommendations: Increasing the organization of team member training, maintaining an adequate supply of gait belts, having strong team member to resident staffing ratios, and making required environmental changes will all continue to support fall prevention at BeeHive Homes of Mount Horeb
Impacts of Using the Reggio Emilia Approach to Technology on Social Skills in an Early Learning Classroom
Full text linkThis action research was to study the impact of using technology (i.e.: iPad tablets and a media projector) on student’s social skills in an inspired Reggio Emilia Approach (REA) classroom. The setting was a class of four and five-year-old students in an urban early learning school in Minnesota. The study produced three data sources: 1) Data was collected by choosing three students at random, videotaping them each Wednesday for eight weeks and coding their interactions, 2) a teacher and students’ caregivers completed with questionnaires and 3) a journal with notes and other observations by myself. The study had a four-week baseline and a four-week intervention using technology Observation and coding showed improvement in social skills for two students but not for one student. Based on the questionnaires, teachers perceived that some children did better in social skills and some caregivers that the children were more interested in school while using technology. More research needs to be done with a larger sample size of early learning students when introducing technology and the effects on social skills. This research may be beneficial for early learning centers, schools, and preschools when introducing technology into their classrooms
Causes and Consequences of Sex-Based Disparities in the Diagnosis of Autism Spectrum Disorder
Full text linkAutism Spectrum Disorder (ASD) is a neurodevelopmental disorder that requires thorough assessment and adherence to an established set of criteria in order to obtain diagnosis. Historically, the research conducted to set the standards for this criteria has been conducted on a narrow study population; this research is typically done with individuals who are assigned male at birth (AMAB), typically of a young age. However, the presentation of ASD symptomatology differs between AMAB and AFAB (assigned female at birth) individuals. As such, ASD is not as easily recognized in AFAB individuals, and is not as readily diagnosed, thus creating a diagnostic disparity between AMAB and AFAB individuals. Late or missed diagnosis of ASD in AFAB individuals can be a major detriment to an individual; lack of a diagnosis often results in a lack of support surrounding the needs of the autistic individual, and the lack of these supports can be harmful to physical and mental health in multiple regards. This project will focus on examining existing literature and research surrounding the history of ASD and its diagnosis and presentations, as well as the importance of receiving a diagnosis and support. The goal of this project is to construct a literature review illustrating the causes, the extent, and the consequences of this diagnostic gap, as well as what may be done to improve the existing disparity
Diversity, Equity, and Inclusion in Global Public Health Program: An Exploratory Study of Syllabi of Master’s of Public Health Courses at St. Catherine University
Full text linkBackground: Many universities aim to provide content that opens new ways of seeing the world to students. One method for achieving this is by critiquing one’s courses for diverse, equitable, and inclusive (DEI) elements. The course syllabus contains vital details that support students in achieving their academic objectives and personal development.
Methods: The purpose of this exploratory study used both qualitative and quantitative methods. The existing DEI syllabi assessment tool was developed by Rutgers University and Boston University. We reviewed and adapted DEI domains.
Results: The outcome of this tool developed a table comparison of Rutgers and Boston DEI syllabi assessment tool and tailored DEI elements to global health focus. We quantified course content into graphic charts. We discussed the Master\u27s of public health (MPH) department and interviewed MPH instructors. We analyzed the emerging themes. In their reflections, instructors discussed visualization, inclusive representation, reflecting on resources and advice for adjuncts, evaluation of both students and faculty, accessibility and accountability.
Conclusion: This global health DEI assessment tool gives instructors the chance to consider aspects of DEI, as well as various formats for delivering content, geographic areas, and assignments. It also highlights a useful visualization element that helped instructors understand the DEI of their course. This tool looks for strategies to support instructors in incorporating DEI materials into their courses
Critical Care Nurse Peer Support Program
No full textBackground: According to the research, incorporating a peer support program provides novice nurses with the resources they require to assist them through the emotional and clinical challenges of their first year of practice. It facilitates the transition from orientation to post- orientation while increasing confidence, motivation, critical thinking, coping abilities, and self- esteem.
Purpose: The project goals are to increase nurse satisfaction and intent to stay by creating a community connected through similar experiences.
Methods: The Critical Care Nurse Peer Support Program was piloted in a 672-bed upper Midwest quaternary hospital. Registered nurses and board-certified integrated health and wellbeing coaches led 4-hour facilitator-guided sessions with cohorts of critical care new nurses at three, six, nine-, and 12-months post orientation. The updated Casey-Fink Survey was used to assess the effectiveness of the peer support program for incoming ICU nurses. To obtain baseline data, a prior cohort of 16 new ICU nurses who worked in the unit for 12 months post-orientation did not participate in the peer support program but did complete the survey.
Results: Data indicated a mean score of 78% for work satisfaction and 52% for intent to stay. When compared to no peer support program, both quantitative and qualitative results reveal that adopting a peer support program improves satisfaction and intent to stay for new ICU nurses. Future pilots should employ larger sample sizes to achieve credible outcome assessments
The Connection Between Social-Emotional Learning and Academic Success
Full text linkAbstract This action research study was conducted in a Kindergarten classroom. The classroom is in a rural, predominately white, central Minnesota school. The purpose of this study was to determine if using social-emotional tools, strategies, and curriculums could help students with academic achievement and focus. The student participants in this research were given whole group lessons involving games, stories, and activities. The students were also given tools and resources to use independently when in need of emotional de-escalation. Data was collected with student surveys, teacher surveys, observation data, and tally recording. The student participants in this study showed a positive response to the social-emotional intervention, and all students were able to use SEL strategies to help them return to work. The research from this study allows for further use of social-emotional curriculums, tools, and strategies to help students manage emotions in the classroom to have academic success. Keywords; Social-Emotional Learning, strategies, regulatio
How does blended learning affect student satisfaction and learning outcomes in a secondary science classroom?
Full text linkThis action research study consisted of 81 secondary science students in a high school Anatomy and Physiology course in Southeast South Dakota in order to determine how blended learning affected both student satisfaction of the course, as well as the overall learning outcomes and assessment scores. The intervention took place over six weeks with students watching pre-recorded lectures at home while classroom time consisted of hands-on, collaborative activities, online simulations, and review games. Data was gathered using pre- and post-unit student surveys, as well as three summative assessment scores being compared over the last three years. Analysis of the data showed that average assessment scores improved after implementing the blended learning model; however, overall student satisfaction with the course decreased while using this method. Blended learning is just one of many various learning methodologies. Future studies could: explore this method as compared to another; better define the context of blended learning incorporation into a course, or repeat this same study with a larger number of students
Self-Management of Type 2 Diabetes Mellitus for Underserved Population in a Multicultural Community
Full text linkDiabetes self-care management is a critical piece in achieving healthy glycemic control among patients diagnosed with type 2 diabetes mellitus (T2DM) to improve their health outcomes and eventually result in a reduction of healthcare costs. This quality improvement project aimed to develop a diabetes self-management guideline for Native American Elders living in a low-income apartment complex. Thirteen residents with Type 2 Diabetes Mellitus (T2DM) participated. Culturally tailored educational discussions and individualized coaching sessions occurred weekly. A pre-and post-survey were administered to assess each resident’s self-efficacy in managing their T2DM. Additionally, blood sugar measurements were recorded and compared at the start and end of this project. A paired two-tailed t-test was conducted to compare survey pre and post-tests with a p-value of 0.05. The population mean was calculated using data collected for the pre-and post- glucose measurements. Findings suggest that culturally sensitive education and coaching encouraged participants to take proactive steps to manage their T2DM
Impact of Trauma-Informed Care Training on Organizational Climate
No full textEmployee perception of organizational safety, trust, choice, collaboration, and empowerment is a critical determinant of successful implementation of trauma-informed care within an organization. Despite the widespread use of one-time training to introduce trauma informed care, limited research has investigated the impact of such training on the organizational climate.
The aims of this study included the evaluation of change in staff perception of organizational climate using the Trauma Informed Climate Survey (TICS-10) before and after an online training on trauma informed care and determine if the training impacted participants’ perception of the organization’s embodiment of trauma-informed principles.
The results demonstrate no significant changes in the overall distribution of responses between pre and post intervention surveys. Statistical analysis was completed using a Wilcox signed rank test. Statistical significance demonstrated by a p-Value of 0.05 was not met. Study limitations included a low response rate of 28% for pre and post intervention survey completion and a homogenous dataset composed of primarily individuals who identified as Caucasian, involved in direct patient care without supervisory responsibility. Findings included that 15 participants completed the education in less than five minutes, raising concerns about the meaningful engagement of these participants with the training material.
This study recommends further evaluation to investigate the impact of trauma-informed care training on organizational climate and suggests in person education as a potential solution to enhance retention of trauma informed principles. As the organization seeks to advance its trauma- informed approach, this dataset provides a valuable baseline to inform future efforts to embed trauma informed values