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The Impact of Level of Physical Therapist Assistant Involvement on Patient Outcomes Following Stroke
No full textUsing Spiral Learning to Integrate Cultural Competency Training into a Medical Curriculum
No full textProblemThere is growing consensus among medical education programs that training to advance cultural awareness and diversity is necessary for effective patient communication and care.Fewprograms go beyond one-time seminars or single term courses, which could limit long-term integration of training by students in their careers. ApproachSince 2012, the St. Catherine University Master of Physician Assistant Studies (MPAS) program’s entire 28-month curriculum has integrated critical thinking and cultural fluency skills through iterative curricular and co-curricular activities. The activities have built upon each other, reinforcing previous learning. Throughout, faculty and staff have been involved, helping students reflect, learn, and grow. This longitudinal approach has allowed students to establish a foundation, build and enforce it, and confidently apply it to professional practice. OutcomesOver seven years, approximately 210 students from St. Catherine University’s MPAS program have participated in this curriculum. Subsequently, many of them have provided qualitative and quantitative feedback. Narrative reflections, graduate interviews, and post-graduate surveys have shown the impact of the training on the student, graduate, and clinician. Eighteen-month post-graduate data revealed that practicing PAs who graduated from our program feel that the curriculum enhanced their understanding of cultural competency and improved their practice.Next stepsFuture plans include capturing pre and post data to better measure change and retention of cultural competency from baseline. Secondly, the authors posit that this multi-faceted and flexible approach allows it to be adaptable to other medical programs
“Being a man, he overpowered me”: Men as Drivers in the Continuation of Widow Cleansing among the Luo in Kenya
No full textBackground:The practice of sexual cleansing is a component of wife inheritance and is characterized as a ritual of transition for the widow to be an eligible wife. The Luo community believe that widows need to neutralize their cultural impurity by going through a sexual cleansing process with a family member related to the deceased.However, there is limited research on the role gender plays in the occurrence of sexual cleansing as a cultural practice that perpetuates sexual violence against widows. Purpose: The aim of this study was to explore the lived experiences of widow who have undergone sexual cleansing. Methods: 27 face-to-face in-depth interviews were conducted with widows 29 to 90 years old, who had undergone sexual cleansing. Participants resided in Siaya County in Southwest Kenya, the predominant location of the cultural practice. Data was analyzed using conventional content analysis, to gain an understanding of sexual cleansing from the perspective of widows. Results: Several themes were identified related to the role of men within the context of sexual cleansing and wife inheritance: Several main themes were identified that related to the role of men within the context of widow cleansing and inheritance: 1) Men were the predominant force for the submission and completion of the cultural practice 2) The culturally prescribed practice of sexual cleansing was defined as rape by widows 3) Physical strength, social status, and power are employed to fulfill the cultural practice . This finding will be explored and the recommendations for further research will be addressed
Comparing Student Nurse Experiences With Developing Psychiatric Mental Health Nursing Competencies in Hospital and Nursing Homes: A Mixed Methods Study
No full textProblem: Nurse educators today face many barriers to attracting and retaining an adequate workforce of nurses to serve two significantly underserved and growing populations: elders and persons with mental illnesses. Purpose: The primary purpose of this study was to compare and contrast how baccalaureate student nurses’ level of engagement and the perceived quality of the learning environments in inpatient mental health units and nursing homes were related to students’ (a) perceived levels of PMH nursing care competency, and (b) attitudes towards working with the elderly and/or mentally ill. Research Design: This study was a mixed methods case study design guided by Bronfenbrenners’ (2006) bioecological theory of human development. Sample and setting: The sample included 37 junior level nursing students and 3 senior level nursing students from one baccalaureate nursing program at a medium-sized university in the Midwest who attended mental health clinical education at a nursing home for veterans or on inpatient acute mental health hospital units during 2018-2020. Methods: Linear regression, repeated measures ANOVA, and independent samples t-tests were used to analyze the quantitative data collected from 37 students. A case study approach and thematic analysis was used to develop two in-depth cases using qualitative interview data from 11 nursing students in the sample pool. Finally, the quantitative and qualitative data were integrated by analyzing and interpreting points where the data were in agreement and where they diverged. Findings: There were no statistically significant differences between the groups in perceived attainment of PMH nursing competency. There was a significant statistical difference between groups in student engagement (p = .047) and satisfaction (p = .018), with students attending mental health clinical in a nursing home being less engaged in and satisfied with clinical education than their peers assigned to mental health units in hospitals. Conclusion: Baccalaureate nursing students can attain PMH nursing competencies as well in a nursing home as on inpatient mental health units, but are less satisfied and engaged. Stigma, personal characteristics of students, culture, and time factors affect student engagement in and satisfaction with mental health clinical
The Impact of Read Aloud with Socratic Discussion on the Literacy and Critical Thinking Skills of the Elementary Student Submitted on May 21, 2020 in fulfillment of final requirements for the MAED degree Lesley Kirk Saint Catherine University St. Paul,
Get PDFThis study aims to uncover a link between read aloud with Socratic discussion and its impact on literacy and critical thinking skills. In researching this relationship, both quantitative and qualitative data tools were used. Participants in the study included 60 students from a charter Montessori school in the Southwest United States ranging from grade 1 to 6. Students participated in a six-week intervention. The intervention included a 60-minute read aloud with Socratic discussion session conducted twice a week. The findings indicate that there is a general increase in literacy and reading comprehension skills. In addition, the study was also shown to have a significant impact on individual participation and critical thinking skills as it relates to themes of the book. The conclusion of the study recommends more research with varied communities and book choices. In the future we must find ways to stimulate critical thinking skills in the elementary child using relatable themes and critical questioning. Keywords
The Impact of Grace and Courtesy Lessons on Self-Regulation in a Toddler Montessori Environment
Get PDFThe skills associated with self-regulation begin in toddlerhood. This action research study was designed to assess the impact of Grace and Courtesy lessons on toddler behavior. Students participated in lessons on how to greet a friend, how to ask for a turn and how to express affection. The study took place in a Montessori toddler classroom of 14 children, aged 26-36 months old. The classroom was part of a half-day Montessori preschool located in the South Eastern United States. I used field notes and tally marks to observe behavior in the classroom. Observations were done daily, and the data collection tools tracked behavior in the classroom. Grace and courtesy lessons were offered to all students daily. While more research in this area is needed the overall impact of the Grace and Courtesy lessons showed an increase in use of language rather than physicality for expression
Mindfulness and the Virtual School: Effects of Mindfulness Interventions in the Aftermath of Emotional Trauma and Isolation.
Get PDFThis action research studied the effects of mindfulness, meditation, and simple yoga exercises on children in the aftermath of emotional trauma and isolation due to COVID-19. The research further explored how these strategies interact with Montessori philosophy and whether a public Montessori school’s virtual upper elementary environment can accommodate such practices. The study took place over four weeks. Thirty-one upper elementary students in a public metropolitan Montessori school received daily guidance on mindfulness and mediation via Google Meet and instructional videos. The researcher used online pre- and post-surveys, checklists, and students’ journals to collect data. Over the course of the study students demonstrated increased comfort level when expressing emotions. Further study could examine the impact these interventions have if delivered in the non-virtual Montessori classroom