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An Interprofessional Approach to Long-Term COVID-19 Through Telehealth
Get PDFThe novel diagnosis of long COVID-19 is multi-systemic, demanding a similarly multi-disciplinary approach to patient care. Tasked with assessing and treating the needs of our simulated client, Amanda, in the telehealth setting, an interprofessional team of students from the University of New England and Rosalind Franklin University prioritized, developed, and implemented a client-centered care plan through the use of motivational interviewing and collaborative communication techniques. In this case reflection, we consider the chosen direction and its value as a model for future, real-life application.https://dune.une.edu/cecespring2023/1004/thumbnail.jp
Interprofessional collaboration to manage Long haul COVID patient
No full textInterprofession collaboration to manage Long haul COVID, which are symptoms that patient experience after experiencing COVID. In our case Amanda had Long haul COVID which was affecting her daily life such as anxiety, depression, headache, decrease in appetite. we Collaborated together and suggested pharmacological and non pharmacological intervention.https://dune.une.edu/cecespring2023/1012/thumbnail.jp
The Library Scuttle: September 2023
Get PDFLibrary resource awareness poster covering course reserves, recent Special Collections finds, and library facts.https://dune.une.edu/libraryscuttle/1000/thumbnail.jp
Vaping Is More Dangerous Than You Think
Get PDFIt is predicted that cigarette smokers and users of electronic nicotine delivery systems (ENDS) have poor periodontal health and greater levels of the inflammatory cytokines IL-15 and IL-18 in their saliva, compared to nonusers. Electronic cigarettes heat the liquid within the cartridge at a level that permits the individual to inhale. The inhalation within the lungs leads to tooth decay, gum disease and even oral cancer. The studies included in this review revealed that e-cigarette users had a higher risk of periodontal disease, tooth loss, and bone loss. This is due to vapor leaving a residue behind on teeth, known as biofilm. This biofilm causes the individual to become more susceptible to periodontal disease.https://dune.une.edu/dh_studpost/1019/thumbnail.jp
Perspectives Of First-Year Internal Medicine Residents On Evaluating Medical Students
Get PDFAs physicians-in-training transition from medical school to residency, they must quickly adapt to new environments, systems, and roles in the clinical education setting. Many are tasked with teaching and evaluating their near-peer medical students as early as the first day of residency training, yet they are often uninformed on teaching practices and assessment strategies. This basic qualitative study explored first-year medical resident perceptions of the influence of evaluating medical students on their transition from medical student to first-year resident. Nine first-year internal medicine residents participated in this study through semi-structured individual interviews. Four themes emerged from the data: 1) feeling responsible for the growth of third-year medical students, 2) concerns about the impact of subjective grades and evaluations, 3) unpreparedness to evaluate medical students, and 4) preparedness for the first year of residency. Through data analysis, the themes informed the following findings: first-year residents are uncertain if they should evaluate medical students, first-year residents prefer the role of near-peer mentor over evaluator, first-year residents are unprepared to evaluate medical students, first-year residents learn how to evaluate through social constructivism (Vygotsky, 1978), a supportive environment eases the transition to residency, and the first year of residency requires on-the-job learning. The results of this study suggest changes can be made in medical education to better support the learning environment and experiences for first-year medical residents
Perceptions Of Organizational Learning Culture In The Aerospace Industry
Get PDFThe aerospace industry operates in a dangerous and unforgiving environment. Building organizations that understand the environment and learn from successes and failures becomes critical to success. Creating a culture of organizational learning then becomes essential. The purpose of this qualitative phenomenological study was to explore perceptions about organizational learning culture held by professionals in the aerospace industry. Eleven individuals participated in structured, written interviews that provided the participants with an open forum for others to understand their experiences in organizational learning cultures in the aerospace industry. These interviews were evaluated and then manually coded into themes. The developed themes included the importance of communication in the organization, the importance of transparency in the organization, and the importance of establishing, building, and maintaining trust in the organization. The participants in this study described organizations where they had experienced poor communication, experienced conditions of distrust, and experienced a lack of transparency from within their organization. Recommendations for further action are for organizations to realize that these study results represent a narrow view of a large industry. Organizations looking to build a culture of organizational learning should begin by assessing the effectiveness of their organizational communication methods; establish mechanisms for precise and consistent communication of goals and objectives at the organizational, group, and individual levels; and benchmark organizational trust attributes against peer organizations
Urban Elementary Teachers’ Experiences In Maine Managing The Paradoxical Tension To Both Deliver Grade-Level Instruction And Customize Support: A Qualitative Phenomenological Study
Get PDFABSTRACT
To address historic levels of students’ unfinished learning, teachers must balance two competing objectives: maintaining grade-level instruction so that students do not fall further behind, while simultaneously customizing support so that students can rise to grade-level. This complex instruction is particularly important for teachers serving students from communities under pressure who were disproportionately impacted by the COVID-19 pandemic and historic barriers to education. The problem addressed in this study was the lack of understanding of urban elementary teachers’ experiences as they managed the paradoxical tension to deliver grade-level instruction to the entire class while customizing support according to individual student needs. The purpose of this qualitative phenomenological study was to learn from and better support teachers with this paradoxical management. Through literature review, culturally informed pedagogy and differentiation pedagogy described the practices of grade-level instruction and customization respectively. Paradox theory provided a framework to examine both the tension and interrelation between these two pedagogies. I employed a phenomenological approach to interview eight experienced, White teachers, who served Black, Black African, Latinx, White, and multilingual learners. Themes emerged from the data that shed light on (a) teachers’ expertise, (b) perceptions of an overcorrection towards grade-level standards, (c) the destabilizing influence of time pressures, and (d) the cost of struggling to comply with outside expectations. The imperative to create productive struggle for all students emerged as a common goal between the two pedagogies. Findings provide suggestions for administrators to both learn from and support teachers as they grapple with this complex and challenging paradoxical management
A Phenomenological Study On The Lived Experience And Leadership Of Project Managers In An Agile Transformation
Get PDFThis study employed a phenomenological methodology to investigate the shared experiences of project managers of corporations in the United States during a transition to agile project management methodologies. The project managers’ transformation was noteworthy because agile introduces a change in work structures, processes, and leadership. This study sought to understand how eight project managers described their lived experience and leadership during the transition to agile methodologies. Interviews with project managers uncovered identity facets that evolved with their understanding of leadership. The traditional project managers’ common-sense approach to work served as both a barrier and enabler of a change. Project managers who naturally led through control tactics such as documenting and adhering to a detailed plan found agile counterintuitive and challenging. In contrast, project managers who were motivated by serving in the development of others found the transition to agile enlightening and rewarding. The agile transformation afforded project managers the opportunity to serve in a broader leadership capacity. Participants emphasized their role in connecting people and knowledge through a shared understanding of vision and goals. Also noteworthy was the critical role of organizational culture and learning through experimentation and a safe-to-fail environment. Project managers considering a transition to agile would benefit from training to assess the behavioral changes required to adopt an agile mindset. Project managers can use this knowledge to advance their leadership skills and remain relevant in a transformation to agile methodologies
Vermont State Association of Osteopathic Physician and Surgeons Inc.: Correspondence Soliciting New D.O.s to Vermont
Get PDFA letter from the Vermont State Association of Osteopathic Physicians and Surgeons, Inc. soliciting D.O.s to move to Vermont.https://dune.une.edu/mcpartlandcollection/1012/thumbnail.jp
Impact Of Intrathecal Morphine On Patient Outcomes In Major Abdominal Surgery
Get PDFColorectal enhanced recovery after surgery (ERAS) guidelines for patients undergoing major abdominal surgeries have started to include intrathecal morphine (ITM) as part of the protocol to improve patient outcomes. There is interest amongst other abdominal surgical disciplines in expanding the use of ITM. When used as a single bolus, ITM has shown to have an intravenous (IV) opioid sparing effect postoperatively, as well as improved pain scores for up to 24 hours (Koning et al., 2020). However, ITM coincides with unique considerations and side effects. There is a dose-dependent concern of ITM causing respiratory depression postoperatively that necessitates additional monitoring which should be considered with patient selection and dose (Gustafsson et al., 2019). Another less detrimental, albeit more common side effect, is a 30-60% increase in pruritus as compared to use of IV opioids (Wang et al., 2021). The intent of this literature review is to discuss the impact of ITM on pain scores and narcotic use across major abdominal surgery specialties, as well as postoperative side effects such as respiratory depression, pruritis, nausea, length of stay, and their impact on patient satisfaction. The mechanism of action and pharmacodynamics of ITM and how it compares to that of IV opioids will be reviewed