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Comparing Intravenous And Inhalation Anesthetics For Intraoperative Anesthesia In Adult Patients With An Acute Traumatic Brain Injury
Get PDFAs research and science has progressed to further analyze the effects of anesthetics on cerebral physiology, the margin of safety for each anesthetic is reassessed to enhance patient outcomes and recovery. The purpose of this review is to strategically examine and provide updated information on the impact of specific anesthetics administered during the intraoperative period as it applies to patients with acute traumatic brain injury (TBI). In efforts to preserve the cerebral physiology of the patient, current research has identified benefits of administering intravenous over inhalation anesthetics to reduce secondary injuries that have been linked to chronic TBI, morbidity, and mortality. Concentrating on common anesthetics used in the United States of America, research included in this review identified desflurane, sevoflurane, isoflurane, and nitrous oxide as the most studied and accessible inhalation anesthetics for this group of patients during the intraoperative period. Comparatively, intravenous anesthetics propofol, ketamine, benzodiazepines, opioids, and etomidate were more closely evaluated. At the conclusion of this review, the nurse anesthetist will be empowered with current clinical research to make a balanced and informed decision when caring for a patient with acute TBI
Mindfulness And Its Impact On Leader-Employee Relations In Higher Education Social Work Departments
Get PDFThis sequential, fixed, mixed-methods study explores how mindfulness practice by leaders in higher education social work programs influences the leader-employee relationship among a sample of higher education social work department leaders and their faculty. This study was developed out of the intersection of personal, professional, and academic interests in both mindfulness and leadership. Additionally, this study fills a gap in the existing literature on how leaders’ individual mindfulness practice influences the relationship between them and their employees (Reb et al., 2019; Rooney et al., 2021; Urrila, 2021).
The results of this study were that the sample of social work higher education leaders reported an average Mindfulness and Attention Awareness Scale score of 4.16 (out of 6) which indicates a higher than mid-range trait mindfulness but lower than the normative average of 4.2 (Brown & Ryan, 2003). Faculty averaged 5.
The results of this study were that the sample of social work higher education leaders reported an average Mindfulness and Attention Awareness Scale score of 4.16 (out of 6) which indicates a higher than mid-range trait mindfulness but lower than the normative average of 4.2 (Brown & Ryan, 2003). Faculty averaged 5.24 (out of 7)on the Multidimensionality of Leader Member Exchange scale (Liden & Maslyn, 1998), which indicates that social work faculty have a higher than mid-range relationships with their leaders. In a comparative analysis, it does indicate that there is a positive correlation between a leader’s overall trait mindfulness and how employees rate that relationship. Additionally, the qualitative elements showed that leaders who practiced mindfulness felt that they developed more self awareness which allowed them to better be able to build relationships with employees, and that employees found that communication, workplace culture, support, positionality, and the type of leader are crucial elements in developing their relationships with their employees. One groupset showed that a leader’s routine practice could positively impact the leader-faculty relationship.
This study’s findings do indicate that leader mindfulness does positively impact the leader-member relationship, and that routine practice could enhance the relationship even further. These outcomes can be used to support higher education institutions adding mindfulness elements into their leader trainings and development, and encourage leaders to cultivate mindfulness on their own
A Qualitative Phenomenological Study Of Public School Teachers’ Experiences While Teaching During A Pandemic
Get PDFThe purpose of this qualitative phenomenological study was to explore the lived experiences of K-12 public school teachers related to stress and burnout while teaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do K-12 public school teachers describe their lived experiences while teaching during a pandemic?, (2) How do K-12 public school teachers describe their perceptions of stressors related to teaching during a pandemic?, and (3) How do K-12 public school teachers describe their experience as learners while adapting to teaching during a pandemic? Constructivism and social constructivism were applied as the conceptual and theoretical framework.
Semi structured interviews were used to gather data. After coding and analysis, themes emerged which included the importance of support, classroom challenges stemming from the COVID-19 pandemic, and the necessity of perseverance. The findings of this study focused on the lived experience of K-12 public school teachers and indicated that stressors such as issues with technology, lack of direction from school officials, and parental support contributed to their stress levels. Additionally, teachers gained comfort from learning from and with their colleagues
How Canadian School Leaders Perceive Their Capacity To Foster Culturally Responsive School Practices To Influence Student Outcomes
Get PDFDespite numerous studies on race relations and racism in Canada, there is a relative paucity of research on school leaders’ perceptions of cultural responsiveness in the Canadian educational system. Racial diversity among students enrolled in Canadian schools has increased dramatically over the last few decades. The diversity gap between a racialized student population and White school leaders continues to widen, with more than 95% of Canadian school leaders being White (Turner, 2015). The primary objective of this qualitative phenomenological study was to explore school leaders’ perceptions of how culturally responsive practices improve student outcomes. This study was guided by the following question: How do Canadian school leaders perceive their capacity to foster culturally responsive practices to influence student outcomes? Semi structured interviews (30 to 70 minutes each) were conducted with five school leaders who identified as White, monolingual, cisgender, and able-bodied. Each participant had a master’s degree and had been in the field of education between 14 and 22 years. Data was analyzed using critical race theory, specifically culturally responsive school leadership, as a theoretical framework to examine school leaders’ perceptions through the lens of race and racism. The findings suggest that urgent changes in university educator programs, school leadership programs, and district professional development are necessary for preparing educators and school leaders to address issues of racial awareness, equity, and social justice in Canadian schools and improve student outcomes for all students
Rural Patient Care: An Interprofessional Team Approach
No full textPoster presentation about an interprofessional telehealth encounter with a long-COVID patient between the professions of osteopathic medicine, pharmacy, physician assistant, dentistry, nursing, social work, and physical therapy
Still-Hildreth Osteopathic Sanatorium
Get PDFBooklet describing the institution and treatments available at the Still-Hildreth Osteopathic Sanatorium in Macon, Missouri
Dental Health is Medical Health
No full textIn this presentation we seek to explore the intersection of dental and medical health and its implications on prevalent diseases in America. We have also developed an educational pamphlet dentists and physicians can provide to their patients with strategies for patients to maintain their oral and medical health.https://dune.une.edu/cecespring2022/1019/thumbnail.jp
Promoting Optimism: An Interprofessional Approach to Treating Long Covid-19 via Telehealth
Get PDFA poster entitled: Promoting Optimism: An Interprofessional Approach to Treating Long Covid-19 via Telehealth
The objective is to approach a case of chronic illness using an interprofessional team in order to collaboratively and positively address the holistic needs of a patient as a result of long-haul COVID-19https://dune.une.edu/cecespring2022/1008/thumbnail.jp
Chronic Absenteeism: Exploring Challenges And Obstacles That Impact Students’ Attendance In Northern Maine Rural Schools
Get PDFEducational success relies heavily upon consistent school attendance (Rogers & Feller, 2018). In Maine, a student is identified as chronically absent when 10% or more of the days enrolled in school are missed due to excused or unexcused absences (Maine Department of Education, 2019). Chronic absenteeism impacts millions of students across America each year. National data identified that approximately five to seven and a half million school-aged students miss a month or more of school each year (Chang & Davis, 2015). This qualitative interpretative phenological study (IPA) was designed to fill some of the gaps in the literature on chronic absenteeism where much of the existing research is quantitative in nature and conducted in urban settings. This study used an interpretative phenomenological analysis to explore the lived experiences of seven parents and guardians from a rural Northern Maine school to identify potential challenges and obstacles that impact student attendance. Using the theoretical framework, Phenomenological Variant of Ecological Systems. The seven key findings were identified from an analysis of the interview transcripts included: 1) the challenges of living in Northern Maine, 2) family challenges, 3) adverse childhood experiences, 4) challenges at school, 5) the obstacles created by illness, 6) the impact of COVID-19, and 7) obstacles created by attendance misconceptions. These findings revealed several consistent obstacles and challenges perceived by the parents and guardians which impacted their children’s school attendance, but each experience described was found to be unique in terms of how their children reacted to the stress created by the study’s findings.
Recommendations for future research include learning about students’ unique lived experiences through the perceptions of the students themselves as well as further research on many of the obstacles and challenges identified in this study
Use Of Micro-CT To Examine Effects Of Heat On Coronal Obturation
Get PDFPurpose: The aim of this study was to categorize the effects of heat on coronal obturation with gutta-percha and sealer using X-ray micro-computed tomography (micro-CT). Methods: Ten single-rooted, extracted human teeth were shaped using ProTaper NEXT files to size X5 (#50/Taper 6%) with 2.5% NaOCl irrigation. A single ProTaper NEXT X5 gutta-percha point was then inserted with epoxy resin (AH Plus) or tricalcium silicate (EndoSequence BC) sealer (n = 5/group), and cut at the cemento-enamel junction. The teeth were scanned using micro-CT (SkyScan1272) to obtain 11 sagittal 2-D images. Three calibrated raters categorized the coronal 0.5 mm of the images into four categories: “swirled sealer and/or gutta-percha without voids” (I), “uniform voids and sealer/gutta-percha” (II), “non-uniform voids and sealer/gutta-percha” (III), and “swirled sealer and/or guttapercha with voids” (IV). Intra-rater and inter-rater reliability were then calculated. Chi-square tests were conducted to determine the significance of differences in each category between sealers. Results: The intra-class correlation coefficient was 0.55 (same rater/two different times) and Fleiss’ kappa (different raters/same image) was 0.34. Categories I, II, III, and IV accounted for 16.4%, 4.2%, 30.3%, and 49.1% for AH Plus, and 6.7%, 4.2%, 27.3%, and 61.8% for EndoSequence BC, respectively. Conclusion: Category IV was most common and Category II the least common. Significant differences were evident between sealers for Category I (P \u3c 0.01)