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Ethnic Disparities In Coronavirus Disease 2019 After The Implementation Of Universal Screening In Hartford, Connecticut
Get PDFObjective: The aim of this article was to estimate the prevalence of coronavirus disease 2019 (COVID-19) in Connecticut, examine racial/ethnic disparities, and assess pregnancy outcomes in pregnant women following the implementation of universal screening for the virus.Materials and methods: This is a retrospective cohort study of all obstetric patients admitted to our labor and delivery unit during the first 4 weeks of implementation of universal screening of COVID-19. Viral studies were performed in all neonates born to mothers with severe acute respiratory syndrome coronavirus 2. We calculated the prevalence of COVID-19, compared the baseline characteristics and pregnancy outcomes between those who tested positive and negative for the virus, and determined the factors associated with COVID-19.Results: A total of 10 (4.6%) of 220 women screened positive for the virus. All were asymptomatic. Week 1 had the highest prevalence of infection, nearing 8%. No neonates were infected. Hispanics were more likely to test positive (odds ratio: 10.23; confidence interval: [2.71–49.1], p=0.001). Obstetric and neonatal outcomes were similar between the groups (p\u3e0.05).Conclusion: Although the rate of asymptomatic COVID-19 was low, ethnic disparities were present with Hispanics being more likely to have the infection
Urban Teachers Program: Culturally Responsive Middle School Teachers Describe Their Competencies
Get PDFThe purpose of this study was to document ways that Urban Teachers’ candidates enact culturally responsive teaching practices in an effort to combat the opportunity gaps in education and increase students’ achievement rate. This study focused on documenting responses to the questions: How do Urban Teachers enact culturally responsive teaching practices in their classrooms? How do teachers in the Urban Teachers program describe overcoming perceived barriers to implementing culturally responsive teaching in an urban school district? The problem of the study was a lack of evaluation of culturally responsive teaching (CRT) practices of those Urban Teachers once they entered the classroom. Teachers’ responses were described within the Culturally Responsive Teaching framework authored by Muniz and the organization New America.
The research was conducted as a pilot case study. There were five participants who volunteered. Out of those five participants, three also completed both surveys and interviews. Data were collected using a self-assessment survey and one on one interviews. Based on the data collected, the participants had the greatest confidence in their commitment to relationship building, lesson planning, and creating a student-centered environment. Lesson planning had the lowest self-efficacy scores on the survey but was strong in the interview portion.
Based on the data collected, participants described that aspects of the program provided culturally responsive training through a focus on relationship building, growth mindset, real world connections, and modeling respect for differences. They faced barriers to enacting culturally responsive teaching including a lack of resources and comprehensive implementation of the pedagogy
Osteopathic Medical Education for New England, undated
Get PDFBooklet created by the New England Foundation for Osteopathic Medicine (NEFOM) discussing the need for Osteopathic Physicians and therefore a college of Osteopathic Medicine in New England.https://dune.une.edu/bergen/1001/thumbnail.jp
Students’ Perspectives Of Positive Behavior Interventions And Supports (PBIS): Examining One School’s Approach
Get PDFThis qualitative phenomenological study investigated the perspectives of students on Positive Behavior and Interventions (PBIS) and its effect on school climate. Previous research highlighted a connection between student behavior and school climate. In individual interviews, participants were asked to describe the various factors that influenced their school experience, including their behavior in middle school as well as those that influenced school climate. Bronfenbrenner’s ecological systems theory (EST) and systems view of school climate (SVSC) were used as a guide for structuring research questions, designing interview questions, and analyzing and interpreting data.
The themes that emerged from the data were: 1) Peers, 1) Teachers, 3) School Climate, 4) PBIS, and 5) Family and Future. The themes represented the major influences on student behavior that were noted in participants’ responses. The study’s findings reinforced previous studies that identified a connection between student behavior and school climate. Additionally, the study found a strong correlation between relationship-building, student behavior, and school climate. Implications as a result of this study included: 1) continued implementation of PBIS, as well as a focus on alignment with other systems and factors that influence student behavior, 2) strengthening practices that promote positive relationships between students and teachers and students and their classmates, and 3) elevating student voice in all school practices
Utilizing Virtual Reality To Introduce Hospice And End-Of-Life Approaches
Get PDFResearch poster describing the following:
The objective of this study was to assess changes in students’ comfort with talking about and caring for patients at EOL. A gap in the degree of instruction regarding palliative care in pharmacy curricula has been identified. The use of a virtual reality experience (VRE) has been shown to increase students’ understanding of and empathy for older adults with age-related conditions. We created a two-part palliative care series embedded into the 3rd professional year curriculum. Part one discussed perceptions of death and deprescribing at end-of-life (EOL). Part two used the Embodied Labs® VRE to follow a patient receiving a terminal diagnosis, enrolling in hospice, and coming to terms with death. Students (n=57) were administered a pre-survey prior to the VRE, and a postsurvey following completion of the VRE.https://dune.une.edu/pharmprac_facpost/1009/thumbnail.jp
Childhood Factors Influencing Elder Never-Married Women’s Avoidance Of Economic Vulnerability
Get PDFOlder populations in the United States are increasing, and poverty for women over 65 has also increased. Females constitute more than half the elderly in America. Elder never-married women make up only 5% of the female cohort but are the demographic most prone to poverty in old age and nearly half fall into economic vulnerability. However, some of this susceptible group have avoided economic vulnerability. Using the theoretical framework of self-efficacy, this qualitative case study provided insight into childhood factors that influenced why and how eight never-married women living in Maine avoided late-age economic vulnerability. Behaviors, influences, and self-efficacy emerged as themes. Working such as home chores, babysitting, lawn mowing and earning starting as young as eight-years-old, saving in bank accounts or piggy banks and spending control (budgeting) as young as five or six were childhood behaviors that influenced participant late-age economic solvency. All participants cited their parents as influencing their economic behaviors, while some mentioned teachers as influential on their lives. Having goals, confidence, mastering experiences, and persevering were subthemes stemming from most of the participants’ youth. Parents, girls, and those who support them can learn from the research. The burgeoning wave of elderly, with the most susceptible to slide into poverty being women, coupled with the concerns and warnings of governmental support agencies lend significance to these findings and further research into this demographic is recommended. The findings and participant advice extend beyond importance for girls, their parents, and those who love them but provide sage recommendations for governmental agencies, municipalities, non-profits supporting the elderly and youth, and anyone wishing to avoid economic vulnerability in their golden years
Aurora Stronger
Get PDFFor my Integrate Clinical Experience class, we were asked to complete journal entries based on our experiences, podcasts, and/or APTA modules. This was one of my entries about a podcast on allyship in the field of physical therapy that can also be applied to any medical field. The podcast can be found at http://podcast.healthywealthysmart.com/pod-cast/ episode 499. This entry is about my personal experience during the peaceful protests and riot that ensued after the unjust murder of George Floyd. Dr. Adrienne McAuley suggested I submit this work to Akesis to share my experience and my personal beliefs change after I decided to educate myself about BLM and the correlation of my experiences to the podcast
Putting Humanity Back in Medicine
Get PDFThis is a short essay about my reflections on how we treat one another in medicine, and especially how we treat trainees
Wellness On Wheels
No full textPresentation discussing the following: Recognizing that during the COVID pandemic resources were scarce and both urban and rural communities were at a disadvantage, we came up with a solution of utilizing vans to deliver vaccines, testing supplies, PPE, pantry items, as well as holding safe social events directly in communities that have been marginalized during the pandemic and have seen a dramatic number of cases.https://dune.une.edu/cecespring2021/1006/thumbnail.jp
Interprofessional Collaborative Approach To Treating An Underserved Patient Through Telemedicine
No full textPresentation discussing the following: An interprofessional approach to patient care improves patient outcomes and the overall success of patient visits. When assessing and treating an underprivileged individual via telehealth, an interprofessional team approach was taken utilizing students from social work, OT, DO, pharmacy, dental, and PA programs. The team met with the patient in two, twenty-minute sessions per appointment that allowed for a ten-minute team debrief in the middle. This allowed the team to redirect their questioning based on the initial session’s progress. Working as a team allowed team members to observe the patient and their actions within their chosen environment even while others were asking questions and gathering information. This collaborative team work allowed employing a holistic approach towards problem solving and provision of medical education along with resources to improve the overall healthcare outcome and meet specific goals. It also allowed building a strong rapport with the patient which can be difficult to do, especially over telehealth.https://dune.une.edu/cecespring2021/1011/thumbnail.jp