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End Of Life Virtual Reality Training: Medical Student Increased Empathic Ability
Get PDFPresentation regarding the following research: To determine if self-assessed empathy can be increased through an end of life virtual reality (VR) experience, second year UNE COM medical students (N=174) completed the Clay Lab VR experience during January 2020. Student embodied Clay, 66 year old male veteran with incurable lung cancer. Experiences included a difficult end-of-life conversation; transition to home hospice care; and eventually death. Students were asked to complete a pre-test and post-test survey. The pre/post test surveys included eight Likert scale questions and two open-ended questions. The data was collected via the RedCap program. Pre and post-test data was paired based on student email address. Only the students that completed both the pre and post-test were included. Closed questions were analyzed through frequency analysis and paired-sample t-test using excel. Open ended question were analyzed through N-VIVO 12+. This study focused on quantitative data.https://dune.une.edu/com_studproj/1001/thumbnail.jp
Norepinephrine Use In Septic Patients Undergoing General Anesthesia
Get PDFAnesthesia providers are frequently confronted by the problem of caring for patients presenting with sepsis in the operating room. Sepsis is associated with high healthcare costs and a significant mortality rate despite advancements in the understanding of its complicated pathophysiology. The 2016 Surviving Sepsis Campaign recommends norepinephrine as the first-choice vasopressor in septic patients. Its mild beta-adrenergic effects, in addition to its alpha-adrenergic effects, make it an attractive agent for the vasoplegia and myocardial dysfunction associated with sepsis. Earlier achievement of adequate perfusion pressures, earlier lactate clearance, and higher in-hospital survival have all been associated with norepinephrine use in the septic patient. However, it remains underutilized in the perioperative setting. Peripheral intravenous administration of norepinephrine has been associated with very low complication rates and norepinephrine, as an alternative to other vasopressors in patients undergoing general anesthesia, is showing promising results. In patients with sepsis requiring surgical source control, anesthesia providers should see themselves as key players in the critical care continuum and should be encouraged to consider the use of norepinephrine
Sugammadex Versus Neostigmine In Reducing Postoperative Adverse Effects In The Pediatric Population
Get PDFNeostigmine and sugammadex are two medications used to reverse the neuromuscular blockade caused by nondepolarizing aminosteroidal neuromuscular blocking agents. Research has shown an association between the use of acetylcholinesterase inhibitors, such as neostigmine, and residual neuromuscular blockade in pediatric patients. Sugammadex has been shown to reduce residual neuromuscular blockade in adults without adverse effects, but minimal research has been performed on the effects of sugammadex in the pediatric population. Therefore, the objective of the present study is to compare sugammadex and neostigmine to determine if using sugammadex instead of neostigmine reduces postoperative adverse effects in the pediatric population. A systematic, computerized search was conducted on PubMed, MEDLINE, EMBASE, and the Cochrane Library, as well as the clinical trials registries: www.controlled-trials.com and clinicaltrials.gov. Studies comparing sugammadex versus neostigmine in the pediatric population receiving nondepolarizing neuromuscular blocking agents were included. The present study shows that sugammadex rapidly and efficiently reverses neuromuscular blockade in the pediatric population with less adverse effects than neostigmine. Furthermore, it has been found to be as safe and effective in the pediatric population as in the adult population
Health Science Faculty Retention At Small And Mid-Sized Sized Private Universities
Get PDFHealth science faculty shortages are one factor limiting the ability of institutions of higher education (IHE) to meet healthcare workforce demands. To address this problem IHE leaders must not only recruit, but also retain faculty. Given this problem, the purpose and question of this research study was to identify personal and workplace factors that contribute to health science faculty retention at small and mid-sized private Midwestern IHEs. To explore this question, a descriptive and exploratory quantitative survey research design was used. This design specifically sought to identify incentives for continued employment, as well as disincentives that cause a faculty member to consider leaving their academic position.
A total of 158 of 889 (17.8%) nursing, occupational therapy, physician assistant and physical therapy faculty at small to mid-sized (\u3c9,999) private Midwestern IHE responded to the survey request. The Incentives and Disincentives for Employment Survey (IDES) was used for data collection. The IDES asked respondents to select factors important for retention from a list of previously validated incentives and disincentives for employment. Respondents were also asked to complete two qualitative questions asking which factors were most important for retention.
Results of this research study revealed faculty were predominantly female (84.8%), nearly half were primary caregivers (47.5%), a low percentage were tenured (26.3%), a high percentage worked on a 12 month annual contract (57%), and the sample had limited teaching experience (M=10.7, SD=9.8). This research study found that key factors that incentivize continued employment parallel factors that when absent, would cause a faculty member to consider leaving. Manageable workloads, flexibility in the workplace, a collegial atmosphere, and a supportive direct supervisor were most frequently reported as important for health science faculty retention. In addition, salary is an emerging factor for some faculty.
These findings revealed health science faculty needs do not fully align with established job satisfaction theory. To improve health science faculty retention, it is recommended that IHE leaders 1) assess and address workload issues, 2) utilize the inherent flexibility of academic work, 3) lead through an understanding of individual needs, 4) develop collegiality through collective responsibility and 5) regularly benchmark salary to academic and practice environments
CLEW’d In: Exploring The Lived Experiences Of Leaders Performing Clinical Learning Environment Walks (CLEWs)
Get PDFThe purpose of this phenomenological study was to explore the lived experience of leadership using Clinical Learning Environment Walks (CLEWs) to ascertain the current culture of the clinical learning environment. Physician trainees deserve the opportunity to train in an environment where staff are high performing and continually work to improve the quality of care provided to patients. The capacity to assess the clinical learning environment in its entirety is a novel concept brought to the forefront recently by the Accreditation Council for Graduate Medical Education (ACGME) due to the need for critical communication that is inherent in creating an optimal learning environment. Survey tools exist to ascertain the perception of residents regarding the clinical learning environment. There is little knowledge of tools using the framework of walking rounds in which leaders can ascertain the qualities of the clinical learning environment in their entirety.
Participants of the study included eight leaders who are physicians, nurses, and management within the university and healthcare system. The purposeful sample was identified using participants currently participating in the Clinical Learning Environment Walks (CLEWs) process. The study applied Giorgi’s phenomenological methods to analyze leaders’ conscious descriptions of their lived experience conducting CLEWs.
The findings provide a greater understanding of the lived experiences of leadership using CLEWs to ascertain the current state of the clinical learning environment in its entirety. Six themes emerged from the analysis: Us vs Them; Open and Honest Communications; Improved Communications; Enhanced Focus; Opportunities for Improvement, and Culture Change. The findings also include a diagram representing the connections between these themes. Researchers must continue to explore the efficacy of the CLEWs process in determining the current state of the clinical learning environment, which during the COVID-19 pandemic, is now more important than ever
Zephyr: The Twentieth Issue
Get PDFThis is the twentieth issue of Zephyr, the University of New England\u27s journal of creative expression. Since 2000, Zephyr has published original drawings, paintings, photography, prose, and verse created by current and former members of the University community. Zephyr\u27s Editorial Board is made up exclusively of matriculating students.https://dune.une.edu/zephyr/1597/thumbnail.jp
Canterbury Alphabet: S
No full textOriginal: brush, ink and gouache on purple prepared paper, 7” x 7”
Created in part during a residency at Canterbury Shaker Village in 2020
Canterbury Alphabet series: Canterbury Alphabet: A Canterbury Alphabet: B Canterbury Alphabet: C Canterbury Alphabet: D Canterbury Alphabet: E Canterbury Alphabet: F Canterbury Alphabet: G Canterbury Alphabet: H Canterbury Alphabet: I Canterbury Alphabet: J Canterbury Alphabet: K Canterbury Alphabet: L Canterbury Alphabet: M Canterbury Alphabet: N Canterbury Alphabet: O Canterbury Alphabet: P Canterbury Alphabet: Q Canterbury Alphabet: R Canterbury Alphabet: S Canterbury Alphabet: T Canterbury Alphabet: U Canterbury Alphabet: V Canterbury Alphabet: W Canterbury Alphabet: X Canterbury Alphabet: Y Canterbury Alphabet: Zhttps://dune.une.edu/art_facart/1028/thumbnail.jp
Canterbury Alphabet: E
No full textOriginal: brush, ink and gouache on purple prepared paper, 7” x 7”
Created in part during a residency at Canterbury Shaker Village in 2020
Canterbury Alphabet series: Canterbury Alphabet: A Canterbury Alphabet: B Canterbury Alphabet: C Canterbury Alphabet: D Canterbury Alphabet: E Canterbury Alphabet: F Canterbury Alphabet: G Canterbury Alphabet: H Canterbury Alphabet: I Canterbury Alphabet: J Canterbury Alphabet: K Canterbury Alphabet: L Canterbury Alphabet: M Canterbury Alphabet: N Canterbury Alphabet: O Canterbury Alphabet: P Canterbury Alphabet: Q Canterbury Alphabet: R Canterbury Alphabet: S Canterbury Alphabet: T Canterbury Alphabet: U Canterbury Alphabet: V Canterbury Alphabet: W Canterbury Alphabet: X Canterbury Alphabet: Y Canterbury Alphabet: Zhttps://dune.une.edu/art_facart/1014/thumbnail.jp
Motivation, Practice, And Self-Efficacy And Their Impact On The Development Of Musical Abilities
Get PDFThis study aimed to examine what students find meaningful and why students value certain aspects of their participation in a musical ensemble. The understanding of experiences and aspects of participation that students’ value or prize for themselves are vital in maintaining consistent progress and developing a relatable curriculum that is progressive and creatively stimulating. Interviews and portions of rehearsal and concert recordings were transcribed into written format and coded. I then analyzed the data by first examining the contextual dimensions of each ensemble and then examining expressions of value in an attempt to illustrate the people, place, and processes that made each ensemble a unique setting while discussing the themes of meaning situated within each context.
Research questions for this study focused on what students perceived as meaningful about their participation and the extent to which context shaped their experiences. The following questions guide this investigation:
1. What experiences or aspects of ensemble participation are most motivational to student? a. To what extent does educational environment play a role in influential engagement?
2. How do the perceptions and experiences of ensemble participants suggest underlying principles of motivational influence and value within instrumental ensembles?
I endeavored to represent male and female students of a range of ages, experience levels, and, in the jazz ensemble, primary instruments. The primary student participants range in age from 18 to 28 years old with all students having participated in a school music program for at least one year. Data was collected from a variety of sources from April 2019 through June 2019. Data was drawn from individual interviews, observations, artifacts and video and audio recordings of rehearsals and performances.
Participants generally valued achievement, particularly when it related to goals and life aspirations. Students universally valued their own growth, which became apparent to them gradually over time, in a moment of realization or a culminating performance. Students also found proper execution meaningful as they are invested in the outcome. Public performances and competitions presented opportunities for meaningful performances for ensemble students and opportunities to improvise proved to be a potent source of meaningful performance experiences
Nutrition ABCs for Healthy Families
Get PDFThis pamphlet informs the audience of basic nutrition principles for maintaining a healthy weight using healthy diet patterns and increased activity recommendations. It encourages healthful eating, regular activity and utilizing resources as a part of a healthy family lifestylehttps://dune.une.edu/an_studedres/1186/thumbnail.jp