5346 research outputs found
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Saint Francis Library (photo #4)
No full textAerial view of library at Saint Francis College. Currently the Ketchum library at the University of New England.https://dune.une.edu/sfchc_photos/1036/thumbnail.jp
Saint Francis Buildings (photo #1)
No full textJordan Tatterson House, later Stella Maris, currently part of the University of New Englandhttps://dune.une.edu/sfchc_photos/1003/thumbnail.jp
Physical Therapy Management Of Gross Function Loss Following Gunshot Wound To Left Hand: A Case Report
Get PDFBackground and Purpose: Nonfatal gunshot emergencies occur regularly within the United States but do not often lead to patients entering outpatient physical therapy clinics for rehabilitation. The complex musculoskeletal injuries which result from gunshot wounds may require prolonged rehabilitative care to best achieve functional outcomes, but clinicians may find a gap in the current literature for guidance. The purpose of this case study is to describe the outpatient rehabilitation treatment interventions for a gunshot wound to the hand, including manual therapy, therapeutic exercise, therapeutic activity, and neuromuscular reeducation.
Case Description: The patient was a 34-year-old, left hand dominant, white male who presented to physical therapy after accidentally discharging his handgun on the ventral side of his left hand. During initial examination, the patient presented with gross dysfunction of the musculoskeletal, neuromuscular and integumentary systems which limited his ability to use his left hand while performing activities of daily living (ADLs) and work tasks.
Outcomes: The patient improved towards all set goals including strength, pain rating, and range of motion (ROM). AROM wrist flexion improved from 20 degrees to 70 degrees, PROM forearm supination improved from -45 degrees to 64 degrees and average PROM metacarpophalangeal flexion improved from 29 degrees to 75.8 degrees. Wrist extension remained highly restricted, limiting the patient’s ability to fully return to ADLs, IADLs, and all necessary job functions.
Discussion: The patient displayed improvements in ROM as demonstrated by handheld goniometry values, strength as demonstrated by MMT grades and dynamometry, and progressed exceptionally well towards all chosen goals. These outcomes suggest that a comprehensive approach to the PT rehabilitation of a gunshot wound to the hand appears to be successful in promoting functional patient gains
Program Director Support For Adjunct Faculty In The Promotion Of Student Success
Get PDFThere is a need for adjunct faculty in community colleges to be supported by administration at the program director level or by those that have experience socializing new adjunct faculty into their departments, to ensure the promotion of student success in the classroom. This qualitative phenomenological study allowed the researcher to interpret the subjective lived experiences of ten educational leaders within a community college to document how they support adjunct faculty members to develop teaching methods to promote student success. The research question posed was, what do program directors and those who have experience socializing new adjunct faculty into their departments at CCVCC do to support adjunct faculty in the promotion of student success? The beliefs and actions of these educational leaders striving to support adjunct faculty were documented and analyzed. The findings of this study show that these educational leaders at CCVCC teach adjunct faculty to support students both socially and academically, to display value for student wellness, and to articulate specific student outcomes. Leaders provide resources to adjunct faculty and communicate cohesively with them. The findings from this study are useful for community college positional leaders and for adjunct faculty seeking to promote student success through the improvement of teaching. It is recommended leaders focus on providing adjunct faculty professional development opportunities which are both practice driven and policy oriented
Inpatient Rehabilitation For A 75-Year-Old Female Following A Left-Sided Pontine Infarct: A Case Report
No full textResearch presentation:
Background and Purpose: Although cerebrovascular accidents (CVAs), or strokes, occur often in the United States, only 7% of those strokes affect the pons, an area of the brainstem that provides life-sustaining functions. Due to the rarity of pontine strokes, there is insufficient evidence supporting successful interventions that yield functional benefits for patients admitted to inpatient rehabilitation units (IRU). The purpose of this case report was to examine gait, balance and functional mobility interventions on the restoration of mobility and functional independence of a patient within an IRU. Case Description: The patient was a 75-year-old female 3 days status post a pontine stroke who was admitted into the IRU to improve independence and functional mobility after presenting with dysphagia, right-sided weakness and impaired functional mobility. Her plan of care included lower extremity (LE) strengthening, gait training with and without body-weight support, balance training and functional transfer training. Outcome measures used were the Five Times Sit to Stand (5xSTS), 10-Meter Walk Test (10MWT), Functional Gait Assessment (FGA), Inpatient Rehabilitation Unit-Performance Assessment Inventory (IRU-PAI), manual muscle testing (MMT), sensation and coordination testing. Outcomes: The patient improved right LE strength averaging 4/5, increased gait speed from 0.13 m/s to 0.4 m/s on the 10MWT, improved functional transfers from minimal contact assistance to supervision and improved ambulation from 35 feet to 350 feet without an assistive device and a contact guard assist by time of discharge. Discussion: LE strengthening, balance, gait training and transfer training were beneficial for restoring functional mobility in this patient with subacute pontine stroke. Further research should be performed to assess interventions for patients of varying demographics and stroke types within IRUs.https://dune.une.edu/pt_studcrpres/1009/thumbnail.jp
Importance Of SBIRT Training In Undergraduate Curriculum
Get PDFResearch poster detailing investigation of the question: What is the significance of Screening, Brief Intervention and Referral to Treatment (SBIRT) and why is it important to implement in undergrad curriculum?https://dune.une.edu/cecespring2020/1000/thumbnail.jp
Canterbury Alphabet: X
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/1033/thumbnail.jp
Canterbury Alphabet: N
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/1023/thumbnail.jp
Canterbury Alphabet: L
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/1021/thumbnail.jp
Canterbury Alphabet: F
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/1015/thumbnail.jp