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McArthur Gymnasium Entrance, Westbrook Junior College, Mid 20th Century
No full textA closeup, mid 20th century, black and white photograph of the left side of the white steps and railings that form the entrance to the McArthur Gymnasium, Westbrook Junior College.https://dune.une.edu/wchc_photos_mcarthur/1013/thumbnail.jp
McArthur Gymnasium Exterior, Westbrook Junior College, Mid 1960s
No full textThe exterior of McArthur Gymnasium, Westbrook Junior College, Portland, Maine, is shown in this mid-to-late 1960s, black and white photograph, with Ginn/McDougall Residents Halls just visible to the right. The small, direct entrance to the Gym basement and what use to be the caf or snack bar is visible on the left.https://dune.une.edu/wchc_photos_mcarthur/1016/thumbnail.jp
American Registry Of Radiologic Technologists Exam Preparation: A Case Study
Get PDFThe purpose of this case study was to investigate the students’ perceptions of preparedness to take the American Registry of Radiologic Technologists (ARRT) certification exam after the completion of a last semester registry preparation course at a small health profession college located in the northeast. In addition to perceptions of preparedness this study explored the effectiveness of the HESI Radiography Exit Exam preparation tool and the relationship between perceptions of preparedness and ARRT exam scores and 1st time pass rates. The problem that initiated this case study was the ARRT exam scores and 1st time pass rates at Radiography Program X were below the state and national averages from 2013-2018. Three research questions and various sub questions guided this case study. The research questions were answered by collecting and analyzing a variety of qualitative and quantitative datasets. The qualitative datasets were retrospective end of semester course surveys from the last semester registry preparation course and a post-graduation follow-up survey that was created for this study. The quantitative data included ARRT exam scores and 1st time pass rates and HESI Radiography Exit Exam scores.
The findings revealed that various elements within the last semester registry preparation course were beneficial in students’ preparation to take the ARRT exam. Twelve course element codes were extrapolated from the open-ended comments from the qualitative surveys, which were then categorized into three emergent themes. The three emergent themes regarding the perceptions of preparedness were 1) knowledge mastery, 2) exam familiarity, and 3) skill strategies. Knowledge mastery was the emergent theme when answering the research questions. The recommendations based on the results of this study include providing radiography students with a multifaceted registry preparation course. Major elements of the course design include: mock exams, reviews, exam question type and format, exam format, study strategies, and preparation textbook. In addition to a registry preparation course, conducting a learning style questionnaire may also assist in the success of radiography students on the ARRT exam and guide program improvements
Hersey Hall Breezeway, Westbrook College, 1983-1985
No full textTh exterior of Westbrook College\u27s Hersey Hall breezeway, which connects Hersey Hall with Proctor Hall, is shown in this 1983-85 black and white photograph. The brick exterior of both Hersey Hall and Proctor Hall are covered with ivy vines and leaves. The white porch railing around the top of the breezeway encloses the Hersey Hall beach, where young Westbrook Junior College and Westbrook College women sunbathed on warmer late May and early June days--this in preparation for proms and Commencements and the need for sun tanned bodies to show through prom gowns and graduation gowns.https://dune.une.edu/wchc_photos_hersey/1006/thumbnail.jp
Saint Francis College Library (photo #3)
No full textPhotograph of Saint Francis College library taken from the front. Currently Ketchum Library at the University of New England.https://dune.une.edu/sfchc_photos/1035/thumbnail.jp
Saint Francis Hockey (photo #2)
No full textSaint Francis High School Hockey team photo 1941-1942https://dune.une.edu/sfchc_photos/1021/thumbnail.jp
Mobilizations And Strengthening For Radiating Hip And Anterior Knee Pain: A Case Report
Get PDFBackground and Purpose: The most common joint disorder in the United States is osteoarthritis (OA). Knee OA occurs in 10% men and 13% in women aged 60 years or older. Hip instability is commonly defined as hip joint unsteadiness that may cause pain. Joint restrictions and lack of hip strength may be associated with these two conditions. However, there is limited literature on hip strengthening and mobilizations on positive outcomes with hip instability. Therefore, the purpose of this case report was to utilize hip strengthening and mobilizations interventions on a patient with hip instability and knee OA. Case Description: The patient was a 71-year-old male who presented with radiating hip and knee pain. Lower extremity myotomes, range of motion (ROM), the Lower Extremity Functional Scale (LEFS), Single Limb Stance Test (SLST), and Plumb line test were used to evaluate improvements. Interventions implemented included lower extremity strengthening, stretching, manual therapy, and balance training. Outcomes: The patient attended 11 visits over 6 weeks. LEFS improved from 47/80 to 53/80 and SLST on the right leg with eyes open from 7 seconds to 10 seconds. Discussion: Although the patient showed relatively small improvements, he reported a reduction in difficulty and pain during his work and daily living activities throughout the 6-week rehabilitation process. The patient was educated on his posture and proper body mechanics, which may have contributed to his reduction in radiating hip and knee pain. Utilizing hip strengthening and mobilization interventions for treatment of hip instability and knee OA may have positive outcomes but requires further investigation. Future research should focus on lower extremity strengthening and manual therapy for knee OA and hip instability
Stop The Bleed: A Community Event
Get PDFResearch poster discussing a Stop the Bleed event held at UNE. Stop the Bleed is a national awareness campaign that was introduced by the White House in 2015 in response to the tragedy of the Sandy Hook shooting in 2012. The campaign emerged as a way to improve survival rates by providing bystanders with adequate training to know how to stop the bleed.https://dune.une.edu/cecespring2020/1006/thumbnail.jp
Together We Stand, Divided We Fall: Formulating An Interprofessional Care Plan For Alex Simpson
Get PDFResearch poster documenting the following project: Utilizing interprofessional team immersion to develop interprofessional skills among other health care professions to plan for the best course of care for our patient, Alex Simpson.https://dune.une.edu/cecespring2020/1011/thumbnail.jp
Brain-Targeted Teaching As A Tool To Facilitate Implementing Mind Brain And Education Science Into Community College Pedagogy
Get PDFApplying findings from mind, brain, and education science (MBES) could improve teaching and learning yet, MBES is not consistently applied in higher education pedagogy. This qualitative study examined the perceptions of community college faculty of the Brain-Targeted Teaching (BTT) framework as a tool to facilitate implementing MBES into pedagogy. Two research questions guided the study: (1) How did community college faculty describe changes to their pedagogy after participating in professional development that presented and modeled the BTT framework? and (2) What was the perception of participants of the value of the BTT framework as a tool to facilitate implementing MBES into their pedagogy? Data collection methods included online surveys before, during, and after the professional development experience. This study yielded two key findings: 1) Participants perceived the BTT framework to be valuable to support implementation of MBES in pedagogy, and 2) Faculty made and planned changes as a result of a professional development experience with BTT. The study’s findings indicated the need for further study of the impact of learning about BTT on pedagogy