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Proprioceptive Neuromuscular Facilitation And Overground Gait Training For A Patient Following A Left Central Medullary Stroke: A Case Report
Get PDFBackground and Purpose: Central medullary stroke is a rare type of stroke that is characterized by contralateral hemiplegia sparing the face, contralateral loss of deep sensation, and ipsilateral hypoglossal paralysis. It makes up a small percentage of the types of strokes that affect nearly 795,000 Americans every year. While there has been extensive research on rehabilitation principles for the general treatment of stroke, there has been little research on rehabilitation for patients following a central medullary stroke. The purpose of this case report was to describe a multifaceted intervention program with the emphasis on proprioceptive neuromuscular facilitation (PNF) and overground gait training (OGT) for a patient following a left central medullary stroke. Case Description: The patient was a 71-year-old female who received daily physical therapy (PT) for six weeks at an inpatient rehabilitation facility. The interventions included coordination, balance, gait, and functional mobility, with focus on PNF and OGT. Her progress was tracked using the Function in Sitting Test (FIST), Barthel Index (BI), and the Encompass Health Rehabilitation Functional Skills Assessment (EHRFSA). Outcomes: The patient experienced significant improvement in all three outcome measures. Her score for the FIST improved from 29/56 to 56/56, while her score on the BI improved from 45/100 to 70/100. On her initial examination the patient was dependent for all aspects of mobility, but at discharge required only minimum/no assistance. Discussion: Interventions such as PNF, OGT, and functional mobility exercises may have been beneficial for this patient in regard to the improvement in gait and decreased need for assistance. More research on PNF and OGT, along with other beneficial interventions for patients with central medullary stroke is warranted
Post-Operative Rehabilitation Of A Fractured Ankle During The COVID-19 Pandemic: A Case Report
No full textResearch presentation:
Background and Purpose: Ankle fractures are common in the North American adult population. The trimalleollar fracture is among the most common. This injury is typically treated surgically with positive outcomes. Common residual deficits post-surgery occur and often include muscle stiffness, decreased range of motion, and pain. As a result, patients typically receive subsequent physical therapy (PT). Some evidence suggests early mobilization after surgery is important, however, it has been debated that delayed rehabilitation yields similar outcomes. The purpose of this case report was to observe the impact of delayed PT on the outcomes and resolution of function post open reduction internal fixation (ORIF) of the ankle. Case Description: The patient was a 44-year-old female referred to PT post ORIF of the ankle. Due to the onset of Coronavirus Disease 2019 (COVID-19), after receiving an initial evaluation, she did not resume supervised PT until seven months post-surgery. Her treatment included manual therapy, range of motion (ROM), strengthening exercises, balance training, patient education, and a comprehensive home exercise program. She received PT one to two times a week for five weeks. Outcomes: This patient demonstrated improvements in all test and measures with exception of eversion ROM upon self-discharge. Improvements included right active dorsiflexion range of motion with knee straight (0 to 5 degrees) and flexed 20 degrees (2 to 10 degrees), plantar flexion strength (4- to 4+), and Lower Extremity Function Scale (53/80 to 70/80). Discussion: This case report suggests that delayed physical therapy following ORIF of the ankle can yield positive functional outcomes. Further research on postponed PT ought to be completed in order evaluate and further develop best practice should a patient require delayed intervention.https://dune.une.edu/pt_studcrpres/1011/thumbnail.jp
Restoring Functional Mobility For A Patient Following A Comminuted Patella Fracture Status Post Open Reduction Internal Fixation: A Case Report
Get PDFBackground and Purpose: The patella serves an important role in the protection and biomechanics of the knee joint. A fracture of the patella typically requires surgery and immobilization, which can have detrimental impacts on functional mobility. The purpose of this case study was to document a rehabilitation program following a comminuted patella fracture status post open reduction internal fixation (ORIF).Case Description: The patient was a 62-year-old female who sustained a comminuted patella fracture following a traumatic fall down the stairs, and underwent ORIF to her right patella. She was prescribed a straight knee immobilizer for eight weeks leaving her unable to take daily walks, play with her grandchildren, and drive. Physical therapy (PT) interventions, which began four weeks post-operatively, were chosen based on deficits in range of motion (ROM) and strength, quadriceps atrophy, knee extensor lag, and an antalgic gait pattern. The interventions included a lower extremity (LE) strengthening program, ROM, manual therapy, and gait training.Outcomes: The patient demonstrated gains in right knee flexion active ROM (48 ̊ to 120 ̊) and passive ROM (46 ̊ to 125 ̊). Strength gains were demonstrated through manual muscle testing of knee flexion (4-/5; full ROM against gravity, mild resistance) and knee extension (4/5; moderate resistance). Treatment continued beyond the time of publication, but progress notes suggested improvements in strength and ROM, despite persistent functional deficits.Discussion: The outcomes suggested a holistic LE strengthening program appeared to be successful in decreasing knee extensor lag, preparing the limb for ambulation without the immobilizer, and increasing functional mobility. Consistent with the literature, this patient had persistent functional deficits. Future research should focus on earlier PT intervention and effective approaches for increasing quadriceps muscle activity
Equal Access To Educational Opportunities In Texas: An Analysis Of English Language Learner Programs
Get PDFThis study examined the costs, classifications and identifications, and policies which impacted educational programs that served immigrant and English language learners in Texas. This researcher examined the problem of English Language Acquisition through the lens of outcomes of elementary school students enrolled in seven independent school districts in Texas. Public domain documents related to English language learner programs designed to ensure equal access to educational opportunities necessitated an examination of reading outcomes for elementary school students that produced three major themes were viewed through the lens of the three research questions which guided this study. The first research question investigated the guidelines developed by the U.S. Department of Education and English language learner programs in seven of Texas’ public school systems supported the findings of appropriations and expenses, student enrollment and classifications, and the implementation of statewide policies and procedures in alignment with the Every Student Succeeds Act (2015). The second research question examined how elementary school students enrolled in English language learner programs outcomes compared to non-English language learners in elementary schools within the seven public school systems in Texas and found that reading level outcomes for English language learners in grades three, four, and five were lower than the district reading levels in five of the seven school systems during 2016-17. However, during the 2017-18 fiscal year third-grade English language learners either improved at higher or equal to all third-grade students. This researcher also found that third, fourth, and fifth grade English language learners consistently performed between four and ten points higher than one district. Moreover, the emerging patterns and themes extrapolated and identified through this document analysis of English language learner programs in Texas reflected the legal requirements of the Equal Protection Clause of the Every Student Succeeds Act (2015), Texas Education Code, and local school district policies
Military Leadership Strategies In A Higher Educational Setting
Get PDFLeaders in higher education must be ready to address the needs of an institution and its stakeholders. The problem addressed in this study is that there is a need for talented leadership in the higher education community. The purpose of this study is to understand what leadership training and skills made a sample of United States Army military leaders successful in their various leadership roles and the potential for those leadership skills and qualities to be transferable to leadership positions in higher education institutions. This qualitative study is focused through the lens of servant leadership with two research questions examined. How do United States Army veterans in higher education leadership roles describe their leadership training? How do United States Army veterans describe the influence of military training on their execution of higher education leadership roles? A formal interview process was developed and conducted. The data gathered through interviews with United States Army veterans were analyzed and the results were documented. The participants of the study provided rich data from which an understanding of military leadership training and skills was obtained. Based upon the shared experiences described by the veterans, they did receive leadership training in the United States Army and their Army experience did influence their execution of leadership in higher educational roles.
This study provided feedback from veterans with experience in higher educational leadership roles that directly connected valuable skillsets developed through military service to their performance in higher education. This connection was not previously suggested in the literature examined. It was also understood that, based upon the shared experiences of the veterans, these skills were transferable to their leadership in higher education. Findings suggest there is an opportunity to deliver a leadership program at colleges and universities developed from many of the established United States Army programs with modification for the needs of higher education. The findings from this study also suggest that there is a potential to add employees with leadership knowledge and experience by hiring veterans into key positions of the institution
Surviving Higher Education: Retention & Persistence Through The Lens Of Psychological Survivorship
Get PDFThe purpose of this interpretative phenomenological study was to examine the lived experiences of students categorized as at-risk, non-traditional adult learners who persisted in pursuit of their higher education degree. These students demonstrated perseverance and grit when faced with challenges that might have caused them to drop out of school. The lived experiences of the participants are strongly linked to their identities as working professionals and adult-learners. Recent literature indicates that several theories and models have emerged on the concept of motivation as it relates to success in higher education. Research suggests that achievement is not solely based on cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits, such as grit and deliberate practice. In the past two decades, one of the most important innovations in the US higher education system has been the steady increase in distance education through online courses. The institution in this study is experiencing a similar trend in online learning enrollment growth coupled with student retention and persistence challenges. The students in this study have demonstrated the requisite grit and perseverance to succeed even in the face of adversity. Students in this study also exhibited a strong internal locus of control and all had strong support structures outside of their educational orbit
Canterbury Alphabet: C
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/1012/thumbnail.jp
First-Generation College Students: Examining The Perceived Impact Of Roommate Pairings
Get PDFThis qualitative phenomenological study was conducted to examine the perceived impact of roommate pairings within university housing, specifically the first-generation college students’ residential experience and its influence on their first-year experience. Conducted at a faith-based, liberal arts university in the southeast, this study captured and shared the stories of its participants and their lived experiences as first-generation college students living with randomly assigned continuing-generation roommates. The research question for the study addressed what effect first-generation college students perceive being paired with continuing-generation students in university housing has on their overall first-year experience.
The conceptual framework for this study was guided by Alexander Astin’s input-environment-outcome (I-E-O) model. Participants’ generational status defined the input, their residential experience and roommate pairing defined the environment, and an examination of their overall first-year experience defined the outcome. This study used a survey and follow-up semi-structured structured interviewss to capture the impact of roommate pairings as perceived by participants. The participants’ responses were organized and analyzed using the predetermined categories of academic success, social integration, retention, and student development.
The primary finding of this study revealed a mixed opinion concerning the perceived impact of pairing roommates of different generational statuses during the first year of college. The results demonstrated: 1) an indirect influence of intergenerational roommate pairings on academic success, 2) a direct influence of intergenerational roommate pairings on social integration, 3) some influence of intergenerational roommate pairings on retention, and 4) inconsistencies concerning the influence of intergenerational roommate pairings on student development. These results are significant for residence life and housing professionals as they provide insight on student perceptions and inform practitioners as they aim to meet the needs retain? Provide a more developmentally appropriate housing experience? of first-generation college students. First-generation college students benefit from a roommate experience that is supportive and from a thriving connection to the university and its community. It is important for practitioners to examine the overall student experience when implementing and designing new initiatives. Recommendations for action include a review of institutional roommate pairing processes and proposed increased collaboration in educational programming
Collaboration Between Academia, Athletics, And Architecture For A Post-COVID Future Of Sport
Get PDFA group of professionals with expertise across sport architecture, design, athletic administration, and academia convened as a response to the COVID-19 global pandemic to consider resultant impacts of the pandemic on sport. The group’s formation, collaboration, and corresponding growth may offer insights to colleagues across sport who may wish to establish future partnerships across industry and academia. In particular, three aspects of the group’s dynamic–knowledge diversity, time unboundedness, and psychological safety–have been valuable in their collaborative process, which has catalyzed group member engagement and enhanced its outputs
All Soul\u27s Church Sanctuary, Looking Back, Mid-20th Century
No full textIncluded in the six buildings that are part of the Westbrook College Historic District, the Gothic church was constructed in 1867 for $14,000. Francis Fassett, who also designed McArthur Gymnasium, built the church for the First Universalist Society of Westbrook. The church contained 80 chestnut pews trimmed with black walnut. The ceiling was blue and was studded with gold stars. A local 1867 newspaper referred to the interior as very pleasing, rich but not too gorgeous.
When Westbrook Seminary deeded the land to the Universalists in the 1860s, the Trustees stated that if the church abandoned the property, the property would revert to the seminary. In 1970, when the Universalists built a new church, Westbrook College acquired the Gothic structure. From 1970 to 1986, the campus library was located in the building. [see Library-in-a-Church] In October 1986, the Eleanor DeWolf Ludcke (class of 1926) Auditorium was dedicated. [see Ludcke Auditorium]https://dune.une.edu/wchc_photos_allsouls/1010/thumbnail.jp