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No full textFor Scholars Day, our submission will feature a case study poster focusing on a patient encountered in the clinical setting, who experienced postpartum hemorrhage following a cesarean delivery. The purpose of our project is to examine the nursing implications associated with caring for women who encounter this complication during childbirth.
Our methodology involves gathering data from the clinical setting, including detailed assessments of patient records, nursing interventions, and outcomes.
Furthermore, we plan to compare our clinical findings with existing. By incorporating clinical insights with evidence-based research, our presentation will contribute to a deeper understanding of effective nursing interventions and their impact on patient outcomes.
While specific findings and conclusions are not yet available, our discussion will focus on the implications of our study for nursing practice, education, and research. We anticipate that our project will provide valuable insights for those attending the Scholar’s Day event
Facts Can\u27t Speak for Themselves: Communicating Effectively in Poster Presentations
Get PDFPoster presentations are the norm for presentations at many academic and professional conferences. While most presenters have thought about the design of their posters, most have not considered the actual oral presentation of the information on the poster. This paper provides instructional strategies for teaching effective poster presentation skills
Canine-Assisted Cognitive Processing Therapy: Promoting Healing for Veterans Diagnosed with PTSD Through Canine Battle Buddies
Get PDFTrauma related symptoms and posttraumatic stress disorder (PTSD) have long been recognized for their connection to military and veteran populations and has become a significant barrier to the provision of mental healthcare. This original contribution to practice explores the significance of Canine Assisted Therapy as a novel approach to treating trauma in veteran and military populations. An extensive literature review examines the current research and discussion on trauma-informed care. It begins with a discussion on evidence-based practices for the treatment of PTSD, including Cognitive Processing Therapy, Prolonged Exposure, and Eye Movement Desensitization and Reprocessing. This is followed by a comprehensive review of Canine Assisted Therapy and its specific uses in trauma-focused mental health care. General conclusions indicate Canine Assisted Therapy is likely an effective adjunctive approach to more traditional models of trauma-focused psychotherapy. However, further research must be conducted to further define the mechanisms of action and validate this as a standardized and manualized Canine Assisted treatment protocol
Current Education Offerings on Occupational Therapy: Addressing Feeding, Eating, and Swallowing Across the Lifespan
Get PDFOccupational therapists play a vital role in the care of individuals with feeding, eating, and swallowing (FES) disorders across the lifespan. Although there are certain standards created by the Accreditation Council of Occupational Therapy (ACOTE) for understanding of assessment and management practices specific to FES, there are inconsistencies in how occupational therapy programs in the United States address FES disorders within their curriculum. This cross-sectional exploratory survey study received responses from 54 Master of Occupational Therapy (MSOT) programs and 63 entry-level Occupational Therapy Doctoral (OTD) programs. Survey questions included quantitative and qualitative information on general information regarding FES content taught within the program. Survey results indicated only 4.8% of programs had a course dedicated to FES disorders and an average of 6.37 hours were dedicated to FES across the lifespan. Chi-squared tests for independence demonstrated a significant difference between pediatric educational hours over adult occupational therapy educational hours in FES (
Student Occupational Therapists Experience of Bullying in Placements: Exploratory Study Across Canada
Get PDFBullying in placements is a phenomenon that is reported by numerous healthcare disciplines. The limited literature on occupational therapy and student bullying accounts that incivility during placement is both widespread and significantly impacts learning. This study aimed to 1) gather data on the prevalence, type, and effects of bullying that Canadian occupational therapy students experienced while on placement, and 2) explore students’ perspectives on current reporting processes and potential mitigation strategies. Using a phenomenological approach, a mixed-methods descriptive and exploratory study was conducted. An anonymous Qualtrics survey consisting of multiple-choice, Likert scale and open-ended questions was completed by past occupational therapy graduates from the years 2018-2022 across Canada. The data was analyzed using descriptive statistics and thematic analysis. The results suggest that occupational therapy students across Canada experienced bullying on their fieldwork placements. Four major themes were identified in the data including types of bullying, impact on students, student responses to bullying, and the reporting experience. Bullying had both emotional and psychological effects on students with “loss of confidence”, “dreading going to placement”, and “self-doubt” as the most frequently reported impacts of bullying. Canadian occupational therapy programs and academic fieldwork coordinators must be proactive in preventing placement bullying. Findings from this study can serve to inform occupational therapy academic fieldwork coordinators and placement sites on how to create safe learning environments
Relationships Between Reasoning, Reflective Practice, and Evidence-Based Practice: Educators’ Perspectives
Get PDFMany models of professional thinking exist within occupational therapy, but the relationships among reasoning, reflective practice, and evidence-based practice as essential skills for practice are not clear. Because occupational therapy educators impart these skills to students, understanding how educators conceptualize relationships among skills is necessary. We used Delphi methodology to explore educator conceptualizations of the relationships among clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Inclusion criteria were: an educator in an occupational therapy program for at least three years at the master’s level or higher, currently an occupational therapy educator based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Participants agreed that the four skills are reciprocally related to one another, with some discrepancies surrounding differing conceptualizations of clinical and professional reasoning. Additionally, relationships were understood to be non-linear and complex. Continued exploration of how these essential skills are related to one another is needed to support future exploration of how they are integrated in occupational therapy education and how this influences practice
The Occupational Therapy Practitioner Experience and Practice Related to Upper Limb Loss or Difference and Prosthetics
Get PDFDespite occupational therapy’s critical role on the rehabilitation team for individuals with upper limb loss or difference (ULL/D) and prosthetics, this population is not extensively covered in many occupational therapy (OT) program curricula. As such, many clinicians work with patients with ULL/D with little expertise or confidence for this complex population. The aim of this study was to evaluate the OT practitioner experience and practice related to ULL/D and prosthetics in their education and practice. Utilizing snowball sampling, 150 OT practitioners completed a 24-question survey, which assessed OT practitioners’ experience with ULL/D, the prosthetic education in their OT program, and their confidence in working with this population. Participants reported they had limited education on this population and would have liked to have more education in school, specifically in the form of active learning opportunities such as hands-on experience with prosthetic devices, observations with clinicians, and discussions with individuals with ULL/D. Recommendations for OT programs include additional active learning opportunities including patient educators and prosthetic simulators, observation opportunities for students interested in working with this population, and continuing education opportunities for OT practitioners after graduation
Examining Minimal Important Change of the Self-Assessment Scale of Clinical Reasoning in Occupational Therapy
Get PDFThe purpose of the study was to establish and quantify the minimal important change (MIC) value necessary to determine gains or losses in clinical reasoning during student fieldwork assignments as measured by the Self-Assessment of Clinical Reasoning in Occupational Therapy (SA-CROT). This multicenter prospective longitudinal study was conducted with students on their occupational therapy fieldwork in Japan. Two anchor-based methods were used to estimate the MIC values: a receiver operating characteristic-based method and a predictive modeling-based method. The MIC was adjusted based on the percentage of participants who exhibited improvement. Administered were the SA-CROT and the Global Rating of Change (GRC) scale as an anchor. A total of 111 students from 11 occupational therapy educational programs in Japan responded (response rate 29%). Overall, there was a significant difference (p \u3c .001, effect size was r = .80) in SA-CROT before and after fieldwork, and 81% of students showed improvement in the GRC scale. The adjusted MIC value was 3.69, with 95% confidence interval of 2.29–4.97. This anchor-based, adjusted MIC value is the most reliable value to interpret the changes in SA-CROT before and after fieldwork. The SA-CROT\u27s MIC value can be used as a cut-off point from a learner-centered perspective when considering educational methods and environments in fieldwork
Highs and Hollows: Exploring the Overall Drug Use of Kentucky Universities from Urban to Appalachian
Get PDFDrugs cause chemical changes to a person’s mental and physical state and the misuse of such substances is a problem that affects not only strangers but our community and those closest to us. It is of utmost importance to determine the root and depth of the drug problem, especially among populations where the risk is highest. College students, also known as emerging adults, are a vulnerable group due to their unique environment that fosters higher exposure rates and the normalization of substance use. The current study focuses on students in higher educational institutions throughout Kentucky, a state known for being a diverse region in its geography and people. Given this, prevention and programs made to combat substance abuse must be tailored to the unique regional needs. Therefore, the goal of the project was to assess if the regional variance of a school (urban versus rural) would influence overall drug use, perceived harm, and first-time usage. A 15-part survey was developed and sent to 20 schools of which 11 came back with 230 total responses from students. Due to limited sample sizes, results showed little variance between all measures in urban and rural schools. There was statistical significance in urban schools– reporting greater cigarette use in the past 30 days. Consequently, without addressing these issues highlighted by the findings by gathering more participants, a complete mapping of drug use patterns by Kentucky’s college students cannot be made
Influence of Forest Management on Bumblebee-Plant Networks and Community Compositions in Eastern Kentucky Forest Openings
Get PDFBoth the productivity of agricultural systems and functioning of terrestrial ecosystems are reliant on animal pollinators to facilitate plant reproduction. Yet the integrity of these pollination services is threatened by the declines of pollinators. Mounting evidence indicates landscape homogenization in agricultural, urban, and most notably in natural systems have corresponded with substantial changes in bumblebee distribution, abundance, composition, and forage resource availability. Naturally occurring forest openings, barrens, and grasslands have historically provided important habitat for native bees across the otherwise forested landscape in the eastern United States. Fire suppression and the loss of these important habitats are well-documented, but it is unknown if bumblebee composition or forage plant availability changes between high-quality and low-quality forest openings. To determine effective strategies for ecological stewardship and resource extraction, a fundamental understanding of how different quality ecosystems support bees and their host plants is essential. Despite the increasing number of studies evaluating threats to pollinators and quantifying the effect of their decline on ecosystem services, few studies have concurrently studied the extent to which the outcome of modern land management and concomitant changes plant communities affect the variation in bee composition and their dietary breath. A lack of reliable data also hinders assessing long-term population trends for many bumblebee species, precludes the reconstruction of historic plant-pollinator network structure, and elucidation of species-specific habitat requirements and dietary niches. To investigate this, bumblebees and their pollen were collected within high quality forest openings, actively managed by the Office of Kentucky Native Preserves or private landowners, and compared to those collected from adjacent low quality, unmanaged forest openings. The data presented in this thesis address the hypotheses that (Chapter 1) the abundance, species richness, and composition of bumblebee assemblages vary in response to forest quality, management practices, and surrounding landscape variables, and (Chapter 2) the composition of plants detected in corbicular pollen loads and plant species topological roles in bumblebee-plant networks differ systematically between high quality, managed habitats and low quality, unmanaged habitats. The results from Chapter 1 demonstrate bumblebee abundance, species richness, diversity, and evenness indices are not directly influenced by management type or percentage of surrounding landcover type but are associated with increased floral abundance and plant richness. Increased floral abundance and plant richness were significantly higher in high quality, managed transects than in low quality, unmanaged transects. The zoo-centric bumblebee-plant networks constructed using DNA metabarcoding described in Chapter 2 demonstrate that bumblebees collect pollen from a wide range of plant species with considerable variation in pollen breadth among different species. The composition of plants detected in bumblebee pollen collected in managed sites and unmanaged sites were significantly different, with management type explaining approximately 48% of the variation in diet breadth. Both managed and unmanaged bumblebee-plant networks in spring-early summer and managed late summer-fall network were not significantly modular, possessing 4 modules each. The late-summer fall network was significantly modular also with 4 modules. Network level properties were relatively similar between bumblebee-plant networks constructed from managed and unmanaged transect across both seasons (spring-early summer and late-summer-fall). Of the 79 plants in the managed, spring-early summer bumblebee-plant network, six plants were identified as connectors, seven were identified as modular hubs, and no plants were identified as network hubs. Of the 94 plants in the unmanaged, spring-early summer bumblebee-plant network, three plants were identified as network hubs, three plants were identified as connectors, and no plants were identified as a modular hub. Of the 170 plants in the managed, late summer-fall bumblebee-plant network, nine plants were identified as connectors, seven were identified as modular hubs, and one plant was identified as a network hub. Of the 155 plants in the unmanaged, late summer-fall bumblebee-plant network, ten plants were identified as connectors, two plants were identified as network hubs, and three plants were identified as modular hubs. There was no plants that performed the same topological role in the managed and unmanaged spring-early summer bumblebee-plant networks. However, in the late summer-fall bumblebee-plant networks, Solidago canadensis was identified as modular hubs in both the managed and unmanaged networks. Securigera varia was the only plant identified as having a core topological role in all four networks in this study