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Final Scholarly Project: Development and Initial Validation of an Evidence-Based Guideline for Presurgical Medication Hold Times
Full text linkProblem Statement: Presurgical testing is a critical component for preventing surgery delays and postsurgical complications. A major focus of presurgical testing is educating patients on hold times of medications prior to surgery. Medication guidelines vary across ambulatory surgery centers.
Methods: Creating a standardized evidence-based medication guideline could improve some surgical complications. This project is the creation and pilot evaluation of an evidence-based medication guideline. After the development of the guideline participants attended an educational session. The evaluation of the effectiveness of the guideline, used a preintervention and postintervention questionnaire. The participants of the project are presurgical testing practitioners at a small physician owned practice. Practitioners completed a preintervention and postintervention questionnaire to compare the practitioners’ knowledge level and comfort level around medication hold times. The questionnaire used a Likert-type scale.
Outcome: The outcomes showed improvement to the practitioners’ knowledge and comfort level about medication holds prior to surgery.
Conclusion: The outcomes indicated the need for additional testing
Enhancing Nurse Competency: Proper Application of Chlorhexidine Gluconate Dressings to Prevent Central Line Associated Bloodstream Infections
Full text linkCentral line-associated bloodstream infections (CLABSIs) pose a significant risk to patient safety and healthcare outcomes. The proposed Doctor of Nursing Practice (DNP) project addresses the knowledge gap among nurses regarding the correct procedures for changing chlorhexidine gluconate (CHG) dressings on central lines. The goal is to enhance nurse education and adherence to best practices, thereby reducing the incidence of CLABSIs. The project employs a quasi-experimental design with a pre-test and post-test methodology. Nurses will complete a pre-test to assess their baseline knowledge of CHG dressing changes. The nurse will participate in a hands-on educational session to improve their understanding and skills. A post-test will then measure the effectiveness of the intervention. Experts from academia and clinical practice will validate the educational content and assessment tools. Hypothetical results are expected to significantly improve post-test scores, indicating enhanced knowledge and competence in changing CHG dressings. Qualitative feedback is anticipated to reflect increased confidence and satisfaction among nurses regarding their ability to perform this critical procedure correctly. The project\u27s significance lies in the potential to improve patient safety by reducing CLABSIs through better-educated nursing staff. By demonstrating the effectiveness of targeted educational interventions, the project may inform future training programs and policies, ultimately leading to improved healthcare outcomes and quality of care
Rapid Identification of Ambystoma Mexicanum Genotype Using PCR Techniques
Full text linkAmbystoma mexicanum is an aquatic salamander species, commonly known as the axolotl, native to Mexico that is widely researched all over the world. In the wild, these salamanders have brown/black colored skin due to the presence of melanophores and xanthophores with shiny spots due to iridophores. In captivity, however, there are multiple different color morphs (phenotypes) of axolotls including leucistic, melanistic, and copper. Melanoid axolotls have black skin made by mostly melanophores, little xanthophores, and no iridophores. Melanistic genotypes such as melanoid and wild type color morphs are thought to be controlled by a single gene called Leukocyte Tyrosine Kinase (Ltk) (Kabangu, 2023). However, our understanding of the genetics behind these different color morphs remains incomplete.
Eight oligonucleotide primers were developed using Primer3 in order to develop a polymerase chain reaction (PCR) test for the presence of the particular Ltk alleles. The amplification and phenotypic specificity of the primers was tested on melanistic, wild type, white, and albino axolotls. Unfortunately, none of the primers were successful in amplifying only their target Ltk alleles. Because the axolotl genome is 32 billion base pairs long and extremely repetitive, many sequences are repeated throughout the genome making it very difficult to create allele-specific primers for the targeted gene. These results suggest that a longer reverse primer sequence unique to Ltk could be a potential way to achieve allele-specific amplification in future work
The Role of a Novel Three-Gene Operon in Streptomyces Development
No full textStreptomyces coelicolor is a Gram-positive, soil dwelling bacterium that is responsible for the production of various antibiotics. It displays a unique fungal-like life cycle that consists of three stages: vegetative mycelium production, aerial hyphae production, and sporulation. The goal was to isolate and characterize mutants that impact the life cycle. In this study, a double mutant was constructed using interspecies conjugation. The marked insertions for the two novel developmental genes of interest were selected, thus creating new double mutant candidates of S. coelicolor. Then, the phenotype of the double mutant strain was demonstrated individually and on plates with the wild type and the two single mutants. The double mutant presents with a “white” phenotype and an enhanced dark blue coloring in the surrounding agar. Studies to further characterize the phenotypes of the mutants were conducted. These included antibiotic resistance assays, bioinformatics, and plating on various media for visual and microscopic analysis. This study contributes to the characterization of two novel genes and will contribute to a better understanding of bacterial development and antibiotic production
Project-Based Learning to Promote Reading and Writing Skills and Student Engagement in Fourth Graders
Full text linkThe purpose of this project was to incorporate project-based learning (PBL) into instruction alongside of a teacher directed curriculum while promoting literacy skills and social studies content. The literature review discusses what PBL is, its history, various frameworks, and benefits and challenges. The frameworks focused on in this project include the Buck Institute for Education’s (n.d.) Gold Standard PBL, High Quality Project Based Learning’s (2018) A Framework for High Quality Project Based Learning (HQPBL Framework), Duke’s structure (2014) along with Battelle for Kids (2024) twenty-first century skills. A new framework was developed to create a PBL curriculum alongside the scripted Wit & Wisdom curriculum for grade four. The curriculum developed was created to use along with Wit & Wisdom Module Two for grade four and involves the creation of a survival guide for Ohio after reading the novel Hatchet and connecting language arts standards and social studies content for the state of Ohio
A Reading Curriculum Teaching “Text-to-Self Connections Using Literature with Diverse Characters at the Early Elementary Level
Full text linkThis research project’s focus was to answer the question of how can texts featuring realistic diverse characters be used to teach “text-to-self” connections at the kindergarten level? With a rapid increase of diverse demographics in the classroom, students’ accessibility to diverse literature becomes crucial. While the need for diverse literature is heightened, students and teachers instead are met with curriculum that’s focus remains on animal characters. Researchers argue that with a lack of diverse visibility in literature, this presents a significant issue pertaining to a reader’s engagement. Thus, “text-to-self” connections become vital. This is when readers use their experience to form their understanding of text. To support the need for “text-to-self” connections, reading theorists argue that if literature presented to readers is not reflective of themselves, then they cannot shape, or form meaning from the reading and apply it to their own lives. I argue that to promote “text-to-self” connections, comprehension strategies like retelling, explicit discussion, visualizing, and illustrating should be utilized. Additionally, explicit book selection criteria will allow readers to also show “text-to-self” connections while using the comprehension strategies. The curriculum I composed titled Connection is Key!”, includes high quality diverse literature, relevant comprehension strategies, and concise assessment tools to promote “text-to-self” connections at not just the kindergarten level, but at the elementary level as well to further spark student’s reading interest
The Laramie Project (2025)
No full texthttps://digitalcommons.otterbein.edu/theatre_dance_gallery/5847/thumbnail.jp
The Trojan Women
No full texthttps://digitalcommons.otterbein.edu/theatre_dance_gallery/5888/thumbnail.jp
It\u27s a Wonderful Life: A Live Radio Play
No full texthttps://digitalcommons.otterbein.edu/theatre_dance_gallery/5816/thumbnail.jp
It\u27s a Wonderful Life: A Live Radio Play
No full texthttps://digitalcommons.otterbein.edu/theatre_dance_gallery/5811/thumbnail.jp