Curriculum and Instruction Commons^™

Revisiting The Metaphorical Concept Of “No Strokes First - All Strokes First”: Part One - Beginning Strokes, Robert Keig Stallman Ph.D., Alex Mwaipasi, Ebbe Laakso Horneman, Nils Olof Vikander, Bente Wäinösdatter Horneman Laakso, Haakon-Paavo Laakso Nysted, Toni Ongala

International Journal of Aquatic Research and Education

The aim of this article is to address the familiar question “Which swimming stroke should be taught first?” The discussion is usually focused on breaststroke versus crawl. Provoked by these naïve discussions of which stroke should be taught first (as if stroking equals swimming, which it emphatically does NOT), the question was answered metaphorically in an earlier article “No Stroke First – All Strokes First” (Stallman, 2008a). Here in Part I we identify and describe six strokes, all of which might be a candidate for any learners ‘very first’ stroke. We describe them as beginning strokes. Having identified and learned …

Dnp Final Report: Translation Of Evidence-Based Practice: Developing Nurses' Ability To Recognize And Respond To Clinical Deterioration, Bryan Stephen Jordan

DNP Final Reports

Clinical deterioration is a serious physiologic disturbance or a sudden worsening patient condition increasing the risk of morbidity and mortality (Jones et al., 2013). Clinical deterioration compromises hemodynamic stability and produces marked physiological decompensation (Padilla & Mayo, 2017). Patients often exhibit physiological signs several hours or more before decompensation is readily apparent (Andersen et al., 2016; Khanna et al., 2019). The need for early recognition of clinical deterioration has been well-identified and documented (Ashbeck et al., 2021). Increasing time duration from the onset of clinical deterioration to intervention is associated with increased resuscitation and critical care requirements, the presence of …

An Exploratory Study Of Aquatic Walking On Symptoms And Functional Limitations In Persons With Knee Osteoarthritis: Part 1, John M. Coons, Brandon Grubbs, Vaughn W. Barry, Ryan T. Conners, Sandra Stevens

International Journal of Aquatic Research and Education

This paper represents Part 1 of a study that explored the effects of an underwater treadmill (UT) walking program on pain and function in adults with knee osteoarthritis (KOA). The Western Ontario & McMaster Universities Osteoarthritis Index (WOMAC), numerical rating scale (NRS), timed up-and-go (TUG), and 10-m walk were assessed in 6 adults (62.7 ±14.2 years) who participated in an 8-week (3x/wk) UT walking intervention based on the Arthritis Foundation’s Walk With Ease (WWE) program. Walking pace was self-selected, and walking duration of each session was increased from 10 to 45 minutes throughout the study. Knee pain and function were …

An Exploratory Study Of The Effects Of Aquatic Walking On Function And Muscle Activity In Knee Osteoarthritis: Part 2, John M. Coons, Brandon Grubbs, Conor Theiss, Vaughn W. Barry, Sandra Stevens

International Journal of Aquatic Research and Education

This paper presents Part 2 of a study that investigated the effects of an 8-week (3x/week) underwater treadmill (UT) walking intervention on knee osteoarthritis (KOA) outcomes in 6 adults with KOA (62.7 ± 14.2 years). The Knee Outcome Survey (KOS) for activities of daily living and muscle activity during a 10-m walk and a 20 cm step down were measured before and after the intervention. The following KOS measures improved after the UT walking program (p < 0.05; g > 0.8): stiffness, swelling, weakness, walking, going up stairs, going downstairs, kneeling on the front of the knee, squatting, and sitting with the …

The Halliwick Concept: Practical Applications, Susan J. Grosse

International Journal of Aquatic Research and Education

The Halliwick Concept has become a very popular method for use by professionals involved in instructional swimming and in therapeutic aquatics. Through a detailed look at the principles of Halliwick, this article expands on Halliwick theory by detailing applications of Halliwick to specific population groups. The practicality of implementing Halliwick methodology with and for individuals experiencing a variety of limiting challenges, both physical and cognitive/sensory, are discussed. Hints for success- oriented implementation are provided. For those unfamiliar with the Halliwick Method background resource material is included.

Perceptions Of Preparedness Among New Graduate Nurses: Traditional Curriculum Versus Concept-Based Curriculum, Ashley A. Wheeler, Steven Busby, David Phillippi, Tammy Legge

DNP Projects

Concept-based curriculum (CBC) is a newer trend in nursing education curriculum aimed at preparing new graduates to enter the workforce as generalist nurses better suited to care for a more medically complex population. Using CBC, students are introduced to concepts in order to build conceptual understandings as they engage in knowledge and skill learning, as opposed to a traditional nursing curriculum that is taught in sections grouped by patient population and medical complexity. At a nursing school housed within a private university in the southeast, the traditional nursing curriculum was replaced with CBC in 2016. To better understand the preparedness …

Improving Diabetes Management For School Health Workers Using A Live, Virtual Training Course, Bonnie Mccann-Crosby, Lisa Setchfield, Yvonne Barham, Dawn Espinosa, Jennifer Bailey, Beth Pali, Amanda Garey, Sarah Lyons, Rona Sonabend

Journal of Nursing & Interprofessional Leadership in Quality & Safety

Background: Type 1 diabetes is one of the most common chronic diseases in childhood. Optimal school nurse and staff education is critical to creating a safe learning environment and influencing long term outcomes of students with type 1 diabetes. The purpose of this project was to develop a virtual continuing education diabetes management course for school health workers to improve their knowledge of diabetes management and evaluate the effectiveness of the learning platform.

Methods: A total of 199 participants completed the live, virtual continuing education course. Participants completed a pre and post-test to assess improvements in the key learning objectives …

Reproductive Justice Teaching In Undergraduate Medical Education: An Opportunity To Partner With Communities Beyond Traditional Medicine To Influence Health, Tiwadeye I. Lawal, Miriam R. Singer, Deborah Bartz

Feminist Pedagogy

No abstract provided.

Implementation Of Team-Based Learning In The Pre-Clerkship Medical Curriculum: Investigating Essential Elements, Jade Woodcock

Dissertations

Team-based learning (TBL) has been used in undergraduate medical education over the past 20 years. Available evidence suggests that there is a problem with how the core design elements are implemented. It is also unclear the extent to which faculty and students believe TBL supports the goals of undergraduate medical education (UME). The purpose of this research is to identify the essential elements of TBL, how those elements have been used by medical educators over the past 10 years, and identify if faculty and student believe TBL supports the goals of undergraduate medical education at a single medical school where …

Debunking Medical Myths: The Dangers Of Vaginal Douching, Madilyn Mason, Jesse Kato, Samaah Saifullah, Emmanuel Meram, Brandon Brown, Hasti Nema

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Green Tea Does Not Increase Metabolism For Weight Loss, Malik Al-Jamal, Laura Geneseo, Nolan Tews, Marla Adam, Kendall Brothers, Edward Abarado

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Thc And Anxiety: An Unexpected Relationship, Ajay Pradhan, Aminah Fayyaz, Adam Chaban, Cyrus Amirfazli, Karina Haleblian

Patient Education Projects

No abstract provided.

Debunking Medical Myths: The Truth About Ginkgo Biloba, Shrila Rajendran, Timothy Li, Daniel Saxon, Andrew Lemmen, Jourdyn Lao, Devun Birk

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Do Newborns Need The Vitamin K Shot?, Michael Salloum, Dylan Kato, Jack Visser, Paige Awtrey, Hajirah Farah, Jessica Elderkin

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Ginkgo Biloba Prevents Alzheimer's Disease, Curtis Mack, Angelica Cabatu, Era Cobani, Carly Abrahams, Michal Ruprecht, Nicholas Apostolakis

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Saw Palmetto Helps Prevent Prostate Cancer, Deepa Raghavan, Dipra Debnath, Ranya Krayem, Constance Cleveland, Jay Maixner, Zane Mustafa

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Is The Panchakarma Cleanse Really The Ultimate Way To Heal And Re-Balance The Body?, Meet Patel, Sohini Pandit, Dhiraj Tadikamalla, Sara Naessig, Neil Garg, Lara Rostomian

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Ginkgo Biloba Medical Myth, Kyriacos Vlachos, Hazem Alata, Nicole Oska, Kyle O'Hollaren, Rebecca Cameron, Desiree Duncan

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Does Vitamin C Prevent The Common Cold?, Sesilia Kammo, Hamza Ali, Grace Markey, Alexander Eskandarian, Michael Wang, Sonja Klumpp

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Keto Diets: Are They Effective?, Samantha Odeesho, Brennan Burrows, Nickolas Vinokurov, Gabriella Cascio, Sumeet Saini, Tiffany Chu

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Ginkgo Biloba + Alzheimer's Disease, Nitya Deshpande, Emily Smith, Mura Abdul-Nabi, Lukas Biel, Melissa Elmali, Joseph Mccormick

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Truth Around Ginkgo Biloba And Alzheimer's Disease, Zunaira Imran, Parsa Kamalipour, Deni Peterson, John Pum, Joshua Deyoung, Ece Erder

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Essential Oils And Covid-19: What's The Deal?, Ranganath Kathawate, Hussein Bazzi, Noor Sulaiman, Emma Breukink, Vikram Rajan, Ron Lukose

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Vitamin C & Covid-19, Tannia M. Rodriguez, Leane Kuo, Anah Salgat, Mitchell Wu, Gabriella Gonzales, Jacob Dougherty

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Juice Cleanse Detoxification, Blaise Deschamps, Anjani Raja, Stephanie Barna, Armaan Naghdi, Jack Mao

Patient Education Projects

No abstract provided.

Debunking Medical Myths: The Truth About Chamomile Tea & Sleep, Petar Martinovski, Anthony Bally, Nadeen Sukhon, Yousif Jafar, Sarah Chamdin, Manahil Shaikh

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Debunking Colon Cleanses, Susan Hartzell, Jose Lopez, Elli Johnson, Alexa Bernard, Theodore Schiff, Jackson Ferris

Patient Education Projects

No abstract provided.

Debunking Medical Myths: The Truth About Charcoal Toothpaste, Julian Johnson, Angie Achkar, Diana Mcmahon, Abigail Jaczkowski, Brandon Doan, Kevin Tran

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Kratom: Natural Healing Or Harmful?, Parker Fitzgerald, Kiersten Walsworth, Joseph Wun, Abbie Bauer, Peter Martin, Anna Rowell

Patient Education Projects

No abstract provided.

Debunking Medical Myths: Covid-19 And Garlic Fact Or Fiction?, Arainya Durham, Khush Hussain, Shruthi Ilango, Samantha Markowitz, James Soetedjo, Jacob Hall

Patient Education Projects

No abstract provided.