Medicine and Health Sciences Commons^™

Preoperative Education Regarding The Enhanced Recovery After Surgery (Eras) Guideline For Colorectal Surgical Patients: A Quality Improvement Project, Andrea Dipokromo, Deborah W. Sherman, Charles Lago Sr.

Nicole Wertheim College of Nursing Student Projects

BACKGROUND: Advancements in colorectal surgeries can be attributed to the adoption of the Enhanced Recovery After Surgery (ERAS) clinical guideline, which is a system of perioperative interventions bundled together cohesively to enhance a patient’s surgical experience, especially their post-operative recovery. One of the first interventions that initiates the ERAS process is the delivery of patient education before surgery. However, there are currently no standardizations on the kind of content or method of delivery for this education.

PURPOSE: This Quality Improvement (QI) project determined the effects of a private, in-person, educational program discussing in detail the ERAS guideline adopted by their …

Bridging The Knowledge Gap In The Management Of Dyslipidemia: A Quality Improvement Project., Annery Diaz

Nicole Wertheim College of Nursing Student Projects

Background: Dyslipidemia is noted to be a leading cause of death globally. In the United States, patient compliance with medical advice for treating dyslipidemia is often overlooked, exacerbating health complications for the patient. The lack of patient engagement with care has been traced back to a lack of provider knowledge and poor counseling of patients to foster participation in their care.

Aim: This quality improvement project aimed to educate providers about the proper management of dyslipidemia to improve their knowledge of the topic.

Methodology: A pre-/post-educational intervention design was used to evaluate the knowledge of healthcare providers working in convenient …

Childbirth Education In Jordan: Content, Feasibility And Challenges Of Implementing A Childbirth Education Program In Jordan, Fatima Malkawi Ms

FIU Electronic Theses and Dissertations

No childbirth education (CE) programs are available in the public sectors in Jordan. Many studies from Jordan recommended that pregnant women be educated about their health needs during pregnancy and childbirth. From the literature, CE programs were found to have positive effects on pregnancy and childbirth outcomes. Four focus groups with pregnant women, midwives and physicians were conducted to examine the perceptions of pregnant women, midwives and physicians regarding the content, feasibility, and challenges of implementing a CE program in Jordan. The 4 focus groups, two with pregnant women (one group with 8 primiparous women and one group with 6 …

Parent-Child Interactions In The Presence Of Risk For Adhd With And Without Language Impairment, Sisan Walker Angel

FIU Electronic Theses and Dissertations

The purpose of this research was to analyze how parent-child interactions differ in discourse structure, communicative function and linguistic behaviors between children who are at high-risk for developing a behavioral disorder such as ADHD, and those who are at high-risk for developing a behavioral disorder with a co-occurring language impairment. Participants consisted of 20 children ages three to five years old and their parents. A five-minute parent-child interaction was video recorded and analyzed using an adapted version of the “Coding parent/child interaction as a clinical outcome: a research note” designed by Law, Barnett, and Kot (1999).

Results revealed slight differences …

A Comparison Of Job Responsibility And Activities Between Registered Dietitians With A Bachelor's Degree And Those With A Master's Degree, Stephanie M. Pillow

FIU Electronic Theses and Dissertations

Minimal educational requirements for Registered Dietitians (RDs) include a bachelor’s degree and practice program. Recently, a master’s degree was recommended. Studies have not established whether education affects employment. A secondary analysis of 2005 Dietetics Practice Audit data determined whether job responsibility, individuals supervised, and activities differed between 1,626 bachelor’s RDs (B-RDs) and 767 master’s (M-RDs) RDs, registered ≤5 years. Chi-square and ANOVA analyzed differences between B-RDs and M-RDs, at entry-level (0-3 years experience) and beyond-entry-level (3+-5 years experience). Beyond-entry-level B-RDs (31.8%) and entry-level M-RDs (31.9%) reported “supervisor/executive” responsibility more than entry-level B-RDs (26.5%; p=0.01). A higher percentage of M-RDs supervised …