Risk Factors Associated with Noncontact Time-Loss Lower-Quadrant Injury in Male Collegiate Soccer Players

Introduction: The incidence of time-loss injury in male collegiate soccer players in the United States (US) is 6.4 per 1000 athletic exposures. With thousands of male athletes competing in soccer at the US collegiate level each year, there is the potential for numerous time-loss injuries that may ultimately impact team success. Thus, identifying risk factors for injury is warranted. Purpose: The primary purpose of this study was to determine if preseason functional performance test (FPT) measures (the standing long jump [SLJ] and single-leg hop [SLH] for distance tests) were associated with an increased risk of a noncontact time-loss lower-quadrant (LQ) injury during the season. The secondary purpose of this study was to explore relationships between off-season training volumes and to determine if off-season training habits are associated with time-loss LQ injury. Results: Preseason FPT measures were not associated with an increased risk of time-loss LQ injury in male collegiate soccer players. However, lower levels of off-season training were associated with a threefold increased risk of injury. Conclusion: The SLJ and SLH may not be useful at discriminating risk of injury in male collegiate soccer players. Lower volume of time devoted to training in the off-season is associated with an increased risk of LQ injury. Practical implications: The SLJ and SLH tests should not be used as a screening tool to assess for risk of injury in male collegiate soccer players. The total volume of exercise performed during the week in the off-season is associated with future risk of LQ injury. The preliminary data presented here could be used by coaches to assist with their design of off-season strength training programs. Finally, the normative SLJ and SLH data presented can be used by sports medicine professionals when functionally assessing LE strength and one’s ability to return to sport after injury

Features of successful interventions to improve adherence to Inhaled Corticosteroids in children with asthma:A narrative systematic review

INTRODUCTION: Nonadherence to inhaled corticosteroids (ICSs) in children with asthma leads to significant morbidity and mortality. Few adherence interventions have been effective and little is known about what contributes to intervention effectiveness. This systematic review summarizes the efficacy and the characteristics of effective interventions. METHODS: Six databases were systematically searched on October 3, 2020 for randomized control trials measuring adherence to ICS in children with asthma. A narrative synthesis was conducted focusing on intervention efficacy and study reliability. Intervention content was coded based on the National Institute for Health and Care Excellence guidelines for medicines adherence (the Perceptions and Practicalities Approach, PAPA) and behavior change techniques (BCTs), to determine the effective aspects of the intervention. RESULTS: Of 240 studies identified, 25 were eligible for inclusion. Thirteen of the 25 studies were categorized as being highly reliable. Nine of the 13 interventions were effective at increasing adherence and 6 of those met the criteria for a PAPA intervention. Techniques targeting perceptions and practicalities in successful interventions included rewards, reminders, feedback and monitoring of adherence, pharmacological support, instruction on how to take their ICS/adhere, and information about triggers for symptoms and nonadherence. CONCLUSION: Adherence interventions in children with asthma have mixed effectiveness. Effective intervention studies were more frequently of higher quality, were tailored to individuals' perceptual and practical adherence barriers, and used multiple BCTs. However, due to the small number of included studies and varying study design quality, conclusions drawn here are preliminary. Future research is needed to test a PAPA‐based intervention with a rigorous study design

Prospectus, October 9, 2002

https://spark.parkland.edu/prospectus_2002/1025/thumbnail.jp

Features of successful interventions to improve adherence to Inhaled Corticosteroids in children with asthma

INTRODUCTION: Non-adherence to inhaled corticosteroids (ICS) in children with asthma leads to significant morbidity and mortality. Few adherence interventions have been effective, and little is known about what contributes to intervention effectiveness. This systematic review summarises the efficacy and the characteristics of effective interventions. METHODS: Six databases were systematically searched on 3rd October 2020 for randomised control trials measuring adherence to ICS in children with asthma. A narrative synthesis was conducted focusing on intervention efficacy and study reliability. Intervention content was coded based on the NICE guidelines for medicines adherence (The Perceptions and Practicalities Approach, PAPA) and Behaviour Change Techniques (BCT), to determine the effective aspects of the intervention. RESULTS: Of 240 studies identified, 25 were eligible for inclusion. Thirteen of the twenty-five studies were categorised as being highly reliable. Nine of the thirteen interventions were effective at increasing adherence and six of those met the criteria for a PAPA intervention. Techniques targeting perceptions and practicalities in successful interventions included rewards; reminders; feedback and monitoring of adherence; pharmacological support; instruction on how to take their ICS/adhere and information about triggers for symptoms and non-adherence. CONCLUSION: Adherence interventions in children with asthma have mixed effectiveness. Effective intervention studies were more frequently of higher quality, were tailored to individuals' perceptual and practical adherence barriers, and used multiple BCTs. However, due to the small number of included studies and varying study design quality, conclusions drawn here are preliminary. Future research is needed to test a PAPA-based intervention with a rigorous study design. This article is protected by copyright. All rights reserved

Prospectus, October 2, 2002

https://spark.parkland.edu/prospectus_2002/1024/thumbnail.jp

Improving Communication Between Child Life Services and Nursing on an Inpatient Pediatric Unit

IMPROVING COMMUNICATION BETWEEN CHILD LIFE SERVICES AND NURSING ON AN INPATIENT HOSPITAL UNIT Effective communication between patient caregivers has been shown to reduce stress and trauma related to hospitalization and subsequent improved outcomes. An HCAHP score for a 30 bed acute inpatient pediatric unit illustrated the confusion faced by children as a result of nursing and care life specialists not working together as a team. A root cause analysis identified a number of issues as to why patients were not benefitting fully from child life services. Several counter measures were instituted with the goals of improving the HCAHP score and increasing child life utilization. Post KPI inception, there was an upward trend in the HCAHP score as well as a significant improvement in the creation of treatment plans between child life services and nursing. Next steps include sustaining current level of collaboration between both teams and expanding child life services to other hospital units

Implementing Strategies to Reduce Central Line-Associated Blood Stream Infections on an Inpatient Pediatric Unit

STRATEGIES TO REDUCE CENTRAL LINE ASSOCIATED BLOODSTREAM INFECTIONS Every central line associated bloodstream infection (CLABSI) leads to poor outcomes, increased mortality and increased healthcare costs. A pediatric care team in an academic tertiary medical center set a goal to reduce the number of these infections on their unit. The team’s research showed that daily bathing greatly decreases CLABSI. Their baseline metrics demonstrated an unacceptable level of those with central lines being bathed. A root cause analysis revealed that patient and family refusal was the leading cause for those who did not bathe. A performance improvement plan was initiated that consisted of several KPIs. Post their rollout, a marked increase in the number of patients with central lines receiving baths was realized, as was a decrease in central line associated infections. Next steps include becoming a model for other patient care units and Maine Health associated hospitals

Phelan-McDermid syndrome: a review of the literature and practice parameters for medical assessment and monitoring

The purpose of this study is to contribute to a deeper understanding about how placement discontinuities of children in foster care affect their learning. The aim is to find out more about their learning and what role school plays in their life. A life-world perspective is used and theories mainly developed by Alfred Schütz (2002) build the theoretical framework. The empirical research is mainly based on narratives of a pair of twins at 19 years of age, who agreed to share their life stories and experiences of their time in school. Meetings were arranged separately with Alex, the boy, and Helena, the girl, both eager to participate. They felt that their stories could contribute to knowledge. The stories show that placement discontinuities in their early childhood made memories and their perspective of time blurry. They both suffered severe neglect in two of their foster care placements. School offered them a safe place throughout their adolescent years. However, despite this, they are critical to the teachers who saw that they suffered neglect at home but never acted upon that knowledge. Hence their first-hand experiences suggest that teachers, considered important in earlier research studies, are not as important as friend made or the daily routines that provide certain security in an otherwise uncertain life. The social services didn’t listen or support them. Alex and Helena felt that they had to take care of themselves. Their stories show that both of them are goal-oriented and that they highly value a good education. This is evident since they have always taken responsibility to complete set homework and to make school a functional place where they have also learned to know themselves. Furthermore, it is obvious that the twins have played a tremendous role for each other when their life-world time after time has changed. Alex and Helena’s stories and experiences can give the social services a deeper understanding of what lies behind the statistics. A teacher, who listens, shows support and has ambitious expectations regarding the children’s academic performance, has been confirmed in previous research to be of significant importance. In addition, the study shows that teachers should learn more about children in foster care. A life-world perspective and life-world theories can contribute to an alternative point of view regarding learning in life-world discontinuities. Learning can be reflected on by using Schütz theory about “strangers” as a way of understanding learning in a wider range, especially when there are discontinues in the life-world. The reflections made in this study point out the possibility that schools, as organizations, seem to have independent cultures that can be transferred between one another. In fact there seems to be certain variables that are the same for schools in general and hence it is of significant value to recognize school as a regional life-world. The expectations of how you act as a student and among friends are important for the sense of belonging. It is possible that Alex and Helena succeeded in school partly because some of the things they learned about the first school could be transferred to their new school. The study contributes with two new concepts; “livsvärldsbrott”- life-world-disruption and “livsvärldsbevarande”- life-world-preservation