Feasibility of Sleep Self-Management Intervention in Pregnancy Using a Personalized Health Monitoring Device: Protocol for a Pilot Randomized Controlled Trial

Background: Sleep disruptions are common during pregnancy and associated with increased risk of adverse maternal outcomes such as preeclampsia, gestational diabetes, prolonged labor, and cesarean birth. Given the morbidity associated with poor sleep, cost-effective approaches to improving sleep that can be disseminated in community or clinical settings are needed. Personal health monitor (PHM) devices offer an opportunity to promote behavior change, but their acceptability and efficacy at improving sleep in pregnant women are unknown. Objective: The goal of the paper is to describe the protocol for an ongoing pilot randomized controlled trial that aims to establish the feasibility, acceptability, and preliminary efficacy of using a PHM device (Shine 2, Misfit) to promote sleep during pregnancy. Methods: The proposed pilot study is a 12-week, parallel arm, randomized controlled trial. Pregnant women, at 24 weeks gestation, will be randomized at a 1:1 ratio to a 12-week sleep education plus PHM device group or a sleep education alone comparison group. The primary outcomes will be measures of feasibility (ie, recruitment, enrollment, adherence) and acceptability (ie, participant satisfaction). The secondary outcomes will be self-reported sleep quality and duration, excessive daytime sleepiness, fatigue, and depressive symptoms. Results: Recruitment for this study began in September 2017 and ended in March 2018. Data collection for the primary and secondary aims was completed in August 2018. We anticipate that the data analysis for primary and secondary aims will be completed by December 2019. The results from this trial will inform the development of a larger National Institutes of Health grant application to test the efficacy of an enhanced version of the sleep intervention that we plan to submit in the year 2020. Conclusions: This study will be the first to apply a PHM device as a tool for promoting self-management of sleep among pregnant women. PHM devices have the potential to facilitate behavioral interventions because they include theory-driven, self-regulatory techniques such as behavioral self-monitoring. The results of the study will inform the development of a sleep health intervention for pregnant women. Trial Registration: ClinicalTrials.gov NCT03783663; https://clinicaltrials.gov/ct2/show/NCT03783663 (Archived by WebCite at http://www.webcitation.org/779Ou8hon) International Registered Report Identifier (IRRID): DERR1-10.2196/1245

The Relationship between Unintentional Injury Risk and Risk Taking Behaviors: The Effects of Impulsivity/Overactivity and Inattention, Grade, and Gender in School-Age Children

The purpose of this study was to investigate the relationship of behavior subscales (inattention and impulsivity/overactivity), grade, and gender to unintentional injury risk and risk-taking behaviors among primary school-age students. The participants included the parents, guardians, and teachers of 109 primary school-age students. The students represented 1st - 3rd grades (n= 61) and 4th - 5th grades (n= 48). Parents completed three questionnaires including socio-demographics, Injury History Questionnaire, and Injury Behavior Checklist scale measures. Teachers reported each child\u27s classroom and playground behavior on the Teacher Disruptive Behavior Disorder measure. Regression analyses revealed that impulsivity/overactivity and gender were significantly related to risk-taking behaviors. Given that unintentional injuries are a national health problem for primary school-aged children, the current study and future studies can be used to better understand injury in this population and develop preventative safety practices to minimize injury risk

Psychotherapists with psychiatric challenges : an exploratory study of their transference, supports, and their professional identity development

This exploratory study was undertaken to explore psychotherapists who possess a variety of psychiatric diagnoses found in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). This study was also to explore how psychotherapists experience transference to clients who possess similar diagnoses or symptomatology, as well as to explore what connection, if any exists, between the psychotherapist\u27s support system and their professional identity development. This research was also envisioned as a way to develop a voice for professionals who may not speak out about their personal experience within the mental health system due to fear of stigmatization and discrimination. The sample size consisted of thirteen psychotherapists (N=13), including ten Master\u27s level social workers, two Doctoral level social workers, and one doctor in psychiatry. All participants were actively practicing psychotherapy and each had a history of participating in psychotherapy as consumers with various diagnoses. All participants reported a variety of years as consumers, a variety of years of practice, and diverse theoretical orientations. The findings of this research revealed different levels of empathic attunement ranging from identifying with clients and their pain to overidentifying with clients. Participants were identified as having either high or low levels of clinical insight as measurement to their professional development. Participants revealed various levels of disclosure of the personal experience as consumers, ranging from minimal or indiscriminate levels, limited levels, or maximum levels of disclosure based on how much the participants disclosed to friends, family, personal therapists, and colleagues/supervisors. Participants also identified various ways mental health professionals could help fight the stigmatization of the mental health field. Three major themes revealed systemic approaches, political approaches, and personal approaches. Each participant outlined various responsibilities that current and future psychotherapists participant in to fight stigma

Essential Instructional Leadership Behaviors in High Performing, Economically Disadvantaged Schools: Potential Content for Site-based Leaders’ Professional Development

Abstract Professional development of site-based leadership has become a growing area of focus to effect change in schools (Houle, 2006; Barnes, Camburn, Sanders, & Sebastian, 2010; Spanneut, Tobin, & Ayers, 2012; Price, 2012; Prytula, Noonan, & Hellsten, 2013; Ganon-Shilon, & Schechter, 2017). Defining what to present in site-based leaders\u27 professional development remains a concern (Oliver, 2005; Da\u27as, Schechter, & Qadach, 2018). The conceptual framework and subsequent three research questions of the study grew from the need for clarity of content for site-based leaders\u27 professional development. Hallinger\u27s (1982, 1990), Principal Instructional Management Rating Scale (PIMRS) three dimensions, and its ten job function subscales influenced the inquiry process of the study. The degree to which site-based leaders in high performing economically disadvantaged school provide instructional leadership in schools is the first element of inquiry. Secondly, the study sought to elicit which of the PIMRS\u27 ten instructional leadership job function subscales are perceived as most frequently enacted by principals. Lastly, the exploration of which of the PIMRS ten instructional job function subscales that is perceived as most essential in supporting students\u27 academic gains is presented. The non-experimental study used the PIMRS and two (2) other added survey questions specifically about perceptions regarding the PIMRS\u27 ten job function subscales. The study’s purposive sample population are Principals and Middle Academic Leaders (Assistant Principals, Academic Deans, Interventionists, Lead Teachers, and other leadership faculty) assigned to their high performing, economically disadvantaged schools in Louisiana for at least one school year before the study. Measures of central tendency were collected, calculated, and analyzed in response to the study’s three research questions using SPSS. Specifically, identification of Essential Instructional Leadership Behaviors (EILB) as potential content for site-based leaders\u27 professional development was investigated. Provided is insight into designing professional development for site-based leaders in schools. The scope of this study was limited to school settings in Louisiana and perceptions about the principals\u27 instructional leadership behaviors who were involved in the study. The findings’ implications offer possibilities for content that is relevant to the improvement of practice, and research policies

The Relationship between Unintentional Injury Risk and Risk Taking Behaviors: The Effects of Impulsivity/Overactivity and Inattention, Grade, and Gender in School-Age Children

The purpose of this study was to investigate the relationship of behavior subscales (inattention and impulsivity/overactivity), grade, and gender to unintentional injury risk and risk-taking behaviors among primary school-age students. The participants included the parents, guardians, and teachers of 109 primary school-age students. The students represented 1st - 3rd grades (n= 61) and 4th - 5th grades (n= 48). Parents completed three questionnaires including socio-demographics, Injury History Questionnaire, and Injury Behavior Checklist scale measures. Teachers reported each child\u27s classroom and playground behavior on the Teacher Disruptive Behavior Disorder measure. Regression analyses revealed that impulsivity/overactivity and gender were significantly related to risk-taking behaviors. Given that unintentional injuries are a national health problem for primary school-aged children, the current study and future studies can be used to better understand injury in this population and develop preventative safety practices to minimize injury risk

UA11/1 75th Anniversary Western Kentucky University

Newspaper supplement regarding WKU\u27s 75th anniversary. Articles regarding the homecoming parade, WKU Archives, homecoming queens, presidents, mascots, Big Red, E.A. Diddle, athletes and school colors

A remotely accessible plant-based culinary intervention for Latina/o/x adults at risk for diabetes: lessons learned

Introduction: Little research has examined how community-engaged and -participatory dietary interventions adapted to remotely-accessible settings during the COVID-19 pandemic. Objectives: To identify lessons learned in design, implementation, and evaluation of a remotely-accessible, community-based, nurse-led approach of a culturally-tailored whole food plant-based culinary intervention for Latina/o/x adults to reduce type 2 diabetes risk, delivered during a pandemic. Methods: A mixed methods quasi-experimental design consisting of a pre-post evaluation comprised of questionnaires, culinary classes, biometrics, and focus groups. Lessons learned: Community partnerships are essential for successful recruitment/retention. To optimally deliver a remotely-accessible intervention, community leadership and study volunteers should be included in every decision (e.g., timeframes, goals). Recommendations include managing recruitment and supply chain disruption of intervention supplies. Conclusion: Future research should focus on increasing accessibility and engagement in minoritized and/or underserved communities, supply chain including quality assurance and delivery of services/goods, study design for sustainable, remotely-accessible interventions, and health promotion

Knowledge, attitudes and application of evidence-based practice by third and fourth year undergraduate nursing students at the University of Rwanda (UR)

Evidence-based practice (EBP) is an important component in improving the health care outcomes of a country's population. Despite the importance and relevance of EBP to nursing, nurses do not routinely understand and use evidence-based principles in their everyday practice. This may influence the attitudes and knowledge of students who do not become exposed to the practice of EBP during their training. Nurses, who are considered to be the backbone of the health care profession, especially in Sub-Saharan Africa, should be introduced to the basic principles of EBP during their pre-registration programmes. Moreover, EBP teaching input should be both theoretical and practical with continuity throughout the whole nursing programme. The aim of this study was to determine the knowledge of, attitudes towards and application of EBP by nursing students from the College of Medicine and Health Sciences at the University of Rwanda. The study design was quantitative, descriptive and non-experimental. A total of 82 students participated in the study. An anonymous, self-reported questionnaire was used to collect data from third- and fourth-year nursing students from the College of Medicine and Health Sciences. Ethical approval was obtained from the Human Research Ethics Committee at the University of Cape Town's Health Sciences Faculty, and from the Directorate of Science, Technology and Research at the Rwandan Ministry of Education