LearnLocal| Place - based Education Community Planning Meets Classroom Education

Partnerships between planners and high school teachers add a dynamic element to local planning. Youth who are engaged in community-driven efforts provide a fresh perspective for long-term objectives. They are not inhibited by the old ways of doing things. They exhibit ownership in the conditions of their community, and they show enthusiasm for becoming involved. Young people bring modern ideas to the planning table. Planner-teacher partnerships enhance opportunities for broad community development as well. By bringing local planning into classroom education, there is an opportunity to increase the level of participation through parents, family members, caregivers and youth groups. With respect to public outreach, a class of students often provides a cross-section of many different communities otherwise fragmented from the process or difficult to bring together. Dialog in this setting reaches far beyond the walls of the classroom or city hall, and brings more voices into the fold

Increasing Healthcare Providers\u27 Intent to Utilize Alternative and Complementary Pain Management With Their Patients

The purpose of this scholarly project is to increase the willingness of healthcare providers to introduce alternative and complementary pain management to their patients. Two patient video tools were constructed and offered to healthcare providers to evaluate and potentially utilize the final products in their practice. One tool introduced music therapy, the other mindful meditation, along with resources for patients to investigate and learn from on their own. A total of seven healthcare providers responded to the project with a commitment to potentially utilize the final video and provided their feedback on the video tools. No changes were made to the final video product. Quick Response codes were offered to the responding healthcare providers. The codes were to increase the ease of providing the tools to their patients. The video tools do not require explanation or a licensed healthcare provider to be utilized or offered to patients. They are an introduction to alternative and complementary pain management that can be used by most patients. They provide an easy, inexpensive alternative to opioids that can be proposed to all patients experiencing pain

Summer Haven: The Catskills, the Holocaust, and the Literary Imagination (Jews of Russia & Eastern Europe and Their Legacy)

https://digitalcommons.lmu.edu/facultypubnight/1054/thumbnail.jp

Adapting Self-directed Online Professional Development For Nebraska Public Librarians

From Ainsworth to Yutan, from library systems with twelve branches (i.e., Omaha) with a legal service area population of 537,709 to single libraries serving a population of less than 1,000 (which describes 60% of all public libraries in Nebraska), the Nebraska Library Commission serves very different constituencies all with different needs and different resources. Given that diversity of librarianship, as a “Problem of Practice” (Carnegie Program for the Education Doctorate, 2014) I needed to learn how to optimize the continuing education opportunities offered by the Nebraska Library Commission to this diverse constituency. This included attending to the learning needs of public librarians who were enrolled in the Nebraska Public Librarian certification program and, more specifically, the online Basic Skills classes. My problem of practice centers around questions of optimizing continuing education opportunities and tools for public librarians who then are better equipped to continue providing quality and equitable services to their communities. Working with instructors, who are made up of Nebraska Library Commission staff members and Regional Library System Directors, as well as with the students who are enrolled in the Basic Skills classes provides the opportunity for collaboration and partnerships to apply scholarly inquiry directly to practice in order to improve continuing library education in the state. This dissertation seeks to illustrate the connections between my specific problem of practice, the development and evolution of a meaningful solution while exploring future directions as new questions of practice arose, and my role as a practitioner, educator, and scholar of CPED. This dissertation includes discussion of the first self-paced cataloging module and writing about the design process. This design process included critically reviewing previous Basic Skills courses, several redesigns of the Organization of Materials course, as well as the development of an online practice course for the Moodle learning management system. Finally, this study includes the self-paced Organization of Materials module and evaluation of this first iteration followed by discussion of next steps or how this program will progress as this study continues to evolve past this dissertation. Advisor: Edmund Haman

Older Adults at Risk for Atrial Fibrillation Lack Knowledge and Confidence to Seek Treatment for Signs and Symptoms.

Early detection of atrial fibrillation (AF) is crucial for averting AF-related stroke and heart failure, but treatment is delayed when AF is not recognized. The critical need for early detection and treatment requires education to promote AF awareness. Knowledge deficits, attitudes, and beliefs about AF that should be addressed to improve awareness and reduce treatment-seeking delay in older adults at risk for developing AF have not been well documented. The purpose of this study was to describe knowledge, treatment-seeking attitudes, and beliefs about AF in adults ⩾ 65 years old and identify demographic characteristics associated with knowledge, attitudes, and beliefs. Patients with no history of AF recruited from an academic medical center were interviewed using the Knowledge, Attitudes, and Beliefs about Atrial Fibrillation Survey. Data were analyzed using descriptive statistics and independent t tests. Participants (N = 180) were 63% male with a mean age of ±3.± 6.0 years, and 52% held ⩾ 4-year college degree. About one third could not identify common symptoms of AF including palpitations (31%), chest pain (36%), dyspnea (30%), and fatigue (35%). A majority (84%) lacked confidence to recognize AF, and 58% were not sure when they should seek care for AF symptoms. Nearly a third (32%) believed palpitations are always present with AF, and 74% believed that low energy would not be their only symptom of AF. Higher scores for AF Symptom Knowledge (p = .02) were observed in females, and General Knowledge about AF was greater for younger participants (p < .001). Participants lacked knowledge and confidence to aid decision-making for treatment-seeking for symptoms of AF and held inaccurate beliefs about AF that could hinder early treatment-seeking. Programs to promote AF awareness should explain the spectrum of symptoms that may be manifested by AF and include action plans for responding to symptoms

Individualized Instruction in Letter Name Identification for a Student with Cortical Visual Impairment

Students with cortical visual impairment (CVI) have difficulties participating in literacy activities and the reading process. An evidenced-based curriculum was adapted and modified to teach letter naming to a student with CVI. A multiple probe design was used to determine whether the instruction was effective with a student with CVI and if instruction in letter identification support identification of letter sounds for a student with cortical visual impairment. There was a functional relationship between the explicit instruction and the students immediately recorded correct responses, but the skill was not maintained. Advisor: Mackenzie Savaian

Recent Graduates\u27 Perspective on the Efficacy of Nursing Simulation Laboratory Experiences

It has become progressively difficult to find suitable clinical placement for nursing students. To help meet this need, local schools of nursing are turning to high-fidelity simulation manikins to substitute for clinical experience. There is a lack of research that explores recently graduated nurses\u27 perceptions about the efficacy of simulation experiences. Guided by the constructivist theory, this qualitative case study identified how recent RN graduates viewed simulation experiences and whether associate\u27s-degree RN program graduates and bachelor\u27s-program RN graduates viewed simulation differently. Nine recent graduates participated in individual face-to-face interviews. The data were coded and grouped into 5 major themes in order of frequency: (a) environmental and technical factors, which included factors such as equipment working and videotaping; (b) preparation for nursing tasks, referred to assessments, procedures, and emergency situations; (c) human factors, such as the importance of the instructor, other students participation, and working in groups; (d) communication, which included communication with doctors and patients among others; and (e) caliber of the equipment, which was referred to by the level of fidelity of the manikin. On comparison of the codes and themes, the perceptions of the bachelor\u27s- degree participants were similar to the perception of the associate\u27s-degree participants. A white paper, that identified the items the recent RN graduates perceived as valuable, was created. This white paper can be used to begin dialogue that may allow schools of nursing to increase the effectiveness of the simulation experience or validate its applicability in the real world setting. This study may contribute to positive social change by inspiring faculty of local schools of nursing to re-evaluate their simulation laboratory experiences for efficacy and applicability to real world nursing