Three Independent Evaluations of Healthy Kids Programs Find Dramatic Gains in Well-Being of Children and Families

Presents highlights from evaluations of a comprehensive health insurance coverage program for children, launched by Children's Health Initiatives and supported by the California Endowment, in Los Angeles, San Mateo, and Santa Clara counties

Final Report of the Evaluation of the San Mateo County Children's Health Initiative

Summarizes key findings from a five-year evaluation of the county's Children's Health Initiative -- its outreach and enrollment efforts, the impact on children enrolled in the Healthy Kids program, areas for improvement, and financing challenges

The Power Of Empowerment: An ICF-Based Model to Improve Self-Efficacy and Upper Extremity Function of Survivors of Breast Cancer

Breast cancer is one of the most frequently diagnosed cancers among women. Breast cancer treatments often negatively impact the function of the arm, and quality of life and upper extremity function does not always return to a prediagnosis level. Survivors of breast cancer may also experience feelings of diminished self-efficacy related to functional deficits resulting from their physical limitations. The International Classification of Functioning (ICF) provides a framework for rehabilitation practitioners to address physical and psychological impairments, activity limitations, and participation restrictions. Patient outcomes may be improved by fostering self-efficacy through empowerment. This paper explores how the ICF model and theories of self-efficacy and empowerment can interact to promote improved rehabilitation outcomes for women who have survived breast cancer. A model for the role of rehabilitation practitioners to enhance self-efficacy through empowerment in order to minimize participation restrictions resulting from upper extremity morbidities is proposed

The Educational Interaction Between Physical Therapy and Occupational Therapy Students

The objectives of this study were to identify the prevalence of shared learning in U.S. physical therapy (PT) and occupational therapy (OT) education programs; determine what terminology is used for these courses; and identify perceived barriers, benefits, and challenges of the educational interactions. A survey, designed to collect information about the educational interaction between PT and OT students, was mailed to all program directors (n = 206) at each of the academic institutions (N = 103) in the United States with accredited or developing entry-level programs in PT and OT. A census study was conducted, and the entire study population received a survey. A total of 206 surveys were mailed, and 123 were returned (59.7% response rate). Of program directors, 40 (67.8%) of the PT and 42 (65.6%) of the OT program directors reported that their students shared courses with each other. None of the PT and only 8 (12.5%) of the OT directors reported that students shared clinical experiences. The term interdisciplinary was used most frequently to refer to shared educational experiences. Benefits of shared learning included sharing resources, collaboration, learning about the other profession, and gaining respect for the other profession. Challenges to shared learning included resource constraints, curricular differences, competition and differences between disciplines, relevance of course work, and different faculty expectations. Barriers reported by program directors whose students did not engage in interdisciplinary education were resource constraints, curricular differences, faculty attitude, and failure of past attempts. A model of interdisciplinary education that seeks to instill collaboration and understanding among professions is difficult to implement without shared clinical experiences. Most students in entry-level PT and OT programs in the United States do not currently have the opportunity to practice the teamwork that will be essential when they enter their respective professions

An Interdisciplinary Learning Experience Through Applied Clinical Practice with Community Volunteers

Allied health professionals typically begin working on an interdisciplinary health care team immediately upon entering the workforce. Interdisciplinary health care teams are believed to be cost-effective, to result in better patient outcomes, and to lower staff burnout and turnover. Although teamwork often is standard practice in the workplace, allied health students may receive little to no formal training in working with other professionals while in school. Instead, it may be assumed that this knowledge is inherent or that developing the skills necessary to work as part of a team while on clinical affiliation or postgraduation is acceptable

Patient Experiences When Preparing for Discharge Home after Total Knee Replacement

Purpose: Following total knee replacement (TKR), patients must prepare quickly for discharge to home via education and rehabilitation. Patient needs may not fully be met prior to discharge after TKR surgery. The purpose of this descriptive study using transcendental phenomenology methods was to understand patients’ experiences when preparing to return home after TKR surgery. Method: Data was collected using semi-structured interviews that occurred 1 to 2 days prior to discharge in patients’ hospital rooms. Four participants were interviewed prior to discharge and interviews were transcribed verbatim for data analysis. Data analysis and data collection were concurrent, permitting subsequent interviews to be altered as needed based on results from previous participants. Thematic analysis of the interview transcriptions was conducted to identify significant meaning statements through a process of horizonalization. Significant statements were organized into shared themes among participants. Results: Three themes emerged: being supported for discharge home; having confidence in self, family and health care staff; and persevering: overcoming obstacles. Participants overall felt prepared for their surgery and the post-operative phase. The following factors increased readiness for discharge: having prior positive experience with TKR through the experiences of others, attending pre-operative education, interacting with knowledgeable staff, and having the appropriate support at home. Some patients were unprepared for the amount of pain they experienced after surgery. Conclusions/Recommendations: Health care providers should educate patients about safety for the home environment, adaptive techniques for functional tasks, and when to resume normal activities at home. Other implications include encouraging patients to attend pre-operative education, addressing patients’ previous experiences with TKR, both positive and negative, as well as providing realistic information regarding pain after surgery

Clarifying Analysis and Interpretation in Grounded Theory: Using a Conditional Relationship Guide and Reflective Coding Matrix

Although qualitative methods, grounded theory included, cannot be reduced to formulaic procedures, research tools can clarify the process. The authors discuss two instruments supporting grounded theory analysis and interpretation using two examples from doctoral students. The conditional relationship guide contextualizes the central phenomenon and relates categories linking structure with process. The reflective coding matrix serves as a bridge to the final phase of grounded theory analysis, selective coding and interpretation, and, ultimately, to substantive theory generation

The Faculty Scholar Role in Peer Review of a Journal Article

Peer review is a process to help ensure publication of high-quality research. Manuscripts submitted for publication are evaluated by others with similar content or methodological expertise, and the feedback is used by editors to determine suitability for publication. Participation in the peer review process may help improve agile teaching as well as contribute to the faculty scholar roles of professional service. This paper describes the process of peer review, including criteria for becoming a reviewer and how to perform a review

Experiences of Veterans Transitioning to Postsecondary Education

An increasing number of U.S. military veterans are entering postsecondary education with problems attributed to deployed military service. The primary objective of this research was to describe the lived experiences of student veterans transitioning from active military service to postsecondary education. Phenomenological interviews were performed with 13 student veterans who had transitioned from military deployment to postsecondary education. An overall essential meaning of “emerging in college culture” was manifested from three themes, supported by rich textural and structural descriptions of student veterans’ experiences: (1) repurposing military experiences for life as a student veteran, (2) reconstructing civilian identity, and (3) navigating postsecondary context and interactions. These findings highlight implications that may facilitate occupational therapists’ efforts in supporting the needs of student veterans