Personalized Reading Program for Intermediate Grades

As the reading specialist in an elementary school, it was my responsibility to assist the classroom teachers with their reading program; specifically, with those students who were having difficulty. It was not feasible for me to meet with all who needed help; at the most, I could help forty-three students per week. The pace at which I had to function to assess and meet their individual needs became too great. In view of this situation, the following program was designed to stimulate every intermediate student\u27s desire to read and to do so at his own pace

Is The Community Health Needs Assessment Replacing the Certificate of Need?

The purpose of this paper is to question the need for Certificates of Need at the state level. At the Federal level the Affordable Care Act requires hospitals must justify their community impact through a Community Health Needs Assessment (IRS Form 990 Schedule H) in order to retain their tax-exempt status. Not-for-profit hospitals will save money, time and personnel resources if the CON is combined with the CHNA and all states accept this change, no longer requiring the CON

Aging, Immigration & Carework: A Literary Approach to Teaching Gerontology

This paper describes the use of a novel from the 1980s, Kate Quinton’s Days which documents an Irish immigrant’s challenges related to health, finances, housing, and the complex navigation of a fragmented health care system and social services, as a pedagogical tool in the classroom. The objectives were to bring to light to the topic of aging in the context of issues related to the experience of care work, immigration, and long-term care in later life. The authors describe the integration of a variety of pedagogical tools and the professor’s guided learning process a way to assist in informing students’ on the challenges that older persons and their care partners face as they attempt to navigate the landscape of care and identity . Reflections from the undergraduate gerontology students are highlighted, including how students were able to connect with the narrative of the protagonist, Kate Quinton, through her journey. Keywords: immigration, carework, aging, learning through literature DOI: 10.7176/JLLL/65-06 Publication date: February 29th 202

Electrochemilumescent sensors : a move in the light direction for new drug detection

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Exploring Fieldwork Educator Development: Preparation Methods and Support Tools

Fieldwork education is a critical piece to professional development and competency in occupational therapy. As part of their core curriculum, all students enrolled in accredited occupational therapy programs must complete full-time fieldwork experiences under the direct supervision of a licensed occupational therapy practitioner. This component of the student’s education relies on the skills and training of the fieldwork educator. Academic programs are expected to support occupational therapy practitioners in their role as fieldwork educators in the form of resource provisions to enhance supervisory skills. However, there are no clear standards that describe how to vet, effectively disseminate, or implement the use of fieldwork educator resources. This study sought to identify and explore how occupational therapy practitioners prepare for the role of fieldwork educator, and how they maintain professional competence in that role through the use and effectiveness of available support tools for fieldwork educators. Results of the study highlight underutilization of readily available materials, effective programs that may not be readily accessed due to cost, and the need to establish more structured educational experiences that would serve to support the role of the fieldwork educator. These findings point to potential areas of fieldwork educator development that may be designed and addressed by Academic Fieldwork Coordinators through both continued research and program development. Future research examining pre and post tool use assessment would provide further insight on effectiveness and progression of growth in the fieldwork educator role

‘Just gripping my heart and squeezing’:Naming and explaining the emotional experience of receiving bad news in the paediatric oncology setting

Objective To explore recipients’ perspectives on the range and origins of their emotional experiences during their ‘bad news’ consultations. Methods Participants were four bereaved families of children who had changed from active treatment to palliative care in paediatric oncology. Data was collected using emotional touchpoint storytelling. The names (descriptors) given to the emotional experiences were linguistically classified. Explanations of their perceived origins were examined using applied thematic analysis. Results 26 descriptors were given, relating to bodily sensations, affective states, evaluations and cognitive conditions. Three themes were identified in the origins of these experiences – ‘becoming aware’, ‘the changes’ and ‘being in this situation’. Parents described strong emotional displays during the consultation including physical collapse. These related to the internal process of ‘becoming aware’. Three descriptors were given as originating from the clinicians and their delivery of the news – ‘supported’, ‘included’, ‘trusting’. Conclusions Recipients perceive their emotional experiences as mainly originating from the news itself, and perceived consequences of it, rather than its delivery. Strong emotional reactions during the interaction are not necessarily an indicator of ineffectual delivery. Practice Implications Findings offer a thematic framing that may support and deepen practitioners’ understanding of recipients’ emotional reactions during bad news consultations