Civil neighbors to violent foes: guerrilla warfare in western Virginia during the Civil War

“Civil Neighbors to Violent Foes” researches the effect of guerrilla warfare in West Virginia during a national war and statehood movement, and the impact that emotions had on the people of the state. When President Lincoln won the election in 1860, secession was inevitable and war a likely possibility. At the time, West Virginia was still a part of Virginia, but old state political divisions, combined with the current national political divisions, fueled the fire for a new state, separate from Virginia and loyal to the Union. It would take West Virginia two years from the time delegates began holding conventions in 1861 to obtain statehood on June 20, 1863. In response to the statehood movement and the Civil War, guerrilla warfare ran rampant all over the new state. This thesis analyzes this irregular warfare. Further, this thesis analyzes the emotions that were driving the war and the people, whether soldiers, guerrillas, or innocent citizens. This thesis contributes to the field of guerrilla warfare by arguing that betrayal is the emotion that led to all emotions and people’s choice to partake in guerrilla warfare. Further, while significant scholarship does exist on guerrilla warfare in the Civil War in the western United States, scholarship on the topic in West Virginia is limited. This thesis adds to that limited scholarship. In addition, this thesis provides a further study on the possible effect emotions can have on people during chaotic events such as war. Understanding guerrilla warfare fully and completely is imperative in understanding the Civil War, as its issues started within homes and communities, just as did guerrilla warfare’s

Innovations in Occupational Therapy Education: The Centralized Service Learning Model

Partnerships between community organizations and engaged university members creates realistic learning experiences for occupational therapy students while encouraging civic responsibility. The authors propose service learning as the core of an innovative course design framework using the Centralized Service Learning Model (CSLM). Three phases are described. Phase One provides a description of the CSLM using a generalizable model, with specific application within existing occupational therapy program coursework. Phase Two provides leadership opportunities for a subsequent cohort of students within the curriculum. Finally, Phase Three integrates faculty scholarship. To understand students’ knowledge-level awareness, a survey based on course objectives can be administered, and ongoing journaling using reflections that promote critical thought, such as guided reflection, may be utilized. Faculty members can utilize this innovative course design framework to provide meaning and engagement to students during service learning projects while simultaneously meeting service, scholarship, and teaching obligations

Outcomes of International Service Learning (ISL): Alumni Perspectives

Service learning is an active method that combines academic knowledge and hands-on experience while serving a community. Service learning is well established within occupational therapy (OT) and allied health education, as many institutions have organized both domestic and international service learning experiences. Literature supports student benefits of participation in international service learning (ISL), but limited literature exists on the long-term impact of participation in ISL throughout allied health education. Many OT students participate in ISL during their education, but there is limited literature on the impact of an ISL experience on participants’ careers in OT. In this qualitative study, an online survey was distributed to past participants of an ISL trip of an OT program in the Midwest. Of the 100 subjects, 30 completed the survey. Researchers used conventional content analysis to extract themes from the data. Two themes were identified: (1) evolving professional self and (2) transformative personal experience. Subthemes of the evolving professional self theme included: (1) desire to work with vulnerable populations, (2) professional soft skill development, and (3) acquisition of knowledge and skills. Results indicate that benefits are maintained after graduation signifying that participation in ISL may have a sustained, lasting influence on OT practitioners. ISL supports the values of OT education by shaping professional identity through active, diverse learning and self-reflection to promote lifelong learning. Results broaden the profession’s understanding of the outcomes of ISL post-graduation and inform ISL best practice standards within OT education

Towards Identifying Peer Supervision Competencies for Graduate-level Occupational Therapy Students: A Scoping Review

In the occupational therapy (OT) profession, peer supervision groups are recommended for professional development, lessening attrition, and relieving stress. Peer supervision is under researched, thus competencies to support this practice are unknown. The purpose of this scoping review was to: (1) summarize the research knowledge around peer supervision to support evidence-based practice in OT, (2) map supervision competencies and key themes in the literature, and (3) isolate peer supervision competencies that may be especially relevant to graduate-level OT students. The long-term aim of this research is to develop a framework for evidence-based peer supervision training. Researchers investigated the question: What competencies related to peer supervision, supervision in OT clinical education, and supervision in allied health are relevant to the education of graduate-level OT students? Using a six-step methodological framework, a scoping review of empirical, conceptual, and grey literature was conducted. Studies relevant to peer supervision, supervision in OT clinical education, and supervision practices in allied health professions were searched and appraised, yielding 15 high quality studies. Competencies were extracted and mapped, resulting in the following OT peer supervision competencies: flexibility, professional enculturation, providing constructive feedback, psychosocial support, teaching, and clinical skill acquisition. Findings suggest OT peer supervision competencies center on skillful relationship abilities, as supervision skills are not innate, not dependent on clinical skill, and typically need to be taught. This study warrants the need for additional efforts around supervision practices

Increasing Compliance and Patient Outcomes In Hypertensive Patients Using the Hill- Bone High Blood Pressure Compliance Scale

Hypertension has been globally rated the most common non-communicable disease as well as the most common cause of premature death (Johnson, et al., 2019). The identified problem of focus for this project was to increase medication compliance within hypertensive patients as well as increase provider knowledge of compliance issues with the utilization of the Hill-Bone High Blood Pressure Compliance Scale. We administered a case study via Qualtrics to Illinois nurse practitioners via the ISAPN email list-serve. We provided an anonymous pre-and post-survey to each participant regarding their current area of practice, patient history taking behaviors, and views on the ease of use of the Hill-Bone High Blood Pressure Compliance Scale. Each individual was walked through a case study using the scale as if it were being used on a real patient. We had a total number of 87 nurse practitioners participate in our implementation process with 27 completing partial survey and 60 participants completing the survey in its entirety. Our implementation process provided us with the knowledge that 89.66% of the surveyors had never used the Hill-Bone Scale within their practice. The majority of providers agreed that they would consider using the tool within their practice and that barriers such as poor health literacy and poor communication were a major issue with medication compliance. After reviewing our case study, the APRNs reported that they were more likely to discuss medication compliance, dietary intake, and salt intake with their patients. The APRNs also agreed that the implementation of the Hill-Bone High Blood Pressure Compliance Scale could help increase blood pressure medication compliance among their patients. Evidence is clear that improving medication compliance for patients with hypertension is important. We recommend that the Hill-Bone High Blood Pressure Compliance Scale be implemented into practice to demonstrate the positive impact on the compliance of hypertensive patients

Student Perspectives on the Immediate Feedback Assessment Technique

A retrospective qualitative study was conducted to explore first-year occupational therapy graduate student perspectives on the Immediate Feedback Assessment Technique (IF-AT) which was implemented during a two-semester neuroscience course. The IF-AT system was used during small group application activities six times across a two-semester course sequence. Students discussed multiple-choice questions in small groups, used critical thinking skills and collaboration to select answers, then finally used the IF-AT scratch-off cards to indicate selections. At the conclusion of the second semester, 33 students provided qualitative feedback regarding their experience using the IF-AT. Conventional content analysis was used to capture the student voice as it relates to the use of the IF-AT system in coursework. Use of the IF-AT system created a positive learning experience for students but also revealed areas of limitations to be addressed in future coursework when the IF-AT scratch-off cards are used. Qualitative data from students indicated the technique facilitated active learning through discussion and problem solving while creating a sense of individual responsibility as well. Student-driven suggestions for improvement are included. Advice for instructors seeking implementation of the IF-AT system in occupational therapy coursework is include

Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy Clinic

The philosophy behind occupational therapy (OT) education espouses the belief that students are dynamic actors in the teaching-learning process, participating in self-appraisal and professional identity development. Yet, best-practice guidelines have not been developed to support students acting in a supervisory role, or contrastingly, receiving supervision from a peer. This study took place at a student-run OT clinic at a large research university in the Midwest. Qualitative methods were employed to investigate the question: What educational and training supports are needed to assist OT students with peer supervision in a student-run clinic? Six OT students participated in a focus group and discussed qualities of successful OT peer supervision. A transcript of the focus group was analyzed using Strauss and Corbin’s approach to grounded theory. Findings were explored considering the current literature on peer supervision. Findings indicated that students in an OT peer supervision relationship wanted to develop skills in feedback, professionalism, and guided discovery. Taken together, the evidence suggests skillful relationship abilities are of greater value to peer supervision relationships than clinical expertise alone. Frameworks including andragogy and the nurturing perspective on teaching are relevant to understanding the learning that takes place in OT peer supervision. The collaborative and supportive nature of peer supervision relationships are grounds for significant learning

The Critical Friend: Development of a Peer Supervision Training for a Student-run Occupational Therapy Clinic

An occupational therapy program at a research institution in the Midwest offers a student-run outpatient stroke clinic to prepare learners for the student-to-clinician transition. Notably, the students practice peer supervision in which participants with roughly the same level of training monitor, evaluate, and support one another. This project details the development of The Critical Friend, an evidence-based peer supervision training program implemented in a student-run occupational therapy clinic. The ADDIE Model of Instructional Design, which classifies five phases of instruction implementation (analyze, design, development, implementation, and evaluation) was utilized to translate research knowledge into a learning deliverable. This paper focuses on the design, development, and implementation phases of The Critical Friend. In the design phase, data from a scoping review on peer supervision and a focus group with key stakeholders informed learning objectives and instructional strategies. In the development phase the Webinar Integration Tool was used to select a learning management system. In the implementation phase, The Critical Friend was embedded in the existent coursework associated with the student-run clinic in the form of three e-learning modules. The e-modules focused on feedback, guided discovery, and professionalism. Each provided a series of actionable steps for both supervisors and supervisees to effectively navigate a peer supervision relationship

Yoga and Autism: Students’ Perspectives on the Get Ready To Learn Yoga Program

Background: Yoga, a complementary health approach known for various therapeutic effects, is used with diverse populations, including students ASD. Limited evidence exists inclusive of the first-hand perspective of students with ASD who participate in yoga. The purpose of this study is to understand the perspective of students 10 and 14 years of age with ASD who participated in a portion of the GRTL yoga program as part of a physical education class. Method: Using a qualitative design, this study examined the student perspective on the GRTL yoga program. A convenience sample of seven male participants between 10 and 14 years of age with ASD, all students at a private school, participated in the study. The participants engaged in the GRTL yoga program for four 45-min sessions and then were interviewed following the final yoga session. Conventional content analysis was used to analyze the participant perspectives as it relates to the GRTL yoga program. Results: Research team analysis of the transcribed interviews revealed two themes: positive behavioral responses and self-efficacy of kinesthetic recall. Conclusion: This study demonstrates the use of the GRTL yoga program as it relates to the student perspective and indicates the need for further investigation with the inclusion of the participant voice

Caring for the Caregiver: A Feasibility Study of an Online Program that Addresses Compassion Fatigue, Burnout, and Secondary Trauma

Background: Informal caregivers are susceptible to compassion fatigue in vicarious response to another’s suffering. The purpose of the study was to determine the feasibility of an online program that addresses compassion fatigue, burnout, and secondary traumatic stress in informal caregivers. Method: The study used a pre-post repeated measures feasibility design. Eighty-six participants were initially recruited. The intervention consisted of a 70-min online program. The participants completed surveys before and after program completion. The number of participants that completed each study phase was recorded to determine feasibility outcomes of acceptability, implementation, and demand. A Wilcoxon signed-rank test was employed to analyze survey results. Results: Ten participants completed all study phases. Of the participants recruited and consented to participate, 29% completed part of the program, 12% completed all phases, and 70% reported they would recommend the online program. The results of the Wilcoxon signed-rank test revealed that completion of the online program elicited a significant change in secondary traumatic stress-related outcomes. Conclusion: Findings provided preliminary evidence suggesting that the online program may be a feasible intervention to support informal caregiver mental health. Future efficacy testing of the online program is needed with specific consideration of the COVID-19 pandemic and resulting social isolation impacting mental health