Clique-Relaxed Graph Coloring

We define a generalization of the chromatic number of a graph G called the k-clique-relaxed chromatic number, denoted χ(k)(G). We prove bounds on χ(k)(G) for all graphs G, including corollaries for outerplanar and planar graphs. We also define the k-clique-relaxed game chromatic number, χg(k)(G), of a graph G. We prove χg(2)(G)≤ 4 for all outerplanar graphs G, and give an example of an outerplanar graph H with χg(2)(H) ≥ 3. Finally, we prove that if H is a member of a particular subclass of outerplanar graphs, then χg(2)(H) ≤ 3

An Examination of Concussion Legislation in the United States

There is legislation in the United States designed to protect children and adolescents from the risks associated with concussion. The scope and reach of these laws vary greatly. Purpose: It is important that health care professionals are aware of the limitations of each law. Since 2009, every state in the nation and the District of Columbia passed legislation designed to protect student-athletes who suffer from concussions resulting from participation in sport. Method: Therefore, select components of state policies were identified including: 1) Affected entities, 2) Stipulations for concussion awareness/education, 3) Requirements for removal/return to play, and 4) Requirements for return to the classroom. Results: There is significant variance between the laws and not all children/adolescents are protected equally. Conclusion: Concussion policies are a minimum standard and, when available, best practices should be followed

An Examination of Emotional Resilience among Athletic Trainers Working in the Secondary School Setting

Purpose: Athletic training is a demanding profession that is a stressor for many practitioners. Emotional resilience allows Athletic Trainers (ATs) to persist in their roles and benefit from long and successful careers. The purpose of this study was to explore the level of emotional resilience of ATs working in secondary school settings and identify factors perceived to contribute to or mitigate one\u27s emotional resilience. Method: A sequential explanatory mixed-method design using a cross-sectional online survey followed by in-depth interviews was used to gather information from 160 (16% response rate) secondary school NATA members - 97 (60.6%) female; 63 (39.4%) male with 13.28+9.46 years of experience. Six individuals (5 female, 1 male) participated in a follow-up semi-structured interview. The Connor Davidson Resilience Scale (CD-RISC) was used to measure perceptions of individual emotional resilience. Open-ended questions were also used to gather information from the participants who agreed to participate in a follow-up semi-structured interview about the factors perceived to both facilitate or reduce emotional resilience. Results: The mean emotional resilience score (79.84 ± 11.38) for the sample was consistent with the average US adult population. Only 14.1% of the sample reported high emotional resilience scores. There was a significant positive correlation between emotional resilience scores and years of experience as an AT (r(158) = .16, P = .048) and age in years (r(158) = .16, P = .048). There was no significant difference between emotional resilience and academic degree earned (F(2,157) = .775, P = .83). The inductive analysis resulted in the following emergent themes that were perceived to facilitate ones’ emotional resilience: social support, communication, self-care, and past experiences. Also, the following emergent themes were perceived to reduce ones’ emotional resilience: emotional responses and role overload. Conclusion: The results of this study help understand secondary school ATs\u27 perceptions of and factors that contribute to their emotional resilience. Strategies are suggested to help ATs develop emotional resilience to manage their occupational stress and reduce feelings of burnout

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Context: The shift to a culture of evidence-based practice (EBP) in athletic training is a necessary step in both the optimization of patient care and the advancement of athletic trainers (ATs) as health care professionals. Whereas individuals have gained knowledge in this area, most ATs still are not practicing in an evidence-based manner. Exploring perceived strategies to enhance the use of EBP will help to determine the best approaches to assist ATs in applying EBP concepts to practice to improve patient care. Objective: To explore beneficial strategies and techniques ATs perceived would promote successful implementation of EBP within athletic training education and clinical practice. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants:Twenty-five ATs (12 educators, 13 clinicians; athletic training experience = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: One phone interview was conducted with each participant. After the interview was transcribed, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants identified several components they perceived as essential for enhancing the use of EBP within the athletic training profession. These components included the need for more EBP resources, more processed information, focused workshops, peer discussion and mentorship, and continual repetition and exposure. Participants also indicated that ATs need to accept their professional responsibilities to foster EBP in their daily practices. Conclusions: The proper shift to a culture of EBP in athletic training will take both time and a persistent commitment by ATs to create strategies that will enhance the implementation of EBP across the profession. Researchers should focus on continuing to identify effective educational interventions for ATs and to determine successful strategies to implement EBP into didactic curricula and clinical practice. Additional focus should be given to which strategies most effectively produce changes in clinical practice

Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers\u27 Knowledge of Evidence-Based Practice

Context: The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers\u27 Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. Objective: To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators\u27 didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Conclusions: Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice