<p> En Puerto Rico, la educaci&oacute;n a trav&eacute;s de la experiencia de pr&aacute;ctica cl&iacute;nica o internado es parte de la estructura curricular de los programas de tecnolog&iacute;a m&eacute;dica. Este periodo de formaci&oacute;n universitaria se desarrolla en laboratorios cuyos profesionales asumen el rol de preceptor cl&iacute;nico. Esta investigaci&oacute;n, de tipo cualitativa y con dise&ntilde;o fenomenol&oacute;gico, tuvo el prop&oacute;sito de explorar, documentar y comparar las experiencias educativas de cuatro tecn&oacute;logos m&eacute;dicos que se desempe&ntilde;an como preceptores de pr&aacute;ctica cl&iacute;nica de estudiantes de tecnolog&iacute;a m&eacute;dica. Nos enfocamos en comprender c&oacute;mo los preceptores cl&iacute;nicos describen, de acuerdo a su experiencia, la gesti&oacute;n de supervisi&oacute;n de sus estudiantes. La informaci&oacute;n se recopil&oacute; mediante entrevistas, la observaci&oacute;n de la gesti&oacute;n educativa que organizan los preceptores y a trav&eacute;s del examen de los artefactos que median en los procesos de ense&ntilde;anza-aprendizaje que desarrollan. Los datos se transcribieron, se codificaron y se organizaron de acuerdo a categor&iacute;as tem&aacute;ticas que se desarrollaron. Entre los hallazgos, se destaca que los preceptores cl&iacute;nicos completan una gesti&oacute;n fundamental para el desarrollo de los estudiantes. La pr&aacute;ctica cl&iacute;nica, seg&uacute;n nuestros participantes, promueve el razonamiento cl&iacute;nico, la integraci&oacute;n de saberes, la comunicaci&oacute;n efectiva, la organizaci&oacute;n y el manejo de prioridades en el escenario laboral, el pensamiento cr&iacute;tico, la curiosidad intelectual, la autodirecci&oacute;n, el aprendizaje a trav&eacute;s de la vida y la capacidad de soluci&oacute;n de problemas. A pesar del &eacute;nfasis en la calidad de los periodos de formaci&oacute;n experiencial, los testimonios de los participantes reflejan que estos no participan de proyectos que fomenten su desarrollo como docentes del contexto cl&iacute;nico. Se evidencia, adem&aacute;s, que no reciben apoyo para afrontar los diversos retos que emergen al asumir un rol docente, como tampoco se reconoce su colaboraci&oacute;n en el proceso de formaci&oacute;n de los futuros tecn&oacute;logos m&eacute;dicos. La investigaci&oacute;n revel&oacute; que no existe una estructura de comunicaci&oacute;n adecuada entre los programas de tecnolog&iacute;a m&eacute;dica y los preceptores cl&iacute;nicos. La colaboraci&oacute;n con la formaci&oacute;n de los tecn&oacute;logos m&eacute;dicos, promueve el desarrollo de la identidad docente de los participantes, asunto que estos valoran porque reconocen que esta es una dimensi&oacute;n importante para su desarrollo profesional.</p>

<p> Food allergies are an increasing health concern in the United States, affecting nearly 6 million children under the age of 18 years. Research has suggested that 18% of school-age children will have their first allergic reactions at school. Life-threatening allergic reactions experienced by children in the school setting are on the rise; however, little is known about how schools implement policies and practices in response to this issue. The purpose of this quantitative cross-sectional study was to narrow the knowledge gap by examining teachers&rsquo; knowledge, ability, and confidence level caring for students with food allergies. Bandura&rsquo;s social cognitive theory, which holds that education and experience influence confidence implementing tasks, served as the framework that guided this research. The electronic survey was distributed to a convenience sample of 300 elementary school teachers; 93 respondents completed it. Eighty completed surveys were used in the analysis. Multiple linear regression models were constructed to analyze the relationships among confidence, education, and training related to food allergies. Results showed that teachers who lacked knowledge of food allergies also lacked confidence implementing food allergy plans. School personnel responsible for planning or revising food allergy response protocols can use these findings. The potential for positive social change includes identifying training opportunities, developing policies to sustain food allergy knowledge, and building the capacity of all school staff to implement life-saving measures when children are experiencing allergic reactions.</p>

<p> In the United States, the patient population has substantially grown more ethnically diverse. Many of these patients present with ailments, such as heart disease, diabetes, and stroke, at a higher rate than their Anglo-European counterparts. Subsequent research has established a link between the health disparities of ethnically diverse communities and the lack of culturally competent physicians. Further investigation reveals cultural competency curriculum that omits the course element of self-reflection was less effective in achieving program objectives than those that provide an opportunity to explore one's own cultural background. This study proposes cultural competence curricula that include a structured self-reflective element, or opportunities to revisit past behaviors of one's self within the context of ethnic and cultural diversity, will assist undergraduate healthcare students develop their cultural skill through awareness of their own cultural values, biases, assumptions and belief systems, and how these aspects direct subsequent patient interactions. Pre- and post-course surveys and questionnaires were used to obtain data from 45 undergraduate respondents for this mixed methods study.</p><p> The results of this study, as analyzed by the Mann-Whitney <i>U </i> test, were unable to definitively prove that there is a statistically significant difference in the level of cultural competence between those who participate in training that includes a structured self-reflective component and those who do not. However, this research shows there is an observable movement away from 0 on the z-distribution curve, which is closer to the critical threshold, and an increase in the median IDI v3 scores on the cultural competence continuum by participants who enroll in an interpersonal communication course where structured self-reflective activities or opportunities to examine concepts of self <i>are</i> imbedded within the curriculum. Therefore, this study concludes the integration of structured self-reflective activities into intercultural curricula improve cultural competence acquisition. This improved cultural competence can be applied in the delivery of health care to ethnically diverse patient populations. Further investigation about the influences of power and privilege on personal identity, and the effects of time on cultural competence acquisition, will add to the breadth and depth of self-reflection, health care, and leadership studies.</p><p> <i>Key words:</i> structured self-reflection, health disparities, health care, leadership, leadership development, ethical leadership, relational leadership, authentic leadership, culture, cultural competence, pre-health care curriculum, education, social justice</p>

Thesis (Ed.D.)--Argosy University/Honolulu, 2007. / (UMI)AAI3256145. Source: Dissertation Abstracts International, Volume: 68-03, Section: B, page: 1555. Adviser: Carole E. Freehan.

Thesis (Ph.D.)--University of California, San Francisco, 2008. / Source: Dissertation Abstracts International, Volume: 69-09, Section: B, page: 5321. Adviser: Patricia Benner.

<p> Public health institutions and popular media frequently frame weight loss and weight control as primary benefits of physical activity. This exploratory, descriptive study examined how respondents rated statements exemplifying three physical activity frames: a weight control frame, a medical frame, and an active embodiment frame. An anonymous, online survey was conducted in March 2018; respondents rated frame statements in terms of inspiring motivation to engage in physical activity, and in terms of perceived credibility. They also provided anthropometric data and physical activity data. Data were analyzed for the entire sample as well as stratified by multiple variables, including body mass index, waist circumference, age, and physical activity levels. </p><p> Overall, the weight control frame was rated the lowest in terms of motivation, and rated moderately in terms of credibility. The active embodiment frame was highly rated in terms of motivation, but did not rate highly in terms of credibility. The medical frame was rated most credible overall, while achieving moderate motivation ratings. A &ldquo;credibility/motivation gap&rdquo; was identified when frames were rated highly on one scale (credibility or motivation), but not the other. These findings have implications for how physical activity is framed in public health messaging, and suggest that, as no single frame dominated both the motivation and credibility ratings, a multi-frame approach may have greater success in motivating people to engage physical activity than does the current, weight-control dominant approach. </p><p>

<p> While adolescent endurance runners are at risk for energy deficiency, limited studies have evaluated the effect of a nutrition education intervention. We evaluated the effect of a 4-week nutrition curriculum on adolescent cross-country runners&rsquo; nutrition knowledge, dietary behaviors, and self-efficacy to optimize intake of nutrient-dense carbohydrate foods, using a quasi-experimental, pretest-posttest design. Runners (<i>n</i> = 45; <i>n</i> = 26 F, <i>n</i> = 19 M; age 15.7 &plusmn; 0.2y) attended 4 weekly 30 to 60-minute lessons. Baseline body weight and composition were measured using bioelectrical impedance analysis. Paired samples t-tests measured difference in nutrition knowledge and self-efficacy scores, before and after each lesson. Mean nutrition knowledge scores significantly increased from pre- to post-test for lessons 1 and 2 (<i>p</i> &lt; .001). Mean self-efficacy scores significantly improved pre- to post-test for all lessons (<i>p</i> &lt; .001). Findings suggest a benefit of the curriculum to increase nutrition knowledge, self-efficacy, and support dietary behaviors promoting increase in nutrient-dense carbohydrate intake among adolescent runners.</p><p>

<p> Asthma is an inflammatory disorder (Koterba &amp; Saltoun, 2012) and a common chronic condition of childhood (McCowan, Bryce, Neville, Crombie, &amp; Clark, 1996) that can cause children to experience poorer academic outcomes (Stingone &amp; Claudio, 2006), a lower quality of life (Everhart &amp; Fiese, 2009), hospitalizations, and in some cases death (Center for Disease Control, [CDC], 2017). This mixed methods study explored the relationship of asthma, school attendance, grades in mathematics and reading, and the quality of life in predominantly minority children with asthma and in those without asthma. Data for this study was collected at the Children&rsquo;s National Health Systems (CNHS) in the District of Columbia. A total of 36 children without asthma and 30 children with asthma enrolled in the study at the hospital&rsquo;s Emergency Department (ED) and the Improving Pediatric Asthma Care in the District of Columbia (IMPACT DC) clinic. The children were in grades three to five, 8 to 11 years old, and attended schools in the District of Columbia Public Schools (DCPS) during the 2015&ndash;2016 school year. Descriptive statistics, t-tests, ANCOVA, ANOVA, Spearman ranked order correlations, and hierarchical multiple linear regression were used to analyze the data. </p><p> The quantitative analysis indicated children with asthma visited the ED significantly more frequently than those without asthma (<i>p</i> &lt; .001, <i>d</i>= 0.8). The quality of life scores were lower for children with asthma compared to those without asthma. Further, as asthma severity increased, the quality of life scores decreased. In addition, children without asthma reported more unexcused days and absence from school than those with asthma. Lastly, children without asthma achieved a lower GPA in mathematics and reading than those with asthma. The findings indicate asthma impacts the quality of life scores in children, and that further research is warranted to determine how asthma impacts academic performance in children. </p><p>

<p> Academic advising has been found to be an important component in satisfaction and retention among online and distance students. This quantitative study examined the perceptions of both online and allied health students in an allied health program regarding academic advising methods. These perceptions were then examined to determine if there was a relationship to the students&rsquo; overall satisfaction and retention. To determine student perceptions, a convenience sample of both online and face-to-face students from two allied health programs in Louisiana was used. The students were given the Academic Advising Inventory (AAI), which was used to evaluate their perceptions regarding academic advising. </p><p> The review of the literature found that there are two primary models of academic advising: prescriptive and developmental. The literature indicated that different types of students prefer different advising models (Belchier, 1999; Gravel, 2012; Jeschke, Johnson, &amp; Williams, 2001; Kelley &amp; Lynch, 1991; LaPadula, 2003; Luna &amp; Medina, 2007). There are limited findings, however, regarding the preferences of online students. Further, there is no literature describing the preferences of online students in an allied health program. </p><p> This research study investigated student preferences regarding advising in an allied health program. This research study also investigated whether those preferences regarding advising had any effects on the overall satisfaction and persistence of students within an allied health program. Finally, this research study investigated if there were significant differences between the type of advising received between online and face-to-face students in the two programs. </p><p> Based on the data analysis, it was first found that students who experienced developmental advising had higher satisfaction than students who had prescriptive advising. Second, students who experienced developmental advising were more likely to persist in the allied health program than students who had received prescriptive advising. Third, students who experienced advising closely matched to their preferred advising style were more likely to be satisfied than students who experienced a wide gap between actual and preferred academic advising. Finally, it was found that face-to-face students were much more likely to receive developmental advising than online students in the same allied health program.</p><p>

<p> The purpose of this project was to create a cardiac rehabilitation nutrition education program with relevant nutrition topics. This program aimed to educate cardiac rehabilitation participants about Eating Heart Healthy as it relates to various topics leading to successful lifestyle changes. Therefore, this program may be used as a secondary prevention tool for post-cardiac event patients.</p><p> The eight-week nutrition education program consists of three modules: general dietary guidelines, dietary factors associated with heart disease, and food selection and preparation. Each lesson includes research-based curriculum, in-class activities, take home activities, and supplemental handouts to foster multiple learning styles. Evaluation forms for each session and the program overall were included.</p>