Neuropathy is a nerve disorder found in HIV disease and diabetes mellitus that indicates damage in the peripheral nervous system. Burning, tingling, stabbing, shooting, and painful sensations in the hands and feet are common symptoms of this chronic disorder, and no treatments are available that repair the nerves. The approved pain treatments are few and only available for the diabetic neuropathy population. A mixed-methods study of archival data was performed to compare patients with painful neuropathy (PN) associated with 2 diseases: HIV (HIV-PN) and diabetes mellitus (DPN). This study examined the similarities and differences of the pain narratives and common pain questionnaires from 12 HIV-PN and 11 DPN subjects. An independent t test of the Visual Analog Scale, Numeric Rating Scale, Brief Pain Intensity subscale, and the Short Form McGill Pain questionnaire failed to reject the null hypothesis that HIV-PN and DPN have equal pain levels. The qualitative analysis revealed 8 shared themes in both groups, with footwear challenges reported as the primary theme. This finding supports the many shared themes between these groups, yet education addressing these themes is minimal. One contrasting theme, privacy, was detected in the HIV-PN group, correlating statistically with the Beck Depression Inventory findings of guilt feelings. The theme of exercise was unique for the DPN group. Both groups had paralinguistic and nonverbal elements discovered in the recordings demonstrating the need for future research to explore these components. Results of education and research themes of privacy in the HIV-PN group and pain communication strategies for both groups will increase understanding of etiology, intervention, and patterns of pain for those diagnosed with neuropathy.

Literacy coaching is a widely implemented method for increasing teacher effectiveness and student learning. However, literacy coaches, teachers, and administrators from various countries have expressed confusion and concerns regarding this method. In the current research setting, literacy coaching was implemented to improve reading test scores with inconsistent results. Cultural historical activity theory was used as the theoretical framework for this sequential explanatory mixed-methods research that explored literacy coaching relationships in the research site from the teachers' perspectives. Phase 1 research questions examined (a) differences between the amount of time coaches spent with teachers, (b) components of coaching teachers found most/least effective, (c) how effective the teachers found literacy coaching, and (d) the correlation between the amount of time teachers spent with coaches and their effectiveness ratings. Phase 2 concerned teachers' experiences with coaching, and teachers' ideal literacy coaching situations. Twenty-two teachers completed surveys in Phase 1. Overall, teachers rated literacy coaching between ineffective and very effective. The median scores for individual components of literacy coaching were between neutral and effective. Significant correlations were found between effectiveness ratings and time spent with literacy coaches in a group, r (20) = .34, p = .01, and time spent one-on-one, r (20) = .54, p = .01. Phase 2 consisted of interviews with 9 teachers. Four themes resulted from framework qualitative analysis: what teachers want from coaches and coaching, teacher concerns, how teachers view the coaches, and coaching in practice. Three trainings were created to provide administrators, literacy coaches, and teachers with strategies and local data that may improve their practice and student reading capabilities.

The problem addressed in this study was the lack of a model for technology integration in social work education to meet the needs of graduate social workers in the field. Extant research has focused on the efficacy of online or blended learning, but not on social work educators' technology literacy. The purpose of this study was to explore social work educators' self efficacy related to technology use in curriculum and pedagogy. Digitally immigrant educators, defined as those over the age of 35, were studied since this group struggles in adjustment to technology, commonly used by younger students. The conceptual framework synthesized von Bertalanffy's general systems theory and Bandura's self-efficacy construct to understand the relationship between social work educators and technology. In this concurrent mixed methods and grounded theory study, participants (n = 396) provided quantitative responses about self-efficacy to the Computer Technology Integration Survey and answered additional questions about technology integration in the classroom. Findings from the correlational analysis revealed a model that connects positive self-efficacy to the number of digital tools used in the classroom, technology integration in pedagogy and curriculum, and teaching the concept of a 'digital divide.' Qualitative data from open-ended questions (n = 260) and 4 individual interviews were analyzed by thematic content analysis. Findings included issues that inhibit technology integration: personal motivation, time, and lack of institutional support. This study may contribute to positive social change by proposing a technology integration model for social work educators to use as an innovative strategy for preparing future professionals in the practice of social work.

Media exercises incredible influence on the public; in India media appears to interfere with court proceedings. The purpose of this mixed-methods quasi-experimental study was to explore the effect of media trials on the Indian criminal justice system and to examine the relationship between court verdicts and media trials in India. The narrative policy framework was used to guide the study. Qualitative data were gathered from a variety of sources, including the court cases and the related verdicts reported by the media as media trials from 2005 to 2015. Subsequently, interviews were also conducted to collect qualitative data. Quantitative data were sourced from a survey using Likert scales. Survey and interview data were collected from 450 India-based practicing attorneys. Qualitative data were coded and themes developed. Quantitative data were analyzed using Pearson's correlation analysis. Findings indicated that media interference affects the Indian criminal justice system, often adversely. Findings may be used to help public policy making bodies formulate media guidelines about reporting crime and the justice system in India. Findings may also be used to bolster public confidence in the judicial system in India.

>Evaluating the Effectiveness of a Leadership Studies Program. James P. Hopkins, 2013. Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Undergraduate Study, Student Experience, Program Effectiveness, Program Evaluation, Leadership. This case study reported on the effectiveness of the Jepson School of Leadership Studies program of instruction at the University of Richmond. The research extended and replicates research of a similar nature completed by Brungardt (1997) at Fort Hays State University and Funk (2005) at Kansas State University. The study investigated if the academic programming was an effective change agent were the attitudes, behaviors, or knowledge of the graduating seniors affected, and, if so, how. The study also reviewed which curriculum components pedagogy, course content, or service learning were most effective. This mixed-methods study focused on the perennial question surrounding academically based leadership studies programs are they effective? While effectiveness and causation are the main themes of this research, the study also addressed the utility of mixed-methods research on leadership topics and the need for further research into programs offering leadership studies degrees. The results suggested that students changed by growing in leadership capacity and efficacy through their Jepson School academic experiences. Quantitative instruments reflect growth in leadership behaviors from the sophomore to senior years and an overall satisfaction with the Jepson academic programming. The qualitative instruments added weight and meaning to quantitative results by explaining program impacts and benefits from a student, alumni, and key staff perspective. The results of this study matched the results of previous research and suggested that academic leadership studies programs are effective change agents.

PURPOSE: This sequential embedded mixed methods study first identified the ways in which occupational therapy leaders experience leadership, then explored the ways in which those same leaders utilized their professional training as occupational therapists within their practice of leadership. METHODS: The twelve participants held formal leadership positions in either academia, clinical practice, or professional associations. The ecology of human performance model of practice was utilized to frame the research study. Data was collected through an initial interview with all 12 participants and through leadership artifacts and a second interview with six participants. RESULTS: Three themes resulted from thematic analysis of initial interview: leadership journey, leadership deconstructed, and personal approach to leadership. The leadership artifacts were analyzed using a coding frame, which included four dimensions: occupational perspective of leadership, connections, leadership approach, and team mindset. Thematic analysis of the second round of interviews resulted in three themes: how they do leadership, leadership interaction, and reflection on leadership action. CONCLUSIONS: The participants described the construct of leader as a role consisting of contextually discrete leadership occupations. A number of parallels were identified between the practice of occupational therapy and the practice of leadership. The development of a personal leadership identity was found to occur over time and required some form of either internal or external recognition of leadership ability or outcome. The structure of this mixed methods design included a combination of two qualitative methods, which was novel to the occupational therapy literature.

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Indiana University-Purdue University Indianapolis (IUPUI) / In the United States, over 30 percent of children are categorized as overweight or obese. Comorbid conditions, such as cardiovascular disease and other health complications related to obesity, are also on the rise. This public health issue is often related to disproportionate dietary intake and lack of physical activity. Efforts that promote fruits and vegetables (F/V) as preferred food choices over high fat and high sugar foods may help combat the increasing incidence of overweight and obesity. Other benefits from F/V include prebiotics or fiber that helps to create and maintain a healthy microbiota, which is now recognized as essential for long-term positive health outcomes. Many children, however, fall short in consuming the recommended daily amounts of F/V servings, and therefore, lack key nutrients such as vitamins, minerals, phytonutrients and fiber. This study is a pilot, quasi-experimental design that provides information related to the importance of eating F/V to children, ages 11-12 years, who attend a parochial school in Indianapolis, Indiana. The data from this study describe the amounts of F/V servings in home-prepared school lunches. The primary aim of this study is to determine if eight interactive multimedia lessons and activities delivered to one group of students (intervention) and a single lesson delivered to a different group of students in the same school and grade (control), affects the amount of lunch F/V servings, student knowledge, attitude, and self-efficacy/perception. This baseline data will contribute to the design and implementation of a health curriculum for middle school age students. Focus groups, adapted validated assessment tools as well as the on-site observation of F/V servings brought in lunches and consumed at lunch are compared between both groups to document any effects of the instruction. The results show that a statistically significant change in knowledge occurred within the intervention group following the implementation of this F/V education series. Favorable findings, with a positive upward trend in relative amounts of F/V, were identified and more research in this area is warranted.

Indiana University-Purdue University Indianapolis (IUPUI) / High-fidelity patient simulation (HFPS) recreates clinical scenarios by combining mock patients and realistic environments to prepare learners with practical experience to meet the demands of modern clinical practice while ensuring patient safety. This research investigated the efficacy of HFPS in medical education through a case study of the Indiana University Bloomington Interprofessional Simulation Center. The goal of this research was to understand the role of simulated learning for attaining clinical selfefficacy and how HFPS training impacts performance. Three research questions were addressed to investigate HFPS in medical education using a mixed methods study design. Clinical competence and self-efficacy were quantified among medical students at IUSMBloomington utilizing HFPS compared to two IUSM campuses that did not incorporate this instructional intervention. Clinical competence was measured as performance on the Objective Structured Clinical Examination (OSCE), while self-efficacy of medical students was measured through a validated questionnaire. Although the effect of HFPS on quantitative results was not definitive, general trends allude to the ability of HFPS to recalibrate learners’ perceived and actual performance. Additionally, perceptual data regarding HFPS from both medical students and medical residents was analyzed. Qualitative results discovered the utility of HFPS for obtaining the clinical mental framework of a physician, fundamental psychomotor skills, and essential practice communicating and functioning as a healthcare team during interprofessional education simulations. Continued studies of HFPS are necessary to fully elucidate the value of this instructional adjunct, however positive outcomes of simulated learning on both medical students and medical residents were discovered in this study contributing to the existing HFPS literature.