Purpose: Resilience, the capacity to endure and overcome hardship, has been suggested as a basic competency for rural medical practice. Unfortunately for physician educators, the medical education literature offers only limited guidance for nurturing this adaptive capacity. We describe the process and subsequent analysis of a daylong curriculum development workshop conducted at the annual meeting of Rural Medical Educators in 2010. Methods: Fifty administrator, faculty and student attendees reflected individually and worked in groups to construct key curricular components and modalities for teaching this competency. Prior to the meeting, participants were asked to submit a personal story about resilience. The 22 narratives received were distributed across 8 groups and provided the grist for the small group discussions, in which each group identified key concepts for teaching and learning about resilience, constructed a concept map, and developed a curriculum that was presented to all session participants. Concept maps, curriculum outlines and notes taken during the presentations were analyzed using content analysis techniques. Findings: Data highlight the importance of (1) embracing hardship as an opportunity for growth, (2) viewing resilience as both an individual and community property, (3) pursuing adaptability more than hardiness, and (4) setting a lifelong pattern of learning this competency in practice. Specific teaching modalities are suggested including individual reflective time and group activities. Conclusions: To our knowledge this represents a first effort to define and develop a medical curriculum for teaching resiliency in rural predoctoral and residency education.

In a report on the nursing shortage, the American Association of Colleges of Nursing cited insufficient preceptors as one of the factors influencing the decreased intake of nursing students to registered nurse (RN) programs, thus compounding the shortage issue. The site selected for this project was a teaching hospital that annually facilitates hundreds of nursing students for clinical practice. Graduate nurses rotating through the hospital are assigned to work with RNs within their assigned units. The purpose of this doctoral project was to develop a preceptor training program for RNs in a teaching hospital. The practice-focused question examined whether RNs would identify perceived competence and understanding in the preceptor role as a result of preceptor training. Knowles'€™s adult learning theory and Benner'€™s theory of skills acquisition framed the project. Participants (N = 7) completed a 2-week didactic and clinical training in preceptorship. As a result of the educational intervention, the preceptor trainees reported an increase in knowledge, skills, and confidence in the preceptor role. Seven participants (100%) expressed that the training was interesting, relevant, beneficial to their work, and stimulated sharing. The implications of this project for positive change include the potential benefits to new and experienced graduate nurse preceptors by reducing feelings of inadequacy, stress, and burnout and enhancing job satisfaction. Additionally, graduate nurses who work with competent, confident preceptors experience less anxiety, improved job satisfaction and a smoother transition to the role of professional nurses prepared to deliver quality health care to patients. Improving preceptor-graduate nurse experiences may result in reduced turnover among nurses and improved customer experiences.

Numerous studies have been completed on the academic ability of student athletes. Since the mid 1980s, the NCAA has emphasized the importance of academics and mandated more stringent requirements to be able to participate in intercollegiate athletics. These initial-eligibility standards have been successful in increasing overall graduation rates of student-athletes, but there remain a number of concerns. The purpose of the study was to determine if an NCAA D-I freshman student athlete's place of residency on campus, as opposed to off campus, while attending college during his/her freshman year had a statistically significant relationship to achievement as it relates to academic performance. The continued purpose of the study examined the relationship between selected socio-demographic components to academic performance in NCAA D-I freshman student athletes and how this relationship may have directly related to their academic performance during their freshman year. Participants completed the informed consent along with a questionnaire to aid in determining what academic and socio-demographic variables were related to academic performance (N = 205). Based on the results of this study, it was concluded that living on or off campus had no relationship with how the freshman student athletes performed academically. The best individual correlations with academic performance were high school GPA, gender, and ACT scores. These relationships proved to be a moderate relationship because an r value of .75 or greater was not reached. High school GPA, ethnicity, gender, absences unexcused, and ACT scores did enter a stepwise multiple regression equation, but could only explain 55% of the variance for that equation. Statistically 60% is an acceptable level for predicting academic performance in the study. However, it should be noted that 55% of the variance is relevant for those individuals who deal with the academic performance (i.e., athletic administrators, academic advisors, university faculty, parents, etc.) of student athletes to encourage the use of these variables to predict a student athlete's academic success. The other remaining variables showed only a low or very low relationship to a freshman student athlete's academic performance.

PURPOSE: This study aimed to investigate how physical therapy mentors instill clinical judgment and competence during residency training. The researcher investigated effective mentoring behaviors and techniques in physical therapy residency training. SUBJECTS: Participants included physical therapy residency faculty, physical therapy residents currently enrolled in U.S. residency programs credentialed by the American Physical Therapy Association (APTA), and resident graduates (ie, within the past 2 years) from APTA programs. METHOD: A quantitative survey design was used to gain information about effective mentoring behaviors and techniques of physical therapy residency faculty who foster clinical expertise in physical therapy residents. Two online surveys were created: one for residency program faculty and one for current and past residents. RESULTS: Findings revealed that most mentors felt confident to mentor residents based on their past experiences instructing students and mentoring residents in physical therapy. Most mentor respondents had not taken APTA's Credentialed Clinical Instructor Program (CCIP), and fewer had taken Advanced CCIP (ACCIP). Mentor respondents who had taken both courses felt that CCIP was less helpful in mentoring residents than was ACCIP. Findings indicated important resident benefits, mentor behaviors, and characteristics of mentor-mentee relationships in residency programs. Results revealed mentoring and teaching strategies that were most effective for different stages of residency programs. CONCLUSIONS: These findings will help guide residency program faculty in effective mentoring practices and have added to the literature about how mentoring methods impact development of clinical expertise in physical therapy residents. These results (a) revealed a need for advanced training specific to mentoring residents, (b) can be used to determine what mentoring behaviors and techniques work best with residents, and (c) can serve as a basis for further developing residency training curricula. RECOMMENDATIONS: Further investigation is needed to determine which components of mentoring help residency faculty feel prepared to mentor residents. Further development and testing of mentor training programs are warranted. Additional research using qualitative methodology and this study's findings related to important resident benefits, mentor behaviors, and characteristics of mentor-mentee relationships in residency programs is necessary. Further research is also needed to investigate how reflection is used in mentoring in residency programs.

No description available.

No description available.

Waging war against economic, political and social inequity, Highlander, founded in 1932 in Monteagle, Tennessee, near Chattanooga, served as a community-training center for southern industrial labor and farmers’ unions and as a major gathering place for black and white civil rights activists, even in those days when such activity was illegal. Teachers at Highlander believed in the capacity of people to educate and to govern themselves. Humanitarians or communitarians, those working at Highlander were concerned with the interrelated systems of class and race, which, they felt, consistently enabled a small segment of the population to exploit, dominate and oppress others. This work explores whether or not there was a factor in the Highlander pedagogy that encouraged activist involvement and delves into participant assessment of Myles Horton as a charismatic leader. Although a variety of sources mention Highlander School or Myles Horton, little material exists that examines the relationship, if any, between the pedagogy or methodology used at Highlander and the leadership that emerged from the workshops. This study endeavors to fill that gap by using historical records, interviews of participants and anecdotal evidence to reveal a connection between Highlander, activism and charismatic leadership.

By 2034 there is predicted to be a shortage of between 17,800 and 48,000 physicians in primary care, (Association of American Medical Colleges, 2021). Nurse practitioners have proven to be a versatile tool in helping to bridge this gap in health care. As the need for family nurse practitioners grows so also the need for quality educational experiences for these providers must continue to expand. Currently, employment turnover rates for family nurse practitioners are twice those of physicians, (Barnes, 2015). Formal transitions into advanced practice, such as residency programming have been found to ease new family nurse practitioners into practice. However, few residency programs exist to help aid in this transition, (Flinter, 2005, 2012). This project aims to develop a program that provides educational opportunities for post-graduate family nurse practitioners as they transition to advanced practice nursing. The project will develop a nurse practitioner residency program specific to the needs of this region guided by the Social Determinants of Health. The program will provide new graduate family nurse practitioners with an opportunity to take part in a year-long post-graduate residency program. Providing an intense on-the-job training experience from veteran practitioners. This program will then be written into a grant to help fund the project in our region.

Background/Purpose: The American College of Cardiology/American Heart Association/Heart Failure Society of America guidelines for management of heart failure were recently updated to include use of sacubitril/valsartan due to its ability to reduce mortality and hospitalizations over the current standard of therapy. Based on these guideline updates, a champion research team at East Tennessee State University (ETSU) Family Medicine Associates worked to create and implement a process that identified patients with systolic heart failure and provided access to medications with mortality and morbidity benefits. The objective of this study is to improve provider knowledge of evidence-based heart failure pharmacotherapy and to assess provider acceptability of a process implemented at ETSU Family Medicine Associates. Methodology: This study was approved by the Institutional Review Board. On December 21, 2016 the champion research team presented a didactic session to all providers at ETSU Family Medicine Associates. Immediately prior to the education session, providers completed a pre-education clinical knowledge assessment on heart failure pharmacotherapy. A one-hour didactic session then followed focusing on evidence-based medication management of systolic heart failure and introduction of the new process being implemented. Following the presentation, providers completed a post-education clinical knowledge assessment and a pre-implementation process acceptability survey. Providers were then scheduled to complete a post-implementation process acceptability survey at two months post-process implementation and quarterly thereafter. A McNemars Test will be used to determine if statistically significant differences exist among pre- and post-education clinical knowledge assessments and pre- and post-implementation process acceptability surveys. Presentation Objective: Discuss the process implemented to improve provider knowledge of heart failure pharmacotherapy and improve patient access to evidence-based pharmacotherapy options. Self-Assessment: Did the one-hour didactic session improve provider knowledge of heart failure pharmacotherapy?

No description available.