Faculty publications and conference presentations

Permanent link for this collectionhttps://hdl.handle.net/2022/23318

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Now showing 1 - 7 of 7

Link to Life and Learning: Integrating Quick Assignments to Encourage Belonging
(Indiana University, 2023) Deranek, Jennifer
Abstract: At an institution which serves mostly commuting students who are first generation and often balancing life responsibilities, online learning is enticing and presents challenges. Students can struggle with the required skills of self-regulation, effective time-management, communication, and balancing needs. In the spring of 2022, an innovative teaching practice was added to an online first-year seminar course called Link to Life and Learning. Each week, students completed a low-stakes assignment which addressed a variety of factors related to belonging in college including: a reflection about the purpose of a college education, reading to comprehend, health and wellness, diversity and inclusion, procrastination, healthy relationships, involvement on campus, school-life balance, and individualized meetings with the instructor. These assignments were created in a personalized manner that fit the needs of the students and the campus, while encouraging students to develop a connection to their purpose, passion, and sense of belonging. Keywords: Online learning, student belonging, technology.
Enriching Pre-Clinical Education with Near-Peer Learning Experiences
(Illinois State University, 2023-07-12) Springle, Alisha P.; Pfeiffer, Danika L.; Gillis, Corrin
Abstract The purpose of this mixed methods study was to examine the outcomes of two instructional methodologies (traditional and peer-assisted learning; PAL) used in a clinical methods course for undergraduate speech-language pathology (SLP) students. The sample included 53 undergraduate SLP students (near-peer learners) as well as 27 graduate SLP students and 7 clinical fellows (near-peer tutors). Traditional instruction was used during the first half of the course and PAL was added during the second half. The undergraduate SLP students’ weekly written reflections and grades (mid-term and final) were collected for analysis. Students demonstrated a preference for peer- and near-peer learning experiences and commented positively on learning via stories throughout the course. They exhibited more positive attitudes during PAL instruction. Further, students reported less clinical confidence and more confusion as the course progressed and they learned more about the demands and expectations for clinical practice. Implications and recommendations for SLP students’ clinical training are discussed. Keywords teaching, clinical training, peer-assisted learning
Promoting Equity for Women in Medical Journal Editing
(2023) Miller, Allison Chamberlain; Dirette, Diane Powers
Describes the underrepresentation of women in editorial roles across various types of medical journals. Discusses the importance of gender equality in access to medical editorial positions and how gender equality can be promoted.
Predicting Language Performance from Narrative Language Samples
(American Speech-Language-Hearing Association, 2022-01-06) Springle, Alisha P.; Murphy, Kimberly A.; Sultani, Mollee J.
Purpose: Analysis of narrative language samples is a recommended clinical practice in the assessment of children’s language skills, but we know little about how results from such analyses relate to overall oral language ability across the early school years. We examined the relations between language sample metrics from a short narrative retell, collected in kindergarten, and an oral language factor in grades kindergarten through 3. Our specific questions were to determine the extent to which metrics from narrative language sample analysis are concurrently related to language in kindergarten and predict language through grade 3. Method: Participants were an unselected sample of 284 children who were administered a narrative retell task in kindergarten and a battery of vocabulary and grammar measures in kindergarten through grade 3. Language samples were analyzed for number of different words (NDW), mean length of utterance (MLU), and a relatively new metric, percent grammatical utterances (PGU). Structural equation models were used to estimate the concurrent and longitudinal relationships. Results: The narrative language sample metrics were consistently correlated with the individual vocabulary and grammar measures as well as the language factor in each grade, and also consistently and uniquely predicted the language factor in each grade. Standardized path estimates in the structural equation models ranged from .20 to .39. Conclusion: This study found narrative language sample metrics to be predictive, concurrently and longitudinally, of a latent factor of language from kindergarten through grade 3. These results further validate the importance of collecting and analyzing narrative language samples, to include PGU along with more traditional metrics, and point to directions for future research. Keywords: narrative, language, language sample analysis, assessment
Speech Intervention Effects for Childhood Apraxia of Speech
(American Speech-Language-Hearing Association, 2020-06-30) Springle, Alisha P.; Raymer, Anastasia M., 1958-; Breeden, Amber
Purpose: A number of studies have examined the effects of speech interventions on outcomes in childhood apraxia of speech (CAS). The findings have been summarized in the form of systematic reviews (SRs) and meta-analyses (MAs), which are used to support evidence-based clinical practice decisions. Yet without acceptable rigor, SRs/MAs may be biased in their recommendations. We appraised the quality of existing SRs for CAS treatment using a tool developed within epidemiology, the AMSTAR-2 (A MeaSurement Tool to Assess systematic Reviews; Shea et al., 2017). Method: A search of five databases to identify published SRs that coalesced treatment research for CAS revealed six systematic reviews that met inclusion criteria. Two examiners coded each article with the AMSTAR-2 to rate the methodologic rigor of the SRs and extracted summary data. Results: One rigorous systematic review included only one randomized controlled trial (Morgan et al., 2018). A second moderately rigorous review (Murray et al., 2014) examined multiple single participant research designs. The weight of high-quality evidence supported the positive effects of motor programming treatments for children with CAS. Conclusions: Findings of six systematic reviews, two of which were conducted with relative rigor, suggest that motor programming treatments have the best evidence-base for treatment decisions pertaining to CAS. Clinicians are referred to online resources to implement these treatments according to published protocols. Keywords: childhood apraxia of speech (CAS), systematic review (SR), evidence-based practice (EBP), research quality
The Comparative Change of Self-Efficacy in Nursing Students after Verbal De-Escalation Education
(July Press, 2020) Hostetler, Tina
Background: The incidence of workplace violence has continued to occupy a significant place in healthcare at a rate nearly double that in other industries. Those providing direct bedside care are among the most vulnerable to violence, including nursing students. Many students report experiencing verbal or physical aggression prior to graduating from nursing school. Purpose: The purpose of this quantitative prospective experimental study was to measure the level of self-efficacy of nursing students’ verbal de-escalation skills before and after verbal de-escalation training, to see if the training made a measurable effect on the level of self-efficacy. Method: Seventeen nursing students in their psychiatric-mental health course rotation completed a pre- and post-intervention survey based on Thackrey’s Confidence in Coping with Patient Aggression scale (1987) to measure self-efficacy. The intervention included up to 90 minutes of interactive verbal de-escalation training. Result: A statistically significant increase in self-efficacy scores was noted from pre-intervention (M = 39, SD = 13.5) to post-intervention (M = 60.9, SD = 14.3), t (16) = 6.92, p < .001 (two-tailed). The mean increase in CCCPA scores was 21.8 with a 95% confidence interval ranging from 28.6 to 15.2. The eta squared statistic (0.46) indicated a large effect size. Conclusion: Verbal de-escalation training in all nursing programs is recommended. Keywords: verbal de-escalation, workplace violence, nursing student
Health Care Practitioners’ Determinants of Telerehabilitation Acceptance
(University Library System, University of Pittsburgh, 2020) Fisher, Thomas F.
Pulmonary rehabilitation is a multidisciplinary patient-tailored intervention that aims to improve the physical and psychological condition of people with chronic respiratory diseases. Providing pulmonary rehabilitation (PR) services to the growing population of patients is challenging due to shortages in health care practitioners and pulmonary rehabilitation programs. Telerehabilitation has the potential to address this shortage in practitioners and PR programs as well as improve patients’ participation and adherence. This study’s purpose was to identify and evaluate the influences of intention of health care practitioners to use telerehabilitation. Methods: Data were collected through a self-administered Internet-based survey. Results: Surveys were completed by 222 health care practitioners working in pulmonary rehabilitation with 79% having a positive intention to use telerehabilitation. Specifically, perceived usefulness was a significant individual predictor of positive intentions to use telerehabilitation. Conclusion: Perceived usefulness may be an important factor associated with health care providers’ intent to use telerehabilitation for pulmonary rehabilitation. Keywords: Health care practitioners, Pulmonary rehabilitation, Respiratory care, Technology acceptance model, Telehealth, Telerehabilitation

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