Browsing by Author "Oyedele, Oladele"

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    Interprofessional spiritual care education in pediatric hematology-oncology: A pilot study
    (Wiley, 2022-03) Szilagyi, Csaba; Lion, Alex H.; Varner Perez, Shelley E.; Koch, Sarah; Oyedele, Oladele; Slaven, James E.; Montz, Kianna; Haase, Joan E.; Puchalski, Christina M.; Pediatrics, School of Medicine
    Background Evidence and clinical guidelines call care team members to address the spiritual well-being of pediatric patients, especially adolescents and young adults (AYA), with cancer and blood disorders. However, the lack of relevant training in generalist spiritual care has been a key barrier. Therefore, we aimed to improve clinicians’ capabilities by utilizing the Interprofessional Spiritual Care Education Curriculum (ISPEC) to close this gap in pediatric hematology-oncology. A model of interprofessional spiritual care entails that all team members attend to patients’ spirituality by employing generalist spiritual care skills and collaborating with spiritual care specialists such as chaplains. Methods Interdisciplinary team members providing care for AYA with cancer and blood disorders were recruited to participate in interprofessional spiritual care education. Our intervention combined an evidence-based online curriculum and in-person discussion groups. Pretest-posttest study examined changes in participants’ skills and practices to identify, address, and discuss spiritual concerns. Surveys were conducted at baseline and at 1, 3, and 6 months after the intervention. Results Participants (n = 21) included physicians, advanced practice providers, nurse coordinators, and psychosocial team members. We observed positive changes in participants’ ability (36%, P < 0.01), frequency (56%, P = 0.01), confidence (32%, P < 0.01), and comfort (31%, P = 0.02) providing generalist spiritual care baseline versus one month, with significant gains maintained through six months (Omnibus P < 0.05). Conclusions Utilizing ISPEC, interprofessional spiritual care education has a strong potential to develop pediatric hematology-oncology team members’ capabilities to attend to the spiritual aspect of whole-person care and thus contribute to the well-being of AYA with cancer and blood disorders.
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    They did what? A Systematic Review of Music Intervention Reporting in Healthcare Research
    (Office of the Vice Chancellor for Research, 2016-04-08) Rager, Allison; Beloat, Alyssa; Daugherty, Sarah; Oyedele, Oladele; Storkman, Emily; Kurtz, Rebecca; McCluskey, Megan; Ott, Alyssa; Polasik, Shelbi; Venzian, Jamie; May, Lindsey; Hernandez-Ruiz, Eugenia; Hanson-Abromeit, Deanna; Robb, Sheri L.
    Abstract Background/Purpose: Both public interest in and publication of music intervention studies are increasing, with more than 1,000 articles published in healthcare journals over the last twenty years. Concomitant with this growth are concerns about inadequate intervention descriptions and inconsistent terminology in published research which limits cross-study comparisons, interdisciplinary communication, and integration of findings into practice. Purposes of this systematic review were to summarize and describe music intervention reporting in published research for patients with chronic or acute medical conditions including intervention content, outcomes of interest, interventionist qualifications, and terminology used to label and describe interventions. Theoretical/Conceptual Framework: Our review is based on published Reporting Guidelines for Musicbased Interventions which specifies 7 areas of reporting: theory, content, delivery schedule, interventionist, treatment fidelity, setting, and unit of delivery. Method: We identified experimental music intervention studies for patients with chronic/acute medical conditions, published 2010 - 2014, using MEDLINE, PubMed, CINAHL, and PsycINFO databases. Our initial search identified 620 articles, with 133 retained based on specific inclusion/exclusion criteria. Five nurse/music therapy student dyads reviewed full articles and abstracted data for analysis. Faculty mentors conducted interrater reliability checks and resolved data extraction discrepancies through discussion/consensus. This interdisciplinary approach provided a rich context for exploring how intervention descriptions/terminology may be interpreted and understood differently based on background and discipline-specific training. Results: Data are summarized based on Reporting Guidelines for Music-based interventions. Areas poorly reported: 1) intervention theory (i.e., mechanisms of action), 2) references for sound recordings/musical arrangements, 3) decibel level/sound controls, 4) interventionist qualifications and training. Two hundred music terms were cited (84 terms defined; 116 terms not defined), and often misapplied. Conclusions: Improved reporting will allow better cross-study comparisons, replication, and translation to practice. Additionally, standardization of music intervention terminology will improve interdisciplinary communication, delineation of music interventions across disciplines, and implementation.