Browsing by Subject "Student"

Now showing 1 - 10 of 27
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    An Exploratory Study of Educators' Perspectives Towards Hospital School Program Support for Children with Special Health Care Needs After Hospitalization
    (Ubiquity Press, 2024-03-15) Ormiston, Heather E.; Husmann, Polly R.; Wikel, Kristin C.; Ruark, Chelsey; Reisinger, Debra L.; Curtin, Michelle J.; Anatomy, Cell Biology and Physiology, School of Medicine
    More than 14 million children in the United States are identified as children with special healthcare needs (CSHCN). Rates of hospitalization for CSHCN with chronic conditions as well as re-admissions have been increasing in recent years. For hospitalized children transitioning back to their school of record, a host of issues may arise such as socioemotional concerns, peer rejection, and being behind in academics. Hospital-based school programs (HBSPs) play an important role in the transition back to a child's school of record. Utilizing a database of inpatient CSHCN at a midwestern children's hospital's HBSP, private and public-school educators associated with the previously hospitalized CSHCN were asked to complete an online survey to gather their perspectives related to the child's transition back to the school of record upon hospital discharge. Overall, educators' perspectives of the HBSP were positive while perceptions related to communication provided by the HBSP were mixed. Educators surveyed reported a lack of training related to working with CSHCN. Finally, accommodations and services offered to students upon return to school focused mostly on academic performance and attendance. Study limitations and implications for practice in schools are discussed.
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    Angela Carr Klitzsch
    (2006) Klitzsch, Angela Carr
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    Angela Seaworth
    (2005) Seaworth, Angela
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    Correction: How much is needed? Patient exposure and curricular education on medical students' LGBT cultural competency
    (BMC, 2022-06-07) Nowaskie, Dustin Z.; Patel, Anuj U.; Psychiatry, School of Medicine
    Correction: BMC Med Educ 20, 490 (2020); https://doi.org/10.1186/s12909-020-02381-1
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    Factors associated with HPV vaccination initiation among United States college students
    (Taylor & Francis, 2021) McLendon, Lane; Puckett, Jesse; Green, Chelsea; James, Jenna; Head, Katharine J.; Lee, Hee Yun; Young Pierce, Jennifer; Beasley, Mark; Daniel, Casey L.; Communication Studies, School of Liberal Arts
    Human papillomavirus (HPV) remains the most common sexually transmitted infection (STI) in the U.S. despite widespread availability of a safe, effective vaccine. Although young adults are at greatest risk of HPV infection, extensive vaccine promotion and intervention efforts has been directed toward 11-12-year-olds. College students represent an ideal audience for HPV vaccine "catch-up;" however, research indicates inconsistent HPV vaccination rates within this demographic. An online survey assessing HPV and HPV vaccine knowledge and behaviors was distributed to all undergraduate college students at a large, public university in the Deep South region of the U.S. The primary outcome was receipt of HPV vaccination (binary response options of Yes/No). Logistic regression analyses were performed to determine predictors of HPV vaccination. Of the 1,725 who completed the survey, 47.0% reported having received at least one dose of HPV vaccine; overall series completion (series = 3 doses for this population) was 17.4%. The primary outcome was HPV initiation among college students, defined as having received at least one dose of the HPV vaccine. Results indicated substantial gaps in participants' knowledge of their vaccination status. Provider and parental recommendations as well as social influences were shown to significantly impact student vaccination status, emphasizing the importance of incorporating these elements in future interventions, potentially as multi-level strategies. Future college interventions should address HPV and vaccination knowledge and the importance of provider and parental recommendations.
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    How much is needed? Patient exposure and curricular education on medical students’ LGBT cultural competency
    (BMC, 2020-12-04) Nowaskie, Dustin Z.; Patel, Anuj U.; Psychiatry, School of Medicine
    Background: For medical students, providing exposure to and education about the lesbian, gay, bisexual, and transgender (LGBT) patient population are effective methods to increase comfort, knowledge, and confidence in caring for LGBT people. However, specific recommendations on the number of patient exposures and educational hours that relate to high LGBT cultural competency are lacking. Methods: Medical students (N = 940) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., number of LGBT patients and LGBT hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores were stratified by 1-point increments, and experiential variable means were computed per each stratification to characterize the mean LGBT patients and hours of medical students with higher scores and those with lower scores. Results: Medical students reported caring for some LGBT patients annually (M = 6.02, SD = 20.33) and receiving a low number of annual LGBT curricular hours (M = 2.22, SD = 2.85) and moderate number of annual LGBT extracurricular hours (M = 6.93, SD = 24.97). They also reported very high attitudinal awareness (M = 6.54, SD = 0.86), moderate knowledge (M = 5.73, SD = 1.01), and low clinical preparedness (M = 3.82, SD = 1.25). Medical students who cared for 35 or more LGBT patients and received 35 or more LGBT total hours reported significantly higher preparedness and knowledge. Conclusions: Medical students have shortcomings in LGBT cultural competency and limited LGBT patient exposure and education. To improve LGBT cultural competency, medical schools and accrediting bodies should consider providing medical students with at least a total of 35 LGBT patient contacts and 35 LGBT education hours (10 h of required curricular education and 25 h of supplemental education).
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    LGBTQ+ Hoosiers: Barriers to student success
    (Center for Research on Inclusion and Social Policy, 2024-10-04) Dietz, Ted; Morris, Cheyenne; Gomez, Cecilia; Mullin, Hannah; Rapolu, Sreemayi; Bow, Brendan; Schultz, Kristi; Van Allen, Elizabeth J.; Menard, Claire; Thakur, Medhavi
    Young Hoosiers rely on school systems and educators to develop safe and supportive learning environments and expose them to diverse voices. Having access to these environments is particularly important for youth who identify as lesbian, gay, bisexual, transgender, queer, or other sexual and gender identities (LGBTQ+). This population experiences increased rates of high-risk behavior1—like alcohol, drug use, and suicide—often due to feelings of isolation or exposure to bullying. Supporting professional development for educators, funding research regarding LGBTQ+ youth in Indiana, and promoting existing youth-based programs will help to meet the needs of young Hoosiers.
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    Matt Ehlman
    (2012) Ehlman, Matt
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    PhD Student: Amy Conrad Warner
    (2007) Warner, Amy Conrad
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