Browsing by Subject "program development"

Now showing 1 - 7 of 7
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    Developing an ESL tutoring center and expanding operations online
    (TESOL, 2021) Ene, Estela; Sadri, Raeeka
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    Easterseals Crossroads RISE Program: Functional Living Skills Training for Individuals with Intellectual Disabilities
    (2021-04-27) Flores, Chelsea M.; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Miers, Wendy
    Functional living and community skills are needed to for being an independent individual in society. Individuals with intellectual disabilities (ID) make up nearly two percent of the United States population, or an estimated 7.37 million people, but are often not able to live and access the world around them without support from parents and caregivers. Despite the national movement to empower individuals with disabilities to live more independent lives, individuals with ID continue to face social exclusion, marginalization, and stigma. The purpose of this capstone project was to develop a life skills program to equip individuals with intellectual and developmental disabilities with the tools and functional skills to live and access the community independently. Guided by Participatory Occupational Justice Framework, Model of Human Occupation theory, and evidence-based teaching methods, client-centered and strengths-based lessons for six living skills courses (e.g., Food Preparation/Nutrition, Money Management, Home Management, Health Management, Public Transportation, and Emergency Skills) were created as part of the new R.I.S.E Program to aid in the acquisition of functional living skills, with guided support and education, among teens and adults with intellectual disability. Additionally, staff training modules and marketing materials were developed to prepare staff and promote the program. The acquisition of functional living and community skills lead to increased self-management, self-confidence, social inclusion, sense of belonging, and overall independence and quality of life.
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    Occupational Therapy Program Development at Lakeland Center Inc.
    (2022-05) Goode-Collins, Lauren; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Menke, Christy
    This capstone project involved creating a proposed occupational therapy hippotherapy program in partnership with an adaptive horseback riding school in a rural, underserved area. Many studies support hippotherapy as a treatment strategy in occupational therapy. Data from semi- structured interviews of relevant stakeholders and clinicians that utilize hippotherapy as a treatment strategy were analyzed using thematic analyses. Results yield promise for development of an evidence-based program in a rural, underserved location. Additionally, results demonstrate the feasibility of utilizing thematic analyses and qualitative data to inform community program development.
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    Occupational Therapy’s Role in Low Vision: A Doctoral Capstone Experience
    (2021-04) Wolford, Charly L.; Bednarski, Julie A.; Department of Occupational Therapy, School of Health and Human Sciences; Riccio, Linda
    Low vision is a prevalent condition found in the aging population. Occupational therapists hold a unique skillset in which they are able to assess and treat low vision, however due to lack of education, training, and confidence it is often dismissed in practice. Therefore, the purpose of this doctoral capstone was to develop and implement a low vision program to increase the quality of low vision care being provided to residents in subacute low vision programs. In order to determine program specifics, the capstone student designed and implemented a low vision survey via Qualtrics. From the results of the Qualtrics survey the student designed the “Low Vision Assessment and Treatment Resource for Occupational Therapists” which included topics surrounding eye anatomy and age-related conditions, low vision assessments, low vision interventions, sample goals, community resources and a case study. Five narrated PowerPoints surrounding the same topic were also designed and distributed via Email. After distribution of the designed program a post survey was completed to determine program success. Respondents reported knowledge on low vision causes increased from a mean of 3.56/5 to 3.72/5, while confidence assessing and implementing low vision interventions increased from 3.03/5 to 3.07/5 and 3.28/5 to 3.52/5, respectively. Successful implementation of the capstone process was the first step in narrowing the gap of high-quality low vision care being provided. Additional training and education in low vision is needed in occupational therapy curriculums in order for practitioners to feel more confident in addressing low vision in the occupational therapy process.
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    Online Program Director Toolbox
    (2020-03-06) Leveque, Emilie; Cico, Stephen John
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    Prime movers: Advanced practice professionals in the role of stroke coordinator
    (Wiley, 2017-06) Rattray, Nicholas A.; Damush, Teresa M.; Luckhurst, Cherie; Bauer-Martinez, Catherine J.; Homoya, Barbara J.; Miech, Edward J.; Anthropology, School of Liberal Arts
    Background and purpose Following a stroke quality improvement clustered randomized trial and a national acute ischemic stroke (AIS) directive in the Veterans Health Administration in 2011, this comparative case study examined the role of advanced practice professionals (APPs) in quality improvement activities among stroke teams. Methods Semistructured interviews were conducted at 11 Veterans Affairs medical centers annually over a 3-year period. A multidisciplinary team analyzed interviews from clinical providers through a mixed-methods, data matrix approach linking APPs (nurse practitioners and physician assistants) with Consolidated Framework for Implementation Research constructs and a group organization measure. Conclusion Five of 11 facilities independently chose to staff stroke coordinator positions with APPs. Analysis indicated that APPs emerged as boundary spanners across services and disciplines who played an important role in coordinating evidence-based, facility-level approaches to AIS care. The presence of APPs was related to engaging in group-based evaluation of performance data, implementing stroke protocols, monitoring care through data audit, convening interprofessional meetings involving planning activities, and providing direct care. Implications for practice The presence of APPs appears to be an influential feature of local context crucial in developing an advanced, facility-wide approach to stroke care because of their boundary spanning capabilities.
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    Use of social network analysis tools to validate a resources infrastructure for interinstitutional translational research: a case study
    (http://www-ncbi-nlm-nih-gov.proxy.medlib.iupui.edu/pmc/articles/PMC3257477/, 2012-01) Hunt, Joe D.; Whipple, Elizabeth C.; McGowan, Julie J.
    QUESTION: How can knowledge management and innovative technology, cornerstones of library practice, be leveraged to validate the progress of Clinical and Translational Science Awards? SETTING: The Indiana Clinical and Translational Sciences Institute (Indiana CTSI) promotes interdisciplinary research across academic institutions. METHODS: Using social networking tools and knowledge management skills enabled the department of knowledge informatics and translation to create a visualization of utilization of resources across different Indiana CTSI programs and coauthorship and citation patterns. RESULTS: Contacts with different resources per investigator increased; every targeted program was shown to be linked to another. Analysis of publications established a baseline to further analyze the scientific contribution of Indiana CTSI projects. CONCLUSION: Knowledge management and social networking utilities validated the efficacy of the Indiana CTSI resources infrastructure and demonstrated visualization of collaboration. The bibliometric analysis of publications provides a basis for assessing longer-term contributions of support to scientific discovery and transdisciplinary science.