Description Of Program Research Articles

Mental Health Care Needs and Access to Care for Adults With Intellectual Disabilities.

Adults with intellectual disabilities (IDs) are at greater risk for psychiatric disorders than the general population. Yet, they have limited access to mental health services. To examine the prevalence of psychiatric disorders in adults with ID. To describe evidence-based interventions for this population, their access to mental health care, and outline opportunities for improved access. This manuscript summarizes literature regarding psychiatric disorders in adults with ID and their access to behavioral health care. We considered articles referencing mental health care for adults with ID. PubMed and a variety of search terms were used. Studies published in English from 2010 to the date of the searches were included. Quantitative and qualitative study designs, review articles, program descriptions, and opinion papers were considered for inclusion. Additional references from the selected articles were also considered. We identified 2864 records. One hundred two records were included, consisting of work commenting on mental health and ID and access to care in the United States. The articles describe increased psychiatric comorbidities in adults with ID. They highlight the few evidence-based interventions for psychiatric comorbidities and the limited access to care. Our mental health care providers generally have minimal training and experience with people with ID, limiting access to appropriate care for these individuals. Improved access could be created by increasing education and experiences with these populations for mental health providers. Aligning policies, financing, and adequate insurance reimbursement to develop a continuum of care will be critical for these individuals.

Fostering Educational Success: Program Description and Descriptive Pilot Study

Fostering Educational Success: Program Description and Descriptive Pilot Study

Architecture Independent Test Templates for Virtual Machines and Microprocessors

To ensure the quality of compilers, virtual machines and microprocessors, testing with the use of test programs is applied. Test templates, i.e. parameterized descriptions of test programs, are used to reduce the resources spent on test creation. For verification of test objects with different architectures, test templates testing the same functional properties can be used. A task of describing templates in an architecture-independent form and its customization for a target architecture arises. The paper proposes a method for creating and using architecture independent test templates. The method is as follows. Architecture dependent constructs that are needed to describe a test template are defined. Based on these constructs, an architecture independent test template is created. Then the template is customized to the architecture of the object under test by describing implementations of the architecture dependent constructs. Realizations of the constructs can be described by different sets of architecturally dependent operations, differing both by the type of data used and by the operations used. Different strategies for selecting the implementations to be used, such as full brute force, random selection, and others, can be applied in the test templates. Providing an interface as the architecture dependent constructs allows the use of third-party generators to create the architecturally independent templates. Rewriting the implementations of the constructs allows the test programs to be derived from the given templates for new architectures. This method was successfully applied to check optimizations in a virtual machine compiler.

Screening for Psychosocial Distress: A Brief Review with Implications for Oncology Nursing.

Psychosocial care is an integral component of caring for individuals living with cancer. The identification of psychosocial distress has been acknowledged as a hallmark of quality cancer care, and screening for distress standards has been established in several countries. The purpose of this brief review is to highlight recent developments in screening for distress in oncology populations; to provide insight into significant trends in research and implementation; and to explore implications for oncology nursing practice. This paper reports a brief review of the literature from March 2021 to July 2024 on the topic of screening for distress in oncology. The literature was accessed through PubMed and reviewed by two authors. Trends in the topics presented were identified independently and then discussed to achieve consensus. The search within the designated period produced 47 publications by authors in North America, Australasia, and Europe. Topic trends included the design and adaptation of tools for special populations, the use of technology, descriptions of programs, identification of benefits, challenges, and overcoming barriers to screening for distress. Screening for distress is endorsed as part of the provision of quality oncology care. Nurses have an important role in screening individuals at risk for developing psychosocial problems and acting to reduce the associated morbidity. By continuing to be informed and educated about the emerging developments in screening for distress, nurses can understand and overcome barriers to implementation.

A lifestyle program for socially vulnerable community-dwelling elderly

Abstract Problem Socially vulnerable older adults often face lower health literacy and limited access to health care. Description of the problem Current lifestyle programs are often insufficiently adapted to this socially vulnerable target group. As a result, these older adults are underrepresented in lifestyle programs. From a public health perspective, lifestyle programs that improve the poorer physical and mental health of these older adults, should be made more accessible by involving the expertise, participation and needs of this group. The aim of this study was to develop and implement a lifestyle program adapted to the expectations and needs of socially vulnerable older adults. Results Both the target group and the local community (health) centers were involved during the co-creative phase of development. A neighborhood analysis was used to identify and reach out to the target group. Motivators and barriers for a healthy lifestyle were identified through focus groups. The developed program consisted of 10 weekly group sessions. Various health aspects were integrated, including exercise, nutrition, stress, sleep, positive psychology, meaningful living, and motivation. Nine centers for community dwelling older adults in Flanders and Brussels were included. In total, 93 older adults were recruited out of which 76 completed the full program. In the final phase, the program was evaluated by means of objective and subjective measuring methods. Finally, the local community (health) centers are currently involved in the program’s sustainability through a trainers’ program. Lessons The belongingness, the catering, the empowering attitude of the trainer and the ‘fun’ factor turned out to be success factors for the adherence to the program. The participating centres experienced an increase in numbers of older adults that were attracted to their activities that are focused on healthy lifestyle behaviors. The continuity of the program is currently being examined. Key messages • A neighbourhood analysis in collaboration with local partners helped to reach the target group. • The program was made attractive by the involvement of the older adults, the fun-factor and the small groups.

Public-Private Partnerships: A model for injury prevention and safety promotion – Benefitting communities and NGOs

Abstract Injuries are a leading cause of death up to 45years, and 12% of all hospital beds in Norway are dedicated to accident-related treatments. Addressing injuries poses a significant public health challenge, and preventing accidents is crucial for saving money and resources. The Norwegian Act of Public Health mandates that municipalities promote the population’s health and well-being, contribute to favourable environmental conditions, and prevent mental and somatic illnesses and injuries. This is echoed in various laws and regulations, providing a supportive framework for injury prevention and safety promotion. However, translating these laws and regulations into effective policies and preventive activities necessitates collaboration across sectors and levels. To meet these demands, a public-private partnership for safety has been established through five-year cooperation agreements between the Ministry of Health, Finance Norway (Association for financial and insurance industry in Norway), and the Norwegian Safety Forum (NSF). As a non-profit organization, NSF is a national advocate for safety, specializing in home and leisure injury prevention, road safety and Safe Community initiatives in Norway. Program Description The collaboration aims to reduce accidents and injuries. The agreement secures basic financing for NSF and serves as a platform for knowledge sharing and competence building across sectors. It facilitates seminars and meetings to promote learning among different professions, benefiting municipalities and the public. The collaboration leverages the Ministry’s resources, insurance companies’ data and knowledge, and NSF’s expertise to develop injury prevention programs through dialogue with communities and organizations. This model brings together private-public and NGO perspectives. It also provides enhanced possibilities for coordination on both national and community level, enhancing data and knowledge availability and strengthening capacity for safety promotion.

Flipped Classroom Trial for Python Programming with Raspberry Pi Using Moodle

A flipped classroom is a pedagogical method that flips traditional lectures and homework. In the case of a flipped classroom, the traditional lecture is viewed at home before class and homework activities are completed in the classroom with the tutor present to guide students in their work. At present, the above-mentioned flipped classroom has become increasingly popular, and sometimes controversial, within higher education. In this paper, we describe the flipped classroom example for Python programming to control I/O devices with Raspberry Pi. First, the tutor uploads the lecture notes onto Moodle. Secondly, students read the lecture notes prior to the class. Students can then ask questions on the Moodle Forum if there are any questions about the class notes. Thirdly, the students attend the class. As part of the class activities, students form into 10 groups. Each group creates a Python programme based on topics related to the class note, one hour is permitted for this activity. This is an example of a group activity. Next, each group will demonstrate the Python programme they have created to the tutor and other students in a 5-minute presentation. Following this, the tutor and other students will provide comments on the demonstration. Students will then complete a self-reflection journal about the flipped classroom on Moodle after the class. The tutor evaluates each journal written by the students. In this paper, a description of the Python programmes aims to control 8 LEDs is given as an example of a flipped classroom. Finally, the tutor added a questionnaire about the flipped classroom onto Moodle at the end of the semester. Collated questionnaire responses show that students felt the flipped classroom was appealing and helped improve programming skill. Thus, the author concludes that the flipped classroom is engaging and an effective way of teaching.

Teacher content-language awareness in Canadian immersion teacher education programs

Research demonstrates that content, language, and literacy integration is challenging for teachers working in content-based instructional contexts such as immersion and Content and Language Integrated Learning. Although teacher preparation programs for content-based instruction contexts exist, it is unclear whether and how they help pre-/in-service teachers acquire the knowledge and awareness they need to be effective. In recent years, scholars have lamented that research has ignored immersion teacher education and that teachers and teacher educators do not yet fully understand the knowledge base that immersion teachers require. This article reports on an exploratory study that included an examination of web-based program descriptions, course outlines, focus groups with course instructors (N = 11), and teacher candidates (N = 29) to compare immersion teacher education programs at Canadian universities with the goal of better understanding how they develop learners’ Teacher Content-Language Awareness (TCLA) and what challenges they face. Findings include the urgent need to establish general guidelines for content-based teacher education programs as well as the need to include criticality as a fundamental element to all TCLA domains.

A Developmental Approach to Mid-Career Faculty Leadership Training at Two Academic Medical Centers.

Leadership training helps position faculty to guide various aspects of health care and health professions education at academic medical centers. With the increasing complexity of these responsibilities, it is essential that academic medical centers provide leadership skill-development opportunities to faculty. This work describes the structure of two internal mid-career faculty leadership development programs that were created to cultivate future institutional leaders from within the organization. These year-long programs were each established in 2017 and have been implemented annually. Both programs use a developmental approach with project-based, experiential learning so that leadership skills are applied immediately and meaningfully. Internal leadership programs support context-specific skills, while creating a community of leaders and a culture of leadership across the institution. Multidisciplinary participants bring diverse perspectives, and intra-institutional interactions foster collaborations. Internal, longitudinal training also supports comprehensive development more than is typically possible with short-term, external leadership programs. Other organizations can use these program descriptions and insights to develop similar internal, mid-career leadership training opportunities. While the broader academic medicine community benefits from faculty advancement whether training is within the institution or elsewhere, internal leadership training promotes context-specific development at individual, interpersonal, and institutional levels.

Identifying skills required of new epidemiologists: a content analysis of Canadian job postings and master's programs.

The rise of emerging public health threats has increased the need for qualified epidemiologists in Canada. Our study aimed to identify the knowledge, skills, and abilities (KSAs) required of epidemiologists entering the workforce and determine whether these align with those taught in graduate epidemiology programs. An inductive content analysis of Canadian job postings from May to December 2023 containing the keyword "epidemiology" and requiring master's degrees in epidemiology or related fields was conducted to identify the KSAs required in the workforce. Inductive content analysis of Master of Science (MSc) program descriptions and core course descriptions was completed to discern skills gained through Canadian graduate epidemiology and public health programs. Based on the 295 job postings analyzed, five KSA categories were identified: communication skills (n = 268, 90.8%), analytical skills (n = 267, 90.5%), soft skills (n = 254, 86.1%), research methodology (n = 217, 73.6%), and knowledge of epidemiological concepts (n = 170, 57.6%). Analysis of 18 MSc programs found that that all of them described analytical skills, research methodology, and epidemiological concepts within their curriculum. Communication skills were described in 94.4% (n = 17) of programs, while soft skills were mentioned in 50.0% (n = 9). However, only 66.7% (n = 12) of programs outlined learning objectives or specified the skills acquired from their programs in their descriptions. There was alignment between the needs of the Canadian epidemiology job market and MSc programs, particularly in analytical skills and research methodology. However, development of soft skills should be emphasized within graduate epidemiology programs to better prepare graduates for the job market. Future research should aim to develop competency statements for epidemiologists in training to ensure consistency across graduate programs and promote career readiness.

Preparing Future Special Education Faculty for Service in Rural Communities

In this program description, the authors explain how a doctoral-level embedded service-learning opportunity, part of Project PURPLE (Preparing Urban and Rural Personnel as Leaders in Education), a collaborative personnel preparation training program, taught future faculty to meet the needs of urban and rural schools in high-need settings. The collaboration between two large institutions in the same state offered scholars a unique opportunity to engage in teaching, research, and service across institutions. For the service-learning project, teams of cross-institution scholars partnered with consultants from a regional special education cooperative that provides technical assistance to a large rural geographical area. Eleven scholars completed seven diverse service projects, ranging from training education professionals to engaging caregivers. This description discusses these projects, along with the benefits to the scholars and the regional cooperative. It also explores implications for practice for future personnel preparation collaborations and possible avenues for future research.

Linking Interprofessional Community Health Experiences With Nursing Education: 15 Years and Counting.

Ensuring that nurses and other health care professionals are trained to work together in teams is critical. Recent literature describes interprofessional education (IPE) programs that meet community health needs. However, there is a need for descriptions of IPE programs embedded in the communities they serve. Bridging the Gaps (BTG) is a collaboration between academic health institutions/universities and community organizations in the northeastern United States. BTG links IPE with the provision of health-related services for under resourced communities. This article describes the development of one BTG Community Health Internship Program (BTG CHIP) affiliate site (BTG, Lehigh Valley). Since inception, 114 interns completed the program as part of BTG CHIP, Lehigh Valley, for a total of 3192days of service provided to the community. BTG CHIP, Lehigh Valley, serves as a case study for establishing similar community-based IPE programs. This article describes challenges, opportunities, and replication strategies.

Closing the Loop: Automating Links to Open Access Versions of Articles in Faculty Profiles at a Large Research Institution

Introduction: Universities implement faculty profile systems for a variety of reasons, including to increase visibility of research produced at the institution. These profiles often connect with other campus systems, particularly institutional repositories. This article describes a collaboration at the University of Colorado Boulder aimed at integrating the institutional repository with the faculty profile system, which then expanded to encompass the automated creation of profile links to open access versions of faculty articles from any journal or repository. Description of Program: To achieve the initial project goals, a cross-campus team from the University Libraries and the Faculty Information System developed a strategy of using Unpaywall as an intermediary data source to connect the institutional repository with the faculty profile system. This also allowed for the development of an automated process for generating links to open access content from any journal or repository, which resulted in the creation of over 35,000 links to openly available content in faculty profiles, including over 2,900 links to content in the institutional repository. These links provide public users of the faculty profile system with a simple way to access all openly available research produced at the university. This article describes the development and implementation of this project as well as lessons learned. Next Steps: The ongoing collaboration provides additional opportunities to unlock data for monitoring rates of open access publishing and self-archiving, informing library collection development decisions, and connecting to other data sources to reveal further insights.

The Function of the Regional Development Work Plan in the Planning and Budgeting Process of Bekasi City

Based on the Bekas City RPJPD 2005 – 2025 and 2020 – 2024 RPJMD, the Bekas City Government has prepared the 2023 Bekas City RKPD based on the Regulation of the Minister of Home Affairs of the Republic of Indonesia Number 17 of 2021 concerning Guidelines for Preparing Regional Government Work Plans for 2022 because it has not been implemented. There is a new Minister of Home Affairs Regulation regarding Guidelines for Preparing Regional Government Work Plans for 2023.In this research, the author used a descriptive qualitative approach. The Regional Development Work Plan (RKPD) is a very important tool in the planning and budgeting process, as a description of annual programs and activities as the basis for General Budget Policy and Temporary Budget Ceiling Priorities. The RKPD must be reviewed by the Bekasi Inspectorate, to ensure quality there is harmony between the RPJMD and RKPD, so that the development stages per year are in accordance with those that have been determined. The review issues recommendations as a quality assurance function that must be followed up, and after the review is carried out, a Mayor's Regulation regarding RKPD is stipulated. In discussing the RAPBD, it must be based on the RKPD, and adjustments can be made to the budget ceiling for each program and activity.

Undergraduate Researchers and The Academic Librarian: Case Studies and Best Practices

The 2023 second edition of Undergraduate research and the academic librarian: Casestudies and best practices co-edited by Merinda Kaye Hensley, Hailley Fargo, and StephanieDavis-Kahl, reflects the recent socio-political cultural changes that have impacted the evolutionof academic library programs focused upon the undergraduate population and their researchskill development. Through the models chosen for this edition, programs which highlight thenecessity for remote learning, the needs of minoritized students and the overall benefits ofinitiating research skills at the undergraduate level are provided to inspire the reader. Theprograms described also provide creative collaborations between the academic libraries andvarious university programs. By providing program descriptions, reflections, recommendationsand best practices in each chapter, Undergraduate research and the academic librarianprovides guidance and creative suggestions for new librarians, academic librarians and researchand instruction programs seeking to address the research instruction needs of a diverseundergraduate student population.

Program Everyday Untuk Mengembangkan Akhlak Mulia Anak Usia 5-6 Tahun

The everyday program is one of the habituation programs that is carried out every day to develop children's noble character but, in its implementation there are still some children who do not concentrate, play, and talk to themselves. The purpose of the research is to describe, find out the inhibiting and encouraging factors, and find out the impact of the everyday program to develop noble morals. The method used is qualitative with a case study approach. The results of this study concluded that the description of the everyday program is a program of habituation to read short letters in tartil interspersed with the cultivation of morning aqidah which aims to make children have a basic Islamic religion and recognize short letters from an early age. This program is a superior activity that is supported by the safari dhuha program, the Friday clean program, and environmental love activities. Supporting factors of this program include educators, evaluation, reward and punishment, motivation, follow-up, and infrastructure. While the inhibiting factors include the community environment, family environment, and internal factors. The impact of the everyday program is to increase love for the Qur'an, increase the skill of reading the Qur'an, especially in tajweed, increase faith in Allah SWT by worshiping, and have an impact on noble character because children are always accustomed to doing good things such as attitude, speech, and actions so that they can make good traits and character for children.

CALMER Conflict: A Novel Curriculum for Graduating Medical Students to Manage and Defuse Patient-Provider Conflict.

Workplace violence disproportionately affects healthcare workers and verbal aggression from patients frequently occurs. While verbal de-escalation is the first-line approach to defusing anger, there is a lack of consistent curricula or robust evaluation in undergraduate medical education. To develop a medical school curriculum focused on de-escalation skills for adult patients and evaluate effectiveness with surveys and an objective structured clinical examination (OSCE). We implemented this curriculum in the "Get Ready for Residency Bootcamp" of a single large academic institution in 2023. Forty-four fourth-year medical students PROGRAM DESCRIPTION: The curriculum consisted of an interactive didactic focused on our novel CALMER framework that prioritized six evidence-based de-escalation skills and a separate standardized patient practice session. The post-curriculum survey (82% response rate) found a significant increase from 2.79 to 4.11 out of 5 (p ≤ 0.001) in confidence using verbal de-escalation. Preparedness improved with every skill and curriculum satisfaction averaged 4.79 out of 5. The OSCE found no differences in skill level between students who received the curriculum and those who did not. This evidence-based and replicable de-escalation skill curriculum improves medical student confidence and preparedness in managing agitated patients.

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twenty-four graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Dementia and the problem of loneliness: how faith communities can help

ABSTRACT Considerable recent research has focused on loneliness and its effects on mental and physical health at all ages. This paper addresses loneliness among people living with dementia and those who love and care for them. By adopting a new culture of congregational care and becoming “dementia friendly”, faith communities can help to overcome the dementia stigma that often results in loss of relationships and increases in loneliness. Examples of obstacles to such care are offered along with descriptions of model programs in dementia-friendly faith communities.

Description and outcomes of a staff-assisted peritoneal dialysis program in the United States.

Staff-assisted peritoneal dialysis (PD) can help overcome barriers to self-care but is not yet available in the United States (US). We developed and implemented a staff-assisted PD program that fits within current regulatory and cost restraints in the US healthcare environment. Patient care technicians (PCTs) were trained on PD procedures and troubleshooting common problems. The program expanded from two centers in August 2020 to sixteen by October 2022. We described the logistic elements of program delivery, and patient and treatment outcomes for patients discharged by end of April 2023, with a cohort follow up until October 2023. A total of 121 patients were referred to the program. The most common indications for referral were physical function limitations, cognitive impairment, and psychosocial challenges. Staff assistance was provided for 73 patients. Mean age was 72 (standard deviation 14) years. A total of 604 visits were delivered, with a median 5 (interquartile range [IQR] 3-10, range: 1-49) visits per patient. Median duration of assistance was 8 (IQR: 2-21, range: 1-84) days. Assistance was most frequently needed for PD treatment setup and for observing and directing the technique. No peritonitis events or exit-site infections were reported. Sixty-eight patients (93%) were discharged on PD without staff assistance. The 6- and 12-month survival of PD without assistance was 71% and 57%, respectively. Staff-assisted PD for limited time periods is operationally feasible with PCTs in the US and can support transitioning and maintaining patients on PD.ClinicalTrials.gov Identifier: NCT04319185.