Papemanning3365

Lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) populations are more susceptible to overall poorer health and greater healthcare disparities than heterosexuals. LGBTQIA communities have higher rates of substance and tobacco abuse, sexually transmitted infections, certain types of cancer, and mental health disorders such as anxiety, depression, and suicide. For equitable, culturally competent care to be provided to the LGBTQIA communities, healthcare workers, including physical therapists, need to be equipped with the knowledge to perform skillful, patient-centered examinations, evaluations, and procedural interventions. This training begins during a student's entry-level education, and it is imperative for programs to incorporate LGBTQIA topics into psychosocial courses to elevate the level of cultural competence in new physical therapy graduates. Although the Commission on Accreditation in Physical Therapy Education (CAPTE) provides some directives on covering LGBTQIA topics, there are limited data that this information is explicitly covered in entry-level curriculums or that faculty have sufficient training. Without definitive pedagogical principles or specific, evidence-based curriculums highlighted in the literature, future research is needed to determine what material is conferred related to cultural competence and the LGBTQIA population so that educators can decide if current content meets the requirements of CAPTE and the American Physical Therapy Association.

In the United States, healthcare providers document and code healthcare encounters and submit claims to insurers for reimbursement. Most providers eligible for individual-level insurer reimbursement do not receive coding/billing training. The purpose of this commentary is to provide an overview of training disparities.

The top 100 universities within five healthcare disciplines (dietetics, nursing, pharmacy, social work, medicine) were asked about available didactic curriculum and coding resources provided during training. Results were compared across disciplines, by geographic region, funding mechanism, and size.

Twenty-seven percent of schools/universities contacted participated; the response was greater among public institutions (73%) and varied by discipline. Coverage of coding/billing in the didactic curriculum varied it was covered in 40 dietetics programs (93%), 23 nursing programs (57%), and 14 pharmacy programs (28%). None of the 36 social work programs covered coding/billing, and only 5% of the 20 medical schools did. No statistically significant differences by region or funding were noted; however, coverage of coding/billing in the curriculum did differ by discipline (p<0.0001).

Upon graduation, healthcare providers may be ill-prepared to code/bill for services. This knowledge is crucial for sustainable health service provision and does not appear to be consistently provided within curriculum to healthcare students. Further study is needed to understand and address this training gap.

Upon graduation, healthcare providers may be ill-prepared to code/bill for services. This knowledge is crucial for sustainable health service provision and does not appear to be consistently provided within curriculum to healthcare students. Further study is needed to understand and address this training gap.

To explore the perspectives of dietitian assistants in a tertiary teaching hospital in Sydney, Australia, following the implementation of a formal competence and professional development program.

All currently employed dietitian assistants at a tertiary teaching hospital in Sydney were eligible to participate. Semi-structured interviews were undertaken by two student dietitians. Transcripts were returned to participants for interviewee transcript review and further clarification of information. Transcripts were qualitatively described.

A total of 9 dietitian assistants participated in interviews in October 2019. The average age of participants was 45.11 yrs (range 29-59) and 90% were female (n=8). The average length of employment was 197 months (range 3-516). Three themes emerged including (a) new job satisfaction, (b) positive influence of the dietitian assistant educator, and (c) challenges of new processes and responsibilities.

A supported structured competence and professional development program has provided dietitian assistants with new skills and renewed job satisfaction. Further research should consider the impact of the newly developed skills of dietitian assistants on patient care and outcome measures.

A supported structured competence and professional development program has provided dietitian assistants with new skills and renewed job satisfaction. Further research should consider the impact of the newly developed skills of dietitian assistants on patient care and outcome measures.Mentoring is an effective strategy to help train and guide emerging professionals to be successful in their careers and to stay abreast as evidence-based recommendations are continuously evolving. Experiential learning opportunities can help students to gain knowledge and improve skillsets. The RD Mentorship Program was established to enhance professional development and knowledge by connecting nutrition students (NS) and registered dietitians (RD). This program used social exchange theory and Kolb's experiential learning theory to evaluate the impact. RD (n=238) and NS (n=302) across Texas and Florida participated in a 1-year, project-based mentoring program from 2016 to 2020. This program collected qualitative and quantitative data in this pre-post program design. While the sheer number of participants over the three academic years was a strength of the program, there were also some valuable lessons learned. Most participants rated their experience as satisfied to highly satisfied (6.7-8.7/10). Five key themes emerged from program evaluation mutuality, opportunity, career development, diversity and inclusion and barrier. Mentorship, both virtually and in-person, can offer unique "hands-on" learning opportunities that bridge the gap between students and healthcare practitioners. The RD Mentorship Program models how mentorships can successfully be applied in diverse health professions.

Measuring cervical rotation virtually can be challenging during telehealth. The objective of this study was to proof the concept of measuring cervical rotation virtually during telehealth.

Subjects were instructed to sit in a chair with back supported and face to a computer with video conferencing platform communicating remotely with another computer. selleck kinase inhibitor The subjects were instructed to rotate their neck from 0  to the end range with increments of 10 . Cervical rotation (CRoM) was calculated based on the changes of the distance between the subject's eyes on the screenshot. Data analysis included descriptive analysis, Pearson correlation, and Bland-Altman analysis.

The mean CRoM was 0.0 (SD 0.0), 14.3 (3.4), 28.5 (5.1), 39.9 (5.9), 49.2 (6.5), 57.7 (6.8), 65.5 (6.9), 72.6 (5.5), and 80.8  (3.7 ) from 0 to 80  in 10  increments, respectively. Pearson correlation coefficient (r) was 0.99, indicating a very high correlation. The Bland-Altman analysis revealed that 91.7% (111 out of 121) of the CRoM fell within the limits of agreement (95% confidence interval).

Cervical rotation can be measured virtually using the changes of the distance between subject's eyes. No additional devices are required so it would work well for most patients.

Cervical rotation can be measured virtually using the changes of the distance between subject's eyes. No additional devices are required so it would work well for most patients.

Studies in hospitals show that leader behaviors and power distance between healthcare professionals influence psychological safety (PS). However, little research on PS in outpatient settings exists. The main objective of this study was to explore factors that influence the PS of medical assistants (MAs) working in ambulatory care.

A cross-sectional web-based survey consisting of items to assess PS and factors known to influence PS was distributed nationally to certified medical assistants (CMA) who obtained certification from the American Association of Medical Assistants. To evaluate relationships between variables, bivariate analyses and ordinary least squares regression were conducted on responses from those working in ambulatory care.

From the 54,196 email addresses contacted, 7,467 individuals (13.8%) responded to one or more survey questions; of them, 4,674 reported working in ambulatory care. Similar to research involving other types of healthcare professionals, results showed that leader inclusiveness meaningfully predicted variation in PS (R2 = 0.21, p < 0.001). Power distance (as conceived in this study) was not associated with PS.

This study adds to a growing body of literature showing that supportive leader behaviors positively impact PS. Greater attention to leadership development in health professions educational programs should be considered.

This study adds to a growing body of literature showing that supportive leader behaviors positively impact PS. Greater attention to leadership development in health professions educational programs should be considered.

This descriptive study aimed to survey therapists working in neonatal intensive care units (NICUs) and identify the neonatal therapists' role for infants status post therapeutic hypothermia.

The researchers developed an online survey for distribution to neonatal occupational therapists, physical therapists, and speech language pathologists. The online survey contained 22 multiple choice and open-ended questions.

A total of 58 neonatal therapists participated in the survey. Only 13.8% of the participants reported involvement during the actual cooling process. From the sample, 51.8% of neonatal therapists reported providing services 24 hours or earlier status post cooling. The interventions provided included caregiver education, positioning, and environmental modifications. A majority of participants utilized formal assessments and reported having no protocol in place regarding neonatal therapy intervention for infants with hypoxic ischemic encephalopathy.

Based on the sample, the results suggest that current neonatal therapy practice with infants status post therapeutic hypothermia varies between institutions, but also provides evidence of some commonalities in intervention strategies.

Based on the sample, the results suggest that current neonatal therapy practice with infants status post therapeutic hypothermia varies between institutions, but also provides evidence of some commonalities in intervention strategies.Interprofessional education (IPE) prepares current and future health care professionals for interprofessional collaborative practice (IPCP). IPCP results in increased quality of care demanded by patients and reimbursed in value-based care models when appropriately operationalized. The COVID-19 pandemic forced rapid and unprecedented changes in higher education and healthcare, although the impact on IPE delivery in the U.S. is unknown. Analyses of qualitative survey data collected from U.S. IPE leaders (n = 21) identified the impact and challenges of the pandemic on IPE programs. Three primary themes emerged transition to a virtual environment, uncertainties and fears regarding finance and program sustainability, and opportunities for improvements in programming, delivery, instructional design, experiential learning, and assessment. Programs faced existential pandemic-related challenges. Concurrently, the pandemic accelerated innovation in IPE curricula, illuminated opportunities for IPE to improve the work life of healthcare providers, and raised awareness of the need to extend the Quadruple Aim to eliminate health inequities.