Lessons Learned from Goleta West Rehabilitation Program

2010 ◽  
Author(s):  
Bruce J. Corwin ◽  
Mark Nation
Keyword(s):  
Rehabilitation Program ◽  
Lessons Learned

Research, Hula, and Health

2017 ◽  
Author(s):  
Māpuana de Silva ◽  
Mele A. Look ◽  
Kalehua Tolentino ◽  
Gregory G. Maskarinec
Keyword(s):  
Cardiac Rehabilitation ◽  
Native Hawaiian ◽  
Rehabilitation Program ◽  
Lessons Learned ◽  
Cardiac Rehabilitation Program ◽  
Cultural Integrity ◽  
School Of Medicine ◽  
Exercise Activity ◽  
Hawaiian Culture ◽  
The University

The culturally-grounded “Hula Empowering Lifestyle Adaptation (HELA) Study: Benefits of Dancing Hula for Cardiac Rehabilitation,” developed a cardiac rehabilitation program based on learning hula. Classes were taught by esteemed Kumu Hula Māpuana de Silva of Hālau Mōhala ʻIlima. Afterward the completion of the study, the Kumu reflected on important lessons learned, possible directions forward, ways to use the values of hula and Native Hawaiian culture to promote better health, and, of particular significance, key ways to preserve cultural integrity when using hula to treat chronic disease or as an exercise activity. Here she shares her thoughts in a conversation with members of the University of Hawai‘i’s Department of Native Hawaiian Health of the John A. Burns School of Medicine.

scholarly journals Task Sharing in Hearing Care: Putting Principles Into Practice to Advance Access to Hearing Care

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 807-807
Author(s):  
Nicole Marrone ◽  
Aileen Wong ◽  
Maia Ingram ◽  
Rosie Piper ◽  
Scott Carvajal ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Health Workers ◽  
Cost Effective ◽  
Rehabilitation Program ◽  
Lessons Learned ◽  
Task Sharing ◽  
Post Intervention ◽  
Aural Rehabilitation ◽  
Age Related ◽  
Mexico Border

Abstract Task sharing, through models such as community health workers (CHWs), is considered an efficacious and cost-effective approach to extending access, addressing disparities, and building capacity. Increasingly, task sharing is recognized as a promising approach within sensory health. This session will share results from an NIH-funded trial of a first-in-kind CHW-delivered intervention along the U.S.-Mexico border. Trained CHWs provided a 5-week group aural rehabilitation program that included education and counseling on age-related hearing loss. A total of 136 Spanish-speaking older adults with hearing loss were randomized. Those in the immediate treatment group reported significantly greater use of communication strategies post-intervention, which was maintained over 1 year. Participants were more likely to report taking action on their hearing at 6 months (OR:1.56, p=0.001) and 1 year (OR:1.82, p=0.001). Building upon lessons learned, including post-intervention focus groups, the presentation will share guiding principles on the application of task sharing to support sensory health.

Building Research Capacity in a Mobile Psychiatric Rehabilitation Program: Service Learning in a University-Agency Collaboration

2017 ◽  
Vol 11 (2) ◽  
pp. 127-140 ◽  
Author(s):  
Amber Holbrook ◽  
Wan-Yi Chen
Keyword(s):  
Service Learning ◽  
Formative Evaluation ◽  
Psychiatric Rehabilitation ◽  
Research Capacity ◽  
Rehabilitation Program ◽  
Lessons Learned ◽  
Community Research ◽  
Research Experience ◽  
Psychiatric Rehabilitation Program ◽  
Agency Collaborations

Social service agencies face increasing demands for accountability, emphasizing the necessity of preparing professionals to effectively evaluate practice. University-agency collaborations incorporating service learning can build community research capacity while providing opportunities for application of student research skills. We describe a partnership model between a Master of Social Work program evaluation course and a mobile psychiatric rehabilitation program to design a formative evaluation. Course structure and tasks central to the management of the partnership are described. Agency staff benefited from access to peer-reviewed literature, introduction to standardized assessment instruments, and stimulation of staff discussion and critical thinking around service provision. Students valued the applied research experience including exposure to the agency context and a real-world impact of their work. Lessons learned and implications for university-agency collaborations are discussed.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Use of Vestibular Rehabilitation in the Pediatric Population

2019 ◽  
Vol 4 (6) ◽  
pp. 1399-1405 ◽  
Author(s):  
Jennifer Christy
Keyword(s):  
Pediatric Population ◽  
Dynamic Balance ◽  
Vestibular Rehabilitation ◽  
Rehabilitation Program ◽  
Gross Motor ◽  
Gaze Stabilization ◽  
Motor Delay ◽  
Rehabilitation Programs ◽  
Motor Practice ◽  
Balance Exercises

Purpose The purpose of this article was to provide a perspective on vestibular rehabilitation for children. Conclusion The developing child with vestibular dysfunction may present with a progressive gross motor delay, sensory disorganization for postural control, gaze instability, and poor perception of motion and verticality. It is important that vestibular-related impairments be identified early in infancy or childhood so that evidence-based interventions can be initiated. A focused and custom vestibular rehabilitation program can improve vestibular-related impairments, enabling participation. Depending on the child's age, diagnosis, severity, and quality of impairments, vestibular rehabilitation programs may consist of gaze stabilization exercises, static and dynamic balance exercises, gross motor practice, and/or habituation exercises. Exercises must be modified for children, done daily at home, and incorporated into the daily life situation.

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