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Spina Bifida Cross-Sectional Study

Description

The number of individuals born with the neural tube defect, spina bifida, is still widespread here in the United States. To briefly explain, spina bifida is a birth defect where the baby's vertebrae does not fully enclose the spinal cord.

The number of individuals born with the neural tube defect, spina bifida, is still widespread here in the United States. To briefly explain, spina bifida is a birth defect where the baby's vertebrae does not fully enclose the spinal cord. There are specifically four types of spina bifida, with varying degrees of severity. This severity can range from no symptoms to complete paralysis below the cleft area. To put this issue into perspective, approximately 166,000 individuals in the United States, today, are affected by spina bifida (National Health Institute, 2017). The purpose of the study is to determine if there is a knowledge discrepancy of health care needs between individuals who have Spina Bifida and ASU students studying a health profession. This will determine if there is a need to improve health care education of students, professionals, and members of a spina bifida association in respect to spina bifida. Not only that, this study will also identify if there is a need to increase awareness and prevention of spina bifida in the community to improve health outcomes for those affected by spina bifida. A total of 136 participants were studied with the 32-question survey. It was found, through the survey, that there was a knowledge mismatch between spina bifida members and ASU students who were studying a health profession. This knowledge mismatch was also compared with how well they answered the various questions as a group.

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2018-05

The Effects of Modifiable Risk Factor Video Education on Self-Efficacy in Adults with Atrial Fibrillation

Description

Atrial fibrillation, also known as Afib or AF, is the most common irregular heart rhythm among the United States adult population. Atrial fibrillation is characterized by an abnormal fibrillation of the upper chambers of the heart, known as the atria.

Atrial fibrillation, also known as Afib or AF, is the most common irregular heart rhythm among the United States adult population. Atrial fibrillation is characterized by an abnormal fibrillation of the upper chambers of the heart, known as the atria. When left chronically untreated, this condition may lead to insufficient systemic blood flow or the formation of blood clots. Atrial fibrillation has many modifiable risk factors, meaning contributing habits and practices within the patient's control that may worsen the condition. Communication of these modifiable risk factors to patients with atrial fibrillation is important in improving patient quality of life and for reduction of disease symptoms. The motivation for this study was to convey the potential of improved disease process by lifestyle modification to patients with atrial fibrillation.

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2017-12

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The Effects of Prior Knowledge of Students within Dyads on Learning Outcome

Description

Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most

Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies have suggested that high achieving students are capable of improving the quality of interactions. This bears the question if prior knowledge plays an influence in the learning outcome of students in collaborative learning. Results show that high prior knowledge students do not face a detriment in having low prior knowledge students as a partner comparing to having another high prior knowledge student and that low prior knowledge students show significantly higher learning outcome when partnered with a high prior knowledge partner than with another low prior knowledge student. It is therefore likely that having a high prior knowledge student within a dyad improves the quality of interaction, resulting in greater learning outcome through collaborative learning.

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2014-05