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In the United States, more than 22 million people are estimated to be affected by the chronic illness, asthma (American Lung Association [ALA], 2014). Of those 22 million, approximately 7.1 million are children (ALA, 2014). An important factor in trying to curb the frequency of asthma attacks is education. Particular

In the United States, more than 22 million people are estimated to be affected by the chronic illness, asthma (American Lung Association [ALA], 2014). Of those 22 million, approximately 7.1 million are children (ALA, 2014). An important factor in trying to curb the frequency of asthma attacks is education. Particular elements of asthma education include symptom recognition, self-management skills, correct administration, and understanding how medications are used to control asthma. A review of the literature shows that multimedia education holds some promise in increasing asthma-knowledge retention. This creative project involved the creation of an asthma-education video with a concomitant asthma-education comic book. Of the two creations, the asthma-education video was used in a former Doctorate of Nursing Practice (DNP) student’s study to supplement a session at a clinic with an asthma educator. The tools included in the study, the Asthma Medication Use Questionnaire (Moya, 2014) and the Asthma Control TestTM (ACTTM; QualityMetric Incorporated, 2002), were completed by the participants prior to and after the implementation of the session that incorporated the video. The results suggested that the video had an effect on asthma control as measured by the ACTTM (QualityMetric Incorporated, 2002), but not on daily preventative asthma inhaler usage as measured by the Asthma Medication Use Questionnaire (Moya, 2014). The comic book has not been evaluated yet. Both multimedia education tools—the comic book and the video—were created as a requirement for the Barrett thesis.
ContributorsVanhkham, Sophia (Co-author) / Wells, Amanda (Co-author) / Stevens, Carol (Thesis director) / Vana, Kimberly (Committee member) / Barrett, The Honors College (Contributor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Department of English (Contributor) / School of Art (Contributor)
Created2015-05
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Description
Traumatic brain injury is the leading cause of mortality and morbidity in children and adolescents. Adolescence is a critical time in development where the body and brain undergoes puberty, which not only includes reproductive maturation, but also adult social and cognitive development. Brain-injury-induced disruptions can cause secondary inflammation processes and

Traumatic brain injury is the leading cause of mortality and morbidity in children and adolescents. Adolescence is a critical time in development where the body and brain undergoes puberty, which not only includes reproductive maturation, but also adult social and cognitive development. Brain-injury-induced disruptions can cause secondary inflammation processes and as a result, pediatric TBI can lead to significant life-long and debilitating morbidities that continue long after initial injury. In this study, neuroinflammation following diffuse brain injury was explored in prepubertal and peripubertal rats using an adapted method of midline fluid percussion injury (mFPI) for juvenile rats to further understand the relationship between pediatric TBI and puberty disruption due to endocrine dysfunction. We expect the adapted mFPI model to be effective in producing diffuse, moderate brain injury in juvenile rats and hypothesize that pre-pubertal rats (PND35) will have increased neuroinflammation compared to peri-pubertal rats (PND17) and shams because of the potential neuroprotective nature of sex steroids. Male Sprague-Dawley rats (n=90) were subjected to either a diffuse midline fluid percussion injury (mFPI) or sham injury at post-natal day (PND) 17 (pre-puberty) or PND35 (peri-puberty). Animals were sacrificed at different time points defined as days post injury (DPI) including 1DPI, 7DPI and 25DPI to represent both acute and chronic time points, allowing for comparisons within groups (injury vs. sham) and across groups (PND17 vs PND35). Body weight of the rats was measured postoperatively at various time points throughout the study to follow recovery. Tissue was collected and subjected to Heamatoxylin and Eosin (H&E) stain to visualize histology and evaluate the application of diffuse mFPI to juvenile rats. In addition, tissue underwent immunohistochemical analysis using 3,3'-diaminobenzidine (DAB) to stain for ionized calcium binding proteins (Iba1) in order to assess injury-related neuroinflammation in the form of microglia activation. Diffuse brain injury using the mFPI model did not affect rat body weight or cause overt cell death, suggesting adaption of the adult mFPI model for juvenile rats is representative of moderate diffuse brain injury. In addition, diffuse TBI lead to morphological changes in microglia suggesting there is an increased inflammatory response following initial insult, which may directly contribute to improper activation of pubertal timing and progression in adolescent children affected. Since there is little literature on the full effects of puberty dysfunction following TBI in the pediatric population, there is a significant need to further assess this area in order to develop improved interventions and potential therapies for this affected population.
ContributorsNewbold, Kelsey Bevier (Author) / Newbern, Jason (Thesis director) / Rowe, Rachel (Committee member) / Ortiz, J. Bryce (Committee member) / School of Mathematical and Natural Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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Description
As the complexity and severity of hospitalized patients increase, nurses working in an acute care setting will experience patient deaths. From novice to expert, nurses may utilize a range of coping strategies. When the patient is a pediatric patient, the coping strategies become critical. The purpose of this study is

As the complexity and severity of hospitalized patients increase, nurses working in an acute care setting will experience patient deaths. From novice to expert, nurses may utilize a range of coping strategies. When the patient is a pediatric patient, the coping strategies become critical. The purpose of this study is to explore the coping strategies used by novice and expert nurses when a pediatric patient dies. The second objective is to compare the coping strategies used by novice and expert nurses. The final objective is to determine if nurses feel nursing school and employee training prepared them for the death of a pediatric patient. Research has shown that nurses use many different coping strategies when faced with a patient's death (Abdullah, 2015; Kellogg, Baker, & McCune, 2014; Plante & Cry, 2011). Expert nurses who have years of experience should have more options for coping strategies than novice nurses, yet there is little evidence to support this. This qualitative descriptive study used structured in-depth interviews to explore the coping strategies of pediatric nurses when experiencing a patient's death. Using thematic analysis, transcripts of the interviews were coded such that themes emerged. Themes for novice nurses were compared to expert nurses. These themes were also placed into concepts that encompassed many similar themes. The findings help determine that there is a difference in the coping mechanisms used by novice and expert nurses, and there is a need for more education on coping strategies after the death of a pediatric patient.
Created2017-05
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Description
Chronic stress often leads to cognitive deficits, especially within the spatial memory domain mediated by the hippocampus. When chronic stress ends and a no-stress period ensues (i.e., washout, WO), spatial ability improves, which can be better than non-stressed controls (CON). The WO period is often the same duration as the

Chronic stress often leads to cognitive deficits, especially within the spatial memory domain mediated by the hippocampus. When chronic stress ends and a no-stress period ensues (i.e., washout, WO), spatial ability improves, which can be better than non-stressed controls (CON). The WO period is often the same duration as the chronic stress paradigm. Given the potential benefit of a post-stress WO period on cognition, it is important to investigate whether this potential benefit of a post-stress WO period has long-lasting effects. In this project, chronic restraint (6hr/d/21d) in Sprague-Dawley rats was used, as it is the minimum duration necessary to observe spatial memory deficits. Two durations of post-stress WO were used following the end of chronic restraint, 3 weeks (STR-WO3) and 6 weeks (STR-WO6). Immediately after chronic stress (STR-IMM) or the WO periods, rats were tested on various cognitive tests. We corroborated past studies that chronic stress impaired spatial memory (STR-IMM vs CON). Interestingly, STR-WO3 and STR-WO6 failed to demonstrate improved spatial memory on a radial arm water maze task, performing similarly as STR-IMM. Performance outcomes were unlikely from differences in anxiety or motivation because rats from all conditions performed similarly on an open field task and on a simple object recognition paradigm, respectively. However, performance on object placement was unusual in that very few rats explored, suggesting some degree of anxiety or fear in all groups. One possible interpretation of the unusual results of the 3 week washout group may be attributed to the different spatial memory tasks used across studies or external factors from the study. Further exploration of these other factors led to the conclusion that they did not play a role and the STR-WO3 RAWM data were anomalous to other studies. This suggests that a washout period following chronic stress may not be fully understood.
ContributorsFlegenheimer, Aaron Embden (Author) / Conrad, Cheryl (Thesis director) / Bimonte-Nelson, Heather (Committee member) / Ortiz, J. Bryce (Committee member) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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The purpose of this project is to create an educational activity book for Spanish-speaking children that face a language barrier when seeking care in the Emergency Room. In order to effectively develop relationships and provide exceptional healthcare for clients, nurses must understand how to effectively communicate (Escarce & Kapur, 2006).

The purpose of this project is to create an educational activity book for Spanish-speaking children that face a language barrier when seeking care in the Emergency Room. In order to effectively develop relationships and provide exceptional healthcare for clients, nurses must understand how to effectively communicate (Escarce & Kapur, 2006). Current research reports that clients with Spanish as their primary language were more likely to have a poor experience when seeking health care assistance (Hispanic Health Disparities and Communication Barriers, 2016). Additionally, they were more likely not to seek care at all due to little or no communication capabilities with healthcare staff (Hispanic Health Disparities and Communication Barriers, 2016). The language barrier present and the lack of resources available to address the issue have created a disparity in the quality of healthcare for Spanish-speaking clients (Juckett, 2013). The book was made with the intention of being distributed to Spanish-speaking children and/or children with Spanish-speaking guardians, upon arrival to the Emergency Department. This educational activity book is to be used by the child, their guardians, and their involved health care staff to more comfortably navigate their way through the Emergency Room process.
ContributorsBurkey, Lindsey (Co-author) / Streecter, Angela (Co-author) / Stevens, Carol (Thesis director) / Murphy, Ana Orrantia (Committee member) / Sutter, Kimberlee (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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George Frederic Still studied pediatrics and childhood conditions in England during the early twentieth century. In Still’s time, pediatrics, or the branch of medicine that focuses on treating and caring for children, remained largely unexplored according to biographer Joseph deBettencourt. Still helped advance pediatrics as a field by classifying and

George Frederic Still studied pediatrics and childhood conditions in England during the early twentieth century. In Still’s time, pediatrics, or the branch of medicine that focuses on treating and caring for children, remained largely unexplored according to biographer Joseph deBettencourt. Still helped advance pediatrics as a field by classifying and writing about diseases and conditions that arose in children. In 1897, he discovered a unique type of arthritis in children, now referred to as Still’s disease. Still also was one of the first to correctly describe what is now known as attention deficit hyperactivity disorder, or ADHD, a disorder that can cause children to act impulsively and have trouble focusing, among other behaviors. He shared his understanding of those conditions and pediatrics as a whole in a popular textbook called Common Disorders and Diseases of Childhood. Still’s work helped establish pediatrics as a separate field of medicine and provide a foundation for pediatricians throughout the twentieth century to understand and expand on a variety of conditions developing children can face.

Created2021-06-10
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Michael R. Harrison worked as a pediatric surgeon in the US throughout the late-twentieth century and performed many fetal surgeries, including one of the first successful surgeries on a fetus in utero, or while it is still in its gestational carrier’s body, also called open fetal surgery. A fetus is

Michael R. Harrison worked as a pediatric surgeon in the US throughout the late-twentieth century and performed many fetal surgeries, including one of the first successful surgeries on a fetus in utero, or while it is still in its gestational carrier’s body, also called open fetal surgery. A fetus is an organism developing inside of the uterus that is anywhere from eight weeks old to birth. Harrison hypothesized that open fetal surgery could correct developmental defects that may become fatal to the fetus at birth. After years of research, Harrison and his colleagues at the University of California, San Francisco, in San Francisco, California, performed surgery on the fetus of a woman in her seventh month of pregnancy to correct the fetus’s developmental defects. The surgery was successful, as the fetus developed into a healthy child. Harrison’s work led to advancements in fetal treatment techniques, such as a method to conduct open fetal surgery that will not harm the fetus or pregnant woman, as well as the establishment of one of the first fetal treatment centers in the US.

Created2021-08-04
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In the late-twentieth century in the United States, Catherine DeAngelis was a pediatric physician, researcher, and editor of multiple medical journals. During her time with the Journal of the American Medical Association, DeAngelis became the journal’s first female editor. At Johns Hopkins University in Baltimore, Maryland, she studied how physician-nurse

In the late-twentieth century in the United States, Catherine DeAngelis was a pediatric physician, researcher, and editor of multiple medical journals. During her time with the Journal of the American Medical Association, DeAngelis became the journal’s first female editor. At Johns Hopkins University in Baltimore, Maryland, she studied how physician-nurse interactions affected patient care, how immunizations and adolescent pregnancy affected children, and how medications affected men and women differently. She also worked to reduce gender inequality in the practice of medicine by publishing articles that addressed the pay gap between men and women at Johns Hopkins. Throughout her career, DeAngelis advocated for equality between men and women in the medical field and supported equal treatment of women as patients and as practitioners of medicine. By doing so, she helped women become more central participants in medicine and therefore helped increase the focus on women's health in medicine.

Created2017-12-07