Matching Items (266)
Description
Background
African American women report insufficient physical activity and are disproportionally burdened by associated disease conditions; indicating the need for innovative approaches to promote physical activity in this underserved population. Social media platforms (i.e. Facebook) and text messaging represent potential mediums to promote physical activity. This paper reports the results of a randomized pilot trial evaluating a theory-based (Social Cognitive Theory) multi-component intervention using Facebook and text-messages to promote physical activity among African American women.
Methods
Participants (N = 29) were randomly assigned to receive one of two multi-component physical activity interventions over 8 weeks: a culturally-relevant, Social Cognitive Theory-based, intervention delivered by Facebook and text message (FI) (n = 14), or a non-culturally tailored print-based intervention (PI) (n = 15) consisting of promotion brochures mailed to their home. The primary outcome of physical activity was assessed by ActiGraph GT3X+ accelerometers. Secondary outcomes included self-reported physical activity, physical activity-related psychosocial variables, and participant satisfaction.
Results
All randomized participants (N = 29) completed the study. Accelerometer measured physical activity showed that FI participants decreased sedentary time (FI = −74 minutes/week vs. PI = +118 minute/week) and increased light intensity (FI = +95 minutes/week vs. PI = +59 minutes/week) and moderate-lifestyle intensity physical activity (FI = + 27 minutes/week vs. PI = −34 minutes/week) in comparison to PI participants (all P’s < .05). No between group differences for accelerometer measured moderate-to-vigorous intensity physical activity were observed (P > .05). Results of secondary outcomes showed that in comparison to the PI, FI participants self-reported greater increases in moderate-to-vigorous physical activity (FI = +62 minutes/week vs. PI = +6 minutes/week; P = .015) and had greater enhancements in self-regulation for physical activity (P < .001) and social support from family for physical activity (P = .044). Satisfaction with the FI was also high: 100% reported physical activity-related knowledge gains and 100% would recommend the program to a friend.
Conclusions
A culturally-relevant Facebook and text message delivered physical activity program was associated with several positive outcomes, including decreased sedentary behavior, increased light- and moderate-lifestyle intensity physical activity, enhanced psychosocial outcomes, and high participant satisfaction. Future studies with larger samples are warranted to further explore the efficacy of technology-based approaches to promote physical activity among African American women.
African American women report insufficient physical activity and are disproportionally burdened by associated disease conditions; indicating the need for innovative approaches to promote physical activity in this underserved population. Social media platforms (i.e. Facebook) and text messaging represent potential mediums to promote physical activity. This paper reports the results of a randomized pilot trial evaluating a theory-based (Social Cognitive Theory) multi-component intervention using Facebook and text-messages to promote physical activity among African American women.
Methods
Participants (N = 29) were randomly assigned to receive one of two multi-component physical activity interventions over 8 weeks: a culturally-relevant, Social Cognitive Theory-based, intervention delivered by Facebook and text message (FI) (n = 14), or a non-culturally tailored print-based intervention (PI) (n = 15) consisting of promotion brochures mailed to their home. The primary outcome of physical activity was assessed by ActiGraph GT3X+ accelerometers. Secondary outcomes included self-reported physical activity, physical activity-related psychosocial variables, and participant satisfaction.
Results
All randomized participants (N = 29) completed the study. Accelerometer measured physical activity showed that FI participants decreased sedentary time (FI = −74 minutes/week vs. PI = +118 minute/week) and increased light intensity (FI = +95 minutes/week vs. PI = +59 minutes/week) and moderate-lifestyle intensity physical activity (FI = + 27 minutes/week vs. PI = −34 minutes/week) in comparison to PI participants (all P’s < .05). No between group differences for accelerometer measured moderate-to-vigorous intensity physical activity were observed (P > .05). Results of secondary outcomes showed that in comparison to the PI, FI participants self-reported greater increases in moderate-to-vigorous physical activity (FI = +62 minutes/week vs. PI = +6 minutes/week; P = .015) and had greater enhancements in self-regulation for physical activity (P < .001) and social support from family for physical activity (P = .044). Satisfaction with the FI was also high: 100% reported physical activity-related knowledge gains and 100% would recommend the program to a friend.
Conclusions
A culturally-relevant Facebook and text message delivered physical activity program was associated with several positive outcomes, including decreased sedentary behavior, increased light- and moderate-lifestyle intensity physical activity, enhanced psychosocial outcomes, and high participant satisfaction. Future studies with larger samples are warranted to further explore the efficacy of technology-based approaches to promote physical activity among African American women.
ContributorsJoseph, Rodney (Author) / Keller, Colleen (Author) / Adams, Marc (Author) / Ainsworth, Barbara (Author) / College of Health Solutions (Contributor) / School of Nutrition and Health Promotion (Contributor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2015-03-27
Description
The aim of this review is to explore the effects of mindfulness-based interventions on Registered Nurse's rate of burnout and stress. Particularly focusing on the mitigation and decrease of burnout. Burnout is a multifaceted, complex issue that has become engrained in the culture of nursing and a widespread epidemic. Burnout has detrimental effects for the quality of life of the nurse, patient outcomes, interprofessional collaboration, and nursing practice. A systematic literature review incorporating qualitative data and analyzing the quantitative data was conducted. Studies on the effects of mindfulness-based interventions for nurses relating to burnout published between January 2008 and May 2018 were identified through a systematic search in electronic databases: CINHAL, Cochrane, Embase, Medline, PsycInfo, and PubMed. Gray literature was searched through Scopus and clinical trials were explored through clincialtrials.gov. Data analysis was based on 8 data points that were extracted from the research. A total of 17 articles were selected for inclusion in the systematic literature review. There were several different types of studies including single group intervention study, randomized control trial interventions studies, mixed model, quasi-experimental studies with controls, and a non-randomized controlled comparison. All relied on self-reporting scales and questionnaire for quantitative pre-post intervention changes. Overall, the 10 of the 17 studies found that there was a statistically significant decrease in burnout rates and an increase in mindfulness post intervention. Several other factors improved in a number of studies such as quality of life, decreased stress, increased sense of personal accomplishment, and decreased emotional exhaustion. There were also indications of an improvement in the individual's holistic well-being (e.g. inner state of calmness, awareness and enthusiasm) relating to improved mindfulness levels in 12 of the studies. Based on the results of this systematic review, mindfulness may be considered a potentially effective intervention for decreasing nurse burnout and mitigating future burnout. This intervention could be useful in a number of contexts including on-site and off-site programs with institutional support. Future research should explore longitudinal outcomes of mindfulness practice, symptom focused outcome measures, and multi-modal studies.
ContributorsGeurtz, Heidi Frances (Author) / Larkey, Linda (Thesis director) / Costello, Jennifer (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Research has shown that environmental stressors that occur during childhood and early adolescence are associated with multiple deficits in physiological and psychological functioning later in life. The hypothalamic-pituitary-adrenal (HPA) axis has been proposed as a potential biological mechanism through which these phenotypic alterations occur as studies have shown a link between early life adversity and altered diurnal cortisol patterns (Goldman-Mellor, Hamer, & Steptoe, 2012; Gunnar & Quevedo, 2008). Given research has shown that diurnal cortisol levels are influenced by genetic factors (Veen et al., 2011), but that a majority of differences across subjects can be attributed to the environment (Schreiber et al., 2006), phenotypic associations were explored between the quality of the home environment and children's diurnal cortisol patterns. The first aim of this study was to determine the level of genetic and environmental contributions to different parameters of diurnal cortisol rhythm. The second aim of this study was to examine whether the quality of the home environment, particularly indicators involving parenting and the physical environment, was associated with these same diurnal cortisol measures. A diverse sample of 320 twin children were assessed at 8 years using gold standard home environment interviews and a measure of diurnal cortisol rhythm across three days with three samples taken from each twin every day. Twin intraclass correlations indicated high levels of heritability for the morning to afternoon diurnal cortisol slope as well as the afternoon to evening slope, while measures of cortisol in the afternoon, evening, and across the day showed low levels of heritability, which suggested that differences in the environment were a more influential factor. Multilevel regression analyses showed that the overall quality of the home environment was found to be significantly negatively associated with cortisol levels at bedtime and negatively associated across the morning to afternoon slope at a trend level. The physical environment and emotional climate of the home were not significantly associated with any indicators of the diurnal cortisol pattern. A unique seasonality effect was noted as cortisol measurements taken from participants during the summer were significantly increased when compared to participants throughout the rest of the year. Overall, these findings showed a unique association between the quality of the home environment and diurnal cortisol levels at bedtime and perhaps the change in cortisol levels across the morning to afternoon, as well as a possible seasonal covariate which may affect diurnal cortisol measurements and one which often goes overlooked in cortisol research.
ContributorsSmith, Trevor James (Author) / Doane, Leah (Thesis director) / Lemery-Chalfant, Kathryn (Committee member) / School of Molecular Sciences (Contributor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Glioblastoma (GBM) is the most common malignant primary brain tumor in adults and is linked to poor survival in affected patients due to its invasive and aggressive nature. The potential role of sexual dimorphism in GBM outcomes has long been overlooked. Notably, males and females differ in tumor behavior across many cancers1, which may be attributable to differences in genetic makeup and physiology, and in GBM there is a difference in incidence rate between males and females. The aim of the study was to investigate sex differences in GBM patients and compare median survival outcomes (OS) and progression-free survival outcomes (PFS) between sexes based on tumor location, laterality, age, tumor volume, and extent of resection. Patients who received standard-of-care (Stupp protocol) consisting of surgical intervention, concomitant chemoradiation, and 6 cycles of adjuvant temozolomide (TMZ) were included in this study to investigate sex differences in tumor characteristics (n = 216; males: n = 129, females: n = 87). Pre-surgical MRIs, specifically T1Gd sequences, were analyzed to determine tumor laterality and location. The patient cohort was divided into two groups indicating the extent of resection (EOR) they received: Gross Total Resection (GTR) and Subtotal Resection (STR). Additionally, the patient cohort was split into three age groups (Group I: 18-29, Group II: 30-49, and Group III: >50). Analyses were done using independent t-test and Cox proportional hazard modeling to determine which variables affect patient survival. The log-rank test was utilized to compare differences in survival rate in Kaplan-Meier analysis.
Overall, our results suggest that female patients receiving standard-of-care may have a better prognosis than male patients. There was a significant difference in OS and PFS in females showing an increase in survival. Additionally, survival was significantly different between sexes following resection, with female patients receiving STR or GTR having longer OS and PFS than males. The difference in median OS between sexes is more pronounced among younger patients. Among five different brain locations, female patients who possess a frontal lobe tumor may live longer than male patients. The apparent difference in OS for patients living >1000 days in the Kaplan-Meier plot warrants further investigation in a larger cohort. Following tumor resection, female patients with a frontal lobe tumor may survive longer in comparison to male patients. Comparing brain hemispheres, patients who possessed a tumor on the left may survive longer. Investigating tumor location and tumor laterality, our results suggests that female patients with a left frontal lobe tumor show a significant survival advantage in comparison to females who possess a right frontal lobe tumor.
ContributorsLorence, Julia (Author) / Swanson, Kristin (Thesis director) / Massey, Susan Christine (Committee member) / Rubin, Joshua (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / School of Life Sciences (Contributor) / School of Mathematical and Natural Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The purpose of the study was to explore students' writing abilities throughout the online RN-BSN program at a large urban university in the Southwest. The aims of the study were: 1) explore how students' writing abilities, confidence in writing, and ability to locate resources change throughout the online RN-BSN program, 2) identify which aspects of writing students consider to be their strengths and/or challenges, and 3) explore which factors predict how well students write, their confidence in writing, and their ability to locate resources. After obtaining IRB approval, an invitation to participate in the study was sent to students enrolled in four different courses within the RN-BSN program. Students who chose to participate completed a 16-item questionnaire in which they rated their writing abilities, confidences, and skills, indicated strengths and challenges in their writing, and skills in locating evidence-based resources. An improvement was noted in students' self-rated academic writing confidence, professional writing confidence, internet reference skills, and library reference skills. The number of years as a registered nurse predicted overall writing ability and academic writing confidence.
ContributorsCoons, Janae (Author) / Stevens, Carol (Thesis director) / Sanborn, Heidi (Committee member) / Todd, Michael (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
As a biology major, many of my classes have included studying the fundamentals of genetics or investigating the way genetics influence heritability of certain diseases. When I began taking upper-division psychology courses, the genetic factors of psychological disorders became an important part of the material. I was exposed to a new idea: that genes were equally important in studying somatic diseases as they were to psychological disorders. As important as genetics are to psychology, they are not part of the required courses for the major; I found many of my peers in psychology courses did not have a grasp on genetic fundamentals in the same way biology majors did. This was a disconnect that I also found in my own life outside the classroom. Growing up, my mother consistently reminded me to limit my carbs and watch my sugars. Diabetes was very prevalent in my family and I was also at risk. I was repeatedly reminded of my own genes and the risk I faced in having this biological disorder. However, my friend whose father was an alcoholic did not warn her in the same way. While she did know of her father's history, she was not warned of the potential for her to become an alcoholic. While my behavior was altered due to my mother's warning and my own knowledge of the genetic risk of diabetes, I wondered if other people at genetic risk of psychological disorders also altered their behavior. Through my thesis, I hope to answer if students have the same perceived genetic knowledge of psychological diseases as they do for biological ones. In my experience, it is not as well known that psychological disorders have genetic factors. For example, alcohol is commonly used by college students. Alcohol use disorder is present in 16.2% of college aged students and "40-60% of the variance of risk explained by genetic influences." (DSM V, 2013) Compare this to diabetes that has "several common genetic variants that account for about 10% of the total genetic effects," but is much more openly discussed even though it is less genetically linked. (McVay, 2015)This stems from the stigma/taboo surrounding many psychological disorders. If students do know that psychological disorder are genetically influenced, I expect their knowledge to be skewed or inaccurate. As part of a survey, I hope to see how strong they believe the genetic risk of certain diseases are as well as where they gained this knowledge. I hypothesize that only students with a background in psychology will be able to correctly assign the genetic risk of the four presented diseases. Completing this thesis will require in-depth study of the genetic factors, an understanding of the way each disease is perceived and understood by the general population, and a statistical analysis of the survey responses. If the survey data turns out as I expect where students do not have a strong grasp of diseases that could potentially influence their own health, I hope to find a way to educate students on biological and psychological diseases, their genetic risk, and how to speak openly about them.
ContributorsParasher, Nisha (Author) / Amdam, Gro (Thesis director) / Toft, Carolyn Cavaugh (Committee member) / Ostwald, Madeleine (Committee member) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This project modifies an existing theory-based culturally responsive nutrition and physical activity curriculum designed for early adolescent Hispanic children. Modifications to the Salud con Sabor Latino para los Ninos (SSLN) curriculum, originally designed for adolescents, include didactic content and activities which are evidence-based and age appropriate for younger children (second to fourth grade). Using a community based participatory research approach, culturally responsive and developmentally cognizant modifications were made based on child development theories, social behavior theory, and evidence of successful obesity interventions among this age group. The end goal is to assist the community partner, Esperança, and provide an opportunity to impact obesity rates in this high risk population.
The goal of the updated eight session SSLN program is to decrease BMI, increase nutritional knowledge, and improve attitude and behavior towards nutrition and physical activity in Hispanic school-aged children. After meeting with Esperança to identify which elements of the curriculum needed modification, an extensive literature review was conducted to identify new and relevant research appropriate to the modifications. Integrating child development theories, social behavior theory, and results from earlier successful obesity intervention programs, curriculum sessions will be condensed and modified using a community base participatory research approach. Once edits to the curriculum are completed and approved, Esperança will implement the newly modified curriculum, and evaluate the success of the curriculum changes.
The final project is composed of a condensed, theory-based, culturally responsive, and developmentally age appropriate eight session curricula that will educate Hispanic school-aged children on nutrition and physical activity.
The goal of the updated eight session SSLN program is to decrease BMI, increase nutritional knowledge, and improve attitude and behavior towards nutrition and physical activity in Hispanic school-aged children. After meeting with Esperança to identify which elements of the curriculum needed modification, an extensive literature review was conducted to identify new and relevant research appropriate to the modifications. Integrating child development theories, social behavior theory, and results from earlier successful obesity intervention programs, curriculum sessions will be condensed and modified using a community base participatory research approach. Once edits to the curriculum are completed and approved, Esperança will implement the newly modified curriculum, and evaluate the success of the curriculum changes.
The final project is composed of a condensed, theory-based, culturally responsive, and developmentally age appropriate eight session curricula that will educate Hispanic school-aged children on nutrition and physical activity.
ContributorsTooms, Allison Jayce (Author) / Stevens, Carol (Thesis director) / Beals, Jacqueline (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Honeybees (Apis mellifera) are pollinators that face multiple challenges during foraging such as fungicides applied to floral sources. Fungicides are chemicals used to inhibit key fungal mechanisms like metabolism, but their effects remain relatively unknown in bees. In addition, studying the maturing bee can help us identify demographics that are more vulnerable to toxic materials like fungicides. The purpose of this study is test whether maturation and the fungicide Pristine influence the permeability of the blood-brain barrier. Specifically, we use a transportable dye to test how blood brain barrier transporter function responds to toxic insult and how it changes with age. Oral ingestion of Pristine by female workers did not have an effect on blood brain barrier permeability which suggests Pristine may have no or longer term consequences in the bee. However, blood brain barrier permeability changed with the bee's age which could be explained by the regulation of blood brain barrier transporters during natural transitions in hive task or the presence of hemolymph protein filtration
ContributorsPatel, Aamir S. (Author) / Amdam, Gro (Thesis director) / Harrison, Jon (Committee member) / Ozturk, Cahit (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Procedural guidelines are used to teach nursing students the hands-on skills needed to care for patients in the clinical setting. These guidelines are presented to nursing students during their experiential lab courses throughout their education. This thesis paper describes the development of two procedural guidelines: one for administering intravenous medication through a primary line, and one for administering intravenous medication through a secondary line. These guidelines specifically state the required steps necessary to complete the respective tasks. They are written to promote safety and represent the best evidence-based practices. The goals of these guidelines are to function as teaching tools for faculty and study tools for students. They were provided to Arizona State University nursing students, currently in the College of Nursing and Health Innovation bachelors program, who had previously learned how to administer intravenous medication through a primary and secondary line without the help of any written procedure. After the summer break of 2017, an entire cohort of students refreshed their skills with the help of the procedural guidelines and found them to be user friendly and helpful in performing the skills safely and accurately. As a result, these guidelines will be used as an educational tool for future nursing students. While procedural guidelines are effective at teaching a skill for the first time, other forms of guides should be available as a reference for nurses who have already mastered the skill. The concept of checklists and their viability to promote safety and adherence to facility policies in various healthcare institutions are also discussed in this paper. Research shows that checklists have the capability to improve safety and work well for nurses who have fallen into complacency (Wiener, 1981).
ContributorsCole, Grace (Author) / Peterson, Katherine (Thesis director) / Markiewicz, Katherine (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Dire wolves have recently risen to fame as a result of the popular television program Game of Thrones, and thus many viewers know dire wolves as the sigil and loyal companions of the Stark house. Far fewer recognize dire wolves by their scientific name, Canis dirus, or understand the population history of this ‘fearsome wolf’ species that roamed the Americas until the megafaunal mass extinction event of the Late Pleistocene. Although numerous studies have examined the species using morphological and geographical methods, thus far their results have been either inconclusive or contradictory. Remaining questions include the relationships dire wolves share with other members of the Canis genus and the internal structure of their populations. Advancements in ancient DNA recovery methods may make it possible to study dire wolf specimens at the molecular level for the first time and may therefore prove useful in clarifying the answers to these questions. Eighteen dire wolf specimens were collected from across the United States and subjected to ancient DNA extraction, library preparation, amplification and purification, bait preparation and capture, and next-generation sequencing. There was an average of 76.9 unique reads and 5.73% coverage when mapped to the Canis familiaris reference genome in ultraconserved regions of the mitochondrial genome. The results indicate that endogenous ancient DNA was not successfully recovered and perhaps ancient DNA recovery methods have not advanced to the point of retrieving informative amounts of DNA from particularly old, thermally degraded specimens. Nevertheless, the ever-changing nature of ancient DNA research makes it vital to continually test the limitations of the field and suggests that ancient DNA recovery methods will prove useful in illuminating dire wolf population history at some point in the future.
ContributorsSkerry, Katherine Marie (Author) / Stone, Anne (Thesis director) / Amdam, Gro (Committee member) / Larson, Greger (Committee member) / School of Human Evolution and Social Change (Contributor) / School of Nutrition and Health Promotion (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05