ORCID Profile
0000-0003-1174-5617
Current Organisations
Bond University
,
University of Vermont
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Publisher: SAGE Publications
Date: 12-07-2023
DOI: 10.1177/15598276231189206
Abstract: Health and wellness coaching (HWC) is an effective intervention for many chronic lifestyle diseases. Chronic diseases represent a majority of our severe national healthcare burden. Yet, HWC certification programs vary in delivery method and degree awarded. The purpose of this paper is to provide an evidence based rationale for HWC as a complementary area of study to non-licensure granting, undergraduate health degrees in higher education. A comprehensive review of the literature related to the efficacy of HWC was completed. In addition, the national program directory was mined for descriptive data for approved HWC programs. Given the growing body of support for HWC as an effective intervention, we recommend that institutions deliver HWC curricula as an academic minor for undergraduate students in non-licensure granting health-related degrees to position graduates for entry level careers in HWC. Evidence from the successful deployment of an undergraduate program in HWC supports our contention that HWC be delivered as an academic minor in support of lifestyle health and wellness education. In doing so, the field can offer HWC in a way that is widely accessible to the undergraduate population, while providing a mechanism for direct employment as a professional health and wellness coach.
Publisher: Informa UK Limited
Date: 23-06-2018
Publisher: Journal of Orthopaedic & Sports Physical Therapy (JOSPT)
Date: 06-2005
DOI: 10.2519/JOSPT.2005.35.6.338
Abstract: Randomized controlled trial. To determine if supplementing typical clinical instruction with real-time ultrasound feedback facilitates performance and retention of the abdominal hollowing exercise (AHE). Increasingly clinicians are using real-time ultrasound imaging as a form of feedback when teaching patients trunk stabilization exercises however, there has been no justification for this practice. Forty-eight subjects were ided randomly into 3 groups that received different types of feedback: group 1 received minimal verbal feedback, group 2 received verbal and palpatory feedback, and group 3 received real-time ultrasound, verbal, and palpatory feedback. If the subject performed 3 consecutive correct AHEs during the initial session, she/he returned for a retention test. The performance of 3 consecutive, correct AHEs was the criterion measure the number of trials to criterion was also recorded during the initial and retention test sessions. The ability to perform the AHE differed among groups (P<.001). During the initial session, 12.5% of subjects in group 1, 50.0% of subjects in group 2, and 87.5% of subjects in group 3 were able to perform 3 consecutive AHEs. Group 3 subjects achieved the criterion in fewer trials than the other 2 groups (P = .0006). No differences among groups were found for the retention testing however, low power due to fewer subjects precluded a strong interpretation of this finding. Real-time ultrasound feedback can decrease the number of trials needed to consistently perform the AHE however, the data are inconclusive with regard to retention of this skill.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 09-2018
DOI: 10.1097/JTE.0000000000000036
Abstract: Leaders in the physical therapy profession have identified a global need for high-quality postprofessional physical therapist (PT) education. However, the educational needs and realities for busy practicing PTs have yet to be identified. Therefore, the purpose of this research was to provide information to assist institutions around the world in designing appropriate postprofessional education programs for PTs. The study s le consisted of 10 years of alumni from a Doctor of Physical Therapy (DPT) program in the United States of America (USA) and 7 years of alumni from an equivalent DPT program in Australia (AUS). Data were collected via survey and were analyzed using descriptive statistics and phenomenological analysis. Approximately 10% of participants from each country had completed a formal postprofessional education program. More recent graduates in both groups reported the greatest interest in postprofessional education. Both groups showed high interest in returning to their alma maters, utilizing a hybrid learning format, and participating in international collaborations. Orthopedics and musculoskeletal were the specialty areas of greatest interest in the USA and AUS, respectively. Barriers to pursuing postprofessional education identified by both groups were cost and lack of access/locations. Focus group participants identified access to a mentor and increased recognition as important aspects of postprofessional education. Universal interest in, and barriers to, postprofessional physical therapy education exists worldwide. Offering hybrid education including international collaboration and mentoring targeted at recent graduates may be effective in meeting the needs of busy PTs. Institutions looking to establish successful postprofessional education programs should take cost, access, time, and area of study into consideration.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 27-10-2020
DOI: 10.1097/JTE.0000000000000156
Abstract: Clinical mentoring is essential for the professional development of physical therapists (PTs) and improves confidence and clinical decision making. Physical therapists working in professionally isolated settings with the lack of contact with professional peers face unique challenges, including lack of access to mentors, which can result in diminished job satisfaction, recruitment, and retention. The innovative use of technology, including videoconferencing, can help address the challenges faced by these health care providers by improving access to clinical mentoring. The purpose of this study was to examine the effects of an online model of clinical mentoring on PTs experiencing professional isolation in an outpatient musculoskeletal setting. Eight professionally isolated and 4 expert PTs were ided into 4 groups. Three 1-hour online case-based mentoring video sessions were held over the course of 5 weeks. Data were collected from pre and postparticipation surveys and postparticipation focus groups. A mixed-methods analysis was used to evaluate data. Qualitative results for the mentee group revealed 4 themes: perspective, reflection, perceived clinical benefits, and feasibility. Three themes emerged for the mentor group: accessible model, advancing the profession, and perspective. Quantitative analysis revealed significant improvement in 4 areas of confidence. All participants felt that the intervention supported professional attributes 75% of participants reported the group size as ideal, and 75% of mentees felt that the program improved both confidence and clinical decision-making skills. Online clinical mentoring can address several of the barriers faced by PTs who work in professional isolation and allows PTs who would not otherwise have access to postprofessional education to access a mentor remotely.
No related grants have been discovered for Karen Westervelt.