Browsing by Author "Poole, Ashley K"

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    An Exploration of Doctor of Physical Therapy Students' Belongingness in Clinical Education: A Validation Study
    (Journal of Physical Therapy Education, 2023-09) Poole, Ashley K; Hibbard, Susan T; Bell, Karla A; Brown, Dawn S; Condran, Chris; Covington, Kyle
    Introduction. The aim of this study was to adapt and validate the Belongingness Scale-Clinical Placement Experience (BES-CPE) for Doctor of Physical Therapy (DPT) students in the United States. Review of Literature. Belongingness is vital to one's mental, emotional, and physical health. Research has shown that belongingness is positively correlated with students' academic performance and achievement. An absence of belongingness may hinder students' full participation in clinical experiences and compromise clinical achievement. Subjects. Respondents were current or former DPT students at least 18 years of age who had either completed the midterm evaluation of their final terminal full-time clinical education experience (TCE) in their DPT program or were no more than 1 year from the completion of their final TCE. Methods. The BES-CPE was adapted for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Principal component analysis with promax rotation and Cronbach's α were used to determine construct validity and reliability. Results. One hundred fifty-nine respondents completed all items on the BES-CPE and demographic survey. A 3-component structure was identified (esteem, connectedness, and efficacy), which was aligned to the original BES-CPE scale. One item was discarded, and the final version of the BES-CPE for DPT students is a 33-item scale with satisfactory internal consistency. Discussion and Conclusion. This study adapted and provided evidence for validity of the first known scale to measure belongingness in DPT students during their clinical education experiences (CEEs) in the United States. The 33-item BES-CPE provided valid and reliable measures of belongingness in DPT students during CEEs that can be used to provide a better understanding of the student experience in the clinical learning environment.
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    Motor and Sensory Balance Deficits in Individuals Immediately After COVID-19, a Cohort Study
    (Cardiopulmonary Physical Therapy Journal, 2023-09-20) Wrisley, Diane M; Garavito, Eder A; Jones, Brittany; Klintworth-Kirk, Tamara; Poole, Ashley K
    Background and Purpose: Individuals with cardiorespiratory dysfunction demonstrate postural instability and increased risk of falls. Given that coronavirus disease (COVID-19) is commonly defined as a respiratory condition, it could be presumed that these patients may demonstrate similar balance deficits. This study aimed to determine deficits and characterize balance dysfunction (sensory or motor) in hospitalized patients classified as “COVID-19 recovered.” Methods: Twenty-five participants consented for this study. Participants completed the Activity-Specific Balance Confidence Scale (ABC), a questionnaire about dizziness, the Timed “Up & Go” (TUG), and the modified Clinical Test of Sensory Interaction and Balance in a single session. The percentage of subjects who scored abnormal on the outcome measures was calculated. Correlations between demographics, respiratory function, and clinical outcome measures were determined using Spearman correlation coefficient. Results: All participants had abnormal scores on the TUG, 88% had abnormal scores on the ABC, and 48% of the subjects had abnormal scores on standing on foam eyes closed indicating difficulty using vestibular information. No correlation coefficient above 0.50 was found between the demographic information, respiratory function, and clinical outcome measures. Discussion: Clinical outcome measure scores did not correlate with respiratory function indicating that the deficits may be due to the extrapulmonary components of COVID-19. Conclusion: Both young and older adults presented with motor and sensory balance deficits acutely after COVID-19 infection. It is recommended that individuals acutely post–COVID-19 receive education and interventions to increase mobility, improve balance, decrease fall risk, and specifically receive activities that stimulate the vestibular system.