Objective: Physical education (PE) courses may provide young adults with opportunities to become active, however, enrollment in college PE courses remains low. Participants: This study examined ...psychosocial factors related to PE enrollment in a sample of 177 college students (29.4% completed a PE course). Methods: Participants completed an online survey that inquired about demographic information, college PE enrollment, exercise self-efficacy, and several open-ended questions regarding their enrollment decisions. Results: There were no differences in self-efficacy scores between PE completers and non-completers. PE completers had more positive previous experiences with PE (43.7% vs 19.3%, p < .01) while non-completers had more negative PE experiences (33% vs 12.5%, p = .03). PE completers felt that self-improvement (51.5% vs 21.3%, p < .01) was most important regarding decisions to enroll in a PE course, while non-completers were concerned with PE courses counting toward their degree (29.2% vs 9.1%, p = .02). Conclusions: These findings can help inform those involved in teaching and administration of PE courses at the state college level. Future research should further investigate how past PE experiences shape students' feelings toward PE.
Covictimization involves experiencing both physical and sexual forms of intimate partner violence (IPV). It was hypothesized that covictimization during a dating relationship would predict stalking, ...ongoing pursuit, and continued partner violence after the relationship ended. Undergraduate women (
N
= 99) provided self-report data regarding experiences of IPV both during and after their most recent breakup and ongoing pursuit after the breakup. As expected, covictimized women reported elevated rates of post-breakup IPV, both physical and sexual. In addition, covictimized women reported elevated rates of ongoing pursuit involving intimidation/threats, but not involving approach/contact or surveillance. Ongoing intimidation/threat pursuit was also associated with post-breakup IPV, even after controlling for pre-breakup IPV. Covictimized women are at risk for continued intimidation and violence from ex-partners.
Purpose
The aim of this study was to investigate the relationship between same-day discharge (SDD) and postoperative complications within 30 days of laparoscopic hysterectomy for endometrial cancer ...and endometrial intraepithelial neoplasia (EIN).
Methods
This single-institution retrospective cohort included all patients who underwent conventional and robotic-assisted laparoscopic hysterectomy for endometrial cancer or EIN in a large teaching hospital between 2011 and 2013. Temporal trends in frequency of SDD and rates of postoperative complications were investigated to assess whether adoption of routine SDD was associated with increased postoperative complications. Associations between SDD and postoperative complications were also investigated in univariate and multivariate models.
Results
Overall, 696 patients underwent laparoscopic hysterectomy. Of these, 37.1 % had pelvic lymphadenectomy, 3.0 % had para-aortic lymphadenectomy, and 9.3 % underwent omentectomy. The rate of SDD increased from 3.9 to 69.6 % during the study period (
p
<
0.001), and the frequency of postoperative readmission, unscheduled surgery, infection, and composite complications within 30 days of hysterectomy did not differ during the study period. The composite complication rate did not differ significantly between patients who underwent surgery before and after the adoption of routine SDD (rate ratio 0.7, 95 % CI 0.4–1.2,
p
=
0.24). After controlling for demographic, intraoperative, and comorbid factors, patients who underwent SDD were not at increased risk for postoperative complications.
Conclusions
Adoption of routine SDD after laparoscopic surgery for endometrial cancer and EIN did not result in increased complication rates within our institution. A larger prospective study is required to definitively establish the safety of this approach.
Background
Youth with chronic illnesses and their parents make complex medical decisions and also need to develop medical decision‐making skills for transition of care to adult care. The use of ...inclusive (e.g. ‘we decided …’) and exclusive (e.g. ‘they decided …’) language in youth and parents' medical decision‐making experiences provides insights into perceptions of engagement. This study assessed youth and parents' perceptions of engagement in medical decision‐making about biologic therapy.
Methods
This exploratory mixed‐methods secondary analysis of semistructured interview data included youth with juvenile idiopathic arthritis (JIA) and Crohn's disease (CD) and parents. Iterative qualitative coding of interviews generated themes. Exploratory analyses of variance (ANOVAs) and analyses of covariance (ANCOVAs) investigated differences in language use between youth and parents.
Results
Parents used more inclusive language in perceptions of medical decision‐making experiences than youth, which exploratory analyses found significant (p < 0.05). Youth used more exclusive language than parents in perceptions of medical decision‐making.
Conclusion
This research suggests that youth with chronic illnesses perceived limited engagement in medical decision‐making, with parents perceiving higher engagement. This presents challenges for youth as they prepare for the transition to adult care. Future research should assess how inclusive and exclusive language use impacts psychosocial and health outcomes.
The present meta-analysis evaluated the effectiveness of bystander education programs for preventing sexual assault in college communities. Undergraduates trained in bystander education for sexual ...assault were expected to report more favorable attitudes, behavioral proclivities, and actual behaviors relative to untrained controls. Data from 12 studies of college students (N = 2,926) were used to calculate 32 effect sizes. Results suggested moderate effects of bystander education on both bystander efficacy and intentions to help others at risk. Smaller but significant effects were observed regarding self-reported bystander helping behaviors, (lower) rape-supportive attitudes, and (lower) rape proclivity, but not perpetration. These results provide initial support for the effectiveness of in-person bystander education training. Nonetheless, future longitudinal research evaluating behavioral outcomes and sexual assault incidence is needed.
Chronic pain following breast cancer surgery is associated with decreased health-related quality of life and is a source of additional psychosocial distress in women who are already confronting the ...multiple stresses of cancer. Few prospective studies have identified risk factors for chronic pain following breast cancer surgery. Putative demographic, clinical, and psychosocial risk factors for chronic pain were evaluated prospectively in 95 women scheduled for breast cancer surgery. In a multivariate analysis of the presence of chronic pain, only younger age was associated with a significantly increased risk of developing chronic pain 3 months after surgery. In an analysis of the intensity of chronic pain, however, more invasive surgery, radiation therapy after surgery, and clinically meaningful acute postoperative pain each independently predicted more intense chronic pain 3 months after surgery. Preoperative emotional functioning variables did not independently contribute to the prediction of either the presence or the intensity of chronic pain after breast cancer surgery. These findings not only increase understanding of risk factors for chronic pain following breast cancer surgery and the processes that may contribute to its development but also provide a basis for the development of preventive interventions.
Clinical variables and severe acute pain were risk factors for chronic pain following breast cancer surgery, but psychosocial distress was not, which provides a basis for hypothesizing that aggressive management of acute postoperative pain may reduce chronic pain.
Although more severe acute postoperative pain increases the risk of chronic pain following breast cancer surgery, few studies have examined the characteristics of patients who develop greater acute ...pain. To identify risk factors for acute pain and its persistence one month following breast cancer surgery, a sample of 114 women scheduled for breast cancer surgery was assessed preoperatively for demographic, clinical, and emotional functioning variables that were hypothesized to be associated with acute pain severity. Clinically meaningful postoperative pain was assessed at follow-up interviews 2, 10, and 30 days after surgery. In univariate analyses, the risk of clinically meaningful acute pain was increased among women who were younger, unmarried, had more invasive surgeries, and had greater preoperative emotional distress. In multiple logistic regression analyses, greater preoperative anxiety was the only variable that made an independent contribution to predicting clinically meaningful acute pain at 2 days after surgery whereas younger age, being unmarried, and preoperative anxiety each made an independent contribution to predicting clinically meaningful acute pain that persisted from 2 to 30 days after surgery. These results increase understanding of neurobiologic mechanisms and psychosocial processes that contribute to the development of acute pain following breast cancer surgery and have implications for the development of interventions to prevent it.
The series Tools for Instructions and Reading Assessment is a companion piece to Dr. Jennifer Katz's book Teaching to Diversity. The series, which supports the three-block model of universal design ...for learning, offers two instructional guides, A Model Unit and Reading Assessment Program Guide for each grade from 1 to 12. The Reading Assessment Program Guide includes: A guide that focuses on how to assess students' progress in reading comprehension and fluency/decoding Accompanying blackline masters and grade-specific rubrics Four levelled Reading Passages to use for assessment throughout the school year
The series Tools for Instructions and Reading Assessment is a companion piece to Dr. Jennifer Katz's book Teaching to Diversity. The series, which supports the three-block model of universal design ...for learning, offers two instructional guides, A Model Unit and Reading Assessment Program Guide for each grade from 1 to 12. The Reading Assessment Program Guide includes: A guide that focuses on how to assess students' progress in reading comprehension and fluency/decoding Accompanying blackline masters and grade-specific rubrics Four levelled Reading Passages to use for assessment throughout the school year
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