Healthcare Administration & Leadership - Student Scholarship

_Essays in Philosophy_ publishes philosophical papers of quality which the editors believe will make a contribution to the literature on a certain topic. The journal holds to no specific school of thought, mode of philosophizing, or style of writing. Each issue of the journal is devoted to a specific topic. The journal was originally published by Humboldt State University, and was published by the Pacific University Libraries until 2019. It is now published by the Philosophy Documentation Center, in cooperation with Pacific University. Current issues are available at www.pdcnet.org/eip/Essays-in-Philosophy.
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Essays in Philosophy

A Measure of Attitudes toward Interdisciplinary Healthcare Teams Around Pediatric Autism Care

Identical Instruction May Lead to Divergent Learning Outcomes: A Comparison of Changes in Learner Attitudes Towards Interprofessional Practice Following an Interprofessional Education Program

Interprofessional Practice and Patient Voice: An Undergraduate Perspective

A Local Case Competition Expands Meaningful Opportunities for Experiential Interprofessional Learning

The purpose of this study is to determine whether the no- and low-cost schedule designation used statewide at Oregon’s public community colleges and universities had an effect on student enrollment behavior and whether it had a different effect for historically underserved student populations. Research questions included (1) whether there was a difference in the percentage that designated and undesignated sections filled, (2) whether there was a difference in the make-up of the student population in designated and undesignated sections, and (3) whether there was a difference in the number of credits per term students were enrolled in between students in designated and undesignated sections. Data from six public institutions of higher education were analyzed using a Factorial ANOVA for Research Questions 1 and 3 and One-Way ANOVAs for Research Question 2. The data analysis showed that designated sections filled at a significantly higher percentage; students in undesignated sections took more credits per term, but that this statistical significance did not translate into a real-world difference that would affect students’ lives; and that the proportion of historically underserved students is significantly higher in designated sections. Due to this study’s limitations, the results may not be generalizable, but the authors hope that this method may be replicable in other settings. These findings have implications for stakeholders including faculty, staff who support these schedule designations, and the Oregon Higher Education Coordinating Commission and legislature in terms of future directions for improving the processes surrounding these designations to better support students. 

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No Cost and Low Cost Schedule Designation and Student Enrollment Behavior at Oregon Community Colleges and Public Universities

Resilience is important in Doctor of Physical Therapy (DPT) education because the clinical learning environment (CLE) is stressful and at times adverse. DPT education tends to define resilience as a personal characteristic which lacks the seminal research-based assertion that it is a process supported by protective factors (PF). The clinical instructor (CI), as the primary influence over student learning in the CLE, has the potential to foster student resilience intentionally if there is a system under which to define it. The aim of this study is to apply a resilience theory to the DPT CLE to explore how resilience functions in clinical instruction and student learning during a 10-week full time DPT clinical experience. This study used a retrospective qualitative deductive analysis of the narrative portions of 43 DPT student academic records. This study’s key findings confirmed that this framework is efficacious in its ability to analyze the dynamics affecting the student’s experience and their learning in the CLE. There were five themes which included, the resilience framework distinguishes clinical learning environments based on the level of resilience via analysis of type and quantity of PFs present; self-regulation is a defining factor for level of resilience in the CLE; students, CIs, or both can manage and manifest the resilience PFs in the CLE; student self-advocacy was delivered based on the level of resilience in the CLE; the “push out of comfort zone” learning promotes resilience. Future research using seminal resilience-based theoretical foundations to analyze the DPT education is recommended.


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Healthcare Administration & Leadership - Student Scholarship

Essays in Philosophy

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A Measure of Attitudes toward Interdisciplinary Healthcare Teams Around Pediatric Autism Care

Identical Instruction May Lead to Divergent Learning Outcomes: A Comparison of Changes in Learner Attitudes Towards Interprofessional Practice Followi...

Interprofessional Practice and Patient Voice: An Undergraduate Perspective

A Local Case Competition Expands Meaningful Opportunities for Experiential Interprofessional Learning

No Cost and Low Cost Schedule Designation and Student Enrollment Behavior at Oregon Community Colleges and Public Universities

Exploring Resilience as a Framework to Optimize Doctor of Physical Therapy Clinical Instruction and Learning: A Qualitative Deductive Investigation