Introduction Assessment is crucial in the identification of children with potential delays/disorders and allows speech-language pathologists the opportunity to provide early intervention when indicated. For this reason, inaccessibility to formal assessments can be detrimental to the development and progression of overall communication skills for children with language disorders. The COVID-19 pandemic highlighted the need for increased telehealth services and how the provision of these remote services offers a much-needed alternative to face-to-face services for both clinicians and families. Method A systematic procedure involving online literature searches in four electronic databases was employed to identify studies for inclusion in this review. Inclusion criteria were as follows: (1) preschool or elementary pediatric participants, and (2) involve the delivery of language-based assessments via telehealth. Additionally, the search was limited to studies written in English, dated 2010 and newer, and published in peer-reviewed journals. Results The results of the systematic review showed there was no significant difference between standard scores and behavioral ratings for both face-to-face and telehealth assessments. The studies reviewed determined that telehealth delivery was feasible and presented adequate reliability with high levels of agreement between assessment scores obtained via telehealth and face-to-face. Conclusion Current research suggests that there is no significant difference between remote and face-to-face assessment administration. Additional research is needed to examine the feasibility and reliability of conducting language-based assessments via telehealth in bilingual children, children younger than four years of age, and in different environments, such as schools or clinics.
Only 15% of children with hearing loss who could receive a cochlear implant receive one leaving American Sign Language (ASL) as their access to communication. Spanish-speaking families face even greater challenges including learning different languages/cultures and lack of trained Hispanic professionals. This study identifies how Hispanic mothers communicate with their children with hearing loss who use ASL as their primary language. Data for this qualitative study were collected using in-depth, open-ended ethnographic interviews and limited participant observations and analyzed using grounded theory. Results indicated that many mothers did not learn ASL or learned it some years after the diagnosis of hearing loss in their child; therefore, many children had no or limited language early on and were excluded from conversations and activities. Often mothers learned ASL in Spanish resulting in communication that varied in grammar. Language confusion can result in children's lower overall language skills and poor academic achievement.
Background: In 2010, the World Health Organization issued a clarion call for action on interprofessional education and collaboration. This call came forty years after the concept of interprofessional collaboration (IPC) was introduced. Aim: To conduct an integrative review of interprofessional collaboration in health care education in order to evaluate evidence and build the case for university support and resources and faculty engagement, and propose evidence-based implications and recommendations. Search Strategy: A literature search was conducted by an interprofessional faculty from a college of nursing and health sciences. Databases searched included CINAHL, Medline, Eric, Pubmed, Psych Info Lit., and Google Scholar. Keywords were interdisciplinary, interprofessional, multidisciplinary, transdisciplinary, health care team, teamwork, and collaboration. Inclusion criteria were articles that were in the English language, and published between 1995 and 2019. Review Methods: Thirteen interprofessional team members searched assigned databases. Based on key words and inclusion criteria, over 216,885 articles were identified. After removing duplicates, educational studies, available as full text were reviewed based on titles, and abstracts. Thirty-two articles were further evaluated utilizing the Sirriyeh, Lawton, Gardner, and Armitage (2012) review system. Faculty agreed that an inclusion score of 20 or more would determine an article’s inclusion for the final review. Eighteen articles met the inclusion score and the data was reduced and analyzed using the Donabedian Model to determine the structure, processes, and outcomes of IPC in health care education. Results: Structure included national and international institutions of higher education and focused primarily on undergraduate and graduate health care students’ experiences. The IPC processes included curricular, course, and clinical initiatives, and transactional and interpersonal processes. Outcomes were positive changes in faculty and health care students’ knowledge, attitudes, and skills regarding IPC, as well as challenges related to structure, processes, and outcomes which need to be addressed. Implications/Recommendations/Conclusions: The creation of a culture of interprofessional collaboration requires a simultaneous “top–down” and “bottom–up” approach with commitment by the university administration and faculty. A university Interprofessional Strategic Plan is important to guide the vision, mission, goals, and strategies to promote and reward IPC and encourage faculty champions. University support and resources are critical to advance curricular, course, and clinical initiatives. Grassroots efforts of faculty to collaborate with colleagues outside of their own disciplines are acknowledged, encouraged, and established as a normative expectation. Challenges to interprofessional collaboration are openly addressed and solutions proposed through the best thinking of the university administration and faculty. IPC in health care education is the clarion call globally to improve health care.
BACKGROUND Globally, high rates of maternal and infant mortality call for interventions during the perinatal period to engage pregnant women, and their loved ones, to ensure they remain in care. Mobile health (mHealth) technologies have become ubiquitous in our lives and healthcare settings and hold promise for improving maternal health outcomes. However, there is a need to further explore their safety and effectiveness to support and improve health outcomes, locally and globally. OBJECTIVE Review and synthesize published literature that described the development process or effectiveness evaluations of maternal/infant apps with a specific emphasis on determining the apps’ target population usage; evidence of outcomes with mothers, fathers, infants, or children; and whether the apps have been reviewed or endorsed by a healthcare provider. METHODS We used the scoping review approach originally described by Arksey and O’Malley, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) reporting guidelines, and Covidence review management software to enhance transparency in our approach to this scoping review study. RESULTS A total of 1027 were included in title and abstract screening. Full text screening commenced with 87 articles, 74 of which were excluded with reasons. Four articles were added at data extraction from hand searching. Ultimately, we reviewed and synthesized data from 11 unique studies reported in 23 articles, published between 2017 and 2021. Included studies represented 8 different countries. Most apps were English, although apps were also developed in Arabic, Bahasa Indonesia, and Nepali. Articles reviewed revealed the early stage of development of the fields of maternal/infant apps with modest evidence of app usage and achievement of study outcomes. Only one app was endorsed by an independent healthcare provider society. App development and evaluation processes emerged and there specific app features have been identified as vital for well-functioning apps. End-user engagement occurred in some parts, but not all, of app research and development. CONCLUSIONS Apps to improve maternal/infant health are developed and launched in enormous numbers with many of them are not developed with mothers’ needs in mind. There are concerns about privacy, safety, and standardization of current apps and a need for professional or institution-specific guidelines or best practices. Despite challenges inherent in currently available apps and their design processes, maternal/infant app technology holds promise for achieving health equity goals and improving maternal child health outcomes. Finally, we propose recommendations for advancing the knowledge base for maternal/infant apps. CLINICALTRIAL Not applicable
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