Advanced practice nurses (APNs) are likely to see one or both of these problems in their practices. The vague, nonspecific symptoms can present challenges to APNs. Biologic correlates are identified to help the APNs identify those most at risk of developing PTSD. Treatment options are discussed.
Abuse of women with disabilities is a significant societal problem of which practitioners, service providers, and other professionals must be aware, respond to, and work to alleviate. Practitioners in most settings will encounter client systems impacted by disability, and many of their clients may be victims of abuse. Primary objectives of this paper are (1) to summarize issues and problems relevant to abuse of women with disabilities (2) to describe some of the empowering, proactive attitudes and behaviors of victim-survivors and their support networks, and (3) to further emphasize the need for practitioners to give primacy to helping such clients empower themselves to (re)take and maintain charge of their lives.
The Singing Voice Handicap Index (SVHI) was developed in the United States for the self-assessment of patients with singing problems. It has been translated into German and its reliability and validity have been assessed. In total, 54 (35 female, 19 male) dysphonic singers and 130 (74 female, 56 male) non-dysphonic professional singers were included in the study. Reliability rested on high test-retest reliability (r = 0.960, p ≤ 0.001, Pearson correlation) and a Cronbach's α of 0.975. A principal component analysis using the Varimax method and the results of the screeplot suggest the SVHI scored as a single scale. Validity rested on a highly significant correlation between the severity of the self-rated voice impairment by the patient and the total SVHI score. Dysphonic singers have significantly higher SVHI scores than healthy singers. The SVHI is thus suited to implementation as a diagnostic tool in German-speaking countries.
In response to the greater need for professionally educated Bachelor of Social Work social workers to work with older adults, a multipronged approach was developed and implemented to infuse gerontology content into the undergraduate social work curriculum at a large state university in Texas. Efforts were made to help ensure that curricular and organizational changes would be sustained for the long term. These initiatives were funded by and were part of the national Hartford Geriatric Enrichment in Social Work Education Program. A quasiexperimental evaluation was conducted involving four cohorts of social work students. Findings demonstrate success in changing students' 1) career aspirations, 2) perceptions of faculty's knowledge of issues concerning older adults, 3) perceptions of their own knowledge of issues concerning older adults, and 4) perceptions of older adults.
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