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Institution

Tennessee Wesleyan College

EducationAthens, Tennessee, United States
About: Tennessee Wesleyan College is a(n) education organization based out in Athens, Tennessee, United States. It is known for research contribution in the topic(s): Psychological intervention & Intervention (counseling). The organization has 24 authors who have published 36 publication(s) receiving 477 citation(s).
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Journal ArticleDOI
TL;DR: This study is among the first to examine interventions designed to enhance exercise motivation in SSDs and found WALC-S recipients attended more walking groups, for more weeks and walked more minutes than those receiving TAC.
Abstract: Ninety seven outpatients with schizophrenia spectrum disorders (SSDs) were randomly assigned to the Walk, Address Sensations, Learn About Exercise, Cue Exercise Behavior for SSDs (WALC-S), a motivational intervention designed to increase exercise in SSDs (n = 48), or a time and attention control group (TAC, n = 49). WALC-S and TAC groups met weekly for 4 weeks before a 16 week walking program was offered to all subjects. We compared the exercise attendance, persistence and compliance of the groups during the walking program. WALC-S recipients attended more walking groups, for more weeks and walked more minutes than those receiving TAC. Percent of WALC-S or TAC groups attended was significantly correlated with overall attendance (r = 0.38, P = 0.001) and persistence (r = −.29, P = 0.01), as well as number of minutes walked. This study is among the first to examine interventions designed to enhance exercise motivation in SSDs.

91 citations


Journal ArticleDOI
TL;DR: This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world.
Abstract: In the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC's current state of the science within higher education. Examination of this model's definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.

51 citations


Journal ArticleDOI
TL;DR: Clinicians should consider using TIPS as an adjunct to face-to-face appointments to support adherence in persons at risk of schizophrenia, according to results of this study.
Abstract: BACKGROUND: Promoting medication adherence is a critical issue in optimizing both physical and mental health in persons with schizophrenia. Average antipsychotic medication adherence is only 50%; few studies have examined nonpsychiatric medication adherence. Psychosocial interventions with components of problem solving and motivation have shown promise in improving adherence behaviors. OBJECTIVES:This study examines telephone intervention problem solving (TIPS) for outpatients with schizophrenia. TIPS is a weekly, provider-initiated, proactive telenursing intervention designed to help persons with schizophrenia respond to a variety of problems, including adherence problems. STUDY DESIGN : The authors completed objective measures of adherence to psychiatric and nonpsychiatric medications in 29 community-dwelling persons with schizophrenia, monthly for 3 months.STUDY RESULTS : Persons receiving TIPS had significantly higher objective adherence to psychiatric medications throughout the study period, F(1, 20)...

46 citations


Journal ArticleDOI
TL;DR: The WALC intervention was feasible and acceptable to participants; approximately two-thirds of all groups were attended and nearly half of participants attended at least 75% of groups.
Abstract: The WALC intervention was designed to motivate exercise in the elderly. Persons with schizophrenia spectrum disorders (SSDs) face similar exercise barriers. We described theoritical underpinnings of the WALC intervention and how we adapted it for SSDs. We conducted a feasibility study of the adapted intervention in 17 persons with SSDs. The adapted intervention incorporated low intensity stretches, exercise education and exercise cues. The intervention was feasible and acceptable to participants; approximately two-thirds of all groups were attended and nearly half of participants attended at least 75% of groups. Follow up studies should examine the effect of the intervention upon future exercise behavior, with the goal of identifying evidence based interventions to increase exercise in this group.

32 citations


Journal ArticleDOI
TL;DR: This study compared the effect of telephone calls only, text messages only, and both telephone calls and text messages on individuals’ symptoms and medication adherence.
Abstract: Problem-solving interventions are not routinely offered to persons with schizophrenia spectrum disorders (SSDs). Telephone calls and text messages are potential avenues to offer problem solving support. This study compared the effect of telephone calls only, text messages only, and both telephone calls and text messages on individuals' symptoms and medication adherence. Thirty outpatient participants with SSDs were randomly assigned to weekly telephone calls, daily text messages, or both for three months. Participants received monthly in-home pill counts and symptom assessments. Repeated measures ANOVA was significant (F (4,26) = 4.2, p = 0.005) for symptom scores. Further work with larger, more diverse, samples is needed.

30 citations


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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
20171
20164
20152
20142
20132
20121