Tennessee Wesleyan College

About: Tennessee Wesleyan College is a education organization based out in Athens, Tennessee, United States. It is known for research contribution in the topics: Psychological intervention & Intervention (counseling). The organization has 24 authors who have published 36 publications receiving 477 citations.

Effect of a Motivational Intervention on Exercise Behavior in Persons with Schizophrenia Spectrum Disorders

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.

The Flipped Classroom: Fertile Ground for Nursing Education Research

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.

A comparison of telephone and texting interventions for persons with schizophrenia spectrum disorders.

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.