University of Oklahoma

About: University of Oklahoma is a education organization based out in Norman, Oklahoma, United States. It is known for research contribution in the topics: Population & Radar. The organization has 25269 authors who have published 52609 publications receiving 1821706 citations. The organization is also known as: OU & Oklahoma University.

Targeted Muscle Reinnervation Treats Neuroma and Phantom Pain in Major Limb Amputees: A Randomized Clinical Trial.

Abstract: Objective:To compare targeted muscle reinnervation (TMR) to “standard treatment” of neuroma excision and burying into muscle for postamputation pain.Summary Background Data:To date, no intervention is consistently effective for neuroma-related residual limb or phantom limb pain (PLP). TMR is a nerve

Anger and Depression Management: Psychoeducational Skill Training Interventions for Women Caregivers of a Relative With Dementia

Abstract: Purpose: This study examines the short-term impact of two theoretically based psychoeducational small group interventions with distressed caregivers, and it also examines the role of specific moderator and mediator variables on caregiver outcomes. Design and Methods: Female participants (N ¼ 169) aged 50 and older who were caring for a communitydwelling relative with a dementing illness were randomly assigned to one of three treatment interventions: anger management, depression management, or a wait-list control group. These interventions took place over a 3- to 4-month period. The primary outcomes examined were anger or hostile mood, depressed mood, frequency of use of positive and negative coping strategies, and perceived caregiving self-efficacy. Results: Significant main effects in the expected direction were found for changes in most of these measures. Participants in both anger management and depression management groups had significant reductions in their levels of anger or hostility and depression from Time 1 to Time 2 in comparison to participants in the wait-list control group. Use of positive cognitive coping strategies increased in the anger management group only. Self-efficacy significantly increased for participants in both intervention groups, and it was also demonstrated to function as a mediator of intervention effects. Pretreatment levels of depressive symptoms and anger expression style (Anger Expression-Out) moderated the relative effects of the two interventions on mood and coping. Implications: These data are consistent with a growing body of evidence supporting the effectiveness of skills training, in small groups, to improve both the affective states and the type of coping strategies used by caregivers. In addition, this study underscores the need to evaluate key pretreatment variables in order to determine which form of treatment may be more compatible with caregiver characteristics and thus more likely to be beneficial to individuals.

Comparison of Student Outcomes and Preferences in a Traditional vs. World Wide Web-Based Baccalaureate Nursing Research Course

Abstract: The purpose of this project was to compare student outcomes in an undergraduate research course taught using both World Wide Web-based distance learning technology and traditional pedagogy. Reasons given for enrolling in the traditional classroom section included the perception of increased opportunity for interaction, decreased opportunity to procrastinate, immediate feedback, and more meaningful learning activities. Reasons for selecting the Web group section included cost, convenience, and flexibility. Overall, there was no significant difference in examination scores between the two groups on the three multiple-choice examinations or for the course grades (t = -.96, P = .343). Students who reported that they were self-directed and had the ability to maintain their own pace and avoid procrastination were most suited to Web-based courses. The Web-based classes can help provide opportunities for methods of communication that are not traditionally nurtured in traditional classroom settings. Secondary benefits of the World Wide Web-based course were to increase student confidence with the computer, and introduce them to skills and opportunities they would not have had in the classroom. Additionally, over time and with practice, student's writing skills improved.