The relationship between self-compassion and the risk for substance use disorder.

OBJECTIVE: This study explored the relationship between substance use disorder risk and self-compassion and posits a model for how the two are related through the mitigation of suffering. METHOD: Study participants were recruited using social media to complete an online survey that included a basic socio-demographic survey and two validated instruments, the Self-Compassion Survey and the National Institute on Drug Abuse (NIDA) Alcohol Smoking and Substance Involvement Screening Test (ASSIST), which screens for substance use disorder (SUD) risk. Established cut scores for ASSIST were used to divide participants into low, moderate and high-risk groups. RESULTS: Participants (n=477) were 31 years old on average, almost evenly split by gender, mostly non-Hispanic white, slightly more likely to be single and to hold an Associate's degree or higher. Overall, 89% of participants reported using drugs and/or alcohol in their lifetime. SUD risk was distributed between low risk (52%), moderate risk (37%) and a smaller percentage of high risk (11%). Self-compassion was inversely related to SUD risk. The low risk group had a higher mean self-compassion score (M=2.86, SD=0.75) than the people who were high risk (M=2.25, SD=0.61) (t(298)=5.58 p<0.0001). Bivariate Pearson correlations showed strong associations between high risk and all self-compassion subscales, as well as low risk and five of the subscales. CONCLUSIONS: This study suggests SUD risk has an inverse relationship to self-compassion. Raising self-compassion may be a useful addition to substance use disorder prevention and treatment interventions.

Recruiting future neuroscientists: what asking the recruits can teach us.

Many different strategies are used to recruit students into scientific research careers, including neuroscience research. These strategies are rarely based on knowledge about students; instead, activities are selected based on their ease of implementation. The goal of the LEARN Project is to encourage high school students into mental health science research using the theme of learning and memory. One intervention the authors developed is five Web-based biographies introducing students to contemporary neuroscientist role models studying learning and memory. To guide the design of this intervention, the authors created a survey to determine where students obtain career information and who and what influences their career selection. In a convenience sample of 124 students, the authors found that almost all students use the Internet for information about careers, in addition to consulting family members and teachers. Students' career selections are influenced most by family members, teachers, and people already in the field. The most important factors students look for in their future career are money, fun, and a good match between current interests and future careers. The data affirm the value of outreach efforts that go beyond students to include a broader audience of parents and teachers who play a critical role in career selection.

Brains rule! fun = learning = neuroscience literacy.

Brains Rule! Neuroscience Expositions is a project designed to improve neuroscience literacy among children and the general public by applying a model where neuroscience professionals transfer knowledge and enthusiasm about neuroscience through fun, engaging hands-on activities. This educational model draws strength from many national and local partnerships of neuroscience professionals to coordinate expositions across the country in a variety of local communities. Brains Rule! Neuroscience Expositions uses a flexible science fair-like format to engage children in the process of science and teach about neuroscience concepts, facts, and professions. Neuroscience literacy is important to everyday life and helps individuals better understand themselves, make informed decisions about health and drug use, participate knowledgeably in governmental and social issues, and better understand scientific advancements. In this study, children's ratings of Brains Rule! Neuroscience Expositions activities were analyzed both quantitatively and qualitatively. Analysis of the responses revealed that overall the children perceived the learning activities as fun and interesting and believed that they learned something about the brain and nervous system after engaging in the activities. The Brains Rule! Neuroscience Expositions education model can be an effective tool in improving neuroscience literacy for both children and adults.

One-hour lecture/demo produces mastery level back safety transfer skills self-efficacy in randomized comparisons among hospital nurses.

More than 1/3 of back injuries among nurses result from patient transfers. So, a rigorous between-subjects quasi-experimental methodology having broad clinical applicability was developed to evaluate the effects of a one-hour didactic back safety and patient transfer training lecture/demonstration upon 42 recently hired hospital nurses. The design implemented independent random samples including independent control groups, though practical constraints required all 42 to participate in the training. Training effects were assessed for each of three back safety transfer skill self-efficacy measures and their composite total self-efficacy score. Four monthly training sessions, each serving different nurses, achieved significant and substantial impacts on both composite total back safety procedure self-efficacy (where effect sizes ranged from approximately 0.8 to 1.8 standard deviations) and on each individual back safety transfer skill self-efficacy measure. After training, 85% to 100% of the nurses rated their back safety procedure self-efficacy within three points of the maximum composite total of 30 on the self-efficacy scale. Results may help improve nursing services and identify training strategies to reduce healthcare worker back injuries.

Keeping learning central: a model for implementing emerging technologies.

FELT PROBLEM: Technology integration continues to be a challenge for health science faculty. While students expect emerging technologies to be used in the classroom, faculty members desire a strategic process to incorporate technology for the students' benefit. OUR SOLUTION: We have developed a model that provides faculty a strategy for integrating emerging technologies into the classroom. The model is grounded in student learning and may be applied to any technology. We present the model alongside examples from faculty who have used it to incorporate technology into their health sciences classrooms.

Use of instructional video to prepare parents for learning infant cardiopulmonary resuscitation.

Parents of premature infants often receive infant cardiopulmonary resuscitation (CPR) training prior to discharge from the hospital, but one study showed that 27.5% of parents could not demonstrate adequate CPR skills after completing an instructor-led class. We hypothesized that parents who viewed an instructional video on infant CPR before attending the class would perform better on a standardized skills test than parents who attended the class with no preparation. Parents randomized to the intervention (video) group viewed the video within 48 hours of the CPR class. Parents in the control group attended the class with no special preparation. All parents completed the CPR skills checklist test, usually within 7 days after class and before the infant's hospital discharge. The test rated subjects' skills in the areas of assessment, ventilation, and chest compressions; each section was rated as good, fair, or fail. In this pass/fail test, students had to be rated good or fair on all three sections to pass. All 10 subjects in the video group passed the test versus only 9 of 13 in the control group, but this difference was not significant (P = 0.08). However, 8 of 10 (80%) subjects in the video group were rated as good on all three sections, versus only 3 of 13 (18.7%) in the control group, and this was a significant difference (P = 0.012). We conclude that preparation of students using an instructional video prior to infant CPR class is associated with improvement in skills performance as measured by a standardized skills test. Video preparation is relatively inexpensive, eliminates the barrier of reading ability for preparation, and can be done at the convenience of the parent.

Using technology to teach technology: design and evaluation of bilingual online physician education about electronic medical records.

The "EMR Tutorial" is designed to be a bilingual online physician education environment about electronic medical records. After iterative assessment and redesign, the tutorial was tested in two groups: U.S. physicians and Mexican medical students. Split-plot ANOVA revealed significantly different pre-test scores in the two groups, significant cognitive gains for the two groups overall, and no significant difference in the gains made by the two groups. Users rated the module positively on a satisfaction questionnaire.

Rigorously assessing whether the data backs the back school.

A rigorous between-subjects methodology employing independent random samples and having broad clinical applicability was designed and implemented to evaluate the effectiveness of back safety and patient transfer training interventions for both hospital nurses and nursing assistants. Effects upon self-efficacy, cognitive, and affective measures are assessed for each of three back safety procedures. The design solves the problem of obtaining randomly assigned independent controls where all experimental subjects must participate in the training interventions.

Encouraging adolescents toward mental health careers via website biographies.

This project designed, developed, implemented and is currently evaluating the effectiveness of an interactive, multi-media website designed to encourage adolescents to consider careers in mental health. This Web-based learning environment features biographies of mental health scientists. Evaluation is conducted in a systematic, structured way using cognitive achievement, usability (ease of use), and affective scales (e.g., fun to use) as outcome measures