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Data Collection III

Data Collection III

The physical assessment examines the patient for objective data that defines the patient's condition, and aids in formulating the nursing care plan. The purpose of physical assessment is a health status appraisal, which includes identifying health problems, and establishing a database for nursing intervention.
The principles to begin the physical assessment include conducting a comprehensive or problem-related history in a quiet, well-lit room, emphasizing privacy and comfort for the...

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Assessing the Use of Recommended Practices in Adapted Physical Activity/Education Experiential-Learning Programs.

Layne Case¹, Joonkoo Yun², Megan MacDonald³

¹Department of Kinesiology, College of Communication and Education, California State University, Chico, Chico, CA, USA.

Adapted Physical Activity Quarterly : APAQ

|October 15, 2024

Summary

This summary is machine-generated.

University adapted physical activity and education (APA/E) courses show low use of recommended practices for people with disabilities. Increased implementation is crucial for inclusive experiential learning.

Keywords:

best practices higher education practicum preservice service learning

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Area of Science:

Adapted Physical Activity and Education
Experiential Learning
Higher Education

Background:

University-based experiential learning is integral to adapted physical activity and education (APA/E) undergraduate courses.
Effective programs require the implementation of recommended practices for student and disability inclusion.

Purpose of the Study:

To investigate the utilization of recommended practices in university APA/E experiential learning.
To compare the implementation of practices for students versus people with disabilities.

Main Methods:

An online questionnaire was administered to 165 instructors and professionals in APA/E experiential learning programs.
The questionnaire assessed program characteristics and the use of recommended practices for students and people with disabilities.

Main Results:

A significantly lower proportion of practices recommended for people with disabilities were implemented compared to those for students (Z = -10.45, p < .001).
Findings indicate a gap in the application of inclusive practices within APA/E experiential learning.

Conclusions:

There is a critical need to enhance the implementation of practices that include people with disabilities in APA/E experiential learning.
Involving the disability community in program planning and design is recommended to improve outcomes for all participants.