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Antibiotic treatment for asymptomatic bacteriuria is not recommended in guidelines but is a major driver of inappropriate antibiotic use. To evaluate whether clinician culture and personality traits are associated with a predisposition toward inappropriate prescribing. This survey study involved secondary analysis of a previously completed survey. A total of 723 primary care clinicians in active practice in Texas, the Mid-Atlantic, and the Pacific Northwest, including physicians and advanced practice clinicians, were surveyed from June 1, 2018, to November 26, 2019, regarding their approach to a hypothetical patient with asymptomatic bacteriuria. Clinician culture was represented by training background and region of practice. Attitudes and cognitive characteristics were represented using validated instruments to assess numeracy, risk-taking preferences, burnout, and tendency to maximize care. Data were analyzed from November 8, 2021, to March 29, 2022. The survey described a male patient with asymptomatic bacteriuria and changes in urine character. Clinicians were asked to indicate whether they would prescribe antibiotics. The main outcome was self-reported willingness to prescribe antibiotics for asymptomatic bacteriuria. Willingness to prescribe antibiotics was hypothesized to be associated with clinician characteristics, background, and attitudes, including orientation on the Medical Maximizer-Minimizer Scale. Individuals with a stronger orientation toward medical maximizing prefer treatment even when the value of treatment is ambiguous. Of the 723 enrolled clinicians, 551 (median age, 32 years [IQR, 29-44 years]; 292 [53%] female; 296 [54%] White) completed the survey (76% response rate), including 288 resident physicians, 202 attending physicians, and 61 advanced practice clinicians. A total of 303 respondents (55%) were from the Mid-Atlantic, 136 (25%) were from Texas, and 112 (20%) were from the Pacific Northwest. A total of 392 clinicians (71% of respondents) indicated that they would prescribe antibiotic treatment for asymptomatic bacteriuria in the absence of an indication. In multivariable analyses, clinicians with a background in family medicine (odds ratio [OR], 2.93; 95% CI, 1.53-5.62) or a high score on the Medical Maximizer-Minimizer Scale (indicating stronger medical maximizing orientation; OR, 2.06; 95% CI, 1.38-3.09) were more likely to prescribe antibiotic treatment for asymptomatic bacteriuria. Resident physicians (OR, 0.57; 95% CI, 0.38-0.85) and clinicians in the Pacific Northwest (OR, 0.49; 95% CI, 0.33-0.72) were less likely to prescribe antibiotics for asymptomatic bacteriuria. The findings of this survey study suggest that most primary care clinicians prescribe inappropriate antibiotic treatment for asymptomatic bacteriuria in the absence of risk factors. This tendency is more pronounced among family medicine physicians and medical maximizers and is less common among resident physicians and clinicians in the US Pacific Northwest. Clinician characteristics should be considered when designing antibiotic stewardship interventions.

The purpose of this article is to explore the context of the physical literacy movement and how it can impact play and participation. The article is intended to assist play advocates (i.e., physical education, recreation, sport educators) in implementing quality programs linked to curricular outcomes designed to foster the development of physically literate students. It is also intended to bridge a significant gap that often exists between sport, play and physical education. This article will compare physical literacy to similar concepts of literacy in language arts, math and music. Physical literacy has the potential to affect the students of today, not only so they are better prepared to lead healthy and active lives, but so they are better prepared to help others and to generate new and innovative ideas.

Educators often struggle daily with the issue of how to engage students for learning. Many instructional strategies are devoted to the concept of engagement to keep students interested and on task to enhance learning, but defining the term is difficult. Engagement may involve a combination of terms that relates to the effort of students when they devote themselves to purposeful activities (Krause & Coates, 2008). Advocates of physical engagement have known for years that movement enhances learning, but what has been missing is the research to support this belief. An increase in brain research now provides a definitive link connecting movement with the enhancement of learning. The purpose of this paper was to examine the relationship between physical engagement and the development of the mind-body connection, how physical engagement enhances that development, and the current research in the field that supports the construct.

The word 'play' has been characterized across a full continuum of meanings, from valued release time and recess to an essentially unimportant function of the school day that is lacking in purpose. The value of physical activity in our social and educational system has been questioned to the point that many schools are looking to eliminate physical engagement activities. The threat to reduce or eliminate activity opportunities may continue, unless a connection can be established between the academic achievement and the physical development of the child. Advocates of physical engagement have known for years that movement enhances learning, but what has been missing is the research to support this belief. An increase in brain research now provides a definitive link connecting movement with enhanced learning. The purpose of this article is to examine the relationship between physical engagement and the development of the mind-body connection. Practical applications will be provided that can be used to enhance teaching and learning in the physical and classroom environment.

To evaluate the efficacy of a new continuously active disinfectant (CAD) to decrease bioburden on high-touch environmental surfaces compared to a standard disinfectant in the intensive care unit. A single-blind randomized controlled trial with 1:1 allocation. Medical intensive care unit (MICU) at an urban tertiary-care hospital. Adult patients admitted to the MICU and on contact precautions. A new CAD wipe used for daily cleaning. Samples were collected from 5 high-touch environmental surfaces before cleaning and at 1, 4, and 24 hours after cleaning. The primary outcome was the mean bioburden 24 hours after cleaning. The secondary outcome was the detection of any epidemiologically important pathogen (EIP) 24 hours after cleaning. In total, 843 environmental samples were collected from 43 unique patient rooms. At 24 hours, the mean bioburden recovered from the patient rooms cleaned with the new CAD wipe (intervention) was 52 CFU/mL, and the mean bioburden was 92 CFU/mL in the rooms cleaned the standard disinfectant (control). After log transformation for multivariable analysis, the mean difference in bioburden between the intervention and control arm was -0.59 (95% CI, -1.45 to 0.27). The odds of EIP detection were 14% lower in the rooms cleaned with the CAD wipe (OR, 0.86; 95% CI, 0.31-2.32). The bacterial bioburden and odds of detection of EIPs were not statistically different in rooms cleaned with the CAD compared to the standard disinfectant after 24 hours. Although CAD technology appears promising in vitro, larger studies may be warranted to evaluate efficacy in clinical settings.

This paper looks at the use and application of the Individual Learning Profile in measuring the hemispheric preferences of students. The purpose of the web-based version of the ILP analysis is to discover each student’s natural learning style, by identifying the dominant eye, ear, hand, foot and brain hemisphere. This information is used to create learning environments that stimulate, motivate and engage students. The ILP identifies the optimal teaching styles that match the dominant learning style of one student, a group, or an entire class. The idea that one side of the brain may be dominant in controlling movements of hands, feet, eyes, and ears, and that individuals have a preference that informs how they move and learn, impacts the educational environment. A sampling of the data that has been collected to validate the ILP will be used to demonstrate the vast amount of information that can be acquired from the ILP reports and on-line assessment. The instrument has the potential to provide a connection between the side of the body we favor for seeing, hearing, touching, and moving and the way we think, learn, work, play, and relate to others.

The purpose of this study was to conduct a content analysis of nine research articles related to the needs of African American parents/caregivers of preterm infants in the Neonatal Intensive Care Unit (NICU). The primary topics explored in this study were (a) parental needs, (b) African American stressors and premature risk factors, (c) racial disparities in medical care, and (d) cultural demographics. Additional topics investigated were what parents/caregivers of preterm infants need and want from medical professionals as well as high prematurity rates in African American women. A content analysis was done for research from 2012-2022 across 5 scholarly U.S.-based research journals. Results showed few articles that deal with culturally specific information about family-based care in the NICU. Included articles summarized that parental needs in the NICU consist of improved communication, addressing external stressors, parent education and support, and cultural sensitivity. More research is needed in order to fully understand the needs of African American parents in the neonatal intensive care unit.

Preferences for learning include a variety of components that reflect biological and learned/conditioned responses that are pedagogically useful for making improvements in the classroom. The purpose of this study is to investigate the relationship between the learning preferences of pre-service and experienced elementary educators and the impact they may have on pedagogical knowledge. The study is looking to determine if differences exist in the groups and when/how they occur. Surveys were completed by 1,114 adults that were preparing to teach or currently teaching in a kindergarten through sixth grade classroom. Chi-square and cross tab analysis were used to analyze the data in the area of brain dominance, age, gender, type of dominance, and limitations. Changes in dominant preferences were evident in this study across the teaching career. Differences exist in the preferences for brain dominance as well as eye and ear dominance across gender and age groups. It is unknown if the changes were due to cognitive growth, experience in the field, or a response to different pedagogical teaching approaches. Whatever teaching approach is used, it is important that teachers are aware of the changes that occur and apply these changes to classroom instruction.

The purpose of this paper is to determine the reliability and validity of the on-line assessment of learning potential using the Individual Learning Profile (ILP) questionnaire for adults and children over the age of 12. The purpose of the web-based version of the full ILP analysis is to discover each student’s natural learning style, by identifying the dominant eye, ear, hand, foot and brain hemisphere. This new information is used to create learning environments that will stimulate, motivate and engage students. The ILP identifies the optimal teaching styles that match the dominant learning style of one student, a group, or an entire class. The ILP instrument for adults and children over the age of 12 was administered to 143 college level education majors in the USA. Each student completed the 20-question dominant brain hemisphere instrument twice during the semester, approximately 4 weeks apart. This study used descriptive statistics that were analyzed using SPSS 21.0 using Cronbach’s alpha. The results of this study indicate that the ILP questionnaire is a reliable and valid instrument for measuring brain dominance in the population studied. The validity was evidenced in the form of face, content and criterion validity.