Matheson, Alexander M., Cunningham, Robin S.P., Bier, Elianna, Lu, Junlan, Dreihuys, Bastiaan, Pickering, J. Geoffrey, Diamantouros, Pantelis, Islam, Ali, Nicholson, J. Michael, Parraga, Grace, and Blissett, Sarah
Cunningham, Robin M., Johnson Moore, Kyle L., and Moore, Jacen S.
Clinical & Experimental Medicine. Sep2022, p1-12.
The COVID-19 pandemic caused by SARS-CoV-2 continues to spread rapidly due to its virulence and ability to be transmitted by asymptomatic infected persons. If they are present, the symptoms of COVID-19 may include rhinorrhea (runny nose), headache, cough, and fever. Up to 5% of affected persons may experience more severe COVID-19 illness, including severe coagulopathy, acute respiratory distress syndrome (ARDS) characterized by respiratory failure that requires supplementary oxygen and mechanical ventilation, and multi-organ failure. Interestingly, clinical evidence has highlighted the distinction between COVID-19-associated coagulopathy (CAC) and disseminated intravascular coagulation (DIC). Patients with CAC exhibit different laboratory values than DIC patients for activated partial thromboplastin time (aPTT) and prothrombin time (PT) which may be normal or shortened, varying platelet counts, altered red blood cell morphology, unique bleeding complications, a lack of schistocytes in the peripheral blood, and no decrease in fibrinogen levels. In this review, we consider the search for 1) laboratory results that can diagnose or predict development of CAC, including serum levels of D-dimers, fibrinogen, interleukin-6 (IL-6) and the growth factor angiopoietin-2 (Ang-2), 2) mechanisms of CAC induction, and 3) novel therapeutic regimens that will successfully treat COVID-19 before development of CAC. [ABSTRACT FROM AUTHOR]
Gray, Cara, Cunningham, Robin, and Kolomer, Stacey
Advances in Social Work; Summer2020, Vol. 20 Issue 2, p338-354, 17p
INTERPROFESSIONAL relations, MEDICAL communication, HEALTH care teams, HEALTH literacy, MEDICAL personnel, and DISCHARGE planning
Interprofessional education provides an opportunity for allied health professions to gain knowledge of health care team roles, and how discrete disciplines collaborate to contribute to a healthcare team. This interprofessional activity used simulation scenarios with simulated patient actors to introduce students in three healthcare disciplines to the communication and collaboration skills used by teams for hospital discharge planning and follow-up care in a home setting. Participation in the simulations was voluntary and open to students majoring in either social work, recreation therapy, and nursing. Three, two-person teams, representing each discipline, participated in a two-part, unfolding simulation to assist with the discharge of an older adult from the hospital, and an assessment and care/teaching one week later in his home. Following the simulation, students wrote reflective journals about their experiences, and completed a brief survey. Post simulation responses to the RIPLS Questionnaire, and one of its subscales, yielded positive results in relation to improved attitudes towards interprofessional learning and positive professional identity. Students' reflective journals reinforced the impact of interprofessional educational activities on acquiring knowledge about other disciplines. Lessons learned from this activity are being used to develop future interprofessional scenarios to augment the academic preparation of pre-professional healthcare workers in multiple disciplines. [ABSTRACT FROM AUTHOR]