ABSTRACT
Overwhelmed and worried about their students and families, teachers in a regional professional network from New York and New Jersey met regularly as a structured online professional learning community (PLC) during the 2020-2021 school year to support each other as they searched for answers to the question, "How do we engage students in remote and hybrid situations in the current sociopolitical context?" As the year unfolded, the teachers collaboratively shifted their stance from one of simply providing emotional support to one of sustained practitioner research (Cochran-Smith & Lytle, 2009). The work of Jackson and Temperley (2007), who wrote about networked learning communities, was particularly relevant to our context. [...]in analyzing the data, we adopted Jackson and Temperley's (2007) frame to consider how Ivelisse learned (1) from her PLC colleagues, (2) with her PLC colleagues and her students, (3) on behalf of her students, and (4) about her own process of learning. Ivelisse's students' homes and The group drew on participants' practitioner communities experienced the knowledge, public knowledge of engagement devastating effects of COVID-19 and teaching with and through technolog
ABSTRACT
BACKGROUND: The COVID-19 pandemic is expected to bring a surge of survivors in need of post-acute rehabilitation. Preliminary research and clinical guidelines suggest patients recovering from critical illness associated with COVID-19 will present compromised function similar to acute respiratory distress syndrome (ARDS) and ICU-acquired weakness (ICUAW). However, information regarding physical therapy and progressions of physiological and functional outcomes is currently limited. This case report describes the course of recovery of a patient without significant preexisting medical conditions. CASE DESCRIPTION: The patient RW (male, age 56) tested positive for COVID-19, and was admitted to ICU for 29 days. After weaning off mechanical ventilation after 2 months of hospitalization, he was transferred to our post-acute rehabilitation facility to recover from the residual effects. Physical therapy evaluation showed that while the patient was cognitively alert, he exhibited impaired general strength and activity intolerance due to severe exertional dyspnea. The patient received physical therapy aimed at improving his functional capacity. During his 16-day stay, the patient was able to significantly improve his capacities (i.e. 600% increase in 30-second chair stand test, 69.5% improvement in walking distance in 6-minute walk test, and 132.4% longer time to exhaustion during level ground ambulation). Dyspnea remained the main factor that limited his activities. DISCUSSION: This case demonstrated that post-acute physical therapy appeared to be effective and safe in improving function after critical illness due to COVID-19 for this patient. Physical therapists are encouraged to closely monitor respiratory parameters such as heart rate, oxygen saturation, and levels of dyspnea during treatment for patient response and decisions regarding activity progression.
Subject(s)
COVID-19 , Humans , Male , Infant , Critical Illness/rehabilitation , Pandemics , Treatment Outcome , Physical Therapy Modalities , DyspneaABSTRACT
Teaching with Compassion to Learning with Passion These questions-"What do my students need right now?" and "How do I engage my students without grades?"-are typical of the kinds of inquiry the three of us do as part of the Digital Literacies Collaborative (DLC), a professional development network that focuses on building literacies in all students. From these conversations, Emilie embraced the notion that she needed to understand her middle school students' lives in the moment, and she quickly shifted the 10-15-minute private virtual conferences she was having with each of her advisory students about their required reading to an emotional check in. A week later, in the midst of a global pandemic ravaging the city, she looked at her 62 seventh-grade English language arts students through the screen and asked them, "If you could learn anything in school, what would it be?" "What do you mean, Ms. Jones?" "I mean exactly that-if you could learn anything you wanted in school, what would you learn about?" Throughout the next two months, Emilie's students vigorously pursued this question. In our virtual video classroom, I (Emilie) asked them to think about something they loved. Because middle schoolers like to share the things that interest them, immediately, the chatbox filled with responses: volleyball, music, TikTok, creating new recipes, video games, YouTube, curing infectious diseases, basketball, creating Fantasy Sports leagues.