Author: Caelin Bragg

Dr. Rhonda Williams, Dr. Stephanie Nicks; Theresa Cooper, Candace Grant, Terri Core, Brandy Jackson, Dorene Owen, Mary Faragher, faculty members in the Ascension Via Christi – Wichita State University School of Nursing, published “Cracking the Code: Admission Criteria and Predictors of Success in Nursing Programs” in Kansas Nurse April 21.

Abstract: This study investigated the effectiveness of traditional admission criteria in predicting first-semester success in prelicensure nursing programs. With increasing attention to fairness and accessibility in higher education, nursing programs must reassess the reliance on standardized tests and science grade point averages (GPA) to identify accurate predictors of student success.

Brandy Jackson, Undergraduate Program Director and Assistant Educator in the Ascension Via Christi – Wichita State University School of Nursing, published “Disability and Accommodation Use in US Bachelor of Science in Nursing Programs” in JAMA Network Open Feb. 20.

Abstract: Introduction: Medical associations’ commitment to advancing disability-inclusive practices has led to data collection on, and a significant increase in representation of, medical students with disabilities.1,2 However, information on disability representation and accommodation use in US nursing programs remains scarce. The lack of data collection on this population impedes the ability to identify barriers, benchmark, and measure progress. To address this gap, we quantified disabilities and types of accommodations used among traditional prelicensure nursing students in US Bachelor of Science in Nursing (BSN) degree programs. Methods: This exploratory cross-sectional study, conducted from April 1 through July 30, 2024, used national data from nursing schools to examine disability and accommodation use in traditional prelicensure BSN programs. Participants were recruited through convenience and snowball sampling from social media, American Association of Colleges of Nursing (AACN) listservs, and the AACN newsletter. US traditional prelicensure BSN programs accredited by the Commission on Collegiate Nursing Education were eligible. Postlicensure and accelerated BSN programs were ineligible. The study was exempted and no consent was required by the University of Michigan institutional review board because we collected aggregate data that belong to the institution. We followed the STROBE reporting guideline. Questionnaires from previous works of the senior author (L.M.M.)1 -3 were adapted from medical to nursing education (eMethods in Supplement 1). The nursing questionnaire collected data on the number of students with disabilities registered with their school’s disability services office by disability category and approved accommodations. Program characteristics, including size, geographic location, private or public designation, and structure of the disability office, were also collected. Schools’ disability resource professionals completed the questionnaire. Descriptive statistics were used to summarize survey results. To account for heterogeneity between schools, random-effects logistic regression models were used to calculate pooled estimates (weighted by sample size) of disability proportions along with 2-sided 95% CIs. Analyses were conducted using R statistical software, version 4.4.1 (R Project for Statistical Computing).

Dr. Evan Ohlman, Department Chair and Program Director in the Department of Physician Associate, published “Resident-led seminar and workshop on airway management for physician assistant students: Evaluating efficacy and memory retention” in Journal of Physician Assistant Education Jan. 21.

Abstract: Introduction: Physician assistants (PAs) should understand the implications and risks involved with airway management. Our study aimed to facilitate PA students’ familiarity with airway management with instruction from anesthesiology residents. We assessed the students’ knowledge of airway management both before and after a seminar to see if knowledge was retained. Methods: Physician assistant students participated in a seminar (didactic lecture and a hands-on workshop) on airway management led by anesthesiology residents. The students took a true-false pretest and repeated the test following the seminar. After four months, the students repeated the same true-false test to assess retention. We used Friedman test to analyze differences between the pretest, posttest, and retention tests, as well as performed an itemized analysis on the questions. Results: The students showed a significant difference between the pretest and posttest ( P < 0.001) and between the pretest and retention test ( P = 0.006). Students performed better per question on the retention test compared with the pretest, except for a question related to an indication for intubation (Z score = -2.757; P = 0.006). Discussion: Our results demonstrated that educating PA students in airway management with anesthesia resident direction resulted in a statistically significant increase in their knowledge on the topic four months after the training. Interactive learning seems beneficial for gaining knowledge on the basic principles of airway management.

Dr. Stephen Lewia, Assistant Professor and Director of Clinical Education in the Department of Physician Associate, published “Characteristics and career effect on PA graduates of a doctor of medical science program” in Journal of the American Academy of Physician Associates (JAAPA) Jan. 14.

Abstract: Objective: This study examined the characteristics and effect of a doctoral degree on career metrics of physician associate/assistant (PA) graduates. Methods: This was a comparative analysis study of doctor of medical science (DMSc) program graduates. Characteristics from this survey were compared with program data and the National Commission on Certification of Physician Assistants Statistical Profile of Board Certified PAs for 2022. Results: Graduates self-reported that the DMSc degree was beneficial for receiving raises, promotions, and new leadership positions. Conclusions: The DMSc degree was considered a positive career benefit by graduates.

Dr. Stephen Lewia, Assistant Professor and Director of Clinical Education in the Department of Physician Associate, was appointed as the American Academy of Physician Associates (AAPA) liaison to the American Medical Association (AMA).

Gina Brown, Associate Professor in the Department of Physician Associate, was certified in Diagnostic Obstetrical Ultrasound from the Burwin Institute.

Gina Brown, Associate Professor in the Department of Physician Associate, published “A review of Prader-Willi syndrome” in Journal of American Academy of Physician Associates (JAAPA) Feb. 15.

Abstract: Prader-Willi syndrome is a rare and complex genetic disorder with multiple physical and behavioral characteristics, affecting endocrine, metabolic, and neurologic systems and producing a plethora of medical complications. Early identification and diagnosis are paramount to providing timely and appropriate interventions to improve patient outcomes. Treatment should focus on neonatal feeding and growth, followed by hormonal therapy for hypothalamic dysfunction, and should then be directed at the prevention and treatment of obesity and obesity-related complications. Effective treatment requires a comprehensive multidisciplinary approach.

Dr. Linda Moody, Associate Teaching Professor in the Department of Public Health Sciences, was recognized with 2025 Health Care Heroes from Wichita Business Journal.

Wichita State University Physician Associate Program was recognized with 2025 Health Care Heroes Award from the Wichita Business Journal.

Dr. Brent Ehresman, assistant director of clinical education and assistant teaching professor; and Dr. B.J. Lehecka, professor; in the Department of Physical Therapy, published “Improved Hip Flexibility and Gluteal Functioning Following a Daily Lunge-and-Reach Stretching Intervention” in International Journal of Sports Physical Therapy June 1.

Abstract: Background: A sedentary lifestyle contributes to hip flexor tightness. Some evidence suggests that tight hip flexors may contribute to impairments in gluteal function. Purpose: The purpose of this study was to determine the effects of a daily lunge-and-reach stretching program on hip flexor length and gluteus maximus strength, power, and endurance in healthy college-aged adults. Study Design: Cohort Study. Methods: Twenty-three participants with hip flexor tightness (15 females, 8 males; average age 24.0 ± 2.58 years) totaling 46 limbs were tested. Twelve participants were randomly assigned to the experimental group, while the remaining eleven were placed in the control group. Hip flexor length was measured with the Modified Thomas Test using an inclinometer. Gluteal power was measured on each lower extremity using a single-leg broad jump for distance with a tape measure. Gluteal strength was measured with prone hip extension using a handheld dynamometer and luggage scale. Gluteal endurance was measured with a single-leg bridge using a stopwatch. Participants in the intervention group performed five minutes of a lunge-and-reach stretch daily for six weeks. Results: Statistically significant changes were found for the Modified Thomas Test (mean change 5.92 ± 3.73 deg, p=0.01) and single-leg broad jump for distance (mean change 12.39 ± 11.23 cm, p=0.02) for the intervention group. No significant change was found for gluteal strength or single-leg bridge endurance (p=0.23 and p=0.26, respectively) for the intervention group. All measurements demonstrated high reliability (ICC=0.92-0.99). Conclusion: These results suggest that the lunge-and-reach stretch can be used to improve hip flexor length and gluteal power in a young, healthy population. Clinicians, coaches, and athletes may find these improvements beneficial for rehabilitation or performance.