Caffeinated Transition Programs

2011 ◽  
Author(s):  
Jamie McHale ◽  
Shari Sevier
Keyword(s):  
Transition Programs

Reintegration of returning citizens in the absence of formal transition programs: experiences from Ethiopia

2021 ◽  
pp. 1-14
Author(s):  
Zenawi Zerihun ◽  
Gebrehiwot Hadush ◽  
Tekeste Berhanu ◽  
Bahre Gebru ◽  
Tsegay Balcha ◽  
...  
Keyword(s):  
Transition Programs ◽  
Returning Citizens

Exploring the experiences of adult learners in a transition program

2018 ◽  
Vol 24 (2) ◽  
pp. 141-164 ◽  
Author(s):  
Courtney E Karmelita
Keyword(s):  
Adult Learners ◽  
Support System ◽  
College Enrollment ◽  
College Education ◽  
Transition Programs ◽  
Transition Program ◽  
Transition Theory ◽  
Narrative Study ◽  
Schlossberg's Transition Theory ◽  
Health Related

Transition programs have emerged as a support for adult learners seeking college education. Adult learners’ perspectives are missing in the literature on transition programs. To better support adult learners in transition programs, it is essential to understand their experiences and perspectives. Using Schlossberg’s Transition Theory (Anderson, Goodman, & Schlossberg, 2012) and Cross’s (1991) student barrier categorizations as a framework, this narrative study investigates the experiences of five adult learners enrolled in a transition program. The findings indicate that the relationships the participants formed through the program served as a support system, and that participation in the program led to a shift in self-perception. The participant narratives also highlight barriers to college enrollment for adult learners, such as difficulty using technology and health related issues.

scholarly journals Discontinuity of Cardiac Follow‐Up in Young People With Congenital Heart Disease Transitioning to Adulthood: A Systematic Review and Meta‐Analysis

2021 ◽  
Author(s):  
Philip Moons ◽  
Sandra Skogby ◽  
Ewa‐Lena Bratt ◽  
Liesl Zühlke ◽  
Ariane Marelli ◽  
...  
Keyword(s):  
United States ◽  
Systematic Review ◽  
Congenital Heart Disease ◽  
Heart Disease ◽  
Congenital Heart ◽  
Heart Defects ◽  
Meta Analysis ◽  
Transition Programs ◽  
The United States

Background The majority of people born with congenital heart disease require lifelong cardiac follow‐up. However, discontinuity of care is a recognized problem and appears to increase around the transition to adulthood. We performed a systematic review and meta‐analysis to estimate the proportion of adolescents and emerging adults with congenital heart disease discontinuing cardiac follow‐up. In pooled data, we investigated regional differences, disparities by disease complexity, and the impact of transition programs on the discontinuity of care. Methods and Results Searches were performed in PubMed, Embase, Cinahl, and Web of Science. We identified 17 studies, which enrolled 6847 patients. A random effects meta‐analysis of single proportions was performed according to the DerSimonian‐Laird method. Moderator effects were computed to explore sources for heterogeneity. Discontinuity proportions ranged from 3.6% to 62.7%, with a pooled estimated proportion of 26.1% (95% CI, 19.2%–34.6%). A trend toward more discontinuity was observed in simple heart defects (33.7%; 95% CI, 15.6%–58.3%), compared with moderate (25.7%; 95% CI, 15.2%–40.1%) or complex congenital heart disease (22.3%; 95% CI, 16.5%–29.4%) ( P =0.2372). Studies from the United States (34.0%; 95% CI, 24.3%–45.4%), Canada (25.7%; 95% CI, 17.0%–36.7%), and Europe (6.5%; 95% CI, 5.3%–7.9%) differed significantly ( P =0.0004). Transition programs were shown to have the potential to reduce discontinuity of care (12.7%; 95% CI, 2.8%–42.3%) compared with usual care (36.2%; 95% CI, 22.8%–52.2%) ( P =0.1119). Conclusions This meta‐analysis showed that there is a high proportion of discontinuity of care in young people with congenital heart disease. The highest discontinuity proportions were observed in studies from the United States and in patients with simple heart defects. It is suggested that transition programs have a protective effect. Registration URL: www.crd.york.ac.uk/prospero . Unique identifier: CRD42020182413.

Implementation of Transition Programs can Prevent Another Lost Generation of Patients with Congenital Heart Disease

2008 ◽  
Vol 7 (4) ◽  
pp. 259-263 ◽  
Author(s):  
Philip Moons ◽  
Deborah Hilderson ◽  
Kristien Van Deyk
Keyword(s):  
Congenital Heart Disease ◽  
Heart Disease ◽  
Birth Defect ◽  
Congenital Heart ◽  
Transition Programs ◽  
Medical System ◽  
Lost Generation ◽  
Specialized Care ◽  
Lost To Follow Up

Congenital heart disease is the most frequently occurring birth defect. To date, more than 90% of the children born with a heart defect reach adulthood. Since many patients are prone to residua and sequelae, lifelong specialized care is required. However, studies indicate that about one-half to three-quarters of the patients are lost to follow-up when they have grown up. This has resulted in a virtual lost generation. Lapse of care is associated with significant morbidity. Therefore, implementation of strategies to prevent patients from failing to continue regular follow-up is critical. It is argued that transition programs that inform patients about the rationale for ongoing follow-up and that teach them how to navigate the medical system can avoid another lost generation.

Teacher Competencies for Transition Programs as Reported by State Directors of Special Education.

1994 ◽  
Vol 13 (4) ◽  
pp. 10-16 ◽  
Author(s):  
Kay S. Bull ◽  
Diane Montgomery ◽  
John Beard
Keyword(s):  
Special Education ◽  
Training Programs ◽  
Transition Programs ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Educational Training ◽  
Preparation Programs ◽  
Directors Of Special Education ◽  
Essential Components ◽  
State Directors

The Transition Special Interest Group (SIG) of the American Council on Rural Special Education (ACRES) established as one of its goals to identify the essential components of effective transition programs in the United States and, thereby to influence teacher preparation programs. The purpose of this study was to investigate the skills that the State Directors of Special Education (SDSE) list as necessary competencies required in their states for personnel in special education transition programs. Recognizing that some states may not have fully developed, articulated, and mandated the competencies they believe are necessary, the SDSE were additionally asked to report what knowledge and skills they felt should be required for transition program personnel. Responses indicate a consistency of several predictable required skills, but over half of the SDSE support a core of twelve common competencies that should be built into personnel training programs. This core represents a knowledge base that is defined more broadly than the current traditional special educational training programs. Implications for training are discussed.

scholarly journals Postsecondary Transition Programs for Underprepared Writers

2017 ◽  
Vol 6 (2) ◽  
pp. 113
Author(s):  
Christine Marie Antonetti
Keyword(s):  
Academic Success ◽  
Positive Impact ◽  
Large Population ◽  
Transition Programs ◽  
Postsecondary Institutions ◽  
Support Programs ◽  
Postsecondary Transition ◽  
Common Cause ◽  
Writing Interventions ◽  
Writing Curricula

There is a large population of students who enter postsecondary institutions underprepared in the area of writing,which can negatively affect their academic success in various disciplines. Lack of alignment between secondary andpostsecondary education writing curricula is a common cause of why students are underprepared in writing.Identifying gaps in writing when transitioning from secondary to postsecondary institutions is critical in creatingappropriate writing support programs which better prepare students for academic success. Moreover, in order tofacilitate successful postsecondary writing outcomes, proactive writing interventions (transition programs) betweensecondary and postsecondary institutions can be implemented to generate a positive impact on students’ ability towrite, thereby leading to greater academic success.

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