Background This study explored federally qualified health center (FQHC) patients’ perceptions about colorectal cancer screening (CRCS) tests, including immunochemical fecal occult blood tests (iFOBT), as well as preferences for receiving in-clinic education about CRCS. Methods Eight mixed-gender focus groups were conducted with 53 patients. Results Findings centered on three thematic factors: 1) motivators and impediments to CRCS, 2) test-specific preferences and receptivity to iFOBTs, and 3) preferences for entertaining and engaging plain language materials. Conclusion Results informed the development of educational priming materials to increase CRCS using iFOBT in FQHCs.

Objective Colorectal cancer screening (CRCS) rates are low among men and women who seek health care at federally qualified health centers (FQHCs). This study explores health care providers' perspectives about their patient's motivators and impediments to CRCS and receptivity to preparatory education. Methods A mixed methods design consisting of in-depth interviews, focus groups, and a short survey. Setting: FQHCs in the Tampa Bay area. Participants: Seventeen health care providers practicing in FQHCs. Results Test-specific patient impediments and motivations were identified including fear of abnormal findings; importance of offering less invasive fecal occult blood tests; and need for patient-centered test-specific educational materials in clinics. Opportunities to improve provider practices were identified including providers' reliance on patients' report of symptoms as a cue to recommend CRCS and overemphasis of clinic-based guaiac stool tests. Conclusions This study adds to the literature on CRCS test-specific motivators and impediments. Providers offered unique approaches for motivating patients to follow through with recommended CRCS and were receptive to in-clinic patient education and. Findings are readily inform the design of educational materials and interventions to increase CRCS in FQHCs.

The purpose of this study was to analyze the beliefs about inclusion and teaching students with disabilities of physical education (PE) majors from universities in North Carolina (NC). The participants were PE majors (n = 147) and other enrolled students (n = 30) at colleges and universities in NC. The research method was descriptive survey (Fraenkel & Wallen, 1990) situated in the theory of planned behavior (Ajzen, 2001). A survey was used to collect posttest data, which were analyzed with Kruskal-Wallis ANOVA tests to determine differences as a function of gender, ethnicity, and experience teaching persons with disabilities. The participants did not differ in their beliefs about the concept of inclusion. In contrast, there were differences as a function of gender and ethnicity in acceptance of teaching students with disabilities and perceived need for additional preparation. Implications of this research for professional preparation are discussed.

The purpose of this study was to assess undergraduate student attitudes toward persons with disabilities and whether their attitudes impacted their disability sport volunteerism. The information presented should contribute to a growing field of study that seemingly in its current state lacks a representative amount of research to help people understand the significance of the disabled community and sport. This article is also an attempt entice more persons, especially, undergraduate students to volunteer with disabled persons while in school in an effort to interest them in future career opportunities present within disability sport. This article should be of interest to sport practitioners, academicians and volunteer groups seeking the involvement of undergraduate students in the area of disability sport. Data from the Attitude toward Disabled Persons (ATDP) Scale along with additional questions were collected on 203 undergraduate students. Findings revealed no significant difference between gender and ATDP scores, although, females exhibited more favorable attitudes towards disabled persons. Also, higher ATDP scores translated in volunteer involvement in disability sport events.

Due to the increase of accidents, incidences, and unexpected emergencies, knowledge of first aid, CPR, and AED skills is critical. It can make the difference between life and death and between complete recovery and permanent disability. Although numerous agencies such as the American Red Cross, American Safety and Health and Institute (ASHI), American Heart Association (AHA), and other organizations have trained millions of individuals in first aid, CPR, and AED, there is still a need to train more people especially the college age population. This chapter examines the need and impact of teaching first aid, CPR, and AED through blended learning in a college or university setting. Benefits of blended and online courses as well as strategies for setting up and teaching a blended learning course are provided.