Nikole Lobb Dougherty
Biographic Data
| ID | 7758492 |
|---|---|
| NAME | Nikole Lobb Dougherty |
| GIVEN NAMES | Nikole Lobb |
| FAMILY NAME | Dougherty |
| SIGNATURE | DOUGHERTY N L |
| AFFILIATIONS | Washington University in St. Louis |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Covid ‐19 Related Facilitators and Barriers to In‐Person Learning for Children With Intellectual and Development Disabilities
BACKGROUND: Students with intellectual and developmental disabilities (IDD) and the staff who support them were largely in-person during the 2021-2022 school year, despite their continued vulnerability to infection with SARS-CoV-2. This qualitative study aimed to understand continued perceptions of weekly SARS-CoV-2 screening testing of students and staff amidst increased availability of vaccinations. METHODS: Twenty-three focus groups were held …
Psychosocial work environment stressors for school staff during the Covid-19 pandemic
Introduction: After periods of remote and/or hybrid learning as a result of the COVID-19 global pandemic, the return to in-person learning has been beneficial for both students and teachers, but it has not been without challenges. This study was designed to assess the impact of the return to in-person learning on the school experience, and efforts made to ease the transition in furthering a positive in-person learning environment. Materials and m…
Covid ‐19‐Related Facilitators and Barriers to In‐Person Learning for Children With Intellectual and Development Disabilities
BACKGROUND: Schools provide essential functions for children with intellectual and developmental disabilities (IDD), but their vulnerability to infection with SARS-CoV-2 are a barrier to in-person learning. This qualitative study aimed to understand how weekly SARS-CoV-2 screening testing of students and staff could best facilitate in-school learning during the pandemic. METHODS: Thirty-one focus groups were held with school staff and parents of …
Assessing Covid-19 testing strategies in K-12 schools in underserved populations
NCT04875520 . Registered May 6, 2021
Research to Translation
BACKGROUND: The Whole School, Whole Community, Whole Child (WSCC) model is an evidence-based comprehensive framework to address health in schools. WSCC model use improves health and educational outcomes, but implementation remains a challenge. METHODS: Working with 6 schools in 2 districts in the Midwest, we used a mixed-methods approach to determine the people, systems, and messages needed to activate WSCC implementation. We report on social net…
No prominent works on this page.
Research to Translation
BACKGROUND: The Whole School, Whole Community, Whole Child (WSCC) model is an evidence-based comprehensive framework to address health in schools. WSCC model use improves health and educational outcomes, but implementation remains a challenge. METHODS: Working with 6 schools in 2 districts in the Midwest, we used a mixed-methods approach to determine the people, systems, and messages needed to activate WSCC implementation. We report on social net…
Assessing Covid-19 testing strategies in K-12 schools in underserved populations
NCT04875520 . Registered May 6, 2021
Psychosocial work environment stressors for school staff during the Covid-19 pandemic
Introduction: After periods of remote and/or hybrid learning as a result of the COVID-19 global pandemic, the return to in-person learning has been beneficial for both students and teachers, but it has not been without challenges. This study was designed to assess the impact of the return to in-person learning on the school experience, and efforts made to ease the transition in furthering a positive in-person learning environment. Materials and m…
Covid ‐19‐Related Facilitators and Barriers to In‐Person Learning for Children With Intellectual and Development Disabilities
BACKGROUND: Schools provide essential functions for children with intellectual and developmental disabilities (IDD), but their vulnerability to infection with SARS-CoV-2 are a barrier to in-person learning. This qualitative study aimed to understand how weekly SARS-CoV-2 screening testing of students and staff could best facilitate in-school learning during the pandemic. METHODS: Thirty-one focus groups were held with school staff and parents of …
Covid ‐19 Related Facilitators and Barriers to In‐Person Learning for Children With Intellectual and Development Disabilities
BACKGROUND: Students with intellectual and developmental disabilities (IDD) and the staff who support them were largely in-person during the 2021-2022 school year, despite their continued vulnerability to infection with SARS-CoV-2. This qualitative study aimed to understand continued perceptions of weekly SARS-CoV-2 screening testing of students and staff amidst increased availability of vaccinations. METHODS: Twenty-three focus groups were held …
Medical education (5 works) · Medicine (5 works) · Psychology (4 works) · Qualitative research (4 works) · COVID-19 and Mental Health (3 works) · Focus group (3 works) · Pandemic (3 works) · Thematic analysis (3 works) · Cerebral Palsy and Movement Disorders (2 works) · Coronavirus disease 2019 (COVID-19) (2 works)