Text Connections

Text Connections

TextConnections

TextConnections

Frompersonal connection, what I already know is quite different from whatI am reading in the article. This is because what I already knowconsiders precede-proceed model to have provided an excellentframework, especially when integrated in the IAS-L interventionprogram. What I am reading from the article is that the observationsmade on the medication delivery, feeding, and oral care technique tohave improved drastically following the intervention prior to the useof the program. The knowledge of signs and symptoms considersdysphagia complications to have been solved even without theintervention, which is different from what I knew about thedysphagia. The existence of these differences is because the studyconducted shows that a long-term supportive and collaborative use ofthe I-ASL intervention program improved health care management anddysphagia, especially with children with disabilities, which issomething that was not thought for from the beginning.

Fromthe educational connection, the reading relates to the course andother readings I have completed in class based on the verbalinstruction, small group training, and modelling that was used tocollect the data. These are among the materials I had studied inclass based. In class, I studied that a five-day intervention wasalso designed in class, which relates to what the study reveal. Thisis also because the feeders’ knowledge, positioning, and the use oforal care technique was also implemented and evaluated, the same wayit was practiced during the course the study.

Fromthe societal connections, the reading relates well to my community inthe sense that the results are modelled from an orphanage-hospital inGuatemala. The community I live in also struggles with the issues offeeding, oral-care technique, and positioning, especially whendealing with the orphans.