Person:
Steinbarger, Kimberly

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https://www.husson.edu/directory/kimberly_steinbarger
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Assistant Professor, School of Physical Therapy
Last Name
Steinbarger
First Name
Kimberly
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Degrees Held
DHSc Rehabilitation Science, 2021, Drexel University
MHS, 2005, University of Indianapolis
B.S. Physical Therapy, 1989, Daemen College

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2024 - 20263
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    ARE YOU TIRED? AN INTERVENTION FOR CENTRALIZED FATIGUE BASED ON PAIN SCIENCE – A PILOT STUDY
    (2025-04-17) Burgio, Chiara; Davis, Michaela; Grinnell, Emily; Perez, Leonardo; Robichaud, Grace; Steinbarger, Kimberly
    Introduction: Fatigue is a debilitating condition affecting up to 80% of individuals with inflammatory rheumatic diseases, with severe fatigue impacting up to 42% of this population. Despite its prevalence and significance, fatigue remains under-addressed in clinical practice, especially in patients with centralized fatigue, a condition where sensory input is amplified across multiple systems. Recent evidence suggests that centralized fatigue, like centralized pain, may benefit from interventions grounded in pain science principles. This proposed study aims to evaluate the feasibility of a Pain Neuroscience Education (PNE)-based intervention in managing fatigue. Methods: Five adults were recruited for this pilot study. Adults aged 18 and older, both healthy and those with chronic diseases, were recruited from the local area. Exclusion criteria included children and individuals with sensory deficits in the hands. Participants received baseline assessments using the Chalder Fatigue Scale, Central Sensitization Inventory, and Wind-up Ratio (WUR), a test for centralized sensitivity. They then participated in an educational session focused on understanding fatigue and central sensitization, delivered by investigators blinded to their survey results. Following the session, participants were contacted at 4 weeks for follow-up, and reassessed at 8 weeks using the same measures. Discussion/Conclusion: The proposed study has good feasibility with a few modifications. It was difficult to recruit participants in person and coordinate the three touchpoints on a consistent timeline, therefore the measurement data is incomplete. The authors recommendation is to drop the only in person, non-survey measure, the wind up ratio. Without this measure, the entire study can be completed online, which will make recruitment and scheduling easier. This intervention holds potential for improving non-pharmacological treatment options for fatigue, particularly in individuals with chronic inflammatory conditions, where fatigue often limits daily functioning. The eventual results may offer a novel approach to managing fatigue through education based on pain science principles.
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    Publication
    THE EFFECT OF PATIENT EDUCATION ON OUTCOMES IN PATIENTS WITH RHEUMATOID ARTHRITIS: AN UMBRELLA REVIEW
    (2024-04-18) Belanger, Jordan; Cushing, Mary; Edberg, Grey; Grafas, Maria; Steinbarger, Kimberly
    Background: According to the World Health Organization in 2019, 18 million people worldwide were living with rheumatoid arthritis (RA). Self-management education is intended to allow persons with RA to manage some aspects of their disease independently, such as function, mental health, pain management, and quality of life. The purpose of this umbrella review was to clarify the efficacy of patient education on function, pain, self-efficacy, and quality of life of those with RA. Methods: A review of existing literature was conducted following the JBI Manual and PRISMA guidelines, utilizing the PICO question ‘In adults with RA, does patient education compared to no education affect the outcomes of function, pain, self-efficacy, and quality of life?’. The following databases were searched: ERIC, Medline/PubMED, Cochrane, Ovid, and CINAHL. A total of 220 articles were initially selected. After abstract and full article screening by the 5 researchers, a total of 9 systematic reviews were included. Results: The most consistent evidence in support of patient education was for the outcomes of reducing pain and depression in patients with RA. Self-management techniques demonstrated strong evidence for the improvement of joint pain. Under quality of life, specifically for depression, there was moderate evidence in support of patient education. Conclusion: Although there was evidence suggesting patient education had positive effects on depression and pain, gaps in the literature remained. Limitations to this study included possible missed article extraction due to words/phrases searched, inherent bias in appraisal and article selection, reporting of existing reviews, and nonconformity of outcome measures utilized in the literature. Recommendations included a focus on patient education techniques for those with pain and depression as their dominant symptoms. Further research was suggested regarding the effect of education on quality of life and function, as well as the efficacy of specific modes of education available.
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    Publication
    ARE YOU TIRED? TREATING FATIGUE WITH PAIN NEUORSCIENCE
    (2026-04-16) Bromley, Kiara; Cote, Lindsay; Hohfelder, Ellie; Myles, Cameron; Williams, Lexi; Steinbarger, Kimberly
    Background: Fatigue is a prevalent and debilitating symptom among individuals with chronic disease and is often resistant to conventional management strategies. Emerging evidence suggests that fatigue may share neurophysiological mechanisms with central sensitization and chronic pain. Pain neuroscience education (PNE), which targets central mechanisms through cognitive reframing and symptom reconceptualization, may represent a promising non-pharmacological intervention for centralized fatigue. Purpose: To determine whether an educational intervention grounded in pain neuroscience education and the concept of centralized fatigue can improve symptoms of fatigue and central sensitization in individuals with chronic disease. Methods: This prospective, single-group pre-post study was conducted over eight weeks. Participants completed baseline measures including the Chalder Fatigue Scale (CFS) and the Central Sensitization Inventory (CSI). Following baseline assessment, participants attended a one-hour virtual educational session addressing the neurophysiology of fatigue, central sensitization, and practical management strategies. Follow-up assessments were conducted at four weeks (qualitative check-in) and eight weeks (CFS and CSI re-administration). Repeated measures t-tests were used to compare baseline and eight-week scores. Results: Eight female participants completed the study. At eight weeks, there was a statistically significant reduction in CFS scores (p = 0.007) and CSI scores (p = 0.016). At four weeks, 44% of participants reported decreased fatigue, 33% reported no change, and 22% reported increased fatigue. Post hoc power analysis indicated low statistical power (0.09). Conclusion: Education based on pain neuroscience principles may reduce symptoms of fatigue and central sensitization in individuals with chronic disease. While findings are limited by small sample size and low power, results support further investigation of educational interventions as accessible, non-pharmacological strategies for managing centralized fatigue.