Person:
Bochynski, Jennifer

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https://www.husson.edu/directory/jennifer_bochynski
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Assistant Professor, School of Physical Therapy
Last Name
Bochynski
First Name
Jennifer
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PhD Phsycal Therapy, State University of New York in Buffalo

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2025 - 20262
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End date: 2026 × Has files: true ×

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    ENHANCING CANCER SURVIVORSHIP EDUCATION: A COLLABORATIVE WORKSHOP APPROACH TO ONCOLOGY REHABILITATION
    (2025-04-17) Alley, Mikaela; Boy, Virginia; Cailler, Taylor; Giles, Ben; Marter, Marissa; McCannell, Jessica; Strickler, Julia; Bochynski, Jennifer; Slike, Michelle
    Purpose: As the number of individuals diagnosed with cancer continues to rise, the need for physical therapy intervention to support physical and mental well-being is becoming increasingly important. Seven doctor of physical therapy students and two physical therapy educators created two educational sessions on oncology topics for the community in Bangor, ME. Goals were to improve student knowledge in oncology topics and provide education to the community regarding the benefits of oncology rehabilitation to improve quality of life. Description: Students developed learning objectives and presentations utilizing learning theories, including: connectivism, constructivism, and andragogy to design two workshops. These workshops included presentations with an incorporation of active learning activities. Topics were determined based on community needs and included: an introduction to oncology rehabilitation, cancer related fatigue, exercise, cancer related pain, lymphedema, chemotherapy-induced peripheral neuropathy, and mental health. These evidence-based workshops were available in-person and remotely via Zoom. Assessment of the learning experience included a participant pretest and post-test and a satisfaction survey. Outcomes: 16 participants attended with two participants attending both presentations. 87% of the participants improved their score from pretest to post-test. The remaining 13% had the same score. Overall, participants felt each workshop was highly organized and reported satisfaction with the material and its relevance to their everyday lives. Participants were also satisfied with the hands-on learning activities. Importance and Future Considerations: Participation in these workshops brought awareness to cancer survivors and caregivers on the benefits of PT rehabilitation. DPT students benefited from this project by growing their knowledge of oncology rehabilitation and their ability to provide patient education. Based on the research outcomes, cancer survivors may benefit from additional education regarding their condition management. Through hands-on workshops, cancer survivors may be more satisfied and prepared to manage their conditions.
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    Publication
    ENHANCING STUDENT PT/PTA TEAMWORK THROUGH SIMULATION: A CASE STUDY
    (2026-04-16) Fishburn, Makayla; McCarty, Olivia; Nicknair, Armanda; Poirier, Bryanna; Porter, Makaelyn; Zeigler, Madison; Bochynski, Jennifer
    Purpose: This simulation experience case study is to explore how collaborative learning between physical therapist (PT) and physical therapist assistant (PTA) students enhances clinical preparedness and confidence while understanding individual roles. By engaging in a realistic patient scenario, students learned to develop interprofessional communication skills and a clearer understanding of roles. The simulation aims to better prepare students for real-world clinical settings where effective collaboration is essential for patient care and student confidence. Case Description: PT and PTA students were divided into mixed groups consisting of 1st-year DPT students, 1st- and 2nd- year PTA students, and a 3rd-year DPT student acting as a clinical instructor. Groups received a pre-brief reviewing PT/PTA roles and responsibilities, including case-based application of the APTA’s PTA supervision and direction algorithm. During the one-hour simulation, students developed and implemented a treatment plan for a standardized patient. The standardized patient presented with clinical red flags, prompting PTA students to determine appropriate next steps. A structured debrief followed, focusing on communication, roles, and clinical decision-making. Voluntary pre- and post-simulation surveys were completed. Outcomes: Fifty-four students completed both pre and post surveys (65.5% 1st year DPT students, 16.4% 1st year PTA students, and 18.2% as 2nd year PTA students. Mann-Whitney U tests analysis showed statistically significant improvements in four of the five domains: role understanding (p=.029), communication confidence (p=.024), preparedness for teamwork (p=.034), and recognizing scope boundaries (p=.017). PTA students demonstrated higher scores than DPT students pre- and post-simulation (p<.01). Prior clinical experience in various settings was associated with higher confidence levels. Discussion: While most simulation research emphasizes interprofessional education, limited literature addresses intraprofessional PT/PTA training. Findings suggest simulation enhances student confidence, role clarity, and communication. Simulation appears to be a valuable strategy for fostering confidence and role identification in the clinical setting.