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Deidre Leaver-Dunn

Publications and source records attributed to Deidre Leaver-Dunn.

2 recordsLinked to original sources
PubMed2003

A Compositional Analysis of a Common Acetic Acid Solution With Practical Implications for Ingestion.

OBJECTIVE: Acetic acid solutions, such as pickle juice (PJ), have gained anecdotal popularity among certified athletic trainers and other sports medicine professionals as remedies for exercise-associated muscle cramps. The aims of this study were 2-fold: (1) to report compositional analyses of 2 common types of PJ and (2) to discuss implications for ingestion following current National Athletic Trainers' Association (NATA) fluid-replacement guidelines. DESIGN AND SETTING: Biochemical laboratory analyses of 2 PJ sample types. MEASUREMENTS: Compositional analyses were performed in triplicate and compared with a 1-way analysis of variance. RESULTS: Mean values for PJ with 220 mg of sodium per serving were carbohydrate, 4 +/- 0.2%; osmolality, 713 +/- 6 mOsm.kg H(2)O(-1); pH, 3.8 +/- 0.2; calcium, 0.5 +/- 0.02 g/L; potassium, 1.4 +/- 0.02 g/L; magnesium, 0.1 +/- 0.01 g/L; and sodium, 7.4 +/- 0.1 g/L. Mean values for PJ with 390 mg of sodium per serving were carbohydrate, 3 +/- 0.1%; osmolality, 1446 +/- 9 mOsm.kg H(2)O(-1); pH, 3.5 +/- 0.1 g/L; calcium, 0.1 +/- 0.01 g/L; potassium, 1.2 +/- 0.02 g/L; magnesium, 0.1 +/- 0.01 g/L; and sodium, 17.1 +/- 0.1 g/L. Differences between the 220 and 390 PJ were significant (P <.05) for osmolality, calcium, and sodium. CONCLUSIONS: Both types of PJ exceeded sodium concentration levels set by the current NATA guidelines for fluid replacement. Hypothetical dilution references are presented to assist the athletic trainer with fluid volumes necessary to dilute PJ. Ingestion of PJ or other hypertonic fluids should be followed by ingestion of hypotonic or isotonic fluids to ensure that ingested amounts of sodium fall within the current NATA guidelines. Volumes for proper dilution may be substantial.

Journal Article↗
PubMed2002

Critical-Thinking Predisposition Among Undergraduate Athletic Training Students.

OBJECTIVE: To investigate the tendency of undergraduate athletic training students to think critically, to assess their likelihood of using specific components of critical thinking, and to study the effect of selected demographic and educational variables on critical-thinking tendencies in this sample of students. DESIGN AND SETTING: Data were collected before regularly scheduled athletic training classes at the beginning of the spring semester. SUBJECTS: Ninety-one students enrolled in 3 Commission on Accreditation of Allied Health Education Programs-accredited undergraduate athletic training education programs in the southeast. The subjects ranged in age from 19 to 29 years (mean age = 22.33 +/- 1.94). Forty-six (50.5%) of the subjects were men and 45 (49.5%) were women. MEASUREMENTS: The California Critical Thinking Disposition Inventory contains 75 Likert-type items assessing 7 components of critical thinking: truth seeking, open mindedness, analyticity, systematicity, inquisitiveness, cognitive maturity, and critical-thinking self-confidence. RESULTS: The overall mean indicated a general but mild trend toward critical thinking, with weak scores on the truth-seeking subscale. One-way analysis of variance reflected significant differences among the schools for truth seeking, open mindedness, and maturity subscales and for the overall mean score for the entire inventory. Only the open-mindedness difference persisted between 2 of the schools after post hoc testing. Correlation analyses indicated no significant relationship between total score and age, sex, ethnicity, year in athletic training program, cumulative grade point average, completed semester hours, or clinical-experience hours. CONCLUSIONS: Athletic training students are inclined toward critical thinking, but this tendency is relatively weak. Classroom and clinical instructors should use teaching methods and techniques that facilitate the components of critical thinking. The promotion of critical thinking and critical-thinking skills has implications for athletic training education and the advancement of certified athletic trainers and the profession of athletic training.

Journal Article↗