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Finding and Filling the Inkwell: Gathering, Cultivating and Writing in an Intersectional Feminist Scholarly Community
No full textThe author describes feminist writing collectivities inspired by Michelle Boyd\u27s InkWell Academic Writing Retreats. The collectivities are an example of feminist placemaking where members relish each other’s career or personal wins, and triage writing roadblocks, all while nurturing and reinforcing individual writing endeavors and sustaining writing practices
Making outside work experience worthwhile
No full textMany business families require NextGens to work outside their companies as a prerequisite for joining the family firm, believing it to be the best way for younger family members to gain legitimacy, to learn what work “is really like” and to make mistakes at no cost to the family business.
However, this requirement is often put in place without any clear plans to help the NextGen derive value from the experience that can be passed on to the family business. Given that these outside work mandates often lack a solid re-entry plan, it\u27s not surprising that NextGens often decide not to return to the family business
Skin integrity preservation using a nurse-constructed silicone adhesive Foley catheter
No full textAims:
Skin breakdown is common in the intensive care unit (ICU). This pilot evaluation aimed to determine whether a nurse-constructed urinary catheter securement device using a silicone adhesive could reduce the complications of blistering and other skin breakdowns in a high-risk ICU population with Foley catheters. Design:
A prospective, non-randomised performance improvement study using a convenience sample was carried out. Subjects and setting:
The study sample consisted of 29 patients with urethral Foley catheters and any degree of thigh oedema in a surgical ICU at an academic quarternary medical center. Methods:
Patients were fitted with a standard acrylic-adhesive catheter securement device on one thigh and a nurse-constructed device on the contralateral thigh. At the beginning of each 12-hour shift, the nurse moved the Foley catheter from one securement device to the other; the nurse recorded the assessment findings at the end of the shift. Results:
The average age of the 29 patients was 61±16 (range 20–87) years. Visible skin compromise occurred in 21% of the time with the standard acrylic securement device; an equal percentage of men and women developed skin breakdown. Oedema status was a significant factor related to skin breakdown. There was no visible damage to the skin associated with the nurse-constructed silicone-adhesive device. Conclusions:
A silicone adhesive urinary catheter securement device causes less skin damage than one with acrylic adhesive. One-step application, pain-free and atraumatic removal, and reliable securement are essential considerations in product development
More than Just a Sticker of LGBTQ+ Inclusivity: Exploring College and University-Based LGBTQ+ Center Director’s Process and Perceptions of LGBTQ+ Campus Climate Assessments
No full textLesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) students continue to be a growing population within higher education. This has led to further initiatives to enhance LGBTQ+ campus climate. Institutions of higher education across the United States have created LGBTQ+ centers, to enhance and cultivate an LGBTQ+ campus climate that promotes a sense of belonging and inclusion. The growing popularity and development of LGBTQ+ centers provide a physical space for students, and marketing materials to promote resources for students, with the potential to impact digital campus climate. However, there have been limited studies that focus on LGBTQ+ climate assessments from the perspective of LGBTQ+ center directors which provide leadership for LGBTQ+ centers on college campuses. The purpose of this queer qualitative phenomenological study was to explore both the process that LGBTQ+ center directors have utilized to complete LGBTQ+ climate assessments and their perception of the assessments. This study aims to enhance the literature on LGBTQ+ center directors’ responsibilities and expectations, while supporting LGBTQ+ campus climate, through the utilization of campus climate assessments. Through the lens of queer theory, this study curated the stories and experiences of five LGBTQ+ center directors located throughout the United States. Three essential themes emerged: advocacy, navigating politics, and leadership. The findings highlighted the importance of storytelling, as participants shared how advocacy led them to the LGBTQ+ center director position, and how they used LGBTQ+ campus climate assessments as counter-stories to (re)name the experiences of students on campus. This study recommends embracing stories through the various ecological systems within higher education institutions to enhance LGBTQ+ campus climate
Tea and Bradbury
No full textIf I were asked to describe my ideal “intellectual-with-a-small i I would do it thus: a person who can start an evening with Shakespeare, continue with [Fu] Manchu and James Bond, jog further with Robert Frost, cavort with Moliere and Shaw, sprint with Dylan Thomas, dip into Yeats, watch All in the Family and Johnny Carson and finish up the morning with Loren Eiseley, Bertrand Russell and the collected cartoon work of Johnny Hart’s B.C. – Ray Bradbury (Eller, 2020: p. 51)
Student pharmacists’ experiences and confidence during an online literature evaluation course: A qualitative analysis
No full textObjective : To assess self-reflections of student pharmacists engaged in a weekly, online, synchronous, literature evaluation course.Methods: Qualitative methods were used to assess self-reflections of third year student pharmacists engaged in a literature evaluation course. Course format was weekly, online, synchronous, journal club (JC) discussions facilitated by two faculty members (clinical pharmacy and epidemiology backgrounds). Each week involved a different article and guest faculty joining with expertise in the topic. Pre-work comprised critical evaluation worksheets (first two weeks) and summary critique questions (remaining weeks). Self-reflections (final week) prompted for thoughtful, detailed reflections of experiences using three questions encompassing five focus areas: overall journey, beneficial course experiences, confidence, value in career, and student approaches to leading journal clubs in the future. Analysis included Grounded Theory approach: 1) line-by-line coding, 2) focused coding (two independent raters) to reveal themes within each focus area, 3) identification of supporting quotes. St. John Fisher University IRB approved this study.Results: Sixty-four self-reflections were coded. The overall journey was described most as growth in confidence and critical evaluation skills. Beneficial experiences included repetition (weekly JCs), variation (different articles each week), scaffolding (assignments with progressively less guidance) and conversation (talking with a group). Repetition helped confidence by practicing and gaining familiarity. Value in career centered around improved patient care and applicability to clinical setting/practice. Approaches to leading JCs include strategies for engagement, active discussions, and choosing relevant topics.Conclusions: Students in a weekly, online, synchronous JC course reported increased confidence in literature evaluation skills. Students described weekly repetition of JCs, varied article types, and scaffolded assignments as beneficial to learning and indicated value in the application of skills to clinical practice
Leadership Style and Emotional Intelligence Among Pharmacists and the Relationship to Prescription Expedited Partner Therapy (RxEPT) Approach
No full textObjectives: The objectives of this study are to describe leadership styles and emotional intelligence (EI) among a group of pharmacists, and to assess the relationship with their practices, comfort, and confidence with prescription expedited partner therapy (RxEPT). Organizational behavior analyzes a person\u27s leadership and EI to further develop their abilities to work as a member of a team as well as successfully complete tasks. In a recent systematic review, findings suggest that higher levels of EI are related to optimal pharmaceutical care in different pharmacy settings including empathetic behaviors and work productivity; the authors suggest that higher EI is important for both innovative and person-centered care. RxEPT is a public health initiative in which a medication can be prescribed to an individual and their sexual partner(s) for a sexually transmitted infection without the need of their partners to have their own examination. However, many challenges with RxEPT are noted, including pharmacies that may not have a processing method for RxEPT, a lack of continued education on RxEPT, and lack of understanding of RxEPT. Therefore, this underutilized area of patient care may benefit from more information on its relationship with leadership and emotional intelligence.Methods: This study will include a subgroup of individuals participating in the second step of a 3-phase RxEPT initiative which has been approved by the St. John Fisher University’s institutional review board. Data from a pre-assessment focus group survey among pharmacists in Monroe County, NY will be collected and analyzed including demographic characteristics, pharmacy practice background, leadership and emotional intelligence, and RxEPT (focus group implementation: Nov/Dec 2023; qualitative focus group data will be reported elsewhere with the primary study). Leadership and emotional intelligence will be assessed using questions previously reported in the literature; questions include self-selection of statements and phrases that “best describes your behavior within your pharmacy department” (Emotional intelligence) and “that best describes you as a leader assigning a task” (resonance and dissonance). Experience with RxEPT will be obtained by self-report of EPT filling practices; comfort and confidence will be self-rated on a 5-point likert scale. Descriptive statistics will be used to summarize demographics, leadership and emotional intelligence, and RxEPT factors. Leadership and emotional intelligence will be compared to demographic and RxEPT factors including the use of chi-square and fisher\u27s exact test, as appropriate.Results: Data collection and analysis are pending.Conclusions: Findings from this study may provide new information about leadership and EI among pharmacists as well as indicate potential benefits that leadership and EI could provide in navigating underutilized areas of practice such as RxEPT
Assessment of Adult Diabetes Management in Roatan, Honduras: A Multiyear Descriptive Study
No full textSocial-Emotional Learning Implementation Among School Leaders in Urban Title I City Schools: An Exploratory Study
No full textUsing a qualitative phenomenological design, this study examined the lived experiences of eight secondary school leaders in an urban district in the Northeastern United States. Data were collected through semi-structured interviews to explore the relationships between school leaders’ SEL perspectives and the effective implementation of SEL initiatives. By examining school leaders’ views on SEL competency practices and their role in meeting students’ diverse needs, the research sought to inform the development of more effective SEL programs in urban Title 1 secondary schools. This study found that the successful implementation of SEL practices in secondary schools hinges on the active involvement and buy-in of key stakeholders. SEL initiatives were most effective when leaders fostered collaboration and guaranteed stakeholders felt valued and understood their roles in the process. Schools that involved teachers and students in the planning and execution of SEL programs saw greater engagement and sustainability. Leaders who tailored SEL efforts to meet the specific needs of students and staff experienced better outcomes. Conversely, when stakeholders felt excluded, SEL initiatives struggled to gain traction. The recommendations for successful SEL implementation emphasize the importance of targeted professional development and ongoing training for school leaders. Long-term studies should be conducted to measure the sustained impact of SEL on students’ well-being and success beyond school. Addressing barriers, such as limited resources, teacher understanding, and insufficient stakeholder involvement, is critical for success. Schools must actively involve teachers, students, and community partners in SEL planning and execution to ensure buy-in. An
evaluation of the effectiveness of SEL should include both quantitative and qualitative measures, focusing on student behavior, attendance, and academic performance. Regular feedback from stakeholders and ongoing assessment of SEL integration are essential to ensure sustained improvements. These recommendations aim to create a comprehensive and inclusive approach that yields long-term benefits for the entire school community