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Development of the Pharm-SAVES educational module for gatekeeper suicide prevention training for community pharmacy staff
No full textIntroduction
Pharmacists are one of the most accessible health professionals in the United States, who, with training, may serve as gatekeepers who recognize suicide warning signs and refer at-risk individuals to care. Our objective was to codesign a 30-min online gatekeeper training module (Pharm-SAVES) specifically for community pharmacy staff. Methods
Over a period of 8 months, a nine-member pharmacy staff stakeholder panel and the Finger Lakes (New York) Veterans Research Engagement Review Board each worked with the study team to codesign Pharm-SAVES. Formative data from previous interviews with community pharmacists were presented to the panels and guided website development. Results
Four key topics were identified for brief skills-based modules that could be delivered asynchronously online. To help pharmacy staff understand their opportunities as gatekeepers in suicide prevention, statistics and statements from the Joint Commission and pharmacy professional organizations were highlighted in Module 1 (‘Why Me?’). Module 2 (‘What can I do?’) presents the five gatekeeping steps (SAVES): (1) Recognize suicide warning Signs, (2) Ask if someone is considering suicide, (3) Validate feelings, (4) Expedite referral, and (5) Set a reminder to follow-up. Module 3 (‘How does it work?’) provides three video scenarios modeling SAVES steps and two interactive video cases for participant practice. Module 3 demonstrates use of the 24/7 National Suicide Prevention Lifeline, including the DOD/VA Crisis Line. Module 4 (Resources) includes links to national resources and a searchable zip code-based provider directory. Pharm-SAVES was codesigned with pharmacy and veteran stakeholders to deliver brief, skills-focused, video-based interactive training that is feasible to implement in busy community pharmacy settings. Conclusion
Pharm-SAVES is a brief, online suicide prevention gatekeeper training program codesigned by researchers, community pharmacy and veteran stakeholders. By actively engaging stakeholders at each stage of the design process, we were able to create training content that was not only realistic but more relevant to the needs of pharmacy staff. Currently, Pharm-SAVES is being evaluated in a pilot randomized controlled trial for changes in pharmacy staff suicide prevention communication behaviors. Patient or Public Contribution
Stakeholder engagement was purposefully structured to engage pharmacy staff and pharmacy consumers, with multiple opportunities for study contribution. Likewise, the involvement of patient/public contribution was paramount in study design and overall development of our study team
What Is Innocent? Freedom of Navigation Versus Coastal States’ Rights in the Law of the Sea
No full textFreedom of navigation and the rights of coastal states in zones extending from their shores are two of the foundational pillars of the law of the sea regime. However, these two foundational pillars are in tension when it comes to innocent passage, especially the innocent passage of warships. Traditional maritime powers such as the United States and the United Kingdom assert the right to virtually unrestricted passage by warships around the globe. Rising powers such as China and India, on the other hand, protest these activities as threatening their security and global peace and as a violation of their rights in their maritime zones. Conflict over these issues is not new, and history shows how such disagreement can lead to the brink of war. For example, the collision between Soviet and U.S. warships in the Soviet territorial sea in 1988 increased the already heightened tensions of the Cold War. This article explores the positions of Russia, China, and India regarding the passage of warships through the territorial sea. Looking at the history of these countries, we argue that the legacies of colonialism and imperialism have produced national collective senses of insecurity and trauma vis-à-vis their maritime frontiers. Thus, it should not be assumed that, like past great powers, India and China will eventually support the unrestricted innocent passage of warships
Racial differences in the effect of verbal and nonverbal memory on concrete planning for future care needs among older adults: a multi-group structural equation modeling approach
No full textConcrete planning for future care needs may positively impact older adults’ subsequent mental health and quality of life. However, the cognitive factors that facilitate concrete planning among Black and White older adults are still poorly understood. We investigated whether there are significant differences between Black (n = 159) and White (n = 262) older adults in concrete planning and explored racial differences in the relationship between verbal and nonverbal episodic memory and concrete planning. Results revealed that Blacks showed lower engagement in concrete planning and lower scores than Whites on each verbal and nonverbal memory task. For Blacks, but not Whites, verbal memory and nonverbal memory performance predicted concrete planning with higher nonverbal memory relating to less concrete planning and higher verbal memory associated with more concrete planning. Our findings suggest racial differences exist in how episodic verbal and nonverbal memory affect concrete planning, a crucial factor for older adults’ preparation for future care
Merging Inquiry and Math Teachers’ Circles: The Math Circles of Inquiry Project
No full textThe Math Circles of Inquiry project was a grant-funded project involving inquiry-based instruction, Math Teachers’ Circles, college faculty, and K–12 teachers. Throughout the two-year project, college faculty members worked with K–12 teachers to create inquiry-based learning materials for classroom use. These materials were tested, refined, and disseminated using the Math Teachers’ Circle model. Inquiry-Based Learning (IBL) is a collection of student centered instruction methods that share common themes expressed through the “four pillars” of Laursen and Rasmussen: • Students engage in deep mathematical tasks (not just busy work or parroting what the teacher did) • Students are given opportunities to meaningfully collaborate with their peers • The instructor is focused on student thinking and designs tasks and organizes class time to bring this out • Instructors foster equity in design and facilitation choices [LR] IBL instruction has been documented to show improvements in learning and student success, and especially to close gaps between traditionally under-achieving groups of students and their counterparts (see [LR] and the references therein). It should be noted that IBL teaching is not a magic bullet: designing IBL tasks and implementing IBL instruction is demanding and takes a different mindset than other styles of teaching. The goal of the Math Circles of Inquiry project is to empower local middle and high school teachers to experiment with incorporating IBL and active learning in their classrooms
Feminist Pragmatist Reflections on Marilyn Fischer’s Pacifism and the Science of War: Jane Addams and Bertrand Russell on World War I
No full textProject management techniques to finally finish a LibGuides update
No full textSt. John Fisher University is the home of Lavery Library, the only library on the campus of a small doctoral-granting institution in Rochester, New York. Over the past couple of years, the three authors have formed a coalition for updating LibGuides in a participatory way. During the summer of 2022, we led a project to reorganize our library’s LibGuides homepage, the index of our guides. Learn how we used project management techniques to complete this task
Parents experiences in Slovenia during the COVID-19 pandemic
No full textIntroduction: The COVID-19 pandemic emerged here in March 2020. The pandemic and lockdowns have been the cause of many parents doing both paid and unpaid work at home. Everyday life was a great challenge. Challenges, insecurities, and changes have caused people anxiety and fear, which has been and will only be reflected in the mental well-being of individuals. We wanted to find out how parents faced their fears, worries, and daily lives during the epidemic.
Methods: A cross-sectional study was conducted to gain insight into parents’ experiences during the COVID-19 pandemic in Slovenia. Casual parental sampling was used and a total of 135 parents participated. To collect data, we developed a questionnaire based on a literature review. In addition, mental well-being was measured using the Warwick-Edinburgh Mental Well-being scale. Finally, the results were analyzed in the SPSS and R programs with the help of descriptive and inferential statistics.
Results: We found that 26.0% of children had SARS-CoV-2 and that few parents worked from home; 85.0% had the opportunity to provide protective equipment to all family members. Parents and children were dissatisfied with the change of life during the epidemic; children mainly due to the lack of social contacts. Of parents74.0% spent more time with their children due to the lockdown and 56.0% had to be substitute teachers for their children using distance learning. The most common fear was that the adults would bring the infection home and get sick, the child would get hurt, or the parent would get sick. Parental mental well-being was aver-age (M= 53.20; SD = 9.61) and did not differ between the sexes (p\u3e 0.05).
Discussion: We found that parents were most afraid of bringing the infection into the home environment. Parents had to provide care and assistance to their children while working at home or at work. They had to do more unpaid work in the family and were more mentally burdened. Parents were more burdened and dissatisfied with the change of life, but they quickly adapted to these circumstances, so their mental well-being remained unchanged. The children were disappointed with the ban on socializing with their peers and distance learning.
Conclusion: With the duration of the pandemic, people were more afraid of changed life circumstances and worries about work, care, and schooling of children than they were of the infection. Despite the gradual release of measures to limit the spread ofCOVID-19, people still followed self-protection measures. Now, however, due to unclea
Examining the Construct of Collective Efficacy in Rural High School Teachers Working in a Model Professional Learning Community School
No full textThe purpose of this mixed-methods study was to examine the perceptions of 18 rural high school singleton teacher participants who worked in districts that had implemented the professional learning community (PLC) framework and to assess if there was a relationship between the teachers’ perception of collective efficacy and the PLCs—despite the potential of limiting the organizational structures within their schools. A mixed-methods explanatory sequential case study in one rural high school with the designation of a Model PLC School was used to conduct the research. The participants reported a significant positive correlation between the variables of instructional practice, student behavior, and collective efficacy. Additionally, the results also indicated that gender plays a role in the levels of perceived collective efficacy. Furthermore, four themes and 10 subthemes emerged as important from the qualitative focus group. The first theme was structures of a PLC, with subthemes of (a) leadership and expectations and (b) professional development. The second theme was collaboration, with the following subthemes: (a) teaming, sharing strategies and support, (b) collective responsibility, (c) data driven collaborative decision making, and (d) student-centered. The third theme was benefits, with subthemes of (a) collegiality and (b) improved outcomes. The fourth and final theme was challenges and included a) singletons and b) lack of buy-in as subthemes. Confirming that teachers reported higher levels of collective efficacy while working in a PLC, the findings provided the basis for recommendations involving future research, rural administrators, rural teachers, and professional development
INTEGRATING SECOND MOMENT OF AREA WITH OSTEOHISTOLOGY TO IDENTIFY LIMITATIONS OF WEIGHT-BEARING LIMB BONES
No full textIncreasing Provider Self-Efficacy to Manage Chronic Cancer Pain
No full textBackground Aims: Pain is a significant problem for those with a cancer diagnosis. Oncology providers often use opioid therapy to manage cancer-related pain. Accessing opioid therapy has grown increasingly difficult because of the opioid epidemic. The American Society of Clinical Oncology (ASCO) released guidelines to optimize pain management for patients with oncologic diagnoses. The goal of this quality improvement project was to create an educational session and evaluate self-efficacy in providers who manage chronic cancer pain. Design The Plan-Do-Study-Act was used as the framework for this quasi-experimental study with a pre/post education survey design. Settings Level 1 Trauma Center in Upstate, NY. Participants/Subjects Family Nurse Practitioners and Physicians Assistants in a local cancer institute. Methods There was a voice over PowerPoint educational intervention used to discuss key points of the guidelines, which included addressing aberrant behaviors, safe opioid prescribing, and interdisciplinary pain management. A convenience sample size of 18 advanced practice providers (APP) were recruited from a level 1-trauma center in Upstate, New York. Participants reviewed the educational intervention and completed a series of surveys to assess tool satisfaction and self-efficacy scores. Results Data analysis revealed a significant increase in the mean self-efficacy scores on the post-education Jackson Opioid Therapy Self-Efficacy tool. The educational intervention was associated with improved perceptions of self-efficacy when managing chronic cancer pain. Conclusions Based on the study\u27s results, the guidelines released by ASCO should be reviewed and used to optimize pain management and self-efficacy in providers who work with oncologic patients. Furthermore, future research is recommended to evaluate the effect of evidence-based guidelines on patient outcomes and morbidity