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Improving Student Matriculation and Retention in an Online Pharmacy Pathway
No full textObjective : To describe a series of coordinated efforts that have been enacted to improve student progression in the online pathway of a pharmacy program.Methods: A series of intentional retention efforts included engagement activities prior to the start of the program and throughout the academic year. The P-Zero program, a voluntary asynchronous course, was offered to students online the summer prior to their first academic pharmacy semester. The program consisted of six modules addressing time management, strategies for , wellness and improving performance, and included introductions to content from several courses that have been identified as high risk for student remediation within the P1 year. Estimated time commitments for online students, incorporating both academic and wellness activities, were shared with students upon program acceptance, followed by students completing a signed attestation of time commitment. A professional development hour and study hall block were built into course schedules throughout the year to further support student’s academic and professional development. Further wellness efforts have included the development of an ad-hoc Wellness Committee in addition to technology making mental health resources available to online students not able to directly access campus resources.Results: On-time retention rates after the first semester in the online pathway have increased from 77% to 83% for the classes of 2025 and 2026 respectively. Total retention has also increased from 94% to 97%, respectively.Conclusions: Successful student matriculation and retention within the pathway was improved through targeted initiatives. Student preparedness and wellness in addition to providing instruction on evidence-based time management strategies appear to be effective tools to improve progression through an online pharmacy pathway
The Retention of Newly Tenured Faculty of Color at a Community College in New York State
No full textGiven the lack of retention of employees of color from 1991 to 2001, this qualitative descriptive case study investigated the benefits of, barriers to, and strategies for the retention of faculty of color at a community college in New York State. The participants were five administrators and eight faculty members who self-identified as people of color and as White people. Each participant was interviewed using semi-structured questions via Zoom and all interviews were recorded. A notebook was created, and participants’ interviews were transcribed and coded.
Six categories were identified through the coding process, which included the social, psychological, physical, intellectual, economic, and mental barriers to retention and strategies for retention. The participants indicated that there was sometimes a hostile environment that became a psychological barrier and destroyed their sense of belonging as faculty members. Another area mentioned by the participants as a major economic barrier was the amount of extra work faculty of color felt they needed to do to survive. The findings highlight the need for specific strategies to be implemented to break the barriers to the retention of faculty of color. Strategy recommendations highlighted the need for mentoring, purposeful recruiting, and effective onboarding activities
Application of population modeling to characterize the effect of pregnancy on aspirin pharmacokinetics
No full textObjective Low dose aspirin is recommended for preeclampsia prevention in high risk pregnancies. However, there remains uncertainty regarding its optimal dosing due to the lack of pharmacokinetic (PK) based clinical studies in pregnancy. Herein we developed a population PK model for aspirin in preeclampsia using data from a preliminary study to investigate the alterations of aspirin PK through gestation. Study Design A population PK model was developed using data from a clinical trial in which aspirin was started in women at risk of preeclampsia (Table 1) at a daily dose of 81 mg in the first trimester (10-14 weeks’) of pregnancy through delivery (N=10). Samples were collected from 0-6h following the first aspirin dose with a similar schedule in the third trimester (28-32 weeks’). Salicylic acid (primary metabolite) was the analyte used in the construction of the PK model. Modeling was done following standard development and qualification procedures. Results A one-compartment model with zero-order formation and linear elimination best described the PK of salicylic acid (Table 2). A correlation between volume of distribution (V) and clearance (Cl) was added to adjust for the correlation between random effects. The observed drop in Cmax in the third trimester was explained by the inclusion of the gestational age as a covariate on V as follows: V in pregnancy (L) =5.79 * gestational age (weeks)ˆ0.21, i.e., V increases with the gestational age by a factor beta = 0.21. Cl did not change between trimesters as well as the duration of zero order metabolite formation. Conclusion Gestational age increases V of salicylic acid without altering elimination. This model-based approach can help optimizing aspirin dosing for the prevention of preeclampsia understanding that V is the principal parameter altered through gestation. Clinical data at 162mg dosing would assist in further refining the model, which could then be used to model aspirin dose/response for future trials or clinical use
Goals of Care Identification Tool in the Surgical ICU/Neuro-Critical Care Unit: A Tool Exploration
No full textBackground: Ischemic strokes affect nearly 795,000 people yearly. Approximately 20% of patients with an acute ischemic stroke (AIS) will need an intensive care unit (ICU) admission, and less than 20% of these patients have a good neurological outcome at six months. In patients with AIS goals of care (GOC) discussions are required to ensure care remains goal concordant. There continues to be a gap of GOC discussions and documentation in the ICU, for which the cause can be multifactorial, but identification of patients in need remains one of the leading factors. Methods: This was a two-stage quality improvement project implemented to evaluate use of the SuPPoRT checklist in critically ill patients with AIS. First, the checklist was sent to a multidisciplinary group of experts; the results informed a retrospective chart review. The chart review was completed on every patient admitted to the ICU after being diagnosed with an AIS from July 2022 through June 2023. Data from the chart review was used to identify which patients would have been recommended for a GOC discussion according to the SuPPoRTT checklist. Demographic information, stroke severity, treatment, and confirmation of a GOC discussion was also collected. Results: The multidisciplinary panel supported the use of SuPPoRTT checklist in this population. In the chart review, 54.4% of patients were identified to have a GOC need, whereas only 14.4% of patients actually received a GOC discussion. Using a McNemar Chi-square, there was a significant difference (2(df) = 5.577, p \u3c .018) between patients who were identified as needing a GOC discussion and those who had a documented GOC discussion. Conclusion: In this analysis, use of the SuPPoRTT checklist was supported. Further, this tool was found to be useful in identifying patients who are admitted to the ICU post-AIS who need a GOC discussion
Making team projects work: Tools for improving team projects for your students
No full textHow well are we preparing our students for the world of work where one of the top skills required of new college graduates is the ability to work in teams? This presentation introduced participants to several key tools to improve the development and execution of team projects while still giving them time to focus on their subject matter within their classes. As a result, students learn the important content of their courses while simultaneously learning how to work in groups on team projects.
Past experience and research has shown that faculty are often interested in running team projects but often don’t think they have the time or skills to run them effectively. The following team project tools, which are based on research as well as over two decades of teaching experience, help instructors and students to succeed when assigning group and team projects(Franz & Vicker, 2021, 2022)
How “age-friendly” are deprescribing interventions? A scoping review of deprescribing trials
No full textTo assess how age-friendly deprescribing trials are regarding intervention design and outcome assessment. Reduced use of potentially inappropriate medications (PIMs) can be addressed by deprescribing—a systematic process of discontinuing and/or reducing the use of PIMs. The 4Ms—“Medication”, “Mentation”, “Mobility”, and “What Matters Most” to the person—can be used to guide assessment of age-friendliness of deprescribing trials
Exploring Leadership Perceptions and Practices Supporting Urban Middle and High School Students Diagnosed with ADHD
No full textAlthough children with attention deficit hyperactivity disorder (ADHD) have been extensively studied in the educational setting in past decades, urban public school leaders’ (UPSLs) views have been overlooked. A transcendental phenomenological design was used in this study to capture the lived experience of UPSLs’ perceptions and practices in supporting urban middle and high school students diagnosed with ADHD. Eight retired UPSLs participated in open-ended, semi-structured interviews. As a result of the rich stories and open discussions, the researcher identified four themes: (a) behavioral and pharmacological interventions, (b) systemic challenges and obstacles, (c) school policies and mandates, and (d) ADHD training options.
The findings indicate a need to understand best practices in ADHD intervention for UPSLs in a system riddled with inadequacies and frustrations. Trapped by regulations and procedures, there is a need to empower UPSLs with ADHD recognition and knowledge. Several recommendations were made for policymakers and leaders regarding the need for more qualified professionals to assist with students’ Individualized Education Plans or in the 504 Plan process. It was recommended that districts monitor and enforce applicable laws to ensure equitable practices, especially with professional development training in ADHD-related behaviors and with intervention strategies, as well as put into place New York State special education certification programs. Also recommended was decentralizing the Committee on Special Education process and providing a continuum of training for all staff supporting students with ADHD
Perspectives of Teachers and Administrators in Rural Schools Regarding the Implementation of Diversity, Equity, and Inclusion Initiatives
No full textThis dissertation research study examined teacher and administrator perspectives on conceptual and logistical issues and supports in implementing diversity, equity, and inclusion (DEI) initiatives in rural schools. More research is needed regarding rural schools due to a lack of understanding of the nature and value of place in rural learning environments. This phenomenological study utilized semi-structured interviews to examine DEI initiatives through the lens of the adult learning theory of Knowles et al. (2015). Three key findings emerged from the research. First, rural schools lack the funding, human resources, and systems to implement DEI initiatives. Second, the implementation of DEI is being impacted by a narrow understanding of its meaning. Finally, teachers and administrators need support through professional learning to implement DEI in rural schools. These supports are essential in fostering an educational community that is cultivated, developed, and empowered. Future training for teachers and administrators should include the assumptions of Knowles et al. (2015) regarding adult learning. Teachers and administrators in rural districts should create equity advancement opportunities and inclusive spaces to foster successful and supportive learning environments
We Are Each Other’s Business: Black Entrepreneurship, Trust, and the Mobilization of Social Capital
No full textThis interpretive phenomenological study aimed to investigate the interactions between race socialization, trust, and Black entrepreneurs’ social capital mobilization. The 12 study participants conducted business in New York City and the surrounding counties. The primary sources of data collected were semi-structured interviews and researcher journal entries for validity. Four themes emerged from the interpretive analysis conducted: (a) race socialization matters, (b) trust is relationship based, (c) networks are vast but often homogeneous, and (d) competence-based mobilization.
This study found that Black entrepreneurs are influenced by messages about direct and vicarious discriminatory racial encounters. Race socialization messages served as protective instructions to prepare some of the participants for harmful interactions. The absence of such messages left many participants more susceptible to emotional trauma. However, with or without race socialization messages, most participants navigated intra- and interracial business interactions, such as networking and social capital mobilization, with caution. Recommendations for supporting Black entrepreneurs are rooted in trauma-informed practices through a sociocultural lens that reduces the influence of racism and discrimination through trust building