1697 research outputs found
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Why Should You Attend Conference Poster Sessions?
Full text linkPresenting posters at scientific conferences is often viewed as a valuable way for professionals, researchers, and students to cultivate presentation skills. Furthermore, the exchange of ideas between presenters and attendees frequently stimulates new perspectives. Coupled with in-person poster discussion, our recent poster presentation at the National Association of School Nurses (NASN) conference amassed 110 qualitative feedback comments from attendees who viewed it online. Given the substantial feedback received, our team decided to conduct a thematic analysis to evaluate the impact of the presentation and examine whether any helpful information was provided. As the data were not solicited by the authors, we did not anticipate that attendee feedback regarding our poster would lead to this spontaneous research inquiry. Thus, this commentary paper was developed without the context of a predisposing research question or hypothesis. From the submitted data, five dominant themes emerged that were agreed upon by all authors: Awareness, motivation, implementation, evaluation, and COVID-19 issues. Based on this experience, we affirm the value of conference poster presentations that invite presenter evaluation feedback, offer multiple options for viewing presentations (e.g. virtual viewing in addition to in-person presentations), and award attendees continuing education credit in exchange for viewing and providing constructive comments
Optimizing Transfer Classification: Enhancing Accuracy and Reducing Readmission Rate Penalties for Cardiovascular Care in Short-Term Rehab
Full text linkProblem: In a short-term rehabilitation (STR) setting, misclassification of planned hospital transfers as unplanned readmissions among elderly cardiovascular patients inflated CMS-reported readmission rates, distorted performance metrics, and led to financial penalties under the Hospital Readmissions Reduction Program (HRRP). A gap analysis revealed a 14% misclassification rate, significantly higher than the CMS benchmark of 8.65%, which was attributed to inconsistent documentation and a lack of standardized classification criteria.
Aim of the Project: To reduce transfer misclassification by 20% through the implementation of a standardized electronic health record (EHR) template and targeted staff education, thereby improving CMS compliance and documentation integrity in STR care transitions.
Review of the Evidence: Twelve studies, including one systematic review and two quasi-experimental designs, support the use of structured documentation and coordinated discharge planning to reduce readmission rates. While many lacked direct evaluation of classification accuracy, evidence indicates that embedded EHR templates can reduce documentation errors by up to 20% (Ebbers et al., 2022), reinforcing the viability of low-resource, high-impact interventions in STR settings.
Project Design: A 12-week Plan-Do-Study-Act (PDSA) cycle guided the implementation of a revised EHR template. The OhioHealth Change Management Model informed stakeholder engagement, staff readiness assessment, and communication strategies to support sustainable change.
Intervention: The CLC Admission Coordinator’s Note, with embedded health factor fields, was introduced to support accurate classification. Staff were trained on CMS readmission guidelines and the use of templates. Dashboards tracked documentation completion and classification accuracy in real time.
Significant Findings/Outcomes: Post-intervention, documentation completion reached 100%, misclassification dropped to 0%, and the readmission rate declined from 14% to 11%. Staff reported improved workflow integration with no increased burden. Estimated cost savings ranged from 25,000 in avoided CMS penalties.
Implications for Nursing: This project underscores nursing’s leadership in data-driven quality improvement. Structured documentation fosters accurate reporting, protects reimbursement, and strengthens interdisciplinary care coordination
Critical Access Hospitals: Keeping Care Local, Reducing Low-Acuity Inter-Hospital Transfers
No full textWhen a patient seeks treatment in a rural critical access emergency department, they may encounter various disposition options based on the acuity of their condition or the patient care services required. These options include but are not limited to: 1) discharged home with no follow-up care needed, 2) discharged home with a required follow-up appointment or testing, 3) admitted to the hospital, or 4) transferred to another hospital for a higher level of care or service (known as an inter-hospital transfer). Such inter-hospital transfers can be stressful for the patient, their family, and healthcare organizations for several reasons, particularly if an alternative care option could have been available instead of the inter-hospital transfer. After the COVID-19 pandemic, the healthcare industry continues to be plagued by staffing shortages, increased inflation, and rising healthcare costs. These challenges have intensified the need for healthcare organizations to explore innovative ways of providing patients with more cost-effective care closer to home. An example of one of these opportunities is the reduction of avoidable low-acuity inter-hospital transfers from rural critical access hospitals to tertiary/quaternary facilities. This research employed an exploratory study methodology to learn how emergency department providers describe patient care resources or services that might exist or be required in rural critical access hospital emergency departments to support the reduction of low-acuity inter-hospital transfers to tertiary/quaternary hospitals
Does Workplace Climate Moderate Nurses’ Perceived Stress Levels And Their Intentions To Leave During COVID 19?
No full textIntensifying both leave intention and stress, nurses have long played a crucial role in the healthcare sector and the COVID-19 pandemic has placed an unprecedented strain on the nursing profession. This study examined the relationship between stress and leave intention, focusing on the moderating role of perceived organizational support. Using a quantitative, correlational research design, data was collected from a sample of registered nurses working in various healthcare settings. The Anticipated Turnover Scale (ATS) and the Expanded Nursing Stress Scale (ENSS) were utilized to measure leave intention and stress while workplace climate was measured using the Scale of Perceived Organizational Support (POS). A hierarchical linear regression was conducted to test the hypotheses that perceived stress (death and dying, workload, and inadequate emotional preparation) would significantly predict leave intention beyond the effect explained by perceived organizational support. Regression results indicated that workload was the only significant predictor when just predictors were added to the models. When the additional predictor of POS was added, it was significantly improved the models. In the final models where the interactions were added, there were slight improvements observed in the variance, but none that were statistically significant. The findings indicated a significant relationship between perceived stress and leave intentions, with workplace climate playing a crucial role in mitigating the impact of stress on nurses’ decisions to leave. By investigating organizational support as a possible moderator, this study provides insight into potential policy implications and strategies to enhance workplace climate, thus improving nurse retention and patient care outcomes
Women\u27s Advancement in Community College Executive Administration and the Impact of Social Role Expectation: A Qualitative Study
No full textThis research study investigates the societal and organizational perceptions of social roles in the workplace and contrasts them with the participants\u27 professional experiences. The American Council on Education’s (ACE) Center for Policy Research and Strategy (CPRS) “The American College President” 2023 study confirmed that males continue to out-represent females in executive leadership in higher education by a rate of two to one. A qualitative study was conducted using an open-ended cross-sectional survey administered to executive-level leaders who participated in the Ohio Association of Community Colleges (OACC) Executive Leadership Academy. Respondents identified four key leadership characteristics essential for advancement in community college higher education in Ohio: Communication, Data-driven decision-making, adaptability/flexibility, and collaboration. Respondents also identified personality traits, leadership styles, and management techniques hindering advancement. Respondents identified high and low-importance factors and shared their experiences with mentors and gender dynamics in the workplace. The results provide a practical pathway to leadership in community colleges in Ohio, inform organizational leadership practices, demonstrate a continued need for gendered leadership research, and provide a “playbook” of characteristics and best practices that can be used as a foundation for continued research
Bookstore in Student Services, undated
No full textThis photo features a student looking through school supplies in the university\u27s bookstore.https://fuse.franklin.edu/studentservices/1001/thumbnail.jp
Cafeteria, undated
No full textThis photo features a customer purchasing food from the cafeteria.https://fuse.franklin.edu/studentservices/1002/thumbnail.jp
Lobby Desk, undated
No full textThis photo features a student speaking with staff in the lobby desk in the Student Services building.https://fuse.franklin.edu/studentservices/1006/thumbnail.jp
Night View of Campus, 1992-1993
No full textThis photo features the campus at night, showing both the clocktower and surrounding downtown buildings.https://fuse.franklin.edu/campusscences/1002/thumbnail.jp
A Descriptive Study of Emotional Intelligence Among Teachers and Administrators in a Public Suburban Pennsylvania School District
No full textA curriculum includes standards, learning objectives, and content that form the foundation of an educational program. It outlines what students are expected to learn, how they will learn it, and how their learning will be assessed. A curriculum change could require a shift in teachers’ pedagogical thinking, innovative and creative thinking, adjusting assessment practices, and continuous professional development. Administrators must also adapt their management and leadership style to create a safe learning environment for all teachers. This study will focus on how elementary school teachers and administrators describe their emotional intelligence during an English Language Arts (ELA) curriculum change. Emotional intelligence includes emotional and social skills that affect how people perceive, communicate, develop relationships, work through obstacles, and make decisions. This qualitative descriptive study used Daniel Goleman’s framework on emotional intelligence to analyze individual one-on-one interviews through the lens of his five components of emotional intelligence: self-awareness, self-regulation, self-motivation, empathy, and social skills