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Quality Improvement (QI) Project Aimed at Reducing 30-day Hospital Readmissions for Patients with Congestive Heart Failure (CHF) through Checklist Implementation
No full textAbstract
Congestive Heart Failure (CHF) remains a leading cause of preventable 30-day hospital readmissions,
especially in outpatient and transitional care settings. This quality improvement (QI) initiative was
launched within a private internal medicine practice in Essex County, New Jersey, to address this issue
by implementing a standardized CHF management checklist. The checklist focused on four key
components: (a) comprehensive medication reconciliation, (b) tailored patient education, (c) timely
follow-up appointments, and (d) improved interdisciplinary communication. By integrating evidence-
based practices into a structured workflow, the QI project aimed to improve care coordination,
empower patients to manage their condition, and reduce preventable readmissions. The expected
outcome was a measurable decrease in 30-day readmission rates, demonstrating that checklist-driven
approaches can be effectively customized to improve patient outcomes in a private practice setting.
Keywords: Congestive Heart Failure, Quality Improvement, 30-day readmission, checklist
implementation, patient education, private practice, internal medicine, Essex Count
Research Data Services at Seton Hall University
No full texthttps://scholarship.shu.edu/rds-ldw/1004/thumbnail.jp
Examining ABA Classroom Paraprofessional Training Methods in New Jersey
No full textIn recent years, paraprofessionals have become an integral part of educational teams, particularly in classrooms supporting students with disabilities (Giangreco et al., 2010). Their role has been crucial in ensuring that students received necessary academic and social support. This study evaluated the training provided to paraprofessionals in New Jersey, specifically those working in applied behavior analysis (ABA) classrooms. By surveying paraprofessionals on training that they receive and assessing how training influenced their self-perceived knowledge and skills, the study offered insight into how well-prepared these educators felt to support students with disabilities. A total of 57 participants completed the survey. When asked whether they received training prior to starting their job, almost half, 46% of respondents reported not receiving any pre-service training. When asked what type of training was provided, it was surprising to find that 68% reported receiving BST, a method of teaching that includes instruction, modeling, rehearsal, and feedback. A comparison was also conducted to examine differences in monthly training hours between respondents working in public and private schools. All participants who reported receiving zero monthly training hours were employed in public schools.
Key Words: applied behavior analysis ABA, paraprofessionals, students with disabilities, New Jersey education, training programs
Grammar of Graphic Programming: Tufte and Scientific Coding
No full texthttps://scholarship.shu.edu/rds-ldw/1005/thumbnail.jp
