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Gleeson Library Collection Development Policy
No full textCollection Development Policy Task Force: Debbie Benrubi, Chanda Briggs, Erika Johnson, Brandon Logans, Magaly Salas
Published Version: https://library.usfca.edu/about-our-collections/collection-development-polic
Dream Out Loud
Get PDFThis opinion piece explores priorities and perspectives to help institutions facilitate the actualization of dreams and goals of a diverse faculty body. Moreover, the author relates personal stories and experiences to help transition institutions from surveilling faculty (looking for deficits) to watching faculty with a lens of enhancing professional growth. In all, this piece shares the hope that shifting paradigms at the institutional level will help increase the multitudes of subjects and approaches in the realm of recognized scholarship
Let Us Celebrate: Negotiating Black Joy in Academic (Un)Conference Spaces
Get PDFThis co-authored piece shares a story about how two Black conference-goers negotiated joy in an (un)conference space. In turn, finding celebration within sometimes volatile, traditional academic conferences. Black Educology scholarship would benefit from more specific investigations into how Black conference-goers celebrate each other across their dynamic identities. We inquire about how a conference session co-facilitator (Nate) and an audience member (JB) negotiated, experienced, and built relationships across their positionalities and roles in the (un)conference space. We interpreted themes from our dialogue, post-session conversations, converged lived experiences, intercollegiate exchanges, symposium planning agendas, and written notes. The three themes, Convergent Social Localities, Blackness as Dynamic, and Stirred Up, inform implications for celebration in Black (un)conference spaces. The conclusion forwards how conference planners may center BlackEducology via for-us-by-us, authenticity, and being
The View from Norge: Rights-Based Discourse and Human Rights Education in Norway
Get PDFThis paper uses the author’s time as a Fulbright Roving Scholar in American Studies to Norway as an entrée into exploring human rights discourse and Human Rights Education in Norway, a country that is often thought of as one of the centers of human rights work in Europe—and appreciates this association. It begins by situating human rights in Norwegian law and history, connecting it to the author’s home and teaching context. It then recounts the experience of serving as Roving Scholar, connecting it to observations both positive and potentially detrimental within Norway, concluding with some brief thoughts on a balance between Norwegian and American education systems
Educating Pediatric Registered Nurses on the Administration of Prolonged Intravenous Antibiotics
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Problem According to Children’s Hospital A\u27s incident reporting system, 50% of problems related to prolonged intravenous antibiotics were classified as administration issues. When mistakes are made in this process, the antibiotic is then delivered at the wrong rate or the wrong time, which is problematic. Additionally, findings from a needs assessment survey highlight a critical need for targeted interventions, such as an educational video, to reduce administration errors associated with prolonged IV antibiotics. Context Within Children’s Hospital A, the microsystems targeted by this quality improvement project consist of inpatient pediatric patient care units (PCU) 300, 360, and 400. Children’s Hospital A is a 361-bed hospital located in the San Francisco Bay Area. Interventions On April 11, 2024, 91 nurses and nurse managers gathered for an in-person staff meeting, where the quality improvement project was presented. The presentation defined prolonged IV antibiotics and their rationale. A 5-minute and 40-second video demonstrating the correct setup of prolonged IV antibiotics was shown, filmed in Children Hospital A\u27s simulation lab. Measures A pre-video quiz assessed attendees\u27 baseline knowledge. A post-video quiz evaluated the impact of the educational video on attendees\u27 knowledge. Results 86.95% of nurses answered the pre-video quiz questions correctly, while 95.45% answered the post-video quiz questions correctly, indicating an 8.5% increase in knowledge. Conclusions This quality improvement project comprehensively evaluated the microsystem, identified the issue, conducted root-cause analysis and needs assessment, analyzed data, developed an educational tool, and seamlessly implemented it, resulting in increased knowledge among staff. The educational tool is cost-effective, time-efficient, easily accessible, and adaptable, ensuring sustainability. Ongoing evaluation using iCares data will assess long-term impacts and ensure the video\u27s continued effectiveness through biannual reviews
Implementation of Lymphedema Education Toolkit For Nurse Coordinators
No full textProblem: Approximately 20% of women treated for breast cancer develops breast cancer-related lymphedema (BCRL), a potentially debilitating condition that impact a survivor’s physical, psychological, and social well-being.
Context: A quality improvement project was conducted at Hospital X\u27s Women\u27s Cancer Center, where a team of 15 nurse coordinators provides health education to breast cancer survivors. It was identified that the absence of a standardized education tool among nurse coordinators contribute to the delay in timely patient care.
Interventions: This project achieved the provision of an evidence-based lymphedema education toolkit, and increased nurse coordinator’s knowledge on lymphedema.
Measures: The quality gap was identified through a microsystem assessment and engagement with key members of the microsystem. The efficacy of the lymphedema education toolkit was measured through a pre and post assessment survey.
Results: Out of the 15 nurse coordinators, six took part in the project, resulting in a participation rate of 40%. A pre-assessment survey showed an average score of 81% among the participating nurse coordinators, while a post-assessment revealed a significant improvement in outcomes, with an average score of 93%. This represents a 12% increase in knowledge among the participating nurse coordinators.
Conclusions: The pre and post-assessment survey data demonstrated that nurse coordinators benefitted from an educational toolkit on lymphedema. Continuing the project is essential for providing standardized education to all nurse coordinators, potentially leading to early interventions for patients with lymphedema.
Keywords: lymphedema, early intervention, patient education, nurse education, prevention, lymphedema treatment, lymphedema conservative treatment, breast cancer, health care provide
Game-Based Learning: A Handbook for Chilean Elementary EFL Educators
Get PDFEnglish language learning in Chilean elementary schools presents a significant challenge. Despite mandatory English education since fifth grade, many students struggle to achieve high proficiency, highlighting the need for transformative interventions. The presented curricular design addresses this problem by integrating game-based activities to enhance listening and speaking skills in Chilean elementary schools. Titled Level Up Language Learning: Transforming Chilean Elementary EFL Instruction with Game-Based Learning, the handbook offers customizable games aligned with the Chilean proposed curriculum, catering to individual learner needs and diverse learning styles. This approach aims to bridge the gap between theory and practice, empowering educators and improving English language education outcomes in Chilean elementary schools
An Integrated Review: Outpatient Care and Management of Fever and Neutropenia Among the Pediatric Oncology Population
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In the pediatric population, comprehensive cancer treatment and its associated side effects significantly impact their physical and emotional well-being. Though chemotherapy drugs are valuable agents against cancer cells, they also damage healthy dividing cells, such as bone marrow, thus weakening the immune system. Febrile neutropenia (FN) and associated infections remain the most critical complications of the extensive chemotherapy regimen and can threaten life if not appropriately addressed. Appropriate primary evaluation and treatment of FN in children with cancer includes administering proper broad-spectrum antibiotics. Ongoing research has focused on improving quality of life (QoL); yet, FN has persisted as the main reason for unplanned hospitalization. By contrast, studies have shown that the immediate initiation of neutropenic precautions, home management, and proper oral antibiotics have effectively and safely treated low-grade FN. This integrated review sought to address the effectiveness and significance of this treatment and management of FN. Carefully administering low-grade FN treatment at home will reduce unnecessary emergency department visits and increase patient QoL
Travel English for Japanese Third Age Learners: A Communicative Model
Get PDFThe goal of this curriculum project is to effectively develop the English communicative skills of a small group of Japanese third age English language learners. The term, third age learners (TALs), represents learners who are generally in their mid-60s through early 80s, retired, healthy, active, and motivated to learn something new. When it comes to English language learning strategies, one size does not fit all. An effective curriculum must be built on the theories and approaches that fit the specific needs of the target learners. The first three chapters of this project report describe the theories, approaches, and methods applied to this curriculum. Theories of geragogy, critical geragogy, and critical foreign language (FL) geragogy, which are the framework of this curriculum, state that older learners require learning strategies that are different from those for younger generations, and such strategies should aim to empower older learners to emancipate from negative notions of their learning ability influenced by inaccurate general perceptions. These strategies should also promote the empowerment and autonomy of learners by embracing decentralized, student-centered, and self-help learning environments. (Formosa, 2012.; John, 1988.; Ramírez Gómez, 2016) As to instructional approaches, the curriculum aims to reflect a mix of communicative language teaching and grammar-translation methods with more emphasis on communicative language teaching. The grammar-translation method is utilized in some lessons because it is the method learners are familiar with and feel comfortable with. Chapter IV presents an example of the curriculum, with foreign travel as the theme. It is made up of five units focused on different aspects of travel, and for this report, lessons of Unit 1 (Air Travel Unit) are described in detail