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An Exploration of the Experiences of Educational Interpreters in Missouri
Get PDFWith the increasing number of deaf or hard of hearing students being educated in their home district since the passage of PL 94-142, the state of Missouri has established several policies regarding the qualifications of interpreters working in the K-12 setting. Missouri has also had a few initiatives to provide training to interpreters working in the educational setting. Since the 1990’s, there has been little research into the interpreters’ experiences in Missouri and the challenges they face. The results of this research can provide stakeholders with data that may be used to influence future program and policy decisions. The data provides information on the approximate number of interpreters working in the K-12 setting in Missouri, what certification and educational backgrounds they possess, and what education/training they are interested in pursuing and how they would like to receive it
Implementing Charge Nurse Professional Development Training
Get PDFBackground: At a suburban hospital, training for charge nurses was not standardized. Department-based orientation varied without centralized guiding principles, and no internal opportunities for professional development training specific to the charge nurse role. The role and responsibilities of charge nurses had grown ambiguous with varied interpretation and implementation across the hospital. Leading to impeded workflow, employee engagement, and the inability to provide adequate clinical support to staff, clinicians, and patients. It was evident that the role needed to be supported better with clear expectations and standardized professional development training. With hospital and union leadership ardently in support of this program, improvements to the charge nurse position were crucial with high stakes outcomes. Methods: Informed by experience and a review of best practices found in literature, a team of nurses, including union representatives, educators, and managers, convened to work on role development and training design. The work entailed an assessment of current practice and best practice recommendations, development of a standardized charge nurse curriculum, determining workshop design and learner-centered content delivery methods, and implementation. Results: Successful implementation of charge nurse professional development training program; however, a low response rate for post-workshop evaluations resulted in outcomes that were not generalizable. Results showed an improvement in perceived understanding of the charge nurse role and responsibilities as well as satisfaction with internal professional development opportunities. Conclusions: Long-term impact on hospital outcomes yet to be assessed. Initial results concluded the program was a success. The content met the learner’s expectations and appeared to enhance role clarity. Plans to role program out hospital-wide are underway
Infusion of Cultural Humility in Hospice Care: Effects of a Cultural Humility Training and Simulation Exercise on Hospice Employees
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Implementing a Workflow to Improve Bleeding Risk Assessment for Patients Undergoing Coronary Angiography
Get PDFCoronary angiography is an invasive procedure that puts patients at risk for post-procedure complications, such as bleeding, which are associated with increased cost, length of stay, and mortality (Strauss et al., 2014). While intra- and post-procedure interventions have been utilized to mitigate risk of bleeding, a formal pre-procedure assessment has not been available until recently. The American College of Cardiology CathPCI Bleeding Risk Calculator is a validated tool that providers can use to calculate a bleeding risk score prior to coronary angiography (American College of Cardiology [ACC], 2017). This DNP project sought to determine if providing an educational program to advanced practice providers (APPs) on assessing bleeding risk using the ACC CathPCI Bleeding Risk Calculator would affect documentation of pre-procedure bleeding risk compared to standard practice. A pre-project implementation survey was given to the APPs to determine current standard of practice, attitudes toward risk scores, and openness to practice change. Education was also provided regarding factors that increase risk for post-procedure bleeding. During implementation, APPs calculated pre-procedural risk scores using the ACC CathPCI Bleeding Risk Calculator, communicated scores with patients and the interventional cardiologist, and documented risk scores in the consent note within the electronic medical record. Advanced practice providers were then surveyed to evaluate their experience with project elements such as formal bleeding risk assessment process and willingness to change practice. Results of the quality improvement project support the use of a formal process to document and communicate bleeding risk prior to the procedure, however providers were neutral about the usefulness and reliability of the bleeding risk calculator. Future projects are necessary to answer subsequent questions such as whether having the risk calculator changed the incidence of post-procedure bleeding events
Initial Competency Tool to Assist Preceptors in the Documentation of the New RN Competency
Get PDFHealth organizations rely on Registered Nurse (RN) preceptors to train and evaluate new RN’s competence. A competency tool guides and documents a new RN’s competency to adequately perform the skills needed for their position. This DNP project utilized preceptor input to optimize the competency tool to improve the preceptor’s ease of use, clear expectations for each competency, and improved the preceptor to preceptor handoff. This quality improvement project involved surveying RN preceptors for their perception of the initial competency tool throughout its development and after implementation. Preceptors reported a dramatically improved preceptor perception of the initial competency tool. Survey results showed an increase in perceived ability to accurately document a new RN’s competence, ease in transitioning a new hire RN from one preceptor to the next, and a clear understanding of what is expected for each competency
Academic library guides for tackling fake news: A content analysis
No full textBuilt on a pilot study, this study examined how librarians understand fake news and the specific methods or strategies they suggest for detecting fake news by analyzing their guidelines from academic libraries. A content analysis regarding a total of 21 institutional guidelines was conducted. The major findings include the following: 1) in the librarians’ guidelines stating their definition of fake news, the two elements of falsity and the intention to mislead were explicitly stated. The other element of bias, however, was presented in only some guidelines. 2) The sub-elements of clickbait, a decontextualized content and omitted information were inconsistently or barely presented across these guidelines. 3) Only two institutional libraries put forth the notion of fact in relation to fake news in their guidelines. 4) All of the guidelines suggested checklist approaches to detecting fake news or evaluating news sources. Finally, 5) librarians acknowledge the influence of human biases on consuming news. However, psychological factors are minimally presented in most of the guidelines. This study provides a few suggestions. First, librarians must further clarify the term fake news so that it reflects its multiple layers. Second, librarians must incorporate new strategies, such as lateral reading and click restraints, in combination with a few prioritized elements of a checklist into their guidelines regarding detecting fake news. Finally, librarians must pay attention to psychological factors more when interpreting facts in their strategies about news sources and fake news
Student Nurse Perception of Their Ability to Attain Core Mental Health Nursing Care Competencies in Different Clinical Learning Environments and Models
No full textStudent Experience of Setting Intention in Community and Mental Health Clinical
No full text2-hour skills building workshop on Student experience in setting intention in community and mental health nursing clinical. Nurse Educator Conference in the Rockies, Vail, CO. 7/11/2019
Abstract
Background and Issues: Forming nurses who are resilient, holistic healers can be a challenge for nurse educators in content-laden curriculum and stressful learning environments.
Purpose: To explore and describe the experiences of student nurses with “setting an intention”in skills lab, classroom, and clinical learning environments.
Methods: Student surveys, and qualitative, collective case study approaches.
Results: Students report mutual benefits for themselves, their learning, and their patients when they practice setting an intention.
Conclusions: Setting an intention is an individualized process that cannot be directly taught, but students report positive benefits from learning about the concept early in their education. Nurse educators can present theoretical constructs of intentionality, provide examples of how others set an intention, and connect theory to practice by reminding students to practice setting an intention. By listening to the lived experiences of student nurses setting intention in clinical learning environments “setting an intention” can be described as 1) an individualized, goal-directed process which utilizes mental, emotional, spiritual and physical practices; 2) to filter out internal and external environmental distractions, providing direction, structure and focus; 3) allowing greater knowing of the self and of the other person, facilitating connectedness and mutually beneficial outcomes for the nurse and the client. “Setting an intention” is proposed as a simple instructional strategy with big benefits for nursing students and patients.“Setting an intention” is an instructional strategy suitable for multi-cultural students with diverse learning styles
Kenyan women paying the price of climate change
No full textBackground:Climate change-induced crises can aggravate gender-based violence; the loss of income when weather affects the agricultural industry can exacerbate violence at home. In Kenya, the effect of climate change on weather patterns has led to increased precipitation and temperature. These weather changes lead to more intense flooding during the rainy seasons and droughts during the dry season. For 75% of Kenyans, agricultural activities are their primary source of income. With 98% of agriculture depending on rainfall, the change in weather patterns has provided farmers with a challenge when timing the planting and harvesting of crops. The aim of this research is to assess patterns in domestic violence (DV) and severe weather events (SWE) over a 6-year period in Kenya.Methods:We examined IPUMS-DHS data from 2008, and 2014 for DV severity and frequency. We used EM-DAT data along with GPS coordinates to identify SWEs (defined as any drought or flood \u3e 10 days) by county in Kenya in the year of DV data collection. We conducted a logistic regression using a mixed effects model grouped by 8 counties in Kenya. We also evaluated whether changes in weather in each county in the two years leading up to DV data collection is associated with an increase in domestic violence. All analyses were controlled for rural/urban residence, husband drinking status, husband working in agriculture. Findings:We identified a significant association between weather patterns and reporting DV. Having a partner who worked in agriculture increased the odds of reporting domestic violence (OR = 1.2, 95% CI: 1.1-1.3). The odds of reporting experiences of DV were 1.4 times greater in areas that experienced a major flood (OR = 1.4, 95% CI: 1.3-1.6). We also noted an increase in odds of reporting experiences of DV in areas that reported an increase in floods as compared to areas where no floods occurred (OR = 1.6, 95% CI: 1.4-1.9). The association between severe flooding and DV warrants a deeper look how changing weather patterns affect DV worldwide. Conclusion:Climate action is an essential component in the ongoing fight to eliminate violence against women and girls. This analysis adds to the urgency of addressing action to stop environmental degradation, action to stop gender-based violence, and demonstrate that the two issues often need to be addressed together