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The Experience Of Knowledge Workers In Remote Environments During The COVID-19 Pandemic
Full text linkWhen regional quarantine restrictions were rapidly implemented in March 2020 due to the COVID-19 pandemic, knowledge workers were forced to vacate their traditional shared office spaces and transition to remote work environments. This unprecedented mass exodus from traditional in-person physical workplaces was facilitated by existing and new software and technology that allowed workers to remain connected and working. This phenomenological study explored the lived experiences and perceptions of knowledge workers who experienced this transition to a full-time remote work environment. The study also examined how knowledge workers perceived work performance relative to their experience during the COVID-19 pandemic. Data were collected via semi-structured interviews with 18 knowledge workers in the New England region of the United States to document their feelings and experiences and to offer a “snapshot” of shared perspectives. Five themes emerged from the data: navigating connectivity gaps and remote communication challenges; isolation and technological barriers contrasting with freedom and flexibility; the intersection of remote work and family dynamics; navigating remote work environments; and collaboration, leadership, and communication in remote teams. The findings showed that knowledge workers preferred a hybrid approach, one that allows for in-person professional interactions and flexibility to work remotely when needed due to personal commitments or preferences. Effective communication was the most common challenge encountered by study participants, and maintaining professional relationships was strained in remote environments. Benefits included increased time spent with family, the perception of improved levels of productivity, and less time spent commuting. Keywords: remote work, work from home, knowledge workers in remote work environments, hybrid work environments, challenges in remote work environments, benefits of remote work environments, lived experience of remote workers during the COVID-19 pandemi
Managing Pediatric Asthma through Interprofessional Telehealth Collaboration
No full textVideo presentation illustrating effective collaboration in an interprofessional healthcare team, via telehealth. Featuring students from various health disciplines, this simulation involved understanding professional roles and responsibilities, communicating openly and respectfully, establishing common goals, respecting diversity, sharing knowledge and expertise, and developing a patient-centered care plan through IP collaboration. Through teamwork, high quality care was provided for Mr. and Mrs. Sodo. Additionally, actionable and sustainable goals were developed to address the overall health and wellbeing of their six year old suffering from asthma. A few students from the interprofessional group will speak about their experience.https://dune.une.edu/caiepspring2024/1005/thumbnail.jp
Association Between Psychopharmacotherapy And Postpartum Hemorrhage
Full text linkBackground: Prior studies evaluating the relationship between psychopharmacotherapy (PPT), and postpartum hemorrhage (PPH) have yielded inconsistent findings. Clarifying this potential relationship is important for effective counseling and risk stratification. Objectives: Our primary objective was to evaluate the association between prenatal exposure to PPT (any drug class) and the occurrence of PPH requiring transfusion of packed red blood cells (PPH+pRBC) after systematically adjusting for known hemorrhage risk factors at the time of admission for delivery. Secondary objectives were to evaluate the association between individual PPT drug classes and PPH+pRBC, and the association between treatment intensity of mental health condition and PPH+pRBC. Finally, we evaluated the association between PPT and a broader definition of PPH that included deliveries requiring multiple uterotonic drugs. Study design: This is a retrospective cross-sectional study of all pregnancies delivered at 23 weeks of gestational age or greater at seven hospitals within a large academic health system in New York between January 2019 and December 2022. There were no exclusion criteria, as postpartum hemorrhage risk assessment is necessary for all patients admitted for delivery. We assessed exposure to prenatal PPT, including selective serotonin reuptake inhibitors (SSRIs: escitalopram, fluoxetine, sertraline), serotonin-norepinephrine reuptake inhibitors (SNRIs: duloxetine, venlafaxine), dopamine-norepinephrine reuptake inhibitors (DNRIs: buproprion), benzodiazepines (alprazolam, diazepam, lorazepam), and others (buspirone, trazodone, zolpidem). Multivariable logistic regression was performed to evaluate the relationship between PPT and PPH+pRBC, while systematically adjusting for known hemorrhage risk factors at the time of hospital admission. Similar regression analyses were performed to address the secondary objectives. Results: A total of 107,425 deliveries were included. Non-Hispanic White patients constituted the largest race and ethnicity group (43.4%), followed by Hispanic patients (18.7%), Asian or Pacific Islander patients (13.2%), and non-Hispanic Black patients (12.3%). Prenatal exposure to PPT occurred in 3.6% of pregnancies (n=3,834). The overall rate of PPH+pRBC was 2.9% (n=3,162). PPH+pRBC occurred more frequently in pregnancies exposed to PPT than in pregnancies which were not exposed (5.5% vs. 2.8%, respectively; aOR 2.10, 95% CI: 1.79-2.44). SSRIs and benzodiazepine monotherapy were each associated with higher odds of PPH+pRBC than nonexposure. Compared to patients without a mental health condition, monotherapy was associated with nearly 2-fold increased odds and combination PPT was associated with nearly 4-fold greater odds of PPH+pRBC after adjustment for confounding variables (monotherapy: aOR 1.94, 95% CI: 1.64-2.28; combination PPT: aOR 3.96, 95% CI: 2.61-5.79). Patients with untreated mental health conditions (no PTT) had no increased odds of PPH+pRBC compared to those without mental health conditions. Finally, after adjusting for covariates, a positive association was found between PPT and PPH requiring pRBC transfusion and/or the use of two additional uterotonic agents beyond routine postpartum oxytocin (aOR 1.53, 95% CI: 1.35-1.73). Conclusions: Prenatal PPT exposure is associated with increased odds of clinically significant PPH+pRBC after adjusting for other hemorrhage risk factors. Combination PPT was associated with greater odds of PPH+pRBC than monotherapy
A Breathtaking Experience: An Interdisciplinary Approach to Pediatric Asthma Management in Rural Maine
No full textInterprofessional Team Immersion is an interdisciplinary approach in patient care management, where different healthcare backgrounds work together to provide high quality care in a telehealth setting. Our teams approach provided a holistic and patient centered approach in providing care to a pediatric patient suffering from severe allergy induced asthma. Woking collaboratively we provided healthcare management resources and guidance to the patient and their family while taking into consideration environmental factors that influenced their everyday lifestyle.https://dune.une.edu/caiepfall2024/1002/thumbnail.jp
Integrative Care Approaches for Dental Rehabilitation in a Patient with Complex Medical and Social Needs
No full textThis case involves a 35-year-old female patient presenting with chronic dental pain and poor oral health, expressing a desire for complete tooth extraction and denture placement. The patient reports a 5-year history of worsening tooth pain primarily affecting her maxillary teeth, with a background of abscesses and previous mandibular molar extractions due to decay. She experiences constant pain, gum inflammation, and significant difficulty chewing, with over-the-counter pain relief measures proving ineffective. The patient acknowledges a lack of regular oral hygiene practices, attributed to limited access to clean water, and reports a diet consisting mainly of coffee. Her dental health is severely compromised, necessitating consideration for extraction and prosthetic rehabilitation. The patient is insured through MaineCare and is currently unemployed. She has a history of substance use (methamphetamine), along with comorbid conditions including anxiety, depression, anorexia nervosa, and psoriasis. Given the patient\u27s significant dental issues, socioeconomic factors, and underlying health conditions, a multidisciplinary approach is warranted to address her immediate dental needs and long-term health outcomes. Future dental visits are planned, with transport arranged through her caseworker to ensure continuity of care.https://dune.une.edu/caiepfall2024/1008/thumbnail.jp
Building Trust: Multidisciplinary Approach to Patient Care
No full textA multidisciplinary team collaborated to design an innovative care plan for a simulated patient grappling with chronic, sporadic headaches and a deep distrust of healthcare providers. Despite having good insurance, a stable income, and residing in an affluent neighborhood, our patient confronts the stigma that often hinders individuals from seeking the care they need. This raises a critical question: How can we rebuild trust in the patient-provider relationship to ensure that our patient not only experiences immediate relief but also long-term care for preventative measures? Our care plan was directed based on the health professional programs represented in the care team.https://dune.une.edu/caiepfall2024/1010/thumbnail.jp
A Case of Gestational Hypertension and Diabetes
Full text linkAs part of the Public Health Interprofessional Team (PHIT) program, we developed a case of gestational hypertension and diabetes and investigated potential public health interventions.https://dune.une.edu/caiepspring2024/1016/thumbnail.jp
Implicit Bias And Least Restrictive Environment: Perceptions Of Certified Educators
Full text linkThis narrative inquiry study explored the lived experiences of Connecticut’s certified educators related to implicit bias and student placement. The theory of intersectionality suggests that implicit bias is present within all individuals (Crenshaw, 2017). Thus, there is a natural propensity for implicit bias, specific to ability, among school personnel. The problem to be addressed is the need for a greater understanding of how the natural existence
of implicit bias among certified educators impacts their view of student capabilities and
achievement, thus impacting placement decisions in the classroom. Eight participants completed individual, semi-structured interviews, which were transcribed, re-storied and member checked. Data analysis was completed after the re-storied narratives were manually coded. Three themes emerged from the coded re-storied narratives: (a) challenges in creating an inclusive environment, (b) lack of guidance and training related to the least restrictive environment (LRE) and (c) lack of guidance and training related to implicit bias. Key findings in this study are connected to prior research studies, including a connection to the benefits of inclusion, a lack of skill set or support of from general and special education teachers and a lack of professional development related to least restrictive environment and/or implicit bias. Recommendations from this study include ongoing professional development related to the least restrictive environment and implicit bias, the implementation of common planning time for general and special education teachers, and the implementation of co-teaching models
The Library Scuttle: July/August 2024
No full textLibrary resource awareness poster covering ME state park passes, summer reading, Summer Olympics facts, and library chat assistance
Perceptions Of Public Middle School Math Educators Who Use An Asset-Based Pedagogy On New-Century Student Engagement
Full text linkThe purpose of this qualitative phenomenological study was to explore the perceptions of new-century student engagement held by public middle school math educators who used an asset-based pedagogy. This study was guided by one research question: How do public middle school math educators describe new-century student engagement in their middle school math classroom when an asset-based pedagogy is in place? The scholarly research important to this study included concepts related to culturally relevant pedagogy (CRP; Ladson-Billings, 1995; Paris & Alim, 2017) and culturally responsive classroom management (CRCM; Gay & Howard, 2000). The theoretical framework was culturally sustaining pedagogy (CSP; Paris & Alim, 2017). Woven together, these concepts created a blueprint for a detailed picture of how asset-based pedagogy may relate to engagement in the middle school math classroom. This study used the data collected from semistructured interviews to understand the participants’ perspectives on engagement. The findings of this study suggested that asset-based pedagogies may enhance student engagement through recognizing and leveraging students’ existing strengths, knowledge, and cultural backgrounds (Ladson-Billings, 2022). The participants said that asset-based pedagogies establish a more inclusive and empowering learning environment for new-century students by enabling educators to better connect with students through having established behavior norms, embracing mistakes, having high academic standards for all learners, and promoting movement and discourse. Asset-based pedagogies validate new-century students’ identities and foster a sense of belonging and agency within the classroom, resulting in increased motivation and engagement (Ilett, 2019)