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Factors Influencing the Type of Pain Interventions in Patients Who are Nonverbal and Unable to Self-Report
No full textPurpose: To describe the factors contributing to pain intervention being delivered to adult patients who are nonverbal and unable to self-report through any other mechanism within progressive care unit settings.
Background: It is important to understand what factors may prevent a patient with reduced ability to communicate from receiving an appropriate pain intervention. The study theoretical underpinning utilized was Donabedian’s Structure-Process-Outcome Framework. The structure reflects the environment where care takes place while the process is the way care is delivered. Having the right structure and process will lead to the desired outcome.
Methods: Using electronic health record case data and organizational nurse education data, this retrospective cross-sectional design described the relationships between select patient sociodemographics, clinical characteristics, staff nursing characteristics, pain rating, and type of pain intervention being delivered. Descriptive statistics characterized the sample and tests of association described the relationships between the variables. Multinomial logistic regression was not conducted due to insufficient sample size.
Findings: Case sex was related to both cancer type and if violence was committed during admission; race/ethnicity was related to preferred language; disability status to oncology diagnosis; palliative care status to inpatient hospice status, code status, intensity of treatment, and oncology diagnosis; and staff nursing preparation or nursing educational degree level to oncology diagnosis. Cases with patients who were middle age, preferred English, and without documented disability had more potent forms of pain analgesia provided compared to cases with patients who were younger or advanced in age, preferred non-English language, and had documented communication or cognitive disability.
Implications for Research: Future studies using larger samples should investigate potential structural factors, such as age, preferred language, disability status, and additional nursing characteristics; as well as staffing practices, patient assignment patterns, staff nursing educational preparation, type of oncology diagnosis—all for the likelihood of a type of pain intervention being delivered.
Conclusion: Patients who are younger or advanced in age, prefer non-English language, or have documented disabilities may be vulnerable to undertreatment when unable to self-report their pain. Recognizing these risks highlights the importance of reliable instruments and further research to ensure equitable pain management in this population
Guiding Global Learners: Librarians and Study Abroad Success
No full textIn higher education, study abroad programs give students the chance to expand their learning beyond the United States while immersing themselves in new cultures and academic contexts. These programs are often led by faculty members who design courses around the unique opportunities of the destination. While such experiences foster invaluable hands-on learning, student success can be further strengthened through collaboration with librarians. By integrating librarians into study abroad programs, students gain access to specialized research support, curated resources, and critical information skills that enhance their ability to engage deeply with their coursework and surroundings. Faculty who partner with librarians not only enrich the overall academic experience but also equip students with tools that contribute to their long-term academic and professional success
Reset Your Tabling Strategy
No full textWould you like to innovate a new approach to tabling? Tabling is an event format intended to foster brief engagement and information exchange between various campus representatives and a large group of people. This presentation will showcase a tabling strategy that delivers introductory library learning outcomes at a new student resource fair. Content, visuals, and a quick voting activity introduce students to belonging and choice at the library. Learn how to scale outcomes for tabling and adapt this model to your own student success goals
Supporting Student Success Through Zines: A Librarian-Faculty Collaboration
No full textIn this lightning talk, we will share how two librarians- one instruction focused and one managing interlibrary loan collaborated with a faculty member for a class to support a zine assignment in an undergraduate course titled “Italy, Gateway for Cultures”. In the first phase, students wrote an academic paper (approximately 1,000 words, MLA style) responding to the question What makes someone or something Italian? Topics ranged from food and fashion to migration and the mafia.
For the second phase, students transformed their paper into a zine. We gave a presentation to the class early in the quarter on the concept of a zine. We showcased sample zines made by students, and helped students fold a classic 8-page mini zine (many models online and on YouTube). This way they could keep the zine concept in mind while working on their paper.
The zine project evolved directly from the student paper. Students used quotes from their paper to structure their zines. They added cutouts from magazines, photos, and used stamps to experiment with visual storytelling.
In the final workshop, students completed their zines in an environment that resembled a classroom printing press. They busily assembled pages while librarians and support staff assisted with printing images and quotes. Finally, we made photocopies of the finished zines. A first for some students: “I have never made a photocopy before!”
We’ll explore how zines can reinforce and extend the work students do in research papers, offering a different lens through which to interpret, present, and share their findings
Universal Design for Learning: Simple Tips for More Inclusive Instruction
No full textShort Description:
The Universal Design for Learning guidelines are a roadmap to an inclusive classroom. They help you build lessons that engage students, increase knowledge retention, and help you create a sense of belonging. I will present many simple steps you can take to implement the UDL guidelines in your instruction today!
Abstract:
The Universal Design for Learning guidelines are a tried-and-true roadmap to an inclusive classroom. Inclusivity in the classroom is important for student learning from so many perspectives for ALL learners of ALL abilities. UDL not only helps to create equity and engagement in the classroom it’s also imperative for all students that you can find a way to create joy and a feeling of belonging in your classes to boost engagement and learner agency. And by providing learners with a sense of agency you will increase their learning potential. A great way to provide all these wonderful things is by referring to and following the edicts of the Universal Design for Learning framework in your lesson planning and class time. I will illustrate through my virtual poster many simple strategies that can be implemented tomorrow which will make an impact on helping instructors create classes that are more welcoming and inclusive for all. I will include a link to a Padlet where viewers can submit their own UDL tips culminating in a user-created digital whiteboard filled with useful ideas to implement the UDL guidelines that can continue to grow in perpetuity
Playing Across Cultures: Building Community Through International Games Month at Southern Miss Libraries
No full textEmbracing diverse voices is part of the vision of the University of Southern Mississippi (USM) Libraries, which also includes a value statement to “embrace diversity by creating a welcoming environment and providing resources representative of the diverse university populations.” The library\u27s strategic values also include collaboration, engagement, and outreach. The library created International Games Month (IGM) programming in 2023 in support of the library’s strategic goals and invited collaboration with the university’s International Student and Scholar Services as well as individual student organizations. The library hosted events where international students coached attendees through games from their home countries. Student representatives also provided some history of each game or shared personal stories illustrating what the game meant to them. This year USM’s Cook Library received an ALA Game On! grant that we will use to expand IGM outreach and community engagement. This poster will present past and future plans for IGM programming with tips to help other libraries implement something similar
Am I Good Enough to Be Here? A Photovoice Project Examining Students’ Experiences of Ableism in Higher Education
No full textThe enrollment of students with disabilities in postsecondary education has continued to increase (U.S. Government Accountability Office, 2024). Nevertheless, these students’ stories often remain invisible. This Photovoice project centers the voices of students with disabilities in postsecondary education and uses polyvagal theory (Porges, 2011, 2021) to understand the importance of considering the nervous system when seeking to create and sustain inclusive higher education spaces.
This study revealed the ways the participants’ nervous system experienced life as college students with a disability, organized around the themes of their perceptions of felt safety, of belonging, and of being liked. Findings from this study have significant implications, not only for improving the quality of student life and access at the university featured in this study, but for institutions of higher education nationwide.https://digital.sandiego.edu/ceen-inclusion-postseced/1001/thumbnail.jp
Passive Choice and the Fourth Amendment
No full textDoes the Constitution allow waiver of Fourth Amendment rights through passive choice? What about through the choice of others? Based on current Supreme Court precedent, the answer is frustratingly unclear. For example, a copious amount of information is constantly disclosed to phone companies. The Supreme Court has recognized that having a cell phone is an inescapable choice today and that disclosing one’s location information to the cell phone company is automatic in nature. Each fact is considered relevant to determining whether an individual has a reasonable expectation of privacy in the information disclosed to third parties—which then affects whether the government’s action is considered a search or not. Yet, considering these facts in that puzzling way confuses the suitability of the question, resulting in contradictory results without a cognizable explanation.
The Fourth Amendment was adopted in response to “reviled ‘general warrants’ and ‘writs of assistance’ of the colonial era” to prohibit the government from rummaging through “persons, houses, papers, and effects” without either probable cause or the search at least being reasonable. Advancing technology and changing cultural expectations risk nullifying this bedrock constitutional protection, as disclosures to third-party companies become inescapable, automatic, or both—creating a loophole for the government to avoid what is required of it under the Fourth Amendment.
If a search of any protected category—persons, houses, papers, or effects—occurs, and the information or item was the defendant’s, the question must become whether the search was reasonable. This is why it is important—for both clarity and continued constitutional protections—to consider whether the exposure to a third party was inescapable or automatic, not as a factor in the Katz “search” analysis but rather when asking whether a warrant exception applies. The article proceeds in four parts. Part I discusses the confusion resulting from inconsistent outcomes in three key U.S. Supreme Court decisions that involved the third-party doctrine. Part II evaluates the development of the current third-party doctrine over time. Part III discusses what has changed since the Court developed this doctrine and proposes a way to move forward, through recognizing a meaningfully-voluntary exposure warrant exception. Part IV then shows the exception in practice through examples, focusing on how this proposed change in the third-party doctrine would affect the questions presented in United States v. Miller, Smith v. Maryland, and United States v. Carpenter, as well as what it would mean for other cases involving trash collection and running crime-scene DNA through online DNA databases, like 23andMe
Fostering Belonging: Translating data into inclusive teaching practices
No full textHow can belonging survey data be leveraged to foster inclusion and belonging in the library classroom? Information literacy one-shots for first-year students are the perfect environment for foundational inclusion. First-year students, especially those from underrepresented communities, are just beginning their journey into identities as scholars and researchers. This is a critical time to invite, affirm, and reflect them by creating a classroom of inclusion and belonging.
Our library ran a survey of underrepresented students and their sense of belonging in the library. We wondered if this data could be leveraged to improve belonging and inclusion in our library instruction. We began by mapping open-ended responses to belonging measurement frameworks.
The iBelong Scale provided seven dimensions focused on the racial-ethnic-cultural groups (REC) of students and their sense of belonging on their college campuses. We selected three dimensions (authenticity, home, and REC thriving) that were most closely representative of the work of library instruction.
After mapping, we used the iBelong Scale to imagine new approaches, research exercises, examples, and activities in our classrooms which would foster the three iBelong dimensions.
This presentation will illustrate our mapping and application methods to help participants recreate this work in their own libraries and classrooms
Working with What We\u27ve Got: Small-Scale Assessment of Library Impact on Student Success
No full textHarford Community College Library has been working on illustrating the impact the Library has on student success. Working in a community college library, librarians often have to wear many hats, helping patrons with everything from printing and finding their way around campus to troubleshooting devices and navigating their courses in the LMS, in addition to our primary duties of helping students with research, teaching information literacy sessions, creating online guides and tutorials, maintaining our print collection, participating in outreach activities, and much more. It can often be challenging to find time to synthesize the various data and statistics we collect, and to analyze and reflect on how all of the things we do have an impact on student success. In this presentation, we will describe how we as a community college library have prioritized assessment of library impact on student success, including by redesigning a librarian position, adding targeted questions related to student success in library surveys, collaborating with faculty to incorporate students’ use of the Library in their own assessments, connecting library events to student learning, and working with our institutional research office to connect library usage data to student success metrics such as GPA and retention