Gatekeepers as Care Providers: The Care Work of Patient-centered Medical Home Clerical Staff.

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Solimeo, Samantha L; Ono, Sarah S; Stewart, Kenda R; Lampman, Michelle A; Rosenthal, Gary E; Stewart, Greg L

2017-03-01

International implementation of the patient-centered medical home (PCMH) model for delivering primary care has dramatically increased in the last decade. A majority of research on PCMH's impact has emphasized the care provided by clinically trained staff. In this article, we report our ethnographic analysis of data collected from Department of Veterans Affairs staff implementing PACT, the VA version of PCMH. Teams were trained to use within-team delegation, largely accomplished through attention to clinical licensure, to differentiate staff in providing efficient, patient-centered care. In doing so, PACT may reinforce a clinically defined culture of care that countermands PCMH ideals. Such competing rubrics for care are brought into relief through a focus on the care work performed by clerks. Ethnographic analysis identifies clerks' care as a kind of emotional dirty work, signaling important areas for future anthropological study of the relationships among patient-centered care, stigma, and clinical authority. © 2016 by the American Anthropological Association.

Development of an Inventory for Health-Care Office Staff to Self-Assess Their Patient-Centered Cultural Sensitivity

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Carolyn M. Tucker

2016-02-01

Full Text Available Background: Patient-centered culturally sensitive health care (PC-CSHC is a best practice approach for improving health-care delivery to culturally diverse populations and reducing health disparities. Despite patients’ report that cultural sensitivity by health-care office staff is an important aspect of PC-CSHC, the majority of available research on PC-CSHC focuses exclusively on health-care providers. This may be due in part to the paucity of instruments available to assess the cultural sensitivity of health-care office staff. The objective of the present study is to determine the psychometric properties of the Tucker-Culturally Sensitive Health Care Office Staff Inventory-Self-Assessment Form (T-CSHCOSI-SAF. This instrument is designed to enable health-care office staff to self-assess their level of agreement that they display behaviors and attitudes that culturally diverse patients have identified as office staff cultural sensitivity indicators. Methods: A sample of 510 health-care office staff were recruited at 67 health-care sites across the United States. These health-care office staff anonymously completed the T-CSHCOSI-SAF and a demographic data questionnaire. Results and Level of Evidence: Confirmatory factor analyses of the T-CSHCOSI-SAF revealed that this inventory has 2 factors with high internal consistency reliability (Cronbach’s αs= .916 and .912. Conclusion and Implications: The T-CSHCOSI-SAF is a useful inventory for health-care office staff to assess their own level of patient-centered cultural sensitivity. Such self-assessment data can be used in the development and implementation of trainings to promote patient-centered cultural sensitivity of health-care office staff and to help draw the attention of these staff to displaying patient-centered cultural sensitivity.

Job satisfaction survey among health centers staff.

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Shahnazi, Hossein; Daniali, Seyede Shahrbanoo; Sharifirad, Gholamreza

2014-01-01

Due to the importance of health care organizations with significant responsibility for prevention and care, assessment of job satisfaction among health care staff is essential. Quality of health services will be decreased provided they are not satisfied. This study was a cross-sectional analysis of health care staff in Khomeinishahr (centers, buildings, and networks) If they had at least 6 months work experience, they could enter the study. Data included a two-part questionnaire with a standardized questionnaire, demographic variables, and Smith job descriptive index, which is a questionnaire with six domains. Reliability was obtained for each domain and its validity was reported 0.93. The results showed an overall satisfaction score averages 43.55 ± 12.8 (from 100). Job satisfaction score was not significantly different between the sexes. However, within the current attitude toward job satisfaction, men scores was better than women (P = 0.001). Highest score in job satisfaction was related to relationships with colleagues and lowest score was related to the income, benefits, and job promotion. The more the years of work, the less the job satisfaction was. The attitude toward the current job had a direct relationship with income (P = 0.01). There was a significant inverse relationship between educational level and job satisfaction in domains promotion, income, and benefits (P = 0.01). The staff with higher education levels was less satisfied with income and job promotion qualification. Managers should focus on job qualification to increase job satisfaction and improve the quality of work.

An Educational Plan for Nursing Staff in the Procedural Treatment Unit of the Sulpizio Cardiovascular Center.

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Lee, Esther; Daugherty, JoAnn

2016-04-01

Professional education for health practitioners is a continuum which commences with the first year professional school until the cessation of a professional career. This article draws on the theories and models developed by experts in curriculum design, teaching, and learning evaluation to better understand the intricacies and challenges of instructional design. Selected models, in particular Malcolm Knowles and the World Health Organization report served as a compass and benchmark to illuminate, guide, and evaluate the impact, process, contents, and outcomes of an educational program for the stakeholders. The aim of this educational program is to ensure that learners develop the knowledge, skills, and attitudes to deliver competent and quality patient-centered care. Multimodal teaching strategies are essential to meet the diverse needs of staff. Utilization of technology such as intranet and mobile applications helps to deliver educational content in a cost-effective manner. Program evaluation determines the effectiveness of teaching and helps to define ongoing needs of staff. Copyright © 2016 American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.

Burnout and Work Stress among Disability Centers Staff in Oman

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Mohamed, Ahmed Hassan Hemdan

2015-01-01

Extensive efforts have been made to maximize the potential of children with disabilities in Oman. The establishment of Al-Wafaa centers of disabilities served as a channel to help families secure a variety of services provided to children with different disabling conditions. The purpose of this study was to explore the burnout of staff working in…

[Physical activity in staff workers at Centers for Psychosocial Care in southern Brazil: temporal trends].

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Jerônimo, Jeferson Santos; Jardim, Vanda Maria da Rosa; Kantorski, Luciane Prado; Domingues, Marlos Rodrigues

2014-12-01

The aim of the study was to analyze temporal trends of physical activity among staff workers in Centers for Psychosocial Care and associated factors in southern Brazil from 2006 to 2011. This cross-sectional study was part of the Evaluation of Centers for Psychosocial Care in Southern Brazil/CAPSUL. Physical and mental health variables were collected using the Self-Report Questionnaire (SRQ-20), and physical activity was measured with the International Physical Activity Questionnaire (IPAQ). Participation included 435 staff workers in 2006 and 546 in 2011. Total prevalence rates were: physical activity (≥ 150 minutes/week) 23.2% in 2006 and 17.6% in 2011 and minor psychiatric disorders 11% and 8.4%. There was no statistically significant difference in physical activity between men and women. In 2006, individuals with less schooling (p = 0.03) and lower income (p = 0.01) showed higher levels of physical activity. In 2011, staff workers in larger cities showed higher levels of physical activity (p = 0.02). Interventions are needed to promote physical activity in this population, especially among staff workers at Centers for Psychosocial Care in smaller municipalities.

'It's complicated': Staff nurse perceptions of their influence on nursing students' learning. A qualitative descriptive study.

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Hanson, Sarah E; MacLeod, Martha L; Schiller, Catharine J

2018-04-01

During both teacher-led clinical practica and precepted practica, students interact with, and learn from, staff nurses who work on the clinical units. It is understood that learning in clinical practice is enhanced by positive interactions between staff nurses and nursing students. While much is known about preceptors' experiences of working with nursing students, there is little evidence to date about staff nurses' perspectives of their interactions with students in teacher-led practica. To understand teacher-led clinical practica from the perspective of staff nurses. A qualitative descriptive approach answers the question: How do staff nurses perceive their contributions to nursing students' learning during teacher-led practica? Nine staff Registered Nurses (RNs) working within a regional acute care hospital in western Canada were interviewed using semi-structured interviews. Interview transcripts were analyzed using cross case analysis to discover themes and findings were checked by several experienced RNs. Analysis showed that nurses' interactions with nursing students are complicated. Nurses want to "train up" their future colleagues but feel a heavy burden of responsibility for students on the wards. This sense of burden for the staff nurses is influenced by several factors: the practice environment, the clinical instructor, the students themselves, and the nurses' understanding of their own contributions to student learning. Staff nurses remain willing to support student learning despite multiple factors that contribute to a sense of burden during teacher-led practica. Workplace environment, nursing program, and personal supports are needed to support their continuing engagement in student learning. Nurses need to know how important they are as role models, and the impact their casual interactions have on student nurses' socialization into the profession. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Trainees versus Staff: Exploring Counseling Outcomes in a College Counseling Center

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Ilagan, Guy; Vinson, Mike; Sharp, Julia L.; Havice, Pamela; Ilagan, Jill

2014-01-01

Investigators compared counseling outcomes among nonpaid graduate-level trainees and professional staff at a college counseling center. Counseling outcomes for 331 college student participants were measured using the Outcome Questionnaire 45.2 (OQ45.2), employing a pretest--posttest design. The two groups of service providers did not differ…

Managerial instrument for didactic staff structure optimization for Distance Learning

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Gavrus Cristina

2017-01-01

Full Text Available Distance learning is a modern system for providing educational services and is relatively new in Romania, if related to the date of its emergence in Europe. More and more active working people are interested in this form of education, paying of course a special attention to its quality. It is quite difficult to appraise the quality of educational programs but several instruments and criteria have been developed over time. The present paper proposes an original mathematical instrument that is aiming at human resources, this type of resources being considered extremely important in case of providing educational service. The number of teachers is crucial for a distance learning program study, because the didactic staff must cover a number of didactic classes that take place on weekends. Concretely, this paper is focused on finding an algorithm that allows the didactic staff structure optimization. For accomplishing this objective, two managerial instruments were use. One of them is mathematical linear programing technique, that develops a mathematical model for didactic staff structure and the other one is WinQSB software package that tests the mathematical model.

Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities.

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Knott, Gillian; Crane, Linda; Heslop, Ian; Glass, Beverley D

2015-06-25

Sessional staff is increasingly involved in teaching at universities, playing a pivotal role in bridging the gap between theory and practice for students, especially in the health professions, including pharmacy. Although sessional staff numbers have increased substantially in recent years, limited attention has been paid to the quality of teaching and learning provided by this group. This review will discuss the training and support of sessional staff, with a focus on Australian universities, including the reasons for and potential benefits of training, and structure and content of training programs. Although sessional staff views these programs as valuable, there is a lack of in-depth evaluations of the outcomes of the programs for sessional staff, students and the university. Quality assurance of such programs is only guaranteed, however, if these evaluations extend to the impact of this training and support on student learning.

The attitudes of undergraduate students and staff to the use of electronic learning.

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Gupta, B; White, D A; Walmsley, A D

2004-04-24

Computer-aided learning (CAL) offers advantages over traditional methods of learning as it allows students to work in their own time and pace. The School of Dentistry at the University of Birmingham has created an electronic learning website, named the Ecourse. This is designed to be a web-based supplement to the dental undergraduate curriculum. The aim of this study was to determine the attitudes of third year dental students and members of staff about the Ecourse website. A questionnaire was produced and piloted before being distributed to all 65 third year dental students to obtain their opinions about the Ecourse website. The views of Ecourse were sought from four members of staff by performing qualitative, semi-structured interviews. Lecture handouts and textbooks were reported as the sources used most often, by 96% of students. Eighty-six per cent of students are accessing the Ecourse mainly at the School of Dentistry, but 53% are also accessing it at home. Students liked the multiple-choice questions, downloading extra notes and looking at pictures and animation to explain clinical procedures. The majority of the students (79%) want the Ecourse to be used as a supplement to the undergraduate programme and 7% wanted it to replace formal lectures. Staff recognised the benefits of the Ecourse but were concerned about plagiarism, the effect on lecture attendance and the lack of feedback from students on existing CAL material. Students consider the Ecourse as a positive method of supplementing traditional methods of learning in the dental undergraduate programme. However in contrast teaching staff expressed negative views on the use of e-learning.

Community health center provider and staff's Spanish language ability and cultural awareness.

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Baig, Arshiya A; Benitez, Amanda; Locklin, Cara A; Campbell, Amanda; Schaefer, Cynthia T; Heuer, Loretta J; Lee, Sang Mee; Solomon, Marla C; Quinn, Michael T; Burnet, Deborah L; Chin, Marshall H

2014-05-01

Many community health center providers and staff care for Latinos with diabetes, but their Spanish language ability and awareness of Latino culture are unknown. We surveyed 512 Midwestern health center providers and staff who managed Latino patients with diabetes. Few respondents had high Spanish language (13%) or cultural awareness scores (22%). Of respondents who self-reported 76-100% of their patients were Latino, 48% had moderate/low Spanish language and 49% had moderate/low cultural competency scores. Among these respondents, 3% lacked access to interpreters and 27% had neither received cultural competency training nor had access to training. Among all respondents, Spanish skills and Latino cultural awareness were low. Respondents who saw a significant number of Latinos had good access to interpretation services but not cultural competency training. Improved Spanish-language skills and increased access to cultural competency training and Latino cultural knowledge are needed to provide linguistically and culturally tailored care to Latino patients.

MEASURING STAFF MEMBERS E READINESS TOWARDS E LEARNING AT EGYPTIAN FACULTIES OF TOURISM AND HOTELS

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Elsayed Hussein Elsayed Ali

2010-06-01

Full Text Available Information and Communication Technology (ICT has made life much different than it was before especially in Education. E learning is becoming increasingly prominent in higher education, with universities increasing provision and more students signing up. E learning in the university context is influenced by a number of factors. However, the researcher particular interest in this paper in the e readiness of the staff memberfor e learning at the Egyptian faculties of tourism and hotels in Fayoum, Menia, Helwan and Alex. This is to the increasing and flexible market that is difficult to research by only traditional education.This research measures the staff members’ e readiness for e learning at the faculties of tourism and hotels in Egypt which influenced by a number of factors and dimensions. These are technical and pedagogical competences, experience scale and attitude Scale but the research will concentrate on the first dimension. This may help Tourism faculties to promote the use of IT in teaching and learning and also apply e learning effectively in these faculties to make qualified students for market work. Data was collected through a questionnaire of 92 staff member (professor, assistant professor and lecturers of tourism studies, hotel management and Tourism Guidance departments. Also this research is based on a basic hypothesis that there is a shortage and insufficient of staff members e readiness for e learning. The paper contains also typical e learning quality framework , SPSS program was used to analyses the data and reach to the finding of this study as frequencies, standard deviation, means, t test per pair between the two dimension pedagogical and technical competencies, also average mean to measure this dimension, also cronbach alpha was made to ensure the reliability, beside the validity was been achieved. The findings have been indicated that the staff member at faculties of tourism and hotels have a good level in pedagogical

Assessing Job Satisfaction and Effective Factors In Health Centers Staff of Paveh, 1387

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Farid Gharibi

2015-07-01

Full Text Available ​Background and Objectives : Human resource is the most important factor in the organization and job satisfaction of staff shows the access to their expectationsthrough their jobs. Since health services staff are directly in contact with people’s health, this study was conducted to determine the job satisfaction of governmental health centers staff and also individual, familial and occupational related factors in Paveh town in order to recommend  practical solutions to improve job satisfaction. Materials and Methods : This was a descriptive-analytical and cross-sectional study. The target group was the staff of studied community in 1387. Questionnaire was used to collect data (Spearman, Man Whitney or Kruskall-Wallis. Data were tested through descriptive and analytical methods. For data analysis, SPSS 12 was employed. In analytical method, depending on the variables, proper tests were used. Results : Among 110 participants in this study, %48.2 were female and %51.8 were male. Results indicated that there is a significant statistical relationship between job satisfaction and spouse’s job (significantly 0.015, employment status (significantly 0.042 and staff income (significantly 0/006. The results showed that% 64.5 were moderately satisfied, %31.8 highly satisfied and %3.7 were unsatisfied.  The researcher achieved valuable results based on descriptive findings. Conclusion: According to the results of this study, by job satisfaction attitude in the studied centers, there is a notable gap between existing and optimum conditions which requires the attention of the organization managers. By using the results of this study, managers can design efficient and effective interventions to improve the level of job satisfaction.

Long-term care planning study: strengths and learning needs of nursing staff.

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Cruttenden, Kathleen E

2006-01-01

This planning study was designed and conducted in a predominantly rural Canadian province to examine the strengths and learning needs of four categories of nursing staff practising in New Brunswick nursing homes. Participants included directors of care, registered nurses, licensed practical nurses, and resident attendants. The nursing homes ranged in size from 38 to 196 beds and were located throughout the province. In health and planning studies, ethnography conveys a coherent statement of peoples' local knowledge as culture-sharing groups (Muecke, 1994). The study derived information from the Nursing Home Act, reports, the literature, key informants, and direct observations of and interviews with participants. Leadership strengths defined the roles for categories of staff and supported the capacity of each category to identify their learning needs. In conclusion, nurses practising in nursing homes can and must take an active role in decision making for their learning.

A Culture of Learning: Inside a Living-Learning Center

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Kranzow, Jeannine; Hinkle, Sara E.; Muthiah, Richard; Davis, Colin

2015-01-01

Exploring the culture of a living-learning center, this study examines the educational practices that aim to link in- and out-of-class experiences. Through a cultural lens, the authors offer a glimpse into a living-learning center located within a state institution in the Midwest that models a way of effectively connecting the curricular and…

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

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McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

Occupational stress among the staffs of health centers in Yazd in 2016

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Mozhgan Modarresi

2017-01-01

Full Text Available Background: Occupational stress is a kind of stress that a person undergoes doing certain jobs, and it is caused by the interaction between working conditions and demographic characteristics of the employee. Given the role of the health professionals in preventive care services in our health system, decision was made to determine the occupational stress among the staffs of the health centers in Yazd. Methods: In the present cross-sectional descriptive study, staffs of the health centers in Yazd were studied following census method and making use of standard Occupational Stress Questionnaire of Health and Safety Executive (HSE. A total of 237 questionnaires were collected and the obtained data was analyzed using SPSS software 16 (SPSS Inc., Chicago, IL, USA. Results: The mean score of occupational stress in individuals was calculated as 91.5±13.51. Findings of the study indicated that 54.1% of the participants were very undesirable and undesirable in terms of occupational stress. There was no statistically significant relationship between the occupational stress and age (P=0.7, gender (P=0.24, marital status (P=0.08, and educational level (P=0.19. On the other hand, the rate of occupational stress was significantly associated with work experience (P=0.04. A greater percentage was observed in unfavourable category regarding communication and change sub-scale. Conclusion: According to the results of the current study, it seems that health care workers have a high level of occupational stress. Therefore, the reformation ideas such as stress reduction techniques, supervisor support, staff training on working conditions, and how to manage tasks and participate in decision-making are among the necessities of making an environment enabling so that managers can use the potential capabilities of the staffs in providing services to the community.

Individual-and Setting-Level Correlates of Secondary Traumatic Stress in Rape Crisis Center Staff.

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Dworkin, Emily R; Sorell, Nicole R; Allen, Nicole E

2016-02-01

Secondary traumatic stress (STS) is an issue of significant concern among providers who work with survivors of sexual assault. Although STS has been studied in relation to individual-level characteristics of a variety of types of trauma responders, less research has focused specifically on rape crisis centers as environments that might convey risk or protection from STS, and no research to knowledge has modeled setting-level variation in correlates of STS. The current study uses a sample of 164 staff members representing 40 rape crisis centers across a single Midwestern state to investigate the staff member-and agency-level correlates of STS. Results suggest that correlates exist at both levels of analysis. Younger age and greater severity of sexual assault history were statistically significant individual-level predictors of increased STS. Greater frequency of supervision was more strongly related to secondary stress for non-advocates than for advocates. At the setting level, lower levels of supervision and higher client loads agency-wide accounted for unique variance in staff members' STS. These findings suggest that characteristics of both providers and their settings are important to consider when understanding their STS. © The Author(s) 2014.

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

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McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

Lessons Learned from Creating the Public Earthquake Resource Center at CERI

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Patterson, G. L.; Michelle, D.; Johnston, A.

2004-12-01

The Center for Earthquake Research and Information (CERI) at the University of Memphis opened the Public Earthquake Resource Center (PERC) in May 2004. The PERC is an interactive display area that was designed to increase awareness of seismology, Earth Science, earthquake hazards, and earthquake engineering among the general public and K-12 teachers and students. Funding for the PERC is provided by the US Geological Survey, The NSF-funded Mid America Earthquake Center, and the University of Memphis, with input from the Incorporated Research Institutions for Seismology. Additional space at the facility houses local offices of the US Geological Survey. PERC exhibits are housed in a remodeled residential structure at CERI that was donated by the University of Memphis and the State of Tennessee. Exhibits were designed and built by CERI and US Geological Survey staff and faculty with the help of experienced museum display subcontractors. The 600 square foot display area interactively introduces the basic concepts of seismology, real-time seismic information, seismic network operations, paleoseismology, building response, and historical earthquakes. Display components include three 22" flat screen monitors, a touch sensitive monitor, 3 helicorder elements, oscilloscope, AS-1 seismometer, life-sized liquefaction trench, liquefaction shake table, and building response shake table. All displays include custom graphics, text, and handouts. The PERC website at www.ceri.memphis.edu/perc also provides useful information such as tour scheduling, ask a geologist, links to other institutions, and will soon include a virtual tour of the facility. Special consideration was given to address State science standards for teaching and learning in the design of the displays and handouts. We feel this consideration is pivotal to the success of any grass roots Earth Science education and outreach program and represents a valuable lesson that has been learned at CERI over the last several

Effects of person-centered care on residents and staff in aged-care facilities: a systematic review

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Brownie S

2013-01-01

Full Text Available Sonya Brownie, Susan NancarrowSchool of Health and Human Sciences, Southern Cross University, Lismore, NSW, AustraliaBackground: Several residential aged-care facilities have replaced the institutional model of care to one that accepts person-centered care as the guiding standard of practice. This culture change is impacting the provision of aged-care services around the world. This systematic review evaluates the evidence for an impact of person-centered interventions on aged-care residents and nursing staff.Methods: We searched Medline, Cinahl, Academic Search Premier, Scopus, Proquest, and Expanded Academic ASAP databases for studies published between January 1995 and October 2012, using subject headings and free-text search terms (in UK and US English spelling including person-centered care, patient-centered care, resident-oriented care, Eden Alternative, Green House model, Wellspring model, long-term care, and nursing homes.Results: The search identified 323 potentially relevant articles. Once duplicates were removed, 146 were screened for inclusion in this review; 21 were assessed for methodological quality, resulting in nine articles (seven studies that met our inclusion criteria. There was only one randomized, controlled trial. The majority of studies were quasi-experimental pre-post test designs, with a control group (n = 4. The studies in this review incorporated a range of different outcome measures (ie, dependent variables to evaluate the impact of person-centered interventions on aged-care residents and staff. One person-centered intervention, ie, the Eden Alternative, was associated with significant improvements in residents' levels of boredom and helplessness. In contrast, facility-specific person-centered interventions were found to impact nurses' sense of job satisfaction and their capacity to meet the individual needs of residents in a positive way. Two studies found that person-centered care was actually associated with an

Impact of engaging middle management in practice interventions on staff support and learning culture: a quasi-experimental design.

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Henderson, Amanda; Burmeister, Liz; Schoonbeek, Sue; Ossenberg, Christine; Gneilding, Julieanne

2014-11-01

This study evaluated the impact of different levels of engaging middle management in ward based strategies implemented by a project educator. The challenge for learning in practice is to develop effective teams where experienced staff engage and foster learning with students and other novice staff. A quasi-experimental pre- and post- intervention four group design was conducted from November 2009 to May 2010 across four general surgical and four general medical inpatient matched units in two settings in South East Queensland, Australia. Staff survey data was used to compare control and intervention groups (one actively engaging nurse managers) before and after 'practice learning' interventions. The survey comprised demographic data and data from two validated scales (support instrument for nurses facilitating learning and clinical learning organisational culture). Number of surveys returned pre- and post-intervention was 336 from 713 (47%). There were significant differences across many subscales pertaining to staff perception of support in the intervention groups, with only one change in the control group. The number of significant different subscales in the learning culture was also greater when middle management supported the intervention. Middle management should work closely with facilitators to assist embedding practice interventions. © 2013 John Wiley & Sons Ltd.

Interdisciplinary trauma room management: staff-related apparative and logistic concepts in three level trauma centers in Europe

International Nuclear Information System (INIS)

Kroetz, M.; Linsenmaier, U.; Pfeifer, K.J.; Reiser, M.; Bode, P.J.; Haeuser, H.

2002-01-01

Objective. To analyse common and divergent features of staff-related, equipmental and spatial/logistical concepts of three large trauma centers of highest health care level.Methods. The health care mandate as well as the staff management, the organisational and the constructional-spacial structure of trauma room diagnostics and therapy of the trauma centers of the Universities of Leiden and Munich (Innenstadt) and the Zentralklinikum Augsburg are described. In particular the technical equipment and the process of the radiological diagnostic procedures in the trauma room are outlined.Results. Staff availability and basic technical equipment of the trauma rooms are comparable between the three hospitals. Divergent concepts exist concerning the complexity of the initial radiologic examination protocols. Spacial connection and importance of computed tomography are also discussed controversially. Urgent interventional procedures are increasingly performed within the trauma room. Magnetic-resonance-tomography does not play a role in early care from multiple injured patients.Conclusion. Trauma centers have to meet certain personnel and technical prerequisites to guarantee a temporally optimised care for multiple injured patients. Differences between the three centers concerning the logistic sequence and the radiologic examination techniques used are mainly due to variable emphasis put on CT in the initial phase of patient care. (orig.) [de

Examining learner-centered training with teen volunteer staff at an aquarium

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Bautista, Raelene M.

This research project examined the effects of a training program that focused on helping youth volunteers create a learner-centered interaction at an Aquarium. This study explored whether this learner centered training resulted in an increased ability to identify learner-centered engagement as well as reported changes in practice. Most research on training programs and professional development, that introduces learner-centered strategies examines adult teachers working in formal environments. This study examined youth volunteer staff in an informal science institution that participated in a weekly one-hour training for four weeks during their eight week long summer volunteer program. The data showed that some of topics introduced in the learner centered training, such as the importance of visitors' prior knowledge and the use of objects, were identified more often as good practice after the training. In addition, participants seemed to hold on to some of their original perceptions of good practices, such as providing positive reinforcement and modifying their physical posture to make the visitors feel comfortable. The investigation also revealed that conversation patterns changed in some participants' practice as a result of the training.

An Innovative Approach to Pulic School Staff Development. A Collaborative Mode.

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Lavin, Richard J.; Schuttenberg, Ernest M.

This paper describes the planning and implementation of a Staff Development Program for teachers and administrators in the 22 school systems served by MEC (Merrimack Education Center). This program, which provided in-service learning experiences for educational practitioners, is discussed following an introductory statement. Information concerning…

Progress of the Architectural Competition: Learning Center, the Lausanne Example

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Mirjana Rittmeyer

2006-07-01

Full Text Available Point of entry to the Ecole Polytechnique Fédérale de Lausanne (EPFL, the Learning Center will be a place to learn, to obtain information, and to live. Replacing and improving the old main library, this new building will gradually assimilate all EPFL department libraries collections and services, as they are integrated into a global information system. Conceived as the place for those who are learning, mainly students, who have no personal working area on the campus, it is designed to adapt itself to the ‘seasons’ of academic life throughout the year (flexibility and modularity of rooms, extended opening hours during exam periods. It will take into account group working habits (silence vs. noise, changes in the rhythm of student life (meals, working alone, discussions, etc., and other environmental factors. Of course the needs of EPFL staff and alumni, local industry and citizens have also been carefully considered in the design. By offering a multitude of community functions, such as a bookshop, cafeteria and restaurant services, and rooms for relaxation and discussion, the Learning Center will link the campus to the city. Areas devoted to exhibition and debate will also be included, enforcing its role as an interactive science showcase, in particular for those technologies related to the research and teaching of the EPFL. The presentation described the process and steps towards the actual realisation of such a vital public space: from the programme definition to the collaboration with the bureau of architects (SAANA, Tokyo who won the project competition, the speakers showed what are the challenges and lessons already taken when working on this major piece of architecture, indeed the heart of the transformation of the technical school build in the 1970s into a real 2000s campus.

Using research evidence to inform staff learning needs in cross-cultural communication in aged care homes.

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Gillham, David; De Bellis, Anita; Xiao, Lily; Willis, Eileen; Harrington, Ann; Morey, Wendy; Jeffers, Lesley

2018-04-01

Developed countries worldwide are facing an unprecedented demand for aged care services, with recent migrants of diverse linguistic and cultural backgrounds increasingly recruited as care workers while at the same time there is growing cultural diversity among aged care residents. This situation is compounded by rapidly changing technology and varied educational levels of care workers from diverse backgrounds. The objectives were threefold: to identify staff learning needs to enable them to provide high-quality cross-cultural care; to improve team cohesion; and identify preferred learning approaches. An interpretive qualitative study utilising focus group and interview data informed the development of an education resource. Fifty six care workers from four residential aged care facilities participated in either focus groups or interviews conducted in private meeting rooms within the care facilities. Participants included personal care attendants, registered and clinical nurses, managers, hospitality staff and allied health professionals. Focus group and interview data were categorised and thematically analysed. Data relevant to cross-cultural care, team cohesion and preferred learning approaches informed education resource development, including case studies. Major themes identified the need to promote cultural awareness and understanding, and strategies for cross-cultural care and communication. Themes related to team cohesion demonstrated that staff were already sympathetic and sensitive to cross-cultural issues, and that culturally and linguistically diverse staff add value to the workforce and are supported by the organisation. Staff required clear, uncomplicated education resources to equip them with skills to address problematic cultural situations. Preferred learning approaches varied and highlighted the need for varied educational materials and approaches, as well as time efficient, opportunistic education strategies for the busy workplace. An education

Knowledge sharing behaviour among non-academic staff in higher learning institutes: The role of trust and perceived risk

Directory of Open Access Journals (Sweden)

Muhammad Sabbir Rahman

2018-03-01

Full Text Available The purpose of the paper is to analyse knowledge sharing behaviour among non-academic staff of higher learning institutions. This research focuses on the mediation impact of perceived risk on trust and knowledge sharing behaviour. The research also proposes actions that can be taken by higher learning institutions to enhance trust among the staff in order to create a knowledge sharing environment at the workplace. This research applied confirmatory factor analysis and Structural Equation Modeling (SEM to evaluate the proposed measurement model and proved the research hypotheses. The findings from the research show that perceived risk plays a strong mediating role between trust and knowledge sharing behaviour among the non-academic staff of higher learning institutions. The SEM analysis also confirmed that the research model shows a good fit. This research highlights issues concerning knowledge sharing practices among non-academic staff and provides some recommendations to the managers to address these issues. The researchers agreed that more research needs to be done in this area as there are aspects that are yet to be explored. The findings of this research serve to add to the literature on knowledge sharing focussing on non-academic staff of higher learning institutions.

The effect of an e-learning course on nursing staff's knowledge of delirium: a before-and-after study.

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van de Steeg, Lotte; IJkema, Roelie; Wagner, Cordula; Langelaan, Maaike

2015-02-05

Delirium is a common condition in hospitalized patients, associated with adverse outcomes such as longer hospital stay, functional decline and higher mortality, as well as higher rates of nursing home placement. Nurses often fail to recognize delirium in hospitalized patients, which might be due to a lack of knowledge of delirium diagnosis and treatment. The objective of the study was to test the effectiveness of an e-learning course on nurses' delirium knowledge, describe nursing staff's baseline knowledge about delirium, and describe demographic factors associated with baseline delirium knowledge and the effectiveness of the e-learning course. A before-and-after study design, using an e-learning course on delirium. The course was introduced to all nursing staff of internal medicine and surgical wards of 17 Dutch hospitals. 1,196 invitations for the e-learning course were sent to nursing staff, which included nurses, nursing students and healthcare assistants. Test scores on the final knowledge test (mean 87.4, 95% CI 86.7 to 88.2) were significantly higher than those on baseline (mean 79.3, 95% CI 78.5 to 80.1). At baseline, nursing staff had the most difficulty with questions related to the definition of delirium: what are its symptoms, course, consequences and which patients are at risk. The mean score for this category was 74.3 (95% CI 73.1 to 75.5). The e-learning course significantly improved nursing staff's knowledge of delirium in all subgroups of participants and for all question categories. Contrary to other studies, the baseline knowledge assessment showed that, overall, nursing staff was relatively knowledgeable regarding delirium. The Netherlands National Trial Register (NTR). NTR 2885 , 19 April 2011.

A Committee on Well-Being of Medical Students and House Staff.

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Weinstein, Harvey M.

1983-01-01

A committee was established in a university medical center to address socioemotional aspects of medical training and to enhance the learning environment. Problem areas identified for program development included poor communication, stress on self and relationships, need for advocacy, and lack of support for house staff members. (MSE)

Implementing a cornerstone of culture change: Consistent staff assignment in VHA community living centers.

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Lemke, Sonne; Brennan, Penny L; SooHoo, Sonya; Schutte, Kathleen K

2017-08-01

In 2011, the Veterans Health Administration (VHA) began implementing consistent staff assignment in its nursing homes (called Community Living Centers or CLCs). Consistent assignment, a cornerstone of culture change, minimizes the number of staff who provide a resident's care. The present research assessed the level and stability of consistent assignment in units within VHA CLCs and identified unit characteristics related to implementation of this staff assignment model. Schedulers in 185 of 335 organizational units that make up VHA CLCs completed a Staffing Practices Survey. For the month prior to the survey, 53% of CLC units had full implementation of consistent assignment. Tracked back over time, 37% of CLC units had stable high consistent assignment, 29% had stable low consistent assignment, and 34% were variable. Units with stable high consistent assignment were most likely to use care teams with stable membership and to obtain staff input for care assignments. Schedulers in these units reported more positive experiences with consistent staff assignment and better unit functioning in terms of staff absences, complaints about workload fairness, and resolution of scheduling problems. Units with stable low and variable consistent assignment were similar in most of these respects; however, units with variable consistent assignment made greater use of stable care teams and were less likely to change assignments at a staff member's request. Overall, consistent assignment implementation was not related to unit size, nursing hours per resident day, or specialty focus. Findings can help guide consistent staff assignment implementation in VHA and community nursing homes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

How to Create a Learning-Centered ESL Program

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Bista, Krishna

2011-01-01

This paper reviews the major features of learning-centered community colleges that offer educational programs and experiences for learners, based on individual need. By citing some exemplary learning colleges, the author examines the concepts and ideas of learning-centered colleges in teaching English as a Second Language (ESL) programs. An…

Beyond the Art Lesson: Free-Choice Learning Centers

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Werth, Laurie

2010-01-01

In this article, the author emphasizes that by providing learning centers in the art studio environment and by providing "free-choice time," art educators can encourage and reinforce the natural learning styles of students. Learning centers give elementary students the freedom to pursue individual artistic expression. They give students an…

Validating a Technology Enhanced Student-Centered Learning Model

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Kang, Myunghee; Hahn, Jungsun; Chung, Warren

2015-01-01

The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…

Hellos and How Are Yous: Predictors and Correlates of Communication between Staff and Families during Morning Drop-Off in Child Care Centers

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Perlman, Michal; Fletcher, Brooke A.

2012-01-01

Research Findings: The amount and quality of communication between staff and guardians in child care centers was examined using extensive naturalistic observations. Interactions between staff and more than 1,000 guardians who dropped their child off at their child care center were captured through a series of 20-s time-sampled observations.…

Implementasi Student Centered Learning dalam Praktikum Fisika Dasar

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Rudy K.

2011-12-01

Full Text Available Telah dilakukan penelitian untuk mengimplementasikan student centered learning dalam praktikum fisika dasar. Berdasarkan pengalaman di jurusan fisika Unesa selama ini, kendala yang dijumpai adalah masih banyak mahasiswa yang belum dapat mandiri dalam melaksanakan kegiatan praktikumnya karena lebih banyak menunggu penjelasan dari pembimbing dan kurang berinisiatif dalam menyelesaikan masalah praktikumnya. Student centered learning (SCL merupakan strategi pembelajaran yang menempatkan mahasiswa sebagai subyek aktif dan mandiri yang bertanggung jawab sepenuhnya atas pembelajarannya. Memperhatikan karakteristik praktikum yang lebih mengarah pada pengembangan keterampilan ilmiah (hard skills dan soft skills mahasiswa dalam mengidentifikasi gejala dan menyelesaikan masalah perlu dilakukan pendekatan pembelajaran yang inovatif yang dapat mengembangkan keterampilan ilmiah mahasiswa secara maksimal. Untuk mengatasi keadaan tersebut, telah diujicobakan suatu mekanisme implementasi SCL dalam praktikum fisika dasar yang diharapkan dapat mengoptimalkan keterampilan praktikum mahasiswa. Efektivitas mekanisme kegiatan praktikum dengan pendekatan SCL tersebut dilihat berdasarkan sejauhmana sasaran yang diinginkan tersebut tercapai. Hasil implementasi student centered learning dalam penelitian ini menunjukkan bahwa: 1 Atribut-atribut student centered learning yang dapat diintegrasikan ke dalam praktikum fisika dasar meliputi: kerja kelompok, diskusi, menulis, presentasi, dan pemecahan masalah. 2 Atribut-atribut softs skills mahasiswa yang bersesuaian dengan atribut-atribut student centered learning yang diintegrasikan ke dalam praktikum fisika dasar adalah: kerjasama merupakan penekanan dari kegiatan kerja kelompok, manajemen diri merupakan penekanan dari kegiatan diskusi, komunikasi tulis merupakan penekanan dari kegiatan menulis, komunikasi lisan merupakan penekanan dari kegiatan presentasi, berfikir kritis dan analitis merupakan penekanan dari pemecahan

[Training programs for staff at local Infectious Disease Surveillance Centers: the needs and usefulness].

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Suzuki, Tomoyuki; Kamiya, Nobuyuki; Yahata, Yuichiro; Ozeki, Yukie; Kishimoto, Tsuyoshi; Nadaoka, Yoko; Nakanishi, Yoshiko; Yoshimura, Takesumi; Shimada, Tomoe; Tada, Yuki; Shirabe, Komei; Kozawa, Kunihisa

2013-03-01

The objective of this study was to assess the need for and usefulness of training programs for Local Infectious Disease Surveillance Center (LIDSC) staff. A structured questionnaire survey was conducted to assess the needs and usefulness of training programs. The subjects of the survey were participants of a workshop held after an annual conference for the LIDSC staff. Data on demographic information, the necessity of training programs for LIDSC staff, the themes and contents of the training program, self-assessment of knowledge on epidemiology and statistics were covered by the questionnaire. A total of 55 local government officials responded to the questionnaire (response rate: 100%). Among these, 95% of participants believed that the training program for the LIDSC staff was necessary. Basic statistical analysis (85%), descriptive epidemiology (65%), outline of epidemiology (60%), interpretation of surveillance data (65%), background and objectives of national infectious disease surveillance in Japan (60%), methods of field epidemiology (60%), and methods of analysis data (51%) were selected by over half of the respondents as suitable themes for training programs. A total of 34 LIDSC staff answered the self-assessment question on knowledge of epidemiology. A majority of respondents selected "a little" or "none" for all questions about knowledge. Only a few respondents had received education in epidemiology. The results of this study indicate that LIDSC staff have basic demands for fundamental and specialized education to improve their work. Considering the current situation regarding the capacity of LIDSC staff, these training programs should be started immediately.

The Relationship between Manager’ Leadership Style with Job Satisfaction and Burnout in Staff of Shomal Health Center of Tehran

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Mohammad-Hossein Safi

2016-03-01

Full Text Available Background and Objective: Leadership style or behavior is an effective factor in employee performance. The purpose of the study was to determine heads' leadership style and its relationship with job satisfaction and burnout in staff of Shomal health center of Tehran.Materials and Methods: In this cross-sectional study, 207 subjects, including 16 heads and 191 health care staff of Shomal health center of Tehran participated. Data were collected using three questionnaires (leadership style, job satisfaction and burnout questionnaires. Statistical analysis was conducted using SPSS-18 software. Descriptive and analytic methods such as Pearson's correlation coefficient and t-test were used for analysis.Results: In this study 85.9% of heads of health centers use consideration leadership style. Overall job satisfaction of staff score was 50.1 (from 100, 48.6 in women and 55.1 in men. Managers’ leadership style had direct and significant relationship with job satisfaction of employees (P<0.001.17.3% of staff had average job burnout and 2.6% of them had high job burnout. Average job burnout in men and women were 32.5 and 37.5, respectively. Managers' leadership style had significantly inverse relationship with job burnout in staff (P<0.001.              Conclusion: Selecting leadership style according to the working conditions and attention to modern management methods can lead to increased job satisfaction. 

Transforming Future Teaching through ‘Carpe Diem’ Learning Design

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Gilly Salmon

2014-01-01

Full Text Available Academic staff in Higher Education (HE need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as barriers to the implementation of successful staff development. We illuminate the Carpe Diem learning design workshop process and illustrate its impact on academic staff as a viable, constructive alternative to traditional staff development processes. The Carpe Diem model directly exposes and addresses the irony that educational institutions expect their academic staff to learn to design and deliver personalized, mobile and technology-enhanced learning to students, whilst wedded to ‘one size fits all’ face-to-face interventions…or worse, ‘page turning’ e-learning that masquerades as staff development. To avoid further frustrations and expensive, inappropriate initiatives, the spirit and practice of Carpe Diem could act as a ‘pathfinder beacon’, and be more widely adopted to enable fast, effective and fully embedded, learner-ready, future-proofed learning.

Centers of Excellence Contribution to Knowledge Augmentation

International Nuclear Information System (INIS)

Mignone, O.

2016-01-01

Full text: Knowledge management is a key need of the nuclear industry to cope with the knowledge limited augmentation and the risks of knowledge loss due to a number of reasons, such as: staff attrition, organizational changes, upgraded technologies, new projects implementation, and the nuclear power evolution in recent years (i.e., post-Fukushima upgrades). This document describes the contribution of nuclear centers of excellence to knowledge augmentation. The effective implementation of nuclear centers of excellence is a key success factor for the knowledge management programme of nuclear organizations. This document, is based on a real example of operating organization approach in launching such initiative for staff knowledge augmentation and performance improvement. Eventually, any type of organizations in the nuclear sector could apply the proposed technique to reach better knowledge usage. The nuclear centers of excellence are a key knowledge management initiative for the learning organizations that are caring about organizational intellectual capital and striving for performance improvement. The nuclear centers of excellence can be realized as a forum to exchange ideas, knowledge, information, experiences; to collect lessons learned; and to identify areas for improvement where further organizational competence building is needed. Usual realization of this initiative is going through an active staff involvement in knowledge sharing in a form of different technical communities of practice focusing on specific knowledge domains. (author

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change.

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Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A

2017-10-01

The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization

Preparing radiology staff to meet service goals: a training model.

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Ricciardone, E B; Stepanovich, P H; West, V T

1994-01-01

This article describes a model used to train radiology staff in customer service relations at a large southeastern medical center. Information about the needs of the radiology department and staff was acquired through quantitative and qualitative assessments. The primary goal of the training was twofold: 1) to develop employee awareness of customer expectations and 2) to develop problem-solving skills to respond to customer service related issues. Instructional methods compatible with adult learning were used and training results were assessed. Positive changes in employee attitudes and behaviors are described and recommendations for training development and implementation are discussed.

Research Staff | Wind | NREL

Science.gov (United States)

Research Staff Research Staff Learn more about the expertise and technical skills of the wind power research team and staff at NREL. Name Position Email Phone Anstedt, Sheri Professional III-Writer/Editor /Web Content Sheri.Anstedt@nrel.gov 303-275-3255 Baker, Donald Research Technician V-Electrical

Exploring the contribution of formal and informal learning to academic staff member employability: A Dutch perspective

NARCIS (Netherlands)

Klink, Marcel; van der Heijden, Beatrice; Boon, Jo; van Rooij, Shahron Williams

2014-01-01

Purpose – Little attention has been paid to the employability of academic staff and the extent to which continuous learning contributes to academic career success. The purpose of this paper is to explore the contribution of formal and informal learning to employability. Design/methodology/approach –

Rolex learning center English guide

CERN Document Server

Della Casa, Francesco

2012-01-01

The novel architectural form of this building, conceived of by the architects of SAANA (winners of the Pritzker Prize in 2010), compelled the building engineers to come up with unprecedented structural, technical and logistical solutions. And yet, once the Rolex Learning Center was complete, the ingenuity required for its construction had become practically invisible in the eyes of the uninitiated. This richly illustrated guide provides, in condensed form, an account of the extraordinary adventure of the realization of the Rolex Learning Center. It explains in detail the context of its construction and brings to light the spatial subtleties of its architecture. In addition, it provides the visitor of the building with all the needed technical information and many novel facts and figures.

Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

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Sesen, Burcin Acar; Tarhan, Leman

2011-01-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

Increasing Student Success in Large Survey Science Courses via Supplemental Instruction in Learning Centers

Science.gov (United States)

Hooper, Eric Jon; Nossal, S.; Watson, L.; Timbie, P.

2010-05-01

Large introductory astronomy and physics survey courses can be very challenging and stressful. The University of Wisconsin-Madison Physics Learning Center (PLC) reaches about 10 percent of the students in four introductory physics courses, algebra and calculus based versions of both classical mechanics and electromagnetism. Participants include those potentially most vulnerable to experiencing isolation and hence to having difficulty finding study partners as well as students struggling with the course. They receive specially written tutorials, conceptual summaries, and practice problems; exam reviews; and most importantly, membership in small groups of 3 - 8 students which meet twice per week in a hybrid of traditional teaching and tutoring. Almost all students who regularly participate in the PLC earn at least a "C,” with many earning higher grades. The PLC works closely with other campus programs which seek to increase the participation and enhance the success of underrepresented minorities, first generation college students, and students from lower-income circumstances; and it is well received by students, departmental faculty, and University administration. The PLC staff includes physics education specialists and research scientists with a passion for education. However, the bulk of the teaching is conducted by undergraduates who are majoring in physics, astronomy, mathematics, engineering, and secondary science teaching (many have multiple majors). The staff train these enthusiastic students, denoted Peer Mentor Tutors (PMTs) in general pedagogy and mentoring strategies, as well as the specifics of teaching the physics covered in the course. The PMTs are among the best undergraduates at the university. While currently there is no UW-Madison learning center for astronomy courses, establishing one is a possible future direction. The introductory astronomy courses cater to non-science majors and consequently are less quantitative. However, the basic structure

A Computer Learning Center for Environmental Sciences

Science.gov (United States)

Mustard, John F.

2000-01-01

In the fall of 1998, MacMillan Hall opened at Brown University to students. In MacMillan Hall was the new Computer Learning Center, since named the EarthLab which was outfitted with high-end workstations and peripherals primarily focused on the use of remotely sensed and other spatial data in the environmental sciences. The NASA grant we received as part of the "Centers of Excellence in Applications of Remote Sensing to Regional and Global Integrated Environmental Assessments" was the primary source of funds to outfit this learning and research center. Since opening, we have expanded the range of learning and research opportunities and integrated a cross-campus network of disciplines who have come together to learn and use spatial data of all kinds. The EarthLab also forms a core of undergraduate, graduate, and faculty research on environmental problems that draw upon the unique perspective of remotely sensed data. Over the last two years, the Earthlab has been a center for research on the environmental impact of water resource use in and regions, impact of the green revolution on forest cover in India, the design of forest preserves in Vietnam, and detailed assessments of the utility of thermal and hyperspectral data for water quality analysis. It has also been used extensively for local environmental activities, in particular studies on the impact of lead on the health of urban children in Rhode Island. Finally, the EarthLab has also served as a key educational and analysis center for activities related to the Brown University Affiliated Research Center that is devoted to transferring university research to the private sector.

Implementing the competences-based students-centered learning approach in Architectural Design Education. The case of the T MEDA Pilot Architectural Program at the Hashemite University (Jordan

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Ahmad A. S. Al Husban

2016-11-01

Full Text Available Higher educational systems become increasingly oriented towards the competences-based student-centered learning and outcome approach. Worldwide, these systems are focusing on the students as a whole: focusing on their dimensional, intellectual, professional, psychological, moral, and spiritual. This research was conducted in an attempt to answer the main research question: how can the architectural design courses be designed based on the required competences and how can the teaching, learning activities and assessment methods be structured and aligned in order to allow students to achieve and reach the intended learning outcomes? This research used a case study driven best practice research method to answer the research questions based on the T MEDA pilot architectural program that was implemented at the Hashemite University, Jordan. This research found that it is important for architectural education to adapt the students-centered learning method. Such approach increases the effectiveness of teaching and learning methods, enhances the design studio environment, and focuses on students’ engagement to develop their design process and product. Moreover, this research found that using different assessment methods in architectural design courses help students to develop their learning outcomes; and inform teachers about the effectiveness of their teaching process. Furthermore, the involvement of students in assessment produces effective learning and enhances their design motivation. However, applying competences-based students-centered learning and outcome approach needs more time and staff to apply. Another problem is that some instructors resist changing to the new methods or approaches because they prefer to use their old and traditional systems. The application for this method at the first time needs intensive recourses, more time, and good cooperation between different instructors and course coordinator. However, within the time this method

Benefits and Barriers of E-Learning for Staff Training in a Medical University.

Science.gov (United States)

Franz, Stefan; Behrends, Marianne; Haack, Claudia; Marschollek, Michael

2015-01-01

Learning Management Systems (LMS) are a feasible solution to fulfill the various requirements for e-learning based training in a medical university. Using the LMS ILIAS, the Institute of Diagnostic and Interventional Radiology has designed an e-learning unit about data protection, which has been used by 73% of the department's employees in the first three months. To increase the use of e-learning for staff training, it is necessary to identify barriers and benefits, which encourage the use of e-learning. Therefore, we started an online survey to examine how the employees evaluate this learning opportunity. The results show that 87% of the employees had no technical problems and also competence of Information and Communication Technology (ICT) was no barrier. If anything, reported issues were time shortages and tight schedules. Therefore, short learning modules (less than 20 minutes) are preferred. Furthermore, temporal flexibility for learning is important for 83% of employees.

Effectiveness of Acceptance and Commitment Therapy on Anxiety and Depression of Razi Psychiatric Center Staff

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Mostafa Heydari

2018-02-01

Full Text Available AIM: Considering the key role of human resources as the main operator of organisations, the present research aimed to determine the effectiveness of acceptance and commitment therapy for anxiety and depression of Razi Psychiatric Center staff. MATERIALS AND METHODS: This research follows a quasi-experimental type with pre-test, post-test plans, and control group. Accordingly, 30 people were selected through volunteered sampling among Razi Psychiatric Center staff. Then, they were randomly placed into two groups of 15 (experimental and control and evaluated using research tools. Research tools consisted of Beck Anxiety and Depression Inventories whose reliability and validity have been confirmed in several studies. Research data were analysed using the analysis of covariance (ANCOVA. Results: The statistical analysis confirmed the difference in the components of anxiety and depression in the experimental group, which had received acceptance and commitment therapy compared to the group that had not received any therapy in this regard (control group (p < 0.05. CONCLUSION: Acceptance and commitment therapy reduces anxiety and depression.

Research Staff | Photovoltaic Research | NREL

Science.gov (United States)

Research Staff Research Staff desc Greg Wilson Center Director Dr. Greg Wilson is the Director of @nrel.gov 303-384-6649 Bosco, Nicholas Staff Scientist Nick.Bosco@nrel.gov 303-384-6337 Braunecker, Wade IV-Physics Michael.Deceglie@nrel.gov 303-384-6104 Deline, Chris Staff Engineer Chris.Deline@nrel.gov

The Association of Psychological Empowerment and Job Burnout in Operational Staff of Tehran Emergency Center.

Science.gov (United States)

Ghaniyoun, Aram; Shakeri, Khosro; Heidari, Mohammad

2017-09-01

Workers in social service professions are the first candidates for job burnout. The researchers believe this is due to daily exposure to stressful situations and lack of positive conditions in the workplace. It seems that psychological empowerment of staff can affect their job burnout. This study aimed to investigate the relationship between psychological empowerment and job burnout in operational staff of emergency center. This was a descriptive correlational study. A total of 1100 operational staff of emergency center were evaluated, and of which, 285 persons were selected by simple random sampling method. Data were collected using Spritzer's psychological empowerment and Maslach Burnout Inventory questionnaires. SPSS software, version 18, was used for data analysis along with descriptive analytical tests. The findings of this study revealed that the majority of units (46%) were in intermediate level in terms of empowerment. Similarly, the majority of cases had intermediate level (77.5%), and a minor percentage (8.4%) had low levels of job burnout. Based on Pearson's correlation test, there was a significant invert correlation between psychological empowerment and job burnout. This inverse and significant relationship was also observed between the four components of psychological empowerment (competence, self-determination, impact, and meaning) and job burnout. According to the results of the study, policy makers and health planners can take some measures in enhancing psychological empowerment to prevent problems associated with job burnout, by identifying stressors and strategies to deal with them.

An access to care center as a learning organization.

Science.gov (United States)

Parris, U

2000-01-01

The Durham Access to Care (DATC) is one of the new streamlined vehicles for the delivery of integrated home-based and community-based health services across Ontario. Management and staff in this change transition have undertaken to become a learning organization. To implement this visionary process leadership qualities and style is key. This article gives a brief account of DATC and its move to becoming a learning organization and the author's observational reflections of an effective leadership style.

Research Staff | Water Power | NREL

Science.gov (United States)

Research Staff Research Staff Learn more about the expertise and technical skills of the water power research team and staff at NREL. Name Position Email Phone Anstedt, Sheri Professional III-Writer /Editor/Web Content Sheri.Anstedt@nrel.gov 303-275-3255 Baker, Donald Research Technician V-Electrical

Attitudes of Staff Nurse Preceptors Related to the Education of Nurses with Learning Disabilities in Clinical Settings

Science.gov (United States)

L'Ecuyer, Kristine Marie

2014-01-01

This dissertation presents a quantitative study of the attitudes of staff nurse preceptors toward nursing students with learning disabilities. There are an increased number of nursing students with learning disabilities. These students may have additional challenges in clinical settings, particularly if clinical settings do not understand or…

Capacity, commitment, and culture: The 3 Cs of staff development in a learning organization.

Science.gov (United States)

Seibold, Michael; Gamble, Kelley

2015-09-01

If an agency desires changes in practice and a consistent approach to services, psychiatric rehabilitation staff development requires more than a single session of training. This column describes one agency's approach to a comprehensive staff training and development program, designed to enhance the 3 Cs of capacity, commitment, and culture. The program described has been in place, with frequent adjustments, for over 20 years, and the experiences of the authors and their colleagues form the primary source for the paper. Staff development requires an ongoing investment--competency-based training, supervision congruent with the service vision and mission, accountability through performance evaluation, and opportunities for growth. We have a firm belief that our employees learn to treat others, in part, from how they are treated by our agency leadership. (c) 2015 APA, all rights reserved).

Personalized Learning Instructional Staff Survey Results (Spring 2014). Working Paper WR-1062-BMGF

Science.gov (United States)

Siler-Evans, Kyle; Steiner, Elizabeth D.; Hamilton, Laura S.; Pane, John F.

2014-01-01

The purpose of this document is to descriptively summarize instructional staff responses to a survey administered by RAND in 23 personalized learning (PL) schools in Spring 2014. This work was performed at the request of the Bill & Melinda Gates Foundation (BMGF), as part of a multi-year evaluation contract. The 23 schools were selected from a…

76 FR 81511 - Draft Guidance for Industry and Food and Drug Administration Staff; Center for Devices and...

Science.gov (United States)

2011-12-28

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Food and Drug Administration [Docket No. FDA-2011-D-0893] Draft Guidance for Industry and Food and Drug Administration Staff; Center for Devices and Radiological... appropriate, and other forms of information technology. Draft Guidance for Industry and Food and Drug...

The impact of ED nurse manager leadership style on staff nurse turnover and patient satisfaction in academic health center hospitals.

Science.gov (United States)

Raup, Glenn H

2008-10-01

Nurse managers with effective leadership skills are an essential component to the solution for ending the nursing shortage. Empirical studies of existing ED nurse manager leadership styles and their impact on key nurse management outcomes such as staff nurse turnover and patient satisfaction have not been performed. The specific aims of this study were to determine what types of leadership styles were used by ED nurse managers in academic health center hospitals and examine their influence on staff nurse turnover and patient satisfaction. ED nurse managers were asked to complete the Multifactor Leadership Questionnaire and a 10-item researcher defined nurse manager role and practice demographics survey. Completed surveys (15 managers and 30 staff nurses) representing 15 out of 98 possible U.S. academic health centers were obtained. Fisher's exact test with 95% confidence intervals were used to analyze the data. The sample percentage of managers who exhibited Transformational leadership styles and demographic findings of nurse manager age, total years experience and length of time in current position matched current reports in the literature. A trend of lower staff nurse turnover with Transformational leadership style compared to non-Trasformational leadership styles was identified. However, the type of leadership style did not appear to have an effect on patient satisfaction. The ED is an ever-changing, highly regulated, critical-care environment. Effective ED nurse manager leadership strategies are vital to maintaining the standards of professional emergency nursing practice to create an environment that can produce management outcomes of decreased staff nurse turnover, thereby enhancing staff nurse retention and potentially impacting patient satisfaction.

ENERGY RESOURCES CENTER

Energy Technology Data Exchange (ETDEWEB)

Sternberg, Virginia

1979-11-01

First I will give a short history of this Center which has had three names and three moves (and one more in the offing) in three years. Then I will tell you about the accomplishments made in the past year. And last, I will discuss what has been learned and what is planned for the future. The Energy and Environment Information Center (EEIC), as it was first known, was organized in August 1975 in San Francisco as a cooperative venture by the Federal Energy Administration (FEA), Energy Research and Development Administration (ERDA) and the Environmental Protection Agency (EPA). These three agencies planned this effort to assist the public in obtaining information about energy and the environmental aspects of energy. The Public Affairs Offices of FEA, ERDA and EPA initiated the idea of the Center. One member from each agency worked at the Center, with assistance from the Lawrence Berkeley Laboratory Information Research Group (LBL IRG) and with on-site help from the EPA Library. The Center was set up in a corner of the EPA Library. FEA and ERDA each contributed one staff member on a rotating basis to cover the daily operation of the Center and money for books and periodicals. EPA contributed space, staff time for ordering, processing and indexing publications, and additional money for acquisitions. The LBL Information Research Group received funds from ERDA on a 189 FY 1976 research project to assist in the development of the Center as a model for future energy centers.

Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

Science.gov (United States)

Schmitz, Judith R.

This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

The efficacy of student-centered instruction in supporting science learning.

Science.gov (United States)

Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L

2012-10-05

Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.

Adopting an Active Learning Approach to Teaching in a Research-Intensive Higher Education Context Transformed Staff Teaching Attitudes and Behaviours

Science.gov (United States)

White, Paul J.; Larson, Ian; Styles, Kim; Yuriev, Elizabeth; Evans, Darrell R.; Rangachari, P. K.; Short, Jennifer L.; Exintaris, Betty; Malone, Daniel T.; Davie, Briana; Eise, Nicole; Mc Namara, Kevin; Naidu, Somaiya

2016-01-01

The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1,000…

Interface between problem-based learning and a learner-centered paradigm

Directory of Open Access Journals (Sweden)

Karimi R

2011-05-01

Full Text Available Reza KarimiPacific University School of Pharmacy, Hillsboro, OR, USABackground: Problem-based learning (PBL has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm.Methods: The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator’s Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: “problem-based learning”, “medical education”, “traditional curriculum”, and one of the above four PBL objectives.Results: Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm.Conclusion: The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to

Addressing Potential Challenges in Co-Creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student-Staff Partnerships

Science.gov (United States)

Bovill, C.; Cook-Sather, A.; Felten, P.; Millard, L.; Moore-Cherry, N.

2016-01-01

Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships between student engagement, co-creation and student-staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging…

Evaluation of Radiation Exposure to Staff and Environment Dose from [18F]-FDG in PET/CT and Cyclotron Center using Thermoluminescent Dosimetry.

Science.gov (United States)

Zargan, S; Ghafarian, P; Shabestani Monfared, A; Sharafi, A A; Bakhshayeshkaram, M; Ay, M R

2017-03-01

PET/CT imaging using [18F]-FDG is utilized in clinical oncology for tumor detecting, staging and responding to therapy procedures. Essential consideration must be taken for radiation staff due to high gamma radiation in PET/CT and cyclotron center. The aim of this study was to assess the staff exposure regarding whole body and organ dose and to evaluate environment dose in PET/CT and cyclotron center. 80 patients participated in this study. Thermoluminescence, electronic personal dosimeter and Geiger-Muller dosimeter were also utilized for measurement purpose. The mean annual equivalent organ dose for scanning operator with regard to lens of eyes, thyroid, breast and finger according to mean±SD value, were 0.262±0.044, 0.256±0.046, 0.257±0.040 and 0.316±0.118, respectively. The maximum and minimum estimated annual whole body doses were observed for injector and the chemist group with values of (3.98±0.021) mSv/yr and (1.64±0.014) mSv/yr, respectively. The observed dose rates were 5.67 µSv/h in uptake room at the distance of 0.5 meter from the patient whereas the value 4.94 and 3.08 µSv/h were recorded close to patient's head in PET/CT room and 3.5 meter from the reception desk. In this study, the injector staff and scanning operator received the first high level and second high level of radiation. This study confirmed that low levels of radiation dose were received by all radiation staff during PET/CT procedure using 18F-FDG due to efficient shielding and using trained radiation staff in PET/CT and cyclotron center of Masih Daneshvari hospital.

Interface between problem-based learning and a learner-centered paradigm.

Science.gov (United States)

Karimi, Reza

2011-01-01

Problem-based learning (PBL) has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm. The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator's Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: "problem-based learning", "medical education", "traditional curriculum", and one of the above four PBL objectives. Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm. The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to develop not only a learner-centered paradigm, but also to facilitate a smooth curricular transition from a teacher-centered paradigm to a

Cooperative learning strategies to teach nutrition to geriatric nursing staff.

Science.gov (United States)

Arroyo, Marta; Rocandio, Ana Ma; Ansotegui, Laura; Pascual, Estíbaliz; Martínez de la Pera, Concepción

2008-03-01

The objective of this study was to test the hypothesis that cooperative learning strategies will help to increase nutrition knowledge of nurses and nursing assistants caring for the elderly in different institutional communities of the Basque Country, Spain. The target population was a sample of volunteers, 16 nurses and 28 nursing assistants. Training consisted of 12 nutrition education sessions using cooperative strategies conducted over a period of 3 consecutive weeks. The assessment instruments included two pretest and two posttest questionnaires with questions selected in multiple-choice format. The first questionnaire was about general knowledge of applied nutrition (0-88 point scale) and the second one on geriatric nutrition knowledge (0-18 point scale). Data were analyzed using SPSS vs. 11.0. The outcomes indicated a significant increase in general nutrition knowledge (difference between the pre- and post-test mean score: 14.5+/-10.1; Pcooperative learning strategies could improve the nutrition knowledge of nursing staff. Additionally, the results of this study provide direction to continuing nutrition education program planners regarding appropriate content and methodology for programs.

Analysis of the CNSC Staffs Action Plan to Reflect Lessons Learned from Fukushima Accident

Energy Technology Data Exchange (ETDEWEB)

Ahn, Sangkyu; Yune, Young Gill; Ahn, Hyungjoon; Kim, Byungjik; Lee, Jinho [Korea Institute of Nuclear Safety, Daejeon (Korea, Republic of)

2014-05-15

On September 30, 2011, the Task Force completed its review and presented the public with the findings and recommendations in the CNSC Fukushima Task Force Report. The Task Force made 13 recommendations to further enhance the safety of nuclear power plants in Canada. After that, the CNSC established the CNSC Staffs Action Plan based on the Fukushima Task Force's recommendations. In Canada, 19 nuclear power reactor units are currently producing electric power, and all of them are pressurized heavy water-reactor (PHWR) types. Also, considering 2 power reactor units in Korea, Wolsung unit 1 and 2, are the same reactor type, the analysis of the CNSC Staffs Action Plan will be of benefit to determining recommendations of Korea to address lessons learned from the Fukushima Daiichi nuclear power plant. Therefore, the CNSC Staffs Action Plan was introduced and analyzed in this study. From the results of the above analysis, it is recognized that the strengthening of defense in depth, emergency preparedness and the regulatory oversight of nuclear power plants in Canada were emphasized and much similar to practices of other countries. Public consultation process establishing the CNSC Staffs action plan has been carried out several times, in order to ensure regulatory transparency, by the CNSC staffs, and this is comparable with other countries. It is expected that the detail analysis results of the above plan will be helpful to enhance the safety of domestic operating nuclear power plants.

A "Coach Approach" to Staff Engagement

Directory of Open Access Journals (Sweden)

Margaret Macmillan

2011-11-01

Full Text Available The speed of change is challenging libraries to redevelop themselves in ways we have never seen before. Rising costs and changing customer expectations are forcing staff to continuously learn new skills, adapt to new technologies and work more closely in collaboration with others in response to this unpredictable environment. At the same time library leaders need to communicate regularly with staff and to motivate them to dialogue with each other about the value of the library service that they provide to the community. A creative approach to building flexibility, resilience and staff engagement has become essential for survival. Coaching is a creative, innovative and effective communications tool that is now considered to be one of the most important ways to encourage employees to continue to learn and develop. Its greatest impact is in building leadership and staff engagement. Communicating with “a coach approach” or coaching mindset is a powerful way for library leaders to connect with others where the flow and exchange is positive and there is a mutual benefit of contribution and collaboration, expanded knowledge and innovation. The basics of fostering “a coach approach” with library staff requires an understanding of the importance of “reframing” one’s personal attitudes and perspectives, appreciating the art of focused listening and the impact of positive acknowledgement, learning to ask the right questions and formulating action plans for continued success. It is a learned skill that requires a commitment to practice but is one that will ultimately demonstrate positive results.

Sexuality & Dementia: An eLearning Resource to Improve Knowledge and Attitudes of Aged-Care Staff

Science.gov (United States)

Jones, Cindy; Moyle, Wendy

2016-01-01

Expression of sexuality by older people, particularly those with dementia, can be challenging and confronting for aged-care staff. Education on this topic is often a low priority area for aged-care organizations, and there appears to be limited training programs available. Results from our study highlighted the value of an eLearning education…

76 FR 50224 - Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center...

Science.gov (United States)

2011-08-12

...] Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center for... (CMS). This two-day training session is the second Accelerated Development Learning Session (ADLS.... Through Accelerated Development Learning Sessions (ADLS), the Innovation Center will test whether...

Space Operations Learning Center

Science.gov (United States)

Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

2012-01-01

The Space Operations Learning Center (SOLC) is a tool that provides an online learning environment where students can learn science, technology, engineering, and mathematics (STEM) through a series of training modules. SOLC is also an effective media for NASA to showcase its contributions to the general public. SOLC is a Web-based environment with a learning platform for students to understand STEM through interactive modules in various engineering topics. SOLC is unique in its approach to develop learning materials to teach schoolaged students the basic concepts of space operations. SOLC utilizes the latest Web and software technologies to present this educational content in a fun and engaging way for all grade levels. SOLC uses animations, streaming video, cartoon characters, audio narration, interactive games and more to deliver educational concepts. The Web portal organizes all of these training modules in an easily accessible way for visitors worldwide. SOLC provides multiple training modules on various topics. At the time of this reporting, seven modules have been developed: Space Communication, Flight Dynamics, Information Processing, Mission Operations, Kids Zone 1, Kids Zone 2, and Save The Forest. For the first four modules, each contains three components: Flight Training, Flight License, and Fly It! Kids Zone 1 and 2 include a number of educational videos and games designed specifically for grades K-6. Save The Forest is a space operations mission with four simulations and activities to complete, optimized for new touch screen technology. The Kids Zone 1 module has recently been ported to Facebook to attract wider audience.

Research Staff | Chemistry and Nanoscience Research | NREL

Science.gov (United States)

Research Staff Research Staff Research staff members in NREL's Chemistry and Nanoscience Center are Electrochemical Engineering and Materials Chemistry. For lead researcher contacts, see our research areas. For our : Chemistry and Nanoscience In addition to his position at NREL, Dr. van de Lagemaat is also a fellow of the

Learning-Centered Leadership: A Conceptual Foundation

Science.gov (United States)

Murphy, Joseph; Elliott, Stephen N.; Goldring, Ellen; Porter, Andrew C.

2006-01-01

The purpose of this analysis is to describe the research base that undergirds the emerging concept of learning-centered leadership. We begin with our definition of leadership. Leadership is "the process of influencing others to achieve mutually agreed upon purposes for the organization" (Patterson, 1993, p. 3). Next, we make a number of…

Effect of music therapy on oncologic staff bystanders: a substantive grounded theory.

Science.gov (United States)

O'Callaghan, Clare; Magill, Lucanne

2009-06-01

Oncologic work can be satisfying but also stressful, as staff support patients and families through harsh treatment effects, uncertain illness trajectories, and occasional death. Although formal support programs are available, no research on the effects of staff witnessing patients' supportive therapies exists. This research examines staff responses to witnessing patient-focused music therapy (MT) programs in two comprehensive cancer centers. In Study 1, staff were invited to anonymously complete an open-ended questionnaire asking about the relevance of a music therapy program for patients and visitors (what it does; whether it helps). In Study 2, staff were theoretically sampled and interviewed regarding the personal effects of witnessing patient-centered music therapy. Data from each study were comparatively analyzed according to grounded theory procedures. Positive and negative cases were evident and data saturation arguably achieved. In Study 1, 38 staff unexpectedly described personally helpful emotional, cognitive, and team effects and consequent improved patient care. In Study 2, 62 staff described 197 multiple personal benefits and elicited patient care improvements. Respondents were mostly nursing (57) and medical (13) staff. Only three intrusive effects were reported: audibility, initial suspicion, and relaxation causing slowing of work pace. A substantive grounded theory emerged applicable to the two cancer centers: Staff witnessing MT can experience personally helpful emotions, moods, self-awarenesses, and teamwork and thus perceive improved patient care. Intrusive effects are uncommon. Music therapy's benefits for staff are attributed to the presence of live music, the human presence of the music therapist, and the observed positive effects in patients and families. Patient-centered oncologic music therapy in two cancer centers is an incidental supportive care modality for staff, which can reduce their stress and improve work environments and perceived

Barriers to Providing Health Education During Primary Care Visits at Community Health Centers: Clinical Staff Insights.

Science.gov (United States)

Alicea-Planas, Jessica; Pose, Alix; Smith, Linda

2016-04-01

The rapid increase of diverse patients living in the US has created a different set of needs in healthcare, with the persistence of health disparities continuing to challenge the current system. Chronic disease management has been discussed as a way to improve health outcomes, with quality patient education being a key component. Using a community based participatory research framework, this study utilized a web-based survey and explored clinical staff perceptions of barriers to providing patient education during primary care visits. With a response rate of nearly 42 %, appointment time allotment seemed to be one of the most critical factors related to the delivery of health education and should be considered key. The importance of team-based care and staff training were also significant. Various suggestions were made in order to improve the delivery of quality patient education at community health centers located in underserved areas.

Classroom-based and distance learning education and training courses in end-of-life care for health and social care staff: a systematic review.

Science.gov (United States)

Pulsford, David; Jackson, Georgina; O'Brien, Terri; Yates, Sue; Duxbury, Joy

2013-03-01

Staff from a range of health and social care professions report deficits in their knowledge and skills when providing end-of-life and palliative care, and education and training has been advocated at a range of levels. To review the literature related to classroom-based and distance learning education and training initiatives for health and social care staff in end-of-life and palliative care, in terms of their target audience, extent, modes of delivery, content and teaching and learning strategies, and to identify the most effective educational strategies for enhancing care. A systematic review of the literature evaluating classroom-based and distance learning education and training courses for health and social care staff in end-of-life and palliative care. Online databases CINAHL, MEDLINE, EMBASE and PSYCHINFO between January 2000 and July 2010. Studies were selected that discussed specific education and training initiatives and included pre-and post-test evaluation of participants' learning. 30 studies met eligibility criteria. The majority reported successful outcomes, though there were some exceptions. Level of prior experience and availability of practice reinforcement influenced learning. Participative and interactive learning strategies were predominantly used along with discussion of case scenarios. Multi-professional learning was infrequently reported and service user and carer input to curriculum development and delivery was reported in only one study. Classroom-based education and training is useful for enhancing professionals' skills and perceived preparedness for delivering end-of-life care but should be reinforced by actual practice experience.

"Hospes": The Wabash Center as a Site of Transformative Hospitality

Science.gov (United States)

Jones, Carolyn M.

2007-01-01

The Wabash Center for Teaching and Learning in Theology and Religion is a place of hospitality and its staff the epitome of the "good host." This essay explores the meaning of hospitality, including its problematic dimensions, drawing on a number of voices and texts: Jacques Derrida's "Of Hospitality"; Henri M. Nouwen's "Reaching Out: The Three…

A survey on social networks to determine requirements for Learning Networks for professional development of university staff

NARCIS (Netherlands)

Brouns, Francis; Berlanga, Adriana; Fetter, Sibren; Bitter-Rijpkema, Marlies; Van Bruggen, Jan; Sloep, Peter

2009-01-01

Brouns, F., Berlanga, A. J., Fetter, S., Bitter-Rijpkema, M. E., Van Bruggen, J. M., & Sloep, P. B. (2011). A survey on social networks to determine requirements for Learning Networks for professional development of university staff. International Journal of Web Based Communities, 7(3), 298-311.

The Managers’ Experiential Learning of Program Planning in Active Ageing Learning Centers

Directory of Open Access Journals (Sweden)

Chun-Ting Yeh

2016-12-01

Full Text Available Planning older adult learning programs is really a complex work. Program planners go through different learning stages and accumulate experiences to be able to undertake the task alone. This study aimed to explore the experiential learning process of older adult learning program planners who work in the Active Ageing Learning Centers (AALCs. Semi-structure interviews were conducted with seven program planners. The findings of this study were identified as follows. 1 Before being a program planner, the participants’ knowledge results from grasping and transforming experience gained from their family, their daily lives and past learning experiences; 2 after being a program planner, the participants’ experiential learning focused on leadership, training in the institute, professional development, as well as involvement in organizations for elderly people; and 3 the participants’ experiential learning outcomes in the older adult learning program planning include: their ability to reflect on the appropriateness and fulfillment of program planning, to apply theoretical knowledge and professional background in the field, and to make plans for future learning and business strategies.

Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff.

Science.gov (United States)

Spoelstra, Howard; Stoyanov, Slavi; Burgoyne, Louise; Bennett, Deirdre; Sweeney, Catherine; Drachsler, Hendrik; Vanderperren, Katrien; Van Huffel, Sabine; McSweeney, John; Shorten, George; O'Flynn, Siun; Cantillon-Murphy, Padraig; O'Tuathaigh, Colm

2014-01-22

Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution.

Effectiveness of an e-Learning Platform for Image Interpretation Education of Medical Staff and Students.

Science.gov (United States)

Ogura, Akio; Hayashi, Norio; Negishi, Tohru; Watanabe, Haruyuki

2018-05-09

Medical staff must be able to perform accurate initial interpretations of radiography to prevent diagnostic errors. Education in medical image interpretation is an ongoing need that is addressed by text-based and e-learning platforms. The effectiveness of these methods has been previously reported. Here, we describe the effectiveness of an e-learning platform used for medical image interpretation education. Ten third-year medical students without previous experience in chest radiography interpretation were provided with e-learning instructions. Accuracy of diagnosis using chest radiography was provided before and after e-learning education. We measured detection accuracy for two image groups: nodular shadow and ground-glass shadow. We also distributed the e-learning system to the two groups and analyzed the effectiveness of education for both types of image shadow. The mean correct answer rate after the 2-week e-learning period increased from 34.5 to 72.7%. Diagnosis of the ground glass shadow improved significantly more than that of the mass shadow. Education using the e-leaning platform is effective for interpretation of chest radiography results. E-learning is particularly effective for the interpretation of chest radiography images containing ground glass shadow.

The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

Science.gov (United States)

Miller, Christopher T.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

A control center design revisited: learning from users’ appropriation

DEFF Research Database (Denmark)

Souza da Conceição, Carolina; Cordeiro, Cláudia

2014-01-01

This paper aims to present the lessons learned during a control center design project by revisiting another control center from the same company designed two and a half years before by the same project team. In light of the experience with the first project and its analysis, the designers and res...

Active-learning versus teacher-centered instruction for learning acids and bases

Science.gov (United States)

Acar Sesen, Burcin; Tarhan, Leman

2011-07-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at

Workforce Optimization for Bank Operation Centers: A Machine Learning Approach

Directory of Open Access Journals (Sweden)

Sefik Ilkin Serengil

2017-12-01

Full Text Available Online Banking Systems evolved and improved in recent years with the use of mobile and online technologies, performing money transfer transactions on these channels can be done without delay and human interaction, however commercial customers still tend to transfer money on bank branches due to several concerns. Bank Operation Centers serve to reduce the operational workload of branches. Centralized management also offers personalized service by appointed expert employees in these centers. Inherently, workload volume of money transfer transactions changes dramatically in hours. Therefore, work-force should be planned instantly or early to save labor force and increase operational efficiency. This paper introduces a hybrid multi stage approach for workforce planning in bank operation centers by the application of supervised and unsu-pervised learning algorithms. Expected workload would be predicted as supervised learning whereas employees are clus-tered into different skill groups as unsupervised learning to match transactions and proper employees. Finally, workforce optimization is analyzed for proposed approach on production data.

Family Care Map: Sustaining family-centered care in Polytrauma Rehabilitation Centers

Science.gov (United States)

Ford, James H.; Wise, Meg; Krahn, Dean; Oliver, Karen Anderson; Hall, Carmen; Sayer, Nina

2015-01-01

The study assessed sustainability of the Family Care Map, a family-centered approach to providing care for Veterans with polytrauma-related injuries, in four Department of Veterans Affairs Polytrauma Rehabilitation Centers. We applied a mixed-methods approach. Staff surveys used standardized measures of sustainability, commitment to change, information, and participation during implementation. Qualitative inquiry assessed Family Care Map implementation and facilitators and barriers to sustainability. Staff sustainability perceptions had a significant positive correlation with affective commitment to change, participation, and information received about the change process. Family Care Map integration into standard practices and use of its concepts with patients and families related to staff perceptions about sustainability. The degree of use and integration of the Family Care Map in traumatic brain injury/polytrauma care varied among the Polytrauma Rehabilitation Centers. Some successful sustainability strategies included integration into daily workflow and organizational culture. Examples of sustainability barriers included staff awareness and use and outdated information. Some practices, such as measuring and documenting the use of the Family Care Map in treatment plans, may not routinely occur. The focus on family-centered care will require further evaluation of organization-, staff-, and innovation-level attributes that influence sustainability of changes designed to improve family-centered care. PMID:25671632

State-of-the-art knowledge thanks to the Learning Centre

International Nuclear Information System (INIS)

2015-01-01

The The mission of the Learning Centre at the Belgian Nuclear researcxh Center SCK-CEN is to develop the competences of its own members of staff, doctoral students, temporary workers and external employees. For this purpose, the Learning Centre organises a range of training courses specifically aimed at the expectations and needs of various target groups.

Validation of a patient-centered culturally sensitive health care office staff inventory.

Science.gov (United States)

Tucker, Carolyn M; Wall, Whitney; Marsiske, Michael; Nghiem, Khanh; Roncoroni, Julia

2015-09-01

Research suggests that patient-perceived culturally sensitive health care encompasses multiple components of the health care delivery system including the cultural sensitivity of front desk office staff. Despite this, research on culturally sensitive health care focuses almost exclusively on provider behaviors, attitudes, and knowledge. This is due in part to the paucity of instruments available to assess the cultural sensitivity of front desk office staff. Thus, the objective of the present study is to determine the psychometric properties of the pilot Tucker-Culturally Sensitive Health Care Office Staff Inventory-Patient Form (T-CSHCOSI-PF), which is an instrument designed to enable patients to evaluate the patient-defined cultural sensitivity of their front desk office staff. A sample of 1648 adult patients was recruited by staff at 67 health care sites across the United States. These patients anonymously completed the T-CSHCOSI-PF, a demographic data questionnaire, and a patient satisfaction questionnaire. Findings Confirmatory factor analyses of the TCSHCOSI-PF revealed that this inventory has two factors with high internal consistency reliability and validity (Cronbach's αs=0.97 and 0.95). It is concluded that the T-CSHCOSI-PF is a psychometrically strong and useful inventory for assessing the cultural sensitivity of front desk office staff. This inventory can be used to support culturally sensitive health care research, evaluate the job performance of front desk office staff, and aid in the development of trainings designed to improve the cultural sensitivity of these office staff.

Clinic Workload, the Quality of Staff Relationships and Diabetes Management in Community Health Centers Catering to Latino and Chinese Patients.

Science.gov (United States)

Vargas Bustamante, Arturo; Martinez, Ana; Chen, Xiao; Rodriguez, Hector P

2017-06-01

We examine whether workplace climate-quality of staff relationships (QSR) and manageable clinic workload (MCW) are related to better patient care experiences and diabetes care in community health centers (CHCs) catering to Latino and Chinese patients. Patient experience surveys of adult patients with type 2 diabetes and workplace climate surveys of clinicians and staff from CHCs were included in an analytic sample. Comparisons of means analyses examine patient and provider characteristics. The associations of QSR, MCW and the diabetes care management were examined using regression analyses. Diabetes care process were more consistently provided in CHCs with high quality staff relations and more manageable clinic workload, but HbA1c, LDL cholesterol, and blood pressure outcomes were no different between clinics with high vs. low QSR and MCW. Focusing efforts on improvements in practice climate may lead to more consistent provision of important processes of diabetes care for these patients.

E-assessment of prior learning: a pilot study of interactive assessment of staff with no formal education who are working in Swedish elderly care.

Science.gov (United States)

Nilsson, Annika; Andrén, Marianne; Engström, Maria

2014-04-18

The current paper presents a pilot study of interactive assessment using information and communication technology (ICT) to evaluate the knowledge, skills and abilities of staff with no formal education who are working in Swedish elderly care. Theoretical and practical assessment methods were developed and used with simulated patients and computer-based tests to identify strengths and areas for personal development among staff with no formal education. Of the 157 staff with no formal education, 87 began the practical and/or theoretical assessments, and 63 completed both assessments. Several of the staff passed the practical assessments, except the morning hygiene assessment, where several failed. Other areas for staff development, i.e. where several failed (>50%), were the theoretical assessment of the learning objectives: Health, Oral care, Ergonomics, hygiene, esthetic, environmental, Rehabilitation, Assistive technology, Basic healthcare and Laws and organization. None of the staff passed all assessments. Number of years working in elderly care and staff age were not statistically significantly related to the total score of grades on the various learning objectives. The interactive assessments were useful in assessing staff members' practical and theoretical knowledge, skills, and abilities and in identifying areas in need of development. It is important that personnel who lack formal qualifications be clearly identified and given a chance to develop their competence through training, both theoretical and practical. The interactive e-assessment approach analyzed in the present pilot study could serve as a starting point.

E-assessment of prior learning: a pilot study of interactive assessment of staff with no formal education who are working in Swedish elderly care

Science.gov (United States)

2014-01-01

Background The current paper presents a pilot study of interactive assessment using information and communication technology (ICT) to evaluate the knowledge, skills and abilities of staff with no formal education who are working in Swedish elderly care. Methods Theoretical and practical assessment methods were developed and used with simulated patients and computer-based tests to identify strengths and areas for personal development among staff with no formal education. Results Of the 157 staff with no formal education, 87 began the practical and/or theoretical assessments, and 63 completed both assessments. Several of the staff passed the practical assessments, except the morning hygiene assessment, where several failed. Other areas for staff development, i.e. where several failed (>50%), were the theoretical assessment of the learning objectives: Health, Oral care, Ergonomics, hygiene, esthetic, environmental, Rehabilitation, Assistive technology, Basic healthcare and Laws and organization. None of the staff passed all assessments. Number of years working in elderly care and staff age were not statistically significantly related to the total score of grades on the various learning objectives. Conclusion The interactive assessments were useful in assessing staff members’ practical and theoretical knowledge, skills, and abilities and in identifying areas in need of development. It is important that personnel who lack formal qualifications be clearly identified and given a chance to develop their competence through training, both theoretical and practical. The interactive e-assessment approach analyzed in the present pilot study could serve as a starting point. PMID:24742168

Surveying the factor structure and reliability of the Persian version of the Jefferson Scale of Physician Lifelong Learning (JeffSPLL) in staff of medical sciences.

Science.gov (United States)

Karimi, Fatemeh Zahra; Alesheikh, Aytay; Pakravan, Soheila; Abdollahi, Mahbubeh; Damough, Mozhdeh; Anbaran, Zahra Khosravi; Farahani, Leila Amiri

2017-10-01

In medical sciences, commitment to lifelong learning has been expressed as an important element. Today, due to the rapid development of medical information and technology, lifelong learning is critical for safe medical care and development in medical research. JeffSPLL is one of the scales for measuring lifelong learning among the staff of medical sciences that has never been used in Iran. The aim of the present study was to determine the factor structure and reliability of the Persian version of JeffSPLL among Persian-speaking staff of universities of medical sciences in Iran. This study was a cross-sectional study, methodologically, that was conducted in 2012-2013. In this study, 210 staff members of Birjand University of Medical Sciences were selected. Data collection tool was the Persian version of JeffSPLL. To investigate the factor structure of this tool, confirmatory factor analysis was used and to evaluate the model fit, goodness-of-fit indices, root mean square error of approximation (RMSEA), the ratio of chi-square to the degree of freedom associated with it, comparative fit index (CFI), and root mean square residual (RMR) were used. To investigate the reliability of tool, Cronbach's alpha was employed. Data analysis was conducted using LISREL8.8 and SPSS 20 software. Confirmatory factor analysis showed that RMSEA was close to 0.1, and CFI and GFI were close to one. Therefore, four-factor model was appropriate. Cronbach's alpha was 0.92 for the whole tool and it was between 0.82 and 0.89 for subscales. The present study verified the four-factor structure of the 19-item Persian version of JeffSPLL that included professional learning beliefs and motivation, scholarly activities, attention to learning opportunities, and technical skills in information seeking among the staff. In addition, this tool has acceptable reliability. Therefore, it was appropriate to assess lifelong learning in the Persian-speaking staff population.

Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff

Science.gov (United States)

2014-01-01

Background Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. Methods A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. Results We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. Conclusions The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution. PMID:24450310

Training for staff who support students.

Science.gov (United States)

Flynn, Eleanor; Woodward-Kron, Robyn; Hu, Wendy

2016-02-01

Front-line administrative, academic and clinical teaching staff often find themselves providing pastoral and learning support to students, but they are often not trained for this role, and this aspect of their work is under-acknowledged. Staff participating in an action research study at two medical schools identified common concerns about the personal impact of providing student support, and of the need for professional development to carry out this responsibility. This need is magnified in clinical placement settings that are remote from on-campus services. Informed by participatory action research, brief interactive workshops with multimedia training resources were developed, conducted and evaluated at eight health professional student training sites. These workshops were designed to: (1) be delivered in busy clinical placement and university settings; (2) provide a safe and inclusive environment for administrative, academic and clinical teaching staff to share experiences and learn from each other; (3) be publicly accessible; and (4) promote continued development and roll-out of staff training, adapted to each workplace (see http://www.uws.edu.au/meusupport). The workshops were positively evaluated by 97 participants, with both teaching and administrative staff welcoming the opportunity to discuss and share experiences. Staff supporting health professional students have shared, often unmet, needs for support themselves Staff supporting health professional students have shared, often unmet, needs for support themselves. Participatory action research can be a means for producing and maintaining effective training resources as well as the conditions for change in practice. In our workshops, staff particularly valued opportunities for guided discussion using videos of authentic cases to trigger reflection, and to collaboratively formulate student support guidelines, customised to each site. © 2015 John Wiley & Sons Ltd.

A comparative study on managers', staffs' and clients' viewpoints about organizational and structural obstacles in family planning counseling in health-care centers in Isfahan in 2012.

Science.gov (United States)

Taheri, Safoura; Ehsanpour, Soheila; Kohan, Shahnaz

2014-03-01

Organizational and structural obstacles are a group of major obstacles in achievement of appropriate family planning counseling. Detection of these obstacles from the viewpoint of managers, staffs and clients who are key members in health services providing system is a major step toward appropriate planning to modify or delete this group of obstacles. The present study was conducted with the goal of comparing managers', staffs' and clients' viewpoints about organizational and structural obstacles in family planning counseling in health-care centers in Isfahan in 2012. This is a cross-sectional one-step three-group comparative descriptive study conducted on 295 subjects including 59 managers, 110 staffs and 126 clients in medical health-care centers in Isfahan in 2012. Managers and the staffs were selected by census sampling and the clients were recruited through convenient random sampling. The date collection tool was a researcher made questionnaire, which was designed in two sections of fertility and personal characteristics and viewpoint measurement. Descriptive and inferential statistical test were used to analyze the data. The obtained results showed no significant difference between mean scores of viewpoints in three groups of managers, staffs and clients concerning organizational and structural obstacles in family planning counseling (P = 0.677). In addition, most of the managers, staffs and clients reported organizational and structural obstacles as the obstacles in the process of family planning in moderate level. The results showed the necessity of health services managers' planning to modify or delete organizational and structural obstacles especially the agreed obstacles from the viewpoint of managers, staffs and clients.

Inquiry based learning: a student centered learning to develop mathematical habits of mind

Science.gov (United States)

Handayani, A. D.; Herman, T.; Fatimah, S.; Setyowidodo, I.; Katminingsih, Y.

2018-05-01

Inquiry based learning is learning that based on understanding constructivist mathematics learning. Learning based on constructivism is the Student centered learning. In constructivism, students are trained and guided to be able to construct their own knowledge on the basis of the initial knowledge that they have before. This paper explained that inquiry based learning can be used to developing student’s Mathematical habits of mind. There are sixteen criteria Mathematical Habits of mind, among which are diligent, able to manage time well, have metacognition ability, meticulous, etc. This research method is qualitative descriptive. The result of this research is that the instruments that have been developed to measure mathematical habits of mind are validated by the expert. The conclusion is the instrument of mathematical habits of mind are valid and it can be used to measure student’s mathematical habits of mind.

Trust and Work Place Spirituality on Knowledge Sharing Behaviour: Perspective from Non-Academic Staff of Higher Learning Institutions

Science.gov (United States)

Rahman, Muhammad Sabbir; Osmangani, Aahad M; Daud, Nuraihan Mat; Chowdhury, Abdul Hannan; Hassan, Hasliza

2015-01-01

Purpose: This empirical research aims to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards…

Learning Centers: A Report of the 1977 NEH Institute at Ohio State University.

Science.gov (United States)

Allen, Edward D.

1978-01-01

A description of the twenty learning center units for advanced classes developed by the French and Spanish teacher-participants. Learning centers permit students to work independently at well-defined tasks. The units deal with housing, shopping, cooking, transportation, sports, fiestas, literature, history, architecture, painting, and music.…

A Learning Center on the Lever for Young Children.

Science.gov (United States)

Keislar, Evan R.; Luckenbill, Maryann

This document describes a project designed to explore the possibilities of children's learning in mechanics. The principle of the lever, one example of a simple machine, was used in the form of a balance toy. The apparatus was set up as a game in a specially devised learning center. The children made non-verbal predictions as to which way the bar…

Ombuds’ corner: Let's not confuse students and fellows with missing staff

CERN Multimedia

Vincent Vuillemin

2013-01-01

One of the main missions of CERN is education. Several programmes are dedicated to training students. Others, like the Fellowship programme, offer graduates to start a career and become professionals in their fields. All these young and fresh people provide very valuable contributions to our Organization.   At the same time, it is important to remember that they (especially the students) are here to learn from our professional staff for their future career. This is the correct exchange: they bring their dedicated work to our projects and they gain experience by working with our staff. There’s no better way to learn than on-the-job. However they should not be considered as missing staff, with the exact same requirements expected from the CERN staff. Potential missing staff in some areas is a separate issue, and educational programmes are not designed to make up for it. On-the-job learning and training are not separated but dynamically linked together, benefiting to both par...

Evaluation of an e-learning package to improve understanding of blood-borne viruses amongst prison staff in Wales, UK.

Science.gov (United States)

Ellen Perrett, Stephanie; Erricker, Mark; Lyons, Marion

2014-01-01

The purpose of this paper is to provide education on blood-borne viruses (BBVs) to prison staff to help reduce stigma within the prisons, improve the care prisoners receive and reduce the risk of occupational transmission. An e-module was used to improve staff understanding of hepatitis B (HBV), hepatitis C (HCV) and HIV at a prison in Wales, UK. An assessment was used to gather data on prison staff understanding of BBVs prior to undertaking the e-module. In total, 530/697 (76 per cent) prison staff completed the BBV e-module. Average pre- and post-course assessment scores were 8.6/11 and 10.85/11, respectively. Most staff understood the modes of hepatitis transmission, however, gaps in understanding were highlighted. In total, 22 per cent of staff believed HBV and HCV were airborne, 9 per cent believed transmission occurred through sharing cutlery. In total, 31 per cent of staff believed prisoners with hepatitis should declare their status to the prison. Practical implications: The e-module significantly improved staff understanding of BBVs and should be incorporated into future prison training packages. Future education should include how BBVs are not transmitted with an emphasis on casual contact. Medical confidentiality in prisons should also be addressed. Improving understanding will help reduce the stigma of BBVs within prison and improve the multidisciplinary care the prisoner receives. To the authors knowledge this is the first published evaluation of a BBV learning package for custodial staff. Evaluation of this educational package demonstrates a unique and valuable insight into the general understanding of BBVs by prison staff in Wales, UK.

Vice-Chancellors Influence on Academic Staff Intentions to Use ...

African Journals Online (AJOL)

kmacharia

adoption and diffusion of Learning Management System (LMS) by academic staff for ... of TAM, as a supportive framework for investigating the academic staff ... This definition includes university-wide information systems that embrace blended.

Person-centered care in Norwegian nursing homes and its relation to organizational factors and staff characteristics: a cross-sectional survey.

Science.gov (United States)

Røen, Irene; Kirkevold, Øyvind; Testad, Ingelin; Selbæk, Geir; Engedal, Knut; Bergh, Sverre

2017-12-04

Person-centered care (PCC) is regarded as good quality care for persons with dementia. This study aimed to explore and understand the association between PCC and organizational, staff and unit characteristics in nursing homes (NHs). Staff from 175 NH units in Norway (n = 1,161) completed a survey, including measures of PCC and questions about staff characteristics and work-related psychosocial factors. In addition, data about organizational and structural factors and assessment of the physical environment in the units were obtained. The distribution of these factors in regular units (RUs) and special care units (SCUs) is described, and the differences between the two types of units are analyzed. Furthermore, multilevel linear regression analyses explored the extent to which variables were associated with PCC. Higher levels of PCC were associated with a greater job satisfaction, three years or more of health-related education, a lower level of quantitative demands and role conflict, a higher level of perception of mastery, empowering leadership, innovative climate and perception of group work, in addition to the type of unit and the physical environment in the NH unit designed for people with dementia. SCU and staff job satisfaction explained most of the variation in PCC. This study shows an association between PCC and organizational, staff and unit characteristics in NH. These findings indicate that providing PCC in NH care is closely linked to how the staff experiences their job situation in addition to both organizational and structural factors and the physical environment. Attention needs to be given to such factors when planning NH care.

Promoting a learning culture to maintain the nuclear safety competence of AECB staff

International Nuclear Information System (INIS)

Omar, A.; Belisle, N.; Grant, I.

2000-01-01

In the Canadian regulatory approach, the safe operation of a nuclear installation is primarily the responsibility of the operator. The mission of the Atomic Energy Control Board (AECB) is to ensure that the use of nuclear energy does not pose unnecessary risk to workers, the general public and the environment. The AECB fulfills this responsibility through a comprehensive licensing framework in which compliance with regulatory standards and requirements is assured through systematic safety assessments, inspection and enforcement. These responsibilities require regulatory staff with specialized academic backgrounds and work experience related to the industry. In the past, the AECB readily attracted and retained the qualified personnel needed to ensure nuclear safety competence. However, several factors are now altering this situation. Anticipated retirement in the years ahead among the current generation of staff will result in significant losses of corporate knowledge and experience. In addition, the stagnation of the domestic nuclear power industry has impacted significantly on the recruitment of suitably qualified replacement candidates. Many Canadian universities have had to reduce their nuclear programmes as fewer undergraduate and postgraduate students choose a nuclear career option. In these circumstances, maintaining the AECB's nuclear safety competence requires a more systematic and deliberate approach. This paper describes the measures that the AECB has taken and is planning to take to promote a learning environment, and to assist staff in establishing and maintaining their knowledge and skills. (author)

Impacts of Sustained Institutional Participation in Service-Learning: Perspectives from faculty, staff and administrators

Directory of Open Access Journals (Sweden)

Amanda L. Vogel

2011-11-01

Full Text Available The movement for greater civic engagement in higher education in the United States has taken hold across the core academic missions of teaching, research and service. One manifestation of this movement has been growing participation in service-learning, a teaching method grounded in community-university partnerships in which students provide services that simultaneously address community-identified concerns and meet key learning objectives. In order to assess the benefits of long-term sustained institutional involvement in service-learning, in 2007–2008 we interviewed 23 faculty members, staff and administrators from 16 academic institutions that had participated in a national demonstration program for service-learning, which ended in 1998. We found that 15 of these institutions had sustained service-learning to some degree and 12 had integrated service-learning into the curriculum, with varying degrees of institutional support. Interview participants described five main impacts of their institutions’ sustained participation in service-learning: 1 increased community engagement and community-engaged scholarship, and increased valuation of both, among participating faculty members; 2 greater capacity for community-university partnerships among academic and community partners; 3 improved community-university relations; 4 diffusion of service-learning and/or principles of community-university partnerships to other departments and schools; and 5 recruitment of students seeking community engagement opportunities. This study provides evidence that sustained institutional participation in service-learning can foster an understanding of the scholarly value of community-engaged teaching and research among participating faculty, and increase community-engaged activities at participating academic institutions. These findings suggest that funding agencies, faculty members and academic administrators can use service-learning as a strategy to foster a

Work in Progress : Learner-Centered Online Learning Facility

NARCIS (Netherlands)

Pantic, M.; Zwitserloot, R.; De Weerdt, M.M.

2006-01-01

This paper describes a novel, learner-centered technology for authoring web lectures. Besides seamless integration of video and audio feeds, Microsoft PowerPoint slides, and web-pages, the proposed Online Learning Facility (OLF) also facilitates online interactive testing and review of covered

21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide

Science.gov (United States)

Afterschool Alliance, 2014

2014-01-01

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

PREFERENCES ON INTERNET BASED LEARNING ENVIRONMENTS IN STUDENT-CENTERED EDUCATION

Directory of Open Access Journals (Sweden)

Zuhal CUBUKCU

2008-10-01

Full Text Available Nowadays, educational systems are being questionned to find effective solutions to problems that are being encountered, and discussions are centered around the ways of restructuring systems so as to overcome difficulties. As the consequences of the traditional teaching approach, we can indicate that the taught material is not long-lasting but easily forgotten, that students do not sufficiently acquire the knowledge and skills that are aimed at developing, and that students lack transferring their knowledge to real life. In our current situation, individuals prefer to use educational resources where and when they want, based on their individual skills and abilities. Throughout the world, because the internet infrastructure has developed quite rapidly, it has been offered as an alternative way for a rich learning and teaching environment. This study aims at determining teacher candidates’ preferences regarding internet-based learning environments in student-centered education by involving the teacher candidates enrolled at Osmangazi University, Faculty of Education, Primary School Teaching, Mathematics Teaching and Computer and Educational Technologies Education programmes. This study is a descriptive study. The data collection scale consists of the “Constructivist Internet-based Education of Science Scale (CILES-S”. The sample group of teacher candidates in the study showed differences with respect to their preferences regarding internet-based learning in student-centered education. The candidates scored higher in the internet-based learning environments of Cognitive Development and Critical Judgement. The lowest average scores of the sample group were observed in the internet-based learning environment of Episthemologic awareness.

Staff members' perceptions of an animal-assisted activity.

Science.gov (United States)

Bibbo, Jessica

2013-07-01

To examine the perceptions of staff members toward the implementation of an animal-assisted activity (AAA) in an outpatient regional cancer center. Quasi-experimental, post-test design. An adult outpatient regional cancer center in northern California. 34 facility staff members. Self-report questionnaire following four weeks of AAA visitation. Visits took place three times a week for a total of 12 visits. Perceptions of the AAA. Previous perceptions toward AAA influenced the perceptions of the visitation's efficacy. Direct and indirect interaction with the visiting AAA teams was positively associated with perceptions of the AAA. A disagreement occurred that the AAA had caused extra stress or work for staff. Enjoyment of interacting with the dog handler was not significantly different from interacting with the dog; however, it was more positively correlated to acceptance of the AAA. The study provided evidence that the AAA was generally accepted by staff members. Individual staff members' perceptions of dogs and AAAs can influence their receptivity to AAA interventions. Interaction with AAA teams should be voluntary and available for patients and staff members. AAA may be introduced into facilities without creating the perception of extra stress or work for staff members. Providing staff the opportunity to interact with visiting AAA teams may be beneficial for the success of such programs. The human handler in AAA teams may play a vital role in the staff acceptance of such programs.

Care staff training based on person-centered care and dementia care mapping, and its effects on the quality of life of nursing home residents with dementia.

Science.gov (United States)

Yasuda, Mami; Sakakibara, Hisataka

2017-09-01

To assess the effects of care staff training based on person-centered care (PCC) and dementia care mapping (DCM) on the quality of life (QOL) of residents with dementia in a nursing home. An intervention of staff training based on PCC and DCM was conducted with 40 care staff members at a geriatric nursing home. The effects of the staff training on the QOL of residents with dementia were evaluated by the DCM measurements of 40 residents with dementia three times at about one-month intervals (first, baseline; second, pre-intervention; third, post-intervention). The well-being and ill-being values (WIB values) of the residents with dementia measured by DCM were not different between the first and second rounds before the staff training (p = 0.211). Meanwhile, the WIB values increased from the first and second rounds to the third post-intervention round (p = 0.035 and p Staff training based on PCC and DCM could effectively improve the QOL of residents with dementia.

Implementation of 5S management method for lean healthcare at a health center in Senegal: a qualitative study of staff perception.

Science.gov (United States)

Kanamori, Shogo; Sow, Seydou; Castro, Marcia C; Matsuno, Rui; Tsuru, Akiko; Jimba, Masamine

2015-01-01

5S is a lean method for workplace organization; it is an abbreviation representing five Japanese words that can be translated as sort, set in order, shine, standardize, and sustain. The 5S management method has been recognized recently as a potential solution for improving the quality of government healthcare services in low- and middle-income countries. To assess how the 5S management method creates changes in the workplace and in the process and outcomes of healthcare services, and how it can be applicable in a resource-poor setting, based on data from a pilot intervention of the 5S program implemented in a health facility in Senegal. In this qualitative study, we interviewed 21 health center staff members 1 year after the pilot intervention. We asked them about their views on the changes brought on by the 5S program in their workplace, daily routines, and services provided. We then transcribed interview records and organized the narrative information by emerging themes using thematic analysis in the coding process. Study participants indicated that, despite resource constraints and other demotivating factors present at the health center, the 5S program created changes in the work environment, including fewer unwanted items, improved orderliness, and improved labeling and directional indicators of service units. These efforts engendered changes in the quality of services (e.g. making services more efficient, patient-centered, and safe), and in the attitude and behavior of staff and patients. The pilot intervention of the 5S management method was perceived to have improved the quality of healthcare services and staff motivation in a resource-poor healthcare facility with a disorderly work environment in Senegal. Quantitative and qualitative research based on a larger-scale intervention would be needed to elaborate and validate these findings and to identify the cost-effectiveness of such intervention in low- and middle-income countries.

PTSD: National Center for PTSD

Medline Plus

Full Text Available ... PTSD Consultation For Specific Providers VA Providers and Staff Disaster Responders Medical Doctors Community Providers and Clergy ... Publications List of Center Publications Articles by Center Staff Clinician’s Trauma Update PTSD Research Quarterly Publications Search ...

Assessing the Academic Medical Center as a Supportive Learning Community

Science.gov (United States)

Gannon, Sam C.

2011-01-01

Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

Institutionalizing Staff Development.

Science.gov (United States)

Shawl, William F.

Three years ago, Golden West College (GWC) decided to make a major commitment to staff development as a means of revitalizing the college. This commitment was evidenced through the creation of the position of Dean of Educational Development, who is responsible solely for serving faculty needs; the Educational Development Center, which houses the…

Implementing UK Autism Policy & National Institute for Health and Care Excellence Guidance--Assessing the Impact of Autism Training for Frontline Staff in Community Learning Disabilities Teams

Science.gov (United States)

Clark, Alex; Browne, Sarah; Boardman, Liz; Hewitt, Lealah; Light, Sophie

2016-01-01

UK National Autism Strategy (Department of Health, 2010 and National Institute for Health and Care Excellence guidance (NICE, 2012) states that frontline staff should have a good understanding of Autism. Fifty-six clinical and administrative staff from a multidisciplinary community Learning Disability service completed an electronic questionnaire…

Fluor Hanford ALARA Center is a D and D Resource

International Nuclear Information System (INIS)

Waggoner, L.O.

2008-01-01

II. The ALARA Center staff routinely researches and tests new technology, sponsor vendor demonstrations, and redistribute tools, equipment and temporary shielding that may not be needed at one facility to another facility that needs it. The ALARA Center staff learns about new technology in several ways. This includes past radiological work experience, interaction with vendors, lessons learned, networking with other DOE sites, visits to the Hanford Technical Library, attendance at off-site conferences and ALARA Workshops. Personnel that contact the ALARA Center for assistance report positive results when they implement the tools, equipment and work practices recommended by the ALARA Center staff. This has translated to reduced exposure for workers and reduced the risk of contamination spread. For example: using a hydraulic shear on one job saved 16 Rem of exposure that would have been received if workers had used saws-all tools to cut piping in twenty-nine locations. Currently, the ALARA Center staff is emphasizing D and D techniques on size-reducing materials, decontamination techniques, use of remote tools/video equipment, capture ventilation, fixatives, using containments and how to find lessons learned. The ALARA Center staff issues a weekly report that discusses their interaction with the workforce and any new work practices, tools and equipment being used by the Hanford contractors. Distribution of this weekly report is to about 130 personnel on site and 90 personnel off site. This effectively spreads the word about ALARA throughout the DOE Complex. DOE EM-23, in conjunction with the D and D and Environmental Restoration work group of the Energy Facility Contractors Organization (EFCOG) established the Hanford ALARA Center as the D and D Hotline for companies who have questions about how D and D work is accomplished. The ALARA Center has become a resource to the nuclear industry and routinely helps contractors at other DOE Sites, power reactors, DOD sites, and

Allocation of Tutors and Study Centers in Distance Learning Using Geospatial Technologies

Directory of Open Access Journals (Sweden)

Shahid Nawaz Khan

2018-05-01

Full Text Available Allama Iqbal Open University (AIOU is Pakistan’s largest distance learning institute, providing education to 1.4 million students. This is a fairly large setup across a country where students are highly geographically distributed. Currently, the system works using a manual approach, which is not efficient. Allocation of tutors and study centers to students plays a key role in creating a better learning environment for distance learning. Assigning tutors and study centers to distance learning students is a challenging task when there is a huge geographic spread. Using geospatial technologies in open and distance learning can fix allocation problems. This research analyzes real data from the twin cities Islamabad and Rawalpindi. The results show that geospatial technologies can be used for efficient and proper resource utilization and allocation, which in turn can save time and money. The overall idea fits into an improved distance learning framework and related analytics.

Effects of Staff Training on Staff Knowledge and Attitudes about Sexuality.

Science.gov (United States)

Walker, Bonnie L.; Harrington, Donna

2002-01-01

Four learning modules on elderly sexuality were pilot tested with 109 long-term care staff. On pretests men and whites scored higher than women and African-Americans. Knowledge and attitude improvements resulted from use of modules on the need for sexuality/intimacy, sex and dementia, and sex and aging, but not the family/personal issues module.…

The J-Staff System, Network Synchronisation and Noise

Science.gov (United States)

2014-06-01

0 19th ICCRTS “C2 Agility: Lessons Learned from Research and Operations” The J-Staff System, Network Synchronisation and Noise Topics: 2, 5...DATES COVERED 00-00-2014 to 00-00-2014 4. TITLE AND SUBTITLE The J-Staff System, Network Synchronisation and Noise 5a. CONTRACT NUMBER 5b...Prescribed by ANSI Std Z39-18 1 The J-staff system, Network Synchronisation and Noise Alexander Kalloniatis, Mathew Zuparic Joint & Operations Analysis

Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

Directory of Open Access Journals (Sweden)

Simándi Szilvia

2017-08-01

Full Text Available Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008, as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc. there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013. Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010 Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

Developing user-centered concepts for language learning video games

OpenAIRE

Poels, Yorick; Annema, Jan Henk; Zaman, Bieke; Cornillie, Frederik

2012-01-01

This paper will report on an ongoing project which aims to develop video games for language learning through a user-centered and evidence-based approach. Therefore, codesign sessions were held with adolescents between 14 and 16 years old, in order to gain insight into their preferences for educational games for language learning. During these sessions, 11 concepts for video games were developed. We noticed a divide between the concepts for games that were oriented towa...

The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment

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Santoso, Harry B.; Batuparan, Alivia Khaira; Isal, R. Yugo K.; Goodridge, Wade H.

2018-01-01

Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students' activities when…

Training to raise staff awareness about safeguarding children.

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Fleming, Jane

2015-04-01

To improve outcomes for children and young people health organisations are required to train all staff in children's safeguarding. This creates difficulties for large complex organisations where most staff provide services to the adult population. Heart of England NHS Foundation Trust is a large acute and community trust that had difficulties in engaging staff in children's safeguarding training. Compliance rates for clinical staff who were trained in children's safeguarding were low and needed to be addressed. This article sets out why safeguarding training is important for all staff and how the trust achieved staff engagement and improved compliance rates. To evaluate, maintain and develop safeguarding knowledge, understanding, skills, attitude and behaviour further resources are planned to allow access to learning resources in a variety of formats.

76 FR 66931 - Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center...

Science.gov (United States)

2011-10-28

...] Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center for... Services (CMS). This two-day training session is the third and final Accelerated Development Learning... the quality of care for beneficiaries. Through Accelerated Development Learning Sessions (ADLS), the...

When Enrollments Bulge but Budgets Don't, Consider "Satellite Learning Centers."

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Reecer, Marcia

1988-01-01

Describes Dade County (Florida) schools' answer to crowded classrooms and burgeoning primary enrollments: satellite learning centers built and maintained by local companies as employee childcare benefits. Each center is attached to a nearby "host" school that disburses funds, keeps student records, and supplies support services. (MLH)

Work-based learning in health care organisations experienced by nursing staff: A systematic review of qualitative studies.

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Nevalainen, Marja; Lunkka, Nina; Suhonen, Marjo

2018-03-01

The aim of this review is to systematically summarise qualitative evidence about work-based learning in health care organisations as experienced by nursing staff. Work-based learning is understood as informal learning that occurs inside the work community in the interaction between employees. Studies for this review were searched for in the CINAHL, PubMed, Scopus and ABI Inform ProQuest databases for the period 2000-2015. Nine original studies met the inclusion criteria. After the critical appraisal by two researchers, all nine studies were selected for the review. The findings of the original studies were aggregated, and four statements were prepared, to be utilised in clinical work and decision-making. The statements concerned the following issues: (1) the culture of the work community; (2) the physical structures, spaces and duties of the work unit; (3) management; and (4) interpersonal relations. Understanding the nurses' experiences of work-based learning and factors behind these experiences provides an opportunity to influence the challenges of learning in the demanding context of health care organisations. Copyright © 2017 Elsevier Ltd. All rights reserved.

Nursing staff perceptions of student contributions in clinical settings.

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Slaughter-Smith, Cheryl; Helms, Jennifer E; Burris, Rebecca

2012-01-01

Because nursing is a practice discipline, students are placed in clinical settings to collaborate with professional nurses in caring for patients. This descriptive study aimed to explore the benefits and limitations of undergraduate nursing students in the clinical setting. A 54-item instrument, Nursing Students' Contributions to Clinical Agencies, was used to collect data from staff nurses (N = 84) at three hospitals. The instrument also provided space for participants to share qualitative data, which revealed perceptions with which staff nurses were likely to agree and three key themes: Eager to Learn, Willing to Help, and Serving Their Time. The major implication for students is that they are often judged on their assertiveness skills and should offer assistance so they appear eager to learn. Faculty must ascertain that students understand their objectives for the clinical rotation and share those objectives with the staff nurses to enhance their learning experience. Copyright 2012, SLACK Incorporated.

Staff Training for Nanoindustry in Russia

Directory of Open Access Journals (Sweden)

Sidorov Sergey Grigoryevich

2015-05-01

Full Text Available The nanotechnology industry represents such a direction of the development of science, technologies and industries by means of which Russia will be able to achieve advanced positions in the world. For the last decade the necessary regulatory base for nanotech industry development was created in the country, beginning with the concept of nanotechnological works, and the strategy of nanotech industry development, and finishing by the program of nanotech industry development in Russia till 2015. The special place is allocated for education in the field of nanotechnologies and nanomaterials. The system of staff training for nanotech industry is developing very quickly. The departments of nanotechnologies are established almost in all leading higher education institutions of Russia, the institutes of scientific and educational centers as well as the centers of collective use are introduced in the country, the national nanotechnological network is functioning. RUSNANO State Corporation of Nanotechnologies makes significant contribution to the training of innovation staff. The corporation is planning to create at least 100 educational programs of staff training and retraining for the needs of nanotech industry. The fund of infrastructure and educational programs was established in RUSNANO which in 2012 launched the project on creation of training system in the field of nanotechnology in the e-Learning mode. In 2013 the fund created the autonomous non-profit organization “Electronic Education for Nanotech Industry” (“eNano” which became the leading developer of innovative branch educational resources and the operator on rendering educational services for nanotech industry. Since 2011 in RUSNANO there is a School League which set for itself the task to make the contribution to improvement of the situation in teaching naturalscience disciplines at schools. At the same time, according to the results of students enrolment in Russia in 2011-2014, the

Implementing the patient-centered medical home in complex adaptive systems: Becoming a relationship-centered patient-centered medical home.

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Flieger, Signe Peterson

This study explores the implementation experience of nine primary care practices becoming patient-centered medical homes (PCMH) as part of the New Hampshire Citizens Health Initiative Multi-Stakeholder Medical Home Pilot. The purpose of this study is to apply complex adaptive systems theory and relationship-centered organizations theory to explore how nine diverse primary care practices in New Hampshire implemented the PCMH model and to offer insights for how primary care practices can move from a structural PCMH to a relationship-centered PCMH. Eighty-three interviews were conducted with administrative and clinical staff at the nine pilot practices, payers, and conveners of the pilot between November and December 2011. The interviews were transcribed, coded, and analyzed using both a priori and emergent themes. Although there is value in the structural components of the PCMH (e.g., disease registries), these structures are not enough. Becoming a relationship-centered PCMH requires attention to reflection, sensemaking, learning, and collaboration. This can be facilitated by settings aside time for communication and relationship building through structured meetings about PCMH components as well as the implementation process itself. Moreover, team-based care offers a robust opportunity to move beyond the structures to focus on relationships and collaboration. (a) Recognize that PCMH implementation is not a linear process. (b) Implementing the PCMH from a structural perspective is not enough. Although the National Committee for Quality Assurance or other guidelines can offer guidance on the structural components of PCMH implementation, this should serve only as a starting point. (c) During implementation, set aside structured time for reflection and sensemaking. (d) Use team-based care as a cornerstone of transformation. Reflect on team structures and also interactions of the team members. Taking the time to reflect will facilitate greater sensemaking and learning and

Dangers faced by emergency staff: experience in urban centers in southern Turkey.

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Gülalp, Betül; Karcioğlu, Ozgür; Köseoğlu, Zikret; Sari, Azade

2009-05-01

The aim of this study was to investigate the incidence and characteristics of aggression, threat and physical violence directed towards the staff in emergency departments. A questionnaire was completed by the emergency staff. The individualized data collected included the pattern and incidence of violence, sex, age, profession, and years of experience of the emergency staff, and the behavioral characteristics of the assailants, together with outcome of incidents. Data regarding incidences occurring between May 1-31, 2006 were abstracted. A total of 109 staff were evaluated. There was a statistically significant relationship between aggression and profession (p=0.000), but no relation was determined with sex, age or years of experience (p values 0.464, 0.692, and 0.298, respectively). The relationship of incidences of threat with sex, age, profession, and experience was insignificant (p values 0.311, 0.278, 0.326, 0.994, respectively). On the other hand, significant relationships were identified between physical assault and sex, age, profession, and experience (p values 0.042, 0.000, 0.000, 0.011). Violence directed towards the emergency staff is common. Aggression occurs towards the emergency physician distinctively. Otherwise, there is no significant relationship between aggression or threat and personal characteristics. However, male sex, > or =31 years of age, being an emergency physician, and having worked for longer than five years in the emergency department are the risk factors for physical violence.

Learning curve for intracranial angioplasty and stenting in single center.

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Cai, Qiankun; Li, Yongkun; Xu, Gelin; Sun, Wen; Xiong, Yunyun; Sun, Wenshan; Bao, Yuanfei; Huang, Xianjun; Zhang, Yao; Zhou, Lulu; Zhu, Wusheng; Liu, Xinfeng

2014-01-01

To identify the specific caseload to overcome learning curve effect based on data from consecutive patients treated with Intracranial Angioplasty and Stenting (IAS) in our center. The Stenting and Aggressive Medical Management for Preventing Recurrent Stroke and Intracranial Stenosis trial was prematurely terminated owing to the high rate of periprocedural complications in the endovascular arm. To date, there are no data available for determining the essential caseload sufficient to overcome the learning effect and perform IAS with an acceptable level of complications. Between March 2004 and May 2012, 188 consecutive patients with 194 lesions who underwent IAS were analyzed retrospectively. The outcome variables used to assess the learning curve were periprocedural complications (included transient ischemic attack, ischemic stroke, vessel rupture, cerebral hyperperfusion syndrome, and vessel perforation). Multivariable logistic regression analysis was employed to illustrate the existence of learning curve effect on IAS. A risk-adjusted cumulative sum chart was performed to identify the specific caseload to overcome learning curve effect. The overall rate of 30-days periprocedural complications was 12.4% (24/194). After adjusting for case-mix, multivariate logistic regression analysis showed that operator experience was an independent predictor for periprocedural complications. The learning curve of IAS to overcome complications in a risk-adjusted manner was 21 cases. Operator's level of experience significantly affected the outcome of IAS. Moreover, we observed that the amount of experience sufficient for performing IAS in our center was 21 cases. Copyright © 2013 Wiley Periodicals, Inc.

The Recruitment of Support Staff in Tanzanian Secondary Schools

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Mwaisumo, William Nathan

2016-01-01

This paper focuses on the meaning, classification and types of support staff, their contributions towards conducive teaching and learning environments, conditions required/attributes required for support staff to be employed in temporally or permanent terms. It further identifies current situations and challenges in recruitment and recruited…

A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It

Science.gov (United States)

Lee, Eunbae; Hannafin, Michael J.

2016-01-01

Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who…

Supported Conversation for hospital staff

DEFF Research Database (Denmark)

Forchhammer, Hysse B; Løvholt, Annelise P.; Mathiesen, Lone Lundbak

in communication and interaction, Supported Conversation for Adults with Aphasia (SCA) was adapted and implemented in a large neurological department at Rigshospitalet-Glostrup in Copenhagen. Method 152 staff members representing different health professionals were assigned to one of eleven courses during a six...... month period. Each course had 10-12 participants and lasted 6 hours, including instruction in the SCA principles, video analysis, interdisciplinary group work, and practice sessions with PWAs. Self-assessed learning outcomes were evaluated with a brief questionnaire filled out by staff members...... in communication, also showed significant improvements across all staff groups. After the course, more time to spend with patients was perceived as the most important factor to further increase communication success with PWA. Conclusion The results show that interdisciplinary SCA-courses successfully increase...

Staff nurses and students: the good, the bad, and the ugly.

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Koontz, Angela M; Mallory, Judy L; Burns, Jane A; Chapman, Shelia

2010-01-01

Elements identified by student nurses as impacting learning in the clinical learning environment were explored. A significant element identified by participants was the staff nurse. Strategies for improvement and increasing learning opportunities are included in the discussion.

Attitudes of Nursing Facilities' Staff Toward Pharmacy Students' Interaction with its Residents.

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Adkins, Donna; Gavaza, Paul; Deel, Sharon

2017-06-01

All Appalachian College of Pharmacy second-year students undertake the longitudinal geriatric early pharmacy practice experiences (EPPE) 2 course, which involves interacting with geriatric residents in two nursing facilities over two semesters. The study investigated the nursing staff's perceptions about the rotation and the pharmacy students' interaction with nursing facility residents. Cross-sectional study. Academic setting. 63 nursing facility staff. A 10-item attitude survey administered to nursing staff. Nursing staff attitude toward pharmacy students' interaction with geriatric residents during the course. Sixty-three responses were received (84% response rate). Most respondents were female (95.2%), who occasionally interacted with pharmacy students (54.8%) and had worked at the facilities for an average of 6.8 years (standard deviation [SD] = 6.7) years. Staff reported that pharmacy students practiced interacting with geriatric residents and nursing facility staff, learned about different medications taken by residents as well as their life as a nursing facility resident. In addition, the student visits improved the mood of residents and staff's understanding of medicines, among others. Staff suggested that students spend more time with their residents in the facility as well as ask more questions of staff. The nursing facility staff generally had favorable attitudes about pharmacy students' visits in their nursing facility. Nursing facility staff noted that the geriatric rotation was a great learning experience for the pharmacy students.

Fostering the development of effective person-centered healthcare communication skills: an interprofessional shared learning model.

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Cavanaugh, James T; Konrad, Shelley Cohen

2012-01-01

To describe the implementation of an interprofessional shared learning model designed to promote the development of person-centered healthcare communication skills. Master of social work (MSW) and doctor of physical therapy (DPT) degree students. The model used evidence-based principles of effective healthcare communication and shared learning methods; it was aligned with student learning outcomes contained in MSW and DPT curricula. Students engaged in 3 learning sessions over 2 days. Sessions involved interactive reflective learning, simulated role-modeling with peer assessment, and context-specific practice of communication skills. The perspective of patients/clients was included in each learning activity. Activities were evaluated through narrative feedback. Students valued opportunities to learn directly from each other and from healthcare consumers. Important insights and directions for future interprofessional learning experiences were gleaned from model implementation. The interprofessional shared learning model shows promise as an effective method for developing person-centered communication skills.

Preparedness and Emergency Response Learning Centers: supporting the workforce for national health security.

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Richmond, Alyson L; Sobelson, Robyn K; Cioffi, Joan P

2014-01-01

The importance of a competent and prepared national public health workforce, ready to respond to threats to the public's health, has been acknowledged in numerous publications since the 1980s. The Preparedness and Emergency Response Learning Centers (PERLCs) were funded by the Centers for Disease Control and Prevention in 2010 to continue to build upon a decade of focused activities in public health workforce preparedness development initiated under the Centers for Public Health Preparedness program (http://www.cdc.gov/phpr/cphp/). All 14 PERLCs were located within Council on Education for Public Health (CEPH) accredited schools of public health. These centers aimed to improve workforce readiness and competence through the development, delivery, and evaluation of targeted learning programs designed to meet specific requirements of state, local, and tribal partners. The PERLCs supported organizational and community readiness locally, regionally, or nationally through the provision of technical consultation and dissemination of specific, practical tools aligned with national preparedness competency frameworks and public health preparedness capabilities. Public health agencies strive to address growing public needs and a continuous stream of current and emerging public health threats. The PERLC network represented a flexible, scalable, and experienced national learning system linking academia with practice. This system improved national health security by enhancing individual, organizational, and community performance through the application of public health science and learning technologies to frontline practice.

Guidelines for Establishing and Operating an Adult Learning Laboratory.

Science.gov (United States)

Lane, Cleve W.; Lewis, Robert B.

Presented in this volume are the results of the efforts of the staff of the Adult Learning Center of North Carolina State University to develop and validate a new concept in adult education. Intended to assist planners, teachers, graduate students and others who are faced with the task of applying educational solutions to problems of human…

Lessons learned obtaining informed consent in research with vulnerable populations in community health center settings

Directory of Open Access Journals (Sweden)

Riden Heather E

2012-11-01

Full Text Available Abstract Background To improve equity in access to medical research, successful strategies are needed to recruit diverse populations. Here, we examine experiences of community health center (CHC staff who guided an informed consent process to overcome recruitment barriers in a medical record review study. Methods We conducted ten semi-structured interviews with CHC staff members. Interviews were audiotaped, transcribed, and structurally and thematically coded. We used NVivo, an ethnographic data management software program, to analyze themes related to recruitment challenges. Results CHC interviewees reported that a key challenge to recruitment included the difficult balance between institutional review board (IRB requirements for informed consent, and conveying an appropriate level of risk to patients. CHC staff perceived that the requirements of IRB certification itself posed a barrier to allowing diverse staff to participate in recruitment efforts. A key barrier to recruitment also included the lack of updated contact information on CHC patients. CHC interviewees reported that the successes they experienced reflected an alignment between study aims and CHC goals, and trusted relationships between CHCs and staff and the patients they recruited. Conclusions Making IRB training more accessible to CHC-based staff, improving consent form clarity for participants, and developing processes for routinely updating patient information would greatly lower recruitment barriers for diverse populations in health services research.

Impact of Intervention to Improve Nursing Home Resident-Staff Interactions and Engagement.

Science.gov (United States)

Hartmann, Christine W; Mills, Whitney L; Pimentel, Camilla B; Palmer, Jennifer A; Allen, Rebecca S; Zhao, Shibei; Wewiorski, Nancy J; Sullivan, Jennifer L; Dillon, Kristen; Clark, Valerie; Berlowitz, Dan R; Snow, Andrea Lynn

2018-04-30

For nursing home residents, positive interactions with staff and engagement in daily life contribute meaningfully to quality of life. We sought to improve these aspects of person-centered care in an opportunistic snowball sample of six Veterans Health Administration nursing homes (e.g., Community Living Centers-CLCs) using an intervention that targeted staff behavior change, focusing on improving interactions between residents and staff and thereby ultimately aiming to improve resident engagement. We grounded this mixed-methods study in the Capability, Opportunity, Motivation, Behavior (COM-B) model of behavior change. We implemented the intervention by (a) using a set of evidence-based practices for implementing quality improvement and (b) combining primarily CLC-based staff facilitation with some researcher-led facilitation. Validated resident and staff surveys and structured observations collected pre and post intervention, as well as semi-structured staff interviews conducted post intervention, helped assess intervention success. Sixty-two CLC residents and 308 staff members responded to the surveys. Researchers conducted 1,490 discrete observations. Intervention implementation was associated with increased staff communication with residents during the provision of direct care and decreased negative staff interactions with residents. In the 66 interviews, staff consistently credited the intervention with helping them (a) develop awareness of the importance of identifying opportunities for engagement and (b) act to improve the quality of interactions between residents and staff. The intervention proved feasible and influenced staff to make simple enhancements to their behaviors that improved resident-staff interactions and staff-assessed resident engagement.

Arts-based palliative care training, education and staff development: A scoping review.

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Turton, Benjamin Mark; Williams, Sion; Burton, Christopher R; Williams, Lynne

2018-02-01

The experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end-of-life care staff development programmes are widely uncharted. To investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes. Scoping review. Published literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking. The review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development. Aesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.

Barriers and facilitators to implementing a patient-centered model of contraceptive provision in community health centers.

Science.gov (United States)

Politi, Mary C; Estlund, Amy; Milne, Anne; Buckel, Christina M; Peipert, Jeffrey F; Madden, Tessa

2016-01-01

The Contraceptive CHOICE Project developed a patient-centered model for contraceptive provision including: (1) structured, evidence-based counseling; (2) staff and health care provider education; and (3) removal of barriers such as cost and multiple appointments to initiate contraception. In preparation for conducting a research study of the CHOICE model in three community health settings, we sought to identify potential barriers and facilitators to implementation. Using a semi-structured interview guide guided by a framework of implementation research, we conducted 31 qualitative interviews with female patients, staff, and health care providers assessing attitudes, beliefs, and barriers to receiving contraception. We also asked about current contraceptive provision and explored organizational practices relevant to implementing the CHOICE model. We used a grounded theory approach to identify major themes. Many participants felt that current contraceptive provision could be improved by the CHOICE model. Potential facilitators included agreement about the necessity for improved contraceptive knowledge among patients and staff; importance of patient-centered contraceptive counseling; and benefits to same-day insertion of long-acting reversible contraception (LARC). Potential barriers included misconceptions about contraception held by staff and providers; resistance to new practices; costs associated with LARC; and scheduling challenges required for same-day insertion of LARC. In addition to staff and provider training, implementing a patient-centered model of contraceptive provision needs to be supplemented by strategies to manage patient and system-level barriers. Community health center staff, providers, and patients support patient-centered contraceptive counseling to improve contraception provision if organizations can address these barriers.

Assessment of the University of Michigan's dental hygiene partnership with the Huron Valley Boys & Girls Club: a study of students' and staffs' perceptions and service learning outcomes.

Science.gov (United States)

Christensen Brydges, Sarah; Gwozdek, Anne E

2011-01-01

The Boys & Girls Club of America (BGCA) requires a health curriculum be taught. With the assistance of the University of Michigan (UM) Dental Hygiene program, these requirements have been addressed at the Huron Valley Boys & Girls Club (HVBGC) through dental hygiene students presenting oral health education to club members throughout the year. This study assessed the outcomes and benefits of the service learning initiative between the UM Dental Hygiene Program and the HVBGC from both the students' and staffs' perceptions. Three surveys were distributed: one to the HVBGC staff, one to UM's Dental Hygiene class of 2012 (with no service learning experience at the HVBGC) and one to UM Dental Hygiene classes of 2010 and 2011 (most of whom had experience at the HVBGC). Qualitative and quantitative data were collected and evaluated. The respondents from the class of 2012 were less knowledgeable about the BGCA and access to care issues. The members of the classes of 2010 and 2011, 79% of whom had HVBGC experience, identified they had benefitted from this service learning experience. The HVBGC staff survey indicated a high level of satisfaction with the student presentations and felt their curricular requirements were being met. Future topics of safety, orthodontics and gardening/nutrition were identified. This study indicates the service learning initiative has been beneficial for both the UM Dental Hygiene students and the HVBGC. Future studies should use a longitudinal design to obtain baseline and post-service learning data.

Radiation exposure to the staff of the Karlsruhe Nuclear Research Center, 1969-1981

International Nuclear Information System (INIS)

Koelzer, W.

1983-07-01

Evaluation of the data from the personnel dosimetry of the staff monitored from 1969 until 1981 at the Karlsruhe Nuclear Research Center (Kernforschungszentrum Karlsruhe GmbH) gives a total external dose of 6,335 rem including natural radiaiton background. The occupational exposure of the radiation workers within this period comes to 3,076 rem, which gives an average annual external occupational exposure of 0.14 rem. In 1,832 cases an annual dose between 0.5 and 1.5 rem per year and in 353 cases a dose of more than 1.5 rem per year have been measured. The highest value, measured in 1972, amounted to 6.8 rem. During the period from 1969 until 1981 more than 34,000 incorporation measurements were performed with the whole body counter and the lung counter, 1,963 cases with positive findings. In 96% of the cases the values of incorporated activity were inferior to 1% - in 70% even inferior to 0.1% - of the maximum permissible body burden values of ICRP 2. Only 5 cases exceeded these values. (orig.) [de

The Development of a Robot-Based Learning Companion: A User-Centered Design Approach

Science.gov (United States)

Hsieh, Yi-Zeng; Su, Mu-Chun; Chen, Sherry Y.; Chen, Gow-Dong

2015-01-01

A computer-vision-based method is widely employed to support the development of a variety of applications. In this vein, this study uses a computer-vision-based method to develop a playful learning system, which is a robot-based learning companion named RobotTell. Unlike existing playful learning systems, a user-centered design (UCD) approach is…

Narrative as a learning tool in science centers : potentials, possibilities and merits

NARCIS (Netherlands)

Murmann, Mai; Avraamidou, Lucy

2014-01-01

In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to ex-plore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea,

Disability Awareness and University Staff Training in Ireland (Practice Brief)

Science.gov (United States)

Padden, Lisa; Ellis, Carol

2015-01-01

It is vital that all university staff have awareness of the difficulties that may be experienced by students with disabilities. Staff must be given the knowledge and resources to support these students effectively. University College Dublin (UCD) Access & Lifelong Learning has developed a communication and training strategy to improve…

Increasing Therapist Productivity: Using Lean Principles in the Rehabilitation Department of an Academic Medical Center.

Science.gov (United States)

Johnson, Diana; Snedeker, Kristie; Swoboda, Michael; Zalieckas, Cheryl; Dorsey, Rachel; Nohe, Cassandra; Smith, Paige; Roche, Renuka

The Department of Rehabilitation Services, within the University of Maryland Medical Center's 650-bed academic medical center, was experiencing difficulty in meeting productivity standards. Therapists in the outpatient division believed they were not spending enough time performing billable patient care activities. Therapists in the inpatient division had difficulty keeping pace with the volume of incoming referrals. Collectively, these issues caused dissatisfaction among referral sources and frustration among the staff within the rehabilitation department. The department undertook a phased approach to address these issues that included examining the evidence, using Lean process improvement principles, and employing transformational leadership strategies to drive improvements in productivity and efficiency. The lessons learned support the importance of having meaningful metrics appropriate for the patient population served, the use of Lean as an effective tool for improving productivity in rehabilitation departments, the impact of engaging staff at the grassroots level, and the importance of having commitment from leaders. The study findings have implications for not only rehabilitation and hospital leadership, but CEOs and managers of any business who need to eliminate waste or increase staff productivity.

Achieving success in intervention studies: an analysis of variable staff engagement across three midwifery settings.

Science.gov (United States)

Henderson, Amanda; Schoonbeek, Sue; Ossenberg, Christine; Caddick, Alison; Wing, Diane; Capell, Lorna; Gould, Karen

2014-06-01

To critically analyse the success of staff's behaviour changes in the practice setting. Facilitators were employed to initiate and facilitate a four-step process (optimism, overcoming obstacles, oversight and reinforcing outcomes) that fostered development of behaviours consistent with learning in everyday practice. Many studies seek to engage staff in workplace behaviour improvement. The success of such studies is highly variable. Little is known about the work of the facilitator in ensuring success. Understanding the contextual factors that contribute to effective facilitation of workplace improvement is essential to ensure best use of resources. Mixed methods Facilitators employed a four-step process - optimism, overcoming obstacles, oversight and reinforcing outcomes - to stage behaviour change implementation. The analysis of staff engagement in behaviour changes was assessed through weekly observation of workplaces, informal discussions with staff and facilitator diaries. The impact of behaviour change was informed through pre- and postsurveys on staff's perception across three midwifery sites. Surveys measured (1) midwives' perception of support for their role in facilitating learning (Support Instrument for Nurses Facilitating the Learning of Others) and (2) development of a learning culture in midwifery practice settings (Clinical Learning Organisational Culture Survey). Midwives across three sites completed the presurvey (n = 216) and postsurvey (n = 90). Impact varied according to the degree that facilitators were able to progress teams through four stages necessary for change (OOORO). Statistically significant results were apparent in two subscales important for supporting staff, namely teamwork and acknowledgement; in the two areas, facilitators worked through 'obstacles' and coached staff in performing the desired behaviours and rewarded them for their success. Elements of the learning culture also statistically improved in one site. Findings suggest

Integrating Adaptive Games in Student-Centered Virtual Learning Environments

Science.gov (United States)

del Blanco, Angel; Torrente, Javier; Moreno-Ger, Pablo; Fernandez-Manjon, Baltasar

2010-01-01

The increasing adoption of e-Learning technology is facing new challenges, such as how to produce student-centered systems that can be adapted to each student's needs. In this context, educational video games are proposed as an ideal medium to facilitate adaptation and tracking of students' performance for assessment purposes, but integrating the…

How To Pick a Special Day Care Center.

Science.gov (United States)

Colbert, Ronald P.

This paper outlines seven specific areas that parents should examine when visiting a prospective child care center for their child. Parents should examine: (1) the center's staff; (2) the center's parent relations; (3) the physical and teaching environment; (4) the curriculum; (5) staff-child interaction; (6) the administration; and (7) their…

Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course.

Science.gov (United States)

Cheang, Kai I

2009-05-27

To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.

Professionals calling in lifelong learning centers

Directory of Open Access Journals (Sweden)

Victor Manuel Monteiro Seco

2013-06-01

Full Text Available Purpose: This study aims to understand how the way people see their work and the authentizotic character of their organizational climate contribute to the building of a Great Place to Work. Design/methodology/approach: This paper presents the results of a quantitative investigation that correlate the perceptions of organizational climate and the work orientations of professionals with different occupations on Portuguese lifelong education centers. Findings: The study indicates that all the core elements of an authentizotic organization contribute to explain what people potentially expect from their companies:  adequate  material  conditions  plus  a  meaningful contribution. Practical implications: The study has implications in the future for National Qualification Agency directors, education politicians and human resource managers who are responsible for providing good expectations within a healthy context of talent retention. Originality/value: The novel contribution of this paper is the finding that employee’s work orientations and authentizotic climate are related to each other in a Lifelong learning Center in the public education sector.

Training Sessional Academic Staff to Provide Quality Feedback on University Students' Assessment: Lessons from a Faculty of Law Learning and Teaching Project

Science.gov (United States)

Richards, Kelly; Bell, Tamara; Dwyer, Angela

2017-01-01

The quality of feedback provided to university students has long been recognised as the most important predictor of student learning and satisfaction. However, providing quality feedback to students is challenging in the current context, in which universities increasingly rely on casualised and inexperienced academic staff to assess undergraduate…

Criteria and foundations for the implementation of the Learning Resource Centers

OpenAIRE

Raquel Zamora Fonseca

2013-01-01

Review the criteria and rationale basis for the implementation of research - library and learning resource centers. The analysis focused on the implementation of CRAIs in university libraries and organizational models that can take.

Explaining Research Utilization Among 4-H Faculty, Staff, and Volunteers: The Role of Self-Efficacy, Learning Goal Orientation, Training, and Previous Experience

Directory of Open Access Journals (Sweden)

Julianne Tillman

2014-06-01

Full Text Available An investigation of factors that facilitate the utilization of research evidence among faculty, staff, and volunteers in the 4-H Youth Development Program is presented in this paper. Participants (N= 368; 86 4-H faculty, 153 staff, and 129 volunteers represented 35 states; structural equation modeling was utilized in the analyses. Results of the path analysis explained 56% of variance in research utilization and 28% in research utilization self-efficacy. Among the factors impacting research utilization, self-efficacy played the most important role. In turn, self-efficacy for research utilization was positively influenced by participants’ learning goal orientation, frequency of 4-H training during the last 12 months, education in research-related areas, and investigative career interests. In addition, 4-H staff who were exposed to research at higher levels reported higher research utilization self-efficacy. The findings reinforce the importance of fostering research utilization self-efficacy among 4-H faculty, staff, and volunteers. Among the suggestions presented are regular 4-H training opportunities and on-going exposure to program evaluation and program improvement experiences.

The Perspective of the Staff Regarding Facility Revitalization at Walter Reed Army Medical Center

National Research Council Canada - National Science Library

Baker, Jimmy G

2004-01-01

...). The response rate for the questionnaire was 40.69%, Analysis of collected data revealed that most respondents believe major facility revitalization must occur at WRAMC, staff awareness of the Master Facility Plan is lacking and staff education...

Organizational Transformation from the Inside Out: Reinventing the MIT Center for Organizational Learning.

Science.gov (United States)

Clanon, Jeff

1999-01-01

The 2-year process by which the Massachusetts Institute of Technology's Center for Organizational Learning transformed into the self-governed Society for Organizational Learning illustrates new ways of conceiving organizations, the capabilities required for change, and critical elements of the process: diverse representation, grounding in business…

Student-Centered Transformative Learning in Leadership Education: An Examination of the Teaching and Learning Process

Science.gov (United States)

Haber-Curran, Paige; Tillapaugh, Daniel W.

2015-01-01

Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students' reflective narratives, the authors explore students' experiences of and process of…

STUDENT-CENTERED LEARNING AND CROSS CULTURAL UNDERSTANDING IN LEARNING INTODUCTION TO LITERATURE TO IMPROVE THE STUDENTS MORALITY AND MULTICULTURAL VALUES

Directory of Open Access Journals (Sweden)

Siminto Siminto

2017-04-01

Full Text Available Previously the paradigm change was done from the teacher centered to the student centered in teaching learning process. It was expected to be able to encourage the students to be involved in building their knowledge, attitude, and character. Besides that, English learners did not understand about the native culture and morality values to the language that they are learning. Cross cultural understanding knowledge is very useful to improve the students‘ ability in recognizing the dissimilarity culture and live together in the middle of the dissimilarity culture. This research was based on the qualitative research principle. The research type used was qualitative study by using action research design. Subject of this research was the fourth semester students who have programmed Introduction to Literature in English Study Program at Palangkaraya State Islamic Institute in academic year 2014/2015, consisted of two learning group. Based on the research findings, by implementing of student-centered learning and cross cultural understanding, it showed that they can increase: (1 the students‘ readiness, being active, seriousness in analyzing English literature text; (2 the students‘ performance in doing of tasks given to each students to be able to share their understanding about English literature text to the other students; (3 the students‘ learning quality, academic achievement, interest, response in learning of Introduction to Literature related to literature text analysis concept mastering; (4 the students‘ morality and multicultural values. It could be seen from the students‘ study result, literature text analysis result, and the students‘ character.

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

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Judy Orme

2013-03-01

Full Text Available There is increasing interest in the role that schools can play in promoting education for sustainable development (ESD, and evidence is emerging that schools can be influential in the emerging agenda around the ecological, ethical and social aspects of food, diet and nutrition. With regard to such food sustainability issues, this paper analyses the role of the Food for Life Partnership national programme in supporting garden and farm-based learning activities in 55 primary schools in England, UK. Using a mixed methods approach, the study examined the programme’s implementation through staff perceptions and a range of school change indicators. The study found that the programme delivery was associated with widespread institutional reforms. According to staff, implementation of the programme provided a range of opportunities for pupils to learn about food production and sustainability, but addressing these issues was challenging for teachers and raised a number of questions concerned with effective, equitable and on-going implementation. At a pedagogical level, teachers also reflected on conceptually challenging aspects of food sustainability as a topic for primary school education. The study identified ways that ESD programmes could support schools to think about and implement learning opportunities as well as identifying significant barriers related to resourcing such programmes.

Criteria and foundations for the implementation of the Learning Resource Centers

Directory of Open Access Journals (Sweden)

Raquel Zamora Fonseca

2013-03-01

Full Text Available Review the criteria and rationale basis for the implementation of research - library and learning resource centers. The analysis focused on the implementation of CRAIs in university libraries and organizational models that can take.

PBL as a Tool for Staff Development in the Educational Transformation towards PBL

DEFF Research Database (Denmark)

Du, Xiangyun; Kolmos, Anette; Qvist, Palle

2007-01-01

Abstract Worldwide, the philosophy of problem based and project based learning (PBL) has been implemented as educational models in diverse practice of teaching and learning. Recent years have witnessed more and more educational transformations towards PBL. Despite the diversity of approaches...... and practices in the process of organizational transformation, staff development remains one of key elements in the transformation process in order to teach staff new PBL practice.. A growing body of literature discussing the role of facilitation in PBL, implementation of PBL at different levels in educational...... practice, PBL online; however, little has been documented on the practice of staff development in PBL, especially through online education in the form of PBL. This paper presents the experiences and reflections of using PBL online as a strategy for staff development based on the practice...

Lessons learned from a pharmacy practice model change at an academic medical center.

Science.gov (United States)

Knoer, Scott J; Pastor, John D; Phelps, Pamela K

2010-11-01

The development and implementation of a new pharmacy practice model at an academic medical center are described. Before the model change, decentralized pharmacists responsible for order entry and verification and clinical specialists were both present on the care units. Staff pharmacists were responsible for medication distribution and sterile product preparation. The decentralized pharmacists handling orders were not able to use their clinical training, the practice model was inefficient, and few clinical services were available during evenings and weekends. A task force representing all pharmacy department roles developed a process and guiding principles for the model change, collected data, and decided on a model. Teams consisting of decentralized pharmacists, decentralized pharmacy technicians, and team leaders now work together to meet patients' pharmacy needs and further departmental safety, quality, and cost-saving goals. Decentralized service hours have been expanded through operational efficiencies, including use of automation (e.g., computerized provider order entry, wireless computers on wheels used during rounds with physician teams). Nine clinical specialist positions were replaced by five team leader positions and four pharmacists functioning in decentralized roles. Additional staff pharmacist positions were shifted into decentralized roles, and the hospital was divided into areas served by teams including five to eight pharmacists. Technicians are directly responsible for medication distribution. No individual's job was eliminated. The new practice model allowed better alignment of staff with departmental goals, expanded pharmacy hours and services, more efficient medication distribution, improved employee engagement, and a staff succession plan.

[Prevalence of smoking among doctors and paramedical staff in Hospital University Center Mohammed VI, Marrakech].

Science.gov (United States)

Badri, Farid; Sajiai, Hafsa; Amro, Lamyae

2017-01-01

Smoking is a major public health problem. Doctors and paramedical staff are not excluded from this plague. Smoking ban in hospitals originated from government effort to reduce passive smoking. The objectives were to evaluate smoking habits among doctors and paramedical staff in order to implement tobacco control strategy in this study population and to refer them to the smoking-cessation counselling. We conducted a descriptive cross-sectional study of the entire staff of the Hospital University Center Mohammed VI, Marrakech based on the distribution of anonymous questionnaires. A total of 530 questionnaires were distributed, and 380 were returned, a response rate of 71.7%. The study population consisted of 58.2% women (n=221) and 41.8% men (n=159). Doctors (n=220) were the most represented occupational category (57.9%) followed by nurses (31.8%). Smokers (n=62) accounted for 16.3% of our study population; the ex-smokers (n=31) accounted for 8.1% and the non-smokers (n=287) 75.5%. The average age of smokers was 31.1 years, ranging from 22 to 56 years. The prevalence of smoking was 16.3% (n=62) of study population, of whom 32.7% (n=52) among men compared to 4.5% (n=10) among women. The average age of smoking onset was 19 years with a range from 11 to 29 years and with a mean consumption of 9 cigarettes/day. 13% (n=50) of people even smoked narguilé, 9% (n=34) consumed alcohol, and 3% (n=21) cannabis. 67.7% of smokers (n=42) were planning to quit, of whom 30.9% (n=13) in the next 3 months, 52.4% (n=22) in the next 6 months and 16, 7% (n=16) were planning to quit in the year. Several activities encouraged smoking, including night shift, coffee breaks and meals in 90.3% (n=56), 64.3% (n=40) and 61.3% (n=38) of cases respectively. This survey highlights the need to carry out awareness-raising actions to strengthen people motivation to quit smoking and help them during their withdrawal.

Impact of a learning circle intervention across academic and service contexts on developing a learning culture.

Science.gov (United States)

Walker, Rachel; Henderson, Amanda; Cooke, Marie; Creedy, Debra

2011-05-01

Partnerships between university schools of nursing and health services lead to successful learning experiences for students and staff. A purposive sample of academics and students from a university school of nursing and clinicians from three health institutions involved in clinical learning (n=73) actively participated in a learning circles intervention conducted over 5 months in south east Queensland. Learning circle discussions resulted in enhanced communication and shared understanding regarding: (1) staff attitudes towards students, expectations and student assessment; (2) strategies enhancing preparation of students, mechanisms for greater support of and recognition of clinicians; (3) challenges faced by staff in the complex processes of leadership in clinical nursing education; (4) construction of learning, ideas for improving communication, networking and sharing; and (5) questioning routine practices that may not enhance student learning. Pre-post surveys of hospital staff (n=310) revealed significant differences across three sub-scales of 'accomplishment' (t=-3.98, pLearning circles can positively enhance organisational learning culture. The intervention enabled participants to recognise mutual goals. Further investigation around staff perception of their influence on their workplace is required. Copyright © 2010 Elsevier Ltd. All rights reserved.

Aligning institutional priorities: engaging house staff in a quality improvement and safety initiative to fulfill Clinical Learning Environment Review objectives and electronic medical record Meaningful Use requirements.

Science.gov (United States)

Flanagan, Meghan R; Foster, Carolyn C; Schleyer, Anneliese; Peterson, Gene N; Mandell, Samuel P; Rudd, Kristina E; Joyner, Byron D; Payne, Thomas H

2016-02-01

House staff quality improvement projects are often not aligned with training institution priorities. House staff are the primary users of inpatient problem lists in academic medical centers, and list maintenance has significant patient safety and financial implications. Improvement of the problem list is an important objective for hospitals with electronic health records under the Meaningful Use program. House staff surveys were used to create an electronic problem list manager (PLM) tool enabling efficient problem list updating. Number of new problems added and house staff perceptions of the problem list were compared before and after PLM intervention. The PLM was used by 654 house staff after release. Surveys demonstrated increased problem list updating (P = .002; response rate 47%). Mean new problems added per day increased from 64 pre-PLM to 125 post-PLM (P house staff in institutional quality and safety initiatives with tangible institutional benefits. Copyright © 2016 Elsevier Inc. All rights reserved.

Identifying needs to develop a PBL staff development program

Directory of Open Access Journals (Sweden)

Prarthana Coffin

2013-08-01

Full Text Available Staff development is a crucial element for educational intervention. Recognizing the importance of staff development, this study aims to pin-point suitable methodologies in developing a Problem-Based Learning (PBL academic staff development program for a higher education institute where PBL has become an intervention alternative. The study aims to answer the following research questions 1 how can university academic staff be assisted to acquire pedagogical competences for an initiative of the implementation of PBL curriculum? 2 What kinds of support do university academic staff need in order to maintain PBL implementation? Through a combination of a literature review, interviews with 6 PBL experts which emphasize the importance of PBL facilitators, and document analysis of reflection notes from 18 trainees of a PBL workshop, this study will produce a guideline in developing a PBL Academic Staff Development Program for an institute wishes to implement and retain PBL as the education strategy.

PTSD: National Center for PTSD

Medline Plus

Full Text Available ... by Center Staff Clinician’s Trauma Update PTSD Research Quarterly Publications Search Using the PILOTS Database What is ... Advisory Boards History and Achievements Divisions and Staff Leadership Divisions Executive Behavioral Science Clinical Neurosciences Dissemination & Training ...

Battle Staff Training System II: Computer-Based Instruction Supporting the Force XXI Training Program

National Research Council Canada - National Science Library

Wampler, Richard

1998-01-01

This report documents the methodology and lessons learned in the development of the Innovative Tools and Techniques for Brigade and Below Staff Training II - Battle Staff Training System II (ITTBBST-BSTS II...

Gathering the Dreamers: The Transformation Process to a Learner-Centered School. The Reinventing School Series. Part Two and Viewing Guide. Videotape.

Science.gov (United States)

Burrello, Leonard C.; DiLaura, Nancy

This videotape and viewing guide present an emerging learner-centered paradigm of teaching and learning and answer questions of why and how a staff changes its practices. The viewing guide describes the elementary school in the videotape, noting the full inclusion of 50 students identified as disabled, the team approach in which teachers are…

The High-Energy Astrophysics Learning Center, Version 1. [CD-ROM].

Science.gov (United States)

Whitlock, Laura A.; Allen, Jesse S.; Lochner, James C.

The High-Energy Astrophysics (HEA) Learning Center gives students, teachers, and the general public a window into the world of high-energy astrophysics. The universe is revealed through x-rays and gamma rays where matter exists under extreme conditions. Information is available on astrophysics at a variety of reading levels, and is illustrated…

Exploring the adoption of Schwartz Center Rounds as an organisational innovation to improve staff well-being in England, 2009-2015.

Science.gov (United States)

Robert, Glenn; Philippou, Julia; Leamy, Mary; Reynolds, Ellie; Ross, Shilpa; Bennett, Laura; Taylor, Cath; Shuldham, Caroline; Maben, Jill

2017-01-05

Schwartz Center Rounds ('Rounds') are a multidisciplinary forum in which healthcare staff within an organisation discuss the psychological, emotional and social challenges associated with their work in a confidential and safe environment. Implemented in over 375 North American organisations, since 2009, they have been increasingly adopted in England. This study aimed to establish how many and what types of organisations have adopted Rounds in England, and to explore why they did so. Public healthcare organisations in England. Secondary data analysis was used to map and profile all 116 public healthcare organisations that had adopted Rounds in England by July 2015. Semistructured telephone interviews were conducted with 45 Round coordinators within adopting organisations. The rate of adoption increased after a major national report in 2013. Rounds were typically adopted in order to improve staff well-being. Adopting organisations scored better on staff engagement than non-adopters; among adopting organisations, those performing better on patient experience were more likely to adopt earlier. Most adoption decision-making processes were straightforward. A confluence of factors-a generally favourable set of innovation attributes (including low cost), advocacy from opinion leaders in different professional networks, active dissemination by change agents and a felt need to be seen to be addressing staff well-being-initially led to Rounds being seen as 'an idea whose time had come'. More recent adoption patterns have been shaped by the timing of charitable and other agency funding in specific geographical areas and sectors, as well as several forms of 'mimetic pressure'. The innate attributes of Rounds, favourable circumstances and the cumulative impact of a sequence of distinct informal and formal social processes have shaped the pattern of their adoption in England. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a

Language barriers in medical education and attitudes towards Arabization of medicine: student and staff perspectives.

Science.gov (United States)

Sabbour, S M; Dewedar, S A; Kandil, S K

2012-12-04

Students and staff perspectives on language barriers in medical education in Egypt and their attitude towards Arabization of the medical curriculum were explored in a questionnaire survey of 400 medical students and 150 staff members. Many students (56.3%) did not consider learning medicine in English an obstacle, and 44.5% of staff considered it an obstacle only in the 1st year of medical school. Many other barriers to learning other than language were mentioned. However, 44.8% of students translated English terms to Arabic to facilitate studying and 70.6% of students in their clinical study years would prefer to learn patient history-taking in Arabic. While Arabization in general was strongly declined, teaching in Arabic language was suggested as appropriate in some specialties.

Mapping Staff Competencies for Information Literacy Interventions

Directory of Open Access Journals (Sweden)

Sheila Corrall

2010-09-01

Full Text Available Information literacy (IL is a key strategic objective for academic libraries. Many academic librarians are involved in designing, developing and delivering IL programmes, using both classroom teaching and e-learning methods. IL has also become a priority at institutional level and some universities and colleges have formal policies and strategies to integrate and embed IL in the curriculum. IL interventions also happen informally at enquiry points and reference desks, when queries offer ‘teachable moments’ for library staff to help students develop information skills and understanding while solving their information problems. Research shows that such instruction features strongly in both face-to-face and virtual reference transactions, but few IL policies and strategies cover this frontline personalised IL support. Similarly, most discussion of staff training and development for IL education has centred on the teaching roles and pedagogical knowledge of professional librarians, with limited discussion of the competencies needed for frontline interventions by paraprofessionals or assistants. This workshop promotes an inclusive holistic model of IL education and library workforce development. It will investigate the skills and knowledge needed by frontline staff to contribute effectively to the IL mission of academic libraries. It will focus on the learning support needed by students from different educational, social, ethnic and cultural backgrounds, with particular reference to postgraduate students, as a group typifying this diversity. The facilitator will review IL interventions and library staff competencies discussed in the literature. Participants will discuss typical queries or problems presented by different categories of postgraduate students and then identify the skills, knowledge and understanding required by frontline staff to provide an appropriate service response. The skillsets identified will be compared with those of teaching

Center for Beam Physics, 1992

International Nuclear Information System (INIS)

1993-06-01

This report contains the following information on the center for beam physics: Facilities; Organizational Chart; Roster; Profiles of Staff; Affiliates; Center Publications (1991--1993); and 1992 Summary of Activities

Center for Beam Physics, 1992

Energy Technology Data Exchange (ETDEWEB)

1993-06-01

This report contains the following information on the center for beam physics: Facilities; Organizational Chart; Roster; Profiles of Staff; Affiliates; Center Publications (1991--1993); and 1992 Summary of Activities.

Quantitative and qualitative processes of change during staff-coaching sessions : An exploratory study

NARCIS (Netherlands)

van Oorsouw, W.M.W.J.; Embregts, P.J.C.M.; Bosman, A.M.T.

2013-01-01

Staff training is one of the interventions that managers can embed in their organizations to help staff improve their professional competences related to challenging behaviour of clients with intellectual disabilities. Individual coaching adds learning opportunities that are feasible but difficult

Quantitative and qualitative processes of change during staff-coaching sessions: An exploratory study

NARCIS (Netherlands)

Oorsouw, W.M.W.J. van; Embregts, P.J.C.M.; Bosman, A.M.T.

2013-01-01

Staff training is one of the interventions that managers can embed in their organizations to help staff improve their professional competences related to challenging behaviour of clients with intellectual disabilities. Individual coaching adds learning opportunities that are feasible but difficult

Cooptation of Peer Support Staff: Quantitative Evidence

Directory of Open Access Journals (Sweden)

Anthony J. Alberta

2014-03-01

Full Text Available Objective In 2007, the Centers for Medicare and Medicaid Services (CMS sent a letter to state Medicaid directors outlining requirements for implementing peer-based recovery support services (P-BRSS as a Medicaid-funded service. Since then, 30 states have implemented these services. Although the literature describing implementation of P-BRSS has identified the cooptation of peer support staff (PSS as a barrier to the effective provision of P-BRSS, the evidence for it remains anecdotal. This study attempts to determine if the context of employment in either a treatment organization or peer organization affected cooptation. Methods We conducted a survey of PSS in the fall of 2013. In all, 92 of the 181 respondents were working as PSS at the time, 53 in treatment organizations. Chi-square analysis was used to determine if the context of employment had an effect on the cooptation of peer staff. Results Peer staff working in treatment organizations reported that they were supervised by treatment staff and participated in employment-related training to improve their skills at providing treatment services more frequently than their counterparts in peer organizations. Peer staff working in treatment organizations also participated in training and education to prepare for employment as treatment professionals more frequently than peer staff working in peer organizations. Conclusions and Implications for Practice Peer staff members working in treatment organizations are subject to processes of acculturation into professional cultures that peer staff working in peer organizations are not. Effective implementation of P-BRSS should include specific efforts to minimize the cooptation of peer staff.

PTSD: National Center for PTSD

Medline Plus

Full Text Available ... Community Providers and Clergy Co-Occurring Conditions Continuing Education Publications List of Center Publications Articles by Center Staff Clinician’s Trauma Update PTSD Research Quarterly Publications Search ...

The Comparison between Teacher Centered and Student Centered Educational Methods

Directory of Open Access Journals (Sweden)

M Anvar

2009-02-01

Full Text Available Background and Purpose: Various approaches to learning are suggested & practiced. The traditional medical education were more teacher centered oriented . In this method the students’ involvement in the process of learning is not remarkable, but the new approach to medical education supports the students involvement. This study evaluated the various method of lecturing considering students involvements.Methods: One hundred two first year medical and nursing students involved in this study and their opinion about these two methods of learning were obtained by filling of a questionnaire. The subject of the lectures was “general psychology” which was carried out 50% by the students and 50% by the teacher. The statistical analysis was carried out by SPSS program.Results: Considering students opinion in student-centered method the various aspect of learning such as mutual understanding, use of textbooks and references were significantly increased , whereasother aspects of learning such as self esteem, study time, innovation, and study attitude though were improved, but were not significant as compared with teacher centered method. In teacher-centeredmethod the understanding of the subjects was significantly increased .Other aspects of learning such as motivation and concentration were improved but not significantly as compared with studentcentered method.Conclusion: As the result showed student centered method was favored in several aspects of learning while in teacher centered method only understanding of the subject was better . Careful choice of teaching method to provide a comprehensive learning experience should take into account these differences.Key words: TEACHER CENTERED, STUDENT CENTERED, LEARNING

Student and staff experiences of attendance monitoring in undergraduate obstetrics and gynecology: a cross-sectional survey

Directory of Open Access Journals (Sweden)

Deane RP

2016-04-01

Full Text Available Richard P Deane, Deirdre J Murphy Department of Obstetrics and Gynaecology, Trinity College Dublin, The University of Dublin, Coombe Women & Infants University Hospital, Dublin, Republic of Ireland  Background: Despite the widespread introduction of active learning strategies to engage students across modern medical curricula, student attendance and attendance monitoring remain a challenging issue for medical educators. In addition, there is little published evidence available to medical educators regarding the use of attendance monitoring systems. The aim of this study was to evaluate the opinions of students and staff about the use of a paper-based student logbook to record student attendance across all clinical and classroom-based learning activities within an undergraduate clinical rotation in obstetrics and gynecology (OBGYN. Methods: Each student undertaking the clinical rotation in OBGYN was required to complete a paper-based logbook in a booklet format that listed every clinical and classroom-based activity that the student was expected to attend. A cross-sectional survey evaluating the acceptability, practicality, and effect on access to learning opportunities of using the logbook was undertaken. The survey was conducted among all medical students who completed their OBGYN rotation over a full academic year and staff who taught on the program. Results: The response rate was 87% (n=128/147 among students and 80% (n=8/10 among staff. Monitoring attendance was widely acceptable to students (n=107/128, 84% and staff (n=8/8, 100%. Most students (n=95/128, 74% and staff (n=7/8, 88% recommended that attendance should be mandatory during rotations. Almost all staff felt that attendance should contribute toward academic credit (n=7/8, 88%, but students were divided (n=73/128, 57%. Students (n=94/128, 73% and staff (n=6/8, 75% reported that the use of the logbook to record attendance with tutor signatures was a satisfactory system, although

Student and staff experiences of attendance monitoring in undergraduate obstetrics and gynecology: a cross-sectional survey.

Science.gov (United States)

Deane, Richard P; Murphy, Deirdre J

2016-01-01

Despite the widespread introduction of active learning strategies to engage students across modern medical curricula, student attendance and attendance monitoring remain a challenging issue for medical educators. In addition, there is little published evidence available to medical educators regarding the use of attendance monitoring systems. The aim of this study was to evaluate the opinions of students and staff about the use of a paper-based student logbook to record student attendance across all clinical and classroom-based learning activities within an undergraduate clinical rotation in obstetrics and gynecology (OBGYN). Each student undertaking the clinical rotation in OBGYN was required to complete a paper-based logbook in a booklet format that listed every clinical and classroom-based activity that the student was expected to attend. A cross-sectional survey evaluating the acceptability, practicality, and effect on access to learning opportunities of using the logbook was undertaken. The survey was conducted among all medical students who completed their OBGYN rotation over a full academic year and staff who taught on the program. The response rate was 87% (n=128/147) among students and 80% (n=8/10) among staff. Monitoring attendance was widely acceptable to students (n=107/128, 84%) and staff (n=8/8, 100%). Most students (n=95/128, 74%) and staff (n=7/8, 88%) recommended that attendance should be mandatory during rotations. Almost all staff felt that attendance should contribute toward academic credit (n=7/8, 88%), but students were divided (n=73/128, 57%). Students (n=94/128, 73%) and staff (n=6/8, 75%) reported that the use of the logbook to record attendance with tutor signatures was a satisfactory system, although students questioned the need for recording attendance at every classroom-based activity. Most students felt that the logbook facilitated access to learning experiences during the rotation (n=90/128, 71%). Staff felt that the process of signing

Nostalgia, gamification and staff development – moving staff training away from didactic delivery

Directory of Open Access Journals (Sweden)

Tom Foster

2018-05-01

Full Text Available There is growing evidence that incorporating games into education supports active learning and student participation. With that in mind, we created a staff development session that involved a playful learning activity, in which attendees experienced 90’s nostalgia, whilst working on an important learning and teaching issue.Based on the British game show, The Crystal Maze, The ‘Crys-TEL’ maze required attendees to complete a number of challenges as a group to attempt to ‘solve’ a pressing learning and teaching issue. Using gamification techniques, defined as game design elements in non-game settings, attendees experienced different delivery styles, whilst always working towards the learning and teaching issue they had been asked to consider. In a nod to the original Crystal Maze game show, attendees worked in groups to score points for completing various tasks. The two groups with the most points competed against each other in the final to collect crystals, and ultimately conquer the ‘maze’.This article will describe the journey we took from the initial concept through to the delivery of the session, and our reflections and proposed future developments of the Crys-TEL Maze.

E-learning and professional development--never too old to learn.

Science.gov (United States)

Gill, Anthony

A growing concern among healthcare professionals is the need to continually update knowledge and skills in order to enhance clinical practice. It is recognized that there are major concerns about recruitment and retention of staff within health care, and an increasing need for greater emphasis on valuing the existing workforce. This article contributes to the debate about the role of e-learning in conjunction with continuing professional development (CPD) and personal professional development. It describes how healthcare professionals utilized an innovative, self-managed, pick-up and put-down distance learning module delivered online or by CD-ROM. Staff enrolled on the module were encouraged to complete a questionnaire online or by post upon completion of each unit; to enhance validity, telephone interviews were also conducted with selected staff. Results indicate that participants showed some improvement in all categories, especially patient care where 90% of staff reported some improvement after completing the course. This particular method of teaching and learning was shown to be favoured by staff as a method of CPD, and thus has the potential to enhance patient care.

The maintenance training center of the paks nuclear power plant - past, present and future

International Nuclear Information System (INIS)

Kiss, I.

2001-01-01

The safety of the Paks nuclear power plant (Paks NPP) is a political-economic factor with general influence on the stability of the Hungarian economy. Since the beginning of the 1990s, the plant management has been taking significant efforts to learn about the factors that define plant safety and to reveal areas where safety can be further improved. Major emphasis is also placed on the provision of resources and creation of conditions necessary for the preservation of staff competence. In 1997 a separate, maintenance-specific facility was erected. The Maintenance Training Center of the Paks NPP is a worldwide major unique center. (orig.) [de

Engaging Frontline Leaders and Staff in Real-Time Improvement.

Science.gov (United States)

Phillips, Jennifer; Hebish, Linda J; Mann, Sharon; Ching, Joan M; Blackmore, C Craig

2016-04-01

The relationship of staff satisfaction and engagement to organizational success, along with the integral influence of frontline managers on this dimension, is well established in health care and other industries. To specifically address staff engagement, Virginia Mason Medical Center, an integrated, single-hospital health system, developed an approach that involved leaders, through the daily use of standard work for leaders, as well as staff, through a Lean-inspired staff idea system. Kaizen Promotion Office (KPO) staff members established three guiding principles: (1) Staff engagement begins with leader engagement; (2) Integrate daily improve- ment (kaizen) as a habitual way of life not as an add-on; and (3) Create an environment in which staff feel psycho- logically safe and valued. Two design elements--Standard Work for Leaders (SWL) and Everyday Lean Ideas (ELIs) were implemented. For the emergency department (ED), an early adopter of the staff engagement work, the challenge was to apply the guiding principles to improve staff engagement while improving quality and patient and staff satisfaction, even as patient volumes were increasing. Daily huddles for the KPO staff members and weekly leader rounds are used to elicit staff ideas and foster ELIs in real time. Overall progress to date has been tracked in terms of staff satisfaction surveys, voluntary staff turnover, adoption of SWL, and testing and implementation of staff ideas. For example, voluntary turnover of ED staff decreased from 14.6% in 2011 to 7.5% in 2012, and 2.0% in 2013. Organizationwide, at least 800 staff ideas are in motion at any given time, with finished ones posted in an idea supermarket website. A leadership and staff engagement approach that focuses on SWL and on capturing staff ideas for daily problem solving and improvement can contribute to organization success and improve the quality of health care delivery.

20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Science.gov (United States)

2010-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT... managing work-based learning? (a) The center operator must emphasize and implement work-based learning...

42 CFR 482.62 - Condition of participation: Special staff requirements for psychiatric hospitals.

Science.gov (United States)

2010-10-01

... requirements for psychiatric hospitals. 482.62 Section 482.62 Public Health CENTERS FOR MEDICARE & MEDICAID... staff requirements for psychiatric hospitals. The hospital must have adequate numbers of qualified...) Standard: Director of inpatient psychiatric services; medical staff. Inpatient psychiatric services must be...

Analysis of the Motivation and Work Climate of University Teaching Staff

Science.gov (United States)

González-Tirados, R. M.

2012-04-01

The scientific, social, economic and technological progress taking place in present-day advanced societies needs to be closely linked to the work of the university and to effectiveness, productivity and efficiency. Moreover, teaching staff play a predominant role and are the best point of reference for any changes to be introduced in teaching, in the way to manage classes, in the use of tools, changes in methodology or teaching strategies, and also in the ways students learn, etc. The teacher ceases to be a figure who only transmits knowledge and becomes a guide or facilitator of learning. The teacher, therefore, takes on a different commitment with the ways of learning, of approaching students, guiding tutorials, assessing student learning, etc. For these reasons staff motivationisone of the basic concerns. It would be expected that a demotivated staff with few incentives and a low opinion of their worth as teachers would be less committed to their teaching, research and management work, and as a result would achieve less success in their work with students. To put it another way, they would perform worse in all they do. But could it be that their vocation as teachers and the professionalism of university staff are sufficient motivating factors in themselves? The concepts of work climate, motivation and demotivation of teaching staff, feeling uneasy with teaching or academic work, conflicts of communication, a deterioration in relationships with colleagues, etc., are phrases that are heard more and more in the work environment. Most of these phrases would seem to be related to academic performance or the way of becoming involved in the centre's activities or to other variables which until proved are only supposition. It is for these reasons that we have wished to analyse the situation of teaching staff in universities in Madrid. In university organisations the teaching staff is one of the key elements that leads to work being done more or less effectively. Human

Medicine, law, ethics: teaching versus learning.

Science.gov (United States)

Kapp, Marshall; Turner, Gregory; Baker, Dennis

2012-10-01

Doctors' anxieties about the legal environment begin during medical school. The signals faculty members send to medical students contribute to this anxiety. A pilot study was conducted to examine signals sent by faculty members to students regarding the relationship of legal risk management and ethical patient care at one medical school. It was also intended to determine the agreement between the messages faculty staff believe they are transmitting and those that students think they are hearing from faculty mentors. A survey with six multiple-choice questions was sent electronically to clinical faculty staff of one medical school to elicit the signals faculty members send students regarding the relationship of legal risk management and ethical patient care. A complementary survey instrument was sent to all 240 third- and fourth-year students to elicit their perceptions of what they were being taught by their mentors about the legal environment. Responses were tabulated, analysed, and interpreted. Faculty staff and student responses to six questions regarding teaching and learning about the relationship of legal risk management and ethical patient care revealed, for four of the six questions, statistically significantly different perspectives between what faculty members thought they were teaching and what students thought they were learning. Medical schools should be teaching patient-centered medicine, reconciling an awareness of the legal environment with the provision of ethically and clinically sound patient care. To improve performance, we must address the messages faculty members send students and reduce the disparity between perceived faculty teaching and claimed student learning in this context. © Blackwell Publishing Ltd 2012.

[Effects of an intensive therapy program for behaviorally disordered mentally handicapped patients on staff personnel in residential care].

Science.gov (United States)

Elbing, U; Rohmann, U H

1994-03-01

This study evaluates the effects of an intensive therapy program designed for mentally handicapped persons with severely disturbed or autistic behavior on their staff personal which had an active role in the program. The staff members rated their professional competence, quality of interaction with the client, team culture and work satisfaction before and after being engaged in the program, with additional ratings of their personal aims at the beginning of the program. Three sets of data were obtained with the program being conducted three times in a row. The testings of the related as well as the independent samples show differentiated program effects. The main effect is an increase of the professional competence and quality of interaction, especially by the qualified staff members. Trainees put emphasis on the development of their personal relationship with the client. The results are discussed in terms of the impact of learning processes specific to the roles of the staff members and motivational factors on learning and therapy outcome, along with institutional conditions influencing successful learning. Thus the program facilitates the professional and interpersonal learning process of staff members in a specific way with success as well as with limitations.

A Staff Education Consortium: One Model for Collaboration.

Science.gov (United States)

Stetler, Cheryl Beth; And Others

1983-01-01

Discusses the development, organization, activities, problems, and future of a staff education consortium of five medical center hospitals in Boston. The purposes of the consortium are mutual sharing, reduction in duplication, and cost containment of educational programing. (JOW)

Automated Library Networking in American Public Community College Learning Resources Centers.

Science.gov (United States)

Miah, Adbul J.

1994-01-01

Discusses the need for community colleges to assess their participation in automated library networking systems (ALNs). Presents results of questionnaires sent to 253 community college learning resource center directors to determine their use of ALNs. Reviews benefits of automation and ALN activities, planning and communications, institution size,…

Evaluation of doses to staff involved in interventional cardiology in two Khartoum hospitals

International Nuclear Information System (INIS)

Bashir, M. K. A.

2009-11-01

In interventional cardiac procedures, staff operates near the patient in a non-uniformly scattered radiation field. Consequently, workers may receive, over a period of time, relatively high radiation doses. The measurement of individual doses to personnel becomes critical due to the use of protective devices and, as a consequence of the large number of methods proposed to assess the effective dose, In this study, staff doses were measured in two cardiac centers: Ahmed Gasim Hospital and Cardiac Center, Khartoum. The objective was to measure personal dose equivalent and accordingly estimate the effective dose which is received by staff in interventional cardiology. Measurements were performed using electronic personal dosimeters (EPDs) worn over lead apron during the examination and were read immediately following each examination. A total number of 40 radiation worker were monitored for a period of two weeks. The highest doses received by the cardiologist followed by nurses and then X-ray technicians. Staff received mean effective doses that ranged from 24 to 110 μSv estimated for four weeks. Recommendations on how to reduce staff doses in interventional cardiology are presented. (Author)

Learning Curve in a Western Training Center of the Circumferential En Bloc Esophageal Endoscopic Submucosal Dissection in an In Vivo Animal Model

Directory of Open Access Journals (Sweden)

Miguel A. Tanimoto

2011-01-01

Full Text Available Aim. Evaluate the feasibility to overcome the learning curve in a western training center of the en bloc circumferential esophageal (ECE- ESD in an in vivo animal model. Methods. ECE-ESD was performed on ten canine models under general anesthesia on artificial lesions at the esophagus marked with coagulation points. After the ESD each canine model was euthanized and surgical resection of the esophagus and stomach was carried out according to “the Principles of Humane Experimental Technique, Russel and Burch.” The specimen was fixed with needles on cork submerged in formalin with the esophagus and stomach then delivered to the pathology department to be analyzed. Results. ECE-ESD was completed without complications in the last 3/10 animal models. Mean duration for the procedures was 192±35 minutes (range 140–235 minutes. All the procedures were done at the animal lab surgery room with cardio pulmonary monitoring and artificial ventilation by staff surgery members and a staff member of the Gastroenterology department trained during 1999–2001 at the Fujigaoka hospital of the Showa U. in Yokohama, Japan, length (range 15–18 mm and 51±6.99 width (range 40–60 mm. Conclusion. ECE-ESD training is feasible in canine models for postgraduate endoscopy fellows.

Exploring the adoption of Schwartz Center Rounds as an organisational innovation to improve staff well-being in England, 2009–2015

Science.gov (United States)

Philippou, Julia; Leamy, Mary; Reynolds, Ellie; Ross, Shilpa; Bennett, Laura; Taylor, Cath; Shuldham, Caroline; Maben, Jill

2017-01-01

Objectives Schwartz Center Rounds (‘Rounds’) are a multidisciplinary forum in which healthcare staff within an organisation discuss the psychological, emotional and social challenges associated with their work in a confidential and safe environment. Implemented in over 375 North American organisations, since 2009, they have been increasingly adopted in England. This study aimed to establish how many and what types of organisations have adopted Rounds in England, and to explore why they did so. Setting Public healthcare organisations in England. Participants Secondary data analysis was used to map and profile all 116 public healthcare organisations that had adopted Rounds in England by July 2015. Semistructured telephone interviews were conducted with 45 Round coordinators within adopting organisations. Results The rate of adoption increased after a major national report in 2013. Rounds were typically adopted in order to improve staff well-being. Adopting organisations scored better on staff engagement than non-adopters; among adopting organisations, those performing better on patient experience were more likely to adopt earlier. Most adoption decision-making processes were straightforward. A confluence of factors—a generally favourable set of innovation attributes (including low cost), advocacy from opinion leaders in different professional networks, active dissemination by change agents and a felt need to be seen to be addressing staff well-being—initially led to Rounds being seen as ‘an idea whose time had come’. More recent adoption patterns have been shaped by the timing of charitable and other agency funding in specific geographical areas and sectors, as well as several forms of ‘mimetic pressure’. Conclusions The innate attributes of Rounds, favourable circumstances and the cumulative impact of a sequence of distinct informal and formal social processes have shaped the pattern of their adoption in England. PMID:28057662

Colleges Finding 'Wellness' Programs Cut Absenteeism, Boost Productivity and Morale of Their Staff Members.

Science.gov (United States)

McMillen, Liz

1986-01-01

Health-promotion programs provided for higher education staff are increasing. They draw on the expertise of physical education and athletic staff, counseling services, and medical centers to encourage employees to adopt lifetime regimens of healthy living. (MSE)

Developing a Mechanism for Assessment of the Mobile Operator Staff

Directory of Open Access Journals (Sweden)

Zhukovska Liudmyla E.

2017-04-01

Full Text Available The article is aimed at determining and substantiating practical recommendations on improving the assessment of staff of mobile operators based on an analysis of the existing theoretical and methodological foundations of formation and implementation of an effective mechanism for staff assessment and the suitability of their application in the competitive conditions. General tendencies in the development of mobile operators have been determined, existing approaches to assessing their staff have been explored. The article substantiates the need for cooperation and exchange of experts among mobile operators on staff assessment issues, using the assessment center technology and the use of an integrated staff assessment based on the points system, which will provide an objective assessment of each employee and will also contribute to the development of staff assessment technology for all telecommunications companies. The organizational and economic foundations for the implementation of these activities and the determination of level of their performance for mobile operators will be purpose of further researches.

Case Study of Effectiveness Evaluation of Staff Training Courses in Refah Bank

Directory of Open Access Journals (Sweden)

E. Yousefian

2017-08-01

Full Text Available One of the newest and most well-known train patterns for evaluating the effectiveness of in-service staffs training is Kircpatrick model. In this paper, the effectiveness of staff training courses of Refah-bank is evaluated. A questionnaire consisted of five components which include: reaction, learning, of behavior, the results and the innovation in role of confounding factors is handed out. The survey results show that three factors (reactions, behavior and innovation have a significant effect on the teachings effectiveness according to Kircpatrick model. And that two factors (learning and results of the courses have not a significant effect.

Meaningful Learning Moments on a Family Medicine Clerkship: When Students Are Patient Centered.

Science.gov (United States)

Huang, William Y; Rogers, John C; Nelson, Elizabeth A; Wright, Crystal C; Teal, Cayla R

2016-04-01

Reflection after patient encounters is an important aspect of clinical learning. After our medical school instituted a reflection paper assignment for all clerkships, we wanted to learn about the types of encounters that students found meaningful on a family medicine clerkship and how they impacted students' learning. Family and Community Medicine Clerkship students completed a reflection paper after the clerkship, based on guidelines that were used for all clerkship reflection papers at our medical school. Two reviewers independently organized student responses into themes and then jointly prioritized common themes and negotiated any initial differences into other themes. A total of 272 reflection papers describing an actual learning moment in patient care were submitted during the study period of January 2011--December 2012. In describing actions performed, students most frequently wrote about aspects of patient-centered care such as listening to the patient, carefully assessing the patient's condition, or giving a detailed explanation to the patient. In describing effects of those actions, students wrote about what they learned about the patient-physician interaction, the trust that patients demonstrated in them, the approval they gained from their preceptors, and the benefits they saw from their actions. An important contribution of a family medicine clerkship is the opportunity for students to further their skills in patient-centered care and realize the outcomes of providing that type of care.

Quantitative and Qualitative Processes of Change during Staff-Coaching Sessions: An Exploratory Study

Science.gov (United States)

van Oorsouw, Wietske M. W. J.; Embregts, Petri J. C. M.; Bosman, Anna M. T.

2013-01-01

Staff training is one of the interventions that managers can embed in their organizations to help staff improve their professional competences related to challenging behaviour of clients with intellectual disabilities. Individual coaching adds learning opportunities that are feasible but difficult to achieve in an in-service setting. In the…

Case studies of individualized professional development at an outdoor education center

Science.gov (United States)

Pearsall, Marjorie

Since the publishing of A Nation at Risk in 1983, educators across the country have directed attention and formal research studies towards discovering why American schools are not producing graduates who measure up to students in other countries. Research has been done which deals with children's responses to learning science while utilizing a variety of educational strategies. Factors such as gender, ethnicity, class size, length of the school day or school year, equipment availability and usage, have been studied and their impact analyzed. New assessment devices and testing instruments have been used to measure the amount and quality of their learning. Significant in its absence from most studies is the recognition of what classroom teachers believe about science, what they feel to be the best way(s) to teach science, and how they actually teach science. Related research on these factors laid the ground work for this study. Teaching is a profession characterized by a need for life-long learning. Some teachers study for advanced degrees. "Workshops" and "teacher institutes", either on-site at their own schools or through other enrichment situations provide learning opportunities for others. Informal educational institutions which have provided science enrichment field trip opportunities have recently begun to look at the curriculum goals and expectations of the state boards of education and regional school districts. As they become informed about these goals, their enrichment opportunities are found to serve the schools more fully. This study focuses on the Arlington Echo Outdoor Education Center, where the staff does not merely plan, prepare for, and present lessons on various age-appropriate science topics to schoolchildren which come to them. Instead, it is the policy of this center to prepare the individual classroom teachers so that the teacher assumes the responsibility to provide the preparation of the children for the experience, the facilitation of the

PTSD: National Center for PTSD

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Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: "Never Fail a Nahayan"

Science.gov (United States)

Jackson, Liz

2015-01-01

Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the "pedagogy of the oppressed" and…

PTSD: National Center for PTSD

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PTSD: National Center for PTSD

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Integrating Student-Centered Learning in Finance Courses: The Case of a Malaysian Research University

Science.gov (United States)

Janor, Hawati; Rahim, Ruzita Abdul; Rahman, Aisyah Abdul; Auzairy, Noor Azryani; Hashim, Noor Azuan; Yusof, Muhamad Zain

2013-01-01

The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia.…

Shifting workplace behavior to inspire learning: a journey to building a learning culture.

Science.gov (United States)

Schoonbeek, Sue; Henderson, Amanda

2011-01-01

This article discusses the process of building a learning culture. It began with establishing acceptance and connection with the nurse unit manager and the ward team. In the early phases of developing rapport, bullying became apparent. Because bullying undermines sharing and trust, the hallmarks of learning environments, the early intervention work assisted staff to recognize and counteract bullying behaviors. When predominantly positive relationships were restored, interactions that facilitated open communication, including asking questions and providing feedback-behaviors commensurate with learning in the workplace-were developed during regular in-service sessions. Staff participated in role-play and role modeling desired behaviors. Once staff became knowledgeable about positive learning interactions, reward and recognition strategies began to reinforce attitudes and behaviors that align with learning. Through rewards, all nurses had the opportunity to be recognized for their contribution. Nurses who excelled were invited to become champions to continue engaging the key stakeholders to further build the learning environment. Copyright 2011, SLACK Incorporated.

Perceived Importance of Wellness Features at a Cancer Center: Patient and Staff Perspectives.

Science.gov (United States)

Tinner, Michelle; Crovella, Paul; Rosenbaum, Paula F

2018-01-01

Determine the relative impact of 11 building wellness features on preference and on the ability to deliver/receive quality care for two groups: patients and caregivers. The impact of building features that promote wellness is of increasing interest to the building owners, designers, and occupants. This study performed a postoccupancy evaluation of two user groups at a healthcare facility with specific wellness features. Seventy-six staff and 62 patients of a cancer center were polled separately to determine their preferences in 11 categories. Results showed that all wellness features were viewed favorably by the two groups, with natural lighting, views of nature, and thermal comfort as top categories for both. The t-test comparisons were performed, and significant differences ( p < .05) between the two groups were found for three of the features (views of nature, art and murals, and indoor plants). Discussion of these differences and the interaction of competing design goals (thermal comfort, views of nature, natural light, and desire for privacy) are included. Designers and owners will want to consider the preferred use of roof gardens, art and murals, and indoor plants for patient spaces, where their relative value is greater. Access to private and quiet spaces is the top need for caregivers. Ease of movement, thermal comfort, and natural light were top needs for patients.

Using IMS Learning Design to model collaborative learning activities

NARCIS (Netherlands)

Tattersall, Colin

2006-01-01

IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

Learning Center and Study Carrels: A Comparative Study. Technical Report #18.

Science.gov (United States)

Chun, Sherlyn; And Others

This Kamehameha Early Education Program (KEEP) report presents a comparative study of the work rates of kindergarten and first grade children in two classroom environments: a learning-center and a study-carrel environment. The subjects, seven matched pairs of kindergarten and first grade students, were chosen on the basis of the results of a…

INVESTIGATING THE OPINIONS OF MoNE STAFF ABOUT INSET PROGRAMS VIA DISTANCE EDUCATION

Directory of Open Access Journals (Sweden)

Rasit OZEN

2009-10-01

Full Text Available The aim of this study is to investigate the opinions of the Ministry of National Education (MoNE staff about in-service training (INSET programs via distance education. The subjects of this study were the staff (n=15 of the Inservice Training Department of MoNE in 2008. During the study, the qualitative data were collected through semi-structured interviews held with the (MoNE staff by the researcher. The results of the interviews revealed the importance of needs assessment, the relationship between INSET program course content and participants’ school curriculum, support mechanism in INSET programs via distance education, the application of what is learned and providing various opportunities to them that lead to their active involvement to the application of these programs, the characteristics of learning environments for these programs, INSET instructors’ teaching competencies and skills to fulfill various roles in online learning environments, of measuring and evaluating the performance of teachers during INSET programs via distance education and of the effectiveness of INSET programs via distance education.

PTSD: National Center for PTSD

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Effect of Practice Ownership on Work Environment, Learning Culture, Psychological Safety, and Burnout.

Science.gov (United States)

Cuellar, Alison; Krist, Alex H; Nichols, Len M; Kuzel, Anton J

2018-04-01

Physicians have joined larger groups and hospital systems in the face of multiple environmental challenges. We examine whether there are differences across practice ownership in self-reported work environment, a practice culture of learning, psychological safety, and burnout. Using cross-sectional data from staff surveys of small and medium-size practices that participated in EvidenceNOW in Virginia, we tested for differences in work environment, culture of learning, psychological safety, and burnout by practice type. We conducted weighted multivariate linear regression of outcomes on ownership, controlling for practice size, specialty mix, payer mix, and whether the practice was located in a medically underserved area. We further analyzed clinician and staff responses separately. Participating were 104 hospital-owned and 61 independent practices and 24 federally qualified health centers (FQHCs). We analyzed 2,005 responses from practice clinicians and staff, a response rate of 49%. Working in a hospital-owned practice was associated with favorable ratings of work environment, psychological safety, and burnout compared with independent practices. When we examined separately the responses of clinicians vs staff, however, the association appears to be largely driven by staff. Hospital ownership was associated with positive perceptions of practice work environment and lower burnout for staff relative to independent ownership, whereas clinicians in FQHCs perceive a more negative, less joyful work environment and burnout. Our findings are suggestive that clinician and nonclinician staff perceive practice adaptive reserve differently, which may have implications for creating the energy for ongoing quality improvement work. © 2018 Annals of Family Medicine, Inc.

Perspectives on learning through research on critical issues-based science center exhibitions

Science.gov (United States)

Pedretti, Erminia G.

2004-07-01

Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings.

THE ROLE AND PLACE OF DISTANCE LEARNING IN E-LEARNING

Directory of Open Access Journals (Sweden)

Vladyslav Velychko

2016-11-01

Full Text Available The article discusses the role and place of distance education in electronic learning. The implementation of such important components as e-learning and e-education in the education system is an important tool to achieve the objectives of global education and requires specific knowledge. Teaching staff of educational institutions must learn new teaching tools such as cloud, Virtual Reality, Augmented Reality, mobile technology, Internet technology, designing distance learning courses, etc., or increase the level of this category. We consider the relevance and benefits of the use of distance education in electronic learning, and the need of its implementation at all levels of the educational process and basic steps for it. Distance learning courses have several types that differ in the degree of farness, individualization and its efficiency: "educational institution → Internet" (includes full-time training using Internet resources, videlicet to find things on the Internet and communicate with other network users; "educational institution → Internet → educational institution" (used in the full-time study, but has occasional problem with the mandatory use of the Internet; "the one who learns → Internet → the one who teaches" (distance learning complements the full-time education, it has an episodic format as consultations in a case of need; "the one who learns → Internet → Center" (full-time complement of training and has additional opportunities to strengthen the disclosure of a special creativity; "the one who learns → Internet" (it can serve as an additional training to full-time education, but can also be transformed into an independent "institution" that takes into account individual needs and capabilities of the individual and a flexible adjustment under her needs and interests using the educational resources on the Internet . There has been proved the necessity of mastering of the teaching staff of educational institutions

The Variance between Recommended and Nursing Staff Levels at Womack Army Medical Center

National Research Council Canada - National Science Library

Holcek, Robert A

2007-01-01

.... This study considered five possible rationales for the existing variances - workload changes, staff experience, observation patients, recovery patients, and outpatient procedures - for 117 work...

Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.

Science.gov (United States)

Armbruster, Peter; Patel, Maya; Johnson, Erika; Weiss, Martha

2009-01-01

We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.

Public Affairs & Strategic Communications (NGB-PA) - Personal Staff - Joint

Science.gov (United States)

guards, exhibit displays and speakers. Learn more about Community Relations Public Queries If you are Guard ARNG Media ARNG Public Affairs Family Services Youth Programs Survivor Services Military Funeral General Officer Management Public Affairs Executive Support Services Legislative Liaison Special Staff

Visual cues for person-centered communication.

Science.gov (United States)

Williams, Kristine; Harris, Brynn; Lueger, Amy; Ward, Kathleen; Wassmer, Rebecca; Weber, Amy

2011-11-01

Nursing home communication is frequently limited and task-focused and fails to affirm resident personhood. We tested the feasibility and effects of automated digital displays of resident photographs to remind staff (N = 11) of resident (n = 6) personhood. Historical photographs were displayed in digital photo frames mounted in each resident's room. To evaluate the intervention's effects, staff-resident conversations were audio-recorded prior to displaying the frames and repeated 2 weeks and 3 months later. Conversations were transcribed and statements were topic coded (task-focused vs. interpersonal). Staff person-centered talk increased from 11% to 32% (z = 2.37, p = .02) after the intervention and task-talk decreased from 64% to 40%. Resident interpersonal topics increased from 20% to 37%. Staff statements increased from 29 at baseline, to 37 postintervention, and 41 at 3-month follow-up and resident engagement and reminiscence also increased. Effects were reduced after 3 months. Automated photo displays are an easily implemented, low-cost intervention to promote person-centered communication.

Service-Learning. National Dropout Prevention Center/Network Newsletter. Volume 22, Number 4

Science.gov (United States)

Duckenfield, Marty, Ed.

2011-01-01

The "National Dropout Prevention Newsletter" is published quarterly by the National Dropout Prevention Center/Network. This issue contains the following articles: (1) Dropouts and Democracy (Robert Shumer); (2) 2011 NDPN Crystal Star Winners; (3) Service-Learning as Dropout Intervention and More (Michael VanKeulen); and (4) Teacher…

PTSD: National Center for PTSD

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Nurse manager engagement: what it means to nurse managers and staff nurses.

Science.gov (United States)

Gray, Linda R; Shirey, Maria R

2013-01-01

To describe what nurse manager engagement means to nurse managers and staff nurses by incorporating an organizational dashboard to document engagement outcomes. Retaining engaged nurse managers is crucial for individual performance and organizational outcomes. However, nurse manager engagement is currently underreported in the literature. Existing data from the 2010 Employee Opinion Survey at the Baylor University Medical Center in Dallas, Texas, were used to measure staff engagement among 28 nurse managers and 1497 staff nurses. The data showed a 21% gap between manager and staff nurse engagement levels, with managers showing higher engagement levels than staff. No clear depiction of nurse manager engagement emerged. Consequently, an expanded definition of nurse manager engagement was developed alongside a beginning dashboard of engagement outcomes. The findings have implications for overcoming barriers that affect staff nurse engagement, improving outcomes, and creating definitions of nurse manager engagement.

Integrating Doulas Into First-Trimester Abortion Care: Physician, Clinic Staff, and Doula Experiences.

Science.gov (United States)

Chor, Julie; Lyman, Phoebe; Ruth, Jean; Patel, Ashlesha; Gilliam, Melissa

2018-01-01

Balancing the need to provide individual support for patients and the need for an efficient clinic can be challenging in the abortion setting. This study explores physician, staff, and specially trained abortion doula perspectives on doula support, one approach to patient support. We conducted separate focus groups with physicians, staff members, and doulas from a high-volume, first-trimester aspiration abortion clinic with a newly established volunteer abortion doula program. Focus groups explored 1) abortion doula training, 2) program implementation, 3) program benefits, and 4) opportunities for improvement. Interviews were transcribed and computer-assisted content analysis was performed; salient findings are presented. Five physicians, 5 staff members, and 4 abortion doulas participated in separate focus group discussions. Doulas drew on both their prior personal skills and experiences in addition to their abortion doula training to provide women with support at the time of abortion. Having doulas in the clinic to assist with women's emotional needs allowed physicians and staff to focus on technical aspects of the procedure. In turn, both physicians and staff believed that introducing doulas resulted in more patient-centered care. Although staff did not experience challenges to integrating doulas, physicians and doulas experienced initial challenges in incorporating doula support into the clinical flow. Staff and doulas reported exchanging skills and techniques that they subsequently used in their interactions with patients. Physicians, clinic staff, and doulas perceive abortion doula support as an approach to provide more patient-centered care in a high-volume aspiration abortion clinic. © 2018 by the American College of Nurse-Midwives.

Profile of New Mexico Military Institute's Toles Learning Center: Marketing the LRC into the Twenty-First Century.

Science.gov (United States)

McLaren, M. Bruce

1987-01-01

Describes New Mexico Military Institute (NMMI), a state-supported combined military high school/junior college. Discusses its new learning resources center, the impact of the center on the community, and efforts to promote a greater demand for center services and raise funds for the facility. Recommends 14 marketing strategies. (DMM)

Working with Staff Using Baumrind's Parenting Styles Framework

Science.gov (United States)

Veldhuis, Hollace Anne

2012-01-01

The author's presentation at the staff meeting centered on Diana Baumrind's parenting styles framework (Baumrind, 1967). Baumrind believed that there were four requirements for effective guidance: nurturing, communication, maturity demands, and control. She rated parents on these four dimensions and identified the pattern of parenting that…

Building Staff Capacity to Evaluate in Museum Education

Science.gov (United States)

Kubarek, Joy

2015-01-01

For years, museums of all varieties, including art museums, science centers, history museums, zoos, and aquariums, have conducted education evaluation. However, museums are all too often faced with the challenge of allocating staff time, expertise, and other resources toward conducting evaluation, particularly evaluation that moves beyond program…

Neuromorphic cognitive systems a learning and memory centered approach

CERN Document Server

Yu, Qiang; Hu, Jun; Tan Chen, Kay

2017-01-01

This book presents neuromorphic cognitive systems from a learning and memory-centered perspective. It illustrates how to build a system network of neurons to perform spike-based information processing, computing, and high-level cognitive tasks. It is beneficial to a wide spectrum of readers, including undergraduate and postgraduate students and researchers who are interested in neuromorphic computing and neuromorphic engineering, as well as engineers and professionals in industry who are involved in the design and applications of neuromorphic cognitive systems, neuromorphic sensors and processors, and cognitive robotics. The book formulates a systematic framework, from the basic mathematical and computational methods in spike-based neural encoding, learning in both single and multi-layered networks, to a near cognitive level composed of memory and cognition. Since the mechanisms for integrating spiking neurons integrate to formulate cognitive functions as in the brain are little understood, studies of neuromo...

Possibilities of utilizing blended-learning in the area of language education of medical staff

Directory of Open Access Journals (Sweden)

Radka Šulistová

2014-11-01

Full Text Available This contribution deals with the presentation of teaching materials created within the IMED-KOMM-EU "Intercultural medical communication inEurope" internet project, having taken place under the leadership of the Institute for Intercultural Communication inGermany(Ansbach,Berlin,Jena,Erfurt. Project target was creating, testing, valorisation and permanent extending of the mentioned teaching materials, testing and certification technologies (ECL for intercultural professional communication of foreign physicians and other medical staff. The target groups involving the already practising professionals, as well as students, should be able to utilize the existing possibilities of communication withinEuropeand to perform their professional activity or studies in the languages, in which the materials are elaborated. As a result, five complete courses of blended-learning were created, which are generally easily accessible at mutually connected web sites in Czech, Slovak, German, Bulgarian and Hungarian. Their core are modules orientated on practice with complex exercises online and offline focused on the medical communication, including the manuals for teachers.

[Effectiveness of support for asbestos health consultation in health centers].

Science.gov (United States)

Nagamatsu, Yasuko

2011-09-01

In this research, we aimed to evaluate the support for asbestos health consultation in health centers. In this exploratory descriptive study, a self-administered original questionnaire was developed and used. Among all 517 health centers, valid responses were returned from 323 (62.5%) consenting centers. Consultations in the previous year ranged from 0-108 cases, with a facility median of 3.0 cases. Among staff members, 86.4% did not receive training and 35.4% had never used the manual. Workplaces that use asbestos within their jurisdiction were recognized by 39.2% of staff members, and 16.7% of these members always supported consultants psychologically. The staff members were not confident about asbestos health consultation: 71.2% for general questions, 76.2% for questions about asbestos-related diseases, and 76.4% for questions about risk of asbestos-related diseases; 51.4% were not confident about the Asbestos-Related Health Damage Relief System. Health center staff members who were significantly more confident were those who had more staff to work with; dealt with many consultations in the previous year; recognized the workplaces using asbestos within their jurisdiction; often used the manual and often psychologically supported consultants. According to the covariance structure analysis model, the 'use of support systems' consisting of 'the use of manual', 'training attendance' and 'recognition of workplaces that use asbestos' positively affected the frequency of psychological support (peffective in building the confidence of health center staff in relation to asbestos health consultation, although the use of these support systems was low.

Gender Equality in the Staff Composition of Higher Learning ...

African Journals Online (AJOL)

This paper analyses gender equality in the composition of Uganda Martyrs University (UMU) staff—as of the close of 2008. The analysis focuses on the University's policy and its implications for gender equality; the composition of the University's staff by gender; and explanation of the possible reasons underlying the gender ...

Better Broader Impacts through National Science Foundation Centers

Science.gov (United States)

Campbell, K. M.

2010-12-01

National Science Foundation Science and Technology Centers (STCs) play a leading role in developing and evaluating “Better Broader Impacts”; best practices for recruiting a broad spectrum of American students into STEM fields and for educating these future professionals, as well as their families, teachers and the general public. With staff devoted full time to Broader Impacts activities, over the ten year life of a Center, STCs are able to address both a broad range of audiences and a broad range of topics. Along with other NSF funded centers, such as Centers for Ocean Sciences Education Excellence, Engineering Research Centers and Materials Research Science and Engineering Centers, STCs develop both models and materials that individual researchers can adopt, as well as, in some cases, direct opportunities for individual researchers to offer their disciplinary research expertise to existing center Broader Impacts Programs. The National Center for Earth-surface Dynamics is an STC headquartered at the University of Minnesota. NCED’s disciplinary research spans the physical, biological and engineering issues associated with developing an integrative, quantitative and predictive understanding of rivers and river basins. Funded in 2002, we have had the opportunity to partner with individuals and institutions ranging from formal to informal education and from science museums to Tribal and women’s colleges. We have developed simple table top physical models, complete museum exhibitions, 3D paper maps and interactive computer based visualizations, all of which have helped us communicate with this wide variety of learners. Many of these materials themselves or plans to construct them are available online; in many cases they have also been formally evaluated. We have also listened to the formal and informal educators with whom we partner, from whom we have learned a great deal about how to design Broader Impacts activities and programs. Using NCED as a case study

Kennedy Space Center's NASA/Contractor Team-Centered Total Quality Management Seminar: Results, methods, and lessons learned

Science.gov (United States)

Kinlaw, Dennis C.; Eads, Jeannette

1992-01-01

It is apparent to everyone associated with the Nation's aeronautics and space programs that the challenge of continuous improvement can be reasonably addressed only if NASA and its contractors act together in a fully integrated and cooperative manner that transcends the traditional boundaries of proprietary interest. It is, however, one thing to assent to the need for such integration and cooperation; it is quite another thing to undertake the hard tasks of turning such a need into action. Whatever else total quality management is, it is fundamentally a team-centered and team-driven process of continuous improvement. The introduction of total quality management at KSC, therefore, has given the Center a special opportunity to translate the need for closer integration and cooperation among all its organizations into specific initiatives. One such initiative that NASA and its contractors have undertaken at KSC is a NASA/Contractor team-centered Total Quality Management Seminar. It is this seminar which is the subject of this paper. The specific purposes of this paper are to describe the following: Background, development, and evolution of Kennedy Space Center's Total Quality Management Seminar; Special characteristics of the seminar; Content of the seminar; Meaning and utility of a team-centered design for TQM training; Results of the seminar; Use that one KSC contractor, EG&G Florida, Inc. has made of the seminar in its Total Quality Management initiative; and Lessons learned.

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

Science.gov (United States)

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

Perception of performance management system by academic staff in an open distance learning higher education environment

Directory of Open Access Journals (Sweden)

Esther M. Maimela

2016-10-01

Full Text Available Orientation: Institutions of higher learning in South Africa are fast embracing performance management system (PMS as a mechanism for the achievement of teaching excellence and enhancement of research productivity. However, literature provided evidence to show that application of PMS in the private sector had failed to drive competition, efficiency and productivity. Research purpose: The main purpose of this article was to evaluate the perception of academic staff members of an open distance learning institution regarding the implementation of a PMS. Motivation for the study: PMS as a mechanism through which performance of academics is measured has been described as inconsistent with the long tradition of academic freedom, scholarship and collegiality in the academy. Moreso, previous research on the implementation of PMS was limited to private sector organisations, thus resulting in the dearth of empirical literature relating to its practice in service-driven public sector institutions. Research design, approach and method: The article adopted a quantitative research approach using census survey methodology. Data were collected from 492 academic staff from the surveyed institution using a self-developed questionnaire that was tested for high content validity with a consolidated Cronbach’s alpha value of 0.83. Data were analysed using a onesample t-test because of the one-measurement nature of the variable under investigation. Main findings: Major findings of the study indicated that respondents were satisfied with the implementation of the PMS by management. However, the payment of performance bonuses was not considered as sufficiently motivating, thus necessitating a pragmatic review by management. Practical/managerial implications: The findings of this article provided a practical guide to managers on the implementation and management of PMS as an employee performance reward mechanism in non-profit and service-oriented organisations

Management of change: Lessons learned from staff reductions in the chemical process industry

NARCIS (Netherlands)

Zwetsloot, G.I.J.M.; Gort, J.; Steijger, N.; Moonen, C.

2007-01-01

Increasing global competition and shareholder pressure are causing major changes in the chemical industry. Over the last decade companies have been continuously improving staff efficiency. As a result, most modern chemical plants can be regarded as lean. Plans to further reduce the number of staff

A Study of Time Spent Working at Learning Centers. Technical Report #17.

Science.gov (United States)

Omori, Sharon; And Others

This study examined the proportion of time children in the Kamehameha Early Education Program schools spend at actual school work in learning centers. Systematic time-sampled observations using multiple observers were conducted in December-January and again in March-April. The subjects, 12 children (6 kindergarteners and 6 first graders) were…

Family Literacy Project. Learning Centers for Parents and Children. A Resource Guide.

Science.gov (United States)

Crocker, M. Judith, Ed.; And Others

This guide is intended to help adult education programs establish family literacy programs and create Family Learning Centers in Cleveland Public Schools. The information should assist program coordinators in developing educational components that offer activities to raise the self-esteem of the parents and provide them with the knowledge and…

State of the Art Student Support Services in an IEP Learning Center

Science.gov (United States)

Hanson, Jessica; Maxwell, Jeffrey; Mulder, Monika

2015-01-01

Intensive English language programs (IEPs) at American universities have the task of recruiting, retaining, and preparing international students for mainstream classes. In order to achieve these tasks, many programs have explored using supplemental instruction (SI) in the form of learning centers (LCs) to support their students. In this study, we…

PTSD: National Center for PTSD

Medline Plus

Full Text Available skip to page content Attention A T users. To access the menus on this page please perform the following steps. 1. Please switch auto forms ... Conditions Continuing Education Publications List of Center Publications Articles by Center Staff Clinician’s Trauma Update PTSD Research ...

Physical environment and job satisfaction in a community mental health center.

Science.gov (United States)

Folkins, C; O'Reilly, C; Roberts, K; Miller, S

1977-01-01

Relocation of professional staff in a community mental health center provided a setting in which to evaluate the effects of physical environment on job satisfaction. Two mental health teams moved from an old, drab central clinic building to new satellite clinics while a third team remained in the old building. Relocated staff reported significant increase in satisfaction with physical surroundings as compared to staff that did not move. Furthermore, satisfaction with physical surroundings had some impact on overall satisfaction ratings. Physical surroundings in a community mental health center may be a mediating variable for staff morale and effectiveness.

Prospective Trial of House Staff Time to Response and Intervention in a Surgical Intensive Care Unit: Pager vs. Smartphone.

Science.gov (United States)

Tatum, James M; White, Terris; Kang, Christopher; Ley, Eric J; Melo, Nicolas; Bloom, Matthew; Alban, Rodrigo F

The objective of the study was to characterize house staff time to response and intervention when notified of a patient care issue by pager vs. smartphone. We hypothesized that smartphones would reduce house staff time to response and intervention. Prospective study of all electronic communications was conducted between nurses and house staff between September 2015 and October 2015. The 4-week study period was randomly divided into two 2-week study periods where all electronic communications between intensive care unit nurses and intensive care unit house staff were exclusively by smartphone or by pager, respectively. Time of communication initiation, time of house staff response, and time from response to clinical intervention for each communication were recorded. Outcomes are time from nurse contact to house staff response and intervention. Single-center surgical intensive care unit of Cedars-Sinai Medical Center in Los Angeles, California, an academic tertiary care and level I trauma center. All electronic communications occurring between nurses and house staff in the study unit during the study period were considered. During the study period, 205 nurse-house staff electronic communications occurred, 100 in the phone group and 105 in the pager group. House staff response to communication time was significantly shorter in the phone group (0.5 [interquartile range = 1.7] vs. 2 [3]min, p house staff intervention after response was also significantly more rapid in the phone group (0.8 [1.7] vs. 1 [2]min, p = 0.003). Dedicated clinical smartphones significantly decrease time to house staff response after electronic nursing communications compared with pagers. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Adoption and implementation of mandated diabetes registries by community health centers.

Science.gov (United States)

Helfrich, Christian D; Savitz, Lucy A; Swiger, Kathleen D; Weiner, Bryan J

2007-07-01

Innovations adopted by healthcare organizations are often externally mandated. However, few studies examine how mandated innovations progress from adoption to sustained effective use. This study uses Rogers's model of organizational innovation to explore community health centers' (CHCs') mandated adoption and implementation of disease registries in the federal Health Disparities Collaborative (HDC). Case studies were conducted on six CHCs in North Carolina participating in the HDC on type 2 diabetes mellitus. Data were collected from semistructured interviews with key staff, and from site-level and individual-level surveys. Although disease registry adoption and implementation were mandated, CHCs exercised prerogative in the timing of registry adoption and the functions emphasized. Executive and medical director involvement, often directly on the HDC teams, was the single most salient influence on adoption and implementation. Staff members' personal experience with diabetes also provided context and gave registries added significance. Participants lauded HDC's technique of small-scale, rapid-cycle change, but valued even more shared problem solving and peer learning among HDC teams. However, lack of cross-training, inadequate resources, and staff turnover posed serious threats to sustainability of the registries. The present study illustrates the usefulness of Rogers's model for studying mandated innovation and highlights several key factors, including direct, personal involvement of organizational leadership, and shared problem solving and peer learning facilitated by the HDC. However, these six CHCs elected to participate early in the HDC, and may not be typical of North Carolina's remaining CHCs. Furthermore, most face important long-term challenges that threaten routinization.

Educational technologies in the system of managerial staff mentoring

Directory of Open Access Journals (Sweden)

L. P. Gancharik

2016-01-01

organizations.Today, the full range of human activities entrusted to the personnel service of organizations. Educational institutions are involved only in the process of learning and, as a rule, stand apart from the rest of the personnel requirements of organizations (according to the principle: “We gave you the knowledge, and then you are by yourself…”. It is practically impossible to create a large-scale system of continuous development of managerial staff in the organizations without continuous interaction of personnel services in organizations, and educational institutions that have, both human and educational technologies.It is proposed to extend the learning process of the educational institutions in the state bodies and organizations through a system of cascading mentoring based on telecommunication technologies. The structure of the e-learning system provides means of creation, management and delivery of the content, means of organizing the learning process and interaction support of the participants. E-learning system provides system view of the educational process, when the main unit is not the academic discipline, and the formed administrative competence, around which the complex process of interaction between students, lecturers, learners and educational institutions exists. In the Academy of Management this interaction is carried out using the remote control SharePoint LMS learning system, which provides the high-quality implementation of the educational process. In the cascade mentoring system the distance learning is based on the modern telecommunication technologies and means of remote access to the distributed databases and knowledge of scientific, technical and educational information. The most promising model in this area is the open education, the dominant trend in the development of which becomes the student-centered learning model, taking into account the individual, personal qualities of each student and is based on the advanced pedagogical and

STAR Library Education Network: a hands-on learning program for libraries and their communities

Science.gov (United States)

Dusenbery, P.

2010-12-01

Science and technology are widely recognized as major drivers of innovation and industry (e.g. Rising above the Gathering Storm, 2006). While the focus for education reform is on school improvement, there is considerable research that supports the role that out-of-school experiences can play in student achievement and public understanding of STEM disciplines. Libraries provide an untapped resource for engaging underserved youth and their families in fostering an appreciation and deeper understanding of science and technology topics. Designed spaces, like libraries, allow lifelong, life-wide, and life-deep learning to take place though the research basis for learning in libraries is not as developed as other informal settings like science centers. The Space Science Institute’s National Center for Interactive Learning (NCIL) in partnership with the American Library Association (ALA), the Lunar and Planetary Institute (LPI), and the National Girls Collaborative Project (NGCP) have received funding from NSF to develop a national education project called the STAR Library Education Network: a hands-on learning program for libraries and their communities (or STAR-Net for short). STAR stands for Science-Technology, Activities and Resources. The overarching goal of the project is to reach underserved youth and their families with informal STEM learning experiences. This project will deepen our knowledge of informal/lifelong learning that takes place in libraries and establish a learning model that can be compared to the more established free-choice learning model for science centers and museums. The project includes the development of two STEM hands-on exhibits on topics that are of interest to library staff and their patrons: Discover Earth and Discover Tech. In addition, the project will produce resources and inquiry-based activities that libraries can use to enrich the exhibit experience. Additional resources will be provided through partnerships with relevant

Intergenerational Learning at a Nature Center: Families Using Prior Experiences and Participation Frameworks to Understand Raptors

Science.gov (United States)

Zimmerman, Heather Toomey; McClain, Lucy Richardson

2014-01-01

Using a sociocultural framework to approach intergenerational learning, this inquiry examines learning processes used by families during visits to one nature center. Data were collected from videotaped observations of families participating in an environmental education program and a follow-up task to draw the habitat of raptors. Based on a…

Personal Staff - Joint Staff - The National Guard

Science.gov (United States)

the ARNG Deputy Director of the ARNG Chief of Staff of the ARNG Command Chief Warrant Officer of the Site Maintenance Battle Focused Training Strategy Battle Staff Training Resources News Publications March Today in Guard History Leadership CNGB VCNGB SEA DANG DARNG Joint Staff J-1 J-2 J-3 J-4 J-5 J-6 J

Exploiting the Potential of CD-ROM Databases: Staff Induction at the University of East Anglia.

Science.gov (United States)

Guillot, Marie-Noelle; Kenning, Marie-Madeleine

1995-01-01

Overviews a project exploring the possibility of using CD-ROM applications and the design of exploratory didactic materials to introduce academic staff to the field of computer-assisted instruction. The project heightened the staff's awareness of electronic resources and their potential as research, teaching, and learning aids, with particular…

Learning Organization Profile of Educational Hospitals in Iran: Practice of Organizational Interlocking Systems.

Science.gov (United States)

Mohebbifar, Rafat; Hashemi, Hassan Jahani; Rajaee, Roya; Najafi, Marziye; Etedal, Mahbobeh G H

2015-02-24

Organizational learning has been identified as necessary for different organizations to improve their performance in the changing and competitive environment. The main purpose of this research was to specify the learning organization profile of educational and health centers of Tehran and Qazvin Universities of Medical Sciences in Iran. The present research was conducted using a cross-sectional method in the academic year of 2013-2014. A staff of 530 from educational hospitals subordinated to Tehran and Qazvin universities of medical sciences participated in the research. The participants were selected using stratified random sampling. That is to say, a random sample of a proportionate size was selected from each hospital. The instrument for data collection was a Likert-scale questionnaire involving 50 items. The statistical techniques of ANOVA, t-test, Chi-square, correlation coefficients (Pearson and Spearman), and regression were utilized to analyze the data. All of them were performed using the Statistical Package for Social Sciences (SPSS) 16.0 for windows. the results indicated that 449 of participants (84.7%) had a B.S. degree and 78 of them (14.7%) had an M.S. or a Ph.D. degree. Among the fivefold dimensions of "Learning Organization" model (Learning, Organization, People, Knowledge, and Technology) in comparison of the two universities, the "people" dimension was the highest-rated dimension with the mean rating of 25.71±8.36 and the "learning" dimension was the lowest-rated dimension with the mean of 25.35±8.04. Comparison between the two universities yielded the result that educational hospitals in Tehran University of medical sciences with the rating of 126.56 had a more complete profile than that of educational hospitals in Qazvin university of medical sciences with the rating of 122.23. The hospitals of the two above-mentioned universities were, to a great extent, far from the characteristics of Learning Organization. In light of the massive mission

Systematic and deliberate orientation and instruction for dedicated education unit staff.

Science.gov (United States)

Smyer, Tish; Tejada, Marianne Bundalian; Tan, Rhigel Alforque

2015-03-01

On the basis of increasing complexity of the health care environment and recommended changes in how nurses are educated to meet these challenges, the University of Nevada Las Vegas, School of Nursing established an academic-practice partnership with Summerlin Hospital Medical Center to develop a dedicated education unit (DEU). When the DEU model was implemented, variables that were not discussed in the literature needed to be addressed. One such challenge was how to impart pedagogy related to clinical teaching to the DEU nursing staff who would be acting as clinical dedicated unit instructors (CDIs). Of chief concern was the evaluation and monitoring of the quality of CDI-student interactions to ensure optimal student learning outcomes. This article addresses the development of a deliberate, systematic approach to the orientation and continued education of CDIs in the DEU. This information will assist other nursing programs as they begin to implement DEUs. Copyright 2015, SLACK Incorporated.

Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability

Science.gov (United States)

Saragih, Sahat; Napitupulu, Elvis

2015-01-01

The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…

Learning from staff to share knowledge and inform decision-making: the Contra Costa County experience.

Science.gov (United States)

Winship, Kathy

2012-01-01

In an effort to increase staff engagement and opportunities for greater two-way communication between managers and staff, a strategic plan was developed involving administration of an agency-wide staff satisfaction survey. A comprehensive survey was administered to nearly 1700 employees throughout the agency, which encompasses several diverse bureaus ranging from child and family services, aging and adult services, and a workforce investment board. The online survey included 36 questions aimed at gathering staff perspectives on job satisfaction, work expectations, supervision, and information sharing within the agency. 825 employees responded to the survey, and findings were analyzed and shared agency-wide. Results of the survey have been used to inform ongoing agency change and to facilitate continued engagement of staff in organizational goals and initiatives. Copyright © Taylor & Francis Group, LLC

Implementation of Cooperative Learning in the Center for Community Service and Continuing Education at Kuwait University

Science.gov (United States)

Alansari, Eissa M.

2006-01-01

The purpose of this study is to review the success of implementation of cooperative learning in various courses delivered at the Center for Community Service and Continuing Education at Kuwait University. According to recent research in the field of social cognition, learning situations which make use of the social context often achieve superior…

Managing Food Allergies at School: School Transportation Staff

Centers for Disease Control (CDC) Podcasts

2015-01-20

This podcast highlights the role of bus drivers and transportation staff in the management of food allergies in schools. It also identifies CDC food allergy resources for schools.  Created: 1/20/2015 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 1/20/2015.

Transformation of an academic medical center: lessons learned from restructuring and downsizing.

Science.gov (United States)

Woodard, B; Fottler, M D; Kilpatrick, A O

1999-01-01

This article reviews management literature on health care transformation and describes the processes, including restructuring, job redesign, and downsizing, involved in one academic medical center's experience. The article concludes with lessons learned at each of the stages of the transformation process: planning, implementation, and process continuation. Managerial implications for similar transformation efforts in other health care organizations are suggested.

A Case Study of Key Stakeholders' Perceptions of the Learning Center's Effectiveness for English Learners at a District in Central California

Science.gov (United States)

Nava, Norma Leticia

2016-01-01

This qualitative study explored stakeholders' (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about…

Adaptation of a nursing home culture change research instrument for frontline staff quality improvement use.

Science.gov (United States)

Hartmann, Christine W; Palmer, Jennifer A; Mills, Whitney L; Pimentel, Camilla B; Allen, Rebecca S; Wewiorski, Nancy J; Dillon, Kristen R; Snow, A Lynn

2017-08-01

Enhanced interpersonal relationships and meaningful resident engagement in daily life are central to nursing home cultural transformation, yet these critical components of person-centered care may be difficult for frontline staff to measure using traditional research instruments. To address the need for easy-to-use instruments to help nursing home staff members evaluate and improve person-centered care, the psychometric method of cognitive-based interviewing was used to adapt a structured observation instrument originally developed for researchers and nursing home surveyors. Twenty-eight staff members from 2 Veterans Health Administration (VHA) nursing homes participated in 1 of 3 rounds of cognitive-based interviews, using the instrument in real-life situations. Modifications to the original instrument were guided by a cognitive processing model of instrument refinement. Following 2 rounds of cognitive interviews, pretesting of the revised instrument, and another round of cognitive interviews, the resulting set of 3 short instruments mirrored the concepts of the original longer instrument but were significantly easier for frontline staff to understand and use. Final results indicated frontline staff found the revised instruments feasible to use and clinically relevant in measuring and improving the lived experience of a changing culture. This article provides a framework for developing or adapting other measurement tools for frontline culture change efforts in nursing homes, in addition to reporting on a practical set of instruments to measure aspects of person-centered care. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Impact of Staff Training on the Knowledge of Support Staff in Relation to Bereavement and People with an Intellectual Disability

Science.gov (United States)

Watters, Laura; McKenzie, Karen; Wright, Rachel

2012-01-01

This study aimed to investigate whether a 1-day training course improved support staff knowledge about bereavement and grief in people with a learning disability. A questionnaire based, mixed design was used. Forty-eight participants were randomly assigned to one of two equal groups. A staggered design allowed for group 2 to act both as a control…

How Might Your Staff React to News of an Institutional Merger? A Psychological Contract Approach

Science.gov (United States)

Senior, Chris; Fearon, Colm; Mclaughlin, Heather; Manalsuren, Saranzaya

2017-01-01

Purpose: The purpose of this paper is to understand the nature of staff/employee (i.e. learning and teaching, curriculum support and administrative staff) perceptions, anxieties and worries about early merger change in the UK further education (FE) sector. Design/Methodology/Approach: Survey data were collected from 128 out of 562 employees to…

The Impact of an Implementation Project on Primary Care Staff Perceptions of Delivering Brief Alcohol Advice

Directory of Open Access Journals (Sweden)

Hanna Reinholdz

2016-01-01

Full Text Available Objective. To explore how the perceptions and experiences of working with risky drinkers change over time among primary health care staff during a systematic implementation project. Methods. Qualitative focus group interviews took place before and after the implementation of the project. Results. The staff displayed a positive change during the implementation period with regard to awareness, knowledge, and confidence that led to a change in routine practice. Throughout the project, staff were committed to engaging with risky drinkers and appeared to have been learning-by-doing. Conclusions. The results indicated a positive attitude to alcohol prevention work but staff lack knowledge and confidence in the area. The more practical experience during the study is, the more confidence seems to have been gained. This adds new knowledge to the science of implementation studies concerning alcohol prevention measures, which have otherwise shown disappointing results, emphasizing the importance of learning in practice.

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

Science.gov (United States)

Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. PMID:26865643

Does Size Matter? The Impact of Student-Staff Ratios

Science.gov (United States)

McDonald, Gael

2013-01-01

Student-staff ratios (SSRs) in higher education have a significant impact on teaching and learning and critical financial implications for organisations. While SSRs are often used as a currency for quality both externally for political reasons and internally within universities for resource allocations, there is a considerable amount of ambiguity…

ED staff and clinicians learn essential human relations skills.

Science.gov (United States)

1999-01-01

Smile training for the emergency department? An increasingly popular customer service training program for physicians and staff in the emergency department teaches how to improve personal interactions with patients. Without focusing on how patients are treated beyond their medical ailments, course developers warn, hospitals may be alienating patients who might decide not to pay their hospital bill or might take their business elsewhere in the future.

Staff development and secondary science teachers: Factors that affect voluntary participation

Science.gov (United States)

Corley, Theresa Roebuck

2000-10-01

A researcher-designed survey assessed the perceptions of Alabama secondary science public school teachers toward the need for staff development and toward certain staff development strategies and programs. Factors that encouraged or discouraged attendance at voluntary staff development programs and opinions regarding effective and ineffective features of programs were identified. Data were analyzed using descriptive techniques. Percentages and frequencies were noted. Average rankings were computed for the staff development techniques considered most and least effective and for the preferred designs of future staff development offerings. Chi squares were computed to respond to each of the 4 research hypotheses. Narrative discussions and tables were utilized to report the data and provide clarification. This study related demographic information to the research hypotheses. Analysis of the research hypotheses revealed that experienced teachers agree more strongly about the features of staff development programs that they consider effective and about the factors that may affect participation in staff development programs. Analysis of the research questions revealed that secondary science teachers in Alabama agree that staff development is a personal responsibility but that the school systems are responsible for providing staff development opportunities. Teachers believe that staff development is needed annually in both science content and teaching strategies and favor lengthening the school year for staff development. Teachers identified interest level, graduate credit, ability to implement material, scheduling factors, and the reputation of the organizer as the most important factors in determining participation in voluntary staff development programs. Hands-on workshops were identified as the most effective type of voluntary staff development and teachers requested that future staff development experiences include hands-on workshops, networking, curriculum

The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace.

Science.gov (United States)

Lloyd, Bradley; Pfeiffer, Daniella; Dominish, Jacqueline; Heading, Gaynor; Schmidt, David; McCluskey, Annie

2014-03-25

Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. A qualitative study was conducted with a purposively selected maximum variation sample (n =46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The 'framework approach' was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Key enablers of workplace learning included having access to peers, expertise and 'learning networks', protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes.

The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace

Science.gov (United States)

2014-01-01

Background Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. Methods A qualitative study was conducted with a purposively selected maximum variation sample (n = 46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The ‘framework approach’ was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Results Key enablers of workplace learning included having access to peers, expertise and ‘learning networks’, protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Conclusion Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes. PMID:24661614

Implementing health management information systems: measuring success in Korea's health centers.

Science.gov (United States)

Chae, Y M; Kim, S I; Lee, B H; Choi, S H; Kim, I S

1994-01-01

This article analyses the effects that the introduction and adoption of a health management information system (HMIS) can have on both the productivity of health center staff as well as on user-satisfaction. The focus is upon the service provided by the Kwonsun Health Center located in Suwon City, Korea. Two surveys were conducted to measure the changes in productivity and adoption (knowledge, persuasion, decision, implementation and confirmation) of health center staff over time. In addition, a third survey was conducted to measure the effects of HMIS on the level of satisfaction perceived by the visitors, by comparing the satisfaction level between the study health center and a similar health center identified as a control. The results suggest that HMIS increased the productivity and satisfaction of the staff but did not increase their persuasion and decision levels; and, that is also succeeded in increasing the levels of visitors' satisfaction with the services provided.

Emotional intelligence, performance, and retention in clinical staff nurses.

Science.gov (United States)

Codier, Estelle; Kamikawa, Cindy; Kooker, Barbara M; Shoultz, Jan

2009-01-01

Emotional intelligence has been correlated with performance, retention, and organizational commitment in professions other than nursing. A 2006 pilot study provided the first evidence of a correlation between emotional intelligence and performance in clinical staff nurses. A follow-up study was completed, the purpose of which was to explore emotional intelligence, performance level, organizational commitment, and retention. A convenience sample of 350 nurses in a large medical center in urban Hawaii participated in this study. This article reports the findings pertaining to the subset of 193 clinical staff nurses who responded. The Mayer-Salovey-Caruso Emotional Intelligence Test instrument was used to measure emotional intelligence abilities. Performance was defined as ranking on a clinical ladder. Commitment was scored on a Likert scale. The following variables measured retention: total years in nursing, years in current job, total years anticipated in current job, and total anticipated career length. Emotional intelligence scores in clinical staff nurses correlated positively with both performance level and retention variables. Clinical staff nurses with higher emotional intelligence scores demonstrated higher performance, had longer careers, and greater job retention.

Optimizing learning in healthcare: how Island Health is evolving to learn at the speed of change.

Science.gov (United States)

Gottfredson, Conrad; Stroud, Carol; Jackson, Mary; Stevenson, R Lynn; Archer, Jana

2014-01-01

Healthcare organizations are challenged with constrained resources and increasing service demands by an aging population with complex care needs. Exponential growth in competency requirements also challenges staff's ability to provide quality patient care. How can a healthcare organization support its staff to learn "at or above the speed of change" while continuing to provide the quality patient care? Island Health is addressing this challenge by transforming its traditional education model into an innovative, evidence-based learning and performance support approach. Implementation of the methodology is yielding several lessons learned, both for the internal Learning and Performance Support team, and for what it takes to bring a new way of doing business into an organization. A key result is that this approach is enabling the organization to be more responsive in helping staff gain and maintain competencies.

The CAREL Center for Education Diagnosis and Learning: A Self-Correcting Innovative Model.

Science.gov (United States)

Jenny, Albert

1968-01-01

The Central Atlantic Regional Educational Laboratory (CAREL) Center for Educational Diagnosis and Learning is a model based on a cybernetic approach for the development of educational programs designed to personalize the student's instructional experiences and humanize his daily living. The CAREL Project has set three major objectives and 12…

Tuesday, 24 April 2018: Ordinary General Assembly of the CERN Staff Association!

CERN Multimedia

Staff Association

2018-01-01

The Ordinary General Assembly is an opportunity for members of the Staff Association, and also non-members, to get an overview of: the Staff Association’s activities over the last year; the financial report and the estimated budget of the Staff Association; the work programme of the current year. This is very interesting for anyone wishing to learn about the work carried out by the CERN Staff Association. 2017 Activities Report Isabelle Mardirossian, Vice-President of the Staff Association, presented the 2017 Activities Report. The main aspects of the report were: a follow-up on the 2015 Five-yearly review: the decisions taken by the Council in December 2015, their implementation, and work that remains to be done; definition and implementation of the Promotion Guide and the 2018 MERIT Guidelines; work carried out within the CERN working groups, the subgroups of the Standing Concertation Committee (SCC) and the Pension Fund, on diverse themes such as religious practice in the workplace, mobility o...

Tornadoes: A Center Approach.

Science.gov (United States)

Christman-Rothlein, Liz; Meinbach, Anita M.

1981-01-01

Information is given on how to put together a learning center. Discusses information and activity packets for a complete learning center on tornadoes including objectives, directions, materials, photographs of physical arrangements, and posttest. (DC)

Ecology-centered experiences among children and adolescents: A qualitative and quantitative analysis

Science.gov (United States)

Orton, Judy

The present research involved two studies that considered ecology-centered experiences (i.e., experiences with living things) as a factor in children's environmental attitudes and behaviors and adolescents' ecological understanding. The first study (Study 1) examined how a community garden provides children in an urban setting the opportunity to learn about ecology through ecology-centered experiences. To do this, I carried out a yearlong ethnographic study at an urban community garden located in a large city in the Southeastern United States. Through participant observations and informal interviews of community garden staff and participants, I found children had opportunities to learn about ecology through ecology-centered experiences (e.g., interaction with animals) along with other experiences (e.g., playing games, reading books). In light of previous research that shows urban children have diminished ecological thought---a pattern of thought that privileges the relationship between living things---because of their lack of ecology-centered experiences (Coley, 2012), the present study may have implications for urban children to learn about ecology. As an extension of Study 1, I carried out a second study (Study 2) to investigate how ecology-centered experiences contribute to adolescents' environmental attitudes and behaviors in light of other contextual factors, namely environmental responsibility support, ecological thought, age and gender. Study 2 addressed three research questions. First, does ecological thought---a pattern of thought that privileges the relationship between living things---predict environmental attitudes and behaviors (EAB)? Results showed ecological thought did not predict EAB, an important finding considering the latent assumptions of previous research about the relationship between these two factors (e.g., Brugger, Kaiser, & Roczen, 2011). Second, do two types of contextual support, ecology-centered experiences (i.e., experiences with

Scaffolding the design of accessible eLearning content: a user-centered approach and cognitive perspective.

Science.gov (United States)

Catarci, Tiziana; De Giovanni, Loredana; Gabrielli, Silvia; Kimani, Stephen; Mirabella, Valeria

2008-08-01

There exist various guidelines for facilitating the design, preparation, and deployment of accessible eLearning applications and contents. However, such guidelines prevalently address accessibility in a rather technical sense, without giving sufficient consideration to the cognitive aspects and issues related to the use of eLearning materials by learners with disabilities. In this paper we describe how a user-centered design process was applied to develop a method and set of guidelines for didactical experts to scaffold their creation of accessible eLearning content, based on a more sound approach to accessibility. The paper also discusses possible design solutions for tools supporting eLearning content authors in the adoption and application of the proposed approach.

Special Staff - Joint Staff - Leadership - The National Guard

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the ARNG Deputy Director of the ARNG Chief of Staff of the ARNG Command Chief Warrant Officer of the Site Maintenance Battle Focused Training Strategy Battle Staff Training Resources News Publications March Today in Guard History Leadership CNGB VCNGB SEA DANG DARNG Joint Staff J-1 J-2 J-3 J-4 J-5 J-6 J

Marketing and Community Mental Health Centers.

Science.gov (United States)

Ferniany, Isaac W.; Garove, William E.

1983-01-01

Suggests that a marketing approach can be applied to community mental health centers. Marketing is a management orientation of providing services for, not to, patients in a systematic manner, which can help mental health centers improve services, strengthen community image, achieve financial independence and aid in staff recruitment. (Author)

LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION

Directory of Open Access Journals (Sweden)

Anneli Bowie

2016-04-01

Full Text Available The current emphasis on social responsibility and community collaboration within higher education has led to an increased drive to include service learning in the curriculum. With its emphasis on mutually beneficial collaborations, service learning can be meaningful for both students and the community, but is challenging to manage successfully. From a design education perspective, it is interesting to note that contemporary design practice emphasises a similar approach known as a human-centered design, where users are considered and included throughout the design process. In considering both service learning and human-centred design as foundations for design pedagogy, various philosophical and methodological similarities are evident. The paper explores the relationship between a service learning community engagement approach and a human-centered design approach in contemporary communication design education. To this end, each approach is considered individually after which a joint frame of reference is presented. Butin’s service learning typology, namely the four Rs – respect, reciprocity, relevance and reflection – serves as a point of departure for the joint frame of reference. Lastly, the potential value and relevance of a combined understanding of service learning and human-centered design is considered.

Impact evaluation of domains of learning on Universal Work Precautions (UWP amongst nursing staff in a Tertiary Care Hospital, Western India

Directory of Open Access Journals (Sweden)

Rashmi Sharma

2016-01-01

Full Text Available Introduction: Second key strategy of National AIDS Control Program (NACP IV is comprehensive care and support by providing quality services through zero stigma and discrimination. Quality of services can be improved by eliminating stigma and discrimination and making health care provider aware of associated occupational hazards. Nursing staff play crucial role and are more at risk therefore their understanding, perception and skill must be assessed in different domains of learning to improve the contents and methodology of trainings. Material and Methods: Total 85 nursing staff underwent 1 day training in 3 batches focusing on Universal Work Precautions (UWP, Post Exposure Prophylaxis (PEP and sensitization of the participants towards PLHA (People living with HIV/AIDS. Their learning was evaluated under different domains (cognitive, psychomotor and affective using structured questionnaire. Results: In pretest evaluation scores showed minor and statistically not significant variations in terms of participant′s gender, age, designation work experience and status of having received any similar training in the past. Impact of the training was visible as overall mean scores increased from 10.6 ± 2.7 to 13.8 ± 5.8; gain being statistically highly significant (P value < 0.001. Gain was highest in cognitive (from 58% to 77% followed by psychomotor (from 48% to 62% and minimal in affective domain (from 75% to 76%. Conclusions: After undergoing the training, participants were benefitted more in cognitive domain than psychomotor and affective domain. Acquired knowledge, skill and communication skill if evaluated as done in this study will improve the methodology of such trainings making them more effective.

Intelligent tutors for control center operator training

Energy Technology Data Exchange (ETDEWEB)

Vale, Z.A. [Porto Univ. (Portugal). Dept. of Electrical and Computer Engineering; Fernandes, M.F.; Marques, A. [Electricity of Portugal, Sacavem (Portugal)

1995-12-31

Power systems are presently remotely operated and controlled from control centers that receive on-line information about the power system state. Control center operators have very high-demanding tasks what makes their training a key issue for the performance of the whole power system. Simulators are usually used by electrical utilities for this purpose but they are very expensive applications and their use requires the preparation of the training sessions by qualified training staff which is a very time consuming task. Due to this, these simulators are only used a few times a year. Intelligent Tutoring Systems (ITS) provide some new possibilities for control center operator training making easier its use without much assistance of the teaching staff. On the other hand, an expert system in use in a control center can be adapted to an ITS to train operators without much effort. 18 refs

Student-Centered Modules to Support Active Learning in Hydrology: Development Experiences and Users' Perspectives

Science.gov (United States)

Tarboton, D. G.; Habib, E. H.; Deshotel, M.; Merck, M. F.; Lall, U.; Farnham, D. J.

2016-12-01

Traditional approaches to undergraduate hydrology and water resource education are textbook based, adopt unit processes and rely on idealized examples of specific applications, rather than examining the contextual relations in the processes and the dynamics connecting climate and ecosystems. The overarching goal of this project is to address the needed paradigm shift in undergraduate education of engineering hydrology and water resources education to reflect parallel advances in hydrologic research and technology, mainly in the areas of new observational settings, data and modeling resources and web-based technologies. This study presents efforts to develop a set of learning modules that are case-based, data and simulation driven and delivered via a web user interface. The modules are based on real-world case studies from three regional hydrologic settings: Coastal Louisiana, Utah Rocky Mountains and Florida Everglades. These three systems provide unique learning opportunities on topics such as: regional-scale budget analysis, hydrologic effects of human and natural changes, flashflood protection, climate-hydrology teleconnections and water resource management scenarios. The technical design and contents of the modules aim to support students' ability for transforming their learning outcomes and skills to hydrologic systems other than those used by the specific activity. To promote active learning, the modules take students through a set of highly engaging learning activities that are based on analysis of hydrologic data and model simulations. The modules include user support in the form of feedback and self-assessment mechanisms that are integrated within the online modules. Module effectiveness is assessed through an improvement-focused evaluation model using a mixed-method research approach guiding collection and analysis of evaluation data. Both qualitative and quantitative data are collected through student learning data, product analysis, and staff interviews

Carbon dioxide Information Analysis Center and World Data Center: A for Atmospheric trace gases. Annual progress report, FY 1994

Energy Technology Data Exchange (ETDEWEB)

Burtis, M.D. [comp.] [Tennessee Univ., Knoxville, TN (United States). Energy, Environment and Resources Center; Cushman, R.M.; Boden, T.A.; Jones, S.B.; Nelson, T.R.; Stoss, F.W. [Oak Ridge National Lab., TN (United States)

1995-03-01

This report summarizes the activities and accomplishments made by the Carbon Dioxide Information Analysis Center and World Data Center-A for Atmospheric Trace Gases during the fiscal year 1994. Topics discussed in this report include; organization and staff, user services, systems, communications, Collaborative efforts with China, networking, ocean data and activities of the World Data Center-A.

78 FR 53148 - National Center for Health Statistics (NCHS), Classifications and Public Health Data Standards...

Science.gov (United States)

2013-08-28

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention National Center for Health Statistics (NCHS), Classifications and Public Health Data Standards Staff, Announces the... Administrator, Classifications and Public Health Data Standards Staff, NCHS, 3311 Toledo Road, Room 2337...

78 FR 9055 - National Center for Health Statistics (NCHS), Classifications and Public Health Data Standards...

Science.gov (United States)

2013-02-07

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention National Center for Health Statistics (NCHS), Classifications and Public Health Data Standards Staff, Announces the..., Medical Systems Administrator, Classifications and Public Health Data Standards Staff, NCHS, 3311 Toledo...

Passive Dosimetry Of Nuclear Medicine Service Staff, Ibn Sina Hospital

International Nuclear Information System (INIS)

Sebihi, R.; Talsmat, K.; Cherkaoui, R.; Ben Rais, N.

2010-01-01

Full text: Since the implementation of Law No. 00571 of 21 Chaabane 1391 on protection against ionizing radiation and its decrees 2: 2-97-30 and 2-97-132 28 October 1997, surveillance of workers has the subject of major regulatory developments in Morocco, including individual registration delayed for dosimetry. As part of optimizing the protection of medical personnel, a dosimetric study was performed for the first time at the national level, the Nuclear Medicine Service of the Ibn Sina hospital in collaboration with the National Center for Energy Sciences and Nuclear Techniques (CNESTEN). Dosimetric monitoring was conducted for 2 weeks with the use of passive thermoluminescent dosimeters, (GR200A), covering all categories of staff. The administration of samarium (β emitter with energy substantially higher than the energies encountered in conventional nuclear medicine) has been studied, given his first service. Other cases of people concerned our study: a pregnant woman doctor, whose exposure of the unborn child must be reduced as much as possible, and a woman from a private company, working without dosimeter, handles maintenance of premises. To control the conditions imposed on all activities requiring exposure to ionizing radiation, we evaluated the dose at the extremities of operators with the use of ring dosimeters (GR200A) and the dose on the ambient environment of staff (dosimeters ALNOR). This experiment has shown exposure levels below legal limits, without been negligible for certain post. The evaluation results equivalent doses manipulators justify the wearing of dosimeter rings as a complementary dosimeter in Nuclear Medicine service and a way of controlling the normal working conditions. Finally Monitoring ambient dosimetry showed that the environment is low radiation doses. Lessons learned from this study, for the protection of personnel are as follows: from the simple awareness of staff and means of optimizing radiation can maintain a dosimetry annual

Comparing Person-Centered Communication Education in Long-Term Care Using Onsite and Online Formats.

Science.gov (United States)

Coleman, Carissa K; Fanning, Kim; Williams, Kristine N

2015-11-01

Educating nursing home (NH) staff to provide person-centered care is complicated by scheduling, costs, and other feasibility issues. The current study compared outcomes for an in-service program focused on person-centered communication provided in onsite and online formats. The Changing Talk program was provided onsite in seven NHs (n = 327 staff). The online program included eight NHs (n = 211 staff). Analysis of variance revealed an interaction between format type and pre-/post-test scores with improved recognition of person-centered communication in the onsite group only. Group program evaluations based on the modified Diffusion of Innovation in Long-Term Care Battery indicated no significant differences between training formats. Staff perception of the program was similar. Although statistically significant gains were noted in posttest scores indicating awareness of person-centered communication for the onsite group, gains were of limited clinical significance. Feasibility and effectiveness are important considerations for in-service education supporting NH culture change. Copyright 2015, SLACK Incorporated.

Optimization education after project implementation: sharing "lessons learned" with staff.

Science.gov (United States)

Vaughn, Susan

2011-01-01

Implementations involving healthcare technology solutions focus on providing end-user education prior to the application going "live" in the organization. Benefits to postimplementation education for staff should be included when planning these projects. This author describes the traditional training provided during the implementation of a bar-coding medication project and then the optimization training 8 weeks later.

Institutional Ethnography as Materialist Framework for Writing Program Research and the Faculty-Staff Work Standpoints Project

Science.gov (United States)

LaFrance, Michelle; Nicolas, Melissa

2012-01-01

Institutional ethnography seeks to uncover how things happen--how institutional discourse compels and shapes practice(s) and how norms of practice speak to, for, and over individuals. The Faculty and Staff Standpoints project is shaped by this methodology, as it explores writing center staff and faculty relationships to their work. (Contains 10…

75 FR 56549 - National Center for Health Statistics (NCHS), Classifications and Public Health Data Standards...

Science.gov (United States)

2010-09-16

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention National Center for Health Statistics (NCHS), Classifications and Public Health Data Standards Staff, Announces the... Public Health Data Standards Staff, NCHS, 3311 Toledo Road, Room 2337, Hyattsville, Maryland 20782, e...

Directorate of Management - Special Staff - Joint Staff - Leadership - The

Science.gov (United States)

NGB Official March Today in Guard History Leadership CNGB VCNGB SEA DANG DARNG Joint Staff J-1 J-2 J-3 J-4 J-5 J-6 J-7 J-8 Personal Staff Inspector General Judge Advocate General Officer Management Public Affairs Executive Support Services Legislative Liaison Special Staff Directorate of Management

Factors Impacting on Organisational Learning in Three Rural Health ...

African Journals Online (AJOL)

... assessment of hospital leadership as being supportive of learning were significant predictors of attendance among doctors. Conclusions: Despite severe staff shortages in these rural districts, at facilities where there was a perception of leadership and teamwork the professional staff generally attended learning sessions.

Stephenson Cancer Center

Science.gov (United States)

Stephenson Cancer Center at the University of Oklahoma in Oklahoma City is an NCI-designated cancer center at the forefront of NCI-supported cancer research. Learn more about the Stephenson Cancer Center's mission.

Sharing of information and knowledge among staff in King Abdullah University of Science and Technology (KAUST) library

KAUST Repository

Ramli, Rindra M.

2011-03-01

This paper describes strategies and initiatives undertaken by the King Abdullah University of Science and Technology (KAUST) library in sharing information and knowledge among its staff. KAUST Library adopted several IT platforms to enable staff to contribute, share, collaborate, extract and act upon knowledge in order to serve our users better. They include: Sharepoint and Google Docs. As Duffy (2000) stated, that “success depends on capitalizing on every available resource including what a company knows and how it uses what it knows”. Therefore, to provide value-added services to our community of researchers and academicians, library staff needs to be equipped with the right skills and tools to be able to act upon users’ inquiries and information needs. KAUST library which was opened in Aug 2009 aims to support education and advanced scientific research. With its state of the art learning and information resource center, the library provides instructional assistance and reference services to its research and academic community. With the influx of information coupled the pervasive use of information technology and Web2.0, the library has to grapple with the issue of information overload. It is important to be able to sieve through the rubbles of information to apply the relevant ones during the point of transaction. Based on our experience in using various IT platforms, this paper will share the impacts of such tools. Lessons learnt and future directions in this area will also be discussed.

The Training Project of Star Researchers, Outstanding Teaching Staff and Leaders with Facilities Available

Directory of Open Access Journals (Sweden)

Ömer KARAHAN

2015-12-01

Full Text Available There is a general consensus on the requirement of a serious regulation at our universities. It is argued that it is necessary to change Constitution and Institution of Higher Education Law for the serious regulation. However, it is impossible to say that all the facilities of the present legislation are used. Our aim is to create a project based on benefiting from continuing education centers to meet the need of star researchers, outstanding teaching staff and leaders in Turkey via the legislation in force. In this study, accessible studies from publications related to university, higher education and continuing education centers are studied. Th e current situation and solution off ers, applications and continuing education centers'activities have been determined. In accordance with these data, solution off ers have been proposed and discussed in line with the literature. According to the data obtained, our students who come with deficiencies from high schools to universities are not given the adequate undergraduate, graduate and postgraduate education. Th ere are studies such as ‘Double Major Program', ‘Medical-Science Physicians Integrated (MD-PhD Doctorate Program which upgrade the qualities. However, these programs are not suff icient and common. Th erefore, it is imposssible to train outstanding teaching staff , star researchesr and leaders who will meet the needs of our country and contribute to the World. Our academic potential needs a quality training except for branch training. On the other hand, the contribution of the Continuing Education Centers existing in university embodiments is limited. It is possible to provide basic skills, integration and research education to the outstanding teaching staff , star researcher and leader candidates. Th ese trainings should be given in a continuous instutionalization and in the formal education system. For this purpose, an academician school can be established within the body continuing

Developing eLearning for pressure ulcer prevention and management.

Science.gov (United States)

Cameron, Rosie; Rodgers, Angela; Welsh, Lynn; McGown, Katrina

2014-08-12

The impact of pressure ulcers is psychologically, physically and clinically challenging for both patients and NHS staff. NHS Greater Glasgow and Clyde (NHS GGC), in line with the Scottish Best Practice Statement for the Prevention and Management of Pressure Ulcers ( Quality Improvement Scotland, 2009 ), and the NHS Health Improvement Scotland (2011) Preventing Pressure Ulcers Change Package, launched an awareness campaign throughout the organisation in April 2012 and has more recently adopted a 'zero-tolerance' approach to pressure damage. The tissue viability service in NHS GGC recognised that in order to achieve this aim, education of front-line staff is essential. An educational framework for pressure ulcer prevention was developed for all levels of healthcare staff involved in the delivery of patient care. As a means to support the framework, an initiative to develop web-based eLearning modules has been taken forward. This has resulted in the creation of an accessible, cost-effective, stimulating, relevant, and evidence-based education programme designed around the educational needs of all healthcare staff. In conjunction with the organisation's 'top ten tools' for pressure ulcer prevention and management, the modular online education programme addresses the aims of quality improvement and zero tolerance by supporting the provision of safe and effective person-centered care.

Investigating student communities with network analysis of interactions in a physics learning center

Directory of Open Access Journals (Sweden)

Eric Brewe

2012-01-01

Full Text Available Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

Investigating student communities with network analysis of interactions in a physics learning center

Science.gov (United States)

Brewe, Eric; Kramer, Laird; Sawtelle, Vashti

2012-06-01

Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC) that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

Joint Chiefs of Staff > About > The Joint Staff > Senior Enlisted Advisor

Science.gov (United States)

Skip to main content (Press Enter). Toggle navigation Joint Chiefs of Staff Joint Chiefs of Staff Joint Chiefs of Staff Facebook Twitter YouTube Flickr Blog Instagram Search JCS: Search Search Search JCS: Search Home Media News Photos Videos Publications About The Joint Staff Chairman Vice Chairman

Computer-Based Training in Eating and Nutrition Facilitates Person-Centered Hospital Care: A Group Concept Mapping Study.

Science.gov (United States)

Westergren, Albert; Edfors, Ellinor; Norberg, Erika; Stubbendorff, Anna; Hedin, Gita; Wetterstrand, Martin; Rosas, Scott R; Hagell, Peter

2018-04-01

Studies have shown that computer-based training in eating and nutrition for hospital nursing staff increased the likelihood that patients at risk of undernutrition would receive nutritional interventions. This article seeks to provide understanding from the perspective of nursing staff of conceptually important areas for computer-based nutritional training, and their relative importance to nutritional care, following completion of the training. Group concept mapping, an integrated qualitative and quantitative methodology, was used to conceptualize important factors relating to the training experiences through four focus groups (n = 43), statement sorting (n = 38), and importance rating (n = 32), followed by multidimensional scaling and cluster analysis. Sorting of 38 statements yielded four clusters. These clusters (number of statements) were as follows: personal competence and development (10), practice close care development (10), patient safety (9), and awareness about the nutrition care process (9). First and second clusters represented "the learning organization," and third and fourth represented "quality improvement." These findings provide a conceptual basis for understanding the importance of training in eating and nutrition, which contributes to a learning organization and quality improvement, and can be linked to and facilitates person-centered nutritional care and patient safety.

MO-DE-BRA-04: Hands-On Fluoroscopy Safety Training with Real-Time Patient and Staff Dosimetry

International Nuclear Information System (INIS)

Vanderhoek, M; Bevins, N

2016-01-01

Purpose: Fluoroscopically guided interventions (FGI) are routinely performed across many different hospital departments. However, many involved staff members have minimal training regarding safe and optimal use of fluoroscopy systems. We developed and taught a hands-on fluoroscopy safety class incorporating real-time patient and staff dosimetry in order to promote safer and more optimal use of fluoroscopy during FGI. Methods: The hands-on fluoroscopy safety class is taught in an FGI suite, unique to each department. A patient equivalent phantom is set on the patient table with an ion chamber positioned at the x-ray beam entrance to the phantom. This provides a surrogate measure of patient entrance dose. Multiple solid state dosimeters (RaySafe i2 dosimetry systemTM) are deployed at different distances from the phantom (0.1, 1, 3 meters), which provide surrogate measures of staff dose. Instructors direct participating clinical staff to operate the fluoroscopy system as they view live fluoroscopic images, patient entrance dose, and staff doses in real-time. During class, instructors work with clinical staff to investigate how patient entrance dose, staff doses, and image quality are affected by different parameters, including pulse rate, magnification, collimation, beam angulation, imaging mode, system geometry, distance, and shielding. Results: Real-time dose visualization enables clinical staff to directly see and learn how to optimize their use of their own fluoroscopy system to minimize patient and staff dose, yet maintain sufficient image quality for FGI. As a direct result of the class, multiple hospital departments have implemented changes to their imaging protocols, including reduction of the default fluoroscopy pulse rate and increased use of collimation and lower dose fluoroscopy modes. Conclusion: Hands-on fluoroscopy safety training substantially benefits from real-time patient and staff dosimetry incorporated into the class. Real-time dose display helps

MO-DE-BRA-04: Hands-On Fluoroscopy Safety Training with Real-Time Patient and Staff Dosimetry

Energy Technology Data Exchange (ETDEWEB)

Vanderhoek, M; Bevins, N [Henry Ford Health System, Detroit, MI (United States)

2016-06-15

Purpose: Fluoroscopically guided interventions (FGI) are routinely performed across many different hospital departments. However, many involved staff members have minimal training regarding safe and optimal use of fluoroscopy systems. We developed and taught a hands-on fluoroscopy safety class incorporating real-time patient and staff dosimetry in order to promote safer and more optimal use of fluoroscopy during FGI. Methods: The hands-on fluoroscopy safety class is taught in an FGI suite, unique to each department. A patient equivalent phantom is set on the patient table with an ion chamber positioned at the x-ray beam entrance to the phantom. This provides a surrogate measure of patient entrance dose. Multiple solid state dosimeters (RaySafe i2 dosimetry systemTM) are deployed at different distances from the phantom (0.1, 1, 3 meters), which provide surrogate measures of staff dose. Instructors direct participating clinical staff to operate the fluoroscopy system as they view live fluoroscopic images, patient entrance dose, and staff doses in real-time. During class, instructors work with clinical staff to investigate how patient entrance dose, staff doses, and image quality are affected by different parameters, including pulse rate, magnification, collimation, beam angulation, imaging mode, system geometry, distance, and shielding. Results: Real-time dose visualization enables clinical staff to directly see and learn how to optimize their use of their own fluoroscopy system to minimize patient and staff dose, yet maintain sufficient image quality for FGI. As a direct result of the class, multiple hospital departments have implemented changes to their imaging protocols, including reduction of the default fluoroscopy pulse rate and increased use of collimation and lower dose fluoroscopy modes. Conclusion: Hands-on fluoroscopy safety training substantially benefits from real-time patient and staff dosimetry incorporated into the class. Real-time dose display helps

Team learning center design principles

Energy Technology Data Exchange (ETDEWEB)

Daily, B.; Loveland, J.; Whatley, A. [New Mexico State Univ., Las Cruces, NM (United States)] [and others

1995-06-01

This is a preliminary report of a multi-year collaboration of the authors addressing the subject: Can a facility be designed for team learning and would it improve the efficiency and effectiveness of team interactions? Team learning in this context is a broad definition that covers all activities where small to large groups of people come together to work, to learn, and to share through team activities. Multimedia, networking, such as World Wide Web and other tools, are greatly enhancing the capability of individual learning. This paper addresses the application of technology and design to facilitate group or team learning. Many organizational meetings need tens of people to come together to do work as a large group and then divide into smaller subgroups of five to ten to work and then to return and report and interact with the larger group. Current facilities were not, in general, designed for this type of meeting. Problems with current facilities are defined and a preliminary design solution to many of the identified problems is presented.

Cancer Center Clinic and Research Team Perceptions of Identity and Interactions.

Science.gov (United States)

Reimer, Torsten; Lee, Simon J Craddock; Garcia, Sandra; Gill, Mary; Duncan, Tobi; Williams, Erin L; Gerber, David E

2017-12-01

Conduct of cancer clinical trials requires coordination and cooperation among research and clinic teams. Diffusion of and confusion about responsibility may occur if team members' perceptions of roles and objectives do not align. These factors are critical to the success of cancer centers but are poorly studied. We developed a survey adapting components of the Adapted Team Climate Inventory, Measure of Team Identification, and Measure of In-Group Bias. Surveys were administered to research and clinic staff at a National Cancer Institute-designated comprehensive cancer center. Data were analyzed using descriptive statistics, t tests, and analyses of variance. Responses were received from 105 staff (clinic, n = 55; research, n = 50; 61% response rate). Compared with clinic staff, research staff identified more strongly with their own group ( P teams, we also identified key differences, including perceptions of goal clarity and sharing, understanding and alignment with cancer center goals, and importance of outcomes. Future studies should examine how variation in perceptions and group dynamics between clinic and research teams may impact function and processes of cancer care.

Institutionalizing Blended Learning into Joint Training: A Case Study and Ten Recommendations

Science.gov (United States)

2014-12-01

mail.mil pbockelman@mesh.dsci.com ABSTRACT In 2011, the Joint Staff J7 (Joint Training) directorate initiated the Continuum of eLearning project in...Orlando, FL. 14. ABSTRACT In 2011, the Joint Staff J7 (Joint Training) directorate initiated the Continuum of eLearning project in order to integrate...dispersed organizations still poses significant challenges. The Joint Staff J7, Deputy Director for Joint Training initiated the Continuum of eLearning

Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development

Science.gov (United States)

Reardon, R. Martin

2011-01-01

This article arises from research in one school district (utilizing the Vanderbilt Assessment of Leadership in Education, VAL-ED) into the relationships among the perceptions of elementary school leaders of their learning-centered leadership, and student achievement on state-mandated tests of reading in Virginia. Beyond the percentage of students…

Innovative public library services - staff-less or staff-intensive?

DEFF Research Database (Denmark)

Johannsen, Carl Gustav Viggo

2014-01-01

Purpose – Several recent library innovations seem to make professional and clerical staff superfluous such as automated loan and delivery equipment, staff-less libraries open in 80 hours a week, and virtual services, enabling users to search the library catalogue and make reservations of library...... materials from their home address. The purpose of this paper is to examine whether such developments will necessarily lead to a situation where public libraries become self-service institutions or to what extent self-service and innovative staff-intensive library services can develop and co......-exist. Furthermore, the paper will examine what challenges library leaders face and what they can do, and actually have done, to handle staff resistance and other related problems to the benefit of both the users, the local communities, and also, the staff, in particular, when introducing new and innovative services...

Transitioning Towards a Smart Learning Ecosystem

DEFF Research Database (Denmark)

Christensen, Bianca Clavio; Rodil, Kasper; Rehm, Matthias

2017-01-01

in a smart learning ecosystem for cognitively impaired adolescents at a rehabilitation centre in Denmark. In collaboration with the staff and residents at the facility, we developed together with staff and residents a music game prototype. The basic functionality includes two users playing virtual music...... instruments by using gestures and body movement. To support criteria established from the users, the game is designed to induce physical, cognitive and social learning in a diffused learning space. The study measured the intersubjective interactions between the residents when playing the game and found...

Transitioning Towards a Smart Learning Ecosystem

DEFF Research Database (Denmark)

Christensen, Bianca Clavio; Rodil, Kasper; Rehm, Matthias

2018-01-01

instruments by using gestures and body movement. To support criteria established from the users, the game is designed to induce physical, cognitive and social learning in a diffused learning space. The study measured the intersubjective interactions between the residents when playing the game and found...... in a smart learning ecosystem for cognitively impaired adolescents at a rehabilitation centre in Denmark. In collaboration with the staff and residents at the facility, we developed together with staff and residents a music game prototype. The basic functionality includes two users playing virtual music...

Teaching torque with 5E learning strategy: an off-center disk case

Science.gov (United States)

Balta, Nuri

2018-01-01

In this paper, five simple demonstrations with an off-center disk that can be easily constructed and demonstrated in science class are described along with the 5E learning strategy. These demonstrations can be used to help students develop an understanding of the relationship between the centre of mass and torque. These STEM activities are appropriate for high school or first-year college physics, and are expected to engage students during physics courses.

Assessment of the Knowledge of Primary Health Care Staff about Primary Health Care

OpenAIRE

Elzubier, Ahmed G.; Bella, Hassan; Sebai, Zohair A.

1995-01-01

The orientation about Primary Health Care among staff working in the PHC centers was assessed. Staff members numbering 909 were studied. The main criteria for judging orientation were a working knowledge of the definition and elements of PHC in addition to knowledge of the meaning of the word Alma Ata. Differences of this knowledge depending on sex, age, spoken language, type of job, postgraduate experience, previous experience in PHC and previous training in PHC were assessed. The main findi...

Open Educational Resources and the Opportunities for Expanding Open and Distance Learning (OERS-ODL

Directory of Open Access Journals (Sweden)

Jameson Mbale

2013-05-01

Full Text Available Distance learning (DL was a teaching modality which utilized technology to deliver teaching to students who were not physically present such as in a traditional classroom setting. DL was not constrained by geographic considerations and therefore offered unique opportunities to expand educational access. The University of Namibia (UNAM and International Training and Education Center for Health (I-TECH partnered to examine DL at UNAM, to assess strengths and weaknesses, and to make recommendations for improvement. The primary method used in this assessment was interviews with staff at centers and units engaged in Distance Learning at UNAM. It was analyzed how interactions vary between instructor and learner, among learners, and between learners and learning resources. DL at UNAM was categorized into five approaches including: 1 Outreach, 2 Print-based, 3 Computer based, 4 Internet-based, and 5 Digital Video Conferencing (DVC. All-in-all, a strategy of “starting small” was envisaged to allow individual instructors to voluntarily use collaborative software such as Google Groups to enhance print-based instruction and progressively expand DL at UNAM.

Crossing the threshold: students' experiences of the transition from student to staff nurse

OpenAIRE

Draper, Janet; Sparrow, Shelagh; Gallagher, Donna

2009-01-01

This paper presents the findings of a Centre for Excellence in Teaching and Learning-funded project exploring the experience of student nurses making the transition from student to qualified nurse. \\ud \\ud The transition from student to staff nurse ‘is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of the professional journey as a nurse’ (Nash et al, 2009: 49). However, the extent to which newly qualified staff nurses are abl...

The Case of the Unhappy Sports Fan: Embracing Student-Centered Learning and Promoting Upper-Level Cognitive Skills through an Online Dispute Resolution Simulation

Science.gov (United States)

Ponte, Lucille M.

2006-01-01

Pedagogical experts contend that students learn best when they are actively involved in and responsible for their own learning. In a student-centered learning environment, the instructor ideally serves primarily as a learning resource or facilitator. With the guidance of the instructor, students in active learning environments strive for…

Staff Food-Related Behaviors and Children's Tastes of Food Groups during Lunch at Child Care in Oklahoma.

Science.gov (United States)

Anundson, Katherine; Sisson, Susan B; Anderson, Michael; Horm, Diane; Soto, Jill; Hoffman, Leah

2017-10-04

Young children should consume a variety of nutrient-dense foods to support growth, while limiting added fat and sugar. A majority of children between the ages of 3 and 5 years attend child care in the United States, which makes this environment and the child-care staff influential at meals. The aim was to determine the association between best-practice food-related behaviors and young children's tastes of fruit, vegetable, low-fat dairy, and high-fat/high-sugar foods at child care. This was a cross-sectional study. A community-based study with 201 children ages 3 to 5 years from 25 early care and education centers, including 11 tribally affiliated centers and two Head Start programs across Oklahoma. Data collection occurred from fall 2011 to spring 2014. Classroom observations used the Environmental Policy Assessment Observation tool to measure the staff behaviors and environment. Staff behavior was compared at three different levels: the composite score of staff nutrition behavior, each constituent staff behavior, and staff behaviors grouped into broader feeding behaviors. Tasted food was measured through the Dietary Observation in Child Care method. The children's meals were categorized into the following food groups: fruit, vegetable, low-fat dairy, fried vegetable, fried meat, high-fat meat, and high-fat/high-sugar food. Descriptive statistics were calculated for relevant variables. Relationships between the constituent staff behaviors and food groups that children tasted were compared using multilevel mixed-model analysis. The mean number of tasted fruit or vegetable items was higher and the mean number of tasted high-fat/high-sugar food items was lower when staff: 1) determined fullness before plate removal when less than half of food was eaten, 2) ate with the children, 3) and talked about healthy food. The utilization of the three staff behaviors and their association with higher mean tastes of nutrient-dense items and lower mean tastes of high

Staff management, training and knowledge management

International Nuclear Information System (INIS)

Makino, Hitoshi; Umeki, Hiroyuki; Capouet, M.; Depaus, C.; Berckmans, A.

2014-01-01

Staff management/training and knowledge management are organisational issues that are particularly sensitive in long-term projects stretching over decades like the development and operation of a geological repository. The IAEA has already issued several publications that deal with this issue (IAEA, 2006, 2008). Organisational aspects were also discussed in the framework of a topical session organised by the Integration Group for the Safety Case (IGSC) at its annual meeting in 2009 and were regarded as a topic deserving future attention (NEA, 2009a). More recently, the Forum on Stakeholder Confidence (FSC) identified organisational, mission and behavioural features as attributes of confidence and trust (NEA, 2013). They also identified that aspects such as structural learning capacity, high levels of skill and competence in relevant areas, specific management plan, good operating records, transparency and consistency are associated with confidence building in a safety case. These aspects are considerably related to staff training/management and knowledge management. The IGSC has initiated a proposal of study dedicated to staff training/management and knowledge management with the objective to highlight how these recent concerns and the requirements issued by the IAEA are concretely implemented in the national programmes. The goal of this study is to acknowledge the differences of views and needs for staff management and knowledge management at different stages of individual programmes and between implementer and regulator. As a starting point to this study, the JAEA and ONDRAF/NIRAS prepared a draft questionnaire in order to succinctly capture processes and tools that the national organisations have implemented to meet the requirements and address the issues set out in the field of staff and knowledge management. For the purpose of this study, a questionnaire is now under development, which will be presented on the occasion of this symposium with guidance based on a

Commission for the Accreditation of Birth Centers

Science.gov (United States)

... Learning Login: Commissioners Birth Centers CABC Learning Place Home Accredited Birth Centers Find CABC Accredited Birth Centers What does ... In the Pursuit of Excellence You are here: Home In the ... for the Accreditation of Birth Centers (CABC) provides support, education, and accreditation to ...

Exploring Organizational Barriers to Strengthening Clinical Supervision of Psychiatric Nursing Staff

DEFF Research Database (Denmark)

Gonge, Henrik; Buus, Niels

2016-01-01

This article reports findings from a longitudinal controlled intervention study of 115 psychiatric nursing staff. The twofold objective of the study was: (a) To test whether the intervention could increase clinical supervision participation and effectiveness of existing supervision practices, and...... in the experienced effectiveness of supervision. It is concluded that organizational support is an imperative for implementation of clinical supervision......., and (b) To explore organizational constraints to implementation of these strengthened practices. Questionnaire responses and registration of participation in clinical supervision were registered prior and subsequent to the intervention consisting of an action learning oriented reflection on staff......'s existing clinical supervision practices. Major organizational changes in the intervention group during the study period obstructed the implementation of strengthened clinical supervision practices, but offered an opportunity for studying the influences of organizational constraints. The main findings were...

Multi-center MRI carotid plaque component segmentation using feature normalization and transfer learning

DEFF Research Database (Denmark)

van Engelen, Arna; van Dijk, Anouk C; Truijman, Martine T.B.

2015-01-01

implementation of supervised methods. In this paper we segment carotid plaque components of clinical interest (fibrous tissue, lipid tissue, calcification and intraplaque hemorrhage) in a multicenter MRI study. We perform voxelwise tissue classification by traditional same-center training, and compare results...... not yield significant differences from that reference. We conclude that both extensive feature normalization and transfer learning can be valuable for the development of supervised methods that perform well on different types of datasets.......Automated segmentation of plaque components in carotid artery MRI is important to enable large studies on plaque vulnerability, and for incorporating plaque composition as an imaging biomarker in clinical practice. Especially supervised classification techniques, which learn from labeled examples...

PTSD: National Center for PTSD

Medline Plus

Full Text Available ... and Coping Treatment Self-Help and Coping PTSD Research Where to Get Help for PTSD Help with ... Articles by Center Staff Clinician’s Trauma Update PTSD Research Quarterly Publications Search Using the PILOTS Database What ...

Exploring student learning profiles in algebra-based studio physics: A person-centered approach

Science.gov (United States)

Pond, Jarrad W. T.; Chini, Jacquelyn J.

2017-06-01

In this study, we explore the strategic self-regulatory and motivational characteristics of students in studio-mode physics courses at three universities with varying student populations and varying levels of success in their studio-mode courses. We survey students using questions compiled from several existing questionnaires designed to measure students' study strategies, attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles based on their individual responses to better understand the strategies and motives of algebra-based studio physics students. Previous studies have identified five distinct learning profiles across several student populations using similar methods. We present results from first-semester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles found in previous studies to be present within our population of introductory physics students. In addition, we investigate interactions between these learning profiles and student demographics. We find significant interactions between a student's learning profile and their experience with high school physics, major, gender, grade expectation, and institution. Ultimately, we aim to use this method of analysis to take the characteristics of students into account in the investigation of successful strategies for using studio methods of physics instruction within and across institutions.

Learning from Primary Health Care Centers in Nepal: reflective writings on experiential learning of third year Nepalese medical students

OpenAIRE

Dhital, Rolina; Subedi, Madhusudan; Prasai, Neeti; Shrestha, Karun; Malla, Milan; Upadhyay, Shambhu

2015-01-01

Background Medical education can play important role in cultivating the willingness among the medical students to work in underprivileged areas after their graduation. Experiential learning through early exposure to primary health care centers could help students better understand the opportunities and challenges of such settings. However, the information on the real experiences and reflections of medical students on the rural primary health care settings from low-income countries like Nepal ...

Assessing Learning Quality: Reconciling Institutional, Staff and Educational Demands.

Science.gov (United States)

Biggs, John

1996-01-01

Two frameworks for educational assessment distinguished, which is quantitative, adequate for construing some kinds of learning, and qualitative, which is more appropriate for most objectives in higher education. The paper argues that institutions implicitly encourage quantitative assessment, thus encouraging a surface approach to learning although…

Person-Centered Learning using Peer Review Method – An Evaluation and a Concept for Student-Centered Classrooms

Directory of Open Access Journals (Sweden)

Dominik Dolezal

2018-02-01

Full Text Available Using peer assessment in the classroom to increase student engagement by actively involving the pupils in the assessment process has been practiced and researched for decades. In general, the literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. Furthermore, a school pilot project introducing student-centered classrooms, called “learning office”, is described. Additionally, a concept for the implementation of peer assessment in such student-centered classrooms is outlined. We introduced two traditional secondary school classes consisting of a total of 57 students to the peer assessment method within the scope of the same software engineering course. The peer students assessed two of 13 exercises using the Moodle workshop activity. The students evaluated these two exercises using an anonymous online questionnaire. At the end of the course, they rated each of the 13 exercises regarding their learning motivation. Overall, the anonymous feedback on the peer review exercises was very positive. The students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises revealed that the two peer reviewed exercises have been rated significantly better than the other eleven exercises assessed by the teacher. Evidence therefore suggests that peer review is a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions, which we discuss in this paper.

Implementation of the patient-centered medical home in the Veterans Health Administration: associations with patient satisfaction, quality of care, staff burnout, and hospital and emergency department use.

Science.gov (United States)

Nelson, Karin M; Helfrich, Christian; Sun, Haili; Hebert, Paul L; Liu, Chuan-Fen; Dolan, Emily; Taylor, Leslie; Wong, Edwin; Maynard, Charles; Hernandez, Susan E; Sanders, William; Randall, Ian; Curtis, Idamay; Schectman, Gordon; Stark, Richard; Fihn, Stephan D

2014-08-01

In 2010, the Veterans Health Administration (VHA) began implementing the patient-centered medical home (PCMH) model. The Patient Aligned Care Team (PACT) initiative aims to improve health outcomes through team-based care, improved access, and care management. To track progress and evaluate outcomes at all VHA primary care clinics, we developed and validated a method to assess PCMH implementation. To create an index that measures the extent of PCMH implementation, describe variation in implementation, and examine the association between the implementation index and key outcomes. We conducted an observational study using data on more than 5.6 million veterans who received care at 913 VHA hospital-based and community-based primary care clinics and 5404 primary care staff from (1) VHA clinical and administrative databases, (2) a national patient survey administered to a weighted random sample of veterans who received outpatient care from June 1 to December 31, 2012, and (3) a survey of all VHA primary care staff in June 2012. Composite scores were constructed for 8 core domains of PACT: access, continuity, care coordination, comprehensiveness, self-management support, patient-centered care and communication, shared decision making, and team-based care. Patient satisfaction, rates of hospitalization and emergency department use, quality of care, and staff burnout. Fifty-three items were included in the PACT Implementation Progress Index (Pi2). Compared with the 87 clinics in the lowest decile of the Pi2, the 77 sites in the top decile exhibited significantly higher patient satisfaction (9.33 vs 7.53; P hospitalization rates for ambulatory care-sensitive conditions (4.42 vs 3.68 quarterly admissions for veterans 65 years or older per 1000 patients; P < .001), and lower emergency department use (188 vs 245 visits per 1000 patients; P < .001). The extent of PCMH implementation, as measured by the Pi2, was highly associated with important outcomes for both

The University of Nebraska at Omaha Center for Space Data Use in Teaching and Learning

Science.gov (United States)

Grandgenett, Neal

2000-01-01

Within the context of innovative coursework and other educational activities, we are proposing the establishment of a University of Nebraska at Omaha (UNO) Center for the Use of Space Data in Teaching and Learning. This Center will provide an exciting and motivating process for educators at all levels to become involved in professional development and training which engages real life applications of mathematics, science, and technology. The Center will facilitate innovative courses (including online and distance education formats), systematic degree programs, classroom research initiatives, new instructional methods and tools, engaging curriculum materials, and various symposiums. It will involve the active participation of several Departments and Colleges on the UNO campus and be well integrated into the campus environment. It will have a direct impact on pre-service and in-service educators, the K12 (kindergarten through 12th grade) students that they teach, and other college students of various science, mathematics, and technology related disciplines, in which they share coursework. It is our belief that there are many exciting opportunities represented by space data and imagery, as a context for engaging mathematics, science, and technology education. The UNO Center for Space Data Use in Teaching and Learning being proposed in this document will encompass a comprehensive training and dissemination strategy that targets the improvement of K-12 education, through changes in the undergraduate and graduate preparation of teachers in science, mathematics and technology education.

Staff and Student Experiences of Dialogue Days, a Student Engagement Activity

Science.gov (United States)

Asghar, Mandy

2016-01-01

This paper reports the findings from a descriptive phenomenological exploration of the lived experience of dialogue days, a student engagement activity, from the perspectives of staff and students. I suggest that dialogue days enhance the relational and emotional aspects of learning with the potential to impact on future student engagement and…

A qualitative study of continuing education needs of rural nursing unit staff: the nurse administrator's perspective.

Science.gov (United States)

Fairchild, Roseanne Moody; Everly, Marcee; Bozarth, Lisa; Bauer, Renee; Walters, Linda; Sample, Marilyn; Anderson, Louise

2013-04-01

This study reports perceptions of the continuing education (CE) needs of nursing unit staff in 40 rural healthcare facilities (10 hospitals and 30 long-term care facilities) in a rural Midwestern U.S. region from the perspective of nurse administrators in an effort to promote a community-based academic-practice CE partnership. Qualitative data collection involving naturalistic inquiry methodology was based on key informant interviews with nurse administrators (n=40) working and leading in the participating health care facilities. Major themes based on nurse administrators' perceptions of CE needs of nursing unit staff were in four broad conceptual areas: "Cultural issues", "clinical nursing skills", "patient care", and "patient safety". Major sub-themes for each conceptual area are highlighted and discussed with narrative content as expressed by the participants. Related cultural sub-themes expressed by the nurse administrators included "horizontal violence" (workplace-hospital and LTC nursing unit staff) and "domestic violence" (home-LTC nursing unit staff). The uniqueness of nurses' developmental learning needs from a situational point of view can be equally as important as knowledge-based and/or skill-based learning needs. Psychological self-reflection is discussed and recommended as a guiding concept to promote the development and delivery of relevant, empowering and evidence-based CE offerings for rural nursing unit staff. Copyright © 2012 Elsevier Ltd. All rights reserved.

Instructional Design "Postpartum Fitness” for Midwife Staff of Shemiranat (Tehran, Iran Health Network

Directory of Open Access Journals (Sweden)

Rita Rahmati Roodsari

2018-01-01

Full Text Available Background: One of the postpartum cares lives is supporting and encouraging them more to exercise after delivery and monitoring them. Health care workers, particularly midwives have a great role in the promotion of sport activity. Purpose of this study is Designed training for "postpartum fitness" by Roth well approach for midwives at health network in Shemiranat.Materials and Methods: This research is kind of Instructional design. Sampling was done by using census method Data collection was done by multiple choice tests for knowledge and attitudes of questionnaire and practical assessment exercise was part. After assessment and instructional design and was done Roth well model and Ganyh strategies.Results: Average response to questions in the cognitive domain was 49%. In this study 92% of the employees have positive attitude to importance and impact of the study. The result of the data related to the workplace of participants is health centers (53.3%. Most frequency is for who has less than 5 years’ work experience (50%and most frequency is for official staff (43.3%, most educational level related to bachelors (83.3% and the highest age rate is between 30-40 years old (40%.Conclusion: Positive attitude towards this issue and earn score below %80 indicates a need for staff to learn and raise awareness about the above topic. Create knowledge, training, counseling mothers about this issue are the midwife duties. This reflects a greater emphasis on design education.

National Sexual Violence Resource Center (NSVRC)

Data.gov (United States)

U.S. Department of Health & Human Services — The National Sexual Violence Resource Center (NSVRC) is a national information and resource hub relating to all aspects of sexual violence. NSVRC staff collect and...

E-learning : a high-tech solution to industry training challenges

Energy Technology Data Exchange (ETDEWEB)

Budd, G.

2007-09-15

A web-based e-learning system used to train oilsands upgrading employees was discussed in this article. While the majority of the upgrader's staff had previously worked in the oil and gas industry, many did not have adequate control system training. Use of the system avoided the need for upgrader downtime due to staff shortages during training periods, and avoided the need for on-site instructor-led classes. Savings of over $90,000 were made on a single training course by using the web-based system. A learning content management system (LCMS) was used to develop and customize learning modules so that the software could be customized for use at different facilities. Use of the e-learning system allows staff to mesh training time with regular work schedules and can save companies thousands of hours in training time. Information on the training modules is referenced in a database so that staff members can address new or additional systems, equipment, or technologies. It was concluded that a growing number of companies are using web-based learning systems. 2 figs.

Integrated Pest Management Intervention in Child Care Centers Improves Knowledge, Pest Control, and Practices.

Science.gov (United States)

Alkon, Abbey; Nouredini, Sahar; Swartz, Alicia; Sutherland, Andrew Mason; Stephens, Michelle; Davidson, Nita A; Rose, Roberta

To reduce young children's exposure to pests and pesticides, an integrated pest management (IPM) intervention was provided for child care center staff. The 7-month IPM education and consultation intervention was conducted by trained nurse child care health consultants in 44 child care centers in California. IPM knowledge surveys were completed by child care staff, objective IPM assessments were completed by research assistants pre- and postintervention, and activity logs were completed by the nurses. There were significant increases in IPM knowledge for the child care staff who attended workshops. There were reductions in the prevalence of pests and increases in IPM practices at the postintervention compared with the preintervention time point. The nurses consulted an average of 5.4 hours per center. A nurse-led IPM intervention in child care centers can reduce exposure to harmful substances for young children attending child care centers. Copyright © 2016 National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.

[Rehabilitation of adolescent mothers at the Wayerema center in Sikasso. The rejects of yesterday become good matches].

Science.gov (United States)

Sow, E B

1990-08-01

In Mali, only girls pay the penalties for having sexual intercourse. Pregnant girls are taken out of school. In 1975, the Sikasso city government established the Feminine Promotion Center of Wayerema. Today, it receives girls aged 15-23 at a cost of 5000 francs per girl. The girls tend to have been sent away from school for insufficient intelligence or physical inaptitude (i.e., pregnancy). 80% of attendees are adolescent mothers, 45% of whom are illiterate. The youth spend 3 years at Wayerema Center. They learn about nutrition and prepare for family life by learning about sex education, birth spacing, and contraceptive use. They learn how to improve their socioeconomic status through apprenticeships in sewing, embroidery, gardening, livestock raising, and dyeing and how to work in a group. Training and family life education provide them the means to take charge of their lives. The Malinian Association for the Protection and Promotion of the Family submitted a grant proposal to IPPF to increase the Center's financial resources to meet the growing demand for its services. The number of students has increased from 107 in 1983 to 210 in 1990. IPPF funds went to buying about 20 sewing machines (65,000 francs/new machine). Sales of sewn items and of kitchen garden products allow the Center to be self-supporting. The municipality pays for electricity, water, staff, and seven external teachers. The Catholic church intervenes at the planning level and favors natural family planning methods and sexual abstinence. The Center's director is a nun of the Catholic mission. The Center appears to be effective. Adolescent pregnancy has decreased from 20% in 1980 to 10% in 1988. Sikasso has 3 centers providing maternal and child health and family planning services. Yesterday's rejects have become educated and literate women who can generate their own income. In fact, men come to the center to find a quality wife who can share the economic burden.

Community Opinion and Satisfaction with the Leadership at an Urban Community Educational Learning Center during an Organizational Transformation Process: A Frontline Perspective from Community Stakeholders

Science.gov (United States)

Lewis, Joseph Lee

2013-01-01

This study examined selected community stakeholders' perception of the current leadership at their local community educational learning center during an organizational transformation and cultural change process. The transition from a community college to an educational learning center, mandated in 2006 by the Accredition Commission and agreed on…

Evaluation of the organizational cultural competence of a community health center: a multimethod approach.

Science.gov (United States)

Cherner, Rebecca; Olavarria, Marcela; Young, Marta; Aubry, Tim; Marchant, Christina

2014-09-01

Cultural competence is an important component of client-centered care in health promotion and community health services, especially considering the changing demographics of North America. Although a number of tools for evaluating cultural competence have been developed, few studies have reported on the results of organizational cultural competence evaluations in health care or social services settings. This article aims to fill this gap by providing a description of a cultural competence evaluation of a community health center serving a diverse population. Data collection included reviewing documents, and surveying staff, management, and the Board of Directors. The organization fully met 28 of 53 standards of cultural competence, partially met 21 standards, and did not meet 2 standards, and 2 standards could not be assessed due to missing information. The advantages and lessons learned from this organizational cultural competence evaluation are discussed. © 2014 Society for Public Health Education.

Job Satisfaction among Health-Care Staff in Township Health Centers in Rural China: Results from a Latent Class Analysis.

Science.gov (United States)

Wang, Haipeng; Tang, Chengxiang; Zhao, Shichao; Meng, Qingyue; Liu, Xiaoyun

2017-09-22

Background : The lower job satisfaction of health-care staff will lead to more brain drain, worse work performance, and poorer health-care outcomes. The aim of this study was to identify patterns of job satisfaction among health-care staff in rural China, and to investigate the association between the latent clusters and health-care staff's personal and professional features; Methods : We selected 12 items of five-point Likert scale questions to measure job satisfaction. A latent-class analysis was performed to identify subgroups based on the items of job satisfaction; Results : Four latent classes of job satisfaction were identified: 8.9% had high job satisfaction, belonging to "satisfied class"; 38.2% had low job satisfaction, named as "unsatisfied class"; 30.5% were categorized into "unsatisfied class with the exception of interpersonal relationships"; 22.4% were identified as "pseudo-satisfied class", only satisfied with management-oriented items. Low job satisfaction was associated with specialty, training opportunity, and income inequality. Conclusions : The minority of health-care staff belong to the "satisfied class". Three among four subgroups are not satisfied with income, benefit, training, and career development. Targeting policy interventions should be implemented to improve the items of job satisfaction based on the patterns and health-care staff's features.

Learning from error: leading a culture of safety.

Science.gov (United States)

Gibson, Russell; Armstrong, Alexander; Till, Alex; McKimm, Judy

2017-07-02

A recent shift towards more collective leadership in the NHS can help to achieve a culture of safety, particularly through encouraging frontline staff to participate and take responsibility for improving safety through learning from error and near misses. Leaders must ensure that they provide psychological safety, organizational fairness and learning systems for staff to feel confident in raising concerns, that they have the autonomy and skills to lead continual improvement, and that they have responsibility for spreading this learning within and across organizations.

Developing Research Collaborations in an Academic Clinical Setting: Challenges and Lessons Learned.

Science.gov (United States)

Sahs, John A; Nicasio, Andel V; Storey, Joan E; Guarnaccia, Peter J; Lewis-Fernández, Roberto

2017-08-01

Research collaboration in "real world" practice settings may enhance the meaningfulness of the findings and reduce barriers to implementation of novel intervention strategies. This study describes an initiative to integrate research into a hospital-based outpatient psychiatric clinic within an academic medical center, focusing on collaborative processes across three research projects. We report on the varied outcomes of the projects and utilize data from two focus groups to identify the key elements that contributed to the challenges and successes. We identify barriers to practice-research collaborations that emerged even when the initial circumstances of the partnership were favorable. These barriers include the presence of varied agendas across clinicians and investigators, resource constraints, limited staff buy-in, and staff turnover. In highlighting the lessons learned in this collaborative process, we hope to facilitate successful partnerships in other clinical settings.

Effects of newly designed hospital buildings on staff perceptions : a pre-post study to validate design decisions

NARCIS (Netherlands)

Schreuder, E.J.A.; Heel, L. van; Goedhart, R.; Dusseldorp, E.; Schraagen, J.M.C.; Burdorf, A.

2015-01-01

Objective: This study investigates effects of the newly built nonpatient-related buildings of a large university medical center on staff perceptions and whether the design objectives were achieved. Background: The medical center is gradually renewing its hospital building area of 200,000 m.(2) This

Blending Formal and Informal Learning Networks for Online Learning

Science.gov (United States)

Czerkawski, Betül C.

2016-01-01

With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory…

[Technology: training centers--a new method for learning surgery in visceral surgery].

Science.gov (United States)

Troidl, H

1996-01-01

The importance of training centers can be best described after first answering a few questions like: 1. What kind of surgery will we deal with in the future? 2. What kind of surgeon do we need for this surgery, if it is basically different? 3. How will this surgeon have to be educated/trained for this different surgery? Although I am aware of the fact, that statements about future prospects are usually doomed to fail, I maintain that endoscopic surgery will be an essential part of general surgery. If this is so, surgery will be dominated by extremely complicated technology, new techniques and new instruments. It will be a "different" surgery. It will offer more comfort at the same safety. The surgeon of the future will still need a certain personality; he will still need intuition and creativity. To survive in our society, he will have to be an organiser and even a businessman. Additionally, something new has to be added: he will have to understand modern, complicated technology and will have to use totally different instruments for curing surgical illness. This makes it clear that we will need a different education/training and may be even a different selection of surgeons. We should learn from other professions sharing common interests with surgery, for example, sports where the common interest is achieving most complicated motions and necessarily highly differentiated coordination. Common interest with airline pilots is the target of achieving absolute security. They have a highly differentiated selection and training concept. Training centers may be-under certain prerequisites-a true alternative for this necessary form of training. They must have a concept, i.e. contents and aims have to be defined, structured and oriented on the requirements of surgery for the patient. Responsibility for the concept, performance and control can only be in the hands of Surgical Societies and Universities. These prerequisites correspond most likely to training centers being

Staff Association

CERN Multimedia

Staff Association

2014-01-01

Remove of the staff association office   The Staff Association offices are going to be renovated during the coming four months, February to May 2014. The physical move from our current premises 64/R-002 to our temporary office in  510/R-010 will take place on Friday January 31st, so the Secretariat will be closed on that day. Hence, from Monday February 3rd until the end of May 2014 the Staff Association Secretariat will be located in 510/R-010 (entrance just across the CERN Printshop).    

Staff Training on the Use of Health Information Systems: What Do We Know?

Science.gov (United States)

Bygholm, Ann

2018-01-01

Staff training is acknowledged as an important activity when implementing health information systems (HISs). This paper reviews the literature on staff training in connection with HIS implementation. The aim is to identify critical issues to reflect on when planning or evaluating this type of training. Searches were conducted in three research databases, resulting in 423 hits. Sixty-four papers were retrieved for more detailed examination, and 12 papers were selected for analysis. The analysis focused on the content, organization and pedagogical approach. In general, the review revealed minor primarily descriptive studies focused on aspects of staff training rather than strategies for staff training. The review revealed specific agreed-upon issues that are considered important for the success of the training. The issues identified are transfer of knowledge and skills is not enough, ongoing training is important, training should be related to practice and address individual learning needs, and super-users are important facilitators.

wACSF—Weighted atom-centered symmetry functions as descriptors in machine learning potentials

Science.gov (United States)

Gastegger, M.; Schwiedrzik, L.; Bittermann, M.; Berzsenyi, F.; Marquetand, P.

2018-06-01

We introduce weighted atom-centered symmetry functions (wACSFs) as descriptors of a chemical system's geometry for use in the prediction of chemical properties such as enthalpies or potential energies via machine learning. The wACSFs are based on conventional atom-centered symmetry functions (ACSFs) but overcome the undesirable scaling of the latter with an increasing number of different elements in a chemical system. The performance of these two descriptors is compared using them as inputs in high-dimensional neural network potentials (HDNNPs), employing the molecular structures and associated enthalpies of the 133 855 molecules containing up to five different elements reported in the QM9 database as reference data. A substantially smaller number of wACSFs than ACSFs is needed to obtain a comparable spatial resolution of the molecular structures. At the same time, this smaller set of wACSFs leads to a significantly better generalization performance in the machine learning potential than the large set of conventional ACSFs. Furthermore, we show that the intrinsic parameters of the descriptors can in principle be optimized with a genetic algorithm in a highly automated manner. For the wACSFs employed here, we find however that using a simple empirical parametrization scheme is sufficient in order to obtain HDNNPs with high accuracy.

Implementing Role-Changing Versus Time-Changing Innovations in Health Care: Differences in Helpfulness of Staff Improvement Teams, Management, and Network for Learning.

Science.gov (United States)

Nembhard, Ingrid M; Morrow, Christopher T; Bradley, Elizabeth H

2015-12-01

Health care organizations often fail in their effort to implement care-improving innovations. This article differentiates role-changing innovations, altering what workers do, from time-changing innovations, altering when tasks are performed or for how long. We examine our hypothesis that the degree to which access to groups that can alter organizational learning--staff, management, and external network--facilitates implementation depends on innovation type. Our longitudinal study using ordinal logistic regression and survey data on 517 hospitals' implementation of evidence-based practices for treating heart attack confirmed our thesis for factors granting access to each group: improvement team's representativeness (of affected staff), senior management engagement, and network membership. Although team representativeness and network membership were positively associated with implementing role-changing practices, senior management engagement was not. In contrast, senior management engagement was positively associated with implementing time-changing practices, whereas team representativeness was not, and network membership was not unless there was limited management engagement. These findings advance implementation science by explaining mixed results across past studies: Nature of change for workers alters potential facilitators' effects on implementation. © The Author(s) 2015.

Education of staff in preschool aged classrooms in child care centers and child outcomes: A meta-analysis and systematic review.

Science.gov (United States)

Falenchuk, Olesya; Perlman, Michal; McMullen, Evelyn; Fletcher, Brooke; Shah, Prakesh S

2017-01-01

Staff education is considered key to quality of early childhood education and care (ECEC) programs. However, findings about associations between staff education and children's outcomes have been inconsistent. We conducted a systematic review and meta-analysis of associations between ECEC staff education and child outcomes. Searches of Medline, PsycINFO, and ERIC, websites of large datasets and reference sections of all retrieved articles were conducted. Eligible studies provided a statistical link between staff education and child outcomes for preschool-aged children in ECEC programs. Titles, abstracts and paper reviews as well as all data extraction were conducted by two independent raters. Of the 823 studies reviewed for eligibility, 39 met our inclusion criteria. Research in this area is observational in nature and subject to the inherent biases of that research design. Results from our systematic review were hampered by heterogeneity in how staff education was defined, variability in whose education was measured and the child outcomes that were assessed. However, overall the qualitative summary indicates that associations between staff education and childhood outcomes are non-existent to very borderline positive. In our meta-analysis of more homogeneous studies we identified certain positive, albeit very weak, associations between staff education and children's language outcomes (specifically, vocabulary and letter word identification) and no significant association with a mathematics outcome (WJ Applied Problems). Thus, our findings suggest that within the range of education levels found in the existing literature, education is not a key driver of child outcomes. However, since we only explored levels of education that were reported in the literature, our findings cannot be used to argue for lowering education standards in ECEC settings.

Integrating Patient-Reported Outcomes into Spine Surgical Care through Visual Dashboards: Lessons Learned from Human-Centered Design

Science.gov (United States)

Hartzler, Andrea L.; Chaudhuri, Shomir; Fey, Brett C.; Flum, David R.; Lavallee, Danielle

2015-01-01

Introduction: The collection of patient-reported outcomes (PROs) draws attention to issues of importance to patients—physical function and quality of life. The integration of PRO data into clinical decisions and discussions with patients requires thoughtful design of user-friendly interfaces that consider user experience and present data in personalized ways to enhance patient care. Whereas most prior work on PROs focuses on capturing data from patients, little research details how to design effective user interfaces that facilitate use of this data in clinical practice. We share lessons learned from engaging health care professionals to inform design of visual dashboards, an emerging type of health information technology (HIT). Methods: We employed human-centered design (HCD) methods to create visual displays of PROs to support patient care and quality improvement. HCD aims to optimize the design of interactive systems through iterative input from representative users who are likely to use the system in the future. Through three major steps, we engaged health care professionals in targeted, iterative design activities to inform the development of a PRO Dashboard that visually displays patient-reported pain and disability outcomes following spine surgery. Findings: Design activities to engage health care administrators, providers, and staff guided our work from design concept to specifications for dashboard implementation. Stakeholder feedback from these health care professionals shaped user interface design features, including predefined overviews that illustrate at-a-glance trends and quarterly snapshots, granular data filters that enable users to dive into detailed PRO analytics, and user-defined views to share and reuse. Feedback also revealed important considerations for quality indicators and privacy-preserving sharing and use of PROs. Conclusion: Our work illustrates a range of engagement methods guided by human-centered principles and design

Integrating Patient-Reported Outcomes into Spine Surgical Care through Visual Dashboards: Lessons Learned from Human-Centered Design.

Science.gov (United States)

Hartzler, Andrea L; Chaudhuri, Shomir; Fey, Brett C; Flum, David R; Lavallee, Danielle

2015-01-01

The collection of patient-reported outcomes (PROs) draws attention to issues of importance to patients-physical function and quality of life. The integration of PRO data into clinical decisions and discussions with patients requires thoughtful design of user-friendly interfaces that consider user experience and present data in personalized ways to enhance patient care. Whereas most prior work on PROs focuses on capturing data from patients, little research details how to design effective user interfaces that facilitate use of this data in clinical practice. We share lessons learned from engaging health care professionals to inform design of visual dashboards, an emerging type of health information technology (HIT). We employed human-centered design (HCD) methods to create visual displays of PROs to support patient care and quality improvement. HCD aims to optimize the design of interactive systems through iterative input from representative users who are likely to use the system in the future. Through three major steps, we engaged health care professionals in targeted, iterative design activities to inform the development of a PRO Dashboard that visually displays patient-reported pain and disability outcomes following spine surgery. Design activities to engage health care administrators, providers, and staff guided our work from design concept to specifications for dashboard implementation. Stakeholder feedback from these health care professionals shaped user interface design features, including predefined overviews that illustrate at-a-glance trends and quarterly snapshots, granular data filters that enable users to dive into detailed PRO analytics, and user-defined views to share and reuse. Feedback also revealed important considerations for quality indicators and privacy-preserving sharing and use of PROs. Our work illustrates a range of engagement methods guided by human-centered principles and design recommendations for optimizing PRO Dashboards for patient

Lessons Learned from Engineering a Multi-Mission Satellite Operations Center

Science.gov (United States)

Madden, Maureen; Cary, Everett, Jr.; Esposito, Timothy; Parker, Jeffrey; Bradley, David

2006-01-01

NASA's Small Explorers (SMEX) satellites have surpassed their designed science-lifetimes and their flight operations teams are now facing the challenge of continuing operations with reduced funding. At present, these missions are being re-engineered into a fleet-oriented ground system at Goddard Space Flight Center (GSFC). When completed, this ground system will provide command and control of four SMEX missions and will demonstrate fleet automation and control concepts. As a path-finder for future mission consolidation efforts, this ground system will also demonstrate new ground-based technologies that show promise of supporting longer mission lifecycles and simplifying component integration. One of the core technologies being demonstrated in the SMEX Mission Operations Center is the GSFC Mission Services Evolution Center (GMSEC) architecture. The GMSEC architecture uses commercial Message Oriented Middleware with a common messaging standard to realize a higher level of component interoperability, allowing for interchangeable components in ground systems. Moreover, automation technologies utilizing the GMSEC architecture are being evaluated and implemented to provide extended lights-out operations. This mode of operation will provide routine monitoring and control of the heterogeneous spacecraft fleet. The operational concepts being developed will reduce the need for staffed contacts and is seen as a necessity for fleet management. This paper will describe the experiences of the integration team throughout the re-enginering effort of the SMEX ground system. Additionally, lessons learned will be presented based on the team's experiences with integrating multiple missions into a fleet-automated ground system.

Lifelong Open and Flexible Learning

DEFF Research Database (Denmark)

Bang, Jørgen

2006-01-01

and Flexible (LOF) learning embracing characteristics as: open learning, distance learning, e-learning, online learning, open accessibility, multimedia support, virtual mobility, learning communities, dual mode (earn & learn) approaches, and the like.In my presentation I will focus on the EADTU strategies...... for creating a synergy network in e-learning – eventually leading to a European Learning Space that supports virtual mobility of students, staff and courses, adds an e-dimension to the Bologa process and facilitates collaboration between universities and the corporate sector....

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology.

Science.gov (United States)

Connell, Georgianne L; Donovan, Deborah A; Chambers, Timothy G

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. © 2016 G. L. Connell, D. A. Donovan, and T. G. Chambers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Patterns of Tight and Loose Coupling in a Competitive Marketplace: The Case of Learning Center Franchises

Science.gov (United States)

Aurini, Janice Danielle

2012-01-01

The concept of coupling--the relationship between the environment, administrative goals, and instructional practices of education organizations--is a staple in New Institutional research. Yet processes of coupling have remained elusive. Drawing on ethnographic research of the "Ontario Learning Center" (OLC) franchise, along with…

Evacuation of a mental health center during a forest fire in Israel.

Science.gov (United States)

Kreinin, Anatoly; Shakera, Tatiana; Sheinkman, Ayala; Levi, Tamar; Tal, Vered; Polakiewicz, Jacob

2014-08-01

Tirat Carmel Mental Health Center was successfully evacuated in December 2010 during a ravaging forest fire in the nearby Carmel Mountains. A total of 228 patients were successfully evacuated from the center within 45 minutes. No fatalities or injuries associated with the evacuation occurred. We believe that the efficient functioning of the administrative and medical staff provides a replicable model that can contribute to the level of awareness and readiness of hospital staff members for natural and manmade disasters.

Mailman Segal Center for Human Development | NSU

Science.gov (United States)

rendition of the National Anthem sung by Jonathan Richard, a young man with an autism spectrum disorder (ASD Dean Jim & Jan Moran Family Center Village Collaborations Early Learning Programs About Early Learning Programs Family Center Preschool About Our Preschool Enrollment Family Center Infant & Toddler

Shifting the Balance in First-Year Learning Support: From Staff Instruction to Peer-Learning Primacy

Science.gov (United States)

van der Meer, Jacques; Scott, Carole

2008-01-01

Effective response to the learning needs of first-year students is a contested issue. In many learning support centres the dominant approach to developing student learning skills is through generic or tailored workshops and/or individual consultations. Although there is a place for these activities, we argue that the balance should be shifted…

The Joint Lessons Learned System and Interoperability

Science.gov (United States)

1989-06-02

Learned: 1988-1989 As mentioned in the introduction to this chaoter, the Organizacion of the JcinC Chiefs cf Staff .OJCS) ueren significant transformatioi...Organization and Functions Manual . Washington, D.C.: HQDA, Office of the Deputy Chief 0f Staff for Operations and Plans, June 1984. ’..S. Army. Concept...U.S. Department of Defense. Joint Universal Lessons Learned System (JULLS) User’s Manual . Orlando, Florida: University of Central Florida, Institute

Staff Performance Analysis: A Method for Identifying Brigade Staff Tasks

National Research Council Canada - National Science Library

Ford, Laura

1997-01-01

... members of conventional mounted brigade staff. Initial analysis of performance requirements in existing documentation revealed that the performance specifications were not sufficiently detailed for brigade battle staffs...

Carbon Dioxide Information Analysis Center and World Data Center-A for atmospheric trace gases: FY 1993 activities

International Nuclear Information System (INIS)

Cushman, R.M.; Stoss, F.W.; Univ. of Tennessee, Knoxville, TN

1994-01-01

During the course of a fiscal year, Oak Ridge National Laboratory's Carbon Dioxide Information Analysis Center (CDIAC) distributes thousands of specialty publications-numeric data packages (NDPs), computer model packages (CMPs), technical reports, public communication publications, newsletters, article reprints, and reference books-in response to requests for information related to global environmental issues, primarily those pertaining to climate change. CDIAC's staff also provide technical responses to specific inquiries related to carbon dioxide (CO 2 ), other trace gases, and climate. Hundreds of referrals to other researchers, policy analysts, information specialists, or organizations are also facilitated by CDIAC's staff. This report provides an account of the activities accomplished by CDIAC (including World Data Center-A for Atmospheric Trace Gases) during the period October 1, 1992, to September 30, 1993. An organizational overview of CDIAC and its staff is supplemented by a detailed description of inquiries received and CDIAC's response to those inquiries. An analysis and description of the preparation and distribution of NDPS, CMPS, technical reports, newsletters, fact sheets, specialty publications, and reprints are provided. Comments and descriptions of CDIAC's information management systems, professional networking, and special bilateral agreements are also presented

Carbon Dioxide Information Analysis Center and World Data Center-A for atmospheric trace gases: FY 1993 activities

Energy Technology Data Exchange (ETDEWEB)

Cushman, R.M. [Oak Ridge National Lab., TN (United States). Carbon Dioxide Information Analysis Center; Stoss, F.W. [Oak Ridge National Lab., TN (United States). Carbon Dioxide Information Analysis Center]|[Univ. of Tennessee, Knoxville, TN (United States). Energy, Environment, and Resources Center

1994-01-01

During the course of a fiscal year, Oak Ridge National Laboratory`s Carbon Dioxide Information Analysis Center (CDIAC) distributes thousands of specialty publications-numeric data packages (NDPs), computer model packages (CMPs), technical reports, public communication publications, newsletters, article reprints, and reference books-in response to requests for information related to global environmental issues, primarily those pertaining to climate change. CDIAC`s staff also provide technical responses to specific inquiries related to carbon dioxide (CO{sub 2}), other trace gases, and climate. Hundreds of referrals to other researchers, policy analysts, information specialists, or organizations are also facilitated by CDIAC`s staff. This report provides an account of the activities accomplished by CDIAC (including World Data Center-A for Atmospheric Trace Gases) during the period October 1, 1992, to September 30, 1993. An organizational overview of CDIAC and its staff is supplemented by a detailed description of inquiries received and CDIAC`s response to those inquiries. An analysis and description of the preparation and distribution of NDPS, CMPS, technical reports, newsletters, fact sheets, specialty publications, and reprints are provided. Comments and descriptions of CDIAC`s information management systems, professional networking, and special bilateral agreements are also presented.

Continue to Vaccinate Patients and Staff Against the Flu

Centers for Disease Control (CDC) Podcasts

2012-02-08

This podcast is a reminder to health care providers about the importance of annual flu vaccination—it’s not too late! Health care providers should get their flu vaccine and continue offering and encouraging flu vaccination among their staff, colleagues, and patients.  Created: 2/8/2012 by National Center for Immunization and Respiratory Diseases (NCIRD).   Date Released: 2/14/2012.

Video Feedback in Key Word Signing Training for Preservice Direct Support Staff

Science.gov (United States)

Rombouts, Ellen; Meuris, Kristien; Maes, Bea; De Meyer, Anne-Marie; Zink, Inge

2016-01-01

Purpose: Research has demonstrated that formal training is essential for professionals to learn key word signing. Yet, the particular didactic strategies have not been studied. Therefore, this study compared the effectiveness of verbal and video feedback in a key word signing training for future direct support staff. Method: Forty-nine future…

Elections to Staff Council

CERN Multimedia

Staff Association

2011-01-01

Elections to fill all seats in the Staff Council are being organized this month. The voting takes place from the 31st of October to the 14th of November, at noon. As you may have noted when reading Echo, many issues concerning our employment conditions are on the agenda of the coming months and will keep the next Staff Council very busy. So, make your voice heard and take part in the elections for a new Staff Council. By doing so, you will be encouraging the men and women who will be representing you over the next two years and they will doubtless appreciate your gratitude. Every member of the Staff Association will have received an email containing a link to the webpage which will allow voting. If you are a member of the Staff Association and you did not receive such an email, please contact the Staff Association secretariat (staff.association@cern.ch). Do not forget to vote * * * * * * * Vote Make your voice heard and be many to elect the new Staff Council. More details on the election...

What do surgical oncology staff nurses know about colorectal cancer ostomy care?

Science.gov (United States)

Gemmill, Robin; Kravits, Kathy; Ortiz, Mildred; Anderson, Casandra; Lai, Lily; Grant, Marcia

2011-02-01

For most patients diagnosed with colorectal cancer, dealing with the adjustment and rehabilitation after treatment can be overwhelming. There is a significant need for expert educational and counseling support, especially for the patient with a new ostomy. This pilot study describes acute care oncology staff nurses' knowledge about and attitudes toward providing direct ostomy care support and education. This study is part of a larger project assessing gaps in education and services in support of patients with colorectal cancer. The Survey on Ostomy Care questionnaire designed to assess nurses' knowledge about and attitudes toward ostomy care was administered to oncology staff nurses at a comprehensive cancer center. Only 30% of staff nurses surveyed strongly agreed or agreed with the statement, "I care for ostomy patients often enough to keep up my skills in ostomy care." Maintaining staff nurses' ability to teach and demonstrate to patients complex care such as ostomy care depends on the ability to practice both education and hands-on skills. Staff nurses identify that lack of opportunity to care for the new ostomy patient influences their ability to maintain skill expertise. The results show the need to explore the provision of ongoing staff education for low-volume patient populations using creative teaching strategies, such as clinical simulation and short videos. Copyright 2011, SLACK Incorporated.

Transfusion safety: is this the business of blood centers?

Science.gov (United States)

Slapak, Colleen; Fredrich, Nanci; Wagner, Jeffrey

2011-12-01

ATSO is in a unique position to break down organizational silos between hospitals and blood centers through the development of a collaborative relationship between the two entities. Use of the TSO as blood center staff centralizes the role into a consultative position thereby retaining the independence of the hospitals. The TSO position then becomes a value-added service offered by the blood center designed to supplement processes within the hospital.Whether the TSO is based in the hospital or the blood center, improvements are gained through appropriate utilization of blood components, reductions in hospital costs, ongoing education of hospital staff involved in transfusion practice, and increased availability of blood products within the community. Implementation and standardization of best practice processes for ordering and administration of blood products developed by TSOs leads to improved patient outcomes. As a liaison between hospitals and blood centers, the TSO integrates the mutual goal of transfusion safety: the provision of the safest blood product to the right patient at the right time for the right reason.

The Childcare Center: an Untapped Opportunity to Engage and Educate Families in Healthy Behaviors.

Science.gov (United States)

Cloutier, Michelle M; Wiley, James F; Trapp, Christine; Haile, Jennifer; Gorin, Amy A

2018-04-01

Obesity rates in preschool children are high and disproportionately affect low-income children of color in the USA. Since 80% of preschool children spend ∼40 h/week in out-of-the home childcare, childcare centers are promising sites for obesity prevention interventions. Mixed methods were used to develop, implement, and assess the feasibility of an obesity prevention program for children 2-5 years. The intervention which consisted of brief (1-3 min), interactive, educational modules was developed by content experts and parents (n = 20) and targeted four areas (milk, sugar sweetened beverages, screen time, and physical activity). The modules were delivered by community health workers in the childcare center during pick-up and drop-off times, in small groups and home visits upon request. Focus groups with childcare center staff (n = 28) assessed satisfaction and interest in incorporating the intervention into care. Between February 2013 and March 2014, 354 caregivers (∼73%) at six centers participated in one or more educational sessions. Of children, 37.4% in 2013 and 35.9% in 2014 were overweight or obese. Children entering preschool in 2014 were more likely to be overweight/obese than children who had been in the center since 2013 (36.2 vs 23.2%, p < 0.05). Childcare staff endorsed the intervention and received training to continue the program. Brief, interactive health-related behavior-change interventions engaged large numbers of low-income caregivers at childcare centers and resonated with center staff. Childcare center staff represent an underutilized resource to combat the childhood obesity epidemic.

Transitioning Towards a Smart Learning Ecosystem

DEFF Research Database (Denmark)

Christensen, Bianca Clavio; Rodil, Kasper; Rehm, Matthias

2017-01-01

in a smart learning ecosystem for cognitively impaired adolescents at a rehabilitation centre in Denmark. In collaboration with the staff and residents at the facility, we developed together with staff and residents a music game prototype. The basic functionality includes two users playing virtual music...

Disaster preparedness in an Australian urban trauma center: staff knowledge and perceptions.

Science.gov (United States)

Corrigan, Ellen; Samrasinghe, Iromi

2012-10-01

A substantial barrier to improving disaster preparedness in Australia is a lack of prescriptive national guidelines based on individual hospital capabilities. A recent literature review revealed that only one Australian hospital has published data regarding its current preparedness level. To establish baseline levels of disaster knowledge, preparedness, and willingness to respond to a disaster among one hospital's staff, and thus enable the implementation of national disaster preparedness guidelines based on realistic capabilities of individual hospitals. An anonymous questionnaire was distributed to individuals and departments that play key roles in the hospital's external disaster response. Questions concerned prior education and experience specific to disasters, general preparedness knowledge, perceived preparedness of themselves and their department, and willingness to respond to a disaster from a conventional and/or chemical, biological, or radiological incident. Responses were received from 140 individuals representing nine hospital departments. Eighty-three participants (59.3%) had previously received disaster education; 53 (37.9%) had attended a disaster simulation drill, and 18 (12.9%) had responded to an actual disaster. The average disaster preparedness knowledge score was 3.57 out of 10. The majority of respondents rated themselves as "not really" prepared and were "unsure" of their respective departments' level of preparedness. Most respondents indicated a willingness to participate in both a conventional incident involving burns and/or physical trauma, and an incident involving chemical, biological or radiological (CBR) weapons. Australian hospital staff are under-prepared to respond to a disaster because of a lack of education, insufficient simulation exercises, and limited disaster experience. The absence of specific national standards and guidelines through which individual hospitals can develop their capabilities further compounds the poverty in

A unique collaborative nursing evidence-based practice initiative using the Iowa model: a clinical nurse specialist, a health science librarian, and a staff nurse's success story.

Science.gov (United States)

Krom, Zachary R; Batten, Janene; Bautista, Cynthia

2010-01-01

The purpose of this article was to share how the collaboration of a clinical nurse specialist (CNS), a health science librarian, and a staff nurse can heighten staff nurses' awareness of the evidence-based practice (EBP) process. The staff nurse is expected to incorporate EBP into daily patient care. This expectation is fueled by the guidelines established by professional, accrediting, and regulatory bodies. Barriers to incorporating EBP into practice have been well documented in the literature. A CNS, a health science librarian, and a staff nurse collaborated to develop an EBP educational program for staff nurses. The staff nurse provides the real-time practice issues, the CNS gives extensive knowledge of translating research into practice, and the health science librarian is an expert at retrieving the information from the literature. The resulting collaboration at this academic medical center has increased staff nurse exposure to and knowledge about EBP principles and techniques. The collaborative relationship among the CNS, health science librarian, and staff nurse effectively addresses a variety of barriers to EBP. This successful collaborative approach can be utilized by other medical centers seeking to educate staff nurses about the EBP process.

Learning in the workplace: the role of Nurse Managers.

Science.gov (United States)

Yen, Margaret; Trede, Franziska; Patterson, Carmel

2016-06-01

Objective This research explores Nurse Managers' (NMs') influence on workplace learning. The facilitation of staff learning has implications for the role of NMs, who are responsible for the quality and safety of patient care. However, this aspect of their work is implicit and there is limited research in the area. Methods This paper discusses the findings from one hospital as part of a broader philosophical hermeneutic study conducted in two public hospitals over a 20-month timeframe. NMs participated in interviews, a period of observation, follow-up interviews and a focus group. Transcribed data was thematically analysed. Eraut's 'Two triangle theory of workplace learning' was used to interpret participants' accounts of how they facilitated workplace learning. Findings The analysis found that NMs worked to positively influence staff performance through learning in three domains: orientating new staff, assessing staff performance and managing underperformance. Conclusions This study purports that NMs influence workplace learning in ways that are seldom recognised. A more conscious understanding of the impact of their role can enable NMs to more purposefully influence workplace learning. Such understanding also has implications for the professional preparation of NMs for their role in the context of workplace learning, facilitating learning for change and enabling the advancement of quality and safety in healthcare. What is known about the topic? Studies exploring the influence of Nurse Managers in workplace learning have been limited to their role in the facilitation of formal learning. There is a paucity of research that examines their role in influencing informal learning. What does this paper add? The findings of this study draw on Eraut's 'Two triangle theory of workplace learning' to further define the interdependent relationship between management and educational practices. What are the implications for practitioners? NMs' awareness and deliberate use of

75 FR 43963 - Notice of Commissioner and Staff Attendance at National Association of Regulatory Utility...

Science.gov (United States)

2010-07-27

.../or Commission staff may attend the following meeting: Committee on Electricity: Sacramento Convention Center, 1400 J Street, Sacramento, CA 95814. July 20, 2010 (10:45 a.m.--5 p.m.) Further information may...

How can healthcare organizations implement patient-centered care? Examining a large-scale cultural transformation.

Science.gov (United States)

Bokhour, Barbara G; Fix, Gemmae M; Mueller, Nora M; Barker, Anna M; Lavela, Sherri L; Hill, Jennifer N; Solomon, Jeffrey L; Lukas, Carol VanDeusen

2018-03-07

Healthcare organizations increasingly are focused on providing care which is patient-centered rather than disease-focused. Yet little is known about how best to transform the culture of care in these organizations. We sought to understand key organizational factors for implementing patient-centered care cultural transformation through an examination of efforts in the US Department of Veterans Affairs. We conducted multi-day site visits at four US Department of Veterans Affairs medical centers designated as leaders in providing patient-centered care. We conducted qualitative semi-structured interviews with 108 employees (22 senior leaders, 42 middle managers, 37 front-line providers and 7 staff). Transcripts of audio recordings were analyzed using a priori codes based on the Consolidated Framework for Implementation Research. We used constant comparison analysis to synthesize codes into meaningful domains. Sites described actions taken to foster patient-centered care in seven domains: 1) leadership; 2) patient and family engagement; 3) staff engagement; 4) focus on innovations; 5) alignment of staff roles and priorities; 6) organizational structures and processes; 7) environment of care. Within each domain, we identified multi-faceted strategies for implementing change. These included efforts by all levels of organizational leaders who modeled patient-centered care in their interactions and fostered willingness to try novel approaches to care amongst staff. Alignment and integration of patient centered care within the organization, particularly surrounding roles, priorities and bureaucratic rules, remained major challenges. Transforming healthcare systems to focus on patient-centered care and better serve the "whole" patient is a complex endeavor. Efforts to transform healthcare culture require robust, multi-pronged efforts at all levels of the organization; leadership is only the beginning. Challenges remain for incorporating patient-centered approaches in the

Training staff to empower people with long-term conditions to undertake self care activities.

Science.gov (United States)

Bowler, Mandy

Self care can help people with long-term conditions take control of their lives. However, their interest and ability to engage with it may fluctuate over the course of an illness and many need support to undertake self care activities. A team of community matrons in NHS South of Tyne and Wear helped to develop and pilot an e-learning tool for staff, to remind them of the importance of self care and give advice on ways to support patients. The tool has since been rolled out to all staff groups.

Space Operations Learning Center Facebook Application

Science.gov (United States)

Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

2012-01-01

The proposed Space Operations Learning Center (SOLC) Facebook module, initially code-named Spaceville, is intended to be an educational online game utilizing the latest social networking technology to reach a broad audience base and inspire young audiences to be interested in math, science, and engineering. Spaceville will be a Facebook application/ game with the goal of combining learning with a fun game and social environment. The mission of the game is to build a scientific outpost on the Moon or Mars and expand the colony. Game activities include collecting resources, trading resources, completing simple science experiments, and building architectures such as laboratories, habitats, greenhouses, machine shops, etc. The player is awarded with points and achievement levels. The player s ability increases as his/her points and levels increase. A player can interact with other players using multiplayer Facebook functionality. As a result, a player can discover unexpected treasures through scientific missions, engineering, and working with others. The player creates his/her own avatar with his/her selection of its unique appearance, and names the character. The player controls the avatar to perform activities such as collecting oxygen molecules or building a habitat. From observations of other successful social online games such as Farmville and Restaurant City, a common element of these games is having eye-catching and cartoonish characters, and interesting animations for all activities. This will create a fun, educational, and rewarding environment. The player needs to accumulate points in order to be awarded special items needed for advancing to higher levels. Trophies will be awarded to the player when certain goals are reached or tasks are completed. In order to acquire some special items needed for advancement in the game, the player will need to visit his/her neighboring towns to discover the items. This is the social aspect of the game that requires the

A Proposal for the Establishment of a Center of Excellence in Theoretical Geoplasma Research.

Science.gov (United States)

1987-11-15

activities at the Center. % % rS The Center is fully staffed with fifteen (15) active members. These - include members of the faculty, staff...the HAPI instrument on Dynamics Explorer 1 on Nov. 14, 1981 at the geocentric altitude of 2 .ORE and Invariant latitude of 600. The top panel... staffed with fifteen participating faculty, staff, postdoctoral and graduate students, and visiting scientists. 0 Throughout the year, we have kept a

Behavioral Emergency Response Team: Implementation Improves Patient Safety, Staff Safety, and Staff Collaboration.

Science.gov (United States)

Zicko, Cdr Jennifer M; Schroeder, Lcdr Rebecca A; Byers, Cdr William S; Taylor, Lt Adam M; Spence, Cdr Dennis L

2017-10-01

Staff members working on our nonmental health (non-MH) units (i.e., medical-surgical [MS] units) were not educated in recognizing or deescalating behavioral emergencies. Published evidence suggests a behavioral emergency response team (BERT) composed of MH experts who assist with deescalating behavioral emergencies may be beneficial in these situations. Therefore, we sought to implement a BERT on the inpatient non-MH units at our military treatment facility. The objectives of this evidence-based practice process improvement project were to determine how implementation of a BERT affects staff and patient safety and to examine nursing staffs' level of knowledge, confidence, and support in caring for psychiatric patients and patients exhibiting behavioral emergencies. A BERT was piloted on one MS unit for 5 months and expanded to two additional units for 3 months. Pre- and postimplementation staff surveys were conducted, and the number of staff assaults and injuries, restraint usage, and security intervention were compared. The BERT responded to 17 behavioral emergencies. The number of assaults decreased from 10 (pre) to 1 (post); security intervention decreased from 14 to 1; and restraint use decreased from 8 to 1. MS staffs' level of BERT knowledge and rating of support between MH staff and their staff significantly increased. Both MS and MH nurses rated the BERT as supportive and effective. A BERT can assist with deescalating behavioral emergencies, and improve staff collaboration and patient and staff safety. © 2017 Sigma Theta Tau International.

Elections to Staff Council

CERN Multimedia

Saff Association

2013-01-01

2013 Elections to Staff Council   Vote! Make your voice heard and be many to elect the new Staff Council. More details on the elections can be found on the Staff Association web site (https://ap-vote.web.cern.ch/elections-2013).   Timetable elections Monday 28 October to Monday 11 November, 12:00 am voting Monday 18 and Monday 25 November, publication of the results in Echo Tuesday 19 November, Staff Association Assizes Tuesday 3 December, first meeting of the new Staff Council and election of the new Executive Committee The voting procedure is monitored by the Election Committee.

32 CFR 270.5 - Staff.

Science.gov (United States)

2010-07-01

... 32 National Defense 2 2010-07-01 2010-07-01 false Staff. 270.5 Section 270.5 National Defense... Staff. (a) The Commission will have a support staff, which will include staff members sufficient to expeditiously and efficiently process the applications for payments under this part. All members of the staff...

Lessons Learned (3 Years of H2O2 Propulsion System Testing Efforts at NASA's John C. Stennis Space Center)

Science.gov (United States)

Taylor, Gary O.

2001-01-01

John C. Stennis Space Center continues to support the Propulsion community in an effort to validate High-Test Peroxide as an alternative to existing/future oxidizers. This continued volume of peroxide test/handling activity at Stennis Space Center (SSC) provides numerous opportunities for the SSC team to build upon previously documented 'lessons learned'. SSC shall continue to strive to document their experience and findings as H2O2 issues surface. This paper is intended to capture all significant peroxide issues that we have learned over the last three years. This data (lessons learned) has been formulated from practical handling, usage, storage, operations, and initial development/design of our systems/facility viewpoint. The paper is intended to be an information type tool and limited in technical rational; therefore, presenting the peroxide community with some issues to think about as the continued interest in peroxide evolves and more facilities/hardware are built. These lessons learned are intended to assist industry in mitigating problems and identifying potential pitfalls when dealing with the requirements for handling high-test peroxide.

DCDM1: Lessons Learned from the World's Most Energy Efficient Data Center

Energy Technology Data Exchange (ETDEWEB)

Sickinger, David E [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Van Geet, Otto D [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Carter, Thomas [Johnson Controls

2018-05-03

This presentation discusses the holistic approach to design the world's most energy-efficient data center, which is located at the U.S. Department of Energy National Renewable Energy Laboratory (NREL). This high-performance computing (HPC) data center has achieved a trailing twelve-month average power usage effectiveness (PUE) of 1.04 and features a chiller-less design, component-level warm-water liquid cooling, and waste heat capture and reuse. We provide details of the demonstrated PUE and energy reuse effectiveness (ERE) and lessons learned during four years of production operation. Recent efforts to dramatically reduce the water footprint will also be discussed. Johnson Controls partnered with NREL and Sandia National Laboratories to deploy a thermosyphon cooler (TSC) as a test bed at NREL's HPC data center that resulted in a 50% reduction in water usage during the first year of operation. The Thermosyphon Cooler Hybrid System (TCHS) integrates the control of a dry heat rejection device with an open cooling tower.

Creating a Community of Practice: Lessons Learned from the Center for Astronomy Education (Invited)

Science.gov (United States)

Brissenden, G.

2009-12-01

The Center for Astronomy Education (CAE) is devoted to improving teaching and learning in Astro 101. To accomplish this, a vital part of CAE is our broader community of practice which includes over 1000 instructors, graduate and undergraduate students, and postdocs. It is this greater community of practice that supports each other, helps, and learns from each other beyond what would be possible without it. As our community of practice has grown, we at CAE have learned many lessons about how different facets of CAE can best be used to promote and support our community both as a whole and for individual members. We will discuss the various facets of CAE, such as our online discussion group Astrolrner@CAE (http://astronomy101.jpl.nasa.gov/discussion) and its Guest Moderator program, our CAE Regional Teaching Exchange Coordinator program, our CAE Workshop Presenter Apprenticeship Training program, our online This Month’s Teaching Strategy, monthly newsletters, and various types of socializing and networking sessions we hold at national meetings. But more importantly, we will discuss the lessons we’ve learned about what does and does not work in building community within each of these facets.

Coaching Model + Clinical Playbook = Transformative Learning.

Science.gov (United States)

Fletcher, Katherine A; Meyer, Mary

2016-01-01

Health care employers demand that workers be skilled in clinical reasoning, able to work within complex interprofessional teams to provide safe, quality patient-centered care in a complex evolving system. To this end, there have been calls for radical transformation of nursing education including the development of a baccalaureate generalist nurse. Based on recommendations from the American Association of Colleges of Nursing, faculty concluded that clinical education must change moving beyond direct patient care by applying the concepts associated with designer, manager, and coordinator of care and being a member of a profession. To accomplish this, the faculty utilized a system of focused learning assignments (FLAs) that present transformative learning opportunities that expose students to "disorienting dilemmas," alternative perspectives, and repeated opportunities to reflect and challenge their own beliefs. The FLAs collected in a "Playbook" were scaffolded to build the student's competencies over the course of the clinical experience. The FLAs were centered on the 6 Quality and Safety Education for Nurses competencies, with 2 additional concepts of professionalism and systems-based practice. The FLAs were competency-based exercises that students performed when not assigned to direct patient care or had free clinical time. Each FLA had a lesson plan that allowed the student and faculty member to see the competency addressed by the lesson, resources, time on task, student instructions, guide for reflection, grading rubric, and recommendations for clinical instructor. The major advantages of the model included (a) consistent implementation of structured learning experiences by a diverse teaching staff using a coaching model of instruction; (b) more systematic approach to present learning activities that build upon each other; (c) increased time for faculty to interact with students providing direct patient care; (d) guaranteed capture of selected transformative

Managing a Modern University Research Center.

Science.gov (United States)

Veres, John G., III

1988-01-01

The university research center of the future will function best to serve the rapidly changing public and private demand for services with a highly trained core staff, adequately funded and equipped, whose morale and quality of work performance is a prime consideration. (MSE)

Staff/bed and staff/patient ratios in South African public sector mental ...

African Journals Online (AJOL)

Objectives. To document staff/bed and staff/patient ratios in public. sector mental health services in South Africa. Design. Cross-sectional survey. Method. Aquestionnaire was distributed to provincial mental health co-ordinators requesting numbers of full-time equivalent (FTE) staff who provide mental health care at all ...

The Client Company Marginally Utilises the Knowledge of Highly Skilled Temporary Staff

Science.gov (United States)

Augustsson, Gunnar

2016-01-01

This study is based on the presumption that there is often an underuse of temporary staff in client companies (CC) with highly skilled professionals. The study combines theories of the flexible organisation and a sociocultural perspective on learning within the framework of an inter-organisational context. The data are based partly on 17…

Knowledge about epilepsy by students and staff of a school in Fortaleza-CE

Directory of Open Access Journals (Sweden)

Silvânia Maria Mendes Vasconcelos

2009-12-01

Full Text Available Objective: To assess the knowledge of teachers, students and employees of a school about epilepsy. Methods: A descriptive cross-sectional, quantitative study held in a school in Fortaleza - CE. The universe consisted of all students and staff at the school who met the following inclusion criteria: to be a student or employee of the night shift, to be 18 years old or above. Data collection occurred in September 2007, by applying a structured questionnaire. From 69 questionnaires, 50 were completed by students, 11 by teachers and eight by other school employees. We divided the sample into two groups: staff (employees and teachers and students. Results: The results show that 22% of staff believed that one of the forms of epilepsy transmission occurred through saliva. It was found that 98% of staff and 94% of students said that epilepsy is a neurological disorder. Concerning the control of the disease, 94% of students and 78% of staff believed that it occurs by taking the medication daily. Among the respondents, 29% of staff and 22% of students felt that people with epilepsy have difficulty in school learning. It was also observed that most participants scored appropriate procedures to be adopted in the seizure. Conclusion: The research determined gaps in the knowledge about epilepsy in the studied sample.

Improving the application of a practice guideline for the assessment and treatment of suicidal behavior by training the full staff of psychiatric departments via an e-learning supported Train-the-Trainer program: study protocol for a randomized controlled trial.

Science.gov (United States)

de Beurs, Derek P; de Groot, Marieke H; de Keijser, Jos; Verwey, Bastiaan; Mokkenstorm, Jan; Twisk, Jos W R; van Duijn, Erik; van Hemert, Albert M; Verlinde, Lia; Spijker, Jan; van Luijn, Bert; Vink, Jan; Kerkhof, Ad J F M

2013-01-09

In 2012, in The Netherlands a multidisciplinary practice guideline for the assessment and treatment of suicidal behavior was issued. The release of guidelines often fails to change professional behavior due to multiple barriers. Structured implementation may improve adherence to guidelines. This article describes the design of a study measuring the effect of an e-learning supported Train-the-Trainer program aiming at the training of the full staff of departments in the application of the guideline. We hypothesize that both professionals and departments will benefit from the program. In a multicenter cluster randomized controlled trial, 43 psychiatric departments spread over 10 regional mental health institutions throughout The Netherlands will be clustered in pairs with respect to the most prevalent diagnostic category of patients and average duration of treatment. Pair members are randomly allocated to either the experimental or the control condition. In the experimental condition, the full staff of departments, that is, all registered nurses, psychologists, physicians and psychiatrists (n = 532, 21 departments) will be trained in the application of the guideline, in a one-day small interactive group Train-the-Trainer program. The program is supported by a 60-minute e-learning module with video vignettes of suicidal patients and additional instruction. In the control condition (22 departments, 404 professionals), the guideline shall be disseminated in the traditional way: through manuals, books, conferences, internet, reviews and so on. The effectiveness of the program will be assessed at the level of both health care professionals and departments. We aim to demonstrate the effect of training of the full staff of departments with an e-learning supported Train-the-Trainer program in the application of a new clinical guideline. Strengths of the study are the natural setting, the training of full staff, the random allocation to the conditions, the large scale of the

Elections to Staff Council

CERN Multimedia

Staff Association

2013-01-01

Elections to fill all seats in the Staff Council are being organized this month. The voting takes place from the 28 of October to the 11th of November, at noon. As you may have noted when reading Echo, many issues concerning our employment conditions are on the agenda of the coming months, and in particular the Five-yearly-Review 2015, subject of the questionnaire that you probably recently filled out. All this will keep the next Staff Council very busy indeed. So, make your voice heard and take part in the elections for a new Staff Council. By doing so, you will be encouraging the men and women who will be representing you over the next two years and they will doubtless appreciate your gratitude. Every member of the Staff Association will have received an email containing a link to the webpage which will allow voting. If you are a member of the Staff Association and you did not receive such an email, please contact the Staff Association secretariat (staff.association@cern.ch). Do not forget to v...

Education Information Centers: An Evaluation.

Science.gov (United States)

Tice, Karin E.; Gill, Stephen Joel

1991-01-01

Key findings of an evaluation of the Education Information Centers (EICs) project were that (1) many EICs have affected patrons lives; (2) libraries have improved career collections, attracted new patrons, and become viewed as community resources; (3) library staff have developed better ways to ascertain information needs; and (4) new agency…

Aligning interprofessional education collaborative sub-competencies to a progression of learning.

Science.gov (United States)

Patel Gunaldo, Tina; Brisolara, Kari Fitzmorris; Davis, Alison H; Moore, Robert

2017-05-01

In the United States, the Interprofessional Education Collaborative (IPEC) developed four core competencies for interprofessional collaborative practice. Even though the IPEC competencies and respective sub-competencies were not created in a hierarchal manner, one might reflect upon a logical progression of learning as well as learners accruing skills allowing them to master one level of learning and building on the aggregate of skills before advancing to the next level. The Louisiana State University Health-New Orleans Center for Interprofessional Education and Collaborative Practice (CIPECP) determined the need to align the sub-competencies with the level of behavioural expectations in order to simplify the process of developing an interprofessional education experience targeted to specific learning levels. In order to determine the most effective alignment, CIPECP discussions revolved around current programmatic expectations across the institution. Faculty recognised the need to align sub-competencies with student learning objectives. Simultaneously, a progression of learning existing within each of the four IPEC domains was noted. Ultimately, the faculty and staff team agreed upon categorising the sub-competencies in a hierarchical manner for the four domains into either a "basic, intermediate, or advanced" level of competency.

The prospects of Web 2.0 technologies in teaching and learning in higher learning institutes: The case study of the Sokoine University of Agriculture in Tanzania

Directory of Open Access Journals (Sweden)

Wulystan Pius Mtega

2013-12-01

Full Text Available The study investigated the perceptions of students and lecturers on Web 2.0 as learning and teaching tools. It identified the commonly used web 2.0 tools; determined how the tools facilitate teaching and learning; assessed the appropriateness of features of the commonly used web 2.0 tools in teaching and learning and; determined the challenges associated with the usage of the tools in teaching and learning in higher education environments. The study was conducted at the Sokoine University of Agriculture (SUA in Tanzania; it employed combined research designs where both qualitative and quantitative designs were used. Stratified sampling techniques were employed to select respondents from the different strata namely students (undergraduate and postgraduate and teaching staff. Structured questionnaires were distributed to 120 students and 50 teaching staff who were randomly selected from each stratum. Findings show that blogs, Facebook, Wikis, Google drive and YouTube were used for teaching and learning at SUA. However, the level of usage of Web 2.0 tools for non academic activities was higher than for academic purposes. It is concluded that that not all tools and applications were suitable for teaching and learning. It is recommended that students and staff should be trained on how to use Web 2.0 tools in teaching and learning. Institutes should promote the usage of such tools because some of them have suitable applications for teaching and learning. Developers of Web 2.o tools should incorporate more applications that may help teaching staff to supervise and assist students in the learning process.

Reduce Staff Turnover through Effective Interviewing--Guidelines for Hiring the Right People.

Science.gov (United States)

Hamrick, Joanne

2000-01-01

Discusses what center directors can do to reduce staff turnover. Presents guidelines for the interview process including: (1) preparing before the interview to ensure the interview is focused and will produce meaningful responses; and (2) conducting the interview by developing a rapport, listening, and giving a realistic description of the job.…

Results of the Community Health Applied Research Network (CHARN) National Research Capacity Survey of Community Health Centers.

Science.gov (United States)

Song, Hui; Li, Vivian; Gillespie, Suzanne; Laws, Reesa; Massimino, Stefan; Nelson, Christine; Singal, Robbie; Wagaw, Fikirte; Jester, Michelle; Weir, Rosy Chang

2015-01-01

The mission of the Community Health Applied Research Network (CHARN) is to build capacity to carry out Patient-Centered Outcomes Research at community health centers (CHCs), with the ultimate goal to improve health care for vulnerable populations. The CHARN Needs Assessment Staff Survey investigates CHCs' involvement in research, as well as their need for research training and resources. Results will be used to guide future training. The survey was developed and implemented in partnership with CHARN CHCs. Data were collected across CHARN CHCs. Data analysis and reports were conducted by the CHARN data coordinating center (DCC). Survey results highlighted gaps in staff research training, and these gaps varied by staff role. There is considerable variation in research involvement, partnerships, and focus both within and across CHCs. Development of training programs to increase research capacity should be tailored to address the specific needs and roles of staff involved in research.

Use of food practices by childcare staff and the association with dietary intake of children at childcare.

Science.gov (United States)

Gubbels, Jessica S; Gerards, Sanne M P L; Kremers, Stef P J

2015-03-27

The study explored the associations between various childcare staff food practices and children's dietary intake at childcare. A total of 398 one- to four-year-old children and 24 childcare staff members from 24 Dutch childcare centers participated in the study. Children's dietary intake (fruit, vegetable, sweet snack, savory snack, water, and sweet drink intake) at childcare was registered on two weekdays, using observations by dieticians and childcare staff. Thirteen childcare staff practices were assessed using questionnaires administered by dieticians. Data were analyzed using multilevel regression analyses. Children consumed relatively much fruit and many sweet snacks at childcare, and they mainly drank sweet drinks. Various staff practices were associated with children's dietary intake. When staff explained what they were doing to the children during food preparation, children ate significantly more fruit. Children ate less sweet snacks when they were allowed to help prepare the meals. When staff encouraged children to continue eating, they ate more vegetables. In conclusion, the study showed the importance of childcare staff food practices for children's food intake at childcare. More research is needed to examine the specific conditions under which food practices can have a positive impact on children's dietary intake.

Mobilizing Learning Resources in a Transnational Classroom: Translocal and Digital Resources in a Community Technology Center

Science.gov (United States)

Noguerón-Liu, Silvia

2014-01-01

Drawing from transnational and activity theory frameworks, this study analyzes the ways translocal flows shape learning in a community technology center serving adult immigrants in the US Southwest. It also explores students' constructions of the transnational nature of the courses they took, where they had access to both online and face-to-face…

A minimum attention control center for nuclear power plants

International Nuclear Information System (INIS)

Meijer, C.H.

1986-01-01

Control Centers for Nuclear Power Plants have characteristically been designed for maximum attention by the operating staffs of these plants. Consequently, the monitoring, control and diagnostics oriented cognitive activities by these staffs, were mostly ''data-driven'' in nature. This paper addresses a control center concept, under development by Combustion Engineering, that promotes a more ''information-driven'' cognitive interaction process between the operator and the plant. The more ''intelligent'' and therefore less attentive nature of such interactive process utilizes computer implemented cognitive engineered algorithms. The underlying structure of these algorithms is based upon the Critical Function/Success Path monitoring principle. The paper highlights a typical implementation of the minimum attention concept for the handling of unfamiliar safety related events. (author)

NASA Langley Research Center outreach in astronautical education

Science.gov (United States)

Duberg, J. E.

1976-01-01

The Langley Research Center has traditionally maintained an active relationship with the academic community, especially at the graduate level, to promote the Center's research program and to make graduate education available to its staff. Two new institutes at the Center - the Joint Institute for Acoustics and Flight Sciences, and the Institute for Computer Applications - are discussed. Both provide for research activity at the Center by university faculties. The American Society of Engineering Education Summer Faculty Fellowship Program and the NASA-NRC Postdoctoral Resident Research Associateship Program are also discussed.

Sense of competence in dementia care staff (SCIDS) scale: development, reliability, and validity.

Science.gov (United States)

Schepers, Astrid Kristine; Orrell, Martin; Shanahan, Niamh; Spector, Aimee

2012-07-01

Sense of competence in dementia care staff (SCIDS) may be associated with more positive attitudes to dementia among care staff and better outcomes for those being cared for. There is a need for a reliable and valid measure of sense of competence specific to dementia care staff. This study describes the development and evaluation of a measure to assess "sense of competence" in dementia care staff and reports on its psychometric properties. The systematic measure development process involved care staff and experts. For item selection and assessment of psychometric properties, a pilot study (N = 37) and a large-scale study (N = 211) with a test-retest reliability (N = 58) sub-study were undertaken. The final measure consists of 17 items across four subscales with acceptable to good internal consistency and moderate to substantial test-retest reliability. As predicted, the measure was positively associated with work experience, job satisfaction, and person-centered approaches to dementia care, giving a first indication for its validity. The SCIDS scale provides a useful and user-friendly means of measuring sense of competence in care staff. It has been developed using a robust process and has adequate psychometric properties. Further exploration of the construct and the scale's validity is warranted. It may be useful to assess the impact of training and perceived abilities and skills in dementia care.

CBE Faculty and Staff

Science.gov (United States)

About Us Research Staff Edward Arens Fred Bauman Gail Brager Darryl Dickerhoff Ali Ghahramani Partners Facilities Graduate Programs Visiting Scholar Program Careers CBE Faculty and Staff CBE is an performance of buildings. The core research group for CBE includes faculty and research staff members

Clinical Nurse Specialists Guide Staff Nurses to Promote Practice Accountability Through Peer Review.

Science.gov (United States)

Semper, Julie; Halvorson, Betty; Hersh, Mary; Torres, Clare; Lillington, Linda

2016-01-01

The aim of the study was to describe the clinical nurse specialist role in developing and implementing a staff nurse education program to promote practice accountability using peer review principles. Peer review is essential for professional nursing practice demanding a significant culture change. Clinical nurse specialists in a Magnet-designated community hospital were charged with developing a staff nurse peer review education program. Peer review is a recognized mechanism of professional self-regulation to ensure delivery of quality care. The American Nurses Association strongly urges incorporating peer review in professional nursing practice models. Clinical nurse specialists play a critical role in educating staff nurses about practice accountability. Clinical nurse specialists developed an education program guided by the American Nurses Association's principles of peer review. A baseline needs assessment identified potential barriers and learning needs. Content incorporated tools and strategies to build communication skills, collaboration, practice change, and peer accountability. The education program resulted in increased staff nurse knowledge about peer review and application of peer review principles in practice. Clinical nurse specialists played a critical role in helping staff nurses understand peer review and its application to practice. The clinical nurse specialist role will continue to be important in sustaining the application of peer review principles in practice.

Teaching methods in community health nursing clerkships: experiences of healthcare staff in Iran

Directory of Open Access Journals (Sweden)

Eshagh Ildarabadi

2014-09-01

Full Text Available Purpose: Healthcare staff educate nursing students during their clerkships at community health nursing programs. Their teaching methods play an important role in nursing students’ acquisition of competencies; however, these methods have not been studied thoroughly. Thus, this study aims to describe, interpret, and understand the experiences of healthcare staff’s teaching methods in clerkships at a community health nursing program. Methods: This study was conducted using purposeful sampling and semi-structured interviews with 13 members of the staff of three urban healthcare centers in Iran. The data were analyzed through qualitative content analysis and thematic analysis. Results: Multiplicity of teaching was identified as the main category of teaching method, and the five subcategories were teaching through lecture, demonstration, doing, visits and field trips, and readiness. The most common method used by the healthcare staff was lecturing. Conclusion: The healthcare staff used multiple methods to teach students in the nursing clerkship of the community health program, which was the strength of the course. However, they should be familiar with, and utilize additional methods, such as discussion rather than lecture.

Interactive Role of Organizational Learning and Informal Norms in Accountability and Job Performance in 2014

Directory of Open Access Journals (Sweden)

Abolfazl Ghasemzadeh

2015-09-01

Full Text Available Introduction: Although the contribution of organizational learning to employee organizational performance is well documented, the mechanisms that explain such relationship remain unclear. Accordingly, the purpose of this paper is to investigate the interactional role of organizational learning and informal norms in accountability and job performance of the staff in a medical department. Methods: The research method of the study is descriptive-correlational type. The statistical population of this study included all staff (N=315 of the Medical Department in Oshnavieh Hospital in 2014. For data gathering in this study, a sample comprising of 180 staff was selected using stratified random sampling. The data were collected through standard questionnaires of Neefe for organizational learning, informal norms of Hall, job performance of Paterson, and the questionnaire of individual accountability of Hochwarter. Pearson and moderated multiple regression analysis were used to test hypotheses. Results: Results showed that organizational learning has a positive and significant correlation with job performance and individual accountability. The results, also, showed a positive and significant correlation between informal norms, personal accountability, and job performance. Regression results showed the interactive role of learning structure dimensions, strategy, and shared vision with informal norms, predicting individual accountability of the staff. Also, interactive role of organizational learning and informal norms was confirmed in predicting job performance of the medical staff. Conclusion: The result of this study hold out that organizational learning directly and with interaction of informal norms improves staffs' performance and accountability. As a result of improved informal norms in a medical setting, we will have staff’s strong accountability and performance.

Program Analysis and Design Requirements for tne National Science Center

Science.gov (United States)

1991-02-01

shell of an old exposition building with secondhand furniture to display exhibit items, to the Ontario Science Center, which is a more modem building...Storage Area Pigeonhole storage cabinets for children’s school books , coats, and boots are provided at the Indianapolis Center. The Ontario center...used shopping carts for school groups to store their coats and books . They do not work well according to center staff and are cumbersome and unsightly

Getting down to Dollars and Cents: What Do School Districts Spend to Deliver Student-Centered Learning?

Science.gov (United States)

Miller, Lawrence J.; Gross, Betheny; Ouijdani, Monica

2012-01-01

In the era of No Child Left Behind and Race to the Top, school districts are under increasing pressure from policymakers to hold all students to high performance standards. In response, a growing number of schools are embracing the principles of student-centered learning (SCL). SCL is a contemporary approach that combines progressive and…

NASA Dryden Flight Research Center's Space Weather Needs

Science.gov (United States)

Wiley, Scott

2011-01-01

Presentation involves educating Goddard Space Weather staff about what our needs are, what type of aircraft we have and to learn what we have done in the past to minimize our exposure to Space Weather Hazards.

Staff Association Cocktail

CERN Multimedia

Staff Association

2017-01-01

The Staff Association has been organising for many years a cocktail with delegates of the Member States participating in Finance Committees of March and September. This cocktail is held at the end of the day, after the Finance Committee meeting. This direct and regular communication helps establish an ongoing contact between the Staff Association and CERN Member States and, more recently, the Associate Member States. Ambassadors of the CERN Staff Association, who are Members of the Personnel, have the opportunity to meet their national delegation in an informal and friendly atmosphere. These exchanges, facilitated by the use of the national language, allow the personnel via the Staff Association to express its ideas and positions on current affairs and fundamental issues, and also to hear about those of the delegations in return.

The Effect of Realtime Monitoring on Dose Exposure to Staff Within an Interventional Radiology Setting

Energy Technology Data Exchange (ETDEWEB)

Baumann, Frederic, E-mail: fredericbaumann@hotmail.com; Katzen, Barry T. [Baptist Hospital of Miami, Miami Cardiac & Vascular Institute (MCVI) (United States); Carelsen, Bart [Philips HealthCare, Clinical Science Interventional X-ray (Netherlands); Diehm, Nicolas [Kantonsspital Aarau, Clinical and Interventional Angiology (Switzerland); Benenati, James F.; Peña, Constantino S. [Baptist Hospital of Miami, Miami Cardiac & Vascular Institute (MCVI) (United States)

2015-10-15

PurposeThe purpose of this study is to evaluate a new device providing real-time monitoring on radiation exposure during fluoroscopy procedures intending to reduce radiation in an interventional radiology setting.Materials and MethodsIn one interventional suite, a new system providing a real-time radiation dose display and five individual wireless dosimeters were installed. The five dosimeters were worn by the attending, fellow, nurse, technician, and anesthesiologist for every procedure taking place in that suite. During the first 6-week interval the dose display was off (closed phase) and activated thereafter, for a 6-week learning phase (learning phase) and a 10-week open phase (open phase). During these phases, the staff dose and the individual dose for each procedure were recorded from the wireless dosimeter and correlated with the fluoroscopy time. Further subanalysis for dose exposure included diagnostic versus interventional as well as short (<10 min) versus long (>10 min) procedures.ResultsA total of 252 procedures were performed (n = 88 closed phase, n = 50 learning phase, n = 114 open phase). The overall mean staff dose per fluoroscopic minute was 42.79 versus 19.81 µSv/min (p < 0.05) comparing the closed and open phase. Thereby, anesthesiologists were the only individuals attaining a significant dose reduction during open phase 16.9 versus 8.86 µSv/min (p < 0.05). Furthermore, a significant reduction of total staff dose was observed for short 51 % and interventional procedures 45 % (p < 0.05, for both).ConclusionA real-time qualitative display of radiation exposure may reduce team radiation dose. The process may take a few weeks during the learning phase but appears sustained, thereafter.

The Effect of Realtime Monitoring on Dose Exposure to Staff Within an Interventional Radiology Setting

International Nuclear Information System (INIS)

Baumann, Frederic; Katzen, Barry T.; Carelsen, Bart; Diehm, Nicolas; Benenati, James F.; Peña, Constantino S.

2015-01-01

PurposeThe purpose of this study is to evaluate a new device providing real-time monitoring on radiation exposure during fluoroscopy procedures intending to reduce radiation in an interventional radiology setting.Materials and MethodsIn one interventional suite, a new system providing a real-time radiation dose display and five individual wireless dosimeters were installed. The five dosimeters were worn by the attending, fellow, nurse, technician, and anesthesiologist for every procedure taking place in that suite. During the first 6-week interval the dose display was off (closed phase) and activated thereafter, for a 6-week learning phase (learning phase) and a 10-week open phase (open phase). During these phases, the staff dose and the individual dose for each procedure were recorded from the wireless dosimeter and correlated with the fluoroscopy time. Further subanalysis for dose exposure included diagnostic versus interventional as well as short (<10 min) versus long (>10 min) procedures.ResultsA total of 252 procedures were performed (n = 88 closed phase, n = 50 learning phase, n = 114 open phase). The overall mean staff dose per fluoroscopic minute was 42.79 versus 19.81 µSv/min (p < 0.05) comparing the closed and open phase. Thereby, anesthesiologists were the only individuals attaining a significant dose reduction during open phase 16.9 versus 8.86 µSv/min (p < 0.05). Furthermore, a significant reduction of total staff dose was observed for short 51 % and interventional procedures 45 % (p < 0.05, for both).ConclusionA real-time qualitative display of radiation exposure may reduce team radiation dose. The process may take a few weeks during the learning phase but appears sustained, thereafter

A Phenomenological Study: Community Mental Health Centers Leaders Influence on Clinician Effectiveness

Science.gov (United States)

Williams, Beth B.

2011-01-01

Some clinical leaders of community mental health centers are not aware of successful methods for supporting and empowering staff to be more effective, specifically when the staff is experiencing change because of new health information technology. Clinical leaders in community mental health face similar management issues as do other business,…

Researching into Learning Resources in Colleges and Universities. The Practical Research Series.

Science.gov (United States)

Higgins, Chris; Reading, Judy; Taylor, Paul

This book examines issues and methods for conducting research into the educational resource environment in colleges and universities. That environment is defined as whatever is used to facilitate the learning process, including learning space, support staff, and teaching staff. Chapter 1 is an introduction to the series and lays out the process of…

PACS strategy for imaging centers.

Science.gov (United States)

Bedel, Victoria; Zdanowicz, Mark

2004-01-01

Picture archiving and communications systems (PACS) have been available in imaging centers for many years, but they often were less functional, were not well integrated into patient information systems, and lacked the network backbone to implement a system. As modalities are replaced and technology improves, the ability and time for an imaging center to acquire, integrate, and utilize PACS has arrived. However, each imaging center must determine why it should invest in PACS. A business plan is the fundamental need. Each imaging center must understand its target market, growth rate, and staffing plans. Additional considerations lie in current and future modality availability, the need for offsite delivery of images and reports, and the potential need for remote transmission of images. These issues must be identified and prioritized. A multidisciplinary team is essential. The most successful PACS implementation begins with complete involvement from all levels. The team should be comprised of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable. The team must jointly decide on the project's objectives. These objectives fall under 4 categories: clinical, service, financial, and performance. PACS must be considered a tool to help accomplish each objective. The imaging center must determine its top priorities, then translate them into a technology "wish list." The center can then list those pieces of technology that are most important and prioritize them. There are even more considerations for connecting multiple imaging centers. The team must create a comprehensive request for proposal (RFP) and determine the vendors that will receive the document. Once the RFP responses have been received and the vendor has been selected, an effective training plan must be executed. Training plans should be competency-based, ensuring comfort and competency among all staff. Upon

Linked Data is People: Building a Knowledge Graph to Reshape the Library Staff Directory

Directory of Open Access Journals (Sweden)

Jason A. Clark

2017-04-01

Full Text Available One of our greatest library resources is people. Most libraries have staff directory information published on the web, yet most of this data is trapped in local silos, PDFs, or unstructured HTML markup. With this in mind, the library informatics team at Montana State University (MSU Library set a goal of remaking our people pages by connecting the local staff database to the Linked Open Data (LOD cloud. In pursuing linked data integration for library staff profiles, we have realized two primary use cases: improving the search engine optimization (SEO for people pages and creating network graph visualizations. In this article, we will focus on the code to build this library graph model as well as the linked data workflows and ontology expressions developed to support it. Existing linked data work has largely centered around machine-actionable data and improvements for bots or intelligent software agents. Our work demonstrates that connecting your staff directory to the LOD cloud can reveal relationships among people in dynamic ways, thereby raising staff visibility and bringing an increased level of understanding and collaboration potential for one of our primary assets: the people that make the library happen.

WE-D-204-03: CAMPEP Residencies in a Canadian Context: Comprehensive Cancer Centers and Integrated Learning Environments

Energy Technology Data Exchange (ETDEWEB)

Parker, W. [McGill University Health Center (Canada)

2016-06-15

Speakers in this session will present overview and details of a specific rotation or feature of their Medical Physics Residency Program that is particularly exceptional and noteworthy. The featured rotations include foundational topics executed with exceptional acumen and innovative educational rotations perhaps not commonly found in Medical Physics Residency Programs. A site-specific clinical rotation will be described, where the medical physics resident follows the physician and medical resident for two weeks into patient consultations, simulation sessions, target contouring sessions, planning meetings with dosimetry, patient follow up visits, and tumor boards, to gain insight into the thought processes of the radiation oncologist. An incident learning rotation will be described where the residents learns about and practices evaluating clinical errors and investigates process improvements for the clinic. The residency environment at a Canadian medical physics residency program will be described, where the training and interactions with radiation oncology residents is integrated. And the first month rotation will be described, where the medical physics resident rotates through the clinical areas including simulation, dosimetry, and treatment units, gaining an overview of the clinical flow and meeting all the clinical staff to begin the residency program. This session will be of particular interest to residency programs who are interested in adopting or adapting these curricular ideas into their programs and to residency candidates who want to learn about programs already employing innovative practices. Learning Objectives: To learn about exceptional and innovative clinical rotations or program features within existing Medical Physics Residency Programs. To understand how to adopt/adapt innovative curricular designs into your own Medical Physics Residency Program, if appropriate.

WE-D-204-03: CAMPEP Residencies in a Canadian Context: Comprehensive Cancer Centers and Integrated Learning Environments