A Process for Pre-Scan Intravenous Fluid Hydration Orders to Prevent Contrast-Induced Nephropathy

Using contrast medium (CM) in computed tomography (CT) scans has become increasingly common in therapeutic evaluation and diagnostic purposes for cancer patients. There is significant health risks associated with the use of CM especially for acute kidney injury (AKI). These risks depend upon the patients' comorbidities, and they can be mitigated through pre-scan hydration. At a designated NCI-NCCN outpatient skin oncology clinic, a process for ordering pre-scan hydration for cancer patients during the clinic focusing on patients age 70 years or older, was developed. The object was to provide education on prevention of contrast-induced nephropathy (CIN) with the goals of increasing the number of pre-scan intravenous fluid (IVF) hydration orders placed when ordering scans and identify barriers to placing these orders from providers. For this quality improvement project, the Plan-Do-Study-Act (PDSA) cycle was utilized as the methodology. The project included an educational intervention targeting clinicians, nurses, and schedulers. This intervention also included questions about the barriers to ordering the pre-scan IVF hydration. The expected outcome was to increase the hydration orders by 10% within two months. After two months of implementation, the results showed an increase in pre-scan IVF hydration orders from 17.6% (pre-implementation) to 24% after implementation. In summary, the project showed that developing a process for ordering pre-scan IVF hydration and education on CIN improved the rates of pre-scan IVF hydration orders in the outpatient skin oncology clinic.No embarg

Assessing Evidence-Based Practice Shifts Among Doctor of Nursing Education Students: Pre/Post Design

Background: Nurse educators are critical in advancing evidence-based practice (EBP) in academic and clinical settings. However, limited research exists on how doctoral education influences their EBP beliefs and implementation skills. Purpose: This study evaluated changes in EBP beliefs and implementation among Doctor of Nursing Education (DNE) students over time. Methods: Using a pre/post single-group design, surveys were administered during the first-year EBP course and again during the second-year Capstone course. Instruments included the EBP Beliefs and EBP Implementation Scales for Educators. Results: Thirteen students participated; eleven completed both surveys. Belief scores significantly improved (mean: 83.5 to 97.5; p = .004; g = 1.6), as did implementation scores (mean: 17.5 to 42.4; p = .004; g = 1.7). Conclusions: This study's findings suggest that the DNE curriculum effectively strengthens educators’ EBP beliefs and implementation. The longitudinal assessment demonstrated meaningful gains in applying evidence-based teaching strategies.A one-year embargo was granted for this item.Academic Major: Nursin

The Governance of Open Repository Programs: Progress and Possibilities

Publisher allows immediate open acces

Unpacking the Building Blocks: A Corpus-Based Exploration of Korean Lexical Bundles

The identification of grammatical functions and distributions of formulaic expressions or lexical bundles is crucial for understanding the cognitive building blocks of languages and identifying linguistic properties of specific registers or genres. Over the past two decades, corpus-based studies led by Douglas Biber and his collaborators have significantly contributed to the examination of lexical bundles in English, making them a major topic in linguistics, second language acquisition, and language pedagogy. This presentation focuses on a corpus-based investigation of Korean formulaic sequences, using a refined combinatoric morphemic bundle approach aligned with agglutinative typological properties

Sample Questions: Skill Development "Quiz"

This is a supplementary file for an article published in Engaging Students: https://doi.org/10.18061/esm.698

Time Series Interbranch Dynamics in Agenda-Setting Behavior

An intriguing gauge of political power in the United States is how the branches of government interact in their agenda-setting behaviors. Through examining these relationships, we can determine if a branch “leads” or “follows” remaining actors in terms of deciding which topics should receive greater attention. Despite the significant implications of being able to shape the policy agenda, the impact that each branch holds on others is understudied and lacks empirical evidence. In limited prior analyses, the conclusion generally seems to be upheld that the President holds the greatest power in agenda-setting; however, more recent studies have suggested a more intertwined relationship. We claim that the direction of influence is complex, and dependent on the specific policy area. Further, we claim that the media -- often referred to as the “fourth branch” -- holds considerable influence. To determine the level of interaction between actors and the direction of influence in different policy areas, we gathered data from the Comparative Agendas Project on State of the Union addresses, Congressional bills, Supreme Court cases, and the New York Times Index. Our data includes an extensive list of nineteen policy topics and spans from 1947 to 2009. To measure the significance of relationships, we develop three approaches -- Autoregressive Distributed Lag (ARDL) bounds tests, Toda-Yamamoto Causality tests, and Generalized Impulse Response Functions (GIRFs) for each topic. Ultimately, we find that it is rare for an actor to be the sole leader in a policy topic, and instead find several cases of multidirectional causality as well as no systematic leadership. Challenging historical notions, we find that the President lacks sole leadership of any policy area. Additionally, we find a general lack of activity from the Supreme Court.American Institutions and Methodology LabUndergraduate Research Apprenticeship ProgramUndergraduate Research ScholarshipNo embargoAcademic Major: MathematicsAcademic Major: Statistic

Contemporary Feminist Fiction and a Case for Expanding Rhetorical Narratology

Item embargoed for five year