Development of a Self‐Management Theory‐Guided Discharge Intervention for Parents of Hospitalized Children

Background Parents of hospitalized children, especially parents of children with complex and chronic health conditions, report not being adequately prepared for self‐management of their child\u27s care at home after discharge. Problem No theory‐based discharge intervention exists to guide pediatric nurses\u27 preparation of parents for discharge. Purpose To develop a theory‐based conversation guide to optimize nurses\u27 preparation of parents for discharge and self‐management of their child at home following hospitalization. Methods Two frameworks and one method influenced the development of the intervention: the Individual and Family Self‐Management Theory, Tanner\u27s Model of Clinical Judgment, and the Teach‐Back method. A team of nurse scientists, nursing leaders, nurse administrators, and clinical nurses developed and field tested the electronic version of a nine‐domain conversation guide for use in acute care pediatric hospitals. Conclusions The theory‐based intervention operationalized self‐management concepts, added components of nursing clinical judgment, and integrated the Teach‐Back method. Clinical Relevance Development of a theory‐based intervention, the translation of theoretical knowledge to clinical innovation, is an important step toward testing the effectiveness of the theory in guiding clinical practice. Clinical nurses will establish the practice relevance through future use and refinement of the intervention

Perceptions of Supportive Leadership Behaviors of School Site Administrators for Secondary Special Education Teachers

School administrators fall short of supporting special education teachers due to a lack of knowledge of and experience in special education. The purpose of this study was to identify and compare leadership behaviors perceived as supportive by special education teachers and school site administrators. Data collection involved a survey instrument with 52 leadership behaviors from four domains: emotional, instructional, instrumental, and technical. The survey was sent via email to 200 participants who were previously identified as either special education teachers or school site administrators from secondary schools, grades 6-12, and 95 surveys were completed and used for data analysis. The results indicated that the leadership behaviors perceived to be most supportive were found to be from the emotional domain. Teachers placed the highest value on having their decisions supported in front of other teachers and parents. Administrators perceived having interest in what teachers do in their classrooms as most valuable to their special education teachers. The mean scores from both groups were compared, and significant differences were found in three domains: emotional, instructional, and technical. There was a significant difference between the groups for 22 of the leadership behaviors. The findings revealed that there is a difference in the perceptions of special education teachers and school administrators. Accordingly, school districts should develop and practice the leadership behaviors identified as most valuable in this study. Administrators can use these results to guide how they provide support to their teachers and should focus on providing the type of support that is perceived as most valuable based on what was reported by special education teachers

Impacts on Teacher Evaluations: The Importance of Building Capacity through Excellence in the Application of the Teacher Evaluation Process

Significant student learning and school improvement are dependent upon the teacher being the centerpiece (Tucker, Stronge, Gareis, & Beers, 2003; National Council of Teacher Quality, 2011). In maintaining the high standards associated with teaching responsibilities, educators are held accountable through performance evaluations. In the United States, teacher evaluations have long been a standard of practice largely determined by individual states and school districts. Additionally, teacher effectiveness has been guided by at least three pieces of national legislation, including the Elementary and Secondary Education Act (ESEA, 1965), the No Child Left Behind Act (NCLB, 2001) and the American Recovery and Reinvestment Act (ARRA, 2009), also referred to as the Stimulus or Recovery Act. With the expectation that the nation\u27s universities produce higher quality teachers and school districts hire highly qualified teachers, the profession finds itself under constant, critical scrutiny, most recently concerning the evaluation of teachers

Implementing Pharmacy Informatics in College Curricula: The AACP Technology in Pharmacy Education and Learning Special Interest Group

Many professional organizations have initiatives to increase the awareness and use of informatics in the practice of pharmacy. Within education we must respond to these initiatives and make technology integral to all aspects of the curriculum, inculcating in students the importance of technology in practice. This document proposes 5 central domains for organizing planning related to informatics and technology within pharmacy education. The document is intended to encourage discussion of informatics within pharmacy education and the implications of informatics in future pharmacy practice, and to guide colleges of pharmacy in identifying and analyzing informatics topics to be taught and methods of instruction to be used within the doctor of pharmacy curriculum

Merging and Extending the PGP and PEM Trust Models - the ICE-TEL Trust Model

The ICE-TEL project is a pan-European project that is building an Internet X.509 based certification infrastructure throughout Europe, plus several secure applications that will use it. This paper describes the trust model that is being implemented by the project. A trust model specifies the means by which a user may build trust in the assertion that a remote user is really who he purports to be (authentication) and that he does in fact have a right to access the service or information that he is requesting (authorization). The ICE-TEL trust model is based on a merging of and extensions to the existing Pretty Good Privacy (PGP) web of trust and Privacy Enhanced Mail (PEM) hierarchy of trust models, and is called a web of hierarchies trust model. The web of hierarchies model has significant advantages over both of the previous models, and these are highlighted here. The paper further describes the way that the trust model is enforced through some of the new extensions in the X.509 V3 certificates, and gives examples of its use in different scenarios

The Organisational Impact of Implementing Integrated IS in HE institutions: a case study from a UK University

This paper explores the implementation process of integrated Information Systems (IS) in Higher Education (HE) institutions. This is achieved through the analysis of a HE institution’s strategy during the implementation process of the integrated IS and the impact that the new system had on the working practices of the HE institution. Through the use of interviews, the research indicates that there has been a growth of alternative power bases within the university, new roles and responsibilities for administrative staff and a different working environment for academics