14,097 research outputs found
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Rapid Response of an Academic Surgical Department to the COVID-19 Pandemic: Implications for Patients, Surgeons, and the Community.
BackgroundAs the coronavirus disease 2019 (COVID-19) pandemic continues to spread, swift actions and preparation are critical for ensuring the best outcomes for patients and providers. We aim to describe our hospital and Department of Surgery's experience in preparing for the COVID-19 pandemic and caring for surgical patients during this unprecedented time.Study designThis is a descriptive study outlining the strategy of a single academic health system for addressing the following 4 critical issues facing surgical departments during the COVID-19 pandemic: developing a cohesive leadership team and system for frequent communication throughout the department; ensuring adequate hospital capacity to care for an anticipated influx of COVID-19 patients; safeguarding supplies of blood products and personal protective equipment to protect patients and providers; and preparing for an unstable workforce due to illness and competing personal priorities, such as childcare.ResultsThrough collaborative efforts within the Department of Surgery and hospital, we provided concise and regular communication, reduced operating room volume by 80%, secured a 4-week supply of personal protective equipment, and created reduced staffing protocols with back-up staffing plans.ConclusionsBy developing an enabling infrastructure, a department can nimbly respond to crises like COVID-19 by promoting trust among colleagues and emphasizing an unwavering commitment to excellent patient care. Sharing principles and practical applications of these changes is important to optimize responses across the country and the world
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Evaluation of the Specialist Community Public Health Nursing Peripatetic Assessment Model
The Health Visitor Implementation Plan 2011-15: a call to action, called for an additional 4200 health visitors to be trained by 2015. To accommodate larger numbers of students, specialist community public health nursing (SCPHN) programmes across the UK have undergone significant transformation in terms of practice supervision. Somerset Partnership NHS Trust introduced a peripatetic assessment model involving practice teachers and practice mentors. This differed from traditional one-to-one approaches of supervision to one-to-three. Practice teachers mostly supervised students through close collaboration with mentors who worked directly with students on a daily basis. Using a mixed methods approach, the evaluation aimed to assess the effectiveness of the new model from the perspective of SCPHN students, mentors, practice teachers (PTs) and managers. Data was collected through an anonymous online survey and individual interviews or focus groups. Overall, participants were positive about the peripatetic model’s impact on student learning and practice experience, in addition to the general up-skilling of the wider health visiting workforce and possible implications of continuation into the future. Any concerns raised focused on adequate preparation and support for mentors and the need for clear communication and role differentiation between practice teachers and mentors
Climate Resilient & Equitable Water Systems Capital Scan
Climate change is affecting water supply, water management and the health of communities in U.S. cities. Changes in the timing, frequency and intensity of precipitation are placing stress on the built and natural systems that provide fresh water, manage storm water, and treat wastewater. Droughts are shrinking the water supply; heavy rainfall overburdens storm water systems, causing flooding in homes and neighborhoods. Low-income people and communities of color are often the most vulnerable to climate change, living in low-lying areas and lacking the resources to adapt and cope with challenges associated with these patterns.The cumulative impact of climate change on water resources not only leads to a reduction in water quality and the destruction of homes and property, but it can also be a threat to public health, force relocation of communities and cause economic harm.The vision of Kresge's Environment Program is to help communities build resilience in the face of climate change. We believe that cities are central to action on climate change and equity must be a fundamental part of our work in climate adaptation, climate mitigation and building social cohesion
The Economic Development and Workforce Development Systems
Provides an overview of current U.S. strategies for and challenges in ensuring economic growth with adequate employment opportunities and preparing disadvantaged people for careers. Also summarizes goals, key stakeholders, and the policy environment
Bridging the Equity Gap: Driving Community Health Outcomes Through the Green Jobs Movement
The fundamental link between poverty and health mandates a new approach to both, one capable of raising community health standards by lifting individuals, families and communities out of poverty.Merely providing access to healthcare does not address fundamental societal inequities that translate into greater health risks and more extensive exposure to environmental hazards for low-income communities and communities of color -- risks aggravated by climate change.In Bridging the Equity Gap: Driving Community Health Outcomes Through the Green Jobs Movement, Green For All makes the case that the Green Jobs Movement -- a broad, progressive coalition of environmental and health advocates, social justice and civil rights organizations, labor and community-based groups, and business -- can bring about a systems change to improve economic, environmental and health conditions for low-income communities
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Education Workforce Initiative: Initial Research
The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful.
The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal.
Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms.
EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working
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Developing Key Working
The Guide to Developing Key Working aims to offer guidance to those involved in developing, managing and delivering key working for children and young people with special educational needs and disabilities, and their families. The primary audience is commissioners and managers in local areas and in the private, voluntary and independent (PVI) sector implementing key working, but it is also intended to be of use for a wider range of people including policy makers and those carrying out key working functions
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