Impacts of Schoolwide Social Skills Curricula on Elementary Students with Diverse Needs

Julie Anderson, DrOT, OTR/L, an occupational therapist in a school district in Puyallup, Washington was seeking research to support the students in her district who require additional support for their social and emotional development. She requested occupational therapy graduate students from the University of Puget Sound to research the following question: “What is the current evidence for schoolwide social skills curricula that are implemented in an elementary school for children in kindergarten through sixth grade with diverse needs?” A systematic review of the literature resulted in 31 studies indicating a wide range of schoolwide social skills curricula that yield positive impacts on the social and emotional development of elementary students. Strong evidence is indicated for general education students. However, the evidence is limited, yet promising for the effectiveness of schoolwide social skills curricula for students with special needs, low socioeconomic status, and those who are at-risk for emotional and behavioral disorders. To translate this knowledge, an inservice of strategies and themes from the three most researched social skills curricula was created for a group of occupational therapists from the Puyallup School District. Based on feedback from the inservice, an extended online presentation was developed to provide a resource for occupational therapists and other school-based professionals. Outcome effectiveness was measured with an exit survey and a follow-up survey completed by the occupational therapists who attended the inservice. It is recommended that school-based occupational therapists familiarize themselves with the strategies from schoolwide social skill curricula provided in the online presentation for future implementation with their students with diverse needs

The Value of Plurality in 'The Network with a Thousand Entrances'

This contribution reflects on the value of plurality in the ‘network with a thousand entrances’ suggested by McCarty (http://goo.gl/H3HAfs), and others, in association with approaching time-honoured annotative and commentary practices of much-engaged texts. The question is how this approach aligns with tensions, today, surrounding the multiplicity of endeavour associated with modeling practices of annotation by practitioners of the digital humanities. Our work, hence, surveys annotative practice across its reflection in contemporary praxis, from the MIT annotation studio whitepaper (http://goo.gl/8NBdnf) through the work of the Open Annotation Collaboration (http://www.openannotation.org), and manifest in multiple tools facilitating annotation across the web up to and including widespread application in social knowledge creation suites like Wikipedia https://en.wikipedia.org/wiki/Web annotation

Development and Evaluation of a Family-Based Cooking and Nutrition Education Program

Low-income families experience many barriers to purchasing and preparing healthful foods. To help address some of these barriers, a team created a family-based cooking class, Healthy All Together, in which participants learn strategies for how to stretch their food dollars and feed their families healthful meals. In this article, we describe the development of Healthy All Together, report program impacts, and summarize program feedback from participants and instructors. Of particular importance is the idea that engaging children in cooking through a family-based class has the potential to help families consider how to use strategies to mitigate barriers to healthful cooking

Cross-sectional review of publication trends among OBGYN graduates

Objective: Research and other scholarly activities are essential components to medical training and may predict (i) success for matching into residency or fellowship programs and (ii) a future in academia. Despite this importance, little is known about the research outputs of obstetrics and gynecology residency graduates. In this cross-sectional analysis, we explored the characteristics of published, peer-reviewed publications of obstetrics and gynecology residency graduates and publication rates before, during, and after residency.Study Design: We employed a cross-sectional study design using a random sample of 50 obstetrics and gynecology residency programs found on the 2019-2020 Doximity residency navigator (Doximity Residency Navigator). Data were extracted for each graduate of the included programs with a pilot-tested Google Form and then analyzed using STATA 15.1 and Microsoft Excel. A protocol is publicly available. Publication Trends Among Medical Resi...)Results: We identified 281 residency programs, from which we randomly sampled 50. Among the 50 programs, 15 were included, totaling 303 obstetrics and gynecology residency graduates available for analysis. Of the 303 graduates, a total of 111 (36.6%) produced no publications, 137 (45.2%) produced 1-5 total publications, 28 (9.2%) produced 6-10 publications, 15 (5.0%) produced 11-15 publications, and 12 (4.0%) produced 16-20 publications. Of the graduates we analyzed, 79 (79/303, 26.1%) pursued fellowships, with most in maternal and fetal medicine (23/79, 29.1%). Academia was pursued by 46/303 (15.2%) of graduates. The mean number of publications per resident was 2.9 (SD). Our results showed an increase of publications during the progression of training with a mean of 0.38 publications prior to residency, 0.8 during residency, and 1.75 after residency.Conclusion: Our results showed that the majority of obstetrics and gynecology graduates do not go on to pursue a fellowship or career in academia. According to the ACGME, the average number of research experiences (poster or abstract presentations, publications, etc.) for matched residents as a whole was 3.3 while matched obstetrics and gynecology residents averaged 3.4 research experiences1. While matched obstetrics and gynecology residents only averaged slightly more research experiences than the average resident, publications throughout obstetrics and gynecology training trended upward as training progressed. The highest average of publications was seen post- residency, which suggests there may be an opportunity for residents to increase their scholastic activity while in training. We propose that one way to increase the scholarly activity while in training is to encourage collaborative research involvement between medical students, residents, and attending physicians. This joint effort will not only increase resident scholarly activity but will also facilitate teaching research principles to medical students early in medical training and provide opportunities for networking and knowledge sharing

Pragmatic Explorations towards Understanding Wikipedia in an Academic Context

Construit au cours des vingt dernières années et contenant maintenant des millions d’articles divers, Wikipédia est devenu une encyclopédie mondialementreconnue et un puits profond d’informations utilisées quotidiennement par le grand public. Alors que Wikipédia était à l'origine étiqueté par les universitaires comme non digne de confiance, introuvable et tabou, la compréhension actuelle de la plate-forme évolue. Notamment, les chercheurs et chercheuses commencent à saisir le vaste potentiel offert par Wikipédia pour un engagement étendu et légitime avec les créateurs et créatrices de connaissances à la fois au sein et au-delà de l'académie. Cet article traite de quatre initiatives de connaissances ouvertes menées par l’Electronic Textual Cultures Lab à l'Université de Victoria qui explorent l’impact de la participation à Wikipédia.Built over the last twenty years and now containing millions of diverse articles, Wikipedia has become a globally recognized encyclopedia and a deep well of information used daily by the general public. While Wikipedia was originally labelled by academics as untrustworthy, untraceable, and taboo, present understandings of the platform are shifting. Notably, scholars are beginning to grasp the vast potential offered by Wikipedia for extended, legitimate engagement with knowledge builders both within and beyond the academy. This paper discusses four open knowledge initiatives spearheaded by The Electronic Textual Cultures Lab at the University of Victoria that explore the impact of Wikipedia participation

Restraint Free in 2023

This EBP project evaluated if in hospitalized adult patients on Sands 800 does the use of a restraint management bundle decrease the use of restraints during the inpatient admission compared to current restraint practices. In the SICU, restraint usage is an initial response instead of last intervention. This culture of care concerns nurses and providers. It was hypothesized that decrease restraint usage and time in restraints will allow the patient to remain safer by evaluating usage of restraint alternatives, cost savings, patient mobility, and clinical staff understanding of appropriate restraint usage. The SICU was educated on the least restrictive device, which in this project was soft mitts. In-services and poster included the restraint wheel that provided alternatives to restraints. The team prioritized peer support and chart review. Restrained patients were reported to leadership daily with a focus on restraint use greater than 72 hours. Twice-daily audits verified orders and nursing documentation then were reported at shift change. The RGH results showed 636 orders for non-violent restraint orders across 17 units with 96.7 average restraint time in hours June 1, 2023 to June 11, 2023. SICU restraint use decreased since the implementation of restraint education and restraint alternative wheel. Prior to implementation, 38 total patients restrained in March decreased to 28 restrained in August 2023. From the results, the hypotheses was supported. An increased availability of alternatives and types of alternatives as well as education for staff members would continue the culture change.https://scholar.rochesterregional.org/nursingresearchday_2023/1011/thumbnail.jp