BASE (Broadening Access to Science Education) Camp for Young Women

This poster will describe the development and implementation of an annual two-week residential summer science enrichment program for 24 rising female juniors and seniors from Bridgeport, CT, a community comprised of many health disparity populations traditionally underrepresented in science. The program, entitled BASE (Broadening Access to Science Education), has an overall goal to excite and inform students from local health disparity populations about the process and promise of science in an effort to increase interest in the pursuit of STEM and health careers after college. The program includes three key components. The first component is the Research Immersion Experience, a weeklong scientific research experience that engages students in faculty-led research projects. The second component of the camp is the Science and Health Careers Exploration that exposes students to various careers in science, technology, and health sciences and the academic paths required to get there. The final component of the program is the College Admissions Counseling in which the Fairfield University Office of Undergraduate Admissions educates the students about the process and requirements for admission to college, informs students about financial aid opportunities, and engages students in mock interviews and essay writing. We will present pre- and post-camp participant, and post-camp counselor, and faculty survey results from 2012. Camper feedback is overwhelmingly positive, and the program appears to be meeting its goals to excite and inform students from health disparity populations about science and to inspire them to pursue scientific careers

BASE (Broadening Access to Science Education): A Research and Mentoring Focused Summer STEM Camp Serving Underrepresented High School Girls

BASE (Broadening Access to Science Education) Camp is a hands-on two-week residential summer science experience on the Fairfield University campus, in Fairfield CT, USA. The annual program targets 24 young women who attend high school in our neighboring city of Bridgeport, CT, the most economically depressed city in CT. The camp, which is free to students, includes three components. The first is the week-long Research Immersion Experience, which engages students in faculty-mentored science research projects assisted by current undergraduate STEM majors. The second component is Career Exploration, which allows students to explore a variety of careers in science, technology, and healthcare, as well as the academic paths required to get there. The third component is College Admissions Counseling, which links campers with Fairfield University’s undergraduate admissions staff for mentoring on the college application process. This program is particularly unique in that it rests entirely on a female staff, engaging Fairfield University’s women STEM faculty and undergraduate STEM majors. BASE Camp was founded and developed through funding from several organizations, and is currently supported by a five-year R25 grant from the NIMHD (National Institute on Minority Health and Health Disparities), National Institutes of Health. After four years in this format, the program has engaged close to 100 young women. Data collected show nearly 100% camper satisfaction with the program. In addition, we found the camp increased camper perception of their science knowledge and confidence, as well as understanding of skills required to succeed in careers in science and health. Finally, in a follow-up survey we found that 95% have applied to, or plan to apply to, college, and 87% are interested in pursuing a STEM or health-related career. The close mentorship of these young women by female role models at the faculty and undergraduate levels has greatly contributed to the success and efficacy of this experience. We hope our program can be used as a model for others to create programming in an effort to promote and support underrepresented women in the pursuit of STEM careers

An exploration of the assessment experiences of new academics as they engage with a community of practice in higher education

This paper considers a phenomenological research study that attempted to explore how new academics were introduced to the assessment process within a Higher Education context. Two key educational perspectives have shaped the interpretation of the studies findings. These are Nonaka and Takeuchi’s [Nonaka, I., Takeuchi, H., 1995. The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York] model of knowledge conversion and Lave and Wenger’s work on communities of practice (1991, 2002). Three key findings emerged from this work. Firstly, the study highlights a number of issues relating to the types of support and guidance that new academics receive. These were divided into formal and informal types that either promoted conformity or facilitated challenge. Secondly, the study suggests that the ways in which experienced academic staff communicate their assessment knowledge and interact with new academics may require further consideration. Finally, the study raises questions about the type of academic that the organisation would wish to develop

Integrating Evidence-Based Reading into Middle-School Instruction: Exploring Sustainability

Reading comprehension models implemented in content classrooms boost adolescent reading achievement. Yet, few researchers examine how such models are incorporated into teachers’ daily instruction. We used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an evidence-based reading comprehension model, into the instructional practices of fifteen middle school content teachers. High integration teachers embedded CSR lessons into their curriculum and reinforced CSR strategy use throughout the week. These teachers felt supported in their efforts by colleagues and school administrators. There is much to be learned from the ways in which teachers engage in the art of integrating new methods into their teaching

Psychometric properties of instruments for measuring elder abuse and neglect in community and institutional settings:A systematic review

Abstract Background The psychometric properties of elder abuse measurement instruments have not been well‐studied. Poor psychometric properties of elder abuse measurement instruments may contribute to the inconsistency of elder abuse prevalence estimates and uncertainty about the magnitude of the problem at the national, regional, and global levels. Objectives The present review will utilise the COSMIN taxonomy on the quality of outcome measures to identify and review the instruments used in measuring elder abuse, assess the instrument's measurement properties, and identify the definitions of elder abuse and abuse subtypes measured by the instrument. Search Methods Searches will be conducted in the following online databases: Ageline, ASSIA, CINAHL, CNKI, EMBASE, Google Scholar, LILACS, Proquest Dissertation & Theses Global, PsycINFO, PubMed, SciELO, Scopus, Sociological Abstract and WHO Index Medicus. Relevant studies will also be identified by searching the grey literature from several resources such as OpenAIRE, BASE, OISter and Age Concern NZPotential studies by searching the references of related reviews. We will contact experts who have conducted similar work or are currently conducting ongoing studies. Enquiries will also be sent to the relevant authors if any important data is missing, incomplete or unclear. Selection Criteria All quantitative, qualitative (that address face and content validity), and mixed‐method empirical studies published in peer‐reviewed journals or the grey literature will be included in this review. Studies will be included if they are primary studies that (1) evaluate one or more psychometric properties; (2) contain information on instrument development, or (3) perform content validity of the instruments designed to measure elder abuse in the community or institutional settings. Studies should describe at least one of the psychometric properties, such as reliability, validity and responsiveness. Study participants represent the population of interest, including males and females aged 60 or older in community or institutional settings (i.e., nursing homes, long‐term care facilities, assisted living, residential care institutions, and residential facilities). Data Collection and Analysis Screening of titles, abstracts, and full texts of the selected studies will be evaluated based on the preset inclusion criteria by two reviewers. Two reviewers will be assessing the quality appraisal of each study using the COSMIN Risk of Bias checklist and the overall quality of evidence of each psychometric property of the instrument against the updated criteria of good measurement properties. Any dispute between the two reviewers will be resolved through discussions or consensus with a third reviewer. The overall quality of the measurement instrument will be graded using a modified GRADE approach. Data extraction will be performed using the data extraction forms adapted from the COSMIN Guideline for Systematic Reviews of Outcome Measurement Instruments. The information includes the characteristic of included instruments (name, adaptation, language used, translation and country of origin), characteristics of the tested population, psychometric properties listed in the COSMIN criteria, including details on the instrument development, content validity, structural validity, internal consistency, cross‐cultural validity/measurement invariance, reliability, measurement error, criterion validity, hypotheses testing for construct validity, responsiveness and interoperability. We will perform a meta‐analysis to pool psychometric properties parameters (where possible) or summarise qualitatively

Review of developments in person-centred healthcare

Brendan McCormack - ORCID: 0000-0001-8525-8905 https://orcid.org/0000-0001-8525-8905Tanya McCance - ORCID: 0000-0002-9787-2627 https://orcid.org/0000-0002-9787-2627In recent years, there has been a shift in orientation towards person-centredness as part of a global move towards humanising and centralising the person within healthcare. Person-centredness, underpinned by robust philosophical and theoretical concepts, has an increasingly solid footprint in policy and practice, but research and education lag behind. This article considers the emergence of person-centredness, including person-centred care, and how it is positioned in healthcare policy around the world, while recognising a dominant philosophical positioning in Western philosophy, concepts and theories. Second, the evolution of person-centred healthcare over the past five years is reviewed. Published evidence of person-centred healthcare developments is drawn on, as well as information gathered from key stakeholders who engaged with the partner organisations in an Erasmus+ project to develop a European person-centred healthcare curriculum framework. Five themes are identified, which underpin the literature and stakeholder perspectives: Policy development for transformation Participatory strategies for public engagement Healthcare integration and coordination strategies Frameworks for practice Process and outcome measurement These themes reflect the World Health Organization’s global perspective on people-centred and integrated healthcare, and give some indication of development priorities as person-centred healthcare systems continue to be developed.https://doi.org/10.19043/ipdj.10Suppl2.00310pubpubSuppl

Developing philosophical and pedagogical principles for a pan-European person-centred curriculum framework

Brendan McCormack - ORCID: 0000-0001-8525-8905 https://orcid.org/0000-0001-8525-8905Background: In the associated article in this special issue of the International Practice Development Journal, Phelan et al. (2020) offer an analysis of the global positioning of person-centredness from a strategic policy perspective. This second article, an international person-centred education curriculum development initiative, builds on that foundational work. It outlines the systematic, rigorous processes adopted by academics from five European countries to analyse stakeholder data, theoretically frame the data, and thereby identify philosophical and pedagogical principles to inform the development of person-centred curriculum frameworks.Aim: To identify key principles that have the potential to create an international curriculum framework for the education of person-centred healthcare practitioners.Methods: A hermeneutic praxis methodological approach was used, where multiple rounds of data analyses were conducted. These were initially undertaken in each country, then collaboratively with partners, while engaging with other forms of evidence.Findings: The project group generated a set of principles embedded in four philosophical dimensions: (i) transformative; (ii) co-constructed; (iii) relational; and (iv) pragmatic. The purpose of the curriculum was identified as being transformative, facilitating journeying through knowing, doing, being and becoming a competent and committed person-centred practitioner. A person-centred curriculum is built on a philosophy of pragmatism, adopts a co-constructionist approach to curriculum design and implementation, and encourages connectivity with self, other persons and contexts. Pedagogical principles, aligned to the four philosophical dimensions, identified the required learning environment, and the learning, teaching and assessment approaches required to educate person-centred healthcare practitioners.Conclusion: This article represents steps to foster a more focused and engaging way of implicitly and explicitly embedding person-centred care in curricula. Our theoretical framework has enabled us to consider the different layers of practice while staying true to the purpose of curriculum design. The presentation of the framework in this article makes it available for wider critique to those with an interest in this area of study.Implications for practice: The draft framework provides an opportunity for curriculum teams to critically reflect on and have dialogue around current curricula Person-centred curricula have the potential to improve service-user experiences of care Prepared person-centred practitioners will contribute to person-centred cultures Students and practitioners will experience person-centredness Practitioners will be bold and innovativehttps://doi.org/10.19043/ipdj.10Suppl2.00410pubpubSuppl