SPEC Kit 356 Diversity and Inclusion

Today, diversity is defined beyond racial and ethnic groups and includes gender, sexual orientation, ability, language, religious belief, national origin, age, and ideas. The increase of published literature about cultural competencies, microaggressions, and assessment of diversity issues, as well as the inclusion of social justice movements in libraries, suggests diversity-related activities have increased and evolved over the last seven years. Over this time span, several libraries have obtained funding to support strategies to increase the number of minority librarians on their staff and support their advancement within the organization. There also appears to be an increase in the number of diversity or multicultural groups at the local, state, and national levels. However, these changes have not been consistently documented. Therefore, it is important to re-examine this topic to evaluate the impact of evolving endeavors, to see if more ARL libraries are involved, to see how diversity plans have changed over the years, and to document the current practices of research libraries. The main purpose of this survey was to identify diversity trends and changes in managing diversity issues in ARL libraries through exploring the components of diversity plans and initiatives since 2010, acknowledge library efforts since the 1990s, provide evidence of best practices and future trends, and identify current strategies that increase the number of minority librarians in research libraries and the types of programs that foster a diverse workplace and climate. The survey was conducted between May 1 and June 5, 2017. Sixty-eight of the 124 ARL member institutions responded to the survey for a 55% response rate. Interestingly, only 22 of the respondents to the 2010 SPEC survey participated in this survey, but this provides an opportunity to explore the diversity and inclusion efforts of a new set of institutions in addition to seeing what changes those 22 institutions have made since 2010. The SPEC Survey on Diversity and Inclusion was designed by Toni Anaya, Instruction Coordinator, and Charlene Maxey-Harris, Research and Instructional Services Chair, at the University of Nebraska-Lincoln. These results are based on responses from 68 of the 124 ARL member libraries (55%) by the deadline of June 12, 2017. The survey’s introductory text and questions are reproduced below, followed by the response data and selected comments from the respondents. The purpose of this survey is to explore the components of diversity plans created since 2010, identify current recruitment and retention strategies that aim to increase the number of minority librarians in research libraries, identify staff development programs that foster an inclusive workplace and climate, identify how diversity programs have changed, and gather information on how libraries assess these efforts

Librarians Bridging the Gap-from High School to University

Nebraska College Preparatory Academy: Program coordinated and funded by UNL Admissions Recruits 100 first generation, low income students in two targeted areas: Omaha North and Grand Island Program begins in 9thgrade Students are promised “no debt” for their undergraduate studies UNL has committed to this program until 2020 Library Involvement: UNL Libraries developed and coordinate the NCPA Senior Capstone Research Project Poster Session Librarians partner with school Media Specialists and 12th grade English teachers to provide research and support Library hosts summer “ NCPA Library Boot Camp” and brings seniors to campus for a 3 day intensive library boot camp to kick off senior research project UNL Libraries are included in programming and asked to provide research support and workshops to current IOE scholars UNL Libraries are working to be included in the curriculum of grades 9-11 for the 2012-2013 school year Download link to PDF file; PowerPoint version attached belo

Librarians Bridging the Gap-from High School to University

Nebraska College Preparatory Academy: Program coordinated and funded by UNL Admissions Recruits 100 first generation, low income students in two targeted areas: Omaha North and Grand Island Program begins in 9thgrade Students are promised “no debt” for their undergraduate studies UNL has committed to this program until 2020 Library Involvement: UNL Libraries developed and coordinate the NCPA Senior Capstone Research Project Poster Session Librarians partner with school Media Specialists and 12th grade English teachers to provide research and support Library hosts summer “ NCPA Library Boot Camp” and brings seniors to campus for a 3 day intensive library boot camp to kick off senior research project UNL Libraries are included in programming and asked to provide research support and workshops to current IOE scholars UNL Libraries are working to be included in the curriculum of grades 9-11 for the 2012-2013 school year Download link to PDF file; PowerPoint version attached belo

SPEC Kit 356 Diversity and Inclusion

Today, diversity is defined beyond racial and ethnic groups and includes gender, sexual orientation, ability, language, religious belief, national origin, age, and ideas. The increase of published literature about cultural competencies, microaggressions, and assessment of diversity issues, as well as the inclusion of social justice movements in libraries, suggests diversity-related activities have increased and evolved over the last seven years. Over this time span, several libraries have obtained funding to support strategies to increase the number of minority librarians on their staff and support their advancement within the organization. There also appears to be an increase in the number of diversity or multicultural groups at the local, state, and national levels. However, these changes have not been consistently documented. Therefore, it is important to re-examine this topic to evaluate the impact of evolving endeavors, to see if more ARL libraries are involved, to see how diversity plans have changed over the years, and to document the current practices of research libraries. The main purpose of this survey was to identify diversity trends and changes in managing diversity issues in ARL libraries through exploring the components of diversity plans and initiatives since 2010, acknowledge library efforts since the 1990s, provide evidence of best practices and future trends, and identify current strategies that increase the number of minority librarians in research libraries and the types of programs that foster a diverse workplace and climate. The survey was conducted between May 1 and June 5, 2017. Sixty-eight of the 124 ARL member institutions responded to the survey for a 55% response rate. Interestingly, only 22 of the respondents to the 2010 SPEC survey participated in this survey, but this provides an opportunity to explore the diversity and inclusion efforts of a new set of institutions in addition to seeing what changes those 22 institutions have made since 2010. The SPEC Survey on Diversity and Inclusion was designed by Toni Anaya, Instruction Coordinator, and Charlene Maxey-Harris, Research and Instructional Services Chair, at the University of Nebraska-Lincoln. These results are based on responses from 68 of the 124 ARL member libraries (55%) by the deadline of June 12, 2017. The survey’s introductory text and questions are reproduced below, followed by the response data and selected comments from the respondents. The purpose of this survey is to explore the components of diversity plans created since 2010, identify current recruitment and retention strategies that aim to increase the number of minority librarians in research libraries, identify staff development programs that foster an inclusive workplace and climate, identify how diversity programs have changed, and gather information on how libraries assess these efforts

Diversity Plans and Programs: ARL SPEC Kit 319

In 1990, ARL published SPEC Kit 165 Cultural Diversity Programming in ARL Libraries and SPEC Kit 167 Minority Recruitment and Retention in ARL Libraries. Both of these documents provided a wealth of information about library programs and services that addressed the needs of a diverse user group, minority staff recruitment and retention strategies, and approaches to managing an ethnically/culturally diverse workforce. While survey results in those SPEC Kits indicated that progress had been made since the 1960s, respondents indicated they thought there was much more to do to ensure that academic and research library staff are representative of all cultural, ethnic, religious, and racial groups, as well as those who have been discriminated against for their gender, sexual orientation, age, or disability. Over the past ten years, several libraries have obtained funding to support recruitment strategies aimed at increasing the number of librarians from ethnically/culturally underrepresented groups in academic and research libraries, as well as promoting advancement within the organization. Libraries have also begun to put into practice policies and procedures to create more inclusive workplaces incorporating diverse staff, programs, and services. National recruitment initiatives, such as the ARL Initiative to Recruit a Diverse Workforce and the Leadership & Career Development Program, have been created to address the need to recruit minority librarians to the profession and advance them into leadership positions in ARL member libraries. During that time, the number of diversity or multicultural groups at the local, state, and national levels also appears to have increased. The main purpose of this survey was to explore what other progress has been made in ARL member libraries to recruit and retain a diverse workforce and to identify the existence and content of diversity plan documents; the strategies they use to increase the number of ethnically/culturally diverse librarians in the profession and in their libraries; the elements of programs that successfully support an inclusive workplace; the people, groups, and/or committees responsible for overseeing the programs; and how libraries are assessing the effectiveness and success of such programs. The survey was conducted between March 15 and April 28, 2010. Forty-nine of the 124 ARL member institutions completed the survey for a response rate of 40%. All but one of the respondents is from an academic library

Re-centering Teaching and Learning: Toward Communities of Practice at the University of Nebraska-Lincoln Libraries

The scholarship of teaching and learning (SoTL) presents important opportunities that can transform learning, but many academic librarians at the University of Nebraska- Lincoln (UNL) struggle to find a scholarly center when their teaching roles are frequently that of external collaborator. Challenges such as access to student data, meaningful evaluations of instruction, limited opportunities for funding and professional development, and uncertainty over how to negotiate for these have contributed to librarians remaining on the periphery of SoTL work. Hoping to overcome some of these hurdles, UNL librarians are developing a community of practice (CoP) around teaching and learning. In the summer of 2016, UNL librarians began developing new collaborative structures and practices to increase and encourage library-wide professional development, and this case study captures and reflects upon these attempts. This discussion has three goals: (1) to present the emerging efforts in the UNL Libraries to develop a more intentional CoP around teaching and learning, (2) to outline three recent, multidisciplinary SoTL projects in which librarians played critical roles, and (3) to reflect on how this CoP is inspiring librarians to be more systematic in approaches to teaching, in analyzing these efforts, and in sharing these outcomes and findings broadly

Autogenic Training Relaxation Helping Postpartum Mothers to Achieve Successful Breastfeeding on Early Lactation Period

Introduction: The numbers of breastfeeding failures are mostly caused by mothers` disbelief to themselves. One method that can be done to overcome these problems in accordance with the self-care nursing theory is the autogenic training relaxation. This method teaches mothers to be self-sufficient in building a positive intention and motivation to help the process of breastfeeding. This study aimed to examine the influence of autogenic training relaxation to the effectiveness of breastfeeding and the enhancement of breast milk volume on maternal postpartum. Method: By using an experimental posttest only-non equivalent control group design, 26 samples were taken based on the criteria and divided into two groups by matching technuiqe. autogenic training was given through MP3 Player for 3 weeks. Post-test observation conducted on the third week by home visit. Via Christi Breastfeeding Assessment Tool Jan Riordan modifications used to assess the effectiveness of breastfeeding, and to measure the milk ejection volume, used weighing test using electronic baby scales. Data were analyzed using one-tailed independent t test with α ≤ 0.05. Result: The analysis showed that mothers who did autogenic training relaxation could breastfeed more effectively and had greater average volume of milk ejection than the control group (p = 0.000 and p = 0.001). Discussion: It can be concluded that autogenic relaxation training techniques affect the effectiveness of breastfeeding and breast milk volume. These results can be considered that autogenic training as an intervention in program of support for breastfeeding mothers

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Librarians Bridging the Gap-from High School to University

Nebraska College Preparatory Academy: Program coordinated and funded by UNL Admissions Recruits 100 first generation, low income students in two targeted areas: Omaha North and Grand Island Program begins in 9thgrade Students are promised “no debt” for their undergraduate studies UNL has committed to this program until 2020 Library Involvement: UNL Libraries developed and coordinate the NCPA Senior Capstone Research Project Poster Session Librarians partner with school Media Specialists and 12th grade English teachers to provide research and support Library hosts summer “ NCPA Library Boot Camp” and brings seniors to campus for a 3 day intensive library boot camp to kick off senior research project UNL Libraries are included in programming and asked to provide research support and workshops to current IOE scholars UNL Libraries are working to be included in the curriculum of grades 9-11 for the 2012-2013 school year Download link to PDF file; PowerPoint version attached belo