Pre-Transplant Evaluation Period Efficiency Through the Use of an Electronic Scheduling Template

Practice Problem: Candidacy for transplant evaluation is a complex and lengthy evaluation process. Delays in National Organ Registry have significant unfavorable impacts on patient outcomes as 22 people a day die awaiting a lifesaving treatment. Operational efficiencies can improve the pre-transplant evaluation period and significantly improve patient outcomes. PICOT: In an outpatient transplant clinic (P), will leveraging an evidence-based scheduling template (I) compared to the current practice of first available appointment (C) reduce the evaluation period by 66% from a 3–4-week evaluation to a 1-week evaluation resulting in expedited listing on the National Organ Registry (O), when applied over a 10-week period (T)? Evidence: Electronic scheduling templates are evidenced to improve access, workflow efficiencies, and reduce patient wait times by 25% (Suss et al., 2017). Leveraging a value stream mapping tool, gaps in process time can be identified while improving quality outcomes Intervention: An evidence-based scheduling template was applied to measure impact on access availability to appointments for pre-liver transplant patients. Pre-and-post intervention data measured the impact of the scheduling process efficiency, process waste, and total lead time. Outcome: The scheduling template was found to have a statistically significant impact on scheduling efficiency, resulting in a 65.2% (p\u3c.001) reduction in total lead time, reducing evaluation days from an average of 22.71 days (545.04 hours) to an average of 7.9 days (189.6 hours). Conclusion: The new scheduling template improved appointment access and expedited patient’s National Organ Registry by 15 days. Operational efficiencies gained by use of an electronic scheduling template not only have favorable impacts to patient outcomes, but also on organizational costs through improved workflows, and a favorable staff and patient experience

Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88016/1/jora743.pd

Youth Storytelling for Social Change: Guiding Questions for Effective and Ethical Delivery

Storytelling is a powerful medium through which to nurture and amplify youths\u27 voices. When employed effectively and ethically, storytelling has been shown to foster connection, improve intergroup relations, promote socioemotional well-being, and motivate social action. Drawing on foundational research, Aristotle\u27s three rhetorical appeals, and our experience pilot testing the #PassTheMicYouth curriculum, we developed ten guiding questions for effective and ethical youth storytelling for social change. 4-H professionals can use these questions with youths to guide them through social impact storytelling creation and delivery

Src kinase participates in LPS-induced activation of NADPH oxidase

The production of superoxide from NADPH oxidase by macrophages in response to endotoxin (LPS) is an important innate immune response, yet it is not clear how LPS signals the activation of NADPH oxidase. The hypothesis is that LPS-induced src kinase and PI3 kinase (PI3K) facilitates the activation of p47phox, the regulatory subunit of NADPH oxidase. In mouse macrophage RAW264.7 cells, inhibition of src tyrosine family kinases inhibited LPS-induced activation of NADPH oxidase, phosphorylation of p47phox, activation of PI3K and phosphorylation of the TLR4. Moreover, inhibition of LPS-induced increases in intracellular calcium blunted src kinase activation, PI3K association with TLR4, as well as PI3 kinase activation. These data suggest that both src kinase and PI3 kinase are involved in LPS-induced NADPH oxidase activation. Importantly, these data suggest that LPS-induced src kinase activation is critical for PI3 kinase activation as well as TLR4 phosphorylation and is dependent upon LPS-induced increase in intracellular calcium. These signaling events fill critical gaps in our understanding of LPS-induced free radical production as well as may potentially responsible for the mechanism of innate immune tolerance or desensitization caused by steroids or ethanol

Microaggressions Self-Defense: A Workshop for Responding to Microaggressions (Handout)

Microaggressions are subtle verbal and non-verbal slights based on group membership, and they are ubiquitous in the lives of racial minorities, women, and LGBTQ individuals (Sue 2010). This is a handout accompanying a paper introducing a role-playing based exercise on effective responses to microaggressions. The workshop draws on the two previous prejudice responding workshops of Plous (2000) and Lawson et al. (2010) but integrates research-based strategies

Microaggressions Self-Defense: A Role-Playing Workshop for Responding to Microaggressions

Microaggressions are subtle verbal and non-verbal slights based on group membership, and they are ubiquitous in the lives of racial minorities, women, and LGBTQ individuals. The goal of the current paper is to introduce a role-playing based exercise on effective responses to microaggressions. The workshop draws on two previous prejudice responding workshops but integrates research-based strategies

Microaggressions Self-Defense: A Role-Playing Workshop for Responding to Microaggressions

Microaggressions are subtle verbal and non-verbal slights based on group membership, and they are ubiquitous in the lives of racial minorities, women, and LGBTQ individuals. The goal of the current paper is to introduce a role-playing based exercise on effective responses to microaggressions. The workshop draws on two previous prejudice responding workshops but integrates research-based strategies

Student Perceptions of Racial Climate in Secondary Education: Effects of Climate's Multiple Dimensions on Academic Achievement and Motivation.

School racial climate refers to norms, curricula, and interactions around race and diversity within the school context and can be examined from a variety of perspectives. In the current study, school racial climate is defined as students’ subjective experience of the school setting. Existing research shows benefits to student outcomes when they perceive positive interracial interaction and celebration of diversity (e.g., Brand et al., 2003). However, the existing literature has many conceptual and methodological concerns, including being narrowly focused and excluding certain populations. The dissertation had three goals: 1) to introduce a conceptual framework for examining students’ perceptions of school racial climate as a multidimensional construct, 2) to establish the factor structure of a measure based on the theorized dimensions, and 3) to explore how perceptions of school racial climate are associated with academic outcomes. First, the conceptual framework was based on literature in multicultural education and psychology and included nine dimensions: frequency of interaction, quality of interaction, equal status, support for diversity, cultural socialization, preparation for a racist society, individualism, colorblindness, and stereotypical perceptions. A survey was created to measure each dimension and was administered to a sample of 99 middle and high school students at a predominantly African American public charter school. The participants also completed measures of their demographic characteristics, academic motivation, and racial attitudes. Grade point averages were obtained from school records. Second, the factor structure of the measure was explored and found to be consistent with the theoretical framework. Third, a path analysis was used to examine the relationships between school racial climate and academic outcomes. Findings revealed that students who perceived positive interracial interactions reported greater feelings of belonging. Additionally, students who reported hearing more messages about ignoring race (colorblindness) reported lower academic self-concepts, while those who reported hearing more messages about overcoming racial barriers reported higher academic self-concepts. Feelings of belonging were associated with greater interest in school and a higher academic self-concept was associated with a better GPA. Overall, the dissertation demonstrated the utility of a multidimensional approach to school racial climate and the importance of climate for adolescents’ motivation and achievement.PHDEducation and PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/94048/1/cmbyrd_1.pd

The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes

Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents’ perceptions of school-based discrimination and academic outcomes in a sample of African American middle school students. Adolescents’ reports of perceived school-based discrimination and racial socialization were identified as predictors of academic outcomes (i.e., academic persistence, academic self-efficacy, and academic self-concept). The study also investigated whether racial socialization moderated the relationship between school-based discrimination and achievement outcomes. The study sample comprised 74 African American adolescents (49% female) and one of their parents. Hierarchical regressions showed that racial discrimination by peers was negatively related to academic outcomes. Furthermore, we found that dimensions of racial socialization buffered the effects of school-based discrimination on academic outcomes. Implications for the importance of investigating race-related factors in the academic outcomes of African American youth will be discussed