Creating a Clinical Ladder Education Program for Perioperative Surgical Services (CLEPPS)

Problem Statement: Low participation in challenging the Clinical Ladder within the Perioperative Surgical Services was observed. The period 2016-2017, only five nurses from the department challenged and were successful on the ladder. As a process improvement initiative, the department implemented CLEPPS, using the organization’s clinical ladder program as a tool. Background: It is documented in the literature that a robust Clinical Ladder Program increases staff satisfaction, enhances professional development, and improve patient outcomes. The Perioperative Surgical Services has a total of 102 Clinical Nurse II within the department who were eligible for advancement on the clinical ladder. An internal survey, Research Electronic Data Capture (RedCap) was created to learn why the staff was not challenging the clinical ladder. Survey analysis revealed an experienced group of nurses within the department that have the background to challenge the ladder. Many feel that the clinical ladder process is involved, complicated, and daunting, but staff also feel that the clinical ladder would provide them with a sense of accomplishment or professional satisfaction. The CLEPPS program was launched based on feedback to provide staff with more encouragement, information, and work time support in compiling a portfolio to challenge the ladder. Objectives/Methodology: Identify high performing clinical nurses to challenge the clinical ladder Provide information through presentations, department newsletter, email, and program brochure Provide customized binder with details of the advancement process including application forms Provide classes-“an introduction to portfolio development classes,” and five “pulling it together” sessions with CE credits Results: The goal of 12 nurses was set to challenge the ladder. Thirteen nurses were successful. Employees through self-discovery are submitting their portfolio best practices and feel more valued because of support from leaders. Part II of the project is data collection on job satisfaction and retention rates. These can be measured through a satisfaction survey and department external turnover rates data

High School Foreign Language and Postsecondary Achievement

Foreign language courses have long been a staple in the American high school experience. Although a requirement for admissions to most 4-year colleges in Ohio, foreign language is not a requirement by the state for high school graduation. Do foreign language courses impact postsecondary achievement? Research suggests that studying foreign language has a positive impact on other coursework and has been linked to improvements in standardized test scores; however, little research shows a direct link between high school coursework and postsecondary success. This study is the first to compare educational outcomes of different levels of foreign language attainment for Ohio students. Using a dataset of Ohio State University students over the period 2000-2008, the analysis indicates that students who have studied foreign language in high school experience higher grade point averages and graduation rates than students who do not study foreign language or earn few foreign language credits. Students of color particularly benefit from earning at least three foreign language credits in high school. This information may assist policymakers and public administrators in decision-making as it pertains to K-12 and post-secondary alignment.No embargoAcademic Major: Public Affair

Cannibalism and Knowledge

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Cannibalism and Knowledge

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The History of women and gender (1970-2003): achievements and the challenges ahead

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Alumni Notes

Schedule of upcoming events, brief articles about alumni activities, and a column by the alumni directo

Children as Design Visionaries, Learners, and Socio-Political Wayfinders: Mapping the Layers, Hierarchies, and Rhythms of a School Community

Despite the seemingly intractable problems of public schooling, we (as researchers and dreamers) remain encouraged by the persistent efforts to reconfigure and reimagine the sociopolitical landscape of schools. We begin this essay by recognizing the work of individuals bravely and imperfectly expanding notions of what schools could and should be. We stand in solidarity with the innovators sowing, designing, and reaching toward more just social futures, dreaming of schools for children that are not so distant from the paradise Butler (2001) describes (Figure 1). This liberatory dreamwork coincides with long histories of communal ingenuity (Vossoughi et al., 2016), resistance against normative models of schooling, and practical efforts to enact humanizing education while facing diminished resources and opposition on all fronts (e.g., King, 2006; Rickford, 2016; Tejeda et al., 2003). It is good, worthy work that we hope to contribute to in our own research and practice while asking the important questions: Are the children alright? What can they teach us about designing transformative schools

Staring At It For So Long. Interview with Aislinn McMahon

Interview with Aislinn McMahon, Graduate Student in the Biology Program, Teaching Assistant and Laboratory Technician. University of California, Santa Cruz. California, USA.https://digitalcommons.csumb.edu/digital-proximities_archive/1008/thumbnail.jp

My Cat Was on the Keyboard: Home and Self-Discipline. Interview with Verónica Pérez Valladares

Interview with Verónica Pérez Valladares, International Student of Technology Management. University of Applied Science, Aalborg, Denmark. Student Union Representative.https://digitalcommons.csumb.edu/digital-proximities_archive/1011/thumbnail.jp