Maintaining Team Vitality in the ASU PACU During the COVID-19 Crisis

Abstract Problem: COVID-19 has generated issues and concerns in the healthcare field for staff and clinical settings worldwide, especially for this ambulatory surgery unit post-anesthesia care unit (ASU PACU). Although there was no measurable quality gap, there was a concern for a decrease in patient safety, employee satisfaction, and burnout because the staff were required to become critical care nurses to provide care for the critically ill COVID-19 patients. Context: The ASU PACU was a critical part of the surge plan if the hospital could no longer house the influx of COVID-19 patients. The unit was shut down entirely two times in six months. Staff were displaced throughout the hospital for training. A project team was created to measure and improve staff safety, satisfaction, and address burnout. Interventions: A Healthcare Team Vitality Instrument was utilized to gather baseline and monthly reassessment of interventions. Monthly wellness rounding was being used by the management team to attempt to regain trust, remain transparent, and promote psychological safety and welfare. Biweekly team huddles were conducted to have group check-ins. Measures: The first outcome measure was defined as improving question four of the HTVI tool “my ideas really seem to count on this unit” from 4.13 to 4.34 by September 2020. The second outcome measure was defined as improving question eight of the HTVI tool “if I have an idea how to make things better on this unit, the manager and other staff are willing to try it” from 4.17 to 4.37 by September 2020. Results: The final result of measures four and eight were 4.04 and 3.54, likely due to the project’s lack of consistency. Conclusions: While the final results did not meet the goal, the project was still a success. It has helped build trust with the management team and the overall team and department by focusing on transparency and psychological wellness

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

Lecturers have reverted to using a ‘blended’ approach when teaching anatomy and physiology. The students’ response to how this contributes to their learning satisfaction was investigated using a self-administered questionnaire. The questionnaire consisted of close- and open-ended questions which were based on three determinants of learning satisfaction being perceived course learnability, learning community support and perceived learning effectiveness. Regarding course learnability the students responded positively on the questions regarding the relevance of the subject for their future careers. Students however identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, the respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language and this was identified as a stumbling block for success. There was a difference in opinion among the students regarding the use of technology for teaching and learning of anatomy and physiology. From the students’ perceptions regarding learning effectiveness it became clear that students’ expectations of the anatomy and physiology was unrealistic, they did not expect the module to be so comprehensive. Many of the students were also ‘grade oriented’ rather than ‘learning oriented’ as they indicated that they were more concerned about results than ‘owning’ the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology

Designing blended learning interventions for the 21st Century student

Abstract: The learning requirements of diverse groups of students in higher education challenges educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to design meaningful learning interventions. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. The main arguments of the model are to firstly determine the learning task requirements as these will inform the design and development of learning interventions to facilitate learning. Delivery of the content is based on a blended approach. Key words: instructional design; learning interventions; teaching strategies; learning strategies; blended learning

A review of options for using organic soil amendments to raise crop productivity in East Sumba, Indonesia

This review of published research focuses attention on the question of whether natural resources available in East Sumba, Nusa Tenggara Timor, Indonesia, can provide for organic soil amendment practices that will raise crop productivity and hence standards of living of people in the Regency. It examines the principles and practice of organic soil amendment against the background of soil erosion that some forms of land-use have wrought within the semi-arid tropical zone of southern Indonesia. Organic soil amendment is more than a question of providing plant-available macronutrients; it is about creating the optimum ecological conditions for crops to thrive repeatedly over the years and about increasing the food security of people dependent on the crops. Crop yields in east Sumba are as much constrained by seasonal limitations in available moisture and very likely by specific micronutrient deficiencies as they are by low levels of macronutrients. In this review, organic soil amendments in the broadest sense are catalogued, and attention is focused particularly on what the international literature tells us about the kinds of plant-based organic materials that best contribute to the long-term rebuilding of soil organic matter in tropical lands degraded by past erosive land-use practices. Crop productivity can be increased by (1) matching crop choice (at variety, species and crop community levels) to identified environmental niches, by (2) modifying crop growing environments to reduce plant stress from moisture and specific nutrient deficiencies, and with (3) novel approaches that promote beneficial synergies between organisms within crop ecosystems