Copyright in Academia

A presentation by Tim Bowen and Karen Melanson of the Copyright Clearance Center

Student Partnerships in Service Learning: Assessing the Impact

Partnership with student leaders is an evolving practice that engages peer leaders to work with service learning faculty, administrators, and community partners to administer the service learning experience. This study identifies ways in which service learning associates differ from their undergraduate peers by comparing their responses to questions about goals, values, and careers on the HERI College Senior Survey to those of their undergraduate peers. The study uses a second survey, of former service learning associates one to five years after graduation, to assess the long-term impact that former student leaders attribute to their experience. This study finds that student leaders differ significantly from their peers at graduation in values and career goals, and those values do not change one to five years after graduation. Alumni report that the peer leadership program shaped their career pathways, and that the experience was fundamental to their college career

Comparison of Rural Associate Degree Nursing Students’ Clinical Judgment after Curriculum Change

New graduate nurses often lack adequate clinical judgment skills to practice competent nursing care, which may result in increased risk of committing practice errors that threaten patient safety. To mitigate errors in patient safety, industry leaders have called for nursing program improvements in preparation of nursing students’ clinical judgement as they transition to professional practice. Guided by Tanner’s clinical judgment theory, the rural state nursing programs in this study implemented a concept-based curriculum to promote clinical judgment which includes thinking skills, priority setting, and management of care. The purpose of this three-part, quantitative, nonexperimental study was to compare the development of clinical judgment in associate degree nursing students taught using a traditional systems-based curriculum (n=233) and students taught in a new, concept-based shared curriculum (n=278). A quantitative comparative study using ex post facto student data from the ATI-Comprehensive Predictor exam scores in thinking skills, priority setting, and management of care collected at the completion of each of the associate degree programs was analyzed in SPSS using an independent samples t test. The result of this three-part study did not show a significant difference (p\u3e0.05) in thinking skills and priority setting following curriculum change. However, a significant increase in management of care (p\u3c0.05) was seen. Results of this study may contribute to positive social change as the nursing students develop clinical judgment to perform competent and safe nursing practice improving overall patient care. Future research is needed in the evaluation of curriculum change using other methodologies that support the development of clinical judgment

Comparison of Rural Associate Degree Nursing Students’ Clinical Judgment after Curriculum Change

New graduate nurses often lack adequate clinical judgment skills to practice competent nursing care, which may result in increased risk of committing practice errors that threaten patient safety. To mitigate errors in patient safety, industry leaders have called for nursing program improvements in preparation of nursing students’ clinical judgement as they transition to professional practice. Guided by Tanner’s clinical judgment theory, the rural state nursing programs in this study implemented a concept-based curriculum to promote clinical judgment which includes thinking skills, priority setting, and management of care. The purpose of this three-part, quantitative, nonexperimental study was to compare the development of clinical judgment in associate degree nursing students taught using a traditional systems-based curriculum (n=233) and students taught in a new, concept-based shared curriculum (n=278). A quantitative comparative study using ex post facto student data from the ATI-Comprehensive Predictor exam scores in thinking skills, priority setting, and management of care collected at the completion of each of the associate degree programs was analyzed in SPSS using an independent samples t test. The result of this three-part study did not show a significant difference (p\u3e0.05) in thinking skills and priority setting following curriculum change. However, a significant increase in management of care (p\u3c0.05) was seen. Results of this study may contribute to positive social change as the nursing students develop clinical judgment to perform competent and safe nursing practice improving overall patient care. Future research is needed in the evaluation of curriculum change using other methodologies that support the development of clinical judgment

Oral Health and Interprofessional Education Experiences in Family Medicine and Pediatric Residency

INTRODUCTION Prevention of dental diseases in children requires interprofessional education (IPE) and care coordination between oral health professionals and primary care providers; however, the extent of preparation of medical residents and its impact on their provision of preventive oral health services in clinical practice requires further investigation. METHODS A two-stage cluster sample of 470 US family medicine and 205 pediatric residency programs was used. A random sample of 30% (N=140) of family medicine and 29% (N=60) of pediatric residency programs were randomly selected. Of these, 42 programs (21%) invited residents to participate. Residents (N=95, 28%) completed an online questionnaire regarding oral health training in residency. Statistical analysis included frequencies and Spearman’s rank correlations. RESULTS Eighty-three percent of family medicine and pediatric residents combined reported receiving oral health education. Clinical experiences involving oral healthcare were frequently reported (77%, n=75); however, IPE with an oral health professional was limited. Both groups indicated they provided anticipatory guidance regarding regular dental visits and toothbrushing “very often” and avoiding bottles at bedtime “often.” Residents reported performing dental caries assessments “often” and applying fluoride varnish “occasionally.” For family medicine residents, moderate correlations (p ≤ 0.01) were found between hours of oral health education and providing anticipatory guidance. For pediatric residents, a moderate correlation (p \u3c 0.01) was found between hours of oral health education and assessing teeth for demineralization. CONCLUSION Increased effort is needed to meet national recommendations for educating family medicine and pediatric residents regarding oral healthcare for children, including increased IPE involving oral health professionals