An Advanced Registered Nurse Practitioner-Community Pharmacist Team-Based Approach to Managing Hypertension in a Rural Community Pharmacy

Purpose: To evaluate the implementation of an Advanced Registered Nurse Practitioner (ARNP) – community pharmacist team-based collaborative model for managing hypertension in a rural, Midwestern, community pharmacy and family medicine clinic using the core functions of the patient centered medical home model (PCMH). Methods: Thirteen patients with uncontrolled hypertension, 5 of who were newly diagnosed, were referred to the pharmacist by the ARNP. The pharmacist rechecked the patient’s blood pressure (BP) every 2 weeks after referral and made drug therapy change recommendations to the ARNP if the patient was not below goal. Results: Following the intervention, the average SBP and DBP decreased 24 mmHg and 12mmHg, respectively. The pharmacists made 21 recommendations (dose increase (11), add a medication (6), change a medication (2), and addition of an adherence tool (2)), 100% of which were accepted by the ARNP. Conclusion: A team-based approach to managing hypertension in a rural community pharmacy and family medicine clinic was an effective way to lower blood pressure. In addition, the core functions of the PCMH model can be delivered in a small family medicine practice. Creating specific expectations for each member of the team prior to referring patients improved the efficiency of the intervention.   Type: Original Researc

An Examination of the Costs of Texas Community Colleges. REL 2023-142. Appendixes

The "Examination of the Costs of Texas Community Colleges" study examined the funding levels necessary for community colleges to meet their promise of providing an affordable and accessible pathway to a postsecondary certificate or degree. The study involved three types of analyses: a needs analysis, an equity analysis, and a cost function analysis. The findings from this study can inform Texas policymakers' efforts to distribute funding for community colleges to support equitable opportunities for all students to succeed in college. This document presents the following three appendixes that accompany the study: (1) Texas' Student Success Points performance-based funding system; (2) Data and methods; and (3) Supporting analyses. [For the full report, see ED623284.]Higher EducationPostsecondary EducationTwo Year College

We Want You Back: Uncovering the Effects on In-Person Instructional Operations in Fall 2020

Postsecondary institutions’ responses to COVID-19 are a topic of immediate relevance. Emergent research suggests that partisanship was more strongly linked to institutions offering in-person instruction for Fall 2020 than was COVID-19. Using data from the College Crisis Initiative and a multiple group structural equation modeling approach, we tested the relationships between our outcome of interest (in-person instruction in Fall 2020) and state and county sociopolitical features, state and county COVID-19 rates, and state revenue losses. Our full-sample model suggested that County Political Preferences had the strongest association with in-person instruction, followed by Pandemic Severity and State Sociopolitical Features. Because institutional sectors may be uniquely sensitive to these factors, we tested our models separately on 4-year public, 4-year private, and 2-year public and 2-year private institutions. State Sociopolitical Features were significantly related to in-person instruction for 4-year private and 2-year public institutions but were strongest for 4-year public institutions. For 4-year private and 2-year public institutions, County Political Preferences’ effect sizes were 2–3 times stronger than effects from State Sociopolitical Features. Pandemic Severity was significantly, negatively related to in-person instruction for 4-year private and 2-year public institutions–similar in magnitude to State Sociopolitical Features. Our analysis revealed that COVID-19 played a stronger role in determining in-person instruction in Fall 2020 than initial research using less sophisticated methods suggested—and while State Sociopolitical Features may have played a role in the decision, 4-year private and 2-year public institutions were more sensitive to county-level preferences