A Study of New Teachers\u27 Perceptions of Their Induction Programs

Teaching is one of the few professions in which the novice is expected to perform the same responsibilities as their veteran counterparts from Day 1. Induction, the process of introducing a new teacher into the profession, can be categorized as a formal or informal process that encompasses all organizational aspects of the school district, both academic and socially. It is a time when new teachers are learning to teach and having to teach. This process can be a time of growth or a time of unease for new teachers, sometimes affecting their decisions to remain in the profession. The content and quality of induction programs vary from state to state, district to district, and sometimes from school to school. The purpose of this study was to explore the perceptions of similarly prepared new teacher’s induction programs. This study was designed to identify new teachers who had been teaching for less than 5 years and participated in some facet of the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act of 2012. This study was an exploration of the components of teacher induction programs and the perceptions of the teachers who participated in such programs. For this study, a survey was designed to explore what elements of induction were provided to the participants and what benefit, if any, was derived from such elements.[JP1] The results of this study showed new teachers regard elements of induction programs as important factors in their success as new teachers. Being assigned a mentor early in their teaching career, being able to collaborate with other teachers, and having relevant professional development all played a vital role in their decision making process to remain in the teaching profession

Effectiveness of Florbetapir PET Imaging in Changing Patient Management

Aims: To evaluate the impact of amyloid PET imaging on diagnosis and patient management in a multicenter, randomized, controlled study. Methods: Physicians identified patients seeking a diagnosis for mild cognitive impairment or dementia, possibly due to Alzheimer disease (AD), and recorded a working diagnosis and a management plan. The patients underwent florbetapir PET scanning and were randomized to either immediate or delayed (1-year) feedback regarding amyloid status. At the 3-month visit, the physician updated the diagnosis and recorded a summary of the actual patient management since the post-scan visit. The study examined the impact of immediate versus delayed feedback on patient diagnosis/management at 3 and 12 months. Results: A total of 618 subjects were randomized (1:1) to immediate or delayed feedback arms, and 602 subjects completed the 3-month primary endpoint visit. A higher proportion of patients in the immediate feedback arm showed a change in diagnosis compared to the controls (32.6 vs. 6.4%; p = 0.0001). Similarly, a higher proportion of patients receiving immediate feedback had a change in management plan (68 vs. 55.5%; p < 0.002), mainly driven by changes in AD medication. Specifically, acetylcholinesterase inhibitors were prescribed to 67% of the amyloid-positive and 27% of the amyloid-negative subjects in the information group compared with 56 and 43%, respectively, in the control group (p < 0.0001). These between-group differences persisted until the 12-month visit. Conclusion: Knowledge of the amyloid status affects the diagnosis and alters patient management

A rapid realist review of quality care process metrics implementation in nursing and midwifery practice

Quality measurement initiatives promote quality improvement in healthcare but can be challenging to implement effectively. This paper presents a Rapid Realist Review (RRR) of published literature on Quality Care-Process Metrics (QCP-M) implementation in nursing and midwifery practice. An RRR informed by RAMESES II standards was conducted as an efficient means to synthesize evidence using an expert panel. The review involved research question development, quality appraisal, data extraction, and evidence synthesis. Six program theories summarised below identify the key characteristics that promote positive outcomes in QCP-M implementation. Program Theory 1: Focuses on the evidence base and accessibility of the QCP-M and their ease of use by nurses and midwives working in busy and complex care environments. Program Theory 2: Examines the influence of external factors on QCP-M implementation. Program Theory 3: Relates to existing cultures and systems within clinical sites. Program Theory 4: Relates to nurses’ and midwives’ knowledge and beliefs. Program Theory 5: Builds on the staff theme of Programme Theory four, extending the culture of organizational learning, and highlights the meaningful engagement of nurses and midwives in the implementation process as a key characteristic of success. Program Theory 6: Relates to patient needs. The results provide nursing and midwifery policymakers and professionals with evidence-based program theory that can be translated into action-orientated strategies to help guide successful QCP-M implementation