Assessing Undergraduate Nursing Students’ Information Needs and Perceptions of the Library: A Longitudinal Evaluation - Year 1

Poster presentation for the Medical Library Association Annual Meeting 2016.This project will follow incoming undergraduate students in the traditional Bachelor of Science in Nursing (BSN) program over four years. Using both surveys and focus group interviews, we hope to better understand their level of information need and information seeking behaviors, perceptions of library resources and the role of informationists, and identify gaps in their needs and the library's integration in the curriculum. Gathering yearly data will help us improve and expand upon our current level of involvement in the U-M School of Nursing (UMSN) undergraduate curriculum by making incremental updates to our content and improve the timing for interventions and communication.Taubman Health Sciences LibraryUM Library Research and Creative Projects Awardhttp://deepblue.lib.umich.edu/bitstream/2027.42/117637/1/MLA16_Undergrad_info_needs.pdfDescription of MLA16_Undergrad_info_needs.pdf : Poste

Psychological Functioning in Pediatric Patients with Single Ventricle Congenital Heart Disease: A Meta-Analysis and Systematic Review Protocol

Mental health is an important yet understudied area of care for patients with congenital heart disease. Through limited studies, it is known that children and adults with congenital heart disease have increased incidence of mental health disorders when compared to their peers [1-3]. Some studies estimate that over half of adult patients with congenital heart disease have significant symptoms of a mood or anxiety disorder [3], although it is very likely that these symptoms are underrecognized. It is also known that in adults with congenital heart disease, depression is responsible for the variability of self-reported health status of patients, including physical functioning [4]. A prior review and meta-analysis of patient with complex congenital heart disease showed an increased risk of internalizing and externalizing behavior problems, however this review was not specific to the single ventricle population [5]. A recent review and meta-analysis of patients with children and adults with single ventricle physiology found worse health-related quality of life outcomes in this population [6], however currently less is known about psychological functioning specifically in the pediatric single ventricle population. The aim of this systematic review is to summarize and meta-analyze the existing literature of psychological outcomes in pediatric single ventricle patients. It is hypothesized that pediatric patients with single ventricle heart disease will have an increased risk of internalizing and externalizing problems as compared to their peers.No funding associated with this projecthttp://deepblue.lib.umich.edu/bitstream/2027.42/167623/3/SVSysRevProposal2021.pdfDescription of SVSysRevProposal2021.pdf : This is a protocol for an evidence sythesis project on Psychological Functioning in Pediatric Patients with Single Ventricle Congenital Heart DiseaseSEL

Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video

Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and seventy-six toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word’s meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers’ transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children

Public Interest in Population Genetic Screening for Cancer Risk

An emerging role for DNA sequencing is to identify people at risk for an inherited cancer syndrome in order to prevent or ameliorate the manifestation of symptoms. Two cancer syndromes, Hereditary Breast and Ovarian Cancer and Lynch Syndrome meet the “Tier 1” evidence threshold established by the Centers for Disease Control and Prevention (CDC) for routine testing of patients with a personal or family history of cancer. Advancements in genomic medicine have accelerated public health pilot programs for these highly medically actionable conditions. In this brief report, we provide descriptive statistics from a survey of 746 US respondents from a Qualtrics panel about the public’s awareness of genetic testing, interest in learning about their cancer risk, and likelihood of participating in a population genetic screening (PGS) test. Approximately of half the respondents were aware of genetic testing for inherited cancer risk (n = 377/745, 50.6%) and would choose to learn about their cancer risk (n-309/635, 48.7%). Characteristics of those interested in learning about their cancer risk differed by educational attainment, age, income, insurance status, having a primary care doctor, being aware of genetic testing, and likelihood of sharing information with family (p < 0.05). A sizeable majority of the respondents who were interested in about learning their cancer risk also said that they were likely to participate in a PGS test that involved a clinical appointment and blood draw, but no out-of-pocket cost (n = 255/309, 82.5%). Reasons for not wanting to participate included not finding test results interesting or important, concerns about costs, and feeling afraid to know the results. Overall, our results suggest that engaging and educating the general population about the benefits of learning about an inherited cancer predisposition may be an important strategy to address recruitment barriers to PGS

Coviewing supports word learning from contingent and non-contingent video

Social cues are one way young children determine that a situation is pedagogical in nature -- containing information to be learned and generalized. However, some social cues (e.g., contingent gaze and responsiveness) are missing from pre-recorded video, a potential reason why toddlers’ language learning from video can be inefficient compared to their learning directly from a person. This study explored two methods for supporting children’s word learning from video by adding social-communicative cues. Eighty-eight 30-month-olds began their participation with a video training phase. In one manipulation, an on-screen actress responded contingently to children through a live video feed (similar to Skype or FaceTime “video chat”) or appeared in a pre-recorded demonstration. In the other manipulation, parents either modeled responsiveness to the actress’ on-screen bids for participation or sat out of their child’s view. Children then viewed a labeling demonstration on video, and their knowledge of the label was tested with 3D objects. Results indicated that both on-screen contingency and parent modeling increased children’s engagement with the actress during training. However, only parent modeling increased children’s subsequent word learning, perhaps by revealing the symbolic (representational) intentions underlying this video. This study highlights the importance of adult co-viewing in helping toddlers interpret communicative cues from video

Let’s chat: On-screen social responsiveness is not sufficient to support toddlers’ word learning from video

Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and seventy-six toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word’s meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers’ transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children