Attitudes and Beliefs of Registered Nurses About the Process of Changing to an Electronic Medical Record in a Community Hospital: A Mixed Method Investigation

The change from paper charting systems to electronic medical records (EMR) is a daunting task. Many hospitals today are undergoing this process. Kotter’s Change Model informs us that the process must be guided by sound principles and lead by an engaged, focused team of dedicated employees. The studied hospital is a small hospital in rural Ohio that initiated this change in late 2012. Their computer charting initiative launched the EPIC program for EMR use throughout the facility. Nursing staff was challenged to learn and eventually become proficient in its use. Because nurses are the largest care provider group in any hospital, their ability to learn, change and adopt new care integration and documentation methods must be supported and enhanced. Benner’s Novice to Expert Model of Skill Acquisition in nursing has direct application in this transition. The purpose of this mixed-method, longitudinal study is to examine the attitudes and beliefs of nurses undergoing the change from a paper documentation system to a computer based system through the lens of Benner’s Novice to Expert Model. Nurses must accept the change to electronic medical records but they must also increase their skill level. Important factors for successful transition to electronic charting include usefulness of the software, methods of implementation as well as length of time after making the change

Attitudes and Beliefs of Registered Nurses About the Process of Changing to an Electronic Medical Record in a Community Hospital: A Mixed Method Investigation

The change from paper charting systems to electronic medical records (EMR) is a daunting task. Many hospitals today are undergoing this process. Kotter’s Change Model informs us that the process must be guided by sound principles and lead by an engaged, focused team of dedicated employees. The studied hospital is a small hospital in rural Ohio that initiated this change in late 2012. Their computer charting initiative launched the EPIC program for EMR use throughout the facility. Nursing staff was challenged to learn and eventually become proficient in its use. Because nurses are the largest care provider group in any hospital, their ability to learn, change and adopt new care integration and documentation methods must be supported and enhanced. Benner’s Novice to Expert Model of Skill Acquisition in nursing has direct application in this transition. The purpose of this mixed-method, longitudinal study is to examine the attitudes and beliefs of nurses undergoing the change from a paper documentation system to a computer based system through the lens of Benner’s Novice to Expert Model. Nurses must accept the change to electronic medical records but they must also increase their skill level. Important factors for successful transition to electronic charting include usefulness of the software, methods of implementation as well as length of time after making the change

School-Based Physical Activity Interventions: A Meta Analysis

School-based interventions have been proposed as a key strategy in reducing childhood obesity and type 2 diabetes, addressing cardiovascular disease and increasing physical activity. Numerous studies have examined the impact of interventions focusing on physical activity and nutrition education. Twenty published school-based interventions, which included a control group were identified. These studies were reported in 110 individual publications. Meta analysis wasused to examine the outcomes of twelve interventions; eight interventions were excluded because the data was not available (e.g., confidence intervals or means and standard deviations) to estimate effect sizes. The included studies reported data from 12,930 children and were reported in fifteen of the 110 publications. Two methods were used to calculate effect sizes for nineteen dependent variables. One method was the pre to post where the pre test mean was subtracted from the post test mean for both the intervention and control groups and divided by the control group pre standard deviation. This method produced one effect size for each level of the intervention and control for each dependent variable, yielding 168 effect sizes. Three variables were declared statistically significant; those were moderate-to-vigorous physical activity, mile walk/run, and knowledge. However the effect size for the mile run was small. Intervention and control was the independent variable in two t-tests for the remaining effect sizes of MVPA and knowledge. Knowledge was significantly better for intervention than control groups, MVPA was not. A second method of calculating the effect size was to compare the intervention to the control at post-test using the control post-test standard deviation. This produced 96 effect sizes. Four were statistically different from zero; mile walk/run, pull-ups, knowledge and total skinfolds. Of those four, only knowledge had a moderate effect size. While each of these effect sizes represented multiple effect sizes, some were from a single study. Therefore, effect sizes were combined to categories of cardiovascular outcomes (e.g., cholesterol, blood pressure), physical activity (e.g., fitness, mile run) and knowledge. For all studies, knowledge was greater in intervention participants (ES=0.90) as was physical activity (ES=0.76). The composite physical activity effect size (fitness and MVPA) was used as the dependent variable in a regression with total intervention time and Coordinated School Health Program (CSHP). components as predictors. The regression and both predictors were significant. Further analyses determined that grade (age) and gender were not significant categorical variables influencing the outcomes of interventions. Considering both methods of calculating effect sizes knowledge and physical activity are efficacious dependent variables because these are sensitive to change. Clearly, schools are well suited to influence both when given the resources to do so. Further, multifaceted approaches to increasing physical activity, such as the CSHP, produce larger effect sizes than single approaches. Future studies of school-based physical activity interventions should consider reporting data so that effect sizes can be calculated, focus on long term outcomes, and explore a variety of components of the Coordinated School Health Program

Building a High School to College Connection via E-Publishing

This poster describes how Drake Memorial Library at the College at Brockport is partnering with the Friends & Foundation of the Rochester Public Library to encourage publication of winning high school essays and creative works in a college institutional repository. The Sokol High School Literary Awards Program is an annual creative writing contest for high school students in grades nine through twelve that has been sponsored by the Friends & Foundation of the Rochester Public Library since 1958. Prizes are awarded in the categories of poetry, prose and performance. The process of establishing this collaboration, developing a workflow, and obtaining permissions in preparation for publication are highlighted. Learning outcomes include sharing how this library outreach program can be replicated and enhanced by others. The goal is to increase visibility for open access student scholarship and enhance self-advocacy. The project introduces students to publishing an online work for their resume, college applications, etc. The partnership establishes a connection between the student authors and Brockport that can be the start of a college pathway for the future. We have partnered with the Sokol Award program for the past five years (since 2015), and have now published a total of 35 articles in this collection. The collection can be viewed globally and winning student works have been downloaded collectively over 1242 times in the past five years

Increasing Diversity Representation in an Institutional Repository - Poster

Since its inception six years ago, our institutional repository has provided a number of opportunities to increase campus diversity awareness and representation. Examples begin with use as the registration/schedule platform for our annual Diversity Conference and as a repository for keynotes and other conference sessions. The repository also houses student journals such as \u27Dissenting Voices\u27, and we have built online exhibits related to artifacts from other parts of the world (e.g., New Guinea). A new e-book imprint has enabled us to publish books in Spanish and about other times and cultures, e.g., \u27Gilgamesh\u27. The repository has allowed us to look back to local college history and acknowledge various diversity efforts over the years. The poster will include and invite additional creative ideas to foster and grow inclusion in digital scholarship efforts

Increasing Diversity Representation in an Institutional Repository

Since its inception six years ago, our institutional repository has provided a number of opportunities to increase campus diversity awareness and representation. Examples begin with use as the registration/schedule platform for our annual Diversity Conference and as a repository for keynotes and other conference sessions. The repository also houses student journals such as \u27Dissenting Voices\u27, and we have built online exhibits related to artifacts from other parts of the world (e.g., New Guinea). A new e-book imprint has enabled us to publish books in Spanish and about other times and cultures, e.g., \u27Gilgamesh\u27. The repository has allowed us to look back to local college history and acknowledge various diversity efforts over the years. The poster will include and invite additional creative ideas to foster and grow inclusion in digital scholarship efforts

Developing Openness through Scholarly Communications in the Academic Library

Librarian perspectives range from protective and permissions-oriented about resources to being very open about sharing information. As librarian roles evolve, their values, identities, and responsibilities are changing as well. This poster outlines some ways academic librarians are infusing aspects of openness into their work. Librarians are focusing on open activities such as promoting and planning in support of instruction, discovery, research, copyright, preservation, and more. The poster highlights the team effort needed to support openness efforts. Openness in moving to open data, open research, open publishing, open educational resources, open pedagogy, and open education in general, is a growing strategic goal and forward-thinking endeavor for many, but not all, librarians. The poster includes preliminary results of a survey of librarian perceptions and attitudes about use and support for open educational resources. Changes in perception leading to updated vision, mission, values, and action are highlighted. Best practices for developing a scholarly communications unit to support OER, an open institutional repository, and open scholarship are shared, along with informal assessment and future plans for supporting digital scholarship initiatives

Inferring the eccentricity distribution

Standard maximum-likelihood estimators for binary-star and exoplanet eccentricities are biased high, in the sense that the estimated eccentricity tends to be larger than the true eccentricity. As with most non-trivial observables, a simple histogram of estimated eccentricities is not a good estimate of the true eccentricity distribution. Here we develop and test a hierarchical probabilistic method for performing the relevant meta-analysis, that is, inferring the true eccentricity distribution, taking as input the likelihood functions for the individual-star eccentricities, or samplings of the posterior probability distributions for the eccentricities (under a given, uninformative prior). The method is a simple implementation of a hierarchical Bayesian model; it can also be seen as a kind of heteroscedastic deconvolution. It can be applied to any quantity measured with finite precision--other orbital parameters, or indeed any astronomical measurements of any kind, including magnitudes, parallaxes, or photometric redshifts--so long as the measurements have been communicated as a likelihood function or a posterior sampling.Comment: Ap

Celebration of Brockport Faculty & Staff Scholarship : 2014-2017

Compiled by College at Brockport faculty member Linda Hacker, and professional staff member Kim Myers, with assistance from Grants Development Director Patricia Williams. Foreword by Drake Library Director, Mary Jo Orzech. ... [a bibliography that] represents over 200 publications from the faculty and staff of The College at Brockport during 2014-2016, as well as 123 creative works and 139 grants.... is not exhaustive, but is intended as a representative sample...https://digitalcommons.brockport.edu/bookshelf/1422/thumbnail.jp