Emergency Department Nursing Competency for Pediatric Patients with Mild Traumatic Brain Injury

Mild Traumatic Brain Injury (mTBI) brings nearly 500,000 children to the emergency room (ER) annually. The CDC published evidence-based guidelines for pediatric mTBI in 2018. The purpose of this study is to determine if emergency department nurses are knowledgeable about the CDC guidelines. We utilized a descriptive cross-sectional study of ER nurses. Participants completed a knowledge assessment. Twenty nurses participated in the study with an average score of 57% on the knowledge assessment. Many ER nurses need more training on pediatric mTBI guidelines. Continuing education will improve nurse knowledge and patient care

Short Range Transit Plan for Chapel Hill Transit: Fiscal Years 2006-07--2010-11

Chapel Hill Transit provides fixed-route, demand-responsive and special events services for the Towns of Chapel Hill and Carrboro and the University of North Carolina at Chapel Hill. This short-range transit plan is intended to guide decisions over a five-year time period. The planning period for this plan is from Fiscal Year (FY) 2006-07 through 2010-11. In sum, this plan outlines an estimated $9.12 million in weekday daytime service improvements for Chapel Hill Transit, including coverage expansions, headway reductions, service-hour increases and productivity enhancements. Completing all service improvements outlined in this plan would require the operation of an additional 69 peak-hour buses, more than doubling the current peak bus usage. Midday operations would rise from 27 buses in FY 2004-05 to 52. Table I.1 (from Chapter 3 but reproduced here) lays out one possible application of the plan in terms of peak buses needed. Restructuring evening services would take an additional 4 to 10 buses, depending on the time of evening, while Saturday and Sunday operations add another 4 and 9 buses, respectively. The plan provides general recommendations and detailed analyses of current conditions. It should be used as a basis for decision-making, including further analysis when necessary.Master of City and Regional Plannin

Curb ramp and accessibility element upgrade prioritization: A literature review and analysis of multi-state survey data

Curb ramps are a universally beneficial element of the built environment, providing improved access for all users. The Americans with Disabilities Act (ADA) requires compliant ramps to be installed with new construction or when a facility is altered. The large quantity of ramps and other facilities that must be upgraded to achieve full compliance, coupled with limited budgets, often requires states to prioritize ramps for retrofit over time. Users with varying disabilities might prioritize curb ramp improvements differently. This study assessed the state of the practice for prioritizing curb ramp upgrades and retrofits. A background review of national standards and guidance related to curb ramps was conducted. Prioritization processes for similar accessibility elements, including sidewalks and accessible pedestrian signals, were gathered through a literature review. State representatives were contacted through an email survey to identify existing prioritization processes for curb ramps. Americans with Disabilities Act Accessibility Guidelines and Proposed Accessibility Guidelines for Pedestrian Facilities in the Public Right-of-Way provide similar standards and guidelines for accessibility. Three studies found that pedestrians with vision disabilities found domed surfaces most detectable, although users with mobility disabilities experienced negative safety and negotiability impacts with detectable warning surfaces. Compliance with accessibility standards and citizen requests were most commonly used for prioritization at the state level; localities were more likely to consider proximity to pedestrian generators and transit. These findings provide a foundational resource for agencies developing or revising prioritization processes for curb ramp retrofits.Peer Reviewe

Der professionelle Blick : diagnostische Kompetenz von Lehrkräften beschreiben und entwickeln

Um Kompetenzen bei Lernenden zu diagnostizieren, müssen Lehrkräfte über diagnostische Kompetenz verfügen. Die wissenschaftliche Auseinandersetzung mit dieser Lehrkraftkompetenz unterliegt einer intensiveren Betrachtung, seit eine PISA-Studie deutschen Lehrkräften schlechte Diagnoseergebnisse attestierte und der Auftrag zu individueller Förderung das Feld der pädagogischen Diagnostik neu ausleuchtet. Die vorliegende Arbeit rekonstruiert ein Modell diagnostischer Lehrkraftkompetenz, das beide Kompetenzdimensionen berücksichtigt, die Urteils- und Prozessdiagnostik. Das Modell fungiert als normativer Maßstab für die Gegenüberstellung mit den diagnostischen Alltagsparadigmen der untersuchten Lehrkräfte. Ein Alltagsparadigma enthält neben den diagnostischen Wissensbeständen auch subjektive Theorien, Orientierungen oder die Erfahrungen des Routinehandelns und wirkt auf Diagnosekompetenz. Geprüft wird, wie sich das diagnostische Alltagsparadigma durch Teilnahme an einer Fortbildungsmaßnahme verändert und welcher Zusammenhang zwischen der Entwicklungsdynamik und den Orientierungsrahmen der Lehrenden besteht. Es zeigt sich, dass bestimmte Lehrkraftorientierungen die Entwicklung der diagnostischen Kompetenz unterstützen, andere dagegen eine Veränderung hemmen. Die Ergebnisse der Untersuchung werden mit den Grundsätzen zur Gestaltung von Lehrerfortbildung und der Bildungsgangarbeit in Beziehung gesetzt. Strukturgleich zur individuellen Förderung von Lernenden sind Lernstände und -hintergründe von Lehrkräften mit diagnostischen Instrumenten zu erheben und bei Maßnahmen der Fortbildung zu berücksichtigen. Darüber hinaus wird deutlich, dass die Faktoren Zeit, Reflexion, Team und Theorie in der Arbeit der Lehrkräfteteams einer Neubewertung zu unterziehen sind.To diagnose skills in learners, teachers must themselves have diagnostic skills. The scientific discussion of this teacher-competence has been subject of a more intensive examination, since a PISA study attested German teachers poor diagnostic results. In addition, the assignment to further personal development (individually) also contributes to analyzing the field of educational diagnostics. This paper reconstructs a model of diagnostic teacher competence, which takes into account both competence dimensions, the diagnostics of coming to a judgment and process diagnostics. The model serves as a normative benchmark for comparing the everyday diagnostic paradigms of the investigated teachers. Aside from containing the portfolio of diagnostic knowledge, an everyday paradigm also comprises subjective theories, orientations or the know-how of routine actions and affects diagnostic skills. This research will examine how the diagnostic everyday paradigm can be changed by participating in a training program and which link exists between the dynamics of development and the frames of orientation of the teachers. It turns out that certain teacher-orientations support the development of diagnostic competence, whereas others inhibit a change. The results of this investigation will be correlated with the principles for designing teacher-training courses and teaching programs. As well as furthering personal development (individually) in learners, the stage and the history of learning of the teachers have to be assessed with diagnostic instruments in a structurally similar way and have to be considered for future professional training. Moreover, it becomes obvious that the factors time, reflection, team and theory in the work of teacher-teams have to be reevaluated.Tag der Verteidigung: 09.02.2015Paderborn, Univ., Diss., 201

Is Gamification a Suitable Means to Improve Applicant Reactions and Convey Information During an Online Test?

This study examined whether gamification of a computer-based cognitive ability test can positively influence applicant reactions. The gamification used a job-related storyline, avatars, and information games that were designed not only to increase enjoyment but also to convey information about the job. 212 participants completed either the gamified or the non-gamified test and answered questions concerning applicant reactions. The results showed that gamification can be used to playfully provide information about the organization and job during an assessment and, thus, can enhance perceived clarity about what to expect in a job. Additionally, the gamified assessment was rated higher on opportunity to perform compared to its traditional version, while no differences were found between the two tests for fairness, job relatedness, and enjoyment

Engaging Faculty and Students Across Departments to Increase Community Engagement

This Brown Bag discussion will allow participants to both share results of their efforts to increase multi-disciplinary efforts of both faculty and students in the community and to brainstorm possibilities. These efforts foster collaborative problem-solving skills and increase name recognition of the university in the community

Inter-departmental Collaboration to Enhance Programs and Meet Community Needs

This interactive session will describe how three academic departments shared their resources and expertise to enhance program quality by giving their students opportunities to collaborate with both faculty and students of different disciplines while meeting the needs of under-represented community groups in a camp context

Inpatient versus outpatient intravenous diuresis for the acute exacerbation of chronic heart failure

BACKGROUND: We established an IV outpatient diuresis (IVOiD) clinic and conducted a quality improvement project to evaluate safety, effectiveness and costs associated with outpatient versus inpatient diuresis for patients presenting with acute decompensated heart failure (ADHF) to the emergency department (ED). METHODS: Patients who were clinically diagnosed with ADHF in the ED, but did not have high-risk features, were either diuresed in the hospital or in the outpatient IVOiD clinic. The dose of IV diuretic was based on their home maintenance diuretic dose. The outcomes measured were the effects of diuresis (urine output, weight, hemodynamic and laboratory abnormalities), 30-90 day readmissions, 30-90 day death and costs. RESULTS: In total, 36 patients (22 inpatients and 14 outpatients) were studied. There were no significant differences in the baseline demographics between groups. The average inpatient stay was six days and the average IVOiD clinic days were 1.2. There was no significant difference in diuresis per day of treatment (1159 vs. 944 ml, p = 0.46). There was no significant difference in adverse outcomes, 30-90 day readmissions or 30-90 day deaths. There was a significantly lower cost in the IVOiD group compared to the inpatient group ($839.4 vs.$9895.7, p=\u3c0.001). CONCLUSIONS: Outpatient IVOiD clinic diuresis may be a viable alternative to accepted clinical practice of inpatient diuresis for ADHF. Further studies are needed to validate this in a larger cohort and in different sites