Evidence-Based Skin Champion Program Reduces Pressure Injuries in a Pediatric Hospital

Prevention of pressure injuries (PIs) in pediatric patients is an important nurse-sensitive quality goal. The PI rate at a large urban pediatric hospital triggered a call to action by the Chief Nursing Officer to establish a Hospital Acquired PI (HAPI) Task Force which identified the Skin Champion program as a key improvement strategy. The goals of the Skin Champion program are to lower the rate of HAPIs, empower front line care providers to implement evidence-based care bundles, achieve consistency of practice, and provide resource availability at the point of care. The implementation of the Skin Champion quality improvement program achieved an 85% reduction in severe harm and “reportable HAPI incidence, which is lower than the HAPI national average in pediatric patients (Solutions for Patient Safety, 2018), and an increase in nurse compliance with the HAPI prevention bundle. The HAPI incidence rate has remained near 0.05 per 1000 patient days

Quiet in the Operating Room! Team STEPPS and OR Distractions

Background and Objective: From the moment that a patient enters the operating room to the time that they are brought to the post anesthesia care unit, a distraction has the potential to lead to an adverse outcome for the patient. During the critical portions of the surgery, it is even more important for all members of the operating staff to be focused and engaging in safe practices. Distractions in the operating room can hinder safe communication and potentially endanger patient safety. Team training has been shown to both improve team communication and reduce distractions. The objective of this project was using Team STEPPS training to reduce distractions during the critical portions of surgery, defined as the time of anesthesia induction, the time out, and the time of emergence from anesthesiahttps://jdc.jefferson.edu/patientsafetyposters/1060/thumbnail.jp

Dynamical Triangulations, a Gateway to Quantum Gravity ?

We show how it is possible to formulate Euclidean two-dimensional quantum gravity as the scaling limit of an ordinary statistical system by means of dynamical triangulations, which can be viewed as a discretization in the space of equivalence classes of metrics. Scaling relations exist and the critical exponents have simple geometric interpretations. Hartle-Hawkings wave functionals as well as reparametrization invariant correlation functions which depend on the geodesic distance can be calculated. The discretized approach makes sense even in higher dimensional space-time. Although analytic solutions are still missing in the higher dimensional case, numerical studies reveal an interesting structure and allow the identification of a fixed point where we can hope to define a genuine non-perturbative theory of four-dimensional quantum gravity.Comment: Review, 44 pages, tar compressed uuencoded ps-file (after removing header, type csh filename.uu

The Dimensional Recurrence and Analyticity Method for Multicomponent Master Integrals: Using Unitarity Cuts to Construct Homogeneous Solutions

We consider the application of the DRA method to the case of several master integrals in a given sector. We establish a connection between the homogeneous part of dimensional recurrence and maximal unitarity cuts of the corresponding integrals: a maximally cut master integral appears to be a solution of the homogeneous part of the dimensional recurrence relation. This observation allows us to make a necessary step of the DRA method, the construction of the general solution of the homogeneous equation, which, in this case, is a coupled system of difference equations.Comment: 17 pages, 2 figure

Community Nursing: Health Care Behind Closed Doors

Focus of nursing education in the 21st century is to teach students how to work with individuals & families within a community setting & to develop skills in providing nursing care that stresses community as the client. The expectation of the APHA is that BSN students will be educationally prepared to work with & improve the health of individuals, families, & diverse populations within the community.https://jdc.jefferson.edu/nursingposters/1008/thumbnail.jp

A Qualitative Evaluation of the Interprofessional Student Hotspotting Learning Collaborative: Perceptions of Student and Faculty Advisor Participants

Introduction: Student participation in interprofessional education has proven beneficial in regards to students’ understanding of professional roles, team situational awareness1,and appreciating the need for collaboration2. The interprofessional student hotspotting learning collaborative enables students to work in teams to help serve patients categorized as health-system “super-users”, defined as those who overuse inpatient and/or emergency hospital services, over a period of six months’ time. This model will allow students to have real patient encounters and to begin utilizing their own roles within interdisciplinary teams. Objective: This study aims to evaluate the impact of the interprofessional student hotspotting learning collaborative on student participants. Methods: Our study analyzes the impact of participation in the hotspotting curriculum on the change in students’ knowledge, attitudes, skills, and behaviors, and identifies which change impacts the largest number of students. Students represent various healthcare specialties including but not limited to nursing, pharmacy, and medicine. Students will be given surveys and will participate in focus groups, and this data will be compiled and analyzed for statistical significance and quantitative analysis for patterns and trends. Results: The results of this study demonstrate that students have improved understanding of their roles on an interprofessional team as well as changes in attitudes towards being a member of an interprofessional team. They also suggest improvements for the program and suggestions for faculty advisors. Conclusions: Using these results, we can further develop the hotspotting program to initiate changes in the behavior of the members of interprofessional teams. Changes in interprofessional behaviors during education can lead to changes in behavior during their careers