Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

A State-of-the-Art Survey of Tasks for Tree Design and Evaluation with a Curated Task Dataset

In the field of information visualization, the concept of ``tasks'' is an essential component of theories and methodologies for how a visualization researcher or a practitioner understands what tasks a user needs to perform and how to approach the creation of a new design. In this paper, we focus on the collection of tasks for tree visualizations, a common visual encoding in many domains ranging from biology to computer science to geography. In spite of their commonality, no prior efforts exist to collect and abstractly define tree visualization tasks. We present a literature review of tree visualization papers and generate a curated dataset of over 200 tasks. To enable effective task abstraction for trees, we also contribute a novel extension of the Multi-Level Task Typology to include more specificity to support tree-specific tasks as well as a systematic procedure to conduct task abstractions for tree visualizations. All tasks in the dataset were abstracted with the novel typology extension and analyzed to gain a better understanding of the state of tree visualizations. These abstracted tasks can benefit visualization researchers and practitioners as they design evaluation studies or compare their analytical tasks with ones previously studied in the literature to make informed decisions about their design. We also reflect on our novel methodology and advocate more broadly for the creation of task-based knowledge repositories for different types of visualizations. The Supplemental Material will be maintained on OSF:~\url{https://osf.io/u5ehs

Replication Data for: Group 2 | BARI (Harvard, Northeastern): Expanding Administrative Urban Knowledge with R and Big Data: “Boston Property Assessments FY2018”

I. INTRODUCTION, AND IMPACT OF FINDINGS FOR FUTURE IMPLEMENTATION Outcome: A quantitative ""data-story"" can be fully expressed in qualitative form as a means of expressing the interconnected nature of variables that contribute to a networked understanding to map the constantly evolving modern Urban Landscape. Enhanced allocative, fiscal, political, and social decision making lead to almost immediate positive externalities in terms of the connected urban landscape. Constant constraints of many different forms force decision-makers to make impulsive, rushed, and consequently uninformed decisions that are based merely on presuppositions. Constant construction of pathways between seamlessly unrelated sets of information derived from the existing, historic, and quantifiable data types will bring urban decision makers solution-based and preventative vs. reactive competitive advantage . These *NEW* ""Measures"" that we have calculated and defined only be achieved through the expansion of PUBLIC access to unit-level, which is one of the purposes of publishing reproducible findings for this dataset.II. PURPOSE AND GOAL IN TERMS OF THE CONTRIBUTION TO UNCOVER INSIGHTS THAT HIGHLIGHT THE HOLISTIC FUNCTIONS OF THE CITY AND IMPROVE KNOWLEDGE * Incorporate big data into the study and management of the City of Boston to develop new contextually rich value-added variables through integration of additional administrative records, GIS/geographic data (shape-file/JSON), demographic data etc. * Statistically analyze and explore output generated from the integrated data to uncover correlations that will provide increased confidence levels, understandability, and interpretability in relation to the economy, direct human behavior, government policies/decision making, and the environment. * Use Practical Aggregate Measures to accelerate assimilation of, and to leverage all facets of corresponding applicable data * Finally, meticulously record, interpolate, hypothesize, and upload findings for a continuation of development.-- Replication of Citation Metadata for "Group 2": Dataset Persistent ID: doi:10.7910/DVN/PZCZSF Title: Group 2 Author: Boston Area Research Initiative, BARI (Northeastern University / Harvard University) Charan Konanki, Sai (Northeastern University) Shah, Chaitya (Northeastern University) Jonah, Domenic (Northeastern University) - ORCID: 0000-0002-0212-158

Usability and knowledge testing of educational tools about infant vaccination pain management directed to postnatal nurses

Abstract Background Adapting educational tools to meet user needs is a critical aspect of translating research evidence into best clinical practices. The objectives of this study were to evaluate usability and effectiveness of educational tools about infant vaccination pain management directed to postnatal nurses. Methods Mixed methods design. A template pamphlet and video included in a published clinical practice guideline were subjected to heuristic usability evaluation and then the revised tools were reviewed by postnatal hospital nurses in three rounds of interviews involving 8 to 12 nurses per round. Nurses’ knowledge about evidence-based pain management interventions was evaluated at three time points: baseline, after pamphlet review, and after video review. Results Of 32 eligible postnatal nurses, 29 agreed to participation and data were available for 28. Three overarching themes were identified in the interviews: 1) utility of information, 2) access to information, and 3) process for infant procedures. Nurses’ knowledge improved significantly (p < 0.05) from the baseline phase to the pamphlet review phase, and again from the pamphlet review phase to the video review phase. Conclusions This study demonstrated usability and knowledge uptake from a nurse-directed educational pamphlet and video about managing infant vaccination pain. Future studies are needed to determine the impact of implementing these educational tools in the postnatal hospital setting on parental utilization of analgesic interventions during infant hospitalization and future infant vaccinations

Usability and knowledge testing of educational tools about infant vaccination pain management directed to postnatal nurses

BACKGROUND: Adapting educational tools to meet user needs is a critical aspect of translating research evidence into best clinical practices. The objectives of this study were to evaluate usability and effectiveness of educational tools about infant vaccination pain management directed to postnatal nurses. METHODS: Mixed methods design. A template pamphlet and video included in a published clinical practice guideline were subjected to heuristic usability evaluation and then the revised tools were reviewed by postnatal hospital nurses in three rounds of interviews involving 8 to 12 nurses per round. Nurses' knowledge about evidence-based pain management interventions was evaluated at three time points: baseline, after pamphlet review, and after video review. RESULTS: Of 32 eligible postnatal nurses, 29 agreed to participation and data were available for 28. Three overarching themes were identified in the interviews: 1) utility of information, 2) access to information, and 3) process for infant procedures. Nurses' knowledge improved significantly (p < 0.05) from the baseline phase to the pamphlet review phase, and again from the pamphlet review phase to the video review phase. CONCLUSIONS: This study demonstrated usability and knowledge uptake from a nurse-directed educational pamphlet and video about managing infant vaccination pain. Future studies are needed to determine the impact of implementing these educational tools in the postnatal hospital setting on parental utilization of analgesic interventions during infant hospitalization and future infant vaccinations

Knowledge translation of the HELPinKIDS clinical practice guideline for managing childhood vaccination pain: usability and knowledge uptake of educational materials directed to new parents

Abstract Background Although numerous evidence-based and feasible interventions are available to treat pain from childhood vaccine injections, evidence indicates that children are not benefitting from this knowledge. Unrelieved vaccination pain puts children at risk for significant long-term harms including the development of needle fears and subsequent health care avoidance behaviours. Parents report that while they want to mitigate vaccination pain in their children, they lack knowledge about how to do so. An evidence-based clinical practice guideline for managing vaccination pain was recently developed in order to address this knowledge-to-care gap. Educational tools (pamphlet and video) for parents were included to facilitate knowledge transfer at the point of care. The objectives of this study were to evaluate usability and effectiveness in terms of knowledge acquisition from the pamphlet and video in parents of newly born infants. Methods Mixed methods design. Following heuristic usability evaluation of the pamphlet and video, parents of newborn infants reviewed revised versions of both tools and participated in individual and group interviews and individual knowledge testing. The knowledge test comprised of 10 true/false questions about the effectiveness of various pain management interventions, and was administered at three time points: at baseline, after review of the pamphlet, and after review of the video. Results Three overarching themes were identified from the interviews regarding usability of these educational tools: receptivity to learning, accessibility to information, and validity of information. Parents’ performance on the knowledge test improved (p≤0.001) from the baseline phase to after review of the pamphlet, and again from the pamphlet review phase to after review of the video. Conclusions Using a robust testing process, we demonstrated usability and conceptual knowledge acquisition from a parent-directed educational pamphlet and video about management of vaccination pain. Future studies are planned to determine the impact of these educational tools when introduced in clinical settings on parent behaviors during infant vaccinations.</p

Knowledge translation of the HELPinKIDS clinical practice guideline for managing childhood vaccination pain: usability and knowledge uptake of educational materials directed to new parents

Abstract Background Although numerous evidence-based and feasible interventions are available to treat pain from childhood vaccine injections, evidence indicates that children are not benefitting from this knowledge. Unrelieved vaccination pain puts children at risk for significant long-term harms including the development of needle fears and subsequent health care avoidance behaviours. Parents report that while they want to mitigate vaccination pain in their children, they lack knowledge about how to do so. An evidence-based clinical practice guideline for managing vaccination pain was recently developed in order to address this knowledge-to-care gap. Educational tools (pamphlet and video) for parents were included to facilitate knowledge transfer at the point of care. The objectives of this study were to evaluate usability and effectiveness in terms of knowledge acquisition from the pamphlet and video in parents of newly born infants. Methods Mixed methods design. Following heuristic usability evaluation of the pamphlet and video, parents of newborn infants reviewed revised versions of both tools and participated in individual and group interviews and individual knowledge testing. The knowledge test comprised of 10 true/false questions about the effectiveness of various pain management interventions, and was administered at three time points: at baseline, after review of the pamphlet, and after review of the video. Results Three overarching themes were identified from the interviews regarding usability of these educational tools: receptivity to learning, accessibility to information, and validity of information. Parents’ performance on the knowledge test improved (p≤0.001) from the baseline phase to after review of the pamphlet, and again from the pamphlet review phase to after review of the video. Conclusions Using a robust testing process, we demonstrated usability and conceptual knowledge acquisition from a parent-directed educational pamphlet and video about management of vaccination pain. Future studies are planned to determine the impact of these educational tools when introduced in clinical settings on parent behaviors during infant vaccinations

Knowledge translation of the HELPinKIDS clinical practice guideline for managing childhood vaccination pain: usability and knowledge uptake of educational materials directed to new parents

Abstract Background Although numerous evidence-based and feasible interventions are available to treat pain from childhood vaccine injections, evidence indicates that children are not benefitting from this knowledge. Unrelieved vaccination pain puts children at risk for significant long-term harms including the development of needle fears and subsequent health care avoidance behaviours. Parents report that while they want to mitigate vaccination pain in their children, they lack knowledge about how to do so. An evidence-based clinical practice guideline for managing vaccination pain was recently developed in order to address this knowledge-to-care gap. Educational tools (pamphlet and video) for parents were included to facilitate knowledge transfer at the point of care. The objectives of this study were to evaluate usability and effectiveness in terms of knowledge acquisition from the pamphlet and video in parents of newly born infants. Methods Mixed methods design. Following heuristic usability evaluation of the pamphlet and video, parents of newborn infants reviewed revised versions of both tools and participated in individual and group interviews and individual knowledge testing. The knowledge test comprised of 10 true/false questions about the effectiveness of various pain management interventions, and was administered at three time points: at baseline, after review of the pamphlet, and after review of the video. Results Three overarching themes were identified from the interviews regarding usability of these educational tools: receptivity to learning, accessibility to information, and validity of information. Parents’ performance on the knowledge test improved (p≤0.001) from the baseline phase to after review of the pamphlet, and again from the pamphlet review phase to after review of the video. Conclusions Using a robust testing process, we demonstrated usability and conceptual knowledge acquisition from a parent-directed educational pamphlet and video about management of vaccination pain. Future studies are planned to determine the impact of these educational tools when introduced in clinical settings on parent behaviors during infant vaccinations