Do You Understand What I Mean? How Cognitive Interviewing Can Strengthen Valid, Reliable Study Instruments And Dissemination Products

It is now well accepted that working in research teams that span universities, jurisdictions and countries can be rewarding and economically prudent. To this end, investigators collaborate in the pursuit of knowledge to address human and societal problems and translate results into local and global contexts. This implies that investigators need to develop study instruments that are fit for purpose and strategically manage issues arising from geographical, linguistic and cultural diversity.  A proven method is cognitive interviewing to pre-test the study materials to ensure clarity and relevance in the study population. This paper describes the steps taken to increase the methodological reliability of study instruments through the use of cognitive interviewing and argues this technique should be a standard step in instrument development.

Patient Centered Medical Home: Creating A Blueprint for Quality Healthcare Through Illustrative Simulation

The advent of healthcare reform in the U.S. presents an unprecedented challenge to academic institutions that are striving to prepare a workforce to interact with individuals needing care in a variety of new practice settings. Patient-centered care is a core objective of these evolving settings which enhance access to a variety professionals and services in one location. This study was conducted over a period of three years and describes how illustrative simulation can be employed as a learning intervention to prepare graduate students for the expanded scope of practice necessary to function in the Patient Centered Medical Home healthcare delivery setting. The authors’ evaluation revealed that doctor of nursing practice students’ perceived illustrative simulation strengthened their understanding of: (a) the Institute of Medicine Core Competencies for a New Vision for Health Professionals, (b) the four competency domains identified by the Interprofessional Education Collaborative, and (c) the eligibility standards for National Committee for Quality Assurance – Patient Centered Medical Home recognition

Hiding In Plain Sight: Building Community Social Capital In Distance Education Graduate Programs

There is an increasing global demand for a broad range of academic programs to be offered by distance education. The development of flexible online technology has made studying for a degree ‘anywhere and anytime’ possible and this option has significant appeal for many people. However, there is limited knowledge available to guide faculty in the strategic development of supportive learning environments for distance education students that fosters connectedness for academic success. The purpose of this three-phase study was to introduce the concept of community social capital to a cohort of graduate nursing students (N=97) and then track implementation and impact in their on-line academic learning environment. Understanding social capital at the onset of graduate school can lead to an improved sense of how students can utilize and grow social capital, enhance bonding, and increase their academic advantage. The findings inform future education curricula, innovative strategies, and educational research agendas by suggesting that social capital awareness is beneficial to students enrolled in distance education

Leadership In Learning And Teaching In Higher Education: Perspectives Of Academics In Non-Formal Leadership Roles

Developing leaders and leadership are key factors to improve learning and teaching in higher education. Despite the abundance of literature concerning developing formal leadership, fewer studies have been conducted with academics in non-formal leadership roles that focus on how they develop their leadership in learning and teaching. Publication and funding metrics are evidence of leadership and success in research. Metrics in learning and teaching exist, but are less well accepted and valued. We undertook a qualitative descriptive study to examine how academics in non-formal leadership roles at an Australian university understood leadership and described their leadership in teaching. Following ethical approval, eight participants were interviewed using a semi-structured format. Thematic analysis revealed four themes: leadership is the ability to influence direction; all about the culture; becoming visible and speaking up; and learning leadership together. Participants said leading teaching teams effectively and influencing quality learning experiences for students and colleagues is ‘evidence’ of leadership in learning and teaching. Some said a few research colleagues and formal leaders did not accept such ‘evidence’ and continued to favour leadership of research teams. This paper contributes new strategies as possible ways forward to facilitate cultural change in higher education institutions that include: a need for formal leaders and academics to reach agreement about evidence of effective leadership in learning and teaching; academics sharing innovations to effectively lead teaching teams and to promote quality teaching experiences for students; and mentoring colleagues in learning and teachin

Leadership In Learning And Teaching In Higher Education: Perspectives Of Academics In Non-Formal Leadership Roles

Developing leaders and leadership are key factors to improve learning and teaching in higher education. Despite the abundance of literature concerning developing formal leadership, fewer studies have been conducted with academics in non-formal leadership roles that focus on how they develop their leadership in learning and teaching. Publication and funding metrics are evidence of leadership and success in research. Metrics in learning and teaching exist, but are less well accepted and valued. We undertook a qualitative descriptive study to examine how academics in non-formal leadership roles at an Australian university understood leadership and described their leadership in teaching. Following ethical approval, eight participants were interviewed using a semi-structured format. Thematic analysis revealed four themes: leadership is the ability to influence direction; all about the culture; becoming visible and speaking up; and learning leadership together. Participants said leading teaching teams effectively and influencing quality learning experiences for students and colleagues is ‘evidence’ of leadership in learning and teaching. Some said a few research colleagues and formal leaders did not accept such ‘evidence’ and continued to favour leadership of research teams. This paper contributes new strategies as possible ways forward to facilitate cultural change in higher education institutions that include: a need for formal leaders and academics to reach agreement about evidence of effective leadership in learning and teaching; academics sharing innovations to effectively lead teaching teams and to promote quality teaching experiences for students; and mentoring colleagues in learning and teaching

Patient Centered Medical Home: Creating A Blueprint For Quality Healthcare Through Illustrative Simulation

The advent of healthcare reform in the U.S. presents an unprecedented challenge to academic institutions that are striving to prepare a workforce to interact with individuals needing care in a variety of new practice settings.  Patient-centered care is a core objective of these evolving settings which enhance access to a variety professionals and services in one location. This study was conducted over a period of three years and describes how illustrative simulation can be employed as a learning intervention to prepare graduate students for the expanded scope of practice necessary to function in the Patient Centered Medical Home healthcare delivery setting. The authors’ evaluation revealed that doctor of nursing practice students’ perceived illustrative simulation strengthened their understanding of: (a) the Institute of Medicine Core Competencies for a New Vision for Health Professionals, (b) the four competency domains identified by the Interprofessional Education Collaborative, and (c) the eligibility standards for National Committee for Quality Assurance – Patient Centered Medical Home recognition

The history of healthcare quality: The first 100 years 1860–1960

In the 21st Century, health care systems across the world are focusing policy efforts on improving the quality of healthcare delivered to their population. In contrast, healthcare quality improvement in earlier time periods arose from a series of seemingly unrelated incidents and developments. In this paper, we sequentially review key international historical events that improved health care quality during the years 1860–1960, including innovation in health care financing, care delivery and workforce diversity. The modern nursing workforce of today continues to encounter many of these same challenges across the globe