Effectiveness of Telemedicine in Diabetes Management: A Retrospective Study in an Urban Medically Underserved Population Area (UMUPA).

The purpose of this research is to assess the efficacy of employing telemedicine (TM) technology compared to traditional face-to-face (F2F) visits as an alternative healthcare delivery service for managing diabetes in populations residing in urban medically underserved areas (UMUPA). Researchers investigating public health and healthcare systems fully grasp the enormous challenges encountered by vulnerable populations as a result of healthcare access barriers.1 Prior to the COVID-19 pandemic, F2F visits were most often utilized for healthcare delivery service, which frequently posed barriers for vulnerable populations. When marginalized people, encounter healthcare access barriers, a cascade of events generally occur leading to forestalling or avoiding healthcare services entirely, complicating disease management, resulting in negative health outcomes. This was a novel study examining the hemoglobin A1c (HbA1c) values of 111 patients with uncontrolled type 2 diabetes mellitus (T2DM) and 81 patients with prediabetes. Retrospective electronic patient health records (PHR) from a medical clinic were examined from January 1st, 2019, to June 30th, 2021. The results indicate that lowering HbA1c values for T2DM patients through utilizing TM is similar to outcomes from traditional visits, suggesting that TM may be an alternative mode of healthcare delivery for vulnerable populations. Results for patients with prediabetes were not statistically significant. Patients with uncontrolled diabetes and prediabetes shared a number of similar characteristics; they were predominantly Black, non-Hispanic, females, with a median age of 57 years; and resided in locations with inadequate access to healthcare services in an UMUPA. The majority of patients with uncontrolled diabetes who reside in an UMUPA completed appointments utilized TM technology, lending credence to its potential as an alternative healthcare delivery service for underserved populations. TM technology supports PH and the healthcare system with a viable, alternative strategy for expanding healthcare access where chronic illness and disease pose a significant threat to the health and wellbeing of vulnerable groups. Optimal treatment for patients with diabetes necessitates a proactive, coordinated, systems-thinking team approach. This research supports PH’s endeavors in tackling the long-standing healthcare access barrier challenges in underserved populations

The work of the Association for Sandwich Education and Training (ASET)Research Network UK

I am an experienced manager having worked in manufacturing, IT, customer services and local government. I joined the University of Huddersfield in 2005 to project manage ‘Student employability and Good practice in Placement Provision’. In 2006 I became responsible for a programme 17 teaching and learning projects. I have recently been appointed to be Teaching and Learning Institute – Administration Manager. My own interest in WIL started as a placement student on my Maths degree where I became ‘hooked’ upon manufacturing. I believe wholeheartedly in the value of work placements. Since joining academia I have been an active member of ASET and WACE. I am very interested in the research agenda. I joined the first ASET Research network, which sadly never really got going. At the 2009, I found a group of researchers who were keen to restart the research network and quickly rejoined. I am interested in WIL research and practice on both a national and international stage. I would like to represent the research network at the conference and look for ways of working with other international delegates with an interest in research

Impact on employee motivation of management\u27s perception of what employees want from their work: An application to the ski resort industry

This study explored the impact managers\u27 perceptions had on the motivation of ski resort employees. Hotel properties in Vail Valley, Colorado served as the population for the study. The study examined what ski resort employees want from their work and established their orientation to work. The relationship between what employees identified they wanted from their work and their motivation orientation was explored. In addition, the managers\u27 perceptions of what they perceived their employees wanted from their work was measured and compared to what employees identified they wanted from their work. The impact of managers\u27 perceptions was further identified with a discussion of the predominant incentive programs in the Valley. The exploratory study was supported through a review of related literature and statistical analyses of the data gathered. Conclusions and recommendations for future research were made based on this literature and the statistical findings

Coding Analysis Tool for Asynchronous Online Classroom Discussion

This project developed a coding tool for characterization of online, asynchronous classroom discussion. The tool is designed to be efficiently and reliably employed by researchers to analyze discussion. Consistent application will also facilitate comparison and meta-analysis of studies. Such analysis and comparison supports refinement of educational best-practices in this medium.https://scholarworks.waldenu.edu/archivedposters/1095/thumbnail.jp

Are work-integrated learning (WIL) students better equipped psychologically for work post-graduation than their non-work-integrated learning peers? Some initial findings from a UK university

Work-integrated learning (WIL) provides an opportunity to develop the skills, knowledge, competence, and experience, which increase employability and lead to more satisfying careers. Research indicates that WIL results in improved academic- and occupationally-related outcomes. However, there is a paucity of quantitative research examining the psychological impact of WIL. The study aimed to determine whether students who pursue WIL in the UK, differ significantly in terms of self-concept, self-efficacy, hope, study skills, motivation, and procrastination than students who have not participated in WIL. The methodology used a cross-sectional analysis of a large sample (n=716) of undergraduate students at the University of Huddersfield, UK. Results showed significant differences predominantly centred upon measures which pertain to students’ confidence in setting and attaining goals. The increased hope and confidence in goal attainment suggest that gaining work experience perhaps enhances the ability to set and achieve goals once in the work force. (Asia-Pacific Journal of Cooperative Education, 2013, 14(2), 117-125) Keywords: Employability; Psychological factors; Work-integrated learning; Placement; Confidence; Self estee

Re-aligning Strategic Capacity to deliver Teaching and Learning and Work Integrated Learning (WIL) Outcomes

Re-aligning Strategic Capacity to deliver Teaching and Learning and Work Integrated Learning Outcomes Institutions are continually challenged to innovate. In 2013 the University of Huddersfield reshaped its Strategy Map to take the university from 2013-18. Feeding into this overarching strategy are six strategies including a Teaching and Learning (T&L) Strategy, which is central to the delivery of Work Integrated Learning (WIL). This roundtable will focus on the change management process that was undertaken to ensure that the T&L strategy and particularly the WIL elements could be implemented effectively across the institution. Utilising existing resources and networks, a radical redesign of T&L support was undertaken; primarily a change from individual T&L Innovation Projects into cross university Strategic T&L Projects. Each strategic project is matched against an enabling strand of the T&L strategy. Each project is headed up by a National Teaching Fellow, with a research assistant drawn from the Teaching and Learning Institute, a student on WIL placement working as a project assistant; together with Associates from across the university. Example projects include: developing a student journal, embedding enterprise in the curriculum, using WIL as a peer mentoring approach and preparing students for a world where sustainability sits high on the agenda. The roundtable will explain the design and implementation process of the projects, together with some challenges form the first year of implementation. Delegates will then have time to discuss how universities can use their existing resources more effectively to deliver change and more effective WIL outcomes

Transforming the Global Co-operative and Work Integrated Education (CWIE) Workforce - A Talent Management Approach

As the global workplace becomes increasingly complex, there is a need to develop and retain a skilled workforce able to support students as they embark on potentially global careers. This paper explores a range of both innovative and award winning talent management strategies. These have been successfully implemented in the University sector and yet are of equal importance to industry. - Practical and innovation strategies to support skill development. Including the first UK programme to achieve 100% of teaching staff recognised as Fellows of the Higher Education Academy (often using evidence from their CWIE activities). - Supporting and mentoring staff for national and international recognition through success in schemes such as National Teaching Fellowship (Achieved the most in UK for the period 2008-14). - Rewarding and recognising staff who support the student experience. Evidenced by 'The Thank You Awards' a student nominated scheme with typically 800 nominations. Winning these awards has been cited by staff as the pinnacle of their career. Excellent examples of where staff support students to make informed career choices. - Building a culture of collaboration and support, through multi-disciplinary projects, inspiring conferences and networking fora. At the end of the session participants will be able to see approaches that could be transferred back into their university or industry workplace

From unskilled to employable: using a qualitative examination of the ‘Placement Timeline Research Method’ to explore student professional and personal development whilst on multiple WIL experiences.

This paper explores the method and findings of a qualitative examination into multiple work integrated learning (MWIL) placements. The research consisted of 14 reflective interviews with students from across discipline areas who had undertaken a series of work placements. The range of MWIL experiences included professional placements in nursing and youth work, yearlong placements in accountancy and engineering, self-directed WIL experiences in arts, informal and part-time placements. The aim of this study was to explore the transitions that took place throughout multiple placements that helped the student to become a work ready and an effective professional. A research method, 'Placement Timeline' was developed. This allows a reflective structure for the researcher to tease out skill development and work readiness. All interviews were transcribed and coded using NVivo qualitative software. The paper will discuss selected findings from the research. These provide insights into how multiple WIL experiences may benefit students in their preparation for work. In effect it was as if the work readiness and skills relating to an uncertain and ever changing job market skills were fast tracked over MWIL.This research highlights the key transitional features of MWIL