INPUT: An academic–practice partnership to an underserved rural community

The INPUT project is a model partnership that changed the way health care was offered to the underserved in rural Western North Carolina. Grant funding provided a full‐time Family Nurse Practitioner (FNP) to a free clinic and created clinical placements for FNP students. Students had opportunities to learn about unique aspects of care for vulnerable, underserved populations to encourage them to consider working in rural communities. The clinic saw an increase in patient visits and offered more continuity in follow‐up care. This academic–practice partnership represents a successful example of how working together can benefit the collaborators and community

The Heart of a Library: Getting to Know Each Other

Starting a new job is overwhelming! New employees can feel isolated and disconnected without concerted effort by library colleagues, limiting their ability to create meaningful partnerships.  Milner Library grappled with these challenges when a cohort of new employees arrived in summer 2020. Milner’s new mentoring program began to organize a series of virtual information sessions to increase awareness of different library departments. In the Getting to Know Milner series, presenters highlighted partnerships and the interconnectedness of library activities. Collaborators in the audience were able to see the value of their work reflected in their colleagues\u27 presentations. These sessions illustrated the importance of the library as a community and the merit of a unified approach. Library work extends beyond individual departments. This series emphasized that one’s place in a library is in many places. Interdepartmental conversations have increased, which is beginning to bridge longstanding gaps. The informal feedback has been overwhelmingly positive, with fruitful participation and attendance. Both new and long-time employees have connected with their colleagues and have gained a deeper appreciation for what makes their library unique. At the heart of it, this series has built a stronger community at Milner Library

Thinking Outside the Dyad: Incorporating Cohort-Based Experiences into Mentorship

A benefit of the traditional one-to-one, hierarchical mentoring relationship is the individualized attention and guidance the mentor provides the mentee. This singular mentoring relationship can be effective but is not always sufficient in addressing institutional acculturation and meeting personal needs of the new employee. This paper discusses how an emergent mentoring program at Milner Library blended the dyadic mentoring relationship with cohort-based programming to create a space for participants to learn from colleagues across departments, share experiences, and consider psychosocial issues. These grassroots programming efforts have cultivated holistic engagement and renewed community

Minding the Gap: Grassroots Efforts to Enhance the Graduate Student Research Experience

As scholars in training and future faculty, graduate students are a vital community within any higher education institution and a population that should be embraced by academic libraries. While some libraries have highly structured and formalized programming, others have an ad hoc approach relying on subject librarians to address individual student questions at the point of need. This book chapter discusses the collaborative effort of three librarians at Illinois State University’s Milner Library in developing specialized workshops and a strong partnership with the Graduate School. The authors cover the evolution of the collaborations and partnerships, necessary steps needed to sustain partnerships, processes for identifying, building, and expanding program content, and long-term plans to establish formalized programming and assessment

Infusing a Course-Based Undergraduate Research Experience (CURE) into an Allied Health Curriculum

Purpose: Infusion of a course-based undergraduate research experience (CURE) into an existing research design course in an applied science curriculum allowed medical laboratory science students (n=22) to each be a contributing team member in a hand’s-on research experience, where most of the work was completed during the class time on campus. This design allowed for equal access, an equitable experience, and inclusion of all students enrolled in the course. Methods: Students and instructors worked together to develop a research question. The group agreed that the research question would be to determine the number of environmental specimens that were positive for mycobacteria species in residential plumbing specimens from different faucets and showerheads within residences in local areas. Before the actual collection of specimens, students reviewed the literature and completed more traditional modules in research ethics and Collaborative Institutional Training Initiative (CITI) training. Once that was completed, students designed and assembled the collection kits, collected and processed the specimens, and reported their results. Results: Students completed most tasks during the designated class time, and those tasks that had to be completed outside of class were not overwhelming for the students either in time or effort. The students’ reflections as the human subjects in this CURE indicated that 1) 90% of the students agreed they had a better understanding of the Institutional Review Board (IRB) process, 2) 100% of the students agreed the collection process was easily completed, 3) 100% of the students agreed the specimen testing was easily completed and interpreted, and 4) 100% of the students agreed the required parameters of a CURE were met. Conclusion: A CURE can be infused successfully into an applied science course allowing every student to become a contributing member of the research team

Glad She Was There, Otherwise I Would Have Failed : Student Perceptions of an Embedded Librarian

Embedded librarianship offers students, faculty, and librarians the opportunity to work closely together. After many years of collaborating with faculty partners and assisting students both inside the classroom and out, an embedded librarian in an undergraduate nursing research course sought the student perspective on having an embedded librarian.In spring 2021, the research team scheduled focus groups to measure students’ perceptions of the embedded librarian’s impact on their research experience. Twenty-four students in five focus groups participated via Zoom. The group members met with students to capture firsthand accounts of their experiences.This poster presentation will highlight students’ perceptions of the embedded librarian, including the impact on their learning outcomes, self-confidence, and overall experiences.  The poster and research findings will interest librarians who have considered an embedded role as well as those currently embedded who wish to garner similar feedback on their practice’s impact on student success

Provider reported implementation of nutrition-related practices in childcare centers and family childcare homes in rural and urban Nebraska

Approximately 15 million children under age 6 are in childcare settings, offering childcare providers an opportunity to influence children’s dietary intake. Childcare settings vary in organizational structure – childcare centers (CCCs) vs. family childcare homes (FCCHs) – and in geographical location – urban vs. rural. Research on the nutrition-related best practices across these childcare settings is scarce. The objective of this study is to compare nutrition-related best practices of CCCs and FCCHs that participate in the Child and Adult Care Food Program (CACFP) in rural and urban Nebraska. Nebraska providers (urban n = 591; rural n = 579) reported implementation level, implementation difficulty and barriers to implementing evidence-informed food served and mealtime practices. Chi-square tests comparing CCCs and FCCHs in urban Nebraska and CCCs and FCCHs in rural Nebraska showed sub-optimal implementation for some practices across all groups, including limiting fried meats and high sugar/ high fat foods, using healthier foods or non-food treats for celebrations and serving meals family style. Significant differences (p \u3c .05) between CCCs and FCCHs also emerged, especially with regard to perceived barriers to implementing best practices. For example, CCCs reported not having enough money to cover the cost of meals for providers, lack of control over foods served and storage problems, whereas FCCHs reported lack of time to prepare healthier foods and sit with children during mealtimes. Findings suggest that policy and public health interventions may need to be targeted to address the unique challenges of implementing evidence-informed practices within different organizational structures and geographic locations

Toxic trauma: Household water quality experiences predict posttraumatic stress disorder symptoms during the Flint, Michigan, water crisis

We examined the relationship between perceptions of household tap water quality and posttraumatic stress disorder (PTSD) symptoms during the Flint, Michigan, water crisis in 2015–2016. The Speak to Your Health Community Survey is a community‐based participatory component of the health surveillance system in Genesee County, Michigan. Perceptions of household tap water quality was added to the 2015–2016 survey wave after inadequate official response to concerns over water quality after a change in Flint’s municipal water supply. Respondents (N = 786) also completed a brief PTSD screening tool. We examined the relationships of perceived household tap water quality to PTSD symptomatology and positive screening criteria for PTSD, controlling for sociodemographics. Perceived tap water quality predicted PTSD symptomatology and positive screening criteria for PTSD, independent of sociodemographics. The adverse mental health impact of municipal toxic contamination may generalize to other similar environmental contamination incidents.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138395/1/jcop21898_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/138395/2/jcop21898.pd

Busy Streets Theory: The Effects of Communityâ engaged Greening on Violence

Lack of maintenance on vacant neighborhood lots is associated with higher levels of depression, anxiety, and stress for nearby residents. Overgrown grasses and dense brush provide hiding spots for criminals and space to conduct illicit activities. This study builds upon previous research by investigating greening programs that engage community members to conduct routine maintenance on vacant lots within their neighborhoods. The Clean & Green program is a communityâ based solution that facilitates residentâ driven routine maintenance of vacant lots in a midsized, Midwestern city. We use mixed effects regression to compare assault and violent crime counts on streets where vacant lot(s) are maintained by community members (N = 216) versus streets where vacant lots were left alone (N = 446) over a 5â year timeframe (2009â 2013). Street segments with vacant lots maintained through the Clean & Green program had nearly 40% fewer assaults and violent crimes than street segments with vacant, abandoned lots, which held across 4 years with a large sample and efforts to test counterfactual explanations. Communityâ engaged greening programs may not only provide a solution to vacant lot maintenance, but also work as a crime prevention or reduction strategy. Engaging the community to maintain vacant lots in their neighborhood reduces costs and may increase the sustainability of the program.HighlightsBlighted and abandoned properties generate substantial costs and risk for postindustrial cities.Communityâ engaged maintenance of properties can reduce blight and increase social cohesion.We compare levels of crime on streets with â greenedâ versus unmaintained vacant lots.Community greened lots may reduce blight and crime at lower cost to cities and build social capital.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146412/1/ajcp12270_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146412/2/ajcp12270.pd

Provider reported implementation of nutrition-related practices in childcare centers and family childcare homes in rural and urban Nebraska

Approximately 15 million children under age 6 are in childcare settings, offering childcare providers an opportunity to influence children’s dietary intake. Childcare settings vary in organizational structure – childcare centers (CCCs) vs. family childcare homes (FCCHs) – and in geographical location – urban vs. rural. Research on the nutrition-related best practices across these childcare settings is scarce. The objective of this study is to compare nutrition-related best practices of CCCs and FCCHs that participate in the Child and Adult Care Food Program (CACFP) in rural and urban Nebraska. Nebraska providers (urban n = 591; rural n = 579) reported implementation level, implementation difficulty and barriers to implementing evidence-informed food served and mealtime practices. Chi-square tests comparing CCCs and FCCHs in urban Nebraska and CCCs and FCCHs in rural Nebraska showed sub-optimal implementation for some practices across all groups, including limiting fried meats and high sugar/ high fat foods, using healthier foods or non-food treats for celebrations and serving meals family style. Significant differences (p \u3c .05) between CCCs and FCCHs also emerged, especially with regard to perceived barriers to implementing best practices. For example, CCCs reported not having enough money to cover the cost of meals for providers, lack of control over foods served and storage problems, whereas FCCHs reported lack of time to prepare healthier foods and sit with children during mealtimes. Findings suggest that policy and public health interventions may need to be targeted to address the unique challenges of implementing evidence-informed practices within different organizational structures and geographic locations