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Semenza, Jenny Lynne, Tania Harden, and Regina Koury. "Survey on onboarding practices in Carnegie research institutions." Library Management 42, no. 1/2 (January 15, 2021): 109–18. http://dx.doi.org/10.1108/lm-10-2020-0148.
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PurposeThe purpose of this paper is to describe survey findings on onboarding initiatives at the Carnegie Doctoral Research Institutions of Higher Education libraries. The findings would be helpful to libraries that are at the beginning of their own onboarding initiatives or that wish to compare ongoing efforts.Design/methodology/approachThe authors conducted a survey of Carnegie Doctoral Research Institutions of Higher Education libraries using Qualtrics, an online survey software. Link to the survey with a short explanation was e-mailed to the 319 identified contacts and 111 responses were received at the end of the survey.FindingsSurvey responses revealed that the most prevalent types of onboarding initiatives are an orientation to campus policies and procedures and meeting with human resources. Half of the respondents introduce new employees to the social/cultural norms of the library informally, with responsibility for onboarding falling on the supervisor. Surprisingly, diversity and inclusion have not been identified as formal components of the onboarding by those who engage in it.Originality/valueSpecific research into the onboarding initiatives of Carnegie Doctoral Research Institutions of Higher Education libraries does not exist.
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Sanchez, Mara, Lorraine Anglin, Rachel Rana, Rita Butterfield, Christine M. Everett, and Perri Morgan. "Emerging practices in onboarding programs for PAs." Journal of the American Academy of Physician Assistants 33, no. 9 (September 2020): 38–42. http://dx.doi.org/10.1097/01.jaa.0000694968.61482.e6.
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Anglin, Lorraine, Mara Sanchez, Rita Butterfield, Rachel Rana, Christine M. Everett, and Perri Morgan. "Emerging practices in onboarding programs for PAs." Journal of the American Academy of Physician Assistants 34, no. 1 (January 2021): 32–38. http://dx.doi.org/10.1097/01.jaa.0000723932.21395.74.
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Guangrong Dai, Kenneth P. De Meuse, and Dee Gaeddert. "Onboarding externally hired executives: Avoiding derailment – accelerating contribution." Journal of Management & Organization 17, no. 2 (March 2011): 165–78. http://dx.doi.org/10.1017/s1833367200001590.
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AbstractExecutive onboarding has become a popular technique in the business world during the past decade. However, the demonstrated success of traditional onboarding practices is mixed. We assert in this article that executive onboarding should be strategic, so that it not only prevents executive derailment, but accelerates contribution to optimize strategic achievement. We review the literature and identify six problematic areas externally hired executives often encounter when transitioning in to new organizations. It is recommended that effective onboarding should be tailored to the targeted organizations and executives to address specific transition issues. We propose a conceptual framework to implement onboarding on a strategic basis. It is hoped that such a review and conceptual discussion will enhance the effectiveness of onboarding experiences and increase the likelihood of success for executives hired from outside the organization.
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Guangrong Dai, Kenneth P. De Meuse, and Dee Gaeddert. "Onboarding externally hired executives: Avoiding derailment – accelerating contribution." Journal of Management & Organization 17, no. 2 (March 2011): 165–78. http://dx.doi.org/10.5172/jmo.2011.17.2.165.
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AbstractExecutive onboarding has become a popular technique in the business world during the past decade. However, the demonstrated success of traditional onboarding practices is mixed. We assert in this article that executive onboarding should be strategic, so that it not only prevents executive derailment, but accelerates contribution to optimize strategic achievement. We review the literature and identify six problematic areas externally hired executives often encounter when transitioning in to new organizations. It is recommended that effective onboarding should be tailored to the targeted organizations and executives to address specific transition issues. We propose a conceptual framework to implement onboarding on a strategic basis. It is hoped that such a review and conceptual discussion will enhance the effectiveness of onboarding experiences and increase the likelihood of success for executives hired from outside the organization.
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Kozák, Anita. "Examination of the connection between the theoretical framework and practice of workplace integration in the case of American concerns." Acta Agraria Debreceniensis, no. 58 (April 8, 2014): 119–23. http://dx.doi.org/10.34101/actaagrar/58/1983.
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The first part of this essay presents the definition of workplace socialization, workplace orientation, workplace integration and onboarding on the basis of English literature. It also illustrates the human resources and management tasks and responsibilities in the process of onboarding.
Considering the literature I set up questions for a half-structured interview completed with American HR managers by the help of skype program. The results pointed out that the professionals refer only a few elements of definitions, and the onboarding term is used for other HR practices (recruiting, selection), too. Furthermore on the basis of the results the onboarding process in well-organized and managed, and also the related human resources and management tasks and responsibilities are correctly appointed within the examined companies.
Additionally this examination verified our previous results which showed that there is a strong documentation and controlling in the process of onboarding within American enterprises.
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Morgan, Perri, Mara Sanchez, Lorraine Anglin, Rachel Rana, Rita Butterfield, and Christine M. Everett. "Emerging practices in onboarding programs for PAs and NPs." Journal of the American Academy of Physician Assistants 33, no. 3 (March 2020): 40–46. http://dx.doi.org/10.1097/01.jaa.0000654016.94204.2e.
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Klein, Howard J., Beth Polin, and Kyra Leigh Sutton. "Specific Onboarding Practices for the Socialization of New Employees." International Journal of Selection and Assessment 23, no. 3 (August 20, 2015): 263–83. http://dx.doi.org/10.1111/ijsa.12113.
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Graybill, Jolie O., Maria Taesil Hudson Carpenter, Jerome Offord, Mary Piorun, and Gary Shaffer. "Employee onboarding: identification of best practices in ACRL libraries." Library Management 34, no. 3 (February 22, 2013): 200–218. http://dx.doi.org/10.1108/01435121311310897.
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Cuaron, John J., Erin F. Gillespie, Daniel R. Gomez, Atif J. Khan, Borys Mychalczak, and Oren Cahlon. "From Orientation to Onboarding: A Survey-Based Departmental Improvement Program for New Radiation Oncology Faculty Physicians." JCO Oncology Practice 16, no. 4 (April 2020): e395-e404. http://dx.doi.org/10.1200/jop.19.00641.
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PURPOSE: To evaluate physician-reported assessments of an established faculty orientation program for new radiation oncology physicians at a large academic center and to prospectively analyze the effects of an onboarding improvement program based on those assessments. MATERIALS AND METHODS: An anonymous survey was designed and distributed to physicians new to the department who received onboarding orientation between 2013 and 2017. Survey questions addressed the comprehensiveness, effectiveness, and utility of various orientation activities. On the basis of the survey results, an improved onboarding program was designed and implemented for nine new faculty members between May 2018 and November 2018. A post-intervention survey querying topics similar to those in the pre-intervention survey was distributed to the new faculty members. Descriptive statistics were generated to compare the pre-intervention and post-intervention groups. RESULTS: The overall rate of survey completion was 85% (17 of 20). The intervention program markedly improved physician assessment of comprehensiveness and effectiveness of the onboarding process. Physicians strongly and consistently identified mentor shadowing, on-the-job training, and other faculty mentorship activities as the most important components of an effective onboarding experience. CONCLUSION: An enhanced, tailored, person-oriented, formal onboarding improvement program significantly increased physician assessment scores of comprehensiveness and effectiveness of the faculty onboarding process. This model can serve as a framework for increasing physician preparedness, encouraging early physician mentorship, and ensuring a universal standard of quality across large practices.
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Brouwer, Rebecca Namenek, and Geeta Swamy. "2490 Research navigation services and onboarding: Succeeding in the research environment." Journal of Clinical and Translational Science 2, S1 (June 2018): 59–60. http://dx.doi.org/10.1017/cts.2018.223.
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OBJECTIVES/SPECIFIC AIMS: Describe (1) the components of the research navigation service and consultation/onboarding program, (2) use and adoption of the services, and (3) the overall satisfaction from the research community. METHODS/STUDY POPULATION: Duke offers 2 programs to support researchers: Research Navigation and Researcher Onboarding. The services aim to connect researchers to resources, offices, funding opportunities, and other collaborators. The general Research Navigation Service is an on-demand “hotline,” where navigators answer questions from researchers across the institution, helping them understand processes, best practices, and how to locate resources or potential collaborators. Navigators can be reached via the myRESEARCHhome portal, email, or by phone. The researcher onboarding program is a free 1:1 consultative service, focused on the researcher’s individual portfolio, stage of career, and immediate plans in the research arena. The goal is to equip researchers “from the start” to be successful. Researchers are identified via the new faculty hire list, or by referral. Both services are provided by the myRESEARCHnavigators team, who are trained in a variety of research areas, from basic to clinical to social sciences, and are familiar with Duke. RESULTS/ANTICIPATED RESULTS: Use of both services has increased substantially over the year. Of the almost 200 faculty members hired into the School of Medicine in 2017, ~75% have taken part in the onboarding program, and 91% have rated the service as 5-stars. The content of the sessions will be described. The Research Navigation service has fielded hundreds of calls since its inception, with topics including Equipment and Facilities (55 requests), Study start up (44 requests), Innovation and Technology (15 requests), and Regulation and Policy (25 requests). Categorization of requests, users of the services, and other information about the programs will be described. DISCUSSION/SIGNIFICANCE OF IMPACT: The navigation and onboarding services are proving to be a successful way to increase efficiency and understanding of processes and resources across the institution. Feedback from the users, coupled with high referral rates to the programs, suggests that the program is helping researchers feel better equipped with regard to their research planning, conduct, and analysis.
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Lagoo, Janaka, William Berry, Natalie Henrich, Atul Gawande, Luke Sato, and Susan Haas. "Safely Practicing in a New Environment: A Qualitative Study to Inform Physician Onboarding Practices." Joint Commission Journal on Quality and Patient Safety 46, no. 6 (June 2020): 314–20. http://dx.doi.org/10.1016/j.jcjq.2020.03.002.
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Lawrence, Joanna, Sharman Tan Tanny, Victoria Heaton, and Lauren Andrew. "Adult Learning Principles and Peer Delivery Improve Satisfaction of Electronic Medical Record Onboarding Education." ACI Open 04, no. 02 (July 2020): e114-e118. http://dx.doi.org/10.1055/s-0040-1716747.
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Abstract Objectives Given the importance of onboarding education in ensuring the safety and efficiency of medical users in the electronic medical record (EMR), we re-designed our EMR curriculum to incorporate adult learning principles, informed and delivered by peers. We aimed to evaluate the impact of these changes based on their satisfaction with the training. Methods A single site pre- and post-observational study measured satisfaction scores (four questions) from junior doctors attending EMR onboarding education in 2018 (pre-implementation) compared with 2019 (post-implementation). An additional four questions were asked in the post-implementation survey. All questions employed a Likert scale (1–5) with an opportunity for free-text. Raw data were used to calculate averages, standard deviations and the student t-test was used to compare the two cohorts where applicable. Results There were a total of 98 respondents in 2018 (pre-implementation) and 119 in 2019 (post-implementation). Satisfaction increased from 3.8/5 to 4.5/5 (p < 0.0001) following implementation of a peer-delivered curriculum in line with adult learning practices. The highest-rated factors were being taught by other doctors (4.9/5) and doctors having the appropriate knowledge to deliver training (4.9/5). Ninety-two percent of junior doctors were motivated to engage in further EMR education and 90% felt classroom support was adequate. Conclusion EMR onboarding education for medical users is a critical ingredient to organizational safety and efficiency. An improvement in satisfaction ratings by junior doctors was demonstrated after significant re-design of the curriculum was informed and delivered by peers, in line with adult learning principles.
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Khan, Abdul Gaffar, Somiron Banik, Md Aftab Uddin, and Syed Moudud-Ul-Huq. "Unlocking the Relationship Between Talent Management Practices and Performance Sustainability in the Sports Industry." International Journal of Asian Business and Information Management 12, no. 3 (July 2021): 366–80. http://dx.doi.org/10.4018/ijabim.20210701.oa22.
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The present study investigated the effect of talent management practices on performance sustainability in the sports industry. The study used the deductive reasoning approach to predict new cricketer performance sustainability. The hypotheses were tested using partial least square structural equation modeling (PLS-SEM) techniques. The self-administered structured questionnaires were used to collect data. The total sample size was 270, which were collected from respondents playing in Bangladesh Premier League domestic and international matches. The results revealed that onboarding and engagement, player development, performance management, and strategic teamwork planning positively influence performance sustainability. However, the findings suggested that policymakers and other concerned authorities should implement this result to sustain players' performance continuously. This is the first paper that applies talent management practices to magnify performance sustainability.
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Prestifilippo, Kathleen M., Emily Webb, Robert F. Mullins, Shawn Fagan, Zaheed Hassan, Bounthavy Homsombath, Beretta Craft-Coffman, Cynthia Currington, and Meganjoy Whalen. "614 Staff Nurse Retention in a Growing Advanced Burn and Wound Clinic Through Implementing a Hiring Best Practice: Peer Interview as a Successful Change Process Managerial Approach." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S151—S152. http://dx.doi.org/10.1093/jbcr/iraa024.240.
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Abstract Introduction In recent decades, healthcare administrators and nurse managers have been challenged with identifying qualified candidates for patient care positions, and then to retain these personnel. The entire process of onboarding the right candidate requires time, money and resources on various levels. When the approach is from a top-down managerial style, it is not always accepted and therefore, is not always successful. Peer interviewing has been identified as a hiring best practice and can contribute to lowering the cost of recruitment, decreasing loss of time to screen and interview and contributes to higher employee morale. To distribute resources and thus save money and time, we adopted this approach to hiring during a critical time of growth and development of a large advanced burn and wound center. Methods Results Conclusions Applicability of Research to Practice Sharing best practices and outcomes with other clinicians helps foster standardization and validation of care among peers.
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Morgan, Jennifer C., Elisabeth Burgess, Christina Barmon, and Candace L. Kemp. "BUILDING COHESIVE CONVOYS: IMPROVING STABILITY AND PREPAREDNESS OF DIRECT CARE WORKERS IN ASSISTED LIVING." Innovation in Aging 3, Supplement_1 (November 2019): S441—S442. http://dx.doi.org/10.1093/geroni/igz038.1658.
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Abstract Person-centered collaborative care arrangements that empower residents, families, and care partners require supports for resident and their “care convoys”—the evolving collection of individuals who provide formal and informal care. Direct care workers (DCWs) are essential in supporting resident needs within the complex and dynamic environment of assisted living. The stability and preparedness of this workforce is central to improving quality of life for residents. This paper identifies key factors influencing the integration of DCWs in the convoys and explore supportive employment practices to strengthen the convoy. This analysis uses data from a 5-year mixed-method qualitative study of eight assisted living communities. Time pressures, AL policies and practices, work overload, lack of training, and turnover impact whether direct care workers are empowered as full members of the care convoy. Supportive employment practices (e.g. training, onboarding, career opportunities, rewards and recognition) are discussed as potential solutions for building consensus and collaboration.
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Pandya, Saurabh. "Early success experience as a predictor of fast-track career growth." Development and Learning in Organizations: An International Journal 31, no. 2 (March 6, 2017): 10–12. http://dx.doi.org/10.1108/dlo-07-2016-0057.
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Purpose This paper aims to recommend an approach which can help ensure the fast-track career progression of employees. Design/methodology/approach The paper uses data from a larger study on leadership development practices in the context of rapid growth organizations. This was based on semi-structured interviews with 43 senior managers from medium-sized organizations in the Indian software services industry. Findings The study suggests that many respondents, who were from a pool of fast-track employees, had experienced some kind of success early on in their careers or particular roles. This was due to various reasons such as exciting opportunities, proximity to top management, a supportive boss, or challenging assignments. Originality/value The paper can be of immense help to organizations by helping them to plan their induction and onboarding activities more effectively, so as to provide new recruits with early success experience of some sort, which in turn will help them to fast-track their career growth.
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Martín Clavo, David, Barbara Brugger, Nicole Cremel, Catherine Delamare, Isabel Fernandez Gonzalez, Eric Lienard, Reinoud Martens, et al. "Challenges, solutions and lessons learnt in 7 years of Service Management at CERN." EPJ Web of Conferences 214 (2019): 08003. http://dx.doi.org/10.1051/epjconf/201921408003.
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CERN has been using ITIL Service Management methodologies and ServiceNow since early 2011. Initially a joint project between just the Information Technology and the General Services Departments, now most of CERN is using this common methodology and tool, and all departments are represented totally or partially in the CERN Service Catalogue. We introduce a summary of the current situation of Service Management at CERN, as well as its recent evolution. We discuss service onboarding, user experience, and tool configuration, outlining the challenges faced, solutions adopted and some important lessons learnt. Some of the most important points relate to CERN’s common process and service catalogue, which have enabled scalability; hiding complexity from users in order to improve user experience; and the good practices to configure CERN’s Service Management application which have been learnt in the 8 years of the project. Finally, we present ongoing and future work, such as the upgrade of the CERN Service Portal and bringing even more new services board.
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Frey, Seth D., Karen E. Hoffman, Anuja Jhingran, Mary Frances McAleer, Bruce D. Minsky, Steve Kirsner, Gurpreet Arora, et al. "Developing clinical indicators to effectively monitor a large network of radiation oncology practices." Journal of Clinical Oncology 37, no. 27_suppl (September 20, 2019): 236. http://dx.doi.org/10.1200/jco.2019.37.27_suppl.236.
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236 Background: The MD Anderson Cancer Network includes 29 distinct Radiation Oncology facilities spread across metropolitan Houston area locations, national partnerships, and international affiliates. Standard performance indicators (PIs) were developed to monitor the quality and safety of radiation treatment at these facilities spread across the globe. Methods: Stakeholders from Radiation Oncology nursing, dosimetry, physics, radiation therapy, and clinical operations identified PIs that measure safe, efficient, and effective radiation oncology care. PIs are collected monthly from each facility and are reported in a scorecard that includes performance goals. The appropriateness and effectiveness of the PIs are reviewed annually to determine if PIs need to be added, removed, or revised. Results: As the network expanded, scorecard use expanded from 11 facilities in 2013 to 29 facilities in 2019. Select PIs are summarized in the table. Scorecard composition has evolved over time. PIs such as completion of simulation orders and treatment planning directives were removed once consistently reaching 100% after improved monitoring, process improvements, and implementation of hard stops. The scorecard has been especially useful when onboarding new facilities, as evidenced by PIs increasingly meeting performance thresholds in the first year after joining the network. For example, one facility increased PI compliance from 61% to 100% the first year after joining the network. Conclusions: It is feasible to develop and implement a performance indicator scorecard across a large radiation oncology network. The scorecard permits timely assessment of quality indicators, provides oversight, and is effective in stabilizing operations at newly on-boarded radiation oncology practices. [Table: see text]
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Lim, Rodrick, Brittany Cameron, Sara Gray, Louise Rang, and Kristine Van Aarsen. "An environmental scan of wellness initiatives and programs at Canadian academic emergency medicine programs: How far have we come?" CJEM 22, no. 6 (June 23, 2020): 857–63. http://dx.doi.org/10.1017/cem.2020.408.
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ABSTRACTObjectivesWe sought to conduct a major objective of the Canadian Association of Emergency Physicians (CAEP) Wellness Committee, an environmental scan of the academic emergency medicine programs across the 17 Canadian medical schools.MethodsAn 89-question questionnaire was distributed to academic heads or wellness leads. The responses were verified by the lead author to ensure that the questions were answered completely and consistently.ResultsWhile formal wellness programs may exist in varying degrees across the 17 universities, most were found to exist only at local, divisional, or departmental levels. A broad variability of established leadership positions exists. Shift practices varied greatly. In day to day practice, availability for food and debriefing were high and childcare, sleep rooms, and follow-up following critical incidents were low. Sabbaticals existed in the majority of centers. Roughly 50% of departments have gender equity program and annual retreats. Centers report programs for the initiation of leaves (82%), onboarding (64%), and reorientation (94%). Support of health benefits (76%) and pensions (76%) depended on type of appointment and relationship to the university. Fiscal transparency was reported in 53% of programs.ConclusionWellness and burnout are critical issues for emergency medicine in Canada. This comprehensive review of wellness programs identifies areas of strength, but also allows identification of areas of improvement for future work. Individual centers can identify common options when developing or expanding their wellness programs.
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Betchoo, Nirmal Kumar. "The Need for Effective Leadership in Talent Management in Mauritius." International Letters of Social and Humanistic Sciences 27 (May 2014): 39–48. http://dx.doi.org/10.18052/www.scipress.com/ilshs.27.39.
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The importance of linking leadership to talent management is a priority for the Mauritian economy at a time when the economy shifts from the industrial and labour-intensive sector to a services and knowledge-based economy. There is a necessity to link leadership to talent management where local managers are in need of improving their leadership abilities and develop the talent that their organisations may in turn depend upon. It is not merely learning or getting trained in leadership that matters but, more importantly, the need to generate talent from effective leadership strategies. This research article firstly explains the importance of leadership linked with talent. The text then focuses on innovative practices that selected Mauritian companies have undertaken and where talent leadership matters. From this standpoint, the researcher selects effective leadership strategies that might be much needed based from practices that are successful abroad and have positively impacted on the international context. The research emphasises new coaching methodologies linked with the development of leadership talent. Techniques like „coaching outside in coaching inside out‟, „onboarding‟, „pivotal leadership‟, „reinforcement coaching‟, are just new approaches that differ from traditional orientation and that are also much relevant in developing leadership talent in the current and future economic conjecture of Mauritius. They have to be adapted to the Mauritian context. Though the research is not exhaustive and is more focused on qualitative than quantitative interpretation, it sheds light onto the fast-developing concept of talent management in business organisations and the need to link leadership in a more conclusive manner.
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Gonçalves, Sónia P., Joana Vieira dos Santos, Isabel S. Silva, Ana Veloso, Catarina Brandão, and Rita Moura. "COVID-19 and People Management: The View of Human Resource Managers." Administrative Sciences 11, no. 3 (July 9, 2021): 69. http://dx.doi.org/10.3390/admsci11030069.
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COVID-19 has brought an unexpected need for change within organizations, particularly regarding human resource management. The nature of this global crisis has meant that these processes remain under-systematized. The aim of this study, which uses an exploratory design and mixed-methods analysis, is to contribute to describing the changes in human resource management practices and processes that resulted from this pandemic and to present the outlook of human resource managers for the future. One hundred and thirty-six Portuguese companies participated in the study, with the answers provided by their human resource managers. Results show that the main changes have occurred in the processes of work and safety, training, work organization, recruitment and selection, induction and onboarding, and communication. The profiles that emerged showed an association between the level of change and size of the organization. There was an increase in the use of teleworking and layoffs, and a positive assessment of the organizations’ level of preparation and adaptation to this crisis. Human resource managers reported that the most evident changes in the future will be associated with the use of technology, teleworking, and work organization. These findings are of the upmost importance, as human resource managers are essential pillars in the adjustment of the organizations to this pandemic situation.
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Goldschmidt, Karen, Donna Rust, Deborah Torowicz, and Susan Kolb. "Onboarding Advanced Practice Nurses." JONA: The Journal of Nursing Administration 41, no. 1 (January 2011): 36–40. http://dx.doi.org/10.1097/nna.0b013e3182002a36.
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Yee, A. M., and M. A. Becks. "Onboarding for advanced practice providers." HPB 21 (March 2019): S171—S172. http://dx.doi.org/10.1016/j.hpb.2019.03.312.
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Tihonov, A., and Valeriya Konovalova. "How to Ensure the Effectiveness of Corporate Onboarding Programs Today and Tomorrow." Management of the Personnel and Intellectual Resources in Russia 9, no. 1 (April 10, 2020): 65–68. http://dx.doi.org/10.12737/2305-7807-2020-65-68.
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The article summarizes the results of a comparative study of the eff ectiveness of popular measures included in corporate onboarding programs in foreign and Russian practice. Data are presented confi rming the positive impact of a structured and balanced onboarding process on staff recruitment and retention, indicators of engagement and performance. Along with this, there is a discrepancy between the requests of applicants and employees and the perceptions of employers when managing onboarding. It substantiates recommendations on expanding the practice of socializing new employees, introducing them to the norms of corporate culture, introducing separate tools for communication, conducting joint events, lengthening onboarding programs and their personalization, and using niche training and microtraining during the adaptation period. The necessity of refl ecting in the onboarding programs changes in the structure of the workforce, including “alternative workforce” is emphasized.
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Snell, Alice. "Researching onboarding best practice: Using research to connect onboarding processes with employee satisfaction." Strategic HR Review 5, no. 6 (September 2006): 32–35. http://dx.doi.org/10.1108/14754390680000925.
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Maksymiuk, Hanna. "ONBOARDING NEW EMPLOYEES: REVIEW OF CURRENT PRACTICIES." Scientific Journal of Polonia University 20, no. 1 (January 14, 2017): 123–28. http://dx.doi.org/10.23856/2014.
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Compton, Samantha, Janet E. Simon, and Laura L. Harris. "Supervisor Perceptions of Newly Credentialed Athletic Trainers' Transition to Practice." Athletic Training Education Journal 15, no. 3 (July 1, 2020): 201–11. http://dx.doi.org/10.4085/150119054.
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Context Transition to practice for newly credentialed athletic trainers (ATs) has been described through the perspective of educators, supervisors of graduate assistant ATs, students, and recent graduates; however, the opinion of supervisors of full-time ATs has not been thoroughly investigated. Objective (1) Describe supervisor perceptions of the transition to full-time practice for newly credentialed ATs and (2) describe current onboarding processes used by employers. Design Phenomenological qualitative study. Setting Semistructured interviews. Patients or Other Participants Purposive sample of 10 (4 men, 6 women) supervisors of newly credentialed ATs. Supervisors reported an average of 13.5 years of supervisory experience (range, 5–26 years). Data Collection and Analysis Questions addressed supervisor expectations, strengths and weaknesses of newly credentialed ATs, and the organization's onboarding process. The primary researcher transcribed audio recordings and each participant reviewed transcripts. Two researchers coded themes using an inductive process; a peer auditor completed an independent review. Disagreements were negotiated until consensus was reached. Results Two categories emerged: (1) characteristics of newly credentialed ATs and (2) onboarding strategies. The first category was organized into 2 subcategories: (1) knowledge, skills, and abilities (KSAs) and (2) unrealistic job expectations. The majority of supervisors felt that newly credentialed ATs were knowledgeable; however, the translation of knowledge into practice was viewed as an area requiring mentorship. Participants also reported that newly credentialed ATs often were poorly informed of the work schedule and time demands. In regard to onboarding processes, the researchers identified 7 different strategies reported by supervisors. Conclusions Newly credentialed ATs were perceived as knowledgeable but struggling to transition knowledge to clinical practice and often did not understand the work demands. Seven onboarding strategies were reported by participants; each of these can be used to develop KSAs of newly credentialed ATs. The KSAs should be addressed through a yearlong process consisting of orientations, shadowing, mentorship, seminars, and skill assessments.
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Lambert, Cheryl. "Advanced Practice Registered Nurse Onboarding and Orientation Program." Journal Of Nursing Practice 3, no. 2 (April 29, 2020): 253–67. http://dx.doi.org/10.30994/jnp.v3i2.89.
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Background: The influx of advanced practice nurses into the healthcare industry has established the need for a postgraduate program for APRNs. Numerous studies have shown the efficacy of an onboarding process; however, there were limitations to the reviews.Purpose: This study aimed to determine formal orientation and orientation programs, compared to current APRN orientation and orientation can improve the competence and quality of APRN care for eight weeks.Methods: The participants were six currently practicing APRNs with eleven months to five years practicing as independent providers. The response rate in the pre-assessment phase was 100% and 66.7% in the post-assessment phase. Two APRNs came onboard after the start of the project, and one APRN opted out. There were no preceptors available for the completion of the CoEPCE competency tool. The APRN onboarding and orientation program utilized a competency tool with pre- and post-assessments. Emails with attached competency tool sent to APRNs for completion of pre- and post-assessments. The APRNs completed the pre- and post-competency assessments on the first day of implementation and the last day of week eight. The collection of data from the pre- and post-competency tool commenced in week nine and imported into Microsoft Excel for analysis. The data collected from the CoEPCE tool, as highlighted in the implementation phase, has significant changesResults: The outcomes revealed that the changes were not significantly statistical at the p-level of 0.05 in the seven domains because none of the p-values were less than 0.05. However, the results revealed that deficits in statistical significance should not deem that the onboarding process was not successful.Conclusion: The results demonstrated evidence of the importance of an APRN postgraduate program in enhancing competencies. However, larger sample sizes are substantial to show statistically changes for reliability and validity
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Ladwig, Melanie R. "617 Changing Onboarding to Increase Retention." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S153—S154. http://dx.doi.org/10.1093/jbcr/iraa024.243.
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Abstract Introduction Faced with some failed orientations and an increase in turnover, the Burn unit decided to change our orientation plan. There were 4 RNs who left or failed orientation in a period of a few months. The help of our practice council and feedback from preceptors was enlisted. In addition, the ABA Nursing Competencies were incorporated to revamp the orientation program. Most RNs onboarding to burn are not critical care RNs upon hire and therefore required an improved pathway to orient them to the burn care as well as critical care management. Methods Typical orientation started in the ICU. However, feedback following our traditional path led to specific changes based on the need to emphasize a sense of community as well as integrate specific time management skills particular to burn care. Orienting burn nurses now spend 12 shifts in the burn unit, 24–30 in the ICU, and then another 12–18 in the Burn unit. In addition, the staff taught Burn Care Principles course was restructured by practice council members and educators to focus on a case study-based learning style to emphasize important aspects of burn care. An in-situ simulation component to the Burn Care principles course was added to further solidify their learning. The competency tools used in orientation were changed to incorporate the American Burn Association Nurse competencies. Results Turnover was decreased from 33% (2017–2018) to 7.7% (2019). Preceptors and new RNs state they felt much more competent to begin their journey as a burn RNs the potential cost savings related to decreasing turnover would be well over $75,000. Conclusions The interventions made were staff driven by the orientees and preceptors, the practice council, and staff on the unit. the change in orientation allowed for less extensions and more successes. Burn RNs were more confident and less overwhelmed during their orientation. The team morale improved with their involvement with the process which was an added win. Applicability of Research to Practice This process needs to be followed so be able to ascertain if there will be lasting effects to retention.
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Yeung, M., W. Cheung, G. Hebert, and A. Gee. "P144: “I wasn't oriented a lot, so I'm essentially learning as I go”: onboarding and transition to practice of new emergency physicians." CJEM 21, S1 (May 2019): S116. http://dx.doi.org/10.1017/cem.2019.335.
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Introduction: Transition to the attending physician role and onboarding at a new workplace are often stressful. Effective initiation is important to individuals as well as departments, hospitals and universities wishing to retain valuable staff. Our aim was to learn about early experiences from the perspective of new staff and apply these findings to develop a new onboarding program. Methods: Following a pilot study of individual interviews, we surveyed and conducted focus group interviews with all attending physicians who had joined our dual site, urban, academic emergency department within three years. We used a mixed quantitative and qualitative approach to collect and analyze data. We applied the data to develop a new needs-based formal onboarding program. Results: 24/36 participated in the survey, 22/36 in focus groups. 95% were 30-39 years old. Newcomers described the existing orientation as too brief, non-specific, and missing essential elements. We identified six onboarding themes: (1)clinical protocols and reference documents, (2)graduated responsibilities, (3)mentorship, (4)relationship building, (5)department structure and culture, and (6)emotions. We formed a committee to develop and implement these initiatives: (1)a new online platform enables easy access to clinical care and orientation documents, (2)a formal mentorship program matches each newcomer with 2 mentors to coach towards goals, navigate department structure and culture, and provide perspective to mitigate strong emotions, (3)adjusting shift and teaching assignments allows newcomers to ease into clinical and academic responsibilities, and (4)our next priority is to improve clarity around academic opportunities, expectations, and advancement. Conclusion: New emergency physicians are highly engaged and provided many insights on their orientation experiences. Using mixed methods, we identified six themes to guide the design and implementation of a program to promote successful integration of newcomers.
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Gößwein, David, and Ellen Wetekam. "Willkommen an Bord." Im OP 09, no. 01 (December 19, 2018): 33–39. http://dx.doi.org/10.1055/a-0744-3926.
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ZusammenfassungOnboarding bezeichnet das „An-Bord-Nehmen“ neuer Mitarbeiter in die OP-Abteilung und ist eine frühe und einflussreiche Möglichkeit, um Personal zu binden. Damit die Integration erfolgreich verläuft, müssen jedoch viele Aspekte beachtet werden. Unsere Autoren illustrieren die wichtigsten Erfolgsfaktoren für Onboarding-Prozesse im OP und stellen ein Good-Practice-Projekt vor.
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Maas, Jennifer, Megan Hoffman, and Jessica Wright. "4116 Comprehensive training and support for Research Professionals at the University of Minnesota." Journal of Clinical and Translational Science 4, s1 (June 2020): 58. http://dx.doi.org/10.1017/cts.2020.204.
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OBJECTIVES/GOALS: Coordinating research studies is multifaceted and requires a foundational level of research knowledge, skills and abilities in order to contribute to high-quality, ethical research projects that adhere to local and federal regulations as well as Good Clinical Practice. Oftentimes, coordinators who are new to research or new to an institution have trouble navigating the research landscape. Departments within the University of Minnesota have limited resources to devote to developing robust training programs above and beyond protocol or department-specific training. Therefore, UMN’s CTSI created a comprehensive training and support program for research professionals at the University of Minnesota. METHODS/STUDY POPULATION: CTSI employs several strategies to provide a comprehensive training program for the University of Minnesota Research Workforce. The offerings are based on the The Joint Task Force for Clinical Trial Competency (JTF). In addition to training programs, valuable resources, materials, and connections are provided to trainees.An Onboarding process for new coordinators that includes a welcome email upon hire that provides resources as well an opportunity to meet face-to-face to get their questions answered about where to start with research training.Foundations for Research professionals, two week (20 hour) training program, provides a foundational level of knowledge to new coordinators via in-person and online training modules.Informed Consent 1 & 2 provides in-person training on the informed consent including the process, documentation, and ethical issues around consenting vulnerable populations.Over 40 on-line research training modules that coordinators can take at anytime.An active list serv that connects >600 research professionals with training updates and opportunities.Bi-weekly seminar series that provides a forum to share current regulations, best practices, resources, and guidelines pertaining to clinical research at the University.An online training “Roadmap” tool that customizes individual research training plans, and includes an inventory of training available.RESULTS/ANTICIPATED RESULTS: 218 research professionals participated in our Foundations blended training program with 191 completing (88% completion rate) the entire training. A comprehensive assessment based on national competencies is completed by all participants at Baseline and Post training. Baseline scores average at 75% and Post scores average at 82% (7% increase). Satisfaction is measured and participants are overall satisfied with the training, 4 out of 5 on a Likert Scale.353 research professionals have participated in our Informed Consent Session 1 & 2 in-person training. Satisfaction is measured and participants are overall satisfied with the training, 4.5 out of 5 on a Likert Scale.Over 190 research professionals have utilized our research on-line training modules.Training participants have been from 27 different departments across the University.The Clinical Research Professional Development Seminar Series has offered over 87 seminars with 4907 total attendees. These seminars are offered in-person and live stream.DISCUSSION/SIGNIFICANCE OF IMPACT: Establishing a comprehensive training program at the University has streamlined the training that research professionals receive across departments. It also ensures that all coordinators have access to research training, a network of other research professionals, resources, and continuing education opportunities.
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Hall, Sandy, Suzanne Taylor, and Charissa Altobar. "Transition to Practice: Onboarding Components for Establishing and Sustaining Healthy Work Environments." AACN Advanced Critical Care 30, no. 4 (December 15, 2019): 416–20. http://dx.doi.org/10.4037/aacnacc2019329.
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Langley, Tamra M., Jeremy Dority, Justin F. Fraser, and Kevin W. Hatton. "A Comprehensive Onboarding and Orientation Plan for Neurocritical Care Advanced Practice Providers." Journal of Neuroscience Nursing 50, no. 3 (June 2018): 157–60. http://dx.doi.org/10.1097/jnn.0000000000000359.
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Eisner, Susan. "Onboarding The Faculty: A Model For Win-Win Mentoring." American Journal of Business Education (AJBE) 8, no. 1 (December 17, 2014): 7–22. http://dx.doi.org/10.19030/ajbe.v8i1.9013.
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Literature finds mentoring to be a substantive, enduring practice in widespread arena, and among the attributes associated with career success and satisfaction. This paper provides a tangible mentoring model that has been operational for several years, and which applies what the literature proscribes to higher education academic settings. The Faculty Mentoring Program (FMP) this paper describes was created by the faculty at an AACSB-accredited School of Business at a mid-sized public regional college as the School anticipated transitions attendant to that accreditation. FMP objectives are consistent with those of mentoring programs interested in optimizing performance and satisfaction of new entrants in any workplace setting, and the reviewed secondary literature establishes and indicates the transferability of FMP core planks to other workplace settings. The phases used to operationalize, assess, and revise that FMP are reported along with strategies used to optimize its reception, impact, and outcomes should that be helpful to those considering if such a construct might be beneficial to pursue in their own settings.
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Alroumi, Fahad, Donna Cota, Jonathan Chinea, Nakul Ravikumar, Bogdan Tiru, Victor Pinto-Plata, and Mark Tidswell. "Rapid Intensive Care Unit Onboarding in Response to a Pandemic." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110207. http://dx.doi.org/10.1177/23821205211020741.
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Background: In the wake of the coronavirus disease 2019 (COVID-19) pandemic, hospital resources have been stretched to their limits. We introduced an innovative course to rapidly on-board a group of non-intensive care unit (ICU) nurse practitioners as they begin to practice working in a critical care setting. Objective: To assess whether a brief educational course could improve non-ICU practitioners’ knowledge and comfort in practicing in an intensive care setting. Methods: We implemented a multi-strategy blended 12-week curriculum composed of bedside teaching, asynchronous online learning and simulation. The course content was a product of data collected from a targeted needs assessment. The cognitive learning objectives were taught through the online modules. Four simulation sessions were used to teach procedural skills. Bedside teaching simultaneously occurred from critical care faculty during daily rounds. We assessed learning through a pre and post knowledge multiple choice question (MCQ) test. Faculty assessed learners by direct observation and review of clinical documentation. We evaluated learner reaction and comfort in critical practice by comparing pre and post surveys. Results: All 7 NPs were satisfied with the course and found the format to work well with their clinical schedules. The course also improved their self-reported comfort in managing critically ill patients in a medical ICU. There was an increase in the mean group score from the pre-to the post-course MCQ (60% vs 73%). Conclusions: The COVID-19 Critical Care Course (CCCC) for NPs was implemented in our ICU to better prepare for an anticipated second surge. It focused on delivering practical knowledge and skills as learners cared for critically ill COVID-19 patients. In a short period of time, it engaged participants in active learning and allowed them to feel more confident in applying their education.
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Selzer, Robin, and Todd Foley. "Implementing grassroots inclusive change through a cultural audit." Qualitative Research in Organizations and Management: An International Journal 13, no. 3 (September 10, 2018): 284–302. http://dx.doi.org/10.1108/qrom-10-2016-1455.
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PurposeThe purpose of this paper is to implement diversity and inclusion practices in an USA university department through the application of a cultural audit in the style of participatory action research (PAR). The cultural audit process demonstrates an inclusive, grassroots approach to creating actionable solutions that brings about positive organizational change and can be replicated by others.Design/methodology/approachThe version of an organizational cultural audit described here included two phases. The first was quantitative in nature, using a survey to collect data that would provide the organization with a perspective of how its culture is perceived (Fletcher and Jones, 1992) and serve as the basis for the second, more crucial phase. The second phase utilized PAR qualitative approach. Having data presented in aggregate form allows for truer reactions to how others believe they experience the work environment, as opposed to making assumptions about how others may experience the work environment. A cultural audit such as this relies heavily upon the qualitative narrative that is exposed when participants react to the quantitative data presented. In fact, the real assessment begins not with the quantitative data collection process, but with the presentation of the quantitative data and the analysis of how participants respond to what they see.FindingsThe researchers found social and practical implications for empowering employees to develop a culturally agile organization. Results showed that participants generally viewed the culture as lacking transparency and needing values-based guidelines for everyday interactions. Participants thought they should value diversity, but viewed the culture as having a gap in solutions to apply that value. Incentivizing actions that promote diversity and inclusion and better shared governance were needed to address cultural problems in the organization. Recommendations for actionable solutions included: developing shared language through a values statement, restructuring onboarding and mentoring support, increasing transparency of standing committee work, membership, and minutes to foster trust and communication, implementing group guidelines for respectful interactions, and the creation of regular, planned social events to enhance human relations. This case study is significant because it uses an innovative method to not only study diversity and inclusion in a university setting, but also take action, thereby filling a gap in the literature on critical studies of organizations.Research limitations/implicationsFor those trying to institute a similar experience for their organization, it would be important to note that the cultural audit was a grassroots intervention, designed to help the division discern what kinds of lived experiences and shared assumptions exist within.Practical implicationsThe case study presented should serve as a roadmap for how individuals can garner support for conducting a similar cultural audit with their own organizations.Originality/valueThis case study is significant because it uses an innovative method to not only study diversity in a university setting, but also take action, thereby filling a gap in the literature on critical studies of organizations.
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Theobald, Mary, Ann Ruttter, Beat Steiner, and Christopher P. Morley. "Preceptor Expansion Initiative Takes Multitactic Approach to Addressing Shortage of Clinical Training Sites." Family Medicine 51, no. 2 (February 8, 2019): 159–65. http://dx.doi.org/10.22454/fammed.2019.379892.
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In late 2015, the Society of Teachers of Family Medicine (STFM) was charged with Family Medicine for America’s Health’s (FMAHealth) Workforce Education and Development Core Team’s task of identifying, developing, and disseminating resources for community preceptors. The charge from FMAHealth came at a time when STFM was discussing strategies to address the critical shortage of clinical training sites for medical students. STFM hosted a summit to identify the most significant reasons for the shortage of community preceptors and shape the priorities, leadership, and investments needed to ensure the ongoing education of the primary care workforce. Summit participants were asked to propose solutions to achieve the following aims: (1) decrease the percentage of primary care clerkship directors who report difficulty finding clinical preceptor sites, and (2) increase the percentage of students completing clerkships at high-functioning sites. The outcome of the summit was an action plan with five tactics that are being implemented now: Tactic 1: Work with the Centers for Medicare and Medicaid Services (CMS) to revise student documentation guidelines. Tactic 2: Integrate interprofessional/interdisciplinary education into ambulatory primary care settings through integrated clinical clerkships. Tactic 3: Develop a standardized onboarding process for students and preceptors and integrate students into the work of ambulatory primary care settings in useful and authentic ways. Tactic 4: Develop educational collaboratives across departments, specialties, professions, and institutions to improve administrative efficiencies for preceptors. Tactic 5: Promote productivity incentive plans that include teaching and develop a culture of teaching in clinical settings.
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Martyniuk, Julia, Christine Moffatt, and Kevin Oswald. "Into the Unknown: Onboarding Early Career Professionals in a Remote Work Environment." Partnership: The Canadian Journal of Library and Information Practice and Research 16, no. 1 (September 24, 2021): 1–11. http://dx.doi.org/10.21083/partnership.v16i1.6451.
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This paper explores the impact of the COVID-19 pandemic from the perspective of three individuals, all of whom are early-career professionals: Julia, a term librarian for an academic library who began her role as the pandemic was causing widespread change; Christine, a recent graduate who started her job search during the pandemic; and Kevin, a current Master of Library and Information Science student who started and completed his co-op in an entirely remote setting. This paper explores their perspectives on job precarity in a remote work environment and provides reflections on working in a library setting during the pandemic. To bring together the key themes experienced throughout this period, several recommendations are offered to managers and early-career librarians as they navigate this new landscape. For employers, advertising new employees, organizing their onboarding, and ensuring concerted efforts for introductions are recommended. For new librarians, forming communities of practice and building relationships in the remote work environment to battle feelings of isolation and not belonging are recommended. The precarious roles most early-career librarians find themselves in is unlikely to improve during the pandemic. The perspectives and reflections shared in this paper are intended to provide a transparent view into the experiences of three early career librarians, what they have learned, and how they are maximizing their time in the remote work environment.
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O'Bryan, Anne, Lily Compton, Juan David Gutiérrez, and Thais Payne. "Scaffolding Successful Mobile Experiences for Frontline ESL Workers: An Exploratory Study." International Journal of Advanced Corporate Learning (iJAC) 12, no. 3 (December 5, 2019): 24. http://dx.doi.org/10.3991/ijac.v12i3.11182.
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<p class="0abstract">This 10-week exploratory study investigates the use of a mobile language learning app, Babbel, by 10 ESL front-line employees and 4 managers and native English-speaking employees at a Fortune 500 company. We focused on the participants’ motivations for using the language learning app and the challenges that they faced. Three key thematic findings were convenience of access, instrumental motivation, and state communicative self-confidence, while challenges included technological literacy and accountability. Recommendations emphasize the importance of onboarding procedures for those with low technological literacy, continual support from a community of practice, and management participation.</p>
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Pereira, Anne, Michael Kim, Marcus Seywerd, Brooke Nesbitt, and Michael Pitt. "Collaborating for Competency—A Model for Single Electronic Health Record Onboarding for Medical Students Rotating among Separate Health Systems." Applied Clinical Informatics 09, no. 01 (January 2018): 199–204. http://dx.doi.org/10.1055/s-0038-1635096.
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Background Use of the electronic health record (EHR) is widespread in academic medical centers, and hands-on EHR experience in medical school is essential for new residents to be able to meaningfully contribute to patient care. As system-specific EHR training is not portable across institutions—even when the same EHR platform is used—students rotating across health systems are often required to spend time away from clinical training to complete each system's, often duplicative, EHR training regardless of their competency within the EHR. Methods We aimed to create a single competency-based Epic onboarding process that would be portable across all the institutions in which our medical students complete clinical rotations. In collaboration with six health systems, we created online EHR training modules using a systematic approach to curriculum development and created an assessment within the Epic practice environment. Results All six collaborating health systems accepted successful completion of the developed assessment in lieu of standard site-specific medical student EHR training. In the pilot year, 443 students (94%) completed the modules and assessment prior to their clinical training and successfully entered clinical rotations without time consuming, often repetitive onsite training, decreasing the cumulative time as student might be expected to engage in Epic onboarding as much as 20-fold. Conclusion Medical schools with multisystem training sites with a single type of EHR can adopt this approach to minimize training burden for their learners and to allow them more time in the clinical setting with optimized access to the EHR.
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Shanahan, Amber, and Trisha Sheehan. "Creating Community Through Cohort Learning: A Training Model for Youth Development Professionals." Journal of Youth Development 15, no. 1 (March 11, 2020): 79–93. http://dx.doi.org/10.5195/jyd.2020.827.
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University of Minnesota Extension Center for Youth Development (CYD) initiated a learning cohort for their local youth development professionals, 4-H Extension educators (EEs) to fulfill a need to better support staff beyond onboarding. The Youth Development Learn and Lead (YDLL) cohort is grounded in integrative leadership that influences professional relationship building through the sharing of applicable skills and theory across hierarchical boundaries while providing a community of practice to discuss ideas and share resources. The cohort has positively impacted employee engagement and has shown impressive results around networking, relationship building, and learning objectives. The YDLL cohort has been deemed an essential training by CYD, and has been replicated internally to encompass a larger audience with unique staff development needs.
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Marchionni, Caroline, Madolyn Connolly, Mélanie Gauthier, and Mélanie Lavoie-Tremblay. "Innovative approaches to teaching vascular access to nursing students in the COVID-19 era." British Journal of Nursing 30, no. 14 (July 22, 2021): S34—S41. http://dx.doi.org/10.12968/bjon.2021.30.14.s34.
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Purpose: For the student nurse, peripheral venous cannulation is one of the most stressful skills to be learned. Although some healthcare employers/establishments offer courses on vascular access and infusion nursing as part of their onboarding programs, ultimately educational institutions should share the responsibility to ensure that graduating nurses can provide safe infusion therapies. Methods: An innovative vascular access and infusion nursing (VAIN) curriculum was created and mapped onto the entry to practice undergraduate nursing program at McGill University in Montréal, Québec, Canada. This presented an opportunity to implement new teaching approaches. Results: Students experienced multiple new teaching approaches including multimedia and experiential learning and live simulation to ensure acquisition of knowledge and psychomotor skills. The teaching approaches had to be rapidly modified with the advent of the COVID-19 pandemic. Conclusions: The VAIN curriculum emphasizes simulation and directed practice, seeking to increase competence, confidence, and knowledge. The pandemic underscored the need for flexibility and creativity in content delivery.
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Marchionni, Caroline, Madolyn Connolly, Mélanie Gauthier, and Mélanie Lavoie-Tremblay. "Innovative approaches to teaching vascular access to nursing students in the COVID-19 era." Vascular Access 15, no. 1 (May 31, 2021): 6–14. http://dx.doi.org/10.5737/cvaa-151614.
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Purpose: For the student nurse, peripheral venous cannulation is one of the most stressful skills to be learned. Although some healthcare employers/establishments offer courses on vascular access and infusion nursing as part of their onboarding programs, ultimately educational institutions should share the responsibility to ensure that graduating nurses can provide safe infusion therapies. Methods: An innovative vascular access and infusion nursing (VAIN) curriculum was created and mapped onto the entry-to-practice undergraduate nursing program at McGill University in Montréal, Québec, Canada. This presented an opportunity to implement new teaching approaches. Results: Students experienced multiple new teaching approaches including multimedia and experiential learning and live simulation to ensure acquisition of knowledge and psychomotor skills. The teaching approaches had to be rapidly modified with the advent of the COVID-19 pandemic. Conclusions: The VAIN curriculum emphasizes simulation and directed practice, seeking to increase competence, confidence, and knowledge. The pandemic underscored the need for flexibility and creativity in content delivery.
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Skyrme, Alison Elizabeth, and Lisa Levesque. "New Librarians and the Practice of Everyday Life." Canadian Journal of Academic Librarianship 5 (March 27, 2019): 1–24. http://dx.doi.org/10.33137/cjal-rcbu.v5.29652.
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In this article, the authors take a critical look at the challenges faced by librarians new to the profession. Using Michel de Certeau’s The Practice of Everyday Life, they examine how the coping tactics for new librarians described in the literature mirror the “tactics” de Certeau describes individuals using to “make do” within systems of power. This includes how individuals make do in their personal lives by coping with stress and how they succeed at work by developing networks and manoeuvering politically. This article will also discuss what de Certeau refers to as “strategies,” or moves undertaken by the system of power itself, within the context of onboarding and mentorship. Examining the literature on new librarians through the lens of de Certeau allows the authors to consider the ways in which the individual may choose to act tactically and integrate into a system of power, or may use the limited means available to them to quietly rebel. It also allows the critique of the use of tactics, which require individuals to take on additional work in order to adapt to the needs of the institution. Requiring new librarians to adapt to their institution is problematic, specifically in relation to precarious labour and to barriers to entry. These systematic issues require a collective response beyond what individuals can address. Using de Certeau’s work, the authors critically examine the literature that exists on new librarians and how individuals adapt and change to the needs of the academic library as a system of power.
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Tu, Yu-Zhen, Ya-Ting Chang, Hung-Yi Chiou, and Ken Lai. "The Effects of Continuous Usage of a Diabetes Management App on Glycemic Control in Real-world Clinical Practice: Retrospective Analysis." Journal of Medical Internet Research 23, no. 7 (July 15, 2021): e23227. http://dx.doi.org/10.2196/23227.
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Background The efficacy of digital technology in improving diabetes management has typically been demonstrated through studies such as randomized controlled trials, which have reported a steeper reduction in hemoglobin A1c (HbA1c) values for patients who adopted a digital solution. However, evidence from real-world clinical practice is still limited. Objective This study aimed to evaluate the effectiveness of digital interventions by tracking HbA1c improvements over 1 year in real-world clinical settings. Methods Patients used the Health2Sync mobile app to track self-measured outcomes and communicate with health care professionals (HCPs). HCPs used the web-based Patient Management Platform to monitor patient data, view test results from clinical laboratories, and communicate with patients. Patients who have been onboarded for at least 13 months and have consecutive HbA1c findings for 5 quarters were included in the analysis. They were then stratified into 3 groups (high, mid, and low retention) based on their level of use of Health2Sync in the first 6 months of onboarding. A mixed model was built to compare the slopes of the rate of reduction in HbA1c among the groups. In addition, these patients’ retention on the app from the seventh to the 12th month was verified through multiple comparisons. Results A sample of 2036 users was included in the analysis. With the mixed model coefficient estimates, we found that app users had significant HbA1c percentage reductions as the passed quarter count increased (t=–9.869; P<.001), and that effectiveness increased in the high (t=–5.173) and mid retention (t=–6.620) groups as the interaction effects were significantly negative compared to that in the low retention group (P<.001) in the passed quarter count. The low retention group also had the highest average HbA1c value at the end of 13 months (high: 7.01%, SD 1.02%; mid: 6.99%, SD 1.00%; low: 7.17%, SD 1.14%) (Bonferroni correction: high vs low, P=.07; mid vs low, P=.02; high vs mid, P>.99). The level of use of the app remained consistent in the seventh to the 12th month after onboarding (high: 5.23 [SD 1.37] months, mid: 2.43 [SD 1.68] months, low: 0.41 [SD 0.97] months) (P<.001). Conclusions Our analysis shows that continuous usage of the diabetes management app is associated with better glycemic control in real-world clinical practice. Further studies are required to reveal the efficacy for specific diabetes types and to observe effects beyond 1 year.
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Nisly, Sarah, Brennen Guzik, Alexandra Cunha, Brittany Sturdivant, Lisa Brennan, Jamielynn Sebaaly, and Susan Smith. "Concentrated Learning Experiences Across Two Different Health-Systems." INNOVATIONS in pharmacy 12, no. 1 (March 4, 2021): 20. http://dx.doi.org/10.24926/iip.v12i1.3374.
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Background: While many public pharmacy schools have an adjoining health-system to accommodate their students, some pharmacy programs form partnerships with non-affiliated health-systems to precept students. These health-systems often afford students the opportunity to complete multiple rotations within a single organization, offering decreased onboarding time and more longitudinal experiences. Innovation: Two autonomous partnerships were developed with independent healthcare systems for concentrated learning experiences during the advanced pharmacy practice experiences year. Each program differs in student requirements and is overseen by the practice site, with participation by area faculty. Key Findings: A survey assessed professional skill set development, achievement of program goals during the experiential year, and student satisfaction of a concentrated learning experience. A comparison between programs was completed to assess for consistency in student experiences. Nineteen students (83%) responded to the survey. Students from both health-systems reported similarities in professional skill growth. Likewise, all students reported achievement of program goals and overall satisfaction with their experiential training. Conclusions: Independently managed concentrated learning experiences provided evidence of consistent growth in student professional development and achievement of programmatic goals. Partnerships with non-affiliated healthcare systems can provide a rich training ground for student learners.
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Bracken, Bethany K., Isaac Potoczny-Jones, John Wolcott, Eddie Raffaele, Lucas Woodward, Chris Gogoel, Nikos Kiourtis, Brian Schulte, Patricia A. Arean, and Mike Farry. "Development of Human-Out-of-the-Loop Participant Recruitment, Data Collection, Data Handling, and Participant Management System." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (December 2020): 1770–74. http://dx.doi.org/10.1177/1071181320641428.
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Most human subjects, research requires data collection by contacting local participants who visit a research site. This is costly, time-consuming, and decreases subject retention with each required visit. Additionally, studies require increasingly large troves of data collected continuously during their typical daily lives using sensors (e.g., fitness trackers). Long-term, continuous collection is becoming more feasible as smartphones become ubiquitous. However, data is highly detailed, and identifiable even when de-identified according to typical practice (e.g., keeping names separate from study data). To enable remote collection of these rich data sets while ensuring privacy, we built a system to allow secure and fully human-out-of-the-loop participant recruitment, screening, onboarding, data collection on smartphones, data transmission to the cloud, data security in the cloud, and data access by analysis and modeling teams. We believe this approach is applicable to a large number of researchers, both within universities and in industry.
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Cone, Christina, and Mary Affronti. "INNV-29. PROFESSIONAL PRACTICE MODEL FOR ADVANCED PRACTITIONERS IN NEURO ONCOLOGY." Neuro-Oncology 22, Supplement_2 (November 2020): ii122—ii123. http://dx.doi.org/10.1093/neuonc/noaa215.512.
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Abstract BACKGROUND Neuro-oncology advanced practitioners (APs - nurse practitioners, physician assistants) require specialization beyond the scope of population-based generalist training and education. There are no specialty standards or certifications for neuro-oncology APs, no formal training programs, and no literature that addresses the competency requirements of neuro-oncology APs. The burden of AP turnover at an academic medical center ambulatory neuro-oncology practice was as high as 50%. This quality improvement project’s purpose was to develop a professional practice model (PPM) to support the professional development and retention of APs. METHODS Using the Focus, Analyze, Develop, Execute and Evaluate (FADE) quality improvement methodology the authors (1) reviewed literature and relevant professional organizations to identify possible professional competencies for neuro-oncology APs, (2) analyzed data to develop evidenced-based practice domains, (3) used purposive sampling to recruit a team of neuro-oncology experts, (4) conducted a Delphi study with the experts to gain consensus on practice domains and professional competencies, and finally (5) utilized the Delphi study results to create a PPM for neuro-oncology APs. RESULTS The authors recruited twenty-three participants (39% were physicians, 57% were APs, and 4% were administrators) for the Delphi study, which was executed via electronic transmission using Qualtrics. Participants reached consensus on six domains of practice (Medical Knowledge, Interprofessional Collaboration/Communication, System-based Practice, Professionalism, Practice-based learning, Patient/family-centered care) and fifty corresponding competency statements after two rounds of the Delphi. With the implementation of the PPM and the development of standardized onboarding, the AP turnover rate decreased from 50% to 12% in just two years. CONCLUSION This QI project successfully created a PPM for a neuro-oncology AP team. The PPM supports neuro-oncology APs by validating their unique skill set that combines several specialties. The PPM provided the framework to standardize orientation/training, evaluate performance, and promote job satisfaction and retention.