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Pisano F, Bilotta F. Verbal Glasgow Coma Scale as predictor of persistent disorder of consciousness: Insights for improving accuracy and reliability in clinical practice. Clin Neurol Neurosurg 2024; 240:108274. [PMID: 38583299 DOI: 10.1016/j.clineuro.2024.108274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2024] [Revised: 03/20/2024] [Accepted: 04/01/2024] [Indexed: 04/09/2024]
Abstract
This brief report discusses the relationship between verbal function, disorders of consciousness, and neurological follow-up after acute brain injury. It provides valuable insights for improving the accuracy and reliability of Verbal Glasgow Coma Scale scoring in clinical practice. The report addresses the need for standardized training and underlines the importance of physiological stabilization before assessment. Clarity in communication, recognition of non-verbal cues, and serial assessments are emphasized as critical factors to reduce the Verbal Glasgow Coma Scale inconsistencies. It also promotes interdisciplinary collaboration and cultural sensitivity to refine the Verbal Glasgow Coma Scale evaluation, improving the prediction of long-term neurological outcomes after acute brain injury and optimizing effective rehabilitation programs. Possible strategies to implement in the routine clinical practice the provided tips are discussed.
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Affiliation(s)
- Francesca Pisano
- Department of Cognitive Sciences, Psychology, Education and Cultural Studies, University of Messina, Messina 98121, Italy; Department of Anesthesiology, Critical Care and Pain Medicine, Policlinico Umberto I, "Sapienza" University of Rome, Rome 00161, Italy.
| | - Federico Bilotta
- Department of Anesthesiology, Critical Care and Pain Medicine, Policlinico Umberto I, "Sapienza" University of Rome, Rome 00161, Italy
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Luke MM, Dams P, Lichtenberger SN. Improving Human-Service Organizations through Process Mapping: A Tutorial for Practitioners. Behav Anal Pract 2024; 17:359-370. [PMID: 38405285 PMCID: PMC10891017 DOI: 10.1007/s40617-024-00906-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/08/2024] [Indexed: 02/27/2024] Open
Abstract
Developing and improving organizational processes is an important element for staff satisfaction, effective communication, and ultimately the success of an organization (Rummler & Brache, 2013). Human-service organizations are no exception and, in fact, could greatly benefit from process improvement. This article provides guided steps for using process maps as a means for improving processes in human-service organizations.
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Affiliation(s)
- Molli M. Luke
- Behavior Analyst Certification Board, Littleton, CO USA
| | - Peter Dams
- Dams & Associates, Inc., Plainwell, MI USA
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Harper JM, Bird F, Wizboski M, Steinhauser H, Luiselli JK. Teaching clinicians and nurses to prepare for and present at interdisciplinary meetings through behavioral skills training. J Appl Behav Anal 2023; 56:745-756. [PMID: 37492968 DOI: 10.1002/jaba.1012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Accepted: 06/23/2023] [Indexed: 07/27/2023]
Abstract
Behavior analysts frequently collaborate with interdisciplinary colleagues to share information and make decisions about client services. This study evaluated the effects of behavioral skills training on preparation for and presentation during interdisciplinary review team meetings by clinicians (n = 4) and nurses (n = 4) at a residential school for students with intellectual and neurodevelopmental disabilities. The primary dependent measure was the percentage of preparation and presentation steps from task-analyzed behavior checklists that the participants implemented correctly. As evaluated by multiple-baseline designs, the participants improved their preparation and presentation skills to nearly 100% following behavioral skills training, maintained performance 1 month after the study, and rated training positively. We discuss elements of the training program, practice implications, and research directions.
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Hammoudi Halat D, Soltani A, Dalli R, Alsarraj L, Malki A. Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review. J Clin Med 2023; 12:4425. [PMID: 37445459 DOI: 10.3390/jcm12134425] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2023] [Revised: 06/17/2023] [Accepted: 06/21/2023] [Indexed: 07/15/2023] Open
Abstract
In recent years, there has been increasing recognition of mental health concerns in academia, with stress, burnout, anxiety, and depression being reported among faculty members. The demanding work environment, the need to balance personal and professional duties, and the constant pressure of productivity while navigating multiple tasks of teaching, research, mentorship, professional development, and service all impact the mental health and overall well-being of faculty. Higher education institutions have structurally changed as has the research landscape. These changes as well as faculty-specific and student-specific factors coupled to the effect of the COVID-19 pandemic have led to profound effects on the mental health of academics. This paper is a narrative review of the pertinent literature describing faculty mental health and well-being. It summarizes the available evidence on factors influencing faculty mental health and shows the prevalence of anxiety, depression, stress, and burnout among faculty from various academic fields and along the whole academic ladder. Using a suggested framework that collates the efforts of leaders and faculty, the paper concludes by exploring strategies that promote work-life balance among academics and suggesting effective interventions to improve their mental health outcomes.
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Affiliation(s)
- Dalal Hammoudi Halat
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Abderrezzaq Soltani
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Roua Dalli
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Lama Alsarraj
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Ahmed Malki
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
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Slanzi CM, Sellers T. Paying for Supervision: Barriers, Solutions, and Opportunities. Behav Anal Pract 2023; 16:363-373. [PMID: 37187853 PMCID: PMC10170001 DOI: 10.1007/s40617-022-00727-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/15/2022] [Indexed: 11/25/2022] Open
Abstract
In some situations, those requiring supervision to meet Behavior Analyst Certification Board supervised fieldwork requirements, maintain certification, or get assistance with a difficult case or ethical dilemma may need to contract with a qualified supervisor and pay them directly. Although it is not considered to be a multiple relationship, the financial component does carry an inherent conflict of interest, which can create barriers to effective and appropriate supervision. In this article we propose a list of barriers that may arise in this particular supervisory relationship and potential solutions to manage each one, with a particular focus on supervised independent fieldwork. We also discuss unique learning opportunities that may arise from this situation that may be beneficial to both the trainee and supervisor.
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Affiliation(s)
- Crystal M. Slanzi
- Department of Social and Behavioral Sciences, Temple University, 1700 N Broad Street, Philadelphia, PA 19121 USA
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Kranak MP, Andzik NR, Jones C, Hall H. A Systematic Review of Supervision Research Related to Board Certified Behavior Analysts. Behav Anal Pract 2023:1-16. [PMID: 37363648 PMCID: PMC10188221 DOI: 10.1007/s40617-023-00805-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/13/2023] [Indexed: 06/28/2023] Open
Abstract
Supervision is paramount within applied behavior analysis. This is particularly true in the case of Board Certified Behavior Analysts® (BCBAs®) and trainees (i.e., those accruing hours and experience to become BCBAs). Given the importance of supervision in shaping future BCBAs (and subsequently the field of applied behavior analysis), researchers have emphasized supervision practices as they relate to BCBAs and trainees. However, what type of work is occurring in this area, such as empirical intervention studies or provision of supervisory recommendations through discussion-style articles, needs to be clarified. Therefore, we conducted the first and most comprehensive systematic review of supervision research related to BCBAs and trainees. Results indicated that most of the articles and work pertaining to BCBA supervision are discussion-style articles, with several survey studies and few empirical intervention studies. We discuss implications and areas for future supervision research. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-023-00805-0.
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Affiliation(s)
- Michael P. Kranak
- Department of Human Development and Child Studies, Oakland University, 456 Pioneer Drive, Rochester, MI 48309 USA
- Oakland University Center for Autism, Rochester, MI USA
| | | | - Chloe Jones
- Department of Human Development and Child Studies, Oakland University, 456 Pioneer Drive, Rochester, MI 48309 USA
| | - Hailee Hall
- Department of Human Development and Child Studies, Oakland University, 456 Pioneer Drive, Rochester, MI 48309 USA
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Myren BJ, de Hullu JA, Koksma JJ, Gelderblom ME, Hermens RPMG, Zusterzeel PLM. Cyclic workflow to improve implementation of learning points from morbidity and mortality meetings. BMC Health Serv Res 2022; 22:1282. [PMID: 36284295 DOI: 10.1186/s12913-022-08639-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Revised: 09/21/2022] [Accepted: 09/28/2022] [Indexed: 08/30/2023] Open
Abstract
BACKGROUND Morbidity and mortality meetings (M&MMs) are organized in most hospital departments with an educational purpose to learn from adverse events (AEs) to improve patient care. M&MMs often lack effectiveness due to unsuccessful systematic follow-up of areas of improvement. This can have an effect on improving patient safety and care. Therefore, a new strategy that focuses on implementing areas of improvement into daily practice is necessary. The study aim is to see if we could improve the implementation of meeting outcomes from the M&MM by using a cyclic workflow, and which factors are important to achieve its implementation. METHODS This prospective study took place at the department of gynecologic oncology of a university hospital. Research was conducted with a participatory action research (PAR) approach using 10 consecutive M&MMs in 2019 and 2020. The cyclical workflow consisted of an action list based on the PDCA-cycle, a check of the implementation of areas for improvement at the next M&MM and regular monitoring of tasks. Each M&MM was observed and each professional with an assigned task was interviewed and gave their informed consent. Thematic content analysis was performed with the program Atlas.ti 8.4.20. RESULTS Out of the 39 tasks that resulted from 10 M&MMs, 37 (94.8%) followed all the steps in the PDCA-cycle and were implemented. In total, 16 interviews were conducted with consultants, nurses, registrars and residents. Five main factors were important to achieve follow-up of areas for improvement: organizational culture, motivation, commitment, communication to mobilize employees and skills. Repetition of the cyclic workflow at the M&MM and an external person who reminded professionals of their assigned task(s) was important to change habits and motivate professionals. CONCLUSION Cyclical tools can support the implementation of areas for improvement to optimize the M&MM. A M&MM with an organizational culture where attendees can discuss openly and freely may motivate attendees to take on tasks successfully. A positive stimulant to reach commitment of professionals is team participation. Integrating new habits of reflection may lead to a deeper level of learning from the PDCA-cycle and of the M&MM. Creating a learning environment outside of the M&MM may support professionals to take on actions and engage in improvement practices. Future research may focus on including a comparative analysis to show a success rate of the implementation of learning points from the M&MM more clearly.
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Affiliation(s)
- B J Myren
- Department of Obstetrics and Gynaecology, Radboudumc, Nijmegen, The Netherlands.
| | - J A de Hullu
- Department of Obstetrics and Gynaecology, Radboudumc, Nijmegen, The Netherlands
| | - J J Koksma
- Health Academy, Radboudumc, Nijmegen, The Netherlands
| | - M E Gelderblom
- Department of Obstetrics and Gynaecology, Radboudumc, Nijmegen, The Netherlands
| | | | - P L M Zusterzeel
- Department of Obstetrics and Gynaecology, Radboudumc, Nijmegen, The Netherlands
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Allen JA, Lehmann-Willenbrock N. The key features of workplace meetings: Conceptualizing the why, how, and what of meetings at work. Organizational Psychology Review 2022. [DOI: 10.1177/20413866221129231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Given the focal role that group and team meetings play in shaping employees’ work lives (and schedules), the scarcity of conceptual and empirical attention to the topic in extant organizational psychology research is a major oversight that stalls scientific understanding of organizational behavior more broadly. With the explosion of meetings in recent years, in part due to the COVID-19 pandemic, some even wonder why organizational psychology has not already figured out meetings from both a science and practice perspective. The purpose of this paper is to synthesize the extant literature on the science of workplace meetings and sort the works by identifying the key features of the meeting phenomenon. The five key features of workplace meetings identified include Leading, Interacting, Managing Time, Engaging, and Relating. We couch these features within a larger framework of how meetings are the intersection of collaboration in organizations and indispensable to organizational success. Against this conceptual backdrop, we reviewed a total of 253 publications, noting opportunities for future research and discussing practical implications. Plain Language Summary Given the focal role that group and team meetings play in shaping employees’ work lives (and schedules), the scarcity of conceptual and empirical attention in extant organizational psychology research is a major oversight that stalls scientific understanding of organizational behavior more broadly. With the explosion of meetings that has occurred in recent years, in part due to the COVID-19 pandemic, some even wonder why organizational psychology has not already figured out meetings from both a science and practice perspective. The purpose of this paper is to review the literature on the science of workplace meetings by identifying the core features of the phenomenon and sorting the extant literature along these features. The five core features identified include leading, interacting, managing time, engaging, relating. We couch these features within a larger framework of how meetings are the intersection of collaboration in organizations and a major key to organizational success. Against this conceptual backdrop, we reviewed a total of 253 publications, noting opportunities for future research and discussing practical implications. We conclude our review with an overview of the special issue on workplace meetings, which is an overt attempt to launch research that will fill the theoretical and conceptual gap in the science of meetings.
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Ezerins ME, Ludwig TD. A Behavioral Analysis of Incivility in the Virtual Workplace. Journal of Organizational Behavior Management 2021. [DOI: 10.1080/01608061.2021.1970079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Maira E. Ezerins
- Appalachian State University, Department of Psychology, Boone, North Carolina, USA
| | - Timothy D. Ludwig
- Appalachian State University, Department of Psychology, Boone, North Carolina, USA
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Affiliation(s)
- Janae K. Heath
- Janae K. Heath, MD, MSCE, is Assistant Professor of Medicine, Division of Pulmonary and Critical Care, University of Pennsylvania
| | - Jonathan E. Davis
- Jonathan E. Davis, MD, is Professor and Academic Chair, Emergency Medicine, Georgetown University Medical Center, and System Physician Chair for GME, Medstar Health
| | - C. Jessica Dine
- C. Jessica Dine, MD, MSHP, is Associate Professor of Medicine, Division of Pulmonary and Critical Care, and Associate Dean of Faculty Development, Perelman School of Medicine, University of Pennsylvania
| | - Jamie S. Padmore
- Jamie S. Padmore, DM, is Professor and Senior Associate Dean for Medical Education, Georgetown University Medical Center, and Vice President, Academic Affairs, and Designated Institutional Official, MedStar Health
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Courtney WT, Hartley BK, Rosswurm M, LeBlanc LA, Lund CJ. Establishing and Leveraging the Expertise of Advisory Boards. Behav Anal Pract 2021; 14:253-63. [PMID: 33732595 DOI: 10.1007/s40617-020-00503-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/11/2020] [Indexed: 10/23/2022] Open
Abstract
The advisory board's makeup tends to consist of professionals with domains of expertise relevant to the organization they serve. Organizations invite advisory board members to guide the organization's efforts over an extended period. Still, they do not have fiduciary, operational, or decision-making responsibilities for the organization in the way that a board of directors does. This article provides a framework for a behavior-analytic organization to (a) identify whether an advisory board would be feasible and beneficial, (b) establish an advisory board, and (c) engage and manage an advisory board to best leverage the unique skills and interests of the members. The article includes 2 examples of advisory boards to illustrate the suggested framework and recommendations.
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