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Purpose: In an effort to address persistent inequities in maternal and infant health, policymakers and advocates have pushed to expand access to doula care. Several states, including California, now cover doula services through Medicaid. As coverage expands, research on the impact of doula care will likely increase. To develop best practices for research, it is critical to engage community doulas, clients, and other key stakeholders. Description: Our overarching goal was to build capacity for future doula- and client-centered research on community doula care. First, we established a Steering Committee with members from seven relevant stakeholder groups: community doulas, former or potential doula clients, clinicians, payers, advocates, researchers, and public health professionals. Second, we conducted a needs assessment to identify and understand stakeholders' needs and values for research on community doula care. Findings from the needs assessment informed our third step, conducting a research prioritization to develop a shared research agenda related to community doula care with the Steering Committee. We adapted the Research Prioritization by Affected Communities protocol to guide this process, which resulted in a final list of 21 priority research questions. Lastly, we offered a training to increase capacity among community doulas to engage in research on community doula care. Assessment: Our findings provide direction for those interested in conducting research on doula care, as well as policymakers and funders. Conclusion: The findings of our stakeholder-engaged process provide a roadmap that will lead to equity-oriented research centering clients, doulas, and their communities. Significance: What is Already Known on this Subject?: Doula care is often cited as a cost-effective intervention to improve maternal and infant health and health care experiences. However, research that focuses on the community-based model of doula care is limited. What this Study Adds?: This paper describes a stakeholder-engaged process that identified important understudied research questions about community doula care. Researchers can further refine these questions to conduct partnered research with multiple stakeholder groups, including community doulas, former or potential doula clients, clinicians, payers, advocates, and public health professionals. Further, this paper outlines best practices for research on community doula care. [ABSTRACT FROM AUTHOR]

The article discusses the paper on the Summit II sequel of the Voice Pedagogy Interest Group in 2018. Topics covered include the tenets and principles on reading the summit's paper, the historical writings on voice teaching and pedagogy, the music industry's style and genre, the comprehensive voice pedagogy framework (CVFP) and model, and the Knowledge Base portion of the CVFP. Also noted are selected teacher actions and student interactions.

Experiential learning has been identified as an effective method of delivering curricula in quality improvement (QI). Kolb's experiential learning model was used to develop QI projects as the primary deliverable for a graduate QI health administration course at California State University, Northridge. This study evaluates QI projects (n=23) conducted at students' work settings, using the validated Quality Improvement Knowledge Application Tool Revised (QIKAT-R) for a pre-/post-assessment and a survey to determine student perspectives on the projects. The pre-/post-assessments demonstrated a statistically significant increase in the students' ability to apply QI concepts (p<0.05), while students reported the projects provided a practical and real-life experience that allowed them to apply critical thinking, analytical, problem solving, systems thinking, and communication skills. The students' perspectives, lessons learned, and future plans are discussed, which demonstrate that incorporating experiential learning into graduate health administration coursework can be a valuable pedagogic approach. [ABSTRACT FROM AUTHOR]

Aims: To determine the effect of adding structured simulation to a traditional classroom lecture format on students' knowledge acquisition and their evaluation of faculty teaching effectiveness, compared to traditional classroom lectures alone. Background: There is a critical lack of high‐quality clinical placements/experiences in nursing education, particularly in clinical specialty populations, such as paediatrics. Simulation has been shown to help students practice in a safe environment. However, less is known about the outcomes of embedding simulation in didactic class sessions or classroom lectures. Additionally, data on the impact of simulation as a teaching pedagogy on faculty teaching effectiveness is limited. Design: Post‐test, nonequivalent control group quasi‐experimental study. Methods: Students in two prelicensure nursing programs participated in a 10‐week term paediatric nursing course taught by the same faculty member on two different campuses. The students at one campus, designated as the control group (n = 43), received four hours of traditional, lecture‐only, instructions. The group at a second campus, the intervention group (n = 44), received the same lectures with added structured simulations. Students' knowledge acquisition and their evaluation of faculty teaching effectiveness were measured in both groups using the same standardised assessment measures. The CONSORT checklist was followed. Results: Students' knowledge acquisition scores and their evaluation scores of faculty teaching effectiveness were significantly higher in the intervention (simulation) group compared to the control group. A significantly higher number of students in the simulation group scored above the national average Nursing Care of Children score as compared to students in the control group. Conclusions: Integrating simulation with didactic instruction enhanced students' knowledge acquisition and improved their opinion of faculty teaching effectiveness. Relevance to clinical practice: Augmenting lecture with simulation may provide students with learning experiences that they may not have during clinical rotation due to a lack of paediatric clinical placement sites and differences between sites. [ABSTRACT FROM AUTHOR]