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Copyright of Journal of Advanced Nursing (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Maternal substance use and deaths due to overdoses are increasing nationwide. Evidence suggests that the rate of resumed substance use, and fatal and non-fatal overdose is greatest in the first year after birth, particularly around six months postpartum, compared to other parts of the perinatal period. Doula care has been linked to improvements in perinatal health and outcomes. Description: In response to the opioid epidemic, the Philadelphia Department of Public Health developed and implemented the Doula Support Program (DSP), with a focus on one year of postpartum care for birthing people with a substance use disorder (SUD). In this paper, we describe the program and its formation and report on the early challenges and successes of the program implementation, based on information we received from program founders and managers in a group interview. Assessment: Early successes of the program include partnering with local community-based programs to recruit and retain doulas, supplementing traditional doula education with perinatal SUD-specific trainings, and maximizing client referrals by collaborating with local organizations and treatment centers that serve birthing people with SUD. Client retention, however, has proven to be challenging, especially during the COVID-19 pandemic. Conclusion: The DSP continues to grow, and lessons learned will facilitate program improvements. The goal of this paper is to outline the development and launch of the DSP and to act as a model for other state and local health departments interested in providing doula care for birthing people with SUD. Significance: Maternal substance use and fatal overdoses are increasing in Philadelphia, Pennsylvania. In response to this crisis, the Philadelphia Department of Public Health's Division of Maternal, Child and Family Health developed the Doula Support Program (DSP), offering doula care to pregnant people with a current or past SUD history up to one-year postpartum. To our knowledge, this is the only doula program in Pennsylvania offering one-year postpartum support to birthing people affected by SUD. [ABSTRACT FROM AUTHOR]

Background: Pregnancy and early parenthood can be challenging transitional times for many families, especially those struggling with opioid use disorder (OUD). Over 8 million children live with a parent with SUD and parental drug use has been attributed to rising rates of family instability and child welfare involvement (Lipari & Van Horn, 2017; AFCARS, 2020;). Community-based prevention programming for families with young children, such as evidence-based maternal and child home visiting (EBHV), may we well positioned to engage and support families impacted by the opioid epidemic through early childhood. This paper presents case studies to highlight promising practices for adapting EBHV models to families impacted by SUD from the perspectives of staff and administrators. Methods: Data from three pilot sites are presented as case studies. These sites were selected to represent the most innovative and developed adaptations to EBHV for families impacted by substance use from an implementation evaluation of state-funded pilot sites (N = 20) at existing home visiting agencies across Pennsylvania. Data reported here represent semi-structured interviews with 11 individuals. Data were coded to facilitators and barriers nodes to understand the process and impact of pilot implementation. Results: Systems-level collaboration and coordination were key to serving a population already engaged in multiple systems. Engagement of substance use experts allowed home visitors to focus on delivery of evidence-based curricula supporting family stability and child development. External partnerships reduced stigma among home visitors. Across sites, staff struggled with the increased acuity of social complexity of the OUD population. Conclusions for Practice: Pregnancy and early parenthood are challenging transitional times for many families, especially those with OUD. Evaluation results demonstrate the promise of systems-based adaptations to community-based prevention programming for families with young children, such as maternal and child home visiting, to better support families impacted by SUD. [ABSTRACT FROM AUTHOR]

Collaborating with teaching faculty is a well-established method of making library instruction more meaningful and engaging to students, and learning communities provide an excellent opportunity to work closely with both teaching faculty and a cohort of students. A typical learning community brings students together around a similar discipline or theme. The students take some of the same courses and may live together on campus. At Duquesne University in Pittsburgh, the authors of this article, one a librarian and the other a writing instructor, worked together in a learning community to support students as they mastered research skills across two courses, an information literacy course and a first-year writing course. The results of this collaboration show improved achievement in student learning outcomes and increased retention of valuable research skills in writing. [ABSTRACT FROM AUTHOR]

Nurses need easy access to authoritative resources for decision-making and development of nursing interventions at the point of care. Perceived lack of time, limited awareness of resources, and training opportunities are obstacles to accessing evidence-based resources at the bedside. A medical librarian and the nursing shared governance council for Nursing Research & Evidence Based Practice partnered to enhance education and training for nurses in evidence-based practice. Nursing Reference Center became one of the tools to accomplish the goal. This paper presents one organization’s attempt to overcome obstacles to evidence-based practice that clinical nurses encounter, namely, access to best available evidence at the patient’s bedside. [ABSTRACT FROM AUTHOR]

There are meaningful cancer-related disparities in the Appalachian region of the U.S. To address these disparities, the Appalachia Community Cancer Network (ACCN), a collaboration of investigators and community partners in five states (Kentucky, Ohio, Pennsylvania, Virginia, and West Virginia), is involved in increasing cancer education and awareness, conducting community-based participatory research (CBPR), and creating mentorship and training opportunities. The primary objective of this paper is to describe cancer-related disparities in the Appalachian region of the U.S. as an example of the disparities experienced by underserved, predominantly white, rural populations, and to describe ACCN activities designed to intervene regarding these disparities. An ACCN overview/history and the diverse activities of ACCN-participating states are presented in an effort to suggest potential useful strategies for working to reduce health-related disparities in underserved white populations. Strengths that have emerged from the ACCN approach (e.g., innovative collaborations, long-standing established networks) and remaining challenges (e.g., difficulties with continually changing communities, scarce resources) are described. Important recommendations that have emerged from the ACCN are also presented, including the value of allowing communities to lead CBPR efforts. Characteristics of the community-based work of the ACCN provide a framework for reducing health-related disparities in Appalachia and in other underserved white and rural populations. [ABSTRACT FROM AUTHOR]

Although many crime victims seek support from members of the faith community, faith leaders may feel unsure of their abilities to assist. This paper describes findings from a descriptive needs assessment that preceded a national project to link faith-based organizations and victim service programs in five high-crime neighborhoods. Approximately 90 participants were interviewed, including faith leaders, victim service providers, and other professionals. A majority saw positive implications of faith-secular collaboration but also identified concerns. Findings focus on perceived obstacles and facilitators of collaboration, addressing climate for faith-secular collaboration, disciplinary differences, community engagement, and church-state separation. Implications for collaboration are explored and recommendations are provided for future efforts to link faith communities and secular services. [ABSTRACT FROM AUTHOR]

BACKGROUND: School nurses are rarely integrated into primary care teams to their full potential. We aimed to characterize school nurses' perceptions related to current and optimal collaboration with primary care providers (PCPs) and identify actionable solutions to improve efficiency, quality, and coordination of pediatric care. METHODS: We conducted and qualitatively analyzed interviews with school nurses to characterize structures, processes, and perceived benefits of optimized school nurse‐PCP collaboration. RESULTS: School nurse interviewees (n = 23) identified factors important to school nurse‐PCP collaboration within 2 domains: information sharing and relationship building. Information sharing themes included health information sharing laws, data sharing systems, and technology‐based communication systems. Relationship building themes included health care sector understanding of the school nurse role, PCP knowledge of school health requirements, shared professional development opportunities, and time and personnel. Perceived benefits of optimized PCP‐school nurse collaboration were identified for children, PCPs, school nurses, and parents. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Needs assessments and action plans guided by the domains of information sharing and relationship building can inform local improvements to optimize school nurse‐PCP collaboration. CONCLUSIONS: School nurses highlighted cross‐sector solutions to enhance school nurse‐PCP collaboration including integrated information sharing systems and intentional relationship building. [ABSTRACT FROM AUTHOR]

W. E. B. Du Bois' The Philadelphia Negro (1899) provides an early example of community-university research collaboration. This "From the Archives" article provides the text of two documents from the work that describe the genesis of the research. A third document provides Du Bois' plan for continuing research on African American community life. [ABSTRACT FROM AUTHOR]

Background and aim: Patients with opioid use disorder (OUD) may experience inadequate pain management especially during childbirth. This study assessed and compared patient and provider perspectives on analgesia during and after delivery in women with OUD. Design: Prospective cohort, mixed method design including semi‐structured interviews and structured surveys with pregnant or recently pregnant patients (n = 17) and provider (n = 15) groups. Setting: Prenatal clinics and hospital postpartum units. Participants: Patients were pregnant women with OUD currently treated with methadone (n = 1) or buprenorphine (n = 16). Providers were obstetricians (n = 5), obstetric nurses (n = 5) and anesthesiologists (n = 5). Measurements: Validated questionnaires were completed by both groups; patient interviews were conducted during the third trimester and at 5 days post‐delivery. Patient topics included pain management preferences, analgesia satisfaction and attitudes toward pain. Provider topics included labor and postpartum pain management perspectives. Interviews were independently coded and qualitatively analyzed for major themes. Findings: Five major themes emerged from patient interviews: (1) neuraxial blockade was endorsed for labor pain; (2) otherwise, limited pain control options were perceived; (3) no consensus around use of opioids for pain; (4) non‐opioid options should be available; and (5) provider communication and health‐care system issues act as barriers to adequate pain management. Provider perspective themes included the following: (1) unique challenges in pain management for patients with OUD; (2) confusion on how to plan for and make perinatal adjustments to medication for OUD; (3) discrepant views on use of opioids for pain management; (4) endorsement of non‐pharmacological and non‐opioid options; and (5) need for improved provider collaboration in developing pain management plans. Conclusions: Patients with opioid use disorder and health‐care providers prioritize pain management during and after childbirth, but have discrepant views on use of opioids and other pain management options. Inadequate care coordination and discrepancies in opinions need to be addressed both within care teams and between patients and providers. Clinicians would benefit from better evidence to guide clinical care of patients with OUD for patient‐centered pain management. [ABSTRACT FROM AUTHOR]

BACKGROUND: The Student Assistance Program (SAP) is mandated kindergarten to 12th grade in Pennsylvania schools to address barriers to student academic success. Following student referral, SAP teams use a systematic process to inform recommendations for school or community‐based services. To evaluate program outcomes, a review of student SAP referral trends over a 5‐year period was undertaken. METHODS: The Pennsylvania Network for Student Assistance Services (PNSAS), the state leadership providing oversight of SAP, partnered with Penn State College of Medicine in a retrospective analysis of student referral data from 2013 to 2018. Public school enrollment demographics were used for comparison. Frequencies and percentages were calculated. RESULTS: Referrals (total n = 352,640) increased by 24% over the 5 years; demographics 55% male, 69% non‐Hispanic white, 16% non‐Hispanic black, and 10% Hispanic. Referrals were most commonly for behavioral concerns (31%). Discontinued referrals (39%) were primarily for parent refusal/no permission. Trends included rising minority and elementary referrals over the study period. CONCLUSIONS: SAP referral demographics were consistent with state public school enrollment race/ethnicity breakdown suggesting lack of systematic bias. The proportion of behavioral referrals was consistent with rising youth behavioral health needs. PNSAS must consider strategies to support rising referral numbers and trends. [ABSTRACT FROM AUTHOR]

Managing type 1 diabetes involves coordinating complex daily behaviors that may rely on the cognitive abilities of people with diabetes (PWD) and spouses, especially as couples collaborate surrounding diabetes care. The aims of the study were to examine whether 1) the cognitive abilities of PWD and their spouses predicted lower A1C, 2) collaborating with a spouse with higher cognitive abilities was especially beneficial for PWD with lower cognitive abilities, and 3) the benefit of the cognitive abilities of PWD and their spouse occurred through better self-care. Couples (n = 199) were recruited with one member diagnosed with type 1 diabetes (PWD 52% female sex, average age 46.81 years, average duration of diabetes 27 years; spouses 48% female sex; average age 46.40 years). PWD and spouses completed fluid (trail making tests from the Delis-Kaplan Executive Function System) and crystallized (information subtest from the Wechsler Adult Intelligence Scale—4th Edition) ability tests. PWD rated their spouse's collaboration in diabetes and reported self-care behaviors through surveys. A1C was assessed as a measure of blood glucose through a blood assay. Multiple regressions revealed that spouses' crystallized ability was the only statistically significant predictor, with higher values associated with lower A1C (t = −2.17, P <0.05). The interaction of crystallized ability of PWD × spouse crystallized ability × collaboration indicated that PWD with lower ability tended to benefit more when they collaborated with a spouse who scored higher in ability (t = −2.21, P <0.05). Mediational analyses indicated that spouses' crystallized ability was associated with lower A1C through better self-care behaviors of PWD (B = 0.03, SE = 0.01, P <0.01). We conclude that PWD benefit from the cognitive abilities of their spouses through better self-care behaviors that are important for maintaining lower A1C across adulthood. [ABSTRACT FROM AUTHOR]

Family engagement conferences are a commonly utilized strategy in child welfare to empower families to make decisions for the safety and well-being of their own children. However, there is mixed evidence about their effectiveness, in large part due to the lack of detail about what is actually occurring in those conferences. Using data from a Title IV-E waiver, the present study utilized a principles-focused evaluation approach to explore how well a set of different family engagement models employed across six county child welfare systems adhered to a common set of principles. Findings suggest that the specific name or branding of a family engagement model – and their model-specific practices, such as private family time – matters less than the general components of practice and fidelity with which they are carried out. Further, this study provides evidence for the ability to conduct an evaluation of similar – but not identical – conferencing models across multiple sites. [ABSTRACT FROM AUTHOR]

Background: There is a shortage of published empirical studies conducted in acute inpatient stroke rehabilitation, though such studies are greatly needed in order to shed light on the most efficacious inpatient stroke rehabilitation interventions. The inherent challenges of inpatient research may dissuade researchers from undertaking this important work. Objective: This paper describes our institution's experience devising practical solutions to research barriers in this setting. Method: Through concentrated efforts to overcome research barriers, such as by cultivating collaborative relationships and capitalizing on unanticipated benefits, we successfully facilitated conduct of five simultaneous inpatient stroke studies. Results: Tangible benefits realized include increased effectiveness of research participant identification and enrollment, novel collaborative projects, innovative clinical care initiatives, and enhanced emotional and practical support for patients and their families. We provide recommendations based on lessons learned during our experience, and discuss benefits of this collaboration for our research participants, clinical staff, and the research team. [ABSTRACT FROM AUTHOR]

The enactment of the Affordable Care Act expands coverage to millions of uninsured Americans and creates a new workforce landscape. Interprofessional Collaborative Practice (ICP) is no longer a choice but a necessity. In this paper, we describe four innovative approaches to interprofessional practice at the University of Pittsburgh Medical Center. These models demonstrate innovative applications of ICP to inpatient and outpatient care, relying on non-physician providers, training programs, and technology to deliver more appropriate care to specific patient groups. We also discuss the ongoing evaluation plans to assess the effects of these interprofessional practices on patient health, quality of care, and healthcare costs. We conclude that successful implementation of interprofessional teams involves more than just a reassignment of tasks, but also depends on structuring the environment and workflow in a way that facilitates team-based care. [ABSTRACT FROM PUBLISHER]

An interdisciplinary team has been developing and examining effects of Project B-Active (Be Active in the Community To Increase Vitality and Enjoyment) in response to the National Prevention Strategy which focuses on a weUness and prevention model and the NIH GO4Life campaign (NCCAM, 2011). The purpose of B-Active is to promote adherence to enjoyable physical activity for older adults who have a fear of falling. Adherence to enjoyable physical activity is important since it is associated with positive outcomes including increased fitness, strength, balance, flexibility, and self-efficacy. The project brings together expertise in: (a) therapeutic recreation associated with developing and evaluating leisure education interventions designed to be enjoyable and empowering, (b) human development associated with designing and evaluating group interventions for older adults using social facilitation strategies, and (c) kinesiology. All contributors of this collaboration are members of a Perm State Center for Healthy Aging. This paper highlights an evolving collaboration that has resulted in an innovative program associated with therapeutic recreation. Details about the program are provided. [ABSTRACT FROM AUTHOR]

Efforts have been made to remove systemic barriers to community psychiatrists proactively collaborating with family members of the people they treat once consent is granted, but progress has been slow. This article summarizes approaches used to accelerate this progress by the Pennsylvania Psychiatric Leadership Council (PPLC), an initiative funded by the Pennsylvania Office of Mental Health and Substance Abuse Services to encourage excellence in public psychiatry. The barriers to family-psychiatrist collaboration targeted by this council include lack of uniformity in family collaboration competencies required for community psychiatrists and lack of incentives in community behavioral health centers. Family inclusion competencies for community psychiatrists endorsed by the state are provided. Steps taken to overcome systemic barriers to family-psychiatrist collaboration by the PPLC's fellowship programs as well as other Pennsylvania coalitions are described and discussed. [ABSTRACT FROM AUTHOR]

Behavioral health home models are increasingly being utilized to provide physical-behavioral health integration for individuals with mental illness. The Behavioral Health Home Plus model (BHHP) is a phased approach designed to instill a culture of wellness, provide wellness coaching, and offer care coordination for individuals with serious mental illness. The present study utilized a 12-month Learning Collaborative to implement scaling of BHHP in two cohorts totaling 24 community mental health provider organizations in Pennsylvania to include population-wide screening and intervention for tobacco use and hypertension. Providers reported increases in screening rates and wellness goals related to tobacco use and hypertension, as well as reductions in tobacco use and blood pressure readings among participating individuals. Evidence presented indicates that a Learning Collaborative of community mental health providers is a feasible quality improvement approach to scale integration of physical and behavioral health care for individuals with serious mental illness. [ABSTRACT FROM AUTHOR]

To investigate client (youth/caregiver) and service provider engagement in outpatient pediatric rehabilitation therapy sessions. In an ethnographic study, five research assistants attended 28 outpatient sessions, mostly delivered by occupational, physical, and speech-language therapists, and rated signs of client, provider, and relational engagement using the Pediatric Rehabilitation Intervention Measure of Engagement – Observation version. Post-session interviews were conducted individually with 13 youth, 15 caregivers, and 26 providers. Overall, there was a moderate to great extent of engagement. Provider engagement was rated as higher than client engagement, particularly in sessions with activities focusing on body structure/function. The interviews indicated associations among engagement-related constructs: (a) expectations influenced engagement/disengagement and therapy progress, (b) engagement was associated with positive affect and relationships, and (c) engagement was strongly associated with relationships and collaboration. Engagement is a central process within a complex system of psychosocial constructs operating in therapy. Engagement is emergent, synergistic, and change-inducing – it emanates from, involves, and influences multiple aspects of therapy. Notably, engagement ties two pivotal elements – positive expectations and positive affect – to positive relationships, collaboration, and therapy progress. Implications for practice include an understanding of how providers manage the therapeutic context and work to foster engagement. Engagement, and its various elements, plays a central role in shaping how clients, parents, and clinicians value therapeutic encounters. Optimal therapy is often thought to include engagement, relationships, and collaboration; the importance of therapy expectations, positive affect, and perceptions of progress are frequently overlooked. Engagement and motivation may be maximized when youth and caregivers are asked explicitly about how they view their engagement in therapy. In addition to clarifying and aligning expectations with youth and caregivers, service providers can enhance engagement and motivation by intentionally creating enjoyable and meaningful interactions, developing relationships, negotiating consensus on goals and plans, and demonstrating therapy progress. Service providers can harness engagement and the system of related constructs by listening and communicating effectively, by entering the world of the client and family, and by being aware of, anticipating, and responding to engagement and disengagement. [ABSTRACT FROM AUTHOR]

Faced with increasing demand for their services, Emergency Medical Services (EMS) agencies must find more efficient ways to use their limited resources. This includes moving beyond the traditional response and transport model. Alternative Response Units (ARUs) are one way to meet the prehospital medical needs of some members of the public while reducing ambulance transports. They are non-transport vehicles tasked with very specific medical missions. These can include acute management of low-acuity complaints, ongoing home care for chronic medical conditions, preventive medicine, and post-hospital discharge follow-up visits. Their focus can be tailored to the individual needs of the agency. The Philadelphia Fire Department (PFD) operates one of the busiest EMS systems in the country. It has added additional staff and ambulances in recent years yet continues to face an increasing call volume. In an effort to reduce ambulance transports, the PFD recently introduced two ARUs. The first unit, AR-1, is deployed on a university campus and responds to students with low acuity medical complaints or mild alcohol intoxication. It provides many of these a courtesy ride to one of two university emergency departments for further evaluation, eliminating the need for ambulance transport. The second unit, AR-2, works in an area heavily impacted by the opioid crisis. It responds to individuals who have overdosed, been revived with naloxone, and refuse ambulance transport but are interested in long-term treatment for their opioid use disorder. The staff of AR-2 has successfully placed some of these individuals in treatment programs the same day. The AR-1 program is financially supported by the university while AR-2 is funded by the PFD and a federal grant. Both have the potential to decrease ambulance transports or reduce 9-1-1 calls. Whether these or other ARU programs can be financially sustained long-term is unclear. It is also unknown if ARUs represent a better investment than using the money to purchase additional transport vehicles. However, as health care evolves, EMS must innovate and adapt so it can continue to meet the prehospital needs of the public in a timely and cost-effective manner. [ABSTRACT FROM AUTHOR]

A mandatory component of the training of occupational therapy assistant (OTA) students is the development of their clinical reasoning skills. As the demand for OTAs continues to increase in response to the growing need for occupational therapy services, the number of academic programs to prepare these future therapists has expanded. Unfortunately, there is no empirical literature addressing the preparation of OTA students, specifically the development of their clinical reasoning skills. Artifact analysis, focus groups, and questionnaires were used to explore OTA students' perceptions of what Level II fieldwork learning experiences facilitated the development of their clinical reasoning skills. The results suggest OTA students develop clinical reasoning skills during Level II fieldwork by engaging in a variety of learning experiences with support from fieldwork educators who are welcoming and approachable. Learning experiences that students perceived as most helpful to the development of clinical reasoning included hands-on learning, opportunities to witness best practice, receipt of clear expectations and regular feedback, gradual responsibility for caseload management, and opportunities for collaboration. This study adds to the profession's body of knowledge and has implications for OTA educators, fieldwork educators, OTA students, and future consumers of occupational therapy services. [ABSTRACT FROM AUTHOR]

Objective: The study examined the efficacy of an interprofessional information and historical literacy project implemented by an occupational therapy educator and a librarian. Methods: A graduate course was revised to include information and historical literacy objectives and instruction. A course-specific questionnaire administered on the first and last day of class, assignment grades, and course evaluations provided measures of project outcomes for six years. Differences between questionnaire pre- and post-test means were determined using t-tests. Course evaluation comments were analyzed to obtain qualitative perceptions. Results: A significant difference (p<0.0001) was found between pre-test (M=3.93, SD=0.48) and post-test (M=4.67, SD=0.30) scores of total information and historical literacy competence across all years (n=242). Responses to individual items also differed significantly (p<0.0001). Student ratings (n=189) from the course evaluation historical literacy objectives were high (M=4.6 on a 5-point scale). Assignment quality and grades improved, and course evaluation comments reflected student satisfaction. Conclusions: The findings supported the hypothesis that students' self-reported information and historical literacy competencies would increase after project participation. Acquired skills were evident in students' assignments. Research to determine if these capabilities were used post-graduation is needed. Because this was a course-specific project, findings are not generalizable; however, the instructional methods developed for this project can serve as a model for effective interprofessional collaboration. The broadening of information literacy instruction to include discipline-specific historical literacy provides a unique opportunity for health sciences librarians and educators. Developing students' historical literacy in their chosen fields can help them understand their profession's present status and be informed participants in shaping its future. [ABSTRACT FROM AUTHOR]

The study examines and evaluates the effectiveness of a federal and county collaboration in Pennsylvania designed to help military veterans with child support arrearages in the criminal justice system. The study focused on the veteran participants (n=232) identified psychosocial problems, their range of justice involvement, strategies to mitigate, address barriers and legal dilemmas through the collaborative. The average age 40, majority male, Caucasian, divorced, enrolled in Veterans Administration (VA) healthcare, serving on supervised parole or probation, homeless episodes, and income <$500.00 per month. In general, the findings enhance the limited body of knowledge about military-veteran child support and provide strategies and specific insight into the problems veterans face on individual, familial, and societal levels. [ABSTRACT FROM AUTHOR]

This article describes a replicable model of health literacy that promotes positive youth development. Now in its fifth year of implementation and run by Advance African Development, Inc., it is an integrated year-long, in-class, student-centered, technology-driven, and service-learning youth empowerment program. Forty-minute sessions are offered once a week to create health literate K-12 public school students able to use the Internet to obtain and understand health information, and to practice informed decision-making about their health. Data collected were qualitative and included student service learning projects to solve community health issues. Community engagement exposed students to problem-solving, collaborative and transformational leadership, and advocacy skills. Prior to the program, less than half of the students had heard of MedlinePlus, and those who had heard of it rarely could describe its purpose. Approximately 500 students and 10 teachers participated, and over 40 sessions were provided from August 2015 to June 2016. [ABSTRACT FROM PUBLISHER]

Background The Philadelphia Ujima Coalition for a Healthier Community (Philadelphia Ujima) promotes health improvement of girls, women, and their families using a gender framework and community-based participatory research approach to addressing gender-based disparities. Institutional policies developed through community-based participatory research approaches are integral to sustaining gender-integrated health-promotion programs and necessary for reducing gender health inequities. This paper describes the results of a policy analysis of the Philadelphia Ujima coalition partner sites and highlights two case studies. Methods The policy analysis used a document review and key informant interview transcripts to explore 1) processes that community, faith, and academic organizations engaged in a community participatory process used to develop policies or institutional changes, 2) types of policy changes developed, and 3) initial outcomes and impact of the policy changes on the target population. Results Fifteen policies were developed as a result of the funding from the U.S. Department of Health and Human Services Office on Women's Health. Policy changes included 1) healthy food options guidance, 2) leadership training on sexual and relationship violence, and 3) curricula and programming inclusion and expansion of a sex and gender focus in high school and medical school. Conclusions Organizational practice changes and policies can be activated through individual-level interventions using a community participatory approach. This approach empowers communities to play an integral role in creating health-promoting policies. [ABSTRACT FROM AUTHOR]

The Pennsylvania Farmers' Market Nutrition Program (FMNP) provides vouchers to participants of the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) to purchase locally grown fruits, vegetables (F&V), and herbs every year from June to November. Voucher redemption is suboptimal among WIC participants in Lebanon County, a community with high numbers of low-income and Hispanic families. Supported by a Racial and Ethnic Approaches to Community Health (REACH) award, our community–academic coalition partnered with the local WIC provider to implement locally tailored strategies to promote redemption of FMNP vouchers. In 2019, we surveyed FMNP participants (n = 100) to examine opportunities for improved voucher redemption. Increasing sites for voucher use (47%) and a larger variety of F&V (27%) were the most commonly selected improvements participants identified. Participants also supported improvements to increase awareness of available seasonal produce (14%), text/phone reminders to redeem vouchers (13%), and having recipes to cook meals with FMNP-approved F&V (12%). These findings led us to implement a weekly, Farm-to-WIC "grab bag" program in 2020/2021. We partnered with a local farmer to offer a variety of FMNP-approved produce in $3 and $6 grab bags at the local WIC provider. Each grab bag included healthy recipes using the included produce. In 2021, we launched a text/phone reminder intervention to encourage voucher redemption among FMNP participants (n = 57). Our work demonstrates the value of community–academic partnerships to identify and implement feasible strategies that are responsive to local needs as well as supporting existing programs providing greater access to affordable produce. [ABSTRACT FROM AUTHOR]

The article discusses the highlights of various conferences related to the Portal: Libraries and the Academy initiative. It includes the Academic Art Museum and Library Summit hosted by the University of Miami in January 2016 that fostered collaborative learning on innovative museum services. Also mentioned is the Publishers Reporting to Libraries Summit hosted by Temple University in May 2016 that aimed to create strategies in library-press collaboration.

Creating and maintaining a successful library distance education program, even given ideal variables, can be a huge challenge. This article will discuss how the library distance program was planned, implemented, and evaluated in a three-year span. A staff of three–five librarians utilized organizational partnerships, grassroots marketing and easy-to-use software to plan and implement the program. Key features of the plan will be discussed, including a books-by-mail system, interlibrary loan, online workshop creation, online streaming events, general distance learner engagement, and faculty inclusion. This case study is unique due to the accelerated development of the program, with success in less than three years, and the size of the online population served, approximately 15,000. Examples of unique collaborations with other university functions will also be shared, including career development, graduation, orientation, and touring. [ABSTRACT FROM PUBLISHER]

This article describes a course-integrated collaborative project between a subject librarian, a communication professor, and an instructional designer that illustrates how the TPACK (Technological Pedagogical Content Knowledge) framework, developed by Mishra and Koehler (2006), and the new ACRL Framework for Information Literacy (Framework) converge to support student learning in an online course in public speaking. Aligning TPACK with the Framework hones the behavioral, affective, cognitive, and metacognitive skills in the metaliterate learner. The authors illustrate how TPACK and the Framework can support the subject-specific content areas of public speaking by integrating information literacy learning objects throughout the entire online course. [ABSTRACT FROM PUBLISHER]

Librarians have continuously struggled with developing quality relationships with faculty and advisors to support students online. In 2014, Rasmussen College introduced a one-stop student support model of service that makes a student's advisor their primary point of contact for library resources, academic support, financial aid, course scheduling, and advising conversations. Support services were aligned centrally across all Rasmussen campuses, designating a librarian to assist students by programmatic area, instead of by campus. Librarians developed partnerships and resources to support advisors and faculty in their interactions with students needing academic assistance. Rasmussen College made a concentrated effort to significantly increase its library and learning electronic resources to contribute to student success. As a result of these efforts, we have improved connectivity with faculty and advisors and have seen increased usage of library resources. [ABSTRACT FROM PUBLISHER]

This case study both shines a light on the flipped classroom paradigm and exemplifies successful faculty-librarian collaboration. The co-authors leveraged an existing collegial relationship into a productive partnership to create a multi-faceted flipped classroom module. The module, developed over the course of three and a half years, was designed to address reported student difficulty using the online library for graduate research. The case study also examines the special needs of online learners and adult/non-traditional students in graduate programs, and addresses research support for the various types of instructional materials described. [ABSTRACT FROM PUBLISHER]

ABSTRACT BACKGROUND The 2009 H1N1 vaccination campaign was the largest in US history. State health departments received vaccines from the federal government and sent them to local health departments ( LHDs) who were responsible for getting vaccines to the public. Many LHD's used school-based clinics to ensure children were the first to receive limited vaccine supplies, but the success of school-based distribution strategies varied in different locations. The goal of this project was to identify and learn from high-performing school-based vaccination clinics in order to share successes and improve performance in future school-based vaccination campaigns. METHODS We used a combination of process mapping and comparative analysis to identify and derive lessons from positive outlier cases observed during 2009 H1N1 school-based vaccination clinic implementation. We created process maps to identify the activities of LHDs conducting school-based vaccinations and used them as the basis for in-depth interviews of LHD staff. We asked interviewees to describe their activities during the 2009 H1N1 pandemic ( pH1N1) school-based vaccination campaign with a focus on successful processes. RESULTS We identified positive deviants, that is, those that performed better than expected, and categorized qualitative data from in-depth interviews with 13 successful LHDs according to the process maps. Key mechanisms for school-based vaccination success included having a relationship with local school authorities, communicating effectively with parents, and ensuring clinic logistics allowed for an easy flow of students through the vaccination process. CONCLUSIONS Utilizing rigorous methodology, we defined and learned lessons from successful LHDs when conducting school-based vaccination clinics, which can be applied to future school-based vaccination campaigns. [ABSTRACT FROM AUTHOR]

GenPhilly is an innovative, replicable model that was developed in Philadelphia, Pennsylvania, to inspire and engage emerging leaders from a variety of disciplines to promote and sustain an aging-in-community agenda. Administrative support is provided by the Area Agency on Aging, Philadelphia Corporation for Aging, yet it was designed by its members to be peer-led. In this way, young professionals in their 20s and 30s can capitalize on popular culture to create unique professional development opportunities and get younger generations thinking about the type of city in which they themselves want to get older. The group has benefited the field of aging by building awareness of aging services in the wider community; facilitating cross-disciplinary learning and innovation around aging issues; stressing the competitive advantage for emerging leaders from all fields to know about aging issues; strengthening the aging network workforce; breaking down stereotypes about working with older adults; and introducing expertise from outside the aging network to benefit older adults. Encouraging the development of similar groups will not only benefit the field of aging, it will assist the next generation of leaders in many fields to plan better for their communities and for themselves. [ABSTRACT FROM PUBLISHER]

Current studies have reported that secondary students are highly engaged while playing mobile augmented reality ( AR) learning games. Some researchers have posited that players' engagement may indicate a flow experience, but no research results have confirmed this hypothesis with vision-based AR learning games. This study investigated factors related to students' engagement - as characterized by flow theory - during a collaborative AR, forensic science mystery game using mobile devices. School Scene Investigators: The Case of the Stolen Score Sheets is a vision-based AR game played inside the school environment with Quick Response codes. A mixed methods approach was employed with 68 urban middle school students. Data sources included pre- and post-surveys, field observations and group interviews. Results showed that neither gender nor interest in science was an important predictor of variability in flow experience. Gaming attitude uniquely predicted 23% of the variance in flow experience. Student flow experience features included a flash of intensity, a sense of discovery and the desire for higher performance. The findings demonstrated a potential for mobile AR science games to increase science interest and help students learn collaboration skills. Implications for future research concerning mobile AR science games are discussed. [ABSTRACT FROM AUTHOR]

OBJECTIVE: This article presents a service learning pedagogy whereby students develop the skills of an evidence-based practice scholar committed to occupational justice as a means to transform occupational therapy practice, their clients, themselves and the world. PARTICIPANTS: Fifty-four fourth year occupational therapy students in a five-year master's program. METHODS: During a two-semester course in clinical reasoning, occupational therapy students participate in service learning with marginalized and vulnerable populations. During the fall semester, students spend time each week observing the population and staff, and conducting a needs assessment. At the end of the fall semester, students propose a ten-week evidence-based, occupation-focused program. During the spring semester, students carry out this project with an occupational justice lens. RESULTS: Through qualitative analysis of guided reflections and a final service-learning report students identify links between clinical reasoning and occupational justice theories and practice in a community context and carryout an advocacy plan to promote justice. CONCLUSIONS: Given the opportunity to learn new skills in a natural context with a vulnerable population, students demonstrate an understanding of occupational injustices and advocate for the rights of those they serve, witnessing the resulting changes in policies and practice within the community agency and beyond. [ABSTRACT FROM AUTHOR]

The article discuses the experts on physical therapy from the University Of Pittsburgh School of Medicine have come up with a 4-part test that can verify when a sportsperson can start his activity after undergoing anterior cruciate ligament (ACL) reconstruction. Sports Medicine Division chief Chris Harner; James Irrang, director of clinical research in the Department of Orthopaediac Surgery; and physical therapist Rick Joritez, suggest the tests can be applied to any low end sports injury. INSET: KNOWING YOUR ROLE.

Twenty paraeducators discussed their perspectives on music therapy sessions in focus groups. Analysis of the discussions revealed those paraeducators' perspectives on (a) their learning about students through students' engagement in music therapy sessions, (b) their personal gains from music therapy sessions, and (c) collaborative moments in music therapy sessions. Findings show that music therapists may have the power to support paraeducators in their work, which in turn may elicit paraeducator investment in supporting student engagement in music therapy sessions. [ABSTRACT FROM AUTHOR]