Genomic Science—From 2001 to Present Day: What School Nurses Need to Know

2018 ◽  
Vol 34 (4) ◽  
pp. 235-239 ◽  
Author(s):  
Elizabeth Barnby ◽  
Mark Reynolds ◽  
Pamela O’Neal
Keyword(s):  
Clinical Practice ◽  
Best Practices ◽  
21St Century ◽  
School Nurses ◽  
Student Population ◽  
Medically Fragile ◽  
Genetic Science ◽  
Genomic Science ◽  
Genomic Sciences ◽  
Information And Technology

Genetic science has made remarkable advances in the 21st century. As genetic and genomic sciences continue to expand, school nurses will become thoroughly immersed in data, information, and technology. As new diseases, treatments, and therapies are discovered, school nurses will need to implement and assess best practices for the complex and medically fragile student population. This article will discuss the top 10 recent discoveries in genomic science and how school nurses can use this information in clinical practice.

A New Framework for School Nurse Self-Reflection and Evaluation

2019 ◽  
Vol 35 (1) ◽  
pp. 35-42
Author(s):  
Robin Landes Wallin ◽  
Susan Rothman
Keyword(s):  
Clinical Practice ◽  
21St Century ◽  
Nursing Practice ◽  
School Nurse ◽  
Position Statement ◽  
School Nurses ◽  
School Nursing ◽  
Self Reflection ◽  
Standards Of Practice ◽  
New Framework

The purpose of this article is to demonstrate how the Framework for 21st Century School Nursing Practice™ can provide a structure for evaluation using the School Nursing: Scope and Standards of Practice (3rd ed.), thus allowing the school nurse and school nurse evaluators to gain a better understanding of school nursing practice. According to NASN’s Position Statement Supervision and Evaluation of the School Nurse, standards should be used to evaluate the clinical practice of school nurses. Our project accomplishes this integration of the Framework, the standards, and the evaluation of school nursing practice.

Rethinking how we identify “gifted” students

2020 ◽  
Vol 102 (4) ◽  
pp. 8-13 ◽  
Author(s):  
Scott J. Peters ◽  
James Carter ◽  
Jonathan A. Plucker
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Personalized Learning ◽  
Student Population ◽  
Talented Student ◽  
Student Identification ◽  
Talented Students

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

scholarly journals Franco-American Teachers-in-Training: A Study of Best Practices in Teaching and Studying Abroad

2011 ◽  
Vol 21 (1) ◽  
pp. 275-288 ◽  
Author(s):  
Susan Colville-Hall ◽  
Maria Adamowicz-Hariasz ◽  
Vladislava Sidorova ◽  
Tama Engelking
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Intercultural Competence ◽  
Student Population ◽  
Studying Abroad ◽  
American Students ◽  
Diverse Student ◽  
The Us ◽  
Return Home ◽  
Diverse Student Population

This paper presents a study that focuses on American pre-service teachers who taught in France from September to December 2009. The American participants were chosen to compare results with similar programs designed for American students studying abroad. It would be impossible to draw valid and reliable comparisons between the US and French programs because the two exchanges are very different. For future teachers, the intercultural competence they achieve abroad can help prepare them to meet the challenges of the increasingly diverse student population they will encounter in their classrooms when they return home and to be more capable of preparing citizens for the interconnected world of the 21st century.

Addressing the Whole Child: The Power of Data and Teams

2021 ◽  
pp. 1942602X2110175
Author(s):  
Louisa Driscoll
Keyword(s):  
School District ◽  
Disease Control ◽  
21St Century ◽  
School Health ◽  
School Nurses ◽  
Whole Child ◽  
Whole School ◽  
Coordinated School Health ◽  
Centers For Disease Control ◽  
Health Model

As 21st-century school nurses, we address students holistically to meet their needs. The ASCD and the Centers for Disease Control and Prevention’s coordinated school health model “Whole School, Whole Child, Whole Community” resonates with many school nurses. However, implementing the model can be challenging. This article explains how the school district of St. Johnsbury, Vermont, uses data to leverage their whole child team to meet their school district’s needs.

scholarly journals Internet of Samples (iSamples): Toward an interdisciplinary cyberinfrastructure for material samples

GigaScience ◽  
2021 ◽  
Vol 10 (5) ◽  
Author(s):  
Neil Davies ◽  
John Deck ◽  
Eric C Kansa ◽  
Sarah Whitcher Kansa ◽  
John Kunze ◽  
...  
Keyword(s):  
Best Practices ◽  
Built Environment ◽  
21St Century ◽  
Natural Science ◽  
Natural World ◽  
The Internet ◽  
Data Standards ◽  
Meta Data ◽  
Cross Domain ◽  
Data Stewardship

Abstract Sampling the natural world and built environment underpins much of science, yet systems for managing material samples and associated (meta)data are fragmented across institutional catalogs, practices for identification, and discipline-specific (meta)data standards. The Internet of Samples (iSamples) is a standards-based collaboration to uniquely, consistently, and conveniently identify material samples, record core metadata about them, and link them to other samples, data, and research products. iSamples extends existing resources and best practices in data stewardship to render a cross-domain cyberinfrastructure that enables transdisciplinary research, discovery, and reuse of material samples in 21st century natural science.

Clinical genomics in the 21st century: The fine balance between ethics and science

2021 ◽  
pp. 147775092110366
Author(s):  
Terence YS Liew ◽  
Chun Y Khoo
Keyword(s):  
Clinical Practice ◽  
Informed Consent ◽  
21St Century ◽  
Preventive Medicine ◽  
Genomic Medicine ◽  
Traditional Practices ◽  
Current Clinical Practice ◽  
Common Goal ◽  
Clinical Genomics ◽  
Ethical Concerns

The 21st century has been revolutionary for the field of clinical genomics, with major advancements and breakthroughs over the years. It is now considered an instrumental tool in clinical and preventive medicine and has been used on a day-to-day basis to complement current clinical practice. However, with advancements in genomics comes greater bioethical concerns, which becomes increasingly complex with more cutting-edge technology. Some of the major ethical concerns include obtaining informed consent, possibility for genetic enhancements and eugenics, genomic equity and potential discrimination and cloning. It is imperative that we appreciate the benefits of genomic medicine in complementing traditional practices, identify and address the ethical concerns with relation to the practice of genomic medicine, and to ensure a common goal of improving human lives. With these in mind, the practice of genomics can have maximum impact in the collective health of the population, with greater benefit to all.

scholarly journals Best Practices in Social and Behavioral Research: A multisite pilot evaluation of the good clinical practice online training course

2018 ◽  
Vol 2 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Susan L. Murphy ◽  
Elias M. Samuels ◽  
H. Robert Kolb ◽  
Linda S. Behar-Horenstein ◽  
Ellen Champagne ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Best Practices ◽  
Course Completion ◽  
Online Training ◽  
Good Clinical Practice ◽  
Behavioral Research ◽  
Future Studies ◽  
Training Course ◽  
Behavioral Trials ◽  
Larger Sample

IntroductionThe Best Practices in Social and Behavioral Research Course was developed to provide instruction on good clinical practice for social and behavioral trials. This study evaluated the new course.MethodsParticipants across 4 universities took the course (n=294) and were sent surveys following course completion and 2 months later. Outcomes included relevance, how engaging the course was, and working differently because of the course. Open-ended questions were posed to understand how work was impacted.ResultsParticipants rated the course as relevant and engaging (6.4 and 5.8/7 points) and reported working differently (4.7/7 points). Participants with less experience in social and behavioral trials were most likely to report working differently 2 months later.DiscussionThe course was perceived as relevant and engaging. Participants described actions taken to improve rigor in implementing trials. Future studies with a larger sample and additional participating sites are recommended.

scholarly journals Conflicts of Interest in Clinical Practice Guidelines: Accelerating an Evolution. An Endocrine Society Consensus Statement*

2018 ◽  
Vol 103 (12) ◽  
pp. 4339-4342 ◽  
Author(s):  
Christopher R McCartney ◽  
Clifford J Rosen
Keyword(s):  
Clinical Practice ◽  
Best Practices ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
Development Process ◽  
Consensus Statement ◽  
Conflicts Of Interest ◽  
Best Interests ◽  
Endocrine Society ◽  
Open Payments

Abstract An analysis of the Endocrine Society’s clinical practice guidelines (CPGs) published from 2010 to 2017—presented by Irwig et al. in the current issue of The Journal of Endocrinology and Metabolism—suggested that the Endocrine Society met five of seven National Academy of Medicine (NAM) standards concerning financial conflicts of interest in CPGs. As current contributors to the Endocrine Society’s CPG efforts, we offer additional context related to the 2011 NAM standards and the current environment concerning industry support in medicine, and we comment on the nature of industry support received by the Society’s CPG authors according to Irwig and colleagues’ analysis of the Centers for Medicare and Medicaid Services’ Open Payments database. Perhaps most importantly, we outline the Society’s recent and ongoing efforts to enhance the value of its CPGs. Such efforts include a 2016 revision of CPG author conflict of interest rules—a change that was invisible to the investigatory methods used by Irwig et al.—in addition to other processes designed to enhance CPG objectivity. We conclude our commentary by recognizing that good-faith attempts to enhance transparency and to reduce conflicts of interest (real or apparent) in CPGs will ultimately serve the best interests of patients and providers; we confirm the Endocrine Society’s resolute commitment to providing high-quality, evidence-based clinical guidance via a CPG development process that faithfully accords with current CPG best practices.

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