Relationship of Knowledge and Attitude of Parents with The Provision of Basic Immunization in Baby in Puskesmas Alalak Selatan Kota Banjarmasin

The immunization program is carried out so that the baby gets all five types of immunizations in full, so that the baby is protected from diseases that can endanger the baby's health. Knowledge about immunization is very important for mothers, especially mothers who have just given birth to their babies. Immunization is giving vaccines to toddlers so that the immunity of the toddler's body can be increased and immune to disease. The research objective to be achieved based on the above problem formulation is to determine the relationship of knowledge and attitudes of parents with basic immunization for infants at the Alalak Selatan Health Center in Banjarmasin City in 2018. The research design used in this study is descriptive analytic research. using an accidental sampling technique approach by taking respondents who came to the South Alalak Health Center. The sample used in this study were 79 respondents, with data analysis using the Chi Square test. The results showed the relationship between knowledge and immunization based on chi square test data regarding the relationship of knowledge with basic immunization, obtained a significance of 0.004 < 0.05, this concludes that there is a relationship between knowledge and basic immunization. the relationship between parental attitudes with basic immunization based on the chi square test output data obtained significant by 0,000 < 0.05 meaning that there is a relationship between parental attitudes and basic immunization. Alalak Selatan Community Health Center should increase socialization on the importance of basic immunization for children through electronic media as well as health center staff and health networks under its auspices.

Supporting Staff in Southern Family Planning Clinics: Challenges and Opportunities

Objectives The aim of this study was to identify key challenges and opportunities to better support non-clinician clinic staff at family planning centers in Southern US states. Methods We conducted qualitative interviews with 15 individuals in clinic staff and leadership positions at family planning centers in seven Southern states. Results Turnover had negative impacts on both clinic functioning as well as patient care. Participants identified several challenges related to recruitment and retention in family planning health centers in the South, including the conservative contextual landscape, the perceived value of support staff, gaps in communication, and rural locations. In response to these challenges, staff also identified key strategies to better support and retain health center workers. These included prioritizing investment in management, creating career advancement opportunities, prioritizing staff retention, and creating space for self-care. Health center staff and leadership who used these strategies to support and retain staff noted improvements in the effectiveness of staff work as well as increases in patient volume. Conclusions for Practice Study findings provide key areas for intervention including providing development opportunities, commitment from leadership to recognize and invest in staff and supporting self-care. Focusing on ensuring internal organizational justice for staff may also facilitate resilience to external challenging environments. Better supporting clinic staff is likely also important for quality services and ensures the full workforce involved in providing family planning care can work at full capacity.

Psychosocial and financial issues after hematopoietic cell transplantation

With improvement in survival after hematopoietic cell transplantation (HCT), it has become important to focus on survivors' psychosocial issues in order to provide patient-centered care across the transplant continuum. The goals of this article are to describe updates in the literature on certain psychosocial domains (emotional/mental health and social/financial) in HCT survivors, offer a brief overview of the status of the screening and management of these complications, and identify opportunities for future practice and research. An evidence-based approach to psychosocial care can be broken down as primary (promoting health, raising awareness, and addressing risk factors), secondary (screening and directing early pharmacological and nonpharmacological interventions), and tertiary (rehabilitating, limiting disability, and improving quality of life) prevention. Implementing such an approach requires close coordination between multiple stakeholders, including transplant center staff, referring hematologist/oncologists, and other subspecialists in areas such as palliative medicine or psychiatry. Innovative models of care that leverage technology can bring these stakeholders together to fulfill unmet needs in this area by addressing barriers in the delivery of psychosocial care.

Using Focus Groups to Understand Dialysis Staff Perspectives on Delivering Transplant Education

Introduction Kidney transplant education in dialysis facilities could be optimized with internet resources, like videos, but most qualitative research predates widespread availability of online video education about kidney transplantation. To improve understanding of dialysis staff transplant education practices, as well as the potential value of video, we conducted focus groups of dialysis center staff members in Buffalo, NY. Methods/Approach Seventeen focus groups (97 participants: 53 nurses, 10 dialysis technicians, 6 social workers, 6 dieticians, 7 administrative personnel, 2 trainees, and 1 insurance coordinator) from 8 dialysis facilities in Buffalo, NY, were conducted, audio-recorded, transcribed, and analyzed. After thematic data analysis, a diverse patient and caregiver community advisory board was invited to comment, and their voices were integrated. Findings: Five key themes were identified that captured barriers to transplant education delivery and how online video could be a facilitator: (1) delivery of transplant education was reliant on one person, (2) other dialysis staff had time to answer transplant questions but felt uninformed, (3) patient lack of interest in existing supplementary transplant education, (4) patient disinterest in transplantation education was due to education timing, feeling overwhelmed, and transplant fear/ambivalence, and (5) video education could be flexible, low effort, and spark transplant interest. Study limitations are potential selection bias and inclusion of English-speaking participants only. Discussion Dialysis staff barriers of time, insufficient knowledge, and limited resources to provide education to patients and their care partners may be mitigated with online educational videos without increasing staff workload.

Exploring the Intersection of Chronic Disease, Function, and Social Care in Adult Day Care Clients With Dementia

The interrelationships among dementia, concomitant disease, and social determinants of health are poorly understood and have critical implications for disease course, treatments, and caregiving needs. The aim of this study was to identify patterns of co-occurring chronic conditions among persons with dementia and the relationship of these patterns with clinical characteristics, demographic predictors and functional status. A latent class analysis (LCA) was conducted using data from 53 California adult day centers (n=3,053). Four distinct groups emerged: “dementia only”; “dementia +: &gt; 2; + &gt; 3; + &gt;5 chronic conditions. Having dementia + &gt;5 was associated (p &lt;.001) with greater risk of falls, isolation, medication mismanagement, and reduced likelihood of using an adaptive device. Dementia in day center clients is complicated by clinical conditions, functional decline, and a need for supports that may be lacking. Center staff must be trained and resourced to manage the complex needs of persons with dementia.

Aging services workers in the pandemic: Voiced experience of senior center staff & case workers

The pandemic necessitated immediate shutdown of senior centers, requiring a rapid pivot in the delivery of services to older adults by direct care workers. We provided psychosocial support to older adult service personnel-including Aging and Adult Services case workers and Senior Center Staff, and conducted focus groups with staff at intervals to capture the mid-point of the pandemic (peak of older adult deaths), onset of vaccine availability and the re-entry phase as programs re-opened. We evaluated coping and self-efficacy of workers and discerned sustained high levels of coping and perceived job performance. Using a phenomenological lens, we analyzed transcribed recordings, generated codes, and created categories of experiences. Several themes emerged: personal and professional resilience, passion for serving older adults, motivation to perform their job well, stress of not having face-to-face contact with clients, insufficient resources-especially in rural areas, lack of essential training, feeling disjointed as a team, and work-life balance. Over the course of the pandemic, workers expressed increasing resiliency and skills to navigate the pandemic, oscillations in their fears for their clients’ well-being, and gratitude that they kept their jobs and gained additional State resources. As the vaccine was available and utilized, and as senior centers were reopening, senior center staff were enthusiastic, yet case workers remained apprehensive about long-term consequences of the pandemic. This study affirms the role of direct care workers as essential and valuable. Yet, their expressed need for more education, psychosocial support, and community awareness of their service remains to be addressed.

Planning, Implementing, and Assessing an OER Faculty Learning Community: A Facilitator’s Lens

A librarian-led Faculty Learning Community (FLC) focused on Open Educational Resources (OER) can be a practical, low risk way to sustain campus-based OER programs during and after initial start-up. Creating a space for sharing teaching successes and challenges is an important goal in the iterative journey toward open. The experiences and trust fostered in an FLC can help grow awareness of and commitment to adopting, deepening, and expanding a culture of openness. FLCs provide an opportunity to lean into open that enhances cross-campus relationships, identifies gaps, and emphasizes collegiality while moving toward enriched teaching and learning. They provide a launching point for sharing pedagogical practice, and a valuable venue for new ideas. Key strategies for planning, implementing, and assessing a multidisciplinary OER faculty learning community are highlighted. Practical advice is emphasized to support successful outcomes that can be easily replicated. Ten top takeaways are summarized from a year spent facilitating an OER FLC in a four-year, public, comprehensive college that included the shift to online courses during the COVID-19 pandemic, and it concludes with suggested next steps for continuing the OER conversation among faculty, students, librarians, instructional designers, teaching and learning center staff, administration, and other stakeholders.

Robot-Enhanced Language Learning for Children in Norwegian Day-Care Centers

In a case study, we transformed the existing learning program Language Shower, which is used in some Norwegian day-care centers in the Grorud district of Oslo municipality, into a digital solution using an app for smartphones or tablets with the option for further enhancement of the presentation by a NAO robot. The solution was tested in several iterations and multiple day-care centers over several weeks. Measurements of the children’s progress across learning sessions indicated a positive impact of the program using a robot as compared to the program without a robot. In situ observations and interviews with day-care center staff confirmed the solution’s many advantages, but also revealed some important areas for improvement. In particular, the speech recognition needs to be more flexible and robust, and special measures have to be in place to handle children speaking simultaneously.

Proceedings for the NSEC 2017 National Conference

Abstracts and presentations from the NSEC 2017 National Conference. The conference is for representatives from campus STEM Education Centers or Centers for Teaching and Learning that have a STEM agenda, or those who work closely with these centers. The focus is specifically on centers engaged in improving undergraduate STEM education, including teacher preparation and broader impacts in STEM. It is opportunity for center staff to learn from one another.