Satisfaction, Preparedness, and Implementation: Teacher Culture and Climate in Magnet School Conversions

In this study, we examine teacher perspectives of magnet school implementation in two recently converted elementary schools that had received federal grants to reduce minority group isolation. We draw on 2 years of data on teacher perspectives related to satisfaction, preparedness, and implementation of the magnet program. Surprisingly, we found that as involvement and a sense of preparation increased, teacher satisfaction decreased from the planning year to first year of implementation. We conclude by considering the implications of these findings for magnet school success in creating staff culture and climate that are more likely to support successful magnet implementation.

Impactos da acreditação Magnet Recognition nos serviços de enfermagem: uma revisão narrativa

Introdução: O Magnet Recognition Program é um programa de acreditação organizado pela American Nurses Credentialing Center que objetiva reconhecer organizações de saúde que alcançaram excelência nos serviços de enfermagem através de práticas assistenciais de qualidade desde 1990. Objetivo: Descrever os impactos da acreditação Magnet Recognition Program nas instituições de saúde, no cuidado dos pacientes e na equipe de enfermagem. Métodos: Estudo de revisão narrativa da literatura com uso dos descritores gestão em saúde, gestão de qualidade, avaliação institucional e serviços de enfermagem, por meio da biblioteca SciELO e das bases de dados eletrônicas LILACS e MEDLINE, totalizando nove artigos analisados, fichados e constituíram a revisão deste estudo. Resultados: Verifica-se que, após a implantação do Magnet Recognition Program, instituições de saúde apresentam melhores resultados de cuidado, de ambiente de trabalho, de uso de registros médicos eletrônicos e de recomendações pelos usuários. Conclusão: O Magnet Program Recognition apresenta melhores resultados para pacientes, profissionais e instituições, reconhecendo e fortalecendo a força de trabalho da enfermagem no cuidado e na gestão hospitalar.Palavras-chave: Gestão em Saúde; Gestão da Qualidade; Gestor de Saúde; Avaliação Institucional; Serviços de enfermagem Impacts of Magnet Recognition Accreditation on nursing services: a narrative reviewABSTRACTIntroduction: The Magnet Recognition Program is an accreditation program organized by the American Nurses Credentialing Center that aims to recognize healthcare organizations that have achieved excellence in nursing services through quality care practices since 1990. Objective: To describe the impacts of Magnet Recognition Program accreditation on health institutions, patient care and nursing staff. Methods: Study of narrative literature review using the descriptors health management, quality management, institutional evaluation and nursing services, through the SciELO library and the electronic databases LILACS and MEDLINE, totaling nine articles analyzed, completed and constituted. the review of this study. Results: It is found that after the implementation of the Magnet Recognition Program, health institutions have better results of care, work environment, use of electronic medical records and recommendations by users. Conclusion: The Magnet Program Recognition presents better results for patients, professionals and institutions, recognizing and strengthening the nursing workforce in hospital care and management.Keywords: Health Management; Quality Management; Health Manager; Institutional Evaluation; Nursing Services.

A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among U.S. Children

Unreliable diagnoses (e.g., based on inconsistent criteria, subjective) may be inaccurate and even inequitable. This study uses an event history approach with yearly child- and school-level data from 378,919 children in a large urban school district in the southwestern United States between 2006–2007 and 2011–2012 to investigate contextual reliability in the designation of cognitive health conditions (e.g., autism, learning disabilities). This study’s findings suggest the likelihood of designation is higher in schools with more resources (higher teacher-to-student ratio, student population with more resources at home, charter school or magnet program), controlling on student-level differences. Cross-level interactions suggest children’s likelihood of designation also may be higher if they are distinctive relative to other students in their school, sometimes even in terms of nonclinical qualities (race, English Learner status).

Comparison analysis of induction and line-start synchronous reluctance motors

The article presents research on the development of a low-cost line start synchronous reluctance motor (LSSRM) on the basis of components of a mass-produced three-phase low-power cage induction motor (IM). The aim was to obtain the best functional parameters for both the steady-state work condition and the asynchronous start-up. In the design-optimization calculations of the LSSRM, a field model of electromagnetic phenomena developed using the MagNet program was used. Laboratory tests were carried out on the designed and constructed prototype of the LSSRM, and the obtained results were compared with the results of an IM test.

The influence of nurses job dissatisfaction on adoption of Magnet status within hospitals

Background: Hamad Medical Corporation (HMC) has a goal to achieve Magnet designation. Magnet status is a worldwide international award given to hospitals which demonstrate excellent quality of patient care, innovative professional nursing practices and effective nurse recruitment and retention patterns. To date, only 3 other hospitals in the Middle East have achieved this recognition; two in Saudi Arabia and one in Lebanon. Achieving Magnet status is highly influenced by nurses’ job satisfaction and commitment to their organization.Purpose: A literature review was used to identify factors contributing to nurses’ job dissatisfaction that may impede the adoption of the Magnet Program at HMC hospitals in Qatar.Findings: Five themes emerged from the review of literature representing the predominant factors that influence nurses’ job dissatisfaction. They include: (1) nurse staffing; (2) work and professional practice environments; (3) work relationships; (4) management styles; (5) professional development and career advancement opportunities.Conclusions: Understanding the factors contributing to nurses’ job dissatisfaction is essential in order to identify barriers which may impede the achievement of a Magnet hospital designation.

What Do We Know About Student Transition?

Understanding how changing schools affects children can help educators in their efforts to create welcoming and supportive school environments. It is also important to be aware of the different types of transitions a student may experience between prekindergarten and high school. While the purpose of this book is to highlight the different ways educators can support children and families changing schools, it’s still important to look at the many reasons why they are changing. School moves are commonly classified as one of two types: structural or nonstructural. Structural changes occur when students are required to switch schools because of the distinct features of or changes within the education system. The most common example of a structural change is promotional, such as when a child finishes 5th grade and goes to a new school for 6th grade. These promotional moves are typically viewed as transitions rather than school moves. The development of new schools to address overcrowding, the rezoning of school boundaries, or the closing of low- performing schools are other examples of structural changes. While students and parents might not always feel positive about a structural move, a student tends to move with peers when these changes happen and thus is not considered a “new student.” Nonstructural mobility, on the other hand, is any school change that is not created by the features of the school system and can be the result of a multitude of life circumstances. These can include a parent’s new job, a divorce, a change in custody or foster family for a child, the result of a disciplinary action at a school, or a conflict with a teacher or another student. Students may also switch schools because they— or their parents— are seeking a specific type of academic program, such as a magnet program or a charter school. According to Dr. Russell Rumberger at the University of California Santa Barbara, 60% of students nationally make unscheduled school changes at some point between kindergarten and 12th grade. A smaller proportion of students experience many more of these changes. The scientific literature shows that both promotional and nonpromotional changes may create challenges.