This document describes the development of a standardized letter of recommendation (SLOR) for emergency medicine residency applicants. Emergency medicine program directors expressed frustration with traditional narrative letters of recommendation, as they often lacked uniform, comparative evaluations of applicants. A task force created by the Council of Emergency Medicine Residency Directors developed a SLOR format that includes both quantitative evaluations of applicants as well as narrative comments. The SLOR requests information on an applicant's grades, personal characteristics, and overall ranking, with the goal of providing more standardized and comparative data to aid in screening residency candidates. An initial survey found emergency medicine program directors viewed the SLOR as better than traditional letters at discriminating between applicants and incorporating information into ranking decisions.
The document describes a study conducted by researchers at the University of Missouri School of Medicine to develop a tool to evaluate the potential for patient centeredness in medical school applicants based on their personal statements. They created the Patient Centered Personal Statement Scale (PCPSS) which rates personal statements on a numerical scale according to behaviors indicating patient centeredness. Raters using the PCPSS showed high agreement levels. A survey found admissions committee members found the PCPSS accurately reflected their views of applicants' potential for patient centeredness, though it did not strongly influence all members' assessments. The researchers conclude the PCPSS may be a useful tool for medical schools to evaluate this quality in applicants.
Admission To Medical School International PerspectivesWendy Hager
This document summarizes perspectives on admission interviews for medical school from different countries. It discusses the purposes of interviews, which include gathering information, making acceptance/rejection decisions, verifying application information, and recruiting applicants. Interview formats can be one-on-one, group, panel, or a combination. Interviews are typically structured, semi-structured, or unstructured. Structured interviews are most valid and reliable when based on a job analysis to focus interview questions. Non-cognitive traits are best evaluated through interviews. The size of the applicant pool influences the interview process.
1.3 Development Of Professional CompetencesClaire Webber
This document discusses the development of professional competencies in dental education. It summarizes various competency documents from dental education institutions and organizations from Europe, South America, USA, and Canada. Overall, the competency documents show more similarities than differences, with the goal of outlining baseline standards for dental programs. The document is organized by clinical and management skills competencies. It provides examples of competencies within information gathering, diagnosis, treatment planning, and other areas as a guideline for best practices that can be adapted to different regions. The working group established clinical and management skills groupings to address defining competency statements.
A Core Curriculum For Dermatology Nurse-PractitionersKelly Lipiec
This study aimed to develop a consensus on the core curriculum for dermatology nurse practitioners (NPs) using the Delphi technique. A questionnaire with 91 potential curriculum items was completed by 77 dermatology NPs and 22 board-certified dermatologists. There was high agreement between the groups, with consensus to include 57 items and exclude 3 items. The highest ranked items focused on general dermatology. The groups differed on 14 items. Results provide guidance on standardizing dermatology NP education and defining the core knowledge required for the role.
This document summarizes a student research project analyzing retention at Franklin University. The team assessed retention using data mining techniques like clustering, association rules, naive bayes and logistic regression. They reviewed previous literature on predictive modeling and factors of student retention. The team interviewed university administrators to understand current retention efforts and goals. They analyzed a dataset of 635 students from 2007-2012 to identify attributes that influence retention. The goal was to validate assumptions and provide recommendations to improve retention based on their analysis.
Measuring the Impact of Mandatory Research Requirements on Medical Student In...SIMAdmin
This document discusses a study that compares the information seeking habits of medical students who completed a Research in Medicine (RIM) program versus those who did not. The study involved interviews with two groups: RIM students in their third year of medical school, and non-RIM medical students and professionals. The interviews found that pocket reference resources like UpToDate were most commonly used but training on them was limited. Residents placed more emphasis on the importance of research skills than other groups. The study recommends increasing training on key resources, emphasizing research importance earlier, and providing more hands-on research experiences.
The Sutton Trust's Making a Statement Research - Jan 2016Sir Peter Lampl
Personal statements are an integral part of the university admissions process in the UK. However, there is strong evidence suggesting this process advantages some types of applicant over others.
This report includes an evaluation of ‘Academic Apprentices’, a pilot programme run for the Sutton Trust by the HE Access Network that helps students from low-income backgrounds with their personal statements by getting them to engage in tailored wider reading and academic activities beyond the A-level syllabus. Each of their statements was subsequently read by a schoolteacher and a Russell Group admissions tutor who graded them according to whether they felt it would increase or decrease the likelihood that the applicant would be offered a place.
- Only approximately 50% of faculty at the rank of Assistant or Associate Professor at a large academic medical center had identified a mentor, indicating a "mentorship gap".
- Faculty members in clinical tracks had a significantly lower prevalence of mentorship compared to tenure track faculty.
- Certain departments had higher odds of mentorship than others, suggesting targeted efforts may be needed to improve mentorship, especially for clinical track faculty and those at the Associate Professor rank.
The document describes a study conducted by researchers at the University of Missouri School of Medicine to develop a tool to evaluate the potential for patient centeredness in medical school applicants based on their personal statements. They created the Patient Centered Personal Statement Scale (PCPSS) which rates personal statements on a numerical scale according to behaviors indicating patient centeredness. Raters using the PCPSS showed high agreement levels. A survey found admissions committee members found the PCPSS accurately reflected their views of applicants' potential for patient centeredness, though it did not strongly influence all members' assessments. The researchers conclude the PCPSS may be a useful tool for medical schools to evaluate this quality in applicants.
Admission To Medical School International PerspectivesWendy Hager
This document summarizes perspectives on admission interviews for medical school from different countries. It discusses the purposes of interviews, which include gathering information, making acceptance/rejection decisions, verifying application information, and recruiting applicants. Interview formats can be one-on-one, group, panel, or a combination. Interviews are typically structured, semi-structured, or unstructured. Structured interviews are most valid and reliable when based on a job analysis to focus interview questions. Non-cognitive traits are best evaluated through interviews. The size of the applicant pool influences the interview process.
1.3 Development Of Professional CompetencesClaire Webber
This document discusses the development of professional competencies in dental education. It summarizes various competency documents from dental education institutions and organizations from Europe, South America, USA, and Canada. Overall, the competency documents show more similarities than differences, with the goal of outlining baseline standards for dental programs. The document is organized by clinical and management skills competencies. It provides examples of competencies within information gathering, diagnosis, treatment planning, and other areas as a guideline for best practices that can be adapted to different regions. The working group established clinical and management skills groupings to address defining competency statements.
A Core Curriculum For Dermatology Nurse-PractitionersKelly Lipiec
This study aimed to develop a consensus on the core curriculum for dermatology nurse practitioners (NPs) using the Delphi technique. A questionnaire with 91 potential curriculum items was completed by 77 dermatology NPs and 22 board-certified dermatologists. There was high agreement between the groups, with consensus to include 57 items and exclude 3 items. The highest ranked items focused on general dermatology. The groups differed on 14 items. Results provide guidance on standardizing dermatology NP education and defining the core knowledge required for the role.
This document summarizes a student research project analyzing retention at Franklin University. The team assessed retention using data mining techniques like clustering, association rules, naive bayes and logistic regression. They reviewed previous literature on predictive modeling and factors of student retention. The team interviewed university administrators to understand current retention efforts and goals. They analyzed a dataset of 635 students from 2007-2012 to identify attributes that influence retention. The goal was to validate assumptions and provide recommendations to improve retention based on their analysis.
Measuring the Impact of Mandatory Research Requirements on Medical Student In...SIMAdmin
This document discusses a study that compares the information seeking habits of medical students who completed a Research in Medicine (RIM) program versus those who did not. The study involved interviews with two groups: RIM students in their third year of medical school, and non-RIM medical students and professionals. The interviews found that pocket reference resources like UpToDate were most commonly used but training on them was limited. Residents placed more emphasis on the importance of research skills than other groups. The study recommends increasing training on key resources, emphasizing research importance earlier, and providing more hands-on research experiences.
The Sutton Trust's Making a Statement Research - Jan 2016Sir Peter Lampl
Personal statements are an integral part of the university admissions process in the UK. However, there is strong evidence suggesting this process advantages some types of applicant over others.
This report includes an evaluation of ‘Academic Apprentices’, a pilot programme run for the Sutton Trust by the HE Access Network that helps students from low-income backgrounds with their personal statements by getting them to engage in tailored wider reading and academic activities beyond the A-level syllabus. Each of their statements was subsequently read by a schoolteacher and a Russell Group admissions tutor who graded them according to whether they felt it would increase or decrease the likelihood that the applicant would be offered a place.
- Only approximately 50% of faculty at the rank of Assistant or Associate Professor at a large academic medical center had identified a mentor, indicating a "mentorship gap".
- Faculty members in clinical tracks had a significantly lower prevalence of mentorship compared to tenure track faculty.
- Certain departments had higher odds of mentorship than others, suggesting targeted efforts may be needed to improve mentorship, especially for clinical track faculty and those at the Associate Professor rank.
AAMC Table 92 Residency Readiness in the 4th Year of Medical School: Using ACGME Milestones to Assess & Prepare Medical Students for Residency
In many cases, the fourth year of medical school continues to be a lost opportunity for learning. The popularity of boot camps with an emphasis on the student’s specialty of choice continues to grow. At several institutions, the fourth year is designed to use specialty-specific milestones to improve the transition to residency. The senior year should be more robust with consideration for student assessment for selected ACGME milestones expected of an incoming resident in their designated specialty.
This document outlines steps for creating an annotated bibliography and evaluating academic articles. It discusses finding relevant sources, taking notes, citing sources, writing critiques, and reviewing critiques. It provides examples of article critiques and evaluates strengths and limitations. The document aims to help participants learn a strategic approach to critiquing articles and understanding what makes for a strong evaluation.
A Holistic Review Of The Medical School Admission Process Examining Correlat...Angelina Johnson
This study examines correlates of academic underperformance during the first year of medical school using data from 537 students across five cohorts at a large medical school. The study found several factors that were significantly associated with increased risk of underperformance:
1) Lower undergraduate science GPAs.
2) Entering medical school through an accelerated BS/MD track.
3) Being 31 years of age or older.
4) Not receiving a unanimous vote of acceptance from the admission committee.
The study uses these factors to build a multivariate logistic regression model to better predict students at risk of underperformance.
Three examples of plagiarism are copying text without citation, paraphrasing without citation, and submitting another's work as your own. Plagiarizing as a student affects the integrity of a baccalaureate degree by undermining academic standards, affects the public perception of nursing by compromising ethics, and undermines evidence-based practice. To ensure academic integrity, Julia will learn proper citation and develop research skills to find credible sources.
Advancing A Program Of Research Within A Nursing Faculty RoleJessica Navarro
1) The document provides advice for doctoral students and new nursing faculty on advancing their research program, drawing on literature and the authors' experiences.
2) It discusses strategies like pursuing individual training awards, obtaining a postdoctoral fellowship, and seeking a faculty position at a research-intensive university.
3) The authors also recommend finding mentors, developing a trajectory of research productivity, and applying for career development awards to support building an independent research program.
The newsletter provides information on upcoming events for the American Orthopaedic Association (AOA), including:
- The AOA's annual meeting in June 2015 in Providence, Rhode Island which will focus on leadership skills and broader issues impacting orthopaedic care.
- The Resident Leadership Forum, an AOA event that introduces orthopaedic residents to leadership topics, had a record attendance of 174 residents in 2014. The forum supports the AOA's mission of developing future orthopaedic leaders.
- An article discusses issues in US orthopaedic resident education, including the lack of a standard curriculum, poor competency assessment, ensuring procedural competency by the end of training, and moving to competency
REFERENCES FOR THE TWO ARTICLESQUANTITATIVEARTICLE 1McIe, S.docxdebishakespeare
REFERENCES FOR THE TWO ARTICLES
QUANTITATIVE
ARTICLE 1
McIe, S., Petitte, T., Pride, L., Leeper, D., & Ostrow, C. L. (2009). Transparent film dressing vs. pressure dressing after percutaneous transluminal coronary angiography. American Journal of Critical Care, 18(1), 14–20.
QUALITATIVE
ARTICLE 2
Osterman, P. L., Asselin, M. R., & Cullen, H. A. (2009). Returning for a baccalaureate: A descriptive, exploratory study of nurses’ perceptions. Journal for Nurses in Staff Development, 25(3), 109–117.
J O U R N A L F O R N U R S E S I N S T A F F D E V E L O P M E N T � Volume 25, Number 3, 109–117 � Copyright A 2009 Wolters Kluwer Health l Lippincott Williams & Wilkins
One critical role of the staff development spe-cialist is to facilitate competence and contin-
ued professional development of staff (American
Nurses Association, 2000). One approach to this is to
foster an environment which encourages staff to
advance academically, be it from the diploma or
associate’s degree to the baccalaureate level or
beyond. This is especially timely given the push for
Magnet recognition in many hospitals and given the
spotlight that has been placed on quality outcomes
and a culture of safety. Furthermore, although hos-
pitals struggle with fiscal challenges, the financial
benefit of supporting nurses who pursue advanced
education may not be immediately visible to admin-
istrators, but staff development specialists realize the
value of such a move, especially about improving
patient outcomes and enhancing patient safety.
When examining the impact of nurses’ educational
preparation on patient outcomes, Aiken, Clarke, Cheung,
Sloane, and Silber (2003) recognized
a statistically significant relationship between the propor-
tion of nurses in a hospital with bachelor’s and master’s
degrees and the risks of both mortality and failure to
rescue. . .Each 10% increase in the proportion of nurses
with [bachelor’s or master’s] degrees decreased the risk of
mortality and of failure to rescue. . .by 5%. (p. 1620).
Although this study has been the subject of some
controversy within the nursing profession, most
scholars agree that ‘‘[e]ducation makes a difference
in nursing practice. . .education broadens one’s knowl-
edge base, enriches understanding, and sharpens
expertise’’ (Long, Bernier, & Aiken, 2004, p. 48). The
value of these educational benefits, when applied to
patient care, is further clarified by the observation that
[n]urses constitute the surveillance system for early de-
tection of complications and problems in care, and they
are in the best position to initiate actions that minimize
negative outcomes for patients. That the exercise of clinical
judgment by nurses. . .is key to effective surveillance may
explain the link between higher nursing skill mix. . .and
better patient outcomes (Aiken et al., 2003, p. 1617).
The need for increasing numbers of baccalaureate-
prepared registered nurses (RNs) becomes more ob-
vious when viewed through the le ...
A Quantitative Assessment Of Quot At Risk Quot Students And Medical School ...Todd Turner
This study examined the impact of mentorship and advising on underrepresented minority medical students considered at risk of delay or withdrawal. Interviews with 23 such students from the University of Illinois at Chicago College of Medicine revealed that having an effective mentor, especially within the medical field, was associated with fewer delays and personal problems. Students who reported unhelpful or insufficient advising tended to have lower cognitive scores and more issues. The findings suggest medical schools should focus on improving advising, mentorship programs, and administrative support to help at-risk students succeed.
Ed Scholarship Annotated Bibliography SessionElizabeth Johns
This document provides guidance on creating an annotated bibliography. It begins with an overview of the annotated bibliography assignment and its requirements. It then breaks down the process into 5 steps: finding sources, reading sources, identifying relevant sources, citing sources, and writing annotations. Examples of full annotations are provided following the APA and MLA formats. Key aspects of the summary and relevance sections of annotations are explained. The document aims to help students better understand how to strategically approach an annotated bibliography and write high-quality annotations.
Assessmentof Nursing Students’ Attitude toward Learning Communication Skills ...iosrjce
1) The study assessed nursing students' attitudes toward learning communication skills and factors influencing their attitudes, such as age, level of study, and GPA.
2) It found a significant positive correlation between level of study and attitude, as well as between GPA and attitude. A limited positive relationship was also found between age and attitude.
3) Students in the professional program had a more positive attitude toward learning communication skills compared to students in the pre-professional program.
List three examples of plagiarism and discuss how plagiarizing as a .docxjeremylockett77
List three examples of plagiarism and discuss how plagiarizing as a student affects the integrity of a baccalaureate degree, the public perception of the nursing profession, and evidence-based practice. Describe two things you will do to ensure academic integrity in your work.
Please read below for more information.
Introduction
Academic
nursing research
is crucial to providing quality nursing care because it gives the foundation for
evidence-based practice (EBP)
that is often the catalyst for changes that impact patient outcomes. Learning to navigate databases to acquire sound evidence is the foundation for writing academic prose that illustrates the learner’s grasp of concepts. It is equally essential for RN-BSN students to learn to format academic writing properly, as well as understand how to avoid plagiarism and its repercussions. In addition, learning how to write without plagiarizing upholds the principle of trustworthiness that is a central element to the professionalism of nursing. Understanding academic research,
literature review
, scholarly writing, academic integrity, and academic dishonesty are the framework for a baccalaureate education, which also contribute to the professionalism of nursing. Additionally, learning to research relevant nursing topics forms critical-thinking skills necessary to provide excellent patient care.
Case Study
Julia, a 52-year-old nurse, returned to school for the first time in 30 years to get her bachelor’s degree at the prompting of her employer. Unfamiliar with writing papers, she had difficulty settling into the academic world. With the help of the university librarian and an online academic writing tutorial, she finished her first three online courses. Because she did not know how to find applicable articles or how to format her papers properly, she barely passed her first course. After completing the third course, the school contacted her to discuss one of her papers. After investigation, the university determined that Julia’s paper was largely plagiarized. An incident report was filed, placing Julia on academic probation. Devastated, Julia admitted that she was not certain what plagiarism truly was, but she certainly had no intention of doing anything dishonest. Julia said that many of her colleagues have spoken about getting papers and advice online and did not see the harm in it or consider it cheating. After thorough counsel from the faculty, Julia learned that the repercussions of such behavior go far past failing courses. She began to understand that plagiarism has a stark impact on the nursing profession and that dishonesty in academia can lead to dishonesty as a professional nurse. Such behavior jeopardizes patient care and can threaten the nursing license that she worked so hard to earn. Julia committed herself to learning how to avoid plagiarism and finding guidance on constructing strong academic papers for the rest of her baccalaureate education to help her uphold and model .
Better data for teachers, better data for learners, better patient care col...Edgar Febles
The document discusses the establishment of the Office of College-wide Assessment at Michigan State University's College of Human Medicine. The office was created to oversee the development and implementation of a comprehensive assessment system aligned with the college's competency-based curriculum. The goals of the office are to provide better data on student performance to teachers for curriculum improvement, better feedback to students, and ensure patients receive competent care. The office is led by an Associate Dean and aims to create continuity in assessment from undergraduate to graduate medical education. It facilitates collaboration across the college and engagement of faculty expertise to design, analyze and provide feedback from assessment data.
University of toronto transcription background paperAndrew Brown
The document summarizes the debate around changing the grading system at the University of Toronto Faculty of Medicine from Honours/Pass/Fail to Credit/No Credit. It provides background on the systems and outlines arguments presented by students and faculty on both sides of the issue. A referendum will be held for current students to provide input on the proposed change before it is considered by the Education Committee and Faculty Council. The summary aims to concisely inform students of the key issues to facilitate an informed discussion and vote.
This document discusses key issues in assessing clinical competence in medical education. It addresses the need for tests of clinical competence to serve both formative and summative purposes. It also explores various assessment methods and how they measure different levels of competence, from basic knowledge to direct observation of performance. Reliability and validity are important considerations when designing assessments. The document recommends using multiple assessment methods and cases to reliably measure clinical competence.
This document discusses key issues in assessing clinical competence in medical education. It addresses the need for tests of clinical competence to serve both formative and summative purposes. It also explores various assessment methods and how they measure different levels of competence, from basic knowledge to direct observation of performance. Specifically, it notes that direct observation through methods like objective structured clinical examinations is needed to properly assess clinical skills but that reliability can be improved by using multiple examiners and cases. The goal is to develop valid, reliable and educational assessments of student performance that predict future clinical competence.
This presentation discusses:
-Research on the readability of health insurance forms
-Reading level assessment tools
-Best practices for lowering the reading level of materials
The document discusses medical education in the 21st century. It begins with an overview of trends in U.S. undergraduate medical education including longitudinal clinical programs and a movement toward competency-based evaluations using Entrustable Professional Activities (EPAs). Next, it discusses changes in clinical undergraduate medical education such as longitudinal integrated clerkships and EPA-based evaluations. Finally, it reviews graduate medical education, noting new requirements from the ACGME, and novel approaches using digital resources, asynchronous learning theory, and social media.
Assessment Of Communication And Interpersonal Skills CompetenciesRick Vogel
This document discusses the assessment of communication and interpersonal skills competencies for emergency medicine residents. It defines 10 specific communication competencies that were agreed upon at a consensus conference. The conference aimed to define the communication competency for emergency medicine, review assessment methods used in other specialties, identify methods suggested by the Accreditation Council for Graduate Medical Education, and analyze the applicability of these methods to emergency medicine. Standardized patients and direct observation were identified as the best assessment methods, but other methods like checklists, skills rating forms, and multi-source feedback were also discussed. The document concludes that while no single method can fully assess communication skills, these various approaches can provide formative or summative evaluation of residents' compet
- The study investigated the effectiveness of applying information design principles and conducting feedback-based usability testing when developing clinical questionnaires.
- It found that a form developed using these methods collected significantly more data than a control form.
- Poorly designed forms can result in loss of important medical data and increase costs for healthcare organizations, but those creating forms often lack training in information design and usability testing.
The document discusses the process for requesting writing assistance from HelpWriting.net. It involves 5 steps: 1) creating an account, 2) completing an order form providing instructions and deadline, 3) reviewing writer bids and choosing one, 4) reviewing the completed paper and authorizing payment, 5) requesting revisions to ensure satisfaction. The website promises original, high-quality content and refunds for plagiarized work.
Printable Primary Writing Paper - Printable World HoSabrina Green
A framing carpenter contractor specializes in constructing the skeleton or frame of commercial and residential buildings using wood products like lumber and sheet goods. As one of the first steps in construction, the framer works on-site to erect the frame that will support the building and withstand loads from the roof, walls and other elements. Framing involves spending most of the day working outdoors at a construction site, exposing the framer to various weather conditions that can interrupt work and impact pay if a project is delayed.
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In many cases, the fourth year of medical school continues to be a lost opportunity for learning. The popularity of boot camps with an emphasis on the student’s specialty of choice continues to grow. At several institutions, the fourth year is designed to use specialty-specific milestones to improve the transition to residency. The senior year should be more robust with consideration for student assessment for selected ACGME milestones expected of an incoming resident in their designated specialty.
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This study examines correlates of academic underperformance during the first year of medical school using data from 537 students across five cohorts at a large medical school. The study found several factors that were significantly associated with increased risk of underperformance:
1) Lower undergraduate science GPAs.
2) Entering medical school through an accelerated BS/MD track.
3) Being 31 years of age or older.
4) Not receiving a unanimous vote of acceptance from the admission committee.
The study uses these factors to build a multivariate logistic regression model to better predict students at risk of underperformance.
Three examples of plagiarism are copying text without citation, paraphrasing without citation, and submitting another's work as your own. Plagiarizing as a student affects the integrity of a baccalaureate degree by undermining academic standards, affects the public perception of nursing by compromising ethics, and undermines evidence-based practice. To ensure academic integrity, Julia will learn proper citation and develop research skills to find credible sources.
Advancing A Program Of Research Within A Nursing Faculty RoleJessica Navarro
1) The document provides advice for doctoral students and new nursing faculty on advancing their research program, drawing on literature and the authors' experiences.
2) It discusses strategies like pursuing individual training awards, obtaining a postdoctoral fellowship, and seeking a faculty position at a research-intensive university.
3) The authors also recommend finding mentors, developing a trajectory of research productivity, and applying for career development awards to support building an independent research program.
The newsletter provides information on upcoming events for the American Orthopaedic Association (AOA), including:
- The AOA's annual meeting in June 2015 in Providence, Rhode Island which will focus on leadership skills and broader issues impacting orthopaedic care.
- The Resident Leadership Forum, an AOA event that introduces orthopaedic residents to leadership topics, had a record attendance of 174 residents in 2014. The forum supports the AOA's mission of developing future orthopaedic leaders.
- An article discusses issues in US orthopaedic resident education, including the lack of a standard curriculum, poor competency assessment, ensuring procedural competency by the end of training, and moving to competency
REFERENCES FOR THE TWO ARTICLESQUANTITATIVEARTICLE 1McIe, S.docxdebishakespeare
REFERENCES FOR THE TWO ARTICLES
QUANTITATIVE
ARTICLE 1
McIe, S., Petitte, T., Pride, L., Leeper, D., & Ostrow, C. L. (2009). Transparent film dressing vs. pressure dressing after percutaneous transluminal coronary angiography. American Journal of Critical Care, 18(1), 14–20.
QUALITATIVE
ARTICLE 2
Osterman, P. L., Asselin, M. R., & Cullen, H. A. (2009). Returning for a baccalaureate: A descriptive, exploratory study of nurses’ perceptions. Journal for Nurses in Staff Development, 25(3), 109–117.
J O U R N A L F O R N U R S E S I N S T A F F D E V E L O P M E N T � Volume 25, Number 3, 109–117 � Copyright A 2009 Wolters Kluwer Health l Lippincott Williams & Wilkins
One critical role of the staff development spe-cialist is to facilitate competence and contin-
ued professional development of staff (American
Nurses Association, 2000). One approach to this is to
foster an environment which encourages staff to
advance academically, be it from the diploma or
associate’s degree to the baccalaureate level or
beyond. This is especially timely given the push for
Magnet recognition in many hospitals and given the
spotlight that has been placed on quality outcomes
and a culture of safety. Furthermore, although hos-
pitals struggle with fiscal challenges, the financial
benefit of supporting nurses who pursue advanced
education may not be immediately visible to admin-
istrators, but staff development specialists realize the
value of such a move, especially about improving
patient outcomes and enhancing patient safety.
When examining the impact of nurses’ educational
preparation on patient outcomes, Aiken, Clarke, Cheung,
Sloane, and Silber (2003) recognized
a statistically significant relationship between the propor-
tion of nurses in a hospital with bachelor’s and master’s
degrees and the risks of both mortality and failure to
rescue. . .Each 10% increase in the proportion of nurses
with [bachelor’s or master’s] degrees decreased the risk of
mortality and of failure to rescue. . .by 5%. (p. 1620).
Although this study has been the subject of some
controversy within the nursing profession, most
scholars agree that ‘‘[e]ducation makes a difference
in nursing practice. . .education broadens one’s knowl-
edge base, enriches understanding, and sharpens
expertise’’ (Long, Bernier, & Aiken, 2004, p. 48). The
value of these educational benefits, when applied to
patient care, is further clarified by the observation that
[n]urses constitute the surveillance system for early de-
tection of complications and problems in care, and they
are in the best position to initiate actions that minimize
negative outcomes for patients. That the exercise of clinical
judgment by nurses. . .is key to effective surveillance may
explain the link between higher nursing skill mix. . .and
better patient outcomes (Aiken et al., 2003, p. 1617).
The need for increasing numbers of baccalaureate-
prepared registered nurses (RNs) becomes more ob-
vious when viewed through the le ...
A Quantitative Assessment Of Quot At Risk Quot Students And Medical School ...Todd Turner
This study examined the impact of mentorship and advising on underrepresented minority medical students considered at risk of delay or withdrawal. Interviews with 23 such students from the University of Illinois at Chicago College of Medicine revealed that having an effective mentor, especially within the medical field, was associated with fewer delays and personal problems. Students who reported unhelpful or insufficient advising tended to have lower cognitive scores and more issues. The findings suggest medical schools should focus on improving advising, mentorship programs, and administrative support to help at-risk students succeed.
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This document provides guidance on creating an annotated bibliography. It begins with an overview of the annotated bibliography assignment and its requirements. It then breaks down the process into 5 steps: finding sources, reading sources, identifying relevant sources, citing sources, and writing annotations. Examples of full annotations are provided following the APA and MLA formats. Key aspects of the summary and relevance sections of annotations are explained. The document aims to help students better understand how to strategically approach an annotated bibliography and write high-quality annotations.
Assessmentof Nursing Students’ Attitude toward Learning Communication Skills ...iosrjce
1) The study assessed nursing students' attitudes toward learning communication skills and factors influencing their attitudes, such as age, level of study, and GPA.
2) It found a significant positive correlation between level of study and attitude, as well as between GPA and attitude. A limited positive relationship was also found between age and attitude.
3) Students in the professional program had a more positive attitude toward learning communication skills compared to students in the pre-professional program.
List three examples of plagiarism and discuss how plagiarizing as a .docxjeremylockett77
List three examples of plagiarism and discuss how plagiarizing as a student affects the integrity of a baccalaureate degree, the public perception of the nursing profession, and evidence-based practice. Describe two things you will do to ensure academic integrity in your work.
Please read below for more information.
Introduction
Academic
nursing research
is crucial to providing quality nursing care because it gives the foundation for
evidence-based practice (EBP)
that is often the catalyst for changes that impact patient outcomes. Learning to navigate databases to acquire sound evidence is the foundation for writing academic prose that illustrates the learner’s grasp of concepts. It is equally essential for RN-BSN students to learn to format academic writing properly, as well as understand how to avoid plagiarism and its repercussions. In addition, learning how to write without plagiarizing upholds the principle of trustworthiness that is a central element to the professionalism of nursing. Understanding academic research,
literature review
, scholarly writing, academic integrity, and academic dishonesty are the framework for a baccalaureate education, which also contribute to the professionalism of nursing. Additionally, learning to research relevant nursing topics forms critical-thinking skills necessary to provide excellent patient care.
Case Study
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A Standardized Letter Of Recommendation For Residency Application
1. ACADEMIC EMERGENCY MEDICINE • November 1999, Volume 6, Number 11 1141
EDUCATIONAL ADVANCES
A Standardized Letter of Recommendation for
Residency Application
SAMUEL M. KEIM, MD, JUDITH A. REIN, PHD, CAREY CHISHOLM, MD,
PAMELA L. DYNE, MD, GREGORY W. HENDEY, MD,
NICHOLAS J. JOURILES, MD, RANDALL W. KING, MD,
WALTER SCHRADING, MD, JOSEPH SALOMONE III, MD, GARY SWART, MD,
JOHN M. WIGHTMAN, MD
Abstract. Emergency medicine (EM) program di-
rectors have expressed a desire for more evaluative
data to be included in application materials. This is
consistent with frustrations expressed by program di-
rectors of multiple specialties, but mostly by those in
specialties with more competitive matches. Some of
the concerns about traditional narrative letters of rec-
ommendation included lack of uniform information,
lack of relative value given for interval grading, and
a perception of ambiguity with regard to terminology.
The Council of Emergency Medicine Residency Direc-
tors established a task force in 1995 that created a
standardized letter of recommendation form. This
form, to be completed by EM faculty, requests that
objective, comparative, and narrative information be
reported regarding the residency applicant. Key
words: postgraduate education; recommendation;
resident; applicant; letter of recommendation; emer-
gency medicine. ACADEMIC EMERGENCY MEDI-
CINE 1999; 6:1141–1146
FOR MANY years emergency medicine (EM)
program directors have expressed difficulty
interpreting letters of recommendation for resi-
dency application.1–5
Application packages have
typically contained a standard form (e.g., Univer-
sal Application), a dean’s letter of evaluation
(DLOE), transcripts, scores on the National Medi-
From the Division of Emergency Medicine (SMK) and the Di-
vision of Academic Resources (JAR), University of Arizona Col-
lege of Medicine, Tucson, AZ; Department of Emergency Med-
icine (CC), Indiana University–Methodist, Indianapolis, IN;
Department of Emergency Medicine (PLD), Olive View–UCLA
Medical Center, Sylmar, CA; Department of Emergency Med-
icine (GWH), UCSF–Fresno University Medical Center,
Fresno, CA; Department of Emergency Medicine (NJJ),
MetroHealth Medical Center, Cleveland, OH; Department of
Emergency Medicine (RWK), St. Vincent Mercy Medical Cen-
ter, Toledo, OH; Department of Emergency Medicine (WS),
York Hospital/Pennsylvania State University, York, PA; De-
partment of Emergency Medicine (JS), Truman–UMKC Med-
ical Center, Kansas City, MO; Department of Emergency Med-
icine (GS), Medical College of Wisconsin, Milwaukee, WI; and
Department of Emergency Medicine (JMW), Wright State Uni-
versity, Dayton, OH.
Received July 15, 1999; accepted July 15, 1999. Approved by
the Board of Directors of the Council of Emergency Medicine
Residency Directors, July 14, 1999.
Address for correspondence and reprints: Samuel M. Keim,
MD, Emergency Medicine, University of Arizona College of
Medicine, Tucson, AZ 85724. e-mail: sam@aemrc.arizona.edu
cal Licensing Examination, and three or more let-
ters of recommendation. After reviewing part or all
of these materials, programs typically decide
whether to invite the applicant for an interview.6,7
As EM has become increasingly popular, the num-
ber of applicants, and likely their quality, has in-
creased. With EM residencies each receiving about
500 applications annually, program directors have
searched for time-efficient methods of screening
candidates for their programs.8
Frustration had been expressed among mem-
bers of the Council of Emergency Medicine Resi-
dency Directors (CORD) regarding the difficulty in
deciphering narrative letters of recommendation
(NLORs). Many stated that ‘‘all applicants appear
the same’’ or ‘‘all are outstanding.’’ Emergency
medicine program directors also expressed a com-
mon belief that clerkship grade and adjective infla-
tion was rampant. Some stated the perception that
letter writers had become so accustomed to an up-
ward creep of superlatives that they felt obliged to
judge and write letters for applicants in that con-
text, further promoting the inflation. Several pro-
grams began sending out follow-up forms to the
candidates’ faculty references to specifically re-
quest that they categorize the applicants’ major
characteristics in a quantitative fashion. In 1995,
the CORD organization formed a task force with
2. 1142 SLOR Keim et al. • SLOR FOR RESIDENCY APPLICATION
the goal of creating a method of standardization
for letters of recommendation.
RATIONALE FOR DEVELOPMENT
Resident selection criteria surveys have consis-
tently found the program directors view the inter-
view as the single most important variable.9,10
These surveys have also revealed that the more
competitive specialties have placed greater rela-
tive preference on quantitative or evaluative rank-
ing of applicants.9–11
Wagoner and Suriano, in their
1999 survey of 1,200 program directors, concluded
that objective indicators existed that could assess
a given applicant’s competitiveness for a given spe-
cialty. They found ‘‘a uniform shift across all spe-
cialties toward a greater emphasis on academic
variables.’’ The authors suggested a web site be es-
tablished that would let students compare their
quantitative credentials with those that matched
in each specialty during the previous application
cycle.11
Not surprisingly, program directors of many
specialties have expressed their desire that more
evaluative data be included in the DLOE.11–14
Their frustration may stem from a perception that
deans of student affairs have felt a disincentive to
rank and report their students in a comparative
manner. The Association of American Medical Col-
leges responded to this concern in 1989 when its
Academic Affairs Committee adopted a set of
DLOE writing guidelines.12
These guidelines have
encouraged the use of a standardized outline and
called for the inclusion of comparative performance
data such as preclinical and clinical interval
grades (e.g., honors, pass, fail). These items were
to be added to the more traditional summative per-
formance narratives. Finally, the DLOE was to end
with a clear and concise synopsis of information
presented in the body of the letter. This synopsis
typically included an overall comparative rating
given in the form of a commonly used adjective
(e.g., excellent, outstanding). Narrative letters of
recommendation, from an applicant’s faculty ref-
erences, have included many of the same adjec-
tives in their concluding remarks. These NLORs,
however, have not been written according to any
published guidelines.
Emergency medicine residency directors were
among those who were frustrated with the lack of
evaluative data in the DLOE. More recently, they
have emphasized their clear desire that deans of
student affairs provide them with ‘‘decisive, accu-
rate information’’ about each student.11
They have
also expressed a desire that NLORs include more
evaluative and comparative data. The EM program
directors complained that the NLOR frequently
contained terminology that was ambiguous in its
meaning. Although a letter writer’s intent in using
terms such as ‘‘excellent’’ may have been to imply
a specific comparative value to a given character-
istic, it was confusing to many program directors
what that value really was and how frequently the
writer used such terms when describing appli-
cants. It is also possible that the terms were not
chosen by the letter writer to denote any compar-
ative value. This confusion, although not necessar-
ily a disadvantage to some applicants, was be-
lieved to create difficulty for program directors in
screening applicants the programs would want to
interview.
Emergency medicine program directors also ex-
pressed concern that traditional NLORs have var-
ied tremendously in the content they addressed
(e.g., interpersonal communication skills, motiva-
tion, clinical judgment). Some stated that they in-
terpreted omitted content areas to mean an appli-
cant’s skills were relatively weak in that area.
Because the DLOE would inconsistently contain
this information as well, EM residency directors
expressed a desire for certain content areas to be
consistently addressed in a standardized, compar-
ative fashion.
A recent survey of EM program directors re-
vealed that an applicant’s grade in a senior EM
rotation was the single most desired academic pa-
rameter (not including the interview) used in se-
lecting residents.11
Although many schools are in-
cluding comparative grade distributions with their
transcripts, the EM clerkship-grade distribution is
frequently not present. This is likely due to the
absence of these clerkship data in sufficient time
for transcript mailing in early fall. Program direc-
tors expressed a desire to have this information
consistently present. The CORD task force mem-
bers additionally believed that the relative per-
centage of students receiving ‘‘honors’’ at the same
institution would also be helpful. This was believed
by many members to vary widely among the dif-
ferent EM clerkship sites.
Finally, many program directors stated that
they had diminishing amounts of time available for
reading applications. Some thought it was not
nearly as crucial to look for the finer qualitative
details during the screening process for interview
invitations. They again emphasized the need first
for consistent, standardized, comparative data
when reviewing hundreds of applications.
HOW WAS THE SLOR DEVELOPED?
When the CORD task force initially met in 1995,
it became clear that a standardized form request-
ing specific information was desirable. The task
force compiled existing documents that seemed to
have similar goals, including forms used at the
3. ACADEMIC EMERGENCY MEDICINE • November 1999, Volume 6, Number 11 1143
time by some EM residency programs. From the
onset, a priority to include both comparative/eval-
uative data and qualitative data was empha-
sized.15,16
The task force decided to break the format of
any standardized letter of recommendation
(SLOR) into four sections: 1) background informa-
tion on the applicant and letter writer; 2) personal
characteristics; 3) global or summary assessment;
and 4) an open narrative section for written com-
ments.
The background information thought most rel-
evant included a brief description of the letter
writer (e.g., name, institutional affiliation, nature
of contact with the applicant). The task force also
wanted to clarify the comparative score or grade
given to the applicant, whether he or she had ro-
tated through an EM clerkship at the letter
writer’s institution. To achieve this, the SLOR was
designed to elicit not only the grade value but also
the relative number of students who received the
same grade the previous academic year. This de-
nominator was chosen for the context, as many
students complete EM clerkships early in their
senior year and the sample size for comparison,
therefore, would be expectedly small. Despite the
acknowledgment that multiple grading schemes
are used nationwide, only the items on the ordinal
scale of honors, high pass, pass, low pass, and fail
were offered as choices because they were believed
to be most common. An open narrative section, in
which specific rotation remarks could be added,
was deemed desirable in this section as well.
The heading ‘‘Qualifications for Emergency
Medicine’’ was chosen for the second section on
personal characteristics because the heading clar-
ified that the characteristics to be rated were to be
in comparison with other candidates for EM resi-
dency programs in the letter writers’ experience.
Although many personal characteristics were dis-
cussed, the task force decided to include the follow-
ing as the most relevant: 1) commitment to EM; 2)
work ethic; 3) ability to develop and justify an ap-
propriate differential and a cohesive treatment
plan; and 4) personality, the ability to interact with
patients and coworkers. Again, only interval, com-
parative choices to rank the applicant in these ar-
eas were offered.
In the third section, ‘‘Global Assessment,’’ the
task force wanted the letter writer to rank each
applicant in two ways: 1) to give a summative
ranking compared with other EM residency can-
didates and a historical report of such recommen-
dations; 2) to state roughly how highly the appli-
cant would reside on the rank list for the National
Resident Matching Program (NRMP) of each letter
writer’s EM program. This ranking was also re-
quested in specific intervals based on multiples of
that residency program’s total openings available
in the NRMP. The task force believed that, with
these two components, an EM program director
screening applicants would be able to more clearly
understand what summative, comparative infor-
mation a letter writer was trying to communicate.
Finally, the task force strongly supported the
inclusion of an open narrative section, ‘‘Written
Comments,’’ because the presence of qualitative
data was thought to be essential in the screening
of applicants. After debate, the group agreed that
room for 150–200 words would be sufficient.
The task force created the first drafts of the
SLOR with the target authors composed of all fac-
ulty currently writing letters for applicants. Some
members believed it important to capture all of a
single applicant’s references, regardless of spe-
cialty or perspective, in one standardized format.
Other members of the task force believed the
SLOR should be completed by EM faculty alone,
while some thought only program directors of EM
residencies were appropriate. The group agreed to
introduce the document initially to a broad group
(i.e., all letter writers) with the understanding that
future changes could be made. The task force, in
1999, now recommends that only EM faculty sub-
mit the SLOR and that all other references are
completed in a traditional format.
WHAT IS THE SLOR?
In addition to the form itself (Fig. 1), the SLOR is
accompanied by a cover letter, which describes how
the SLOR should be completed. This cover letter
also defines how the global assessment ranking
scheme should be calculated.
WHAT IS UNIQUE ABOUT THE SLOR?
The CORD SLOR is the most ambitious attempt
to date of a specialty-based standardized format
for letters of recommendation. Designed to include
both quantitative and qualitative information, the
SLOR also attempts to increase the relative
amount of comparative data available to the EM
program directors or other administrators screen-
ing applicants for possible interviews.
Additionally, this approach places the letter
writer in the position of an observer (SLOR) and
judge, rather than only judge (NLOR). In doing so,
the SLOR is an attempt to address prevalent con-
cerns expressed by EM program directors, includ-
ing that the traditional NLORs: 1) often did not
contain sufficient information; 2) varied signifi-
cantly in quality secondary to the writers’ style dif-
ferences and terminology use; 3) were very time-
consuming to read; and 4) may have promoted
4. 1144 SLOR Keim et al. • SLOR FOR RESIDENCY APPLICATION
Figure 1 (above and top of facing page). The current standardized letter of recommendation (SLOR).
5. ACADEMIC EMERGENCY MEDICINE • November 1999, Volume 6, Number 11 1145
TABLE 1. Standardized Letter of Recommendation (SLOR) Spring 1997 Comparative Survey Questions and Results
Compared with the NLOR*, please rate the SLOR in terms of: Better Same Worse
Missing
Data
1. Its ability to discriminate differences between candidates.
2. Its ease of reading and incorporating into ranking scheme.
3. Its credibility of recommendation if author not personally known to you.
4. Its ability to obtain comprehensive information.
130 (75%)
145 (84%)
71 (41%)
81 (47%)
31 (18%)
21 (12%)
86 (50%)
64 (37%)
12 (7%)
7 (4%)
14 (8%)
28 (16%)
0 (0%)
0 (0%)
2 (1%)
0 (0%)
5. Its ability to communicate differences between candidates.
6. Its ease of completion.
7. Your sense of credibility in describing the applicant.
8. Its ability to express comprehensive information.
112 (65%)
144 (83%)
90 (52%)
64 (37%)
38 (22%)
16 (9%)
64 (37%)
64 (37%)
16 (9%)
7 (4%)
14 (8%)
38 (22%)
7 (4%)
6 (4%)
5 (3%)
7 (4%)
*NLOR = narrative letter of recommendation.
grade and summative ranking inflation. As subjec-
tive data, NLORs may present a significant source
of bias by interjecting the impressions of either the
letter writer or the reader of the letter.5
PRELIMINARY EVALUATION
OF THE SLOR
Evaluative data about the SLOR were obtained
from the CORD membership in 1996 and 1999.
Following the 1995–96 application cycle, the task
force surveyed the membership of the CORD or-
ganization to assess the members’ perceptions of
the SLOR and to look for areas that needed im-
provement for use in the future. The survey, which
contained 12 questions, was mailed, faxed, or elec-
tronically mailed to all registered members of the
organization. At the time there were no more than
250 active members of the organization. The task
force received 173 completed surveys, for a re-
sponse rate of approximately 70%. This informal
survey has many limitations, including a poor tab-
ulation of the total number of the CORD members,
a selection bias favoring the program director user
group, and lack of validation of the survey instru-
ment. Nonetheless, the results suggest that the
SLOR received a positive endorsement from the
program director community (Tables 1 and 2). The
clearest results were that: 1) the SLOR was easier
than the NLOR to read and incorporate into a
ranking scheme; 2) the SLOR was easier than the
traditional NLOR to complete; 3) by using the
SLOR, readers were better able to discriminate dif-
ferences between candidates; 4) the program direc-
tors believed that using the SLOR had not affected
their student grading scheme; and 5) the CORD
members wanted to continue using it in the future.
In spring 1999, the CORD membership was
6. 1146 SLOR Keim et al. • SLOR FOR RESIDENCY APPLICATION
TABLE 2. Standardized Letter of Recommendation (SLOR) Spring 1997 Noncomparative Survey Questions and Results
Question Yes No
Missing
Data
9. Would you like to continue using the SLOR?
10. Would you prefer limiting each candidate to one SLOR?
11. Should the applicant be compared only with other emergency medicine match-bound
applicants?
12. Has the SLOR affected your department’s student grading scheme?
156 (90%)
33 (19%)
121 (70%)
28 (16%)
12 (7%)
130 (75%)
38 (22%)
140 (81%)
5 (3%)
10 (6%)
4 (8%)
5 (3%)
surveyed, by its board of directors, to gain broad
feedback information on the entire scope of orga-
nizational projects. One of the 19 survey questions
related to the SLOR. The survey was mailed to 354
active members and responses were received by
206 (58% response rate), with 33 members furnish-
ing constructive criticism comments. To the ques-
tion ‘‘Do you use the CORD standardized letter of
recommendation?’’ 179 (87%) responded ‘‘yes’’ and
27 (13%) ‘‘no.’’ This result is consistent with the
1996 survey in which 90% (Table 2, question 9) of
the survey respondents stated they would like to
continue using the SLOR.
FUTURE EVOLUTION OF THE SLOR
The future of the SLOR, as a product of the CORD
organization, remains flexible and reflective of
membership opinion. Suggestions for revision by
the membership are encouraged and reviewed an-
nually by the task force. The SLOR is available on
the CORD web site for easy downloading and is
mailed to deans of student affairs for student ac-
cess. Recent published work by Girzadas and coau-
thors reported better interrater reliability and less
interpretation time with the SLOR compared with
the traditional NLOR.17
Future investigations
need to clarify more precisely who exactly com-
prises the letter-writer group and what percentage
of candidates include the SLOR in their applica-
tions. Further study certainly is needed to inves-
tigate whether the SLOR is more accurate than
the NLOR in describing a candidate’s capabilities
as an EM resident.18
CONCLUSIONS
The CORD SLOR was introduced as an attempt to
answer prevalent concerns by EM program direc-
tors that the NLOR format was time-consuming to
read and promoted grade inflation as well as con-
taining inconsistent quantities of evaluative data
and variable quality of information. Although the
document has been largely popular, more research
is needed to determine whether the SLOR provides
more accurate information than what the NLOR
provided for predicting how individual residency
candidates fit with individual residency programs.
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