Browsing by Author "Alix Hayden, K."

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    Grand Challenges as Educational Innovations in Higher Education: A Scoping Review of the Literature
    (2020-11-09) Nowell, Lorelli; Dhingra, Swati; Andrews, Kimberley; Gospodinov, Julia; Liu, Cathy; Alix Hayden, K.
    Grand challenges are complex problems that are common to much of society, affect large populations, and may have several possible solutions. Incorporation of grand challenges into higher education courses can facilitate the development of collaborative problem-solving skills while providing relevant and practical opportunities to experience the dynamics involved in real-world work. Although grand challenges are becoming more commonly used in higher education, to date, there has been no synthesis of how grand challenges are incorporated and the learning outcomes of engaging in grand challenge work. In this scoping review, we examined and mapped the state of evidence for the use of grand challenges in higher education. We conducted the review according to the Johanna Briggs Institute methodology for scoping reviews and considered quantitative, qualitative, and mixed-methods studies as well as literature reviews, program descriptions, and opinion papers published in English without limitations on year of publication. We used a data extraction tool to synthesize and present our findings in a tabular form with accompanying narrative summaries. The results reveal a growing global interest in the use of grand challenges in higher education while highlighting a lack of rigorous empirical evidence on the impact on student learning.
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    Professional learning and development of postdoctoral scholars: a scoping review protocol
    (2018-12-05) Nowell, Lorelli; Alix Hayden, K.; Berenson, Carol; Kenny, Natasha; Chick, Nancy; Emery, Carolyn
    Abstract Background A growing number of postdoctoral scholars are following diverse career paths that require broad skill sets to ensure success. Yet, most postdoctoral professional learning and development initiatives are intended for academic careers and seldom include professional skills needed to succeed in non-academic settings. Given that fewer than 20% of postdoctoral scholars will obtain tenure-track academic positions, there is a great need for postdoctoral scholars to prepare for a range of future careers. Creating professional learning and development strategies to address these concerns requires an understanding of current approaches, yet there is a distinct lack of literature exploring and synthesizing sources of evidence on the professional learning and development of postdoctoral scholars. The purpose of this scoping review is to examine, synthesize, and map the sources of evidence on professional learning and development pertaining to postdoctoral scholars. Methods We will perform a scoping review to identify sources of evidence around professional learning and development of postdoctoral scholars. Our search strategy, limited to English language, will include searching relevant disciplinary and interdisciplinary databases with no limitation on date of publication. We will conduct forward and backward citation chasing of included articles. Gray literature will be searched in electronic databases and websites of national postdoctoral associations. Search strategies will be developed using controlled vocabulary and keyword terms related to postdoctoral scholars and professional development. Two reviewers will independently screen titles and abstracts for inclusion, and two reviewers will independently screen full text to determine final inclusion. These data will be summarized quantitatively (using a simple numerical count) and qualitatively using thematic analysis methods. Through this process, we will summarize the current state of evidence around professional development and learning of postdoctoral scholars and identify current gaps in the literature, as well as the research areas requiring systematic reviews and/or primary research. Discussion Despite the growing numbers of postdoctoral scholars, there has been no synthesis of the sources of evidence of postdoctoral scholars’ professional learning and development. In reviewing a wide range of evidence and integrating it into a manageable and meaningful whole, this scoping review will be a critical first step in understanding the professional learning and development of postdoctoral scholars. Our results will help inform future research and the development of a framework for postdoctoral scholar’s professional learning and development.
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    Transition in care from paramedics to emergency department nurses: a systematic review protocol
    (2017-12-19) Reay, Gudrun; Norris, Jill M; Alix Hayden, K.; Abraham, Joanna; Yokom, Katherine; Nowell, Lorelli; Lazarenko, Gerald C; Lang, Eddy S
    Abstract Background Effective and efficient transitions in care between emergency medical services (EMS) practitioners and emergency department (ED) nurses is vital as poor clinical transitions in care may place patients at increased risk for adverse events such as delay in treatment for time sensitive conditions (e.g., myocardial infarction) or worsening of status (e.g., sepsis). Such transitions in care are complex and prone to communication errors primarily caused by misunderstanding related to divergent professional perspectives leading to misunderstandings that are further susceptible to contextual factors and divergent professional lenses. In this systematic review, we aim to examine (1) factors that mitigate or improve transitions in care specifically from EMS practitioners to ED nurses, and (2) effectiveness of interventional strategies that lead to improvements in communication and fewer adverse events. Methods We will search electronic databases (DARE, MEDLINE, EMBASE, Cochrane, CINAHL, Joanna Briggs Institute EBP; Communication Abstracts); gray literature (gray literature databases, organization websites, querying experts in emergency medicine); and reference lists and conduct forward citation searches of included studies. All English-language primary studies will be eligible for inclusion if the study includes (1) EMS practitioners or ED nurses involved in transitions for arriving EMS patients; and (2) an intervention to improve transitions in care or description of factors that influence transitions in care (barriers/facilitators, perceptions, experiences, quality of information exchange). Two reviewers will independently screen titles/abstracts and full texts for inclusion and methodological quality. We will use narrative and thematic synthesis to integrate and explore relationships within the data. Should the data permit, a meta-analysis will be conducted. Discussion This systematic review will help identify factors that influence communication between EMS and ED nurses during transitions in care, and identify interventional strategies that lead to improved communication and decrease in adverse events. The findings can be used to develop an evidence-informed transitions in care tool that ensures efficient transfer of accurate patient information, continuity of care, enhances patient safety, and avoids duplication of services. This review will also identify gaps in the existing literature to inform future research efforts. Trial registration PROSPERO CRD42017068844