Search

In today's highly competitive world market, businesses can hardly maintain their competitiveness without strong innovation abilities. In the past, many Chinese enterprises have enjoyed success through imitation. But to continue to succeed in a global marketplace, they must develop ambidextrous innovation abilities. The resource‐based theory eloquently posits that competitive advantage is associated with different and heterogeneous resources. To obtain such resources, firms must establish an external network to acquire necessary knowledge and skills. In this paper, we develop a theoretical model linking network orientation, organisational improvisation, ambidexterity and competitive tension. We postulate that organisational improvisation has a mediating effect and competitive tension is a moderator. Empirical results (N = 340) show that (1) network orientation leads to both exploratory and exploitative innovations, (2) the above effect is mediated by organisational improvisation and (3) competitive tension positively moderates the effect between network orientation and organisational improvisation. [ABSTRACT FROM AUTHOR]

Background: Nursing students often prioritize learning clinical skills rather than research skills, possibly inhibiting their growth as scholars. Supporting nursing students' learning of information literacy skills has been shown to impact nurses' involvement with research after graduation. This suggests a need for developing innovative information literacy teaching strategies that can enable nursing students to better understand the process of research and how to apply research to practice. Case Presentation: This article describes the implementation of the embedded librarian project at the course level at the University of Memphis. A librarian was integrated into the Advanced Nursing Research course, a semester-long course for graduate nursing students, for the fall 2020 semester. This case shares the embedded librarian project's implementation and evaluation strategies. Conclusions: The embedded librarian project aided students' acquisition of information literacy skills at the University of Memphis. Students reported that the embedded librarian project helped them complete assignments for their research course. Using an embedded librarian service within the graduate nursing curricula model may enhance scholarship among future nurses. [ABSTRACT FROM AUTHOR]

In any discussion of forecast evaluation, it is tempting to fall back on statements reflecting unverified assumptions: "this tornado warning had lower skill because the underlying meteorology reflected a complicated or atypical scenario," or "that forecast performed worse than we would have expected given the straightforward setup." These statements of what is and is not a reasonable expectation for warning skill are particularly relevant as the meteorological community's focus has begun to emphasize non-classic storm environments (e.g., tornadoes spawned by quasi-linear convective systems). In this paper, we build a proof-of-concept methodology to quantify the effect of the near-storm environment on tornado warning skill, and we then test these methods on a 15-yr dataset composed of tens of thousands of tornado events and warnings over the contiguous United States. Our findings include that significant tornadoes rated (E)F2+ have a higher probability of detection (POD) than expected based on their near-storm environments, that nocturnal tornadoes have both worse POD and false alarm ratio (FAR) than even their marginal near-storm environments would suggest, and that tornadoes occurring during the summer months also show worse POD and FAR than their environment-based expectation. Quantifying these shifts in performance in an environmental skill score framework allows us to target the situations in which the greatest improvements may be possible, in terms of forecaster training and/or conceptual models. This work also highlights the essential question that should always be asked in the context of forecast verification: what, exactly, is the baseline standard to which we are comparing forecast performance? [ABSTRACT FROM AUTHOR]

Background: Unfortunately, racism and discrimination against Ethnic minority (EM) has been globalized, universally infecting industries worldwide, and the field of nursing has not been spared. In the United States (US), overt and institutionalized racism (IR) still permeates the fields of nursing, nursing leadership, and nursing education. Programs to address these disparities, and efforts by nursing professional societies and nursing education policymaking bodies to address racism in the nursing field, specifically with nursing leadership and education, have met with little success. Objective: The purpose of this paper is to illustrate the existence and magnitude of racism and its impact on the fields of nursing, nursing leadership, and nursing education, and to make evidence-based recommendations for an agenda for reforming nursing education in the US. Methods: A narrative literature review was conducted with a focus on pulling together the strongest evidence on which to base policy recommendations. Results: Based on the available literature, we put forth five recommendations aimed at modifying nursing education in the US as a strategy to counter IR in the US in the nursing field. Conclusions: Recommendations to address IR in nursing focus on nursing education, and involve implementing programs to address the lack of opportunity for both EM students and faculty in nursing, developing an anti-discriminatory pedagogy, and incorporating diversity initiatives as key performance indicators (KPIs) in the process of approval and accreditation of nursing programs. [ABSTRACT FROM AUTHOR]

Introduction. Applying computerized simulation education tool for learning in medical domains is widely used in many countries. This review is aimed at systematically investigating the computerized simulation tools developed to educate physiotherapy students and determine the effectiveness of these interventions. Methods. A comprehensive search was conducted in Medline (through PubMed) and Scopus databases from inception to Sept. 10, 2022. The studies that examined the effectiveness of computerized simulation-based interventions were included. Results. Sixteen studies were included in this systematic review. All included examinations were ranked "good" or "low risk of bias" based on the criteria utilized in the Joanna Briggs Institute (JBI) scale and the Effective Public Health Practice Project (EPHPP) tool. Most of the articles (43%) were conducted in the USA and 25% in Australia. In 43% of the total studies, the study population was only physiotherapy students, and in 12.5% of them, the scope of education was related to practical skills training. Three of the 16 reviewed articles presented positive qualitative results; thirteen quantitative investigations also declared statistically positive effects. Positive effects have been seen in areas such as improving professional and behavioral abilities, improving knowledge and self-confidence, and reducing stress. The sample size of the studies ranged from eight to 162 participants. The limited sample sizes in groups, lack of interaction, and short follow-up duration were the most consistent limitations evident within the included studies. Conclusion. Computerized simulation education approaches can help to improve physiotherapy students' skills and knowledge. They also have great potential to reduce learning costs and increase the quality of education. [ABSTRACT FROM AUTHOR]

Background: Emergency medicine (EM) resident training is guided by the American Board of Emergency Medicine Model of the Clinical Practice of Emergency Medicine (EM Model) and the EM Milestones as developed based on the knowledge, skills, and abilities (KSA) list. These are consensus documents developed by a collaborative working group of seven national EM organizations. External experts in geriatric EM also developed competency recommendations for EM residency education in geriatrics, but these are not being taught in many residency programs. Our objective was to evaluate how the geriatric EM competencies integrate/overlap with the EM Model and KSAs to help residency programs include them in their educational curricula. Methods: Trained emergency physicians independently mapped the geriatric resident competencies onto the 2019 EM Model items and the 2021 KSAs using Excel spreadsheets. Discrepancies were resolved by an independent reviewer with experience with the EM Model development and resident education, and the final mapping was reviewed by all team members. Results: The EM Model included 77% (20/26) of the geriatric competencies. The KSAs included most of the geriatric competencies (81%, 21/26). All but one of the geriatric competencies mapped onto either the EM Model or the KSAs. Within the KSAs, most of the geriatric competencies mapped onto necessary level skills (ranked B, C, D, or E) with only five (8%) also mapping onto advanced skills (ranked A). Conclusion: All but one of the geriatric EM competencies mapped to the current EM Model and KSAs. The geriatric competencies correspond to knowledge at all levels of training within the KSAs, from beginner to expert in EM. Educators in EM can use this mapping to integrate the geriatric competencies within their curriculums. [ABSTRACT FROM AUTHOR]

Objectives: The objective of this paper was to determine the extent to which dry needling is instructed in entry-level education programs for physical therapists. Methods: Program directors from 226 entry-level education programs recognized by the Commission on Accreditation in Physical Therapy Education were recruited via e-mail to participate in an anonymous 35-item electronic survey during the 2017-2018 academic year. The survey evaluated dry needling curricula, faculty qualifications, attitudes and experience, and programs' future plans for teaching dry needling. Results: A total of 75 programs responded to the survey (response rate = 33.1%). Forty (53.3%) had integrated dry needling theory and psychomotor training into their programs and 8 (10.6%) planned to include such content in their curriculum in the future. Of the 40 respondents, 28 indicated that dry needling education was integrated into a required course, 4 indicated that dry needling was an elective course, and 8 did not specify how dry needling education was integrated. Faculty teaching dry needling appear to be well qualified, with the majority having 5-10 years of experience using dry needling in clinical practice. The primary reason for programs not teaching dry needling is that it was not considered an entry-level skill. Discussion: There appeared to be variability in how dry needling was integrated into the curricula, as well as in the depth and breadth of instruction. Our research may serve as a baseline for faculty to assess existing dry needling curricula and as a guide for developing curricula in new or existing physical therapy programs. [ABSTRACT FROM AUTHOR]

Objectives: For decades, there have been calls to action to change the status quo of public health education in the United States to respond to workforce needs and help reinforce capacity. During the last 10 years, schools and programs of public health have planned and implemented programmatic and curricular changes. This study explored the focus of master of public health (MPH) education in the United States today. Methods: We used a 3-phase mixed-methods study to compile data to describe the current state and focus of MPH education in the United States via survey data collection (November–December 2019), semistructured interviews (January–February 2020), and document reviews. Results: Survey responses represented at least 43% (93/215) of eligible MPH programs in the United States. Most respondents (86%, 99/115) reported that the primary focus of MPH education in the United States is to prepare graduates for public health practice and employment linked to public health, and 54% (59/109) reported that their MPH programs adopted this focus in the last 5 years. MPH programs invested in student learning, competence development, and supporting workforce readiness, including a focus on leadership abilities. Programs noted that they seek to develop strategic thinkers and engaged leaders with abilities to understand and address emergent public health needs. Conclusions: Public health education in the United States is in a period of change. MPH programs reported responding to workforce needs by closing gaps in workforce capacity and developing compassionate and professional leaders who can understand needs, collaborating with communities, and facilitating action that will ameliorate health disparities and promote social injustice by practicing public health in new ways. [ABSTRACT FROM AUTHOR]

Introduction: To prevent cardiopulmonary resuscitation (CPR) skills decay, the International Consensus on Resuscitation suggested retraining every three to six months. Current retraining practices nationwide exceed one to two years, suggesting that clinical staff's CPR skills are rarely at optimum proficiency. The Resuscitation Quality Improvement (RQI) program offers skills decay prevention through quarterly sessions. This manuscript addresses the challenges and opportunities of implementing the RQI program in a hospital system to increase CPR skills quality and cost-savings. Purpose & Methods: This manuscript describes the challenges and opportunities of implementing the RQI program as a quality improvement initiative in a system of hospitals and serves as a guide for implementation at similar institutions considering the adoption of RQI-basic life support (BLS). Results: Multiple successes and challenges were identified during the program implementation. Challenges included learning management system integration and RQI station damage. Successes included a 47% improvement in clinical staff's psychomotor CPR skills (i.e., compressions, ventilation, and chest compression fraction) and a $1.6 million cost avoidance for the system of hospitals. The RQI program implementation significantly increased the psychomotor skills of the RQI users, satisfaction, staff productivity, and cost avoidance. Discussion: Although implementing the RQI in a system of hospitals brought many challenges, the overall improvement in staff CPR skills and cost-avoidance superseded the cost-benefit analysis and justified its implementation. Implementing this program promotes superior CPR skills that could improve patient outcomes. [ABSTRACT FROM AUTHOR]

Several factors influenced the composition of migrants in the early 20th century, including World War I, the Literacy Act of 1917, and the implementation of strict immigration quotas. This paper examines whether the United States' first immigration quota, established under the Emergency Immigration Act of 1921, affected migrant selection. The Emergency Immigration Act of 1921 severely capped the number of admittable migrants by nationality. Canadian migrants, or any migrants who resided in Canada for five consecutive years, were unrestricted by the quota and could freely migrate to the U.S. Using transcribed ship records from states bordering Canada (specifically New York, Alaska, and Washington), I compare the skills of restricted migrants to the skills of unrestricted Canadian migrants, before and after establishment of the 1921 quota. Difference-in-differences estimates indicate that the quota resulted in migrants of higher skill. [ABSTRACT FROM AUTHOR]

To provide evidence-based recommendations for reducing the prevalence of head-first contact behavior in American football players with the aim of reducing the risk of head and neck injuries. In American football, using the head as the point of contact is a persistent, well-documented, and direct cause of catastrophic head and cervical spine injury. Equally concerning is that repeated head-impact exposures are likely to result from head-first contact behavior and may be associated with long-term neurocognitive conditions such as dementia, depression, and chronic traumatic encephalopathy. The National Athletic Trainers' Association proposes 14 recommendations to help the certified athletic trainer, allied health care provider, coach, player, parent, and broader community implement strategies for reducing the prevalence of head-first contact in American football. [ABSTRACT FROM AUTHOR]

Understanding the physical drivers of seasonal hydroclimatic variability and improving predictive skill remains a challenge with important socioeconomic and environmental implications for many regions around the world. Physics-based deterministic models show limited ability to predict precipitation as the lead time increases, due to imperfect representation of physical processes and incomplete knowledge of initial conditions. Similarly, statistical methods drawing upon established climate teleconnections have low prediction skill due to the complex nature of the climate system. Recently, promising data-driven approaches have been proposed, but they often suffer from overparameterization and overfitting due to the short observational record, and they often do not account for spatiotemporal dependencies among covariates (i.e., predictors such as sea surface temperatures). This study addresses these challenges via a predictive model based on a graph-guided regularizer that simultaneously promotes similarity of predictive weights for highly correlated covariates and enforces sparsity in the covariate domain. This approach both decreases the effective dimensionality of the problem and identifies the most predictive features without specifying them a priori. We use large ensemble simulations from a climate model to construct this regularizer, reducing the structural uncertainty in the estimation. We apply the learned model to predict winter precipitation in the southwestern United States using sea surface temperatures over the entire Pacific basin, and demonstrate its superiority compared to other regularization approaches and statistical models informed by known teleconnections. Our results highlight the potential to combine optimally the space--time structure of predictor variables learned from climate models with new graph-based regularizers to improve seasonal prediction. [ABSTRACT FROM AUTHOR]

Analyzing a set of ensemble seasonal reforecasts for 1958-2017 using CFSv2, we evaluate the predictive skill of the U.S. seasonal mean precipitation and examine its sources of predictability. Our analysis is for each of the three periods of 1958-78, 1979-99, and 2000-17, corresponding to the positive phase of the Pacific decadal oscillation (PDO) during 1979-99 and negative ones before and after. The ensemble reforecasts at two-month lead reproduce the spatial distribution of winter precipitation trends throughout the 60 years and the continental-scale increase of summer precipitation since 2000. The predicted signalto- noise (S/N) ratio also reveals greater predictability in the post-1979 period than during 1958-78. A maximized S/N ratio EOF analysis is applied to the ensemble seasonal precipitation predictions. In winter and spring, the most predictable patterns feature a north--south dipole throughout United States. The summer and fall patterns are dominated by the anomalies in central and southern United States, respectively. In verification with observations, the winter--spring patterns are more skillful. ENSO influences on these predictable patterns are most dominant in winter and spring, but other oceanic factors also play an active role during summer and fall. The multidecadal change of the U.S. precipitation predictability is attributable to the low-frequency modulation of the ENSO predictability and the influences of other major climate modes. PDO can be a dominant factor associated with enhanced prediction skill in 1979-99 and reduced skill in 1958-78. Since the 2000s, the forcing from the SST anomalies in the tropical North Atlantic with opposite sign to those in the tropical Pacific becomes a significant factor for the U.S. summer precipitation prediction. [ABSTRACT FROM AUTHOR]

Background: The transition from pediatric to adult healthcare is a vulnerable time for adolescents and young adults (AYA), especially those with chronic conditions. Successful transition requires communication and coordination amongst providers, patients, and families. Unfortunately, multiple studies have demonstrated that the majority of practicing providers do not feel prepared to help AYA patients through health care transition, but little is known about the transition/transfer aptitudes of physician trainees. Objectives: The purpose of this study was to establish the transition/transfer training that residents and fellows from different fields receive – and determine what training factors are associated with increased confidence in core transition/transfer skills. Design: A 20-item electronic survey regarding experiences caring for AYA patients was sent to all 2014–2015 graduate medical education (GME) trainees at our institution. Results: Forty-nine percent (479/985) of trainees responded: 60 pediatric, 387 non-pediatric, and 32 'combined' (e.g., Medicine/Pediatrics or Family Medicine). Trainees from all three categories of programs reported similar exposure to AYA patients with chronic conditions, with a median of 1–3 encounters per month. A quarter of trainees rated themselves as 'not at all prepared' to speak with a counterpart provider about a transferring patient, while nearly half of trainees considered themselves 'not at all prepared' to speak with a patient and family about transition. Trainee confidence in performing these two skills was strongly predicted by three factors: increased exposure to AYA with chronic conditions, education (training or role modeling) in transition skills, and experience practicing transition skills. Of these, the strongest association with trainee confidence was experience practicing the skills of communicating with other providers (OR = 13.0) or with patients/families (OR = 14.5). Conclusion: Despite at least monthly encounters with AYA with chronic conditions, most residents and fellows have very little experience communicating across the pediatric-to-adult healthcare divide, highlighting training opportunities in graduate medical education. [ABSTRACT FROM AUTHOR]

The doctoral advisor--typically the principal investigator (PI)--is often characterized as a singular or primary mentor who guides students using a cognitive apprenticeship model. Alternatively, the "cascading mentorship" model describes the members of laboratories or research groups receiving mentorship from more senior laboratory members and providing it to more junior members (i.e., PIs mentor postdocs, postdocs mentor senior graduate students, senior students mentor junior students, etc.). Here we show that PIs' laboratory and mentoring activities do not significantly predict students' skill development trajectories, but the engagement of postdocs and senior graduate students in laboratory interactions do. We found that the cascading mentorship model accounts best for doctoral student skill development in a longitudinal study of 336 PhD students in the United States. Specifically, when postdocs and senior doctoral students actively participate in laboratory discussions, junior PhD students are over 4 times as likely to have positive skill development trajectories. Thus, postdocs disproportionately enhance the doctoral training enterprise, despite typically having no formal mentorship role. These findings also illustrate both the importance and the feasibility of identifying evidence-based practices in graduate education. [ABSTRACT FROM AUTHOR]

In 1960, 94 percent of doctors and lawyers were white men. By 2010, the fraction was just 62 percent. Similar changes in other highly‐skilled occupations have occurred throughout the U.S. economy during the last 50 years. Given that the innate talent for these professions is unlikely to have changed differently across groups, the change in the occupational distribution since 1960 suggests that a substantial pool of innately talented women and black men in 1960 were not pursuing their comparative advantage. We examine the effect on aggregate productivity of the convergence in the occupational distribution between 1960 and 2010 through the prism of a Roy model. Across our various specifications, between 20% and 40% of growth in aggregate market output per person can be explained by the improved allocation of talent. [ABSTRACT FROM AUTHOR]

Background: Michigan expanded Medicaid under the Affordable Care Act (Healthy Michigan Plan [HMP]) to improve the health of low-income residents and the state's economy.Objective: To understand HMP's impact on enrollees' health, ability to work, and ability to seek employment DESIGN: Mixed methods study, including 67 qualitative interviews and 4090 computer-assisted telephone surveys (response rate 53.7%) PARTICIPANTS: Non-elderly adult HMP enrollees MAIN MEASURES: Changes in health status, ability to work, and ability to seek employment KEY RESULTS: Half (47.8%) of respondents reported better physical health, 38.2% better mental health, and 39.5% better dental health since HMP enrollment. Among employed respondents, 69.4% reported HMP helped them do a better job at work. Among out-of-work respondents, 54.5% agreed HMP made them better able to look for a job. Among respondents who changed jobs, 36.9% agreed HMP helped them get a better job. In adjusted analyses, improved health was associated with the ability to do a better job at work (aOR 4.08, 95% CI 3.11-5.35, p < 0.001), seek a job (aOR 2.82, 95% CI 1.93-4.10, p < 0.001), and get a better job (aOR 3.20, 95% CI 1.69-6.09, p < 0.001), but not with employment status (aOR 1.08, 95% CI 0.89-1.30, p = 0.44). In interviews, several HMP enrollees attributed their ability to get or maintain employment to improved physical, mental, and dental health because of services covered by HMP. Remaining barriers to work cited by enrollees included older age, disability, illness, and caregiving responsibilities.Conclusions: Many low-income HMP enrollees reported improved health, ability to work, and job seeking after obtaining health insurance through Medicaid expansion. [ABSTRACT FROM AUTHOR]

The purpose of this study was to empirically examine the relationship between smart recruitment, predictive hiring algorithms, and the data-driven nature of artificial intelligence. Building my argument by drawing on data collected from the Boston Consulting Group, LinkedIn, MIT Sloan Management Review, and Statista, I performed analyses and made estimates regarding most useful interviewing innovations, adoption of specific artificial intelligence use cases (by category), levels of understanding for artificial intelligence-related technology and business context, and areas where artificial intelligence will impact recruiting. Empirical data for this study were gathered via an online survey conducted in the United States. The structural equation modeling technique was used to test the research model. [ABSTRACT FROM AUTHOR]

This study examines the relative importance of soft skills versus hard skills across occupations and its impact on the observed wage gap between Blacks and Whites in the United States. It posits that the Black/White pay gap may vary across occupations that require the use of different types of skills. We classify occupations into hard-skill intensive versus soft-skill intensive jobs using the skill content measures of different occupations from the Occupational Information Network (O*Net). We then use data from the National Longitudinal Survey of Youth ( NLSY) and Current Population Survey ( CPS) to investigate the impact of job skill type on the wage gap. Consistent with our theoretical predictions, we show that this wage gap in white-collar jobs is smaller for hard-skills jobs than it is for soft-skills jobs. Moreover, we demonstrate that, in response to variations in the wage gap across different occupations, Blacks are more likely to self-select themselves into hard-skills jobs, ceteris paribus. This shows not only that discrimination against Blacks varies across occupations, but also that such discrimination induces the self-selection of Blacks into certain occupations. Moreover, this finding highlights the role played by co-worker/customer discrimination in explaining the racial wage gap in the U.S. labor market. ( JEL J15, J31) [ABSTRACT FROM AUTHOR]

Using data on young adults from the 1979 and 1997 National Longitudinal Survey of Youth, we investigate the changing roles of ability and education in the transmission of economic status across generations. We find that ability plays a substantially diminished role for the most recent cohort whereas education plays a much larger role. The first finding results primarily from a smaller effect of children's ability on status, the second from an increased correlation between parental status and educational attainment. A replication of the analysis by gender reveals that the changes in the role of ability are largely driven by men whereas the changes in education's role are largely driven by women. ( JEL J62, I24) [ABSTRACT FROM AUTHOR]

An essay is presented which discusses the author's views about the positive aspects of student-edited law reviews as of 2016, and it mentions U.S. legal scholarship and research, as well as the impact that student-edited law review articles have on a legal scholar's ability to gain employment or seek out other achievements. Skills development and the educational experiences of law students in America are examined, along with law school curriculum in the U.S.

The article discusses the author's views about principles for optimizing U.S. student-edited law review platforms, and it mentions the professional activities of law teachers which include teaching, service, and scholarship. The attitudes of legal scholars are addressed, along with the value that is associated with student-edited law reviews. Writing skills, legal research, and reasoning are assessed, as well as information about virtual roundtable-related liquid networks.

Background: Evidence based practice (EBP) is being increasingly utilized by health care professionals as a means of improving the quality of health care. The introduction of EBP principles into the chiropractic profession is a relatively recent phenomenon. There is currently a lack of information about the EBP literacy level of US chiropractors and the barriers/facilitators to the use of EBP in the chiropractic profession. Methods: A nationwide EBP survey of US chiropractors was administered online (Nov 2012-Mar 2013) utilizing a validated self-report instrument (EBASE) in which three sub-scores are reported: attitudes, skills and use. Means, medians, and frequency distributions for each of the sub-scores were generated. Descriptive statistics were used to analyze the demographic characteristics of the sample. Means and proportions were calculated for all of the responses to each of the questions in the survey. Results: A total of 1,314 US chiropractors completed the EBASE survey; the sample appeared to be representative of the US chiropractic profession. Respondents were predominantly white (94.3%), male (75%), 47 (+/- 11.6) years of age, and in practice for more than 10 years (60%). EBASE sub-score means (possible ranges) were: attitudes, 31.4 (8-40); skills, 44.3 (13-65); and use, 10.3 (0-24). Survey participants generally held favorable attitudes toward EBP, but reported less use of EBP. A minority of participants indicated that EBP coursework (17%) and critical thinking (29%) were a major part of their chiropractic education. The most commonly reported barrier to the use of EBP was "lack of time". Almost 90% of the sample indicated that they were interested in improving their EBP skills. Conclusion: American chiropractors appear similar to chiropractors in other countries, and other health professionals regarding their favorable attitudes towards EBP, while expressing barriers related to EBP skills such as research relevance and lack of time. This suggests that the design of future EBP educational interventions should capitalize on the growing body of EBP implementation research developing in other health disciplines. This will likely include broadening the approach beyond a sole focus on EBP education, and taking a multilevel approach that also targets professional, organizational and health policy domains. [ABSTRACT FROM AUTHOR]