Search

The higher education Spring semester of 2020 was heavily impacted by stakeholders' calls for a complete shutdown of in-person gatherings. This call to action forced instructors and students to transition from face-to-face education to the virtual, online classroom. Institutions were given a few days to 2 weeks for this transition. During this crisis, 14 faculty from across Georgia formed a research consortium to investigate the perspectives of instructors and students on multiple topics, including academic honesty. As part of a mixed method approach, surveys were distributed via email across the university system, which included both quantitative items and narrative, open-text response options. The results of thematic analysis and frequencies revealed the application of well-documented strategies from instructors for reducing the occurrence of cheating during assessments but also revealed new and challenging tactics of cheating by students. These perspectives from the instructors and students provide a rich description of how the shutdown impacted academic honesty in the higher education community. The authors detail these participant narratives and provide information on strategies to encourage academic honesty that move beyond creating more tests, such as revision, randomizing items, and proctoring to catch cheaters in the act.

Evidence-based practice is the collection, interpretation, and use of data, such as collection statistics or assessment results, that measure the effectiveness of a library media program. In this article, the authors will present various forms of evidence and show that any library media specialist can use data to make informed decisions that improve the impact of the library media program, and he or she can also use data to demonstrate the quality of the program and garner support for it. (Contains 3 figures.)

The higher education Spring semester of 2020 was heavily impacted by stakeholders' calls for a complete shutdown of in-person gatherings. This call to action forced instructors and students to transition from face-to-face education to the virtual, online classroom. Institutions were given a few days to 2 weeks for this transition. During this crisis, 14 faculty from across Georgia formed a research consortium to investigate the perspectives of instructors and students on multiple topics, including academic honesty. As part of a mixed method approach, surveys were distributed via email across the university system, which included both quantitative items and narrative, open-text response options. The results of thematic analysis and frequencies revealed the application of well-documented strategies from instructors for reducing the occurrence of cheating during assessments but also revealed new and challenging tactics of cheating by students. These perspectives from the instructors and students provide a rich description of how the shutdown impacted academic honesty in the higher education community. The authors detail these participant narratives and provide information on strategies to encourage academic honesty that move beyond creating more tests, such as revision, randomizing items, and proctoring to catch cheaters in the act. [ABSTRACT FROM AUTHOR]

In the Spring term of 2020, nearly 90% of higher education institutions in the United States were forced to transition from primarily face-to-face (F2F) instruction to various modes of remote or online instruction in response to the COVID-19 pandemic. State-funded colleges and universities in Georgia were mandated to do the same in April of 2020, which led to a system-wide hiatus in face-to-face instruction while instructors prepared to return to all-remote teaching. This study examined the effects of this transition to Emergency Remote Instruction (ERI) at six institutions in Georgia, using a survey completed by 910 instructors who made that transition in at least one course in the Spring term of 2020. 65% of the instructors taught remotely or online for the first time after the transition. Instructors reported accessing a variety of institutional, collegial, and internet resources to aid in the transition, leading 53.4% of them to express that they were adequately prepared for ERI. Once classes resumed online, instructors found themselves to be needing much more time for remote instruction than their previous F2F instruction. From a one-word summary description of their experience, instructors reported that it led them to be challenged, stressed, overwhelmed, and exhausted. [ABSTRACT FROM AUTHOR]

BACKGROUND: The COVID-19 pandemic has required healthcare systems to transform the delivery of care. Although the core principles of care for patients with cancer have not changed, this pandemic has led to heightened awareness concerning the fragility of patients with cancer and how healthcare systems can protect them. OBJECTIVES: The aims were to identify and implement inpatient and ambulatory care clinical practice changes during the COVID-19 pandemic, based on defining moments and coping strategies from clinical oncology nurses, advanced practice RNs, nurse leaders, and researchers. METHODS: This article presents a Lean Six Sigma framework, accompanied by numerous rapid cycle tests of change. FINDINGS: The COVID-19 pandemic required clinical healthcare providers at the authors' institution to focus on seven priority areas. Nurses tested and implemented practice changes. [ABSTRACT FROM AUTHOR]

BACKGROUND: Many factors can interfere with a patient’s ability to cope with a new cancer diagnosis. The method of education delivery may improve satisfaction with teaching and reduce anxiety. Structured DVD education combined with other teaching methods has shown positive results. However, few such studies have included family members. OBJECTIVES: The purpose of this study was to evaluate the impact of structured DVD education versus standard one-on-one education on satisfaction with teaching and on anxiety among patients newly diagnosed with leukemia and lymphoma and their families. METHODS: A post-test randomized controlled trial study design evaluated the effects of structured DVD education compared to standard one-on-one education. FINDINGS: Family members in the intervention group had higher satisfaction with teaching than those in the control group; this difference was found to be statistically significant. [ABSTRACT FROM AUTHOR]