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Introduction  Patient experience is a crucial aspect of healthcare delivery, and it encompasses various elements that contribute to a patients perception of the care they receive. Patient satisfaction and patient experience are related but distinct concepts. Patient experience focuses on whether specific aspects of care occurred, while patient satisfaction gauges whether patient expectations were met. It goes beyond mere satisfaction and delves into the broader aspects of how patients interact with the healthcare system and the quality of those interactions, with health plans, doctors, nurses, and staff in various healthcare facilities. Other aspects highly valued by patients include elements such as timely access to care and information, good communication with the healthcare team, and friendly staff. Patient experience can influence both the healthcare and financial outcomes of healthcare facilities. It is well understood that positive patient experiences may lead to better care adherence, improved clinical outcomes, enhanced patient safety, and better care coordination. Payers, both public and private, have recognized the importance of patient experience. Improving patient experience benefits healthcare facilities financially by strengthening customer loyalty, building a positive reputation, increasing referrals, and reducing medical malpractice risk and staff turnover.  Methodology A multidisciplinary retrospective quality improvement initiative was initiated to effectively improve nurse-physician communication and organizational outcomes in several hospital units. Results Using an innovative staff-developed and driven acronym, IMOMW (Im on my way), the study demonstrated significant positive outcomes such as increased Epic documentation (Epic Systems Corporation, Verona, Wisconsin, United States) of physician and nursing rounding by 13%, a 10.5% rise in recommend facility net promoter score (NPS) patient experience survey scores, 13.4% increase in physician and nurse team communication, 5.4% increase in nursing communication, and a 5.3% increase in physician communication. Moreover, pilot units outperformed the control group consisting of medical-surgical units located in newer portions of the hospital. Conclusion This quality improvement study demonstrates improved interdisciplinary nurse-physician communication, Epic documentation, and patient experience scores. Further investigation is necessary to better understand the specific factors and/or processes that influence the sustainability of interventions that improve nurse-physician communication and patient experience.

An analysis of 44 commercially available English as a foreign language (EFL) textbooks found that it is common for textbooks to present learners with exercises on phrasal verbs without first providing relevant input to help them. In these cases, learners are likely to resort to trial and error and are then expected to learn from feedback. The authors report an experiment conducted with Japanese EFL students (N = 140) that compared the effectiveness of such a trial-and-error method with a retrieval procedure in which students first study a set of phrasal verbs and then complete an exercise. Scores on both an immediate and a 1-week delayed posttest suggest superiority of retrieval over the trial-and-error procedure, where, despite the provision of feedback, 25% of the wrong exercise responses were reproduced in the delayed posttest.

While previous research has provided insights into vocabulary learning through extensive reading, the differential effects of word frequency and word class on active form and passive meaning word recognition remain less understood. By evaluating learners ' post-test performance in active form recognition and passive meaning recognition, this study offers a comprehensive view of how these factors influence incidental vocabulary acquisition. The findings reveal a complex picture: while verbs showed a more significant improvement in active form recognition with increased exposure, underscoring the importance of repeated encounters, nouns were more effectively acquired in passive meaning recognition, suggesting differing cognitive processes involved in learning nouns versus verbs. Additionally, the study highlights that word frequency had a varied impact on learning outcomes, with multiple exposures facilitating a deeper understanding of verb forms, whereas noun learning showed less sensitivity to frequency. These results challenge the assumption that pleasure reading uniformly enhances all facets of word knowledge and suggest a complex interplay between word frequency, word class, and type of vocabulary recognition. The implications of these findings underscore the need for tailored strategies in L2 vocabulary instruction, advocating for a diversified approach to reading materials selection and emphasizing the importance of exposure diversity for effective vocabulary acquisition. [ABSTRACT FROM AUTHOR]

In recent years, there has been considerable interest in how to maximize learners' retention of multiword expressions. One technique that has been shown to be highly effective is the use of exercises such as those found in mainstream English as a second language textbooks. In the present study, we investigated how the execution of a gap‐fill exercise impacts the learning of phrasal verbs with 118 learners studying English as a foreign language. Participants completed a gap‐fill exercise by referring to the answer key, or they received the answer key only after completing the exercise. The effects of the learning conditions were assessed with tests for measuring productive and receptive knowledge at two retention intervals. The results from mixed‐effects logistic regression modeling showed that both executions of the gap‐fill exercise led to similar rates of retention. The findings largely challenge previous research. We also explored how to minimize proactive interference when participants make errors in gap‐fill exercises by asking them to recollect their initial guesses during the posttests. The results showed that when the initial guess was produced, correct recall of the target phrasal verbs was much greater than when the guess was not recollected. The finding indicates that memory for the initial guess may play a vital role in how participants learn from their errors. The pedagogical implications of the findings are discussed, and future areas of research are proposed. [ABSTRACT FROM AUTHOR]

In a recent article, Boers, Demecheleer, Coxhead, and Webb (2014) deplored the lack of effectiveness for the learning of verb-noun collocations of a number of exercise formats which they sampled from EFL textbooks and put to the test in a series of quasi-experimental trials. The authors called for further investigations into possible improvements to such exercise formats. The present article is a response to that call. It also addresses methodological issues that may have affected Boers et al.'s (2014) findings and that rendered their conclusions tentative. In the quasi-experiment reported here, EFL learners were given fill-in-the-blank exercises on verb-noun phrases in one of three formats: (1) choose the appropriate verb, (2) complete the verb by using a first-letter cue, and (3) choose the appropriate intact phrase. A delayed post-test gauged the learners' ability to recall the meaning of the phrases as well as their verb-noun partnership. In both regards the exercise where learners worked with intact phrases generated the best results. We then evaluate the extent to which exercises for phrase learning in 10 recent EFL textbooks accord with recommendations that follow from the quasi-experimental findings.

Phrasal verbs are important for successful communication and yet are incredibly challenging for language learners. The current study compared two exercise formats for the learning of phrasal verbs. One format draws attention to the verb, while the other brings into focus the particle. In the verb-focused format, students were asked to guess the missing verb before receiving feedback. In the particle-focused format, they were told to guess the missing particle before feedback was presented. The results of a cued-recall test showed that the recall of phrasal verbs was enhanced more effectively in the particle-focused format than in the verb-focused format, although this advantage diminished after one week. A multiple-choice test revealed no significant difference between the two methods in terms of their impact on the recognition of phrasal verbs. The current study also aimed to test the prediction of the episodic recollection hypothesis, which specifies that memory of the initial guess plays a critical role in the subsequent recall of the correct answer. It was also found that asking students to recall their initial guess moderated their performance in the posttest. Overall, the findings of the current study suggest that the particle-focused format boosts the memory of phrasal verbs and that to minimize the adverse effects of proactive interference, it is vital for students to remember their errors. This means that teachers would be advised to focus on exercises that provide the verb and encourage guessing of the particle. [ABSTRACT FROM AUTHOR]

The popular axiom, 'what gets measured gets done', is often applied in the quality management and continuous improvement disciplines. This truism is also useful to business continuity practitioners as they continually strive to prove the value of their organisation's investment in a business continuity management (BCM) programme. BCM practitioners must also remain relevant to their organisations as executives focus on the bottom line and maintaining stakeholder confidence. It seems that executives always find a way, whether in a hallway or elevator, to ask BCM professionals about the company's level of readiness. When asked, they must be ready with an informed response. The establishment of a process to measure business continuity programme performance and organisational readiness has emerged as a key component of US Department of Homeland Security 'Voluntary Private Sector Preparedness (PS-Prep) Program' standards where the overarching goal is to improve private sector preparedness for disasters and emergencies. The purpose of this paper is two-fold: to introduce continuity professionals to best practices that should be considered when developing a BCM metrics programme as well as providing a case study of how a large health insurance company researched, developed and implemented a process to measure BCM programme performance and company readiness. [ABSTRACT FROM AUTHOR]

The article focuses on the millstone manufacturers who concentrate in Mark Lane, London, England. It mentions that D. Gordon Tucker listed 24 millstone manufacturers between 1840-1939 of which 12 had addresses in Mark Lane including Corcoran, Witt & Co. and William Rawbonn Dell. It also reports that in 1902, as per a Post Office Directory there were over 180 corn factors, dealers, brokers, agents, flour merchants and malt factors in Mark Lane.

Complex noun phrases (CNPs) are a major vehicle of academic written discourse. However, despite posing significant challenges to English language learners (ELLs), they are rarely taught in post-secondary English for Academic Purposes (EAP) programs. This article reports on a quasi-experimental study on the usefulness of explicit teaching of the structure and use of CNPs in Canadian post-secondary EAP programs for the purposes of reading comprehension. Specially designed modules on CNP structure and use were integrated into advanced reading and writing EAP courses taught to 96 first-year college and university ELLs over the course of a semester. 102 ELLs in different sections of the same courses had regular instruction without the CNP modules. Pre- and post-test scores were analyzed using a generalized linear mixed model (GLMM), and the teaching intervention was found to have a significant effect on the post-test scores in the experimental group. The relative success of the intervention is analyzed in relation to the literature on form-focused teaching interventions in reading courses. The article concludes by discussing opportunities for further integration of CNP instruction in EAP curricula. [ABSTRACT FROM AUTHOR]