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"Transition of care" is defined as the movement of an individual from one setting of care to another and involves communicating with appropriate out-of-camp stakeholders such as parents, teachers, and community health care providers to identify youth needs (before camp) and outcomes achieved (after camp) so desired health goals may be shared across youth settings (e.g., home, school, community). Informed by management continuity and informational continuity theoretical frameworks, transition of care describes how activities such as recordkeeping and sharing of information from one team of caregivers to another improves the quality of services. When considered within the context of a child's summertime experiences such as summer camp, attention to transition of care from a child's academic year to summer, and from summer to a child's academic year, may improve the quality of children's summertime experiences by ensuring that a child's health and well-being are both fully supported and promoted across the calendar year. Transition of care communication practices are strengthened through the use of electronic health records (EHRs) and systems that support the sharing of information across stakeholders. This article contextualizes transition of care communication for the camp community, addressing implications for practice, research, and policy, to encourage the development of a comprehensive system that supports transition of care practices; a system that will require the buy-in of camp institutions, third-party camp software companies, camp organizations, and families.

The purpose of this article is to summarize the methodology and findings in the case studies of three student teachers in secondary school mathematics. The broad area of interest is the relationship between beliefs and practice. In the study, "beliefs" refers to expectations teachers have that students will be successful in learning with understanding. In regard to practices, a focal point was a student teacher's questions and instructions articulated while managing classroom discourse. An analysis of solicitations was intended to provide a measure of the kind of thinking in which student teachers expect their students to engage. During the study, a coding scheme was created, refined, and applied to lesson transcripts for the purpose of "making visible" the management of classroom discourse. The study may provide a basis for further research on student teachers' practice.

Background: Management of neonatal parenteral protein intake for preterm infants is challenging and requires daily modifications of the dose to account for the infant's postnatal age, birth weight, current weight, and the volume and protein concentration of concurrent enteral nutrition. The objective of this study was to create and evaluate the Parenteral Protein Calculator (PPC), a clinical decision support system to improve the accuracy of protein intake for preterm infants who require parenteral nutrition (PN).Materials and Methods: We integrated the PPC into the computerized provider order entry system and tested it in a randomized controlled trial (routine or PPC). Infants were eligible if they were ≤3 days old, had a birth weight ≤1500 g, and had no inborn error of metabolism. The primary outcome was the appropriate total protein intake, defined as target protein dose ±0.5 g/kg.Results: We randomly allocated 42 infants for 221 PN days in the control group and 211 in the PPC group. Total protein intake in the PPC group was more accurate as compared with the control group (appropriate protein dosing: odds ratio = 5.8; 95% CI, 2.7-12.4). Absolute deviation from protein target was 0.41 g/kg (0.24-0.58) lower in the PPC group.Conclusion: The PPC improved appropriate protein dosing for premature infants receiving PN. Further studies are needed to test whether clinical decision support systems will reduce uremia and improve growth and to replicate similar findings in the cases of other PN nutrients. [ABSTRACT FROM AUTHOR]

We report a case of central nervous system (CNS) sarcoidosis in a young girl and review the literature on the CNS manifestations of sarcoidosis in 23 cases occurring in children. [ABSTRACT FROM AUTHOR]