Staff Experience Research Articles

Improving Interprofessional Provider Perceptions About Opioid Use Disorder in the Acute Care Setting Through a Blended Educational Simulation Intervention

Background The influx of patients in the acute care setting with opioid use disorder (OUD) has outpaced many hospitals’ ability to educate interprofessional staff. This creates distressing experiences for interprofessional staff and patients, leading to moral distress and burnout in staff and poor patient outcomes. Objective The purpose of this study was to improve interprofessional staff knowledge, attitudes, and perceptions toward working with patients who have OUD using a blended classroom-simulation–based curriculum. Methods A preintervention and postintervention design was selected. Interprofessional staff (n = 46) participated in a blended classroom-simulation educational intervention focused on the neurobiology of OUD, stigma reduction, pain management, and harm reduction principles, followed by 3 high-fidelity simulation scenarios. Participants completed the Drug and Drug Problems Perceptions Questionnaire to measure staff self-perceived knowledge, skills, and attitudes when working with patients who use drugs before, immediately after, and again 3 and 6 months postintervention. Results Most respondents were nurses with an average of 7.6 (SD, 9.6) years of experience. The majority did not have prior training in substance use disorder before (75.6%). There was a statistically significant decrease in mean Drug and Drug Problems Perceptions Questionnaire scores across the total score mean: 55.2 (95% confidence interval, 52.2-58.3) versus 45.5 (95% confidence interval, 43.9-47.1), P < .001. Decreased score indicates improved attitude and perception. Discussion A curriculum consisting of a blended classroom-simulation intervention was successful at improving several domains regarding perceptions of caring for patients with OUD. This educational intervention can serve as a model for health care systems with goal of improving patient outcomes and staff well-being.

Where should health system investments be made to protect the mental health of healthcare workers?

Abstract Background This study explores trends and work-related determinants of mental health and wellbeing among health and care workers in Europe since the COVID-19 pandemic. The aim is to determine where investments can best be made to protect and support mental health and wellbeing among health and care workers to improve retention and recruitment. Methods Data are analysed from the National Health Service staff survey in England and the Health Service Executive ‘Your Opinion Counts’ survey in Ireland to explore trends in mental health and wellbeing and burnout. Evidence is then taken from a series of European Observatory policy briefs, based on expert-led literature reviews, to explore determinants of poor mental health and wellbeing and to identify potential areas for investment. Results Rates of burnout and poor mental health and wellbeing have increased in England and Ireland since the start of the pandemic among all professional groups. Workplace-based factors are important determinants of poor mental health and wellbeing, and can be grouped into: macro-level structural factors such as staff shortages, poor working conditions and low pay; meso-level organisational factors including poor leadership, and insufficient education, training and support; micro-level individual factors such as insufficient self-care or not seeking support. However, determinants at the micro-level, especially seeking support from others, are largely shaped by structural or organisational factors. Conclusions Increased financing to address structural and organisational determinants of mental health and wellbeing contributes to improved patient care, better staff experience, lower rates of absenteeism, and enhanced recruitment and retention. It is therefore one of the best health system investments that can be made.

Mengoptimalkan Pembelajaran Bagi Anak Dengan Adhd Melalui Pendekatan Inklusif di Sekolah Dasar

Inclusive education has become a focus of attention in supporting the successful learning of all students, including those with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD face special challenges in managing their attention, impulsivity, and energy, requiring appropriate learning approaches. This research aims to investigate and identify the optimal implementation of an inclusive approach in supporting the learning of children with ADHD in elementary schools. Qualitative research methods were used to explore the experiences of educators, school staff, and parents in facing the learning challenges of children with ADHD. The results show that inclusive approaches implemented in elementary schools can play a key role in creating a supportive learning environment for children with ADHD.

Exploring staff and student experiences of group-work assessment in higher education

Group work in higher education is well known to promote deep learning through collaboration with peers. However, there can be issues with facilitation, perceived fairness, and motivation. The aim of this project was to explore staff and student views of a new group presentation assessment. A student survey explored preparation, experiences, and learning/skills. Two academics were interviewed. According to the survey, students felt prepared for the group work, but less so for the presentation. Students also felt their group worked well, although some did not agree that everyone contributed. Most agreed that the task was enjoyable and that they gained new knowledge. Two broad themes arose from the interviews (preparedness and student support), which link to the findings in the survey. Though the assessment format was well received, there was room to develop the support resources. The individual contribution grade for the assessment could include more weight on quality to enhance engagement. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0/ .

HCA PIECESTM Care Coach Program: Peer to peer approach to promote person-centred care in long-term care

In Long-Term Care (LTC) settings, the potentially inappropriate use of antipsychotics for behavioural and psychological symptoms of dementia is a persistent issue, with high rates despite limited benefit and serious risk. Best practice is a non-pharmacological, person-centred approach to care, though this can be challenging in LTC settings. To help address this gap, we developed the PIECESTM HCA Care Coach Program and described its implementation and outcomes observed at 13 LTC homes. This program empowers Health Care aides with training, tools, and processes to practice the principles of person-centred care and provide peer mentorship to the care team. After 1 year, we found declining antipsychotics use (by 4.4%) and positive indicators of improved staff experience and improved resident quality of life. The Care Coach Program can be adapted and spread to a variety of LTC settings to help reduce potentially inappropriate antipsychotic use and better support people living with dementia.

The International and the Local Worker: Understanding Multi-layered Processes of Racialisation in International Development Organisations

AbstractThis article seeks to examine how institutional hierarchies relate to processes of racialisation in development organisations that are multiracial. Complementing and building on existing literature focussed on race and development it shows how processes of racialisation help to produce and legitimate distinctions between local and international development professionals. It argues these divides cannot always be neatly mapped onto phenotype but are related to processes of racialisation tied to knowledge and class and this, in turn, helps to produce inequalities—power imbalances, pay differences and differential access to organisational benefits—between development workers. Therefore, while forms of racism and their material impacts shape the experiences of international staff of colour, there is another layer of racialisation at play that cannot be explained through existing racial categories but that draws on colonial ideas of epistemic superiority to create specific forms of racialisation within development organisations.

Evaluating the Efficiency and Staff Satisfaction of the Point-of-Care IV Activated System Versus Traditional Piggyback in Administering IV Antibiotics at a Saudi Tertiary Hospital.

This study aims to compare resource utilization and staff satisfaction between the point-of-care (POC) activated system and the traditional intravenous piggyback (PB) system in hospital pharmacy settings. Employing a pre-post quasi-experimental design from November 2019 to April 2020, the study assessed resource requirements for both the POC activated system and the traditional PB system. Additionally, a staff satisfaction survey was conducted, focusing on staff experiences related to the pharmacy preparation process and the subsequent activation of the system by nurses. The POC activated system required significantly fewer full-time equivalents (FTEs) per month compared to the PB system (0.36 ± 0.05 vs. 1.56 ± 0.07; p < 0.0001). Using POC in automated dispensing cabinets (ADCs) reduced medication administration time and returns (6.41% vs. 1.75%; p < 0.0001). The staff satisfaction survey revealed greater satisfaction with the POC activated system. A subsequent analysis showed the POC activated system had a low expiration rate of 0.1% and a cost of 39 Saudi riyal, while the traditional system had higher expiration rates and cost of 46,260 SR. The POC activated system reduced FTEs, decreased returned medications, and enhanced staff satisfaction compared to the PB system.

COVID-19 vaccine implementation at a syringe services program: experiences of frontline staff

BackgroundWhile people with substance use disorders, including people who inject drugs (PWID), experience increased risk for COVID-19 infection and adverse outcomes, COVID-19 vaccination rates among PWID are consistently lower than those observed in the general population. Offering COVID-19 vaccines at syringe services programs (SSPs) has been proposed as a critical strategy to increase vaccine uptake among this population. We explored the experiences of frontline staff at an SSP in Miami, Florida implementing onsite COVID-19 vaccines.MethodsBetween June and July 2022, we conducted in-depth semi-structured interviews with 17 staff members of an SSP in Miami, Florida. Data collection and codebook thematic analysis of transcribed interviews were guided by the Consolidated Framework for Implementation Research (CFIR).ResultsFacilitators and barriers of COVID-19 vaccine implementation at the SSP aligned with all major CFIR domains. Key facilitators included the SSP’s established partnership with the local health department for vaccine distribution, its existing funding sources which could be leveraged for vaccine-related expenses, consensus among staff about the need for new strategies to increase vaccine uptake among PWID, and PWID’s trust in the SSP. Major—but largely modifiable—barriers included lack of participant compensation, limited internal collaboration and communication regarding the vaccine initiative beyond implementation leads and innovation deliverers due to competing priorities and segmented roles and responsibilities, and insufficient involvement of the most participant-facing staff (i.e., the SSP’s peer navigators and outreach workers).ConclusionsImplementing onsite COVID-19 vaccines was perceived as feasible and acceptable by frontline staff at the SSP, however contextual factors impeded optimal implementation. Multilevel strategies, such as participant compensation for vaccine completion and internal educational meetings with staff to improve vaccine implementation and reach, are required. As a trusted source of preventative services for PWID, SSPs are an underutilized venue for increasing vaccine uptake among this population, and findings from this study could inform the expansion of low-barrier vaccine services at SSPs nationwide.

Optimizing the Scheduling of Teaching Activities in a Faculty

To maximize resource usage, minimize disputes, and improve academic experience, professors must schedule teaching activities efficiently. This study provides an optimized automated schedule creation technique. The system generates schedules that aim to be conflict-free and efficient, utilizing evolutionary algorithms along with multi-objective optimization. Resource usage, scheduling problems, and faculty/student satisfaction are the goals of the research. The system optimizes scheduling based on room limitations, instructor availability, and student preferences. The project uses system design, model creation, algorithm implementation, and performance analysis to solve the difficult timetable-generating problem. This research should save administrators time, improve academic operations, and improve staff and student academic experiences. Scalability and flexibility allow the system to be used in multiple faculties and incorporate new limits and requirements. This paper presents a complete approach to faculty scheduling, including insights and recommendations for future study and application in educational institutions.

Healing Havens: How Evidence-Based Design is Transforming Medical Spaces Into Therapeutic Environments.

To explore how evidence-based design is transforming healthcare environments into transforming spaces that improve patient outcomes and staff experiences. Traditional hospital designs often prioritize functionality over patient and staff well-being. This editorial examines the shift toward evidence-based design in healthcare facilities. We review recent studies and case examples demonstrating the impact of thoughtful healthcare design on infection rates, patient recovery, and staff performance. Evidence shows that elements such as private rooms, access to nature, and improved lighting can significantly reduce infections, accelerate healing, and enhance staff satisfaction. Implementing evidence-based design principles in healthcare environments can lead to measurable improvements in patient outcomes, staff performance, and overall healthcare quality.

‘It's something that people don't have the knowledge of’: Perceived participation of pupils with Prader‐Willi syndrome in specialist schools and staff preparedness

AbstractThere is an abundance of literature on health‐related outcomes for children and young people with Prader‐Willi syndrome and on their lived experiences as well as on their caregivers'. However, little is known about the experiences of education practitioners when providing for them. This study gathered in‐depth evidence of the lived experience of school staff in two secondary specialist schools, on (1) perceptions of functioning and participation of young people with Prader‐Willi syndrome in the setting and (2) how prepared they felt to support them in achieving full participation, including challenges faced. Semi‐structured interviews were conducted with six school staff and transcripts were analysed both deductively (using the ICF classification system) and inductively. School staff perceive the needs of these pupils as mostly related to their body functions, in alignment with a medicalised understanding of disability. However, they recognise the key role of environmental modifications to address these. Staff feel mostly unprepared and perceive their training as limited. Despite wide recognition of the need to conceive disability holistically, medicalised understandings are still present. Training from a biopsychosocial perspective is needed. Future research should address the development of core sets of ICF codes for people with Prader‐Willi syndrome.

'Once you've opened that can of worms': qualitative study to understand why liaison psychiatry staff are not asking about domestic abuse following self-harm.

Domestic abuse is a significant risk factor for self-harm and suicide. A large proportion of people presenting to healthcare services following self-harm have experienced domestic abuse. In the UK, routine enquiry for domestic abuse is recommended for people who present having self-harmed, but evidence indicates that this is not happening. An exploratory qualitative study to explore liaison psychiatry staff experiences of asking about domestic abuse, including the barriers and challenges to asking. Semi-structured qualitative interviews with active adult liaison psychiatry staff in the UK. Recruitment was via online platforms and professional networks. A reflexive thematic analysis of the narratives was carried out. Fifteen participants were interviewed across a variety of disciplines (ten nurses, four doctors, one social worker). The generated themes include the following: asking about domestic abuse - the tension between knowing and doing; 'delving deeper' and the fear of making things worse; the entanglement of shame, blame and despondency; domestic abuse was different from other clinical problems (mental illness/substance misuse); and biases, myths and misassumptions guiding practice. Participants indicated the need for better training and education, and clear protocols for eliciting and acting on disclosures. There is a clear need to improve the support offered to victim-survivors of domestic abuse who self-harm and present to healthcare services. National implementation of education and training to better equip liaison psychiatry teams with the skills and knowledge to sensitively support victim-survivors of domestic abuse is required.

Following up on "Alarming sound: A case study of noise in an emergency department"

Building on "Alarming Sound: A Case Study on Noise in an Emergency Ward," this follow-up study aims to explore the outcomes of a redesigned floorplan on the Jeroen Bosch Hospital in the city of Den Bosch (NL), it's emergency department staff experiences and workplace dynamics focusing on sound. Leveraging both qualitative and quantitative research methodologies, the study seeks to investigate anticipated changes in staff satisfaction, communication efficiency, and the overall work environment following the implementation of spatial modifications. While the outcomes of these interventions are yet to be determined, the research aims to contribute to the existing body of knowledge on the impact of physical workspace changes on healthcare delivery and staff well-being. This research aims to help develop healthcare environments that improve working conditions and better patient care outcomes.

The background and experience of neuroscience teachers in Australian universities: A cross-sectional survey.

Neuroscience is an academic discipline taught within a broad range of university degrees and programs. The expertise and experience of neuroscience teaching staff contribute to the student's learning experience and knowledge acquisition. We undertook a survey to characterize the neuroscience teaching workforce and practices in Australian universities, and to investigate access to and deficiencies in neuroscience teaching resources and training. Two hundred neuroscience teaching staff completed our anonymous online survey. The responses indicated that neuroscience is primarily being delivered by highly qualified (86% with doctoral degrees, 27% with formal qualifications in tertiary teaching), research-active (45% were recently primary supervisors of research students) teaching academics with secure employment (77% in full-time continuing positions). There were more females (61.5%) than males (38.5%) in the sample and most respondents taught neuroscience to students enrolled in a range of degrees/programs. Most survey respondents could access an anatomy laboratory for teaching (87%) but access to specialised online resources, such as augmented reality presentations, customised game-based learning approaches, and/or online brain atlases, was limited. Most survey respondents reported they would benefit from increased access to neuroscience teaching resources and/or peer-tested teaching materials (80%), an informal network of Australian neuroscience teaching peers (64%), and/or training workshops on neuroscience teaching (59%). Approximately half of survey respondents supported the creation of national guidelines for neuroscience teaching curricula. The survey results identify specific gaps in teacher training and resources and inform the development of strategies to support tertiary teachers of neuroscience and student learning.

OPTIMUM DESIGN OF INTENSIVE CARE UNIT- AN EVIDENCE- BASED HEALING ENVIRONMENT

Successfully designing a new ICU requires clarity of vision and purpose and the recognition that the patient room is the core of the ICU experience for patients, staff, and visitors. The ICU canbe conceptualised into three components: the patient room, central areas, and universal support services. Each patient room should be designed for single patient use and be similarly configured and equipped. The design of the room should focus upon functionality, ease of use, healing, safety, infection control, communications, and connectivity. All aspects of the room, including itsinfrastructure; zones for work, care, and visiting; environment, medical devices, and approaches to privacy; logistics; and waste management, are important elements in the design process. Since most medical devices used at the ICU bedside are really sophisticated equipments, the ICU needs to be capable of supporting the full scope of medical informatics. The patient rooms, the central ICU areas (central stations, corridors, supply rooms, pharmacy, laboratory, staff lounge, visitor waiting room,) and the universal support services (infection prevention, finishings &amp; and flooring, staff communications, signage &amp; wayfinding, security and fire &amp; safety) work best when fully interwoven. This coordination helps establish efficient and safe patient throughput and care and fosters physical and social cohesiveness within the ICU. Synchronisation of the universal support services in the ICU with the hospital’s existing systems maintains unity of purpose and continuity across the enterprise and avoids unnecessary duplication of efforts.

Embracing technological innovations in healthcare: An evaluation of a newly implemented dietetic telehealth service and strategies to improve technology acceptance and experience of patients and staff in Hong kong

Embracing technological innovations in healthcare: An evaluation of a newly implemented dietetic telehealth service and strategies to improve technology acceptance and experience of patients and staff in Hong kong

Implementation of a patient-centered phone line to address non-medical cancer support needs in an integrated health system.

208 Background: From the moment cancer is suspected, patients and their caregivers may feel overwhelmed and not know where to seek help for non-medical questions. Social risks, including financial instability, housing and food insecurity can lead to poor cancer outcomes, and 39% of Kaiser Permanente (KP) cancer patients screened positive for at least one social risk. KP implemented the Cancer Support Line to provide patients and caregivers with a single point of contact to address non-medical concerns, including financial navigation, social health needs, and general cancer information. Methods: Kaiser Permanente partnered with patients, clinicians, and health plan functions supporting member services, social health, and quality to co-design and implement a phone number for cancer members in the KP Northwest market. The Cancer Support Line (‘Line’) is an inbound phone number staffed by Cancer Support Specialists (‘Specialists’), a dedicated team of health plan member services, trained in cancer support skills. Specialists use four co-designed pathways to navigate callers to resources for financial questions, social needs, and general cancer information and support. If clinically appropriate questions arise, Specialists use existing operational channels to connect patients back to their care teams. Results: During the pilot, there were 1,057 interactions with members, patients, and caregivers from March 12 th to May 17 th . Financial questions about payment assistance and insurance benefits/eligibility emerged as the highest call driver. The top call outcomes by volume are shown in the included table. A high majority of calls (94%, n=992) were addressed by the Cancer Support Specialists themselves. Post-call survey results revealed that 96% of callers (n=26) rated their call experience high when asked “How would you rate your overall call experience today?” Conclusions: Effective collaboration across KP’s project teams was a critical driver of the pilot’s success. Workflows were built with all partner teams and departments, Specialist training was designed internally with consultation from the American Cancer Society, team communications were open and consistent, call reporting was robust and adaptable. Furthermore, the Line addresses a critical gap in the cancer patient experience: navigating non-medical needs that busy care teams are unable to address on their own. Though positive, these pilot results are preliminary and focused on one KP market. To evaluate the pilot for scalability, the team will assess process metrics and outcomes on caller, frontline staff, and Specialist experience on an ongoing basis to capture the Line’s broader operational impact. Call transfer destination. Transfer Destination # of calls % No Transfer 992 93.9% KP Community Support Hub Transfer 45 4.3% Clinical Transfer 17 1.6% KP Community Support Hub + Clinic Transfer 3 0.3%

Sámi Healthcare Staff Experiences of Encounters with Sámi Patients and Their Expectations for Non-Sámi Healthcare Staff.

The aim of this study was to explore Sámi healthcare staff experiences in encounters with Sámi patients and their expectations for non-Sámi healthcare staff. Focus groups and individual interviews with 14 participants were conducted, and the participants' experiences were subjected to a thematic analysis approach. The findings show that the Sámi healthcare staff expect non-Sámi healthcare staff to enhance their knowledge about Sámi language and culture. The Sámi healthcare staff also expect non-Sámi healthcare staff to gain knowledge of diversities within the Sámi cultures. Additionally, the results show that the participants felt that the encounters were more authentic when the patients had the same background as themselves. These results were also based on the participants' experience of resistance from non-Sámi healthcare staff, which can be addressed by the non-Sámi healthcare staff and healthcare institutions enhancing their knowledge of Sámi history, culture, and language. This can be conducted by making efforts to meet the participants' expectations and experiences, enhancing their knowledge of Sámi history, culture, and language, and showing respect to provide culturally safe care. Further, tacit knowledge and what can be seen as "two-eyed seeing", as demonstrated by the participants, are not necessarily transferable to non-Sámi healthcare staff. Despite this, all healthcare staff, through experience, recognition, and reflections on encounters with Sámi patients and Sámi healthcare staff, can develop awareness in what is addressed as "two-eyed seeing" by the participants in this study.

A pilot project to explore the mental health and wellbeing among cardiothoracic staff and the impact of virtual reality guided mindfulness

BackgroundThe Cardio-Thoracic (CT) professional group experienced a significant increase in stress and workload during and after the COVID-19 pandemic. The Society for Cardiothoracic Surgery (SCTS) in Great Britain and Ireland with the aim of endorsing positive change. Aim of this project was to understand the Mental Health (MH) and wellbeing status of the CT professionals and to explore Virtual Reality Mindfulness as an intervention to improve MH and wellbeing.MethodsIn February 2022, the SCTS created a Mental Health and Wellbeing Working Group to identify the problem and find solutions. This exploratory project was carried out in two stages. Stage one was an online survey conducted in March 2022 and stage two was a Virtual Reality (VR) mindfulness workshop in March 2023, using the Rescape™ VR mindfulness tool.ResultsStage one: An online QR code survey was sent out to 150 members with 129 (86%) completed responses. 92% expressed that SCTS should create awareness about mental health and wellbeing. 99% said that they should be allowed to speak up and create interventions for members to access, support and relax. Three main themes identified about why CT staff do not discuss their Mental Health problems were fear of lack of awareness (72%), lack of confidentiality (60%) and impact on career (60%). Stage two: 88 members attended the VR session of which 76 (86%) completed the anonymous questionnaire. 97% reported usage was a pleasurable experience, 91% felt more relaxed, 82% felt less stressed, 90% felt calmer and 89% had their mood enhanced.ConclusionOur study findings indicate that CT staff experience considerable effects on their mental health and wellbeing. However, there is a hesitancy to recognise and seek assistance due to concerns about confidentiality and career repercussions. The virtual reality mindfulness session served as a beneficial supplement, with a positive impact in this pilot cohort.

Distance education support services: Sensemaking amidst the COVID-19 pandemic

In this article, we explore the notion of sensemaking during the COVID-19 pandemic. Exploring sensemaking in periods of disruption and uncertainty can provide a deeper understanding of how distance education institutions can navigate future disruptions. We focus on support staff employed at one institution and their experience during remote work as a result of lockdown measures. Support staff are essential for the effective functioning and success of distance institutions. We use sensemaking as a conceptual and theoretical framework to understand staff experience of how their roles changed because of lockdown measures. Four participants were interviewed on digital platforms. All were involved in sensemaking by exploring the wider system, creating a map of their new work environment, acting to change their work system, and subsequently learning from it. It was also found that their sensemaking includes both affective and cognitive elements. We recommend that sensemaking theories and conceptual frameworks be used to further understand sensemaking in distance education support services during times of change.