Browsing by Author "Umberfield, Elizabeth"

Now showing 1 - 6 of 6
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    Coordinated Evolution of Ontologies of Informed Consent
    (ICBO, 2018) Vajda, Jonathan; Otte, J. Neil; Stansbury, Cooper; Manion, Frank J.; Umberfield, Elizabeth; He, Yongqun; Harris, Marcelline; Obeid, Jihad; Brochhausen, Mathias; Duncan, William D.; Tao, Cui; Health Policy and Management, School of Public Health
    Informed consent, whether for health or behavioral research or clinical treatment, rests on notions of voluntarism, information disclosure and understanding, and the decisionmaking capacity of the person providing consent. Whether consent is for research or treatment, informed consent serves as a safeguard for trust that permissions given by the research participant or patient are upheld across the informed consent (IC) lifecycle. The IC lifecycle involves not only documentation of the consent when originally obtained, but actions that require clear communication of permissions from the initial acquisition of data and specimens through handoffs to, for example, secondary researchers, allowing them access to data or biospecimens referenced in the terms of the original consent.
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    Development and Preliminary Testing of the Collaboration for Innovation in Mentoring Survey: An Instrument of Nursing PhD Mentorship Quality
    (Elsevier, 2021) Smith, Asa B.; Umberfield, Elizabeth; Granner, Josephine R.; Harris, Melissa; Liestenfeltz, Bradley; Shuman, Clayton; Lavoie Smith, Ellen M.; School of Nursing
    Background: High-quality PhD nursing student mentorship facilitates student and program success. Extant literature recommends evaluating and improving mentorship to foster optimal PhD student development. However, a comprehensive measure capturing all aspects of mentorship salient to PhD nursing student wellbeing and success is not available. Objectives: The purpose of this pilot study was to develop a new instrument - the Collaboration for Leadership and Innovation in Mentoring (CLIM) - for quantifying important components of PhD student mentorship in nursing, and to preliminarily test its psychometric properties (content validity, sensitivity, test-retest reliability). Design: The study employed a cross-sectional design. Setting: The CLIM instrument was administered to nursing PhD students at a public state university in the United States. Participants: Sixteen nursing PhD students at various stages in their degree progression completed the instrument. Methods: PhD nursing students developed unique items based on qualitative data collected by the University using an Appreciative Inquiry framework. Seven nursing and non-nursing experts with experience in PhD mentorship evaluated content validity. After revisions, the final 44-item instrument was administered at two time points (one month apart) to allow assessment of test-retest reliability. Test-retest reliability was evaluated using Spearman-rank correlations and data from students with ≥1 year of experience with their mentor. Results: Response rates were 94% for both administrations (n = 16). The instrument's overall Content Validity Index (CVI) was 0.91 (p = 0.05). Test-retest analyses resulted in high correlations (r = 0.91, p < 0.001), further supporting reliability of the CLIM instrument. Conclusions: Preliminary evidence suggests that the CLIM instrument is a reliable instrument of PhD mentorship in nursing. However, additional testing in larger and more diverse graduate student populations is needed to evaluate internal consistency reliability, among other psychometric properties.
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    Formative evaluation of the video reflexive ethnography method, as applied to the physician–nurse dyad
    (BMJ, 2019-02) Manojlovich, Milisa; Frankel, Richard M.; Harrod, Molly; Heshmati, Alaa; Hofer, Timothy; Umberfield, Elizabeth; Krein, Sarah; Medicine, School of Medicine
    Background Despite decades of research and interventions, poor communication between physicians and nurses continues to be a primary contributor to adverse events in the hospital setting and a major challenge to improving patient safety. The lack of progress suggests that it is time to consider alternative approaches with greater potential to identify and improve communication than those used to date. We conducted a formative evaluation to assess the feasibility, acceptability and utility of using video reflexive ethnography (VRE) to examine, and potentially improve, communication between nurses and physicians. Methods We begin with a brief description of the institutional review boardapproval process and recruitment activities, then explain how we conducted the formative evaluation by describing (1) the VRE process itself; (2) our assessment of the exposure to the VRE process; and (3) challenges encountered and lessons learnt as a result of the process, along with suggestions for change. Results Our formative evaluation demonstrates that it is feasible and acceptable to video-record communication between physicians and nurses during patient care rounds across many units at a large, academic medical centre. The lessons that we learnt helped to identify procedural changes for future projects. We also discuss the broader application of this methodology as a possible strategy for improving other important quality and safety practices in healthcare settings. Conclusions The VRE process did generate increased reflection in both nurse and physician participants. Moreover, VRE has utility in assessing communication and, based on the comments of our participants, can serve as an intervention to possibly improve communication, with implications for patient safety.
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    Psychometric Evaluation of the Revised Collaboration for Leadership and Innovation in Mentoring Survey in a Diverse PhD Student Sample
    (N/A, 2024-02) Smith, Asa; Granner, Josephine; Shuman, Clayton; Umberfield, Elizabeth; Lavoie Smith, Ellen
    Purpose The purpose of this study was to evaluate the internal consistency reliability and structural validity of the Collaboration for Leadership and Innovation in Mentoring (CLIM) survey, a measure of PhD mentor/mentee relationship quality. Learning Objective Participants will learn aspects of survey development and psychometric evaluation, including application of principal components analysis Questions/Hypothesis Is the CLIM survey reliable and valid when administered to a diverse sample of PhD students? Theoretical Framework/Rationale Quality mentorship plays a significant role in successful PhD education. Our previously developed 44-item CLIM survey showed preliminary evidence of reliability and validity among nursing PhD students but has not been evaluated using a heterogeneous PhD student population. Methods Of 5,539 PhD students at a large public university, 819 completed the 44-item CLIM survey (response rate 14.8%). Individual item and total scores were described using descriptive statistics (ranges, means, standard deviations). Principal components analysis was used to identify the underlying component structure and reduce the number of items. Internal consistency reliability was evaluated using Cronbach’s alpha. Results The sample was 58.2% male, representing 19 PhD programs with engineering being the most common. Total scores ranged from 15-110 (mean = 81.57; SD = 15.42) (higher scores indicate higher mentorship quality). The survey was reduced to 22 items across 6 components: 1) Working together, 2) Mentor availability, 3) Mentoring teams and goals, 4) Shared research interests, 5) Mutual respect, and 6) Mentor benefit. Internal consistency reliability of the reduced survey was 0.89. Conclusions The findings suggest that the revised 22-item CLIM survey (now called CLIM-22) is a reliable and valid standardized measure of PhD mentorship quality that can be used across heterogeneous PhD programs beyond nursing.
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    Three-Year Nursing PhD Model Recommendations from the RWJF Future of Nursing Scholars
    (Slack, 2022) Rosa, William E.; Hartley, Kim; Hassmiller, Susan B.; Frisch, Stephanie O.; Bennett, Stephanie G.; Breen, Katherine; Goldberg, Jessica I.; Koschmann, Kara S.; Missel, Amanda L.; Parekh de Campos, Amisha; Pho, Anthony T.; Rausch, Jamie; Schlak, Amelia E.; Shook, Alic; Tierney, Meghan K.; Umberfield, Elizabeth; Fairman, Julie A.; School of Nursing
    Background: In response to the 2011 Future of Nursing report, the Robert Wood Johnson Foundation created the Future of Nursing Scholars (FNS) Program in partnership with select schools of nursing to increase the number of PhD-prepared nurses using a 3-year curriculum. Method: A group of scholars and FNS administrative leaders reflect on lessons learned for stakeholders planning to pursue a 3-year PhD model using personal experiences and extant literature. Results: Several factors should be considered prior to engaging in a 3-year PhD timeline, including mentorship, data collection approaches, methodological choices, and the need to balance multiple personal and professional loyalties. Considerations, strategies, and recommendations are provided for schools of nursing, faculty, mentors, and students. Conclusion: The recommendations provided add to a growing body of knowledge that will create a foundation for understanding what factors constitute "success" for both PhD programs and students.
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    Using Incident Reports to Assess Communication Failures and Patient Outcomes
    (Elsevier, 2019-06) Umberfield, Elizabeth; Ghaferi, Amir A.; Krein, Sarah L.; Manojlovich, Milisa; Health Policy and Management, School of Public Health
    Introduction Communication failures pose a significant threat to the quality of care and safety of hospitalized patients. Yet little is known about the nature of communication failures. The aims of this study were to identify and describe types of communication failures in which nurses and physicians were involved and determine how different types of communication failures might affect patient outcomes. Methods Incident reports filed during fiscal year 2015–2016 at a Midwestern academic health care system (N = 16,165) were electronically filtered and manually reviewed to identify reports that described communication failures involving nurses and physicians (n = 161). Failures were categorized by type using two classification systems: contextual and conceptual. Thematic analysis was used to identify patient outcomes: actual or potential harm, patient dissatisfaction, delay in care, or no harm. Frequency of failure types and outcomes were assessed using descriptive statistics. Associations between failure type and patient outcomes were evaluated using Fisher's exact test. Results Of the 211 identified contextual communication failures, errors of omission were the most common (27.0%). More than half of conceptual failures were transfer of information failures (58.4%), while 41.6% demonstrated a lack of shared understanding. Of the 179 identified outcomes, 38.0% were delays in care, 20.1% were physical harm, and 8.9% were dissatisfaction. There was no statistically significant association between failure type category and patient outcomes. Conclusion It was found that incident reports could identify specific types of communication failures and patient outcomes. This work provides a basis for future intervention development to prevent communication-related adverse events by tailoring interventions to specific types of failures.