Browsing by Subject "Time"

Now showing 1 - 5 of 5
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    167 Implementing a Community Researcher IRB Certification Through a Community-Engaged Approach
    (Cambridge University Press, 2022) Ott, Mary; Lynch, Dustin; Claxton, Gina; Pediatrics, School of Medicine
    OBJECTIVES/GOALS: A collaboration among Indiana CTSI community health partnerships (CHeP), bioethics, and regulatory programs identified and reviewed human research protection training programs targeting community engaged research, and pilot tested CIRTification with community partners working across a range of contexts. METHODS/STUDY POPULATION: We searched community human research protection training programs from across the county, identified three, examined each based upon criteria identified by community partners (time, relevance, online delivery) and our Human Research Protection Program (HRPP), and selected CIRTification (CIRT) to pilot. Ten community research partners volunteered to complete CIRT and a debriefing interview. Four completed CITI training previously. Participants included local and state-wide organizations, a resident, a state agency, and a hospital, and came from rural and urban communities. Interviews covered practical issues (ease of use, language, time), relevance, and comparison to CITI. Results were shared with HRPP for approval. RESULTS/ANTICIPATED RESULTS: Most felt CIRT was easy to navigate and engaging, and those who had done CITI felt CIRT was more relevant and engaging. The sections on historical background and recruitment were cited as most valuable. Suggestions were made to increase the diversity of examples beyond health care research. Community members mentioned several applications for CIRT including: (1) helping their own community work; (2) empowering them to be an advocate; (3) referring others to CIRT; (4) influencing approaches to recruitment and community engagement; and (5) applying ethics principles to their other community work. The Human Research Protection Program approved CIRT in place of CITI for community researchers. DISCUSSION/SIGNIFICANCE: Our process represents collaboration across the Indiana CTSI, HRPP and community partners, and use of best practices. Exemplifying “nothing about us without us”, actions were based on direct input from community partners, with the goal of decreasing barriers to engaging communities in research.
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    Addressing specialization and time to enhance adult learning: Workshop participants’ perceptions
    (The University of Texas at Austin’s Steve Hicks School of Social Work, 2020-06) Alamdari, Sara M.; Walton, Betty A.; Moynihan, Stephanie
    Interdisciplinary workshops trained and supported supervisors and coaches to implement common assessment tools in practice across social service sectors. By applying adult learning, learning transfer, and situated learning theories, this qualitative study elicited perceptions of trainers and trainees to identify improvement training and technical assistance strategies. Ten semi-structured interviews were completed. Using thematic analysis, six themes emerged (specialization, time, engagement/interest, content, marketing, and technology). Specialized training for experienced adults helped match new knowledge and skills to practice. Addressing time constraints of busy professionals required consideration of participants' availability and training duration. Consistent with applied theories, suggestions for improvement included interactive training, small group discussions, realistic examples or vignettes, and helping participants comprehend the importance of the content. The creative use of technology, pre-training need assessment, reflexive practice, and supportive organizational factors can be helpful to advance continuing education in social service professions. Utilization of suggestions to modify workshops improved engagement and the transfer of knowledge to practice.
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    Determinants of Long Immunization Clinic Wait Times in a Sub-Saharan African Country
    (Sage, 2021-06-29) Ekhaguere, Osayame Austine; Oluwafemi, Rosena Olubanke; Oyo-Ita, Angela; Mamlin, Burke; Bondich, Paul; Mendonca, Eneida A.; Rollins, Angela L.; Pediatrics, School of Medicine
    The wait time clients spend during immunization clinic visits in low- and middle-income countries is a not well-understood reported barrier to vaccine completion. We used a prospective, observational design to document the total time from client arrival-to-discharge and all sequential provider-client activities in 1 urban, semi-urban, and rural immunization clinic in Nigeria. We also conducted caregiver and provider focus group discussions to identify perceived determinants of long clinic wait times. Our findings show that the time from arrival-to-discharge varied significantly by the clinic and ranged between 57 and 235 minutes, as did arrival-to-all providers-client activities. Focus group data attributed workflow delays to clinic staff waiting for a critical mass of clients to arrive for their immunization appointment before starting the essential health education talk or opening specific vaccine vials. Additionally, respondents indicated that complex documentation processes caused system delays. Research on clinic workflow transformation and simplification of immunization documentation is needed.
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    How Much Time Do Nurse Practitioner Students Spend Seeing Patients in a Clinical Day?
    (Office of the Vice Chancellor for Research, 2016-04-08) Fulton, Cathy R.; Clark, Carol
    Educational institutions have the charge of educating nurse practitioner (NP) students with a strong clinical foundation that provides the skills and knowledge needed for practice. The National Organization of Nurse Practitioner Faculties (NONPF) defines clinical practice hours as those hours in which direct patient care is provided to individuals. In 2010, a National Task Force commissioned by NONPF determined it best to maintain the 500 clinical hour requirement to document attainment of the core and population-focused NP competencies. While this requirement is specific, quantifiable, and considered the “gold standard” for educating NP students, the nature and quality of those hours are not well understood. The two-fold purpose of this study was to explore: The characteristics of the clinical hours that family and adult-gerontology primary care NP students logged during practicum courses and what activities students report doing during “down time” when they are not engaged in direct patient care. Secondary data analysis was conducted with 18 family nurse practitioner (FNP) students and 27 adult gerontology primary care nurse practitioner (AGPCNP) students to equal a total of 45 NP students. time study was conducted with 31 FNP and 21 AGPCNP students to equal a total of 52 NP students. The results between the secondary data analysis and the time study were surprising. So what did the NP students spend their clinical hours doing? Did their logged clinical hours match their time study hours? What were the study implications? We look forward to sharing our study results at the Research Day.
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    Temporal profile summarization and indexing for surveillance videos
    (2014-12) Bagheri, Saeid; Zheng, Jiangyu; Fang, Shiaofen; Tuceryan, Mihran
    Surveillance videos are recorded continually and the retrieval of such videos currently still relies on human operators. Automatic retrieval has not reached a satisfactory accuracy. As an intermediate representation, this work develops multiple original temporal profiles of video to convey accurate temporal information in the video while keeping certain spatial characteristics. These are effective methods to visualizes surveillance video contents efficiently in a 2D temporal image, suitable for indexing and retrieving a large video database. We are aiming to provide a compact index that is intuitive and preserves most of the information in the video in order to avoid browsing extensive video clips frame by frame. By considering some of the properties of static surveillance videos, we aim at accentuating the temporal dimension in our visualization. We have introduced our framework as three unique methods that visualize different aspects of a surveillance video, plus an extension to non-static surveillance videos. In our first method "Localized Temporal Profile", by knowing that most surveillance videos are monitoring specific locations, we try to emphasize the other dimension, time, in our solution. we focus on describing all the events only in critical locations of the video. In our next method "Multi-Position Temporal Profile", we generate an all-inclusive profile that covers all the events in the video field of view. In our last method "Motion Temporal Profile" we perform in-depth analysis of scene motion and try to handle targets with non-uniform, non-translational motion in our temporal profile. We then further extend our framework by loosening the constraint that the video is static and including cameras with smooth panning motion as such videos are widely used in practice. By performing motion analysis on the camera, we stabilize the camera to create a panorama-like effect for the video, allowing us to utilize all of the aforementioned methods. The resulting profiles allows temporal indexing to each video frame, and contains all spatial information in a continuous manner. It also shows the actions and progress of events in the temporal profile. Flexible browsing and effective manipulation of videos can be achieved using the resulting video profiles.