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71.
Librarians at the UMDNJ Cooper Library have been filling orders for patient education materials through Cooper University Hospital's Clinical Information System (CIS) since December 2000. This service was instituted in response to a JCAHO survey, which revealed that although patient education was being provided, it was not being routinely documented. Patient education orders fall into two categories: customized disease/procedure information and smoking cessation information. Nurses note the condition(s) and/or procedure(s) regarding which information is needed and indicate the education level of the material desired (basic, intermediate or advanced). Requests are received via a dedicated printer in the reference office. Librarians rely heavily upon a wide variety of Web-based consumer health resources, including proprietary resources such as MD Consult and Micromedex CareNotes. Patient Transport staff delivers two copies of all materials to nursing stations on patient care floors. One copy is for the patient to keep, while the other is attached to the patient's chart. To complete and document that patient education was provided, librarians record the order as filled in the CIS system. 相似文献
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Keith?KoenigEmail author Nan?Davis?Mitchell Thomas?E.?Hannigan J.?Keith?Clutter 《Sports Engineering》2004,7(2):105-117
The speed at which a player can swing a bat is central to the games of baseball and softball, determining, to a large extent,
the hit speed of the ball. Experimental and analytical studies of bat swing speed were conducted with particular emphasis
on the influence of bat moment of inertia on swing speed. Two distinct sets of experiments measured the swing speed of colege
baseball and fast-pitch softball players using weighted rods and modified bats. The swing targets included flexible targets,
balls on a tee and machine pitched balls. Internal mass alterations provided a range of inertial properties. The average measured
speeds, from 22 to 31 m s−1, are consistent with previous studies. Bat speed approximately correlates with the moment of inertia of the bat about a vertical
axis of rotation through the batter's body, the speed generally decreasing as this moment of inertia increases. The analytical
model assumes pure rotation of the batter/bat system about a vertical axis through the batter's body. Aerodynamic drag of
the batter's arms and the bat is included in the model. The independent variable is bat moment of inertia about the rotation
axis. There is reasonable agreement between the model and the measured speeds. Detailed differences between the two suggest
the importance of additional degrees of freedom in determining swing speed. 相似文献
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This column reports the results of a survey conducted of medical librarian participants in medical informatics training at the University of Pittsburgh. This small study was undertaken in order to identify issues in training different kinds of library and information science practitioners in medical informatics. 相似文献
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J. Mitchell Miller 《Journal of Criminal Justice Education》2013,24(3):323-324
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Constructing explanations is an essential skill for all science learners. The goal of this project was to model the key components of expert explanation of molecular and cellular mechanisms. As such, we asked: What is an appropriate model of the components of explanation used by biology experts to explain molecular and cellular mechanisms? Do explanations made by experts from different biology subdisciplines at a university support the validity of this model? Guided by the modeling framework of R. S. Justi and J. K. Gilbert, the validity of an initial model was tested by asking seven biologists to explain a molecular mechanism of their choice. Data were collected from interviews, artifacts, and drawings, and then subjected to thematic analysis. We found that biologists explained the specific activities and organization of entities of the mechanism. In addition, they contextualized explanations according to their biological and social significance; integrated explanations with methods, instruments, and measurements; and used analogies and narrated stories. The derived methods, analogies, context, and how themes informed the development of our final MACH model of mechanistic explanations. Future research will test the potential of the MACH model as a guiding framework for instruction to enhance the quality of student explanations. 相似文献