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The purpose of this study is to analyse the effect on clinical practice of auditing doctors, advanced nurse practitioners and pharmacist consultations within an out of hours primary care organisation and the resultant effects this may have on clinical practice and the quality of care provision.

The study utilises a multi method time series case study approach using the results from the Royal College of General Practitioners (RCGP) audit tool analysis, alongside focus group analysis and participant observation.

The results demonstrate that there is a clear link between implementation of a clinical audit strategy within a wider clinical governance framework and improved standards of all clinician's work. This study also demonstrates how the analysis can inform a definition of quality.

The definition of quality is limited and is one of the limitations of the study since it is related to out of hours primary care only.

Results may be extrapolated to other care providers both out of hours and in traditional GP practices.

This case study demonstrates how the time series analysis of audit results can assist in assuring commissioners of health services of the quality of the services they appoint.

The implementation of new technology in the workplace has produced some negative responses from employers. Two field surveys investigating the prevalence of repetitive VDU work in the UK are discussed and responses from four categories of workers – data entry operators, administrators, programmers and supervisors – are analysed. Critical psychological variables show that in all cases data entry operators gave more extreme (worse) responses than any other group. It is concluded that there appears to be widespread evidence of more routine menial tasks having been created as a result of the introduction of new technology. Guidelines regarding the use of VDUs, especially over protracted periods, are advocated, with the introduction of timely rest breaks.

The purpose of this paper, practice-based mixed methods small-scale study, is to explore the design features of a “dementia friendly” acute ward environment and, staff views on the implications of daily activity engagement for patients with dementia.

Eight staff members of the multidisciplinary team who work full time on an acute “dementia friendly” ward completed semi-structured questionnaires. Thematic analysis explored responses to the open-ended questions, and a further environmental assessment tool rated features of the “dementia friendly” ward design, on promoting aspects of well-being in patients with dementia.

Six overarching themes were found. These included: contrasting ward colours; clear ward signage; positive staff interaction; memorabilia, and activity rooms and items, had a positive influence on patient interaction, well-being and engagement in daily activities. The audit scores were rated highly for various aspects of the ward design. These included: the ward design promoting patient interaction, well-being, mobility, orientation, continence, eating and drinking and calm and security.

This practice-based small-scale study highlights the importance that a “dementia friendly” ward environment may have on patient engagement and well-being, from a daily activity perspective. Further research into the key aspects of design that enable meaningful daily activity engagement is required.

This study supports staff perceived views of the positive influence that “dementia friendly” design may have for patients with dementia. Both the physical design modifications of the ward and staff interaction were highlighted as positively influencing patient well-being, and daily activity engagement. Staff members also felt that they needed to balance the clinical ward priorities, with the contextual requirements of patients with dementia, to establish an effective “dementia friendly” ward.

The value of this research is the combined consideration of an environmental assessment tool and qualitative interviews with members of the multidisciplinary team.

This chapter tests whether adolescent counter-normative behaviors increase voluntary and involuntary job exits in young adults. This prediction extends the social sorting view of employment outcomes to cover concealable background characteristics, which has implications for involuntary mobility after entering the job.

The National Longitudinal Survey of Youth (NLSY) 1997 data are analyzed through survey-weighted Cox models of involuntary and voluntary job change. The key variables are adolescent use of alcohol and illegal drugs, and early sexual debut.

The findings show that sex and use of drugs in the early teens increase involuntary job exits, controlling for current behaviors, but do not have discernible effects on voluntary job exits. The effects of adolescent behavior appear stronger in multi-establishment firms and for Hispanic and black individuals.

The findings indicate that employee sorting of individuals based on background does not end at the point of hiring, but continues through post-hiring rates of job exit. The findings indicate differential treatment of employees as a function of stigmatized behaviors in the past, and thus reveal a form of discrimination that has not been investigated earlier.

The findings in the chapter provide support for a theoretical view of social sorting by the employer as a driver of job exits. It extends the scope of characteristics that may result in social sorting to those who are concealable at the point of hiring, and with consequences after hiring. Because these include adolescent behaviors that are stigmatized, it shows a new mechanism linking adolescent experiences with adult work outcomes.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Purpose – In this chapter, I present a systematic discussion of the relationship between social work (SW) and library and information science (LIS) and explore how SW can contribute to the education of LIS practitioners so that they become more than information facilitators and grow professionally to be true agents of change.

Design/Methodology/Approach – Using engagement with immigrant communities as a case in point and building on the empirical comparative study of public librarians in the Greater Toronto Area and New York City, I outline the current gaps and deficiencies of LIS curricula that can be rectified through blended education. I also integrate the potential contributions of SW into LIS through the case study of an immigrant member of a library community.

Findings – Building on the case study, I introduce a four-tiered model that can be applied to a wide array of courses in LIS programs and conclude with suggestions for taking steps toward blending SW perspectives into the LIS curriculum.

Originality/Value – I position the potential fusion of SW and LIS as “professional blendedness,” which serves as a catalyst for change, and also examine the concept of the blended professional as a change agent. I introduce the rationale for adopting theoretical, practical, and pedagogical approaches from SW in the field of LIS and focus on four specific contributions that can most benefit LIS:

• the person-in-environment approach;

• the strengths perspective and empowerment;

• the interrelated notions of cultural competence, diversity, and intersectionality; and

• the theory-mindedness approach (including theory and practice models).

the person-in-environment approach;

the strengths perspective and empowerment;

the interrelated notions of cultural competence, diversity, and intersectionality; and

the theory-mindedness approach (including theory and practice models).

Leadership initiates cultural shifts before managers and their employees embrace them. Cultural transformation depends upon leaders, managers, and employees recognizing the fundamental impact of their decisions and actions on one another. This chapter explores the intersection of emotional intelligence (EI) and trauma-informed care (TIC) as experiential approaches for fostering healing and transforming organizational dynamics within academic libraries. By drawing insights from recent literature, the chapter offers practical strategies to enhance leaders' and managers' interactions with employees while cultivating a trauma-informed library workforce rooted in compassion and civility. For administrators, EI promotes leadership with the heart and mind, thus cultivating emotional and intellectual engagement, while promoting self-awareness and understanding employee needs. Likewise, TIC enables the realization, recognition, and response to trauma while resisting retraumatization. By employing EI and TIC methodologies, administrators can foster a workplace culture that emphasizes authenticity, allowing every individual to feel acknowledged and valued. Nevertheless, the inherent challenges of the library sector, characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), hinder the development of positive manager–employee dynamics. Furthermore, the exclusion of employees from decision-making processes during top-down changes intensifies feelings of grief, resistance, mistrust, reduced psychological safety, and increased workplace stress and trauma. Effective communication and consensus are vital; however, they need to be enriched with empathy, patience, tolerance, and perseverance. The chapter concludes with actionable recommendations that promote mutual respect and civility.

This paper outlines a theoretical framework for studying the integration of ethnically diverse workforces in public service organizations. Individual and work group characteristics are viewed as determinants of social identity and organizational identification. Social Identity theory suggests that individuals develop self‐concept through identification with salient groups, including ethnic groups and organizational roles. The extent to which these identifications are competitive or synergistic may depend upon organizational and work group characteristics and on organizational policies concerning selection, performance appraisal, and rewards. Cross‐functional teamwork may provide an integrative mechanism which can promote intergroup relations and encourage greater organizational commitment among an ethnically diverse workforce. Cross‐functional teams can contribute to reduced intergroup conflict and promote the development of organizational identification. The benefits of cross‐functional teams will be particularly important in situations where the workforce is diverse, but work groups are ethnically homogeneous.

Purpose: To describe the importance of exemplary literacy teacher preparation today, the changing landscape of teacher preparation accreditation and the recently revised and launched International Literacy Association (ILA) National Recognition programs.

Design: In this chapter, the authors examine the current context of literacy teacher preparation in the United States, including the changing landscape of national accreditation, national recognition, and certification requirements. Next, the authors provide a brief overview of the ILA Standards for the Preparation of Literacy Professionals 2017 (Standards 2017) (International Literacy Association (ILA), 2018) and consider how Standards 2017 may inform literacy teacher preparation programs, state standards, and certification. Then, the authors discuss how the role of reading/literacy specialist in Standards 2017 is being applied in the ILA National Recognition program. To close the chapter, the authors share guiding questions and two case studies from exemplary literacy preparation programs – West Virginia University and the University of Texas at San Antonio – in an effort to provide practical examples of program innovation and improvement in these challenging times in literacy teacher preparation.

Findings: The authors discuss the current context of teacher preparation today, the ILA Standards 2017 with specific attention to the reading/literacy specialist role and standards.

Practical Implications: ILA National Recognition program involve reflection, self-study, on-site visits by peers to support and inspire ongoing literacy teacher preparation program quality and improvement.

The majority of individuals diagnosed with fetal alcohol spectrum disorder (FASD) will become involved with the criminal justice system during their lifetime. Due to the signs and symptoms of their illness, the psycholegal impairments presented by such alleged offenders pose unique challenges for the attorneys tasked with prosecuting their crimes. That said, little is known about the training and courtroom background of district attorneys with this population. The paper aims to discuss these issues.

A web-based survey was developed to investigate the knowledge bases and legal experiences of US District Attorneys concerning FASD, and to compare these across sexes, legal experience levels, as well as geographical regions. The survey was distributed electronically to all US District Attorneys following the Dillman Total Design Method. Surveys were completed by 216 respondents (men, n=166; women, n=50; Northeast, n=32; South, n=102; Midwest, n=36; West, n=46) with an average of 25.03 years (SD=10.71) of legal experience.

Participants displayed variable levels of knowledge concerning the signs and symptoms of FASD and underestimated how often persons with FASD become involved in the criminal justice system. The majority of participants had never received training on the psycholegal impairments of individuals diagnosed with FASD and reported that they would benefit from a Continuing Legal Education course on the subject. Participants also reported that they would benefit from seeing the findings of an FASD screening tool in daily practice.

First survey of legal professionals’ perceptions of FASD.