Report on ACH Four-Day 2018 ENRICH Course, “Nurturing Resilience: Communication Skills for Building Healthier Organizations”
by Melliza C. Young, MD, CCP, CHCQM, CDE
Patient Education Manager
Guam Regional Medical City
It was a great honor to represent Guam and the Micronesian islands from the Western Pacific region at the ENRICH (Enriching Relationships in Communication and Healthcare) course, organized by the Academy of Communication in Healthcare (ACH). This year’s ENRICH theme was Nurturing Resilience: Communication Skills for Building Healthier Organizations, held at the Hilton Tampa Downtown in Florida from May 31 to June 3. As one of the recipients of the ACH 2018 Health Equity Scholarship, my presence at the course would not have been possible without the generous support I received from the National Network of Libraries of Medicine – Pacific Southwest Region’s (NNLM PSR) Professional Development Award.
ACH is an organization of professionals from multiple disciplines (e.g. educators, patient advocates, physicians, nurses, social workers, psychologists, hospital administrators, etc.) who are dedicated to improving communication and relationships in healthcare. More than 200 ACH-member and non-member professionals representing multiple disciplines from all over the nation, and from as far as Guam and Brazil, participated in this year’s ENRICH Course. Tim Gilligan, MD, the ENRICH Course Director, officially opened the course and welcomed the participants in the general session. The 2018 ENRICH scholarship recipients were also recognized during the Welcome Session, followed by Dr. Gilligan’s presentation about what relationship-centered means and an overview of the ENRICH course format. During the course of a four-day training, I was immersed in various activities such as a workshop track, an integrated learning group, and the keynote sessions.
The ENRICH course typically offers five different workshop tracks: (1) improving patient experience with relationship-centered communication skills; (2) coaching and feedback through relationship, reflection and intentional change; (3) communication skills for effective conflict engagement; (4) fostering resilience; and (5) culture, diversity, and hierarchy. I specifically took the track on Improving Patient Experience with Relationship-centered Communication Skills, which offered didactics in teaching a critical set of communication competencies that healthcare professionals must demonstrate for the delivery of high-quality care. It was led by ACH Faculty Facilitators Auguste H. Fortin IV, MD, MPH, FACP, FACH (co-author of the book Smith’s Patient-Centered Interviewing: An Evidence-Based Method (3rd edition) and Stuart Sprague, PhD. The workshop introduced the three evidence-based, fundamental skills on relationship-centered communication:
Skill Set One: The Beginning of the Encounter – wherein the healthcare professional begins to create rapport quickly through greeting and introductions, attending to the client’s comfort by engaging in “small talk before big talk,” and in minimizing communication barriers. This was followed by eliciting the “list” of client’s concerns, acknowledging each item on the list, and encouraging the client to be exhaustive of their list by asking “What else?” Once the healthcare professional reviewed the list and established the client’s priorities, he/she will state their own agenda for the encounter and gently negotiate with the client.
Skill Set Two: Relationship-Centered – during this stage the healthcare professional builds trust with the client by engaging in conversation using open-ended questions/requests, asking explicitly about their ideas and expectations as they listen attentively and reflectively. While the client’s perspective or personal story is explored, the healthcare professional recognizes and names any emotion displayed and responds appropriately with empathy. Empathy can be expressed with statements of feelings or nonverbal emotional expressions. It is also at this skill level that the healthcare professional transitions the encounter towards their own agenda.
Skill Set Three: Ending the Encounter – during this final stage, the healthcare professional shares information to the client in small chunks using plain language followed by assessment of their understanding using the A-R-T (Ask-Respond-Tell) loops. The encounter ends as information is clarified using plain summaries, eliciting final questions, and with the healthcare professional acknowledging and assuring support.
The didactic presentations of each relationship-centered communication skill was followed by active skills practice through small group sessions. My small group session of three course participants was facilitated by Stuart Prague, PhD, Rosalind De Lisser, FNP and Lynda Tang, DO. Each participant was asked to provide a scenario for a particular skill that he/she would like to role play – whether relationship-centered skills 1, 2, or 3, or a combination of any. Coaching and feedback were actively exchanged throughout the session, ensuring that each participant is satisfied or confident about the skill/s. My takeaway from this workshop track is the increased awareness that communication skills, similar to learning a procedural technique or any other skill, can be learned and enhanced through practice. The feedback I received during the role play and case-based skills practice helped me internalize communication as an essential “procedure” in my occupational role as a patient educator. More importantly, the workshop track helped broaden my perspective during any type of communication dynamics to simply be mindful of how and what I do to contribute positively and meaningfully to that dynamic.
This is a unique feature of the ENRICH course that cultivates a learner-centered environment by allowing the participants to develop their own learning objectives for the course and focus on personal learning needs while working on their communication skills and awareness of interpersonal interactions. The ACH facilitators’ role is to collaborate with the group participants to fashion exercises towards helping accomplish each participant’s learning goals. Similar to the Workshop Track, there are several options in the Learning Group: Integrated Group, Narrative Group, Case-based Group, Intact Teams, Leadership Group, and Coaching Group. For my particular interest, and being a first-time attendee, I participated in one of the Integrated Groups that was facilitated by Carol Chou, MD, Denise Mohess, MD, and Sumita Kalra, MD. Our group met daily over the four-day ENRICH course. We had a total of seven course participants who actively collaborated in addressing a number of personal and professional challenges in communication that each experienced. Given that the principles of confidentiality and trust are innate to the format of ENRICH Learning Groups, we all had the opportunity to openly brainstorm approaches to various interpersonal and interprofessional communication dilemmas. We also role played and practiced challenging scenarios that, in some instances, broke emotional boundaries in a sincere, eloquent manner. Personally, I found the Learning Group to be the most meaningful part of the ENRICH course because the experience elevated my self-awareness and inspired me to communicate purposefully.
There were two keynote speakers at the ENRICH Course: Lyuba Konopasek, MD on Combating Burn Out, Promoting Clinician Well-Being: WHAT CAN WE DO?, and Patrice Buzzanell, PhD, on Communicative Construction of Resilience for Well-Being. Dr. Konopasek is the Director for Professional Development and Well-Being at the New York-Presbyterian Hospital in New York and is a member of the ACGME Task Force on Physician Well-Being. She began her presentation by introducing the guiding principles from the Charter on Physician Well-Being published by the Journal of the American Medical Association (JAMA), and posited that such charter applies to the various disciplines in the health care industry since well-being is a shared responsibility at different levels – individual, professional, organizational, and societal. She likewise highlighted IHI’s (Institute for Healthcare Improvement) philosophy from the Triple Aim to Quadruple Aim, “that the care of the patient requires care of the provider.” However despite having these guiding principles that touch on clinician well-being, current data reveal that at least one U.S. physician commits suicide every day and the culprit is high prevalence of burnout. Dr. Konopasek defined burnout as a response to occupational stress having three dimensions – emotional exhaustion, depersonalization and cynicism, and inefficacy or lack of personal achievement. Burnout is measurable using tools such as the Maslach Burnout Inventory (MBI), Mayo Well-Being Index, Gallup Engagement Survey, and C-Change. She then addressed the key drivers of burnout that can lead to several personal and professional repercussions, such as alcohol and substance use, depression, decreased patient satisfaction, and decreased productivity and professional effort. Dr. Konopasek therefore asserted that “both individual-focused and organization-focused strategies can increase engagement and decrease burnout” among clinicians and healthcare professionals alike. She introduced an Institutional Roadmap for Well-Being that she hopes organizations will adopt, as well as some practical skills at the level of both organizational and individual well-being. Finally, she concluded her presentation by leaving some positive psychology that one can reflect at the end of each day: “Think of one person you helped, and one thing you learned.”
Dr. Buzzanell, a Professor & Chair of the Department of Communication, University of South Florida and an Endowed Visiting Professor, School of Media & Design in Shanghai Jiaotong University, was the second keynote speaker. She began her presentation by sharing her personal story of resilience. Additionally, she encouraged the audience to recall our own stories of resilience – whether extraordinary happenings that turn our world upside down, or simply an everyday or ordinary resilience. Resilience, according to Dr. Buzzanell, is a process “constituted in and through communicative processes that enhance peoples’ abilities to create new normalcies; is neither something we do alone nor an inherent characteristic that only some people have; situates processes of reintegration and transformation in human interaction and network structures; relies upon discursive and material processes; and develops over the lifespan of individuals, communities, and institutions.” She also succinctly described the five key processes for constructing resilience: (1) crafting normalcy (talk and say and do); (2) foregrounding productive action while backgrounding negative feelings (legitimizing); (3) affirming identity anchors (who-person, spiritual); (4) maintaining and using communication networks (ties to rely on); and (5) putting alternative logics to work (reframing). By facilitating a brief reflection exercise among the audience, Dr. Buzzanell demonstrated and explained how language, interaction, and networks help to cultivate and implement resilience processes. She emphasized that resilience is a multilevel and overlapping series of processes that spans individuals, dyadic, and family, as well as occupational, organizational, societal, cultural, national and global. Although “how communication facilitates or hinders this process remains murky,” she challenged the audience to “consider how adaptation and transformation act separately and together to develop futures that enable people not only to survive but also to consider more viable futures.”
To journey thousands of miles away from home for the purpose of scholarly gain is a demonstration of my strong interest and commitment to improving health literacy in our island communities through effective delivery of health-related information. Health literacy requires an individual to obtain, process, and understand health information in order to make informed decisions about their health. Hence, a relationship-centered communication is essential in building rapport and in enhancing the experience between individual patients and their families, healthcare providers and healthcare systems towards the development, nurturing and improvement of an individual’s health literacy. The ENRICH course hosted by ACH provided me an exceptional venue for a comprehensive and intensive training in relationship-centered communication. As a first-time attendee, I had the opportunity to learn and practice the skills that are key to improving encounters between healthcare professionals and patients under the guidance of seasoned ACH faculty and facilitators. Eliciting the “list” will definitely guide patient educators in providing access to more personalized, relevant health information while also allowing us to deliver it more efficiently. In addition, immediately putting into action the skills I learned on self-awareness, as well as attentive and reflective listening will pave the way to using empathetic statements intentionally and liberally in my face-to-face encounters with very diverse clients. Furthermore, these learned skills in relationship-centered communication have made me confident to engage in challenging conversations with patients, and even with colleagues. Indeed, this ENRICH course empowered me with new knowledge and enhanced communication skills that I hope to infuse in the daily processes of my department and within our hospital community at the Guam Regional Medical City within the next six months!
The National Library of Medicine (NLM) has announced a new five-minute video tutorial, MeSH on Demand: Finding MeSH Terms in Your Text. MeSH on Demand is a tool that uses the NLM Medical Text Indexer (MTI) to identify relevant Medical Subject Heading (MeSH) terms in text of up to 10,000 characters. The tool enables users to create their own set of MeSH terms for any text, as well as use those terms to perform custom PubMed searches. The tutorial describes the tool’s interface, and explains its output and principles of operation.
For more information on MeSH on Demand, visit MeSH on Demand Update. This tutorial and many other tutorials are available from the MeSH Learning Resources page and the NLM Learning Resources Database.
A new version of TOXMAP is now available from the National Library of Medicine. It does not require browser plug-ins and provides improved usability on mobile devices. The new TOXMAP has several updated datasets, including:
- NCI SEER cancer and disease mortality data (2011-2015);
- Canadian National Pollutant Release Inventory (NPRI) data (2016);
- U.S. commercial nuclear power plants (2017); and
- Coal power plant data from the EPA Clean Air Markets Program (2017).
The NLM Update was held at the Annual Meeting of the Medical Library Association in Atlanta, GA, on May 30. Three speakers presented on NLM and data science; NLM 2017-2027 Strategic Planning; the National Network of Libraries of Medicine; and NLM-wide projects.
The NLM Update slides are available.
- Patricia Flatley Brennan, Director, National Library of Medicine (slides: 1 – 15)
- Joyce Backus, Associate Director for Library Operations (slides: 16 – 46)
- Amanda J. Wilson, Head, National Network Coordinating Office of the National Network of Libraries of Medicine (slides: 47 – 58)
The National Library of Medicine just released a new design for the Disaster Information Management Research Center website and the Disaster Lit® database. The new design improves access to key resources on natural and man-made disasters, as well as public health emergencies such as emerging infectious diseases. The Disaster Lit database complements PubMed with information from hundreds of sources concerning disasters and public health emergencies. Over 14,000 reports, guidelines, training courses, websites, etc., from government agencies, non-governmental organizations, universities, and more are included in Disaster Lit.
NLM keeps the Disaster Health Information Guides up to date by linking directly to searches of Disaster Lit and PubMed. This ensures that the latest articles and resources are always at users’ fingertips. Keep up with DIMRC! Join the announcement list, or the weekly or daily Disaster Lit update digest, and follow DIMRC on Twitter.
The National Library of Medicine Household Products Database (HPD) provides access to manufacturer developed Safety Data Sheets/SDS (formerly called Material Safety Data Sheets/MSDS) which describe the chemical properties of each product, physical data, health effects, first aid, reactivity, storage, handling, disposal, personal protection, and spill/leak procedures. As required by OSHA, information within each SDS is targeted to help those exposed to chemicals at work. Consumers may also find information that can help them safely use a product.
Now you can visually explore the number and types of products in HPD. Hover over data bubbles to see the number of products in each type, click on the bubbles (or the links to their right) to view, or double click on the bubbles/links to search HPD.
The National Library of Medicine (NLM) has announced the solicitation of proposals for 2018 HIV/AIDS Community Information Outreach Projects, from organizations and libraries to design and conduct projects that will improve access to HIV/AIDS related health information for patients, the affected community, and their caregivers. Awards are offered for up to $50,000. Quotations are due to NLM by July 10! The solicitation for projects is posted on the Federal Business Opportunities Web site.
Projects must involve two or more of the following information access categories: information retrieval; skills development, resource development and dissemination; PrEP navigator resource development and dissemination; and/or equipment acquisition. Emphasis will be placed upon small businesses and the following types of organizations or arrangements for developing these projects:
- Community-based organizations (CBOs) or patient advocacy groups currently providing HIV/AIDS-related services to the affected community. This encompasses both individual groups wishing to enhance their own services, as well as several cooperating for the purpose of this project;
- Public libraries wishing to serve communities in the provision of HIV/AIDS-related information and resources;
- Health departments or other local, municipal, or state agencies working to improve the public health in the area of HIV/AIDS-related services;
- Faith-based organizations currently providing HIV/AIDS-related services to the affected community; and/or
- Multi-type consortia of the above-listed organizations that may be in existence or formed specifically for this project. At least one of the organizations managing the project must be a community-based organization, library, or department of public health.
At this year’s MLA Annual Conference in Atlanta, NLM’s DOCLINE team provided a preview of the upcoming redesigned DOCLINE, scheduled to be rolled out in late summer of 2018! In preparation for the first release of the redesigned DOCLINE, NLM is requesting DOCLINE libraries to do the following:
- Establish a Google account to use for logging into the new DOCLINE.
- Complete the User Form in the existing system via the ‘Connect your account today!’ homepage link, in order to connect your Google Account to your DOCLINE library or libraries. See Path to the redesigned DOCLINE for more information.
- If you encounter blocked access to Google accounts, NLM recommends working with local IT departments to establish an exemption before the new DOCLINE launch.
A preview period is planned for mid-summer, to provide users an opportunity to try out the new system. Users are encouraged to log in and become familiarized with the new system, by reviewing and editing library and holdings information imported from the old one. During the preview, the existing DOCLINE will remain in use for borrowing and lending.
The DOCLINE system and its features are being rolled out in phases. A feature that does not exist now may become available soon, or later down the road. NLM asks for your patience, as they work to address a broad range of issues. NLM encourages you to continue to provide feedback about upcoming changes in the system so that your needs can be met by the time the earliest version of the system is released. Please send comments or questions to the DOCLINE Team via the NLM Support Center or to the NDCO DOCLINE Coordinator. Also, NLM recommends subscribing to the DOCLINE-L email discussion list for any future DOCLINE announcements.
Is your position related to public health? Then consider applying for a Sewell Stipend to attend the 2018 American Public Health Association Annual Meeting & Expo November 10-14 in San Diego! This year’s meeting theme is Creating the Healthiest Nation: Health Equity Now. The Sewell Travel Award for Public Health Committee anticipates funding approximately eight non-local librarians (at least $1,235) and two local librarians (at least $730). The award will provide reimbursement for the cost of APHA membership and early-bird conference registration. Non-local librarians receive additional funds to help offset associated travel costs.
- Be a librarian or information specialist with an MLS/MLIS or equivalent degree;
- work with or have accepted a librarian/information specialist position that now includes, or will include in the near future, working with public health practitioners or PH/PH-related students, staff, and faculty; and
- be a United States citizen or have permanent residency status (i.e., holder of a green card).
Visit the web site to apply. The deadline is Wednesday, July 18, at 9:00 PM PDT. For questions, contact Emily Glenn. Also available is a list of past recipients and their reports about professional benefits obtained by attending the conference.
To help consumers navigate information about popular herbs and herbal supplements, the National Institutes of Health’s National Center for Complementary and Integrative Health (NCCIH) has launched HerbList, an app for research-based information about the safety and effectiveness of herbal products. Developed by NCCIH and launched through the National Library of Medicine’s app pages, HerbList is available to download on iPhones or iPads from the Apple App Store or to Android devices via the Google Play Store. The app was built using NCCIH’s Herbs at a Glance webpage; a series of brief fact sheets that provide basic information about specific herbs or botanicals, including common names, what the science says, potential side effects and cautions, and resources for more information.
HerbList helps consumers, patients, healthcare providers, and other users to quickly access information about the science of popular herbs and herbal supplements including kava, acai, ginkgo, turmeric, and more than 50 others marketed for health purposes. Users can access information on potential safety problems, side effects, and herb-drug interactions with additional links to resources for more information. They can also mark favorite herbs for quick recall and offline accessibility. HerbList provides only scientific, research-driven information to provide consumers and health care practitioners with unbiased information to make informed decisions about supplement use.
During the National Library of Medicine Update at the 2018 MLA Annual Conference in Atlanta, several short videos were featured highlighting NNLM outreach activities throughout the country. One of the vignettes provided an overview of the University of Arizona, Tucson, Health Science Library’s (UAHSL) efforts to work with Promotores de Salud, a key outreach audience across the state. In its role as NNLM Resource Library, UAHSL has had great success with this group of community health workers. The video features Yamila El-Kkayat, UAHSL Outreach Librarian; Jerry Perry, Associate Dean, University of Arizona–Tucson Libraries; and Kay Deeney, NNLM PSR Education & Outreach Librarian. Check out this animated short film!
The archived recording of the May 30 session for the NNLM collaborative webinar series, NNLM Resource Picks, is available. The topic was Healthy Aging: Promoting Healthy Living in Older Adults through Quality Health Information, presented by Stephanie Dailey and Olivia Kent from National Institute on Aging and Andrew Plumer, from the Reference and Web Services Section at the National Library of Medicine. View the webinar by clicking on the YouTube video player below.
Note: To switch to full screen, click on the full screen icon in the bottom corner of the video player. To exit the full screen, press Esc on your keyboard or click on the Full screen icon again. If you have problems viewing full screen videos, make sure you have the most up-to-date version of Adobe Flash Player.
by Annabelle Nuñez, MA
Associate Director, University of Arizona Health Sciences Library
University of Arizona
I received a Professional Development Award from the National Network of Libraries of Medicine Pacific Southwest Region to travel to Minneapolis, MN, to attend the Symposium for Strategic Leadership in Diversity, Equity, and Inclusion and Preconference on May 9-11, 2018. The symposium, hosted by the Association of Research Libraries (ARL) and the Association of College Research Libraries (ACRL), offered programming to help participants learn ways in which they can lead their organizations towards creating more equitable, diverse, and inclusive (EDI) climates.Left to right: Freddy Martinez-Garcia, Annabelle Nuñez, Mark A. Puente, Jolie Graybill, & Teresa Miguel-Stearns
On the first day, the preconference, Judith Katz and Fred Miller of the Kaleel Jamison Consulting Group, Inc., led us through a full day of engaging conversation and activities. We were asked to identify and reflect on the state of our respective organization’s EDI culture. We worked through various exercises to learn about inclusive frameworks to use in the development of organizational systems to support greater inclusion in our libraries. The next day, our opening keynote speaker was DeRay Mckesson, host of Pod Save the People podcast. Mr. Mckesson is an American civil rights activist and former school administrator. We heard about his work as a teacher and administrator and his contributions to the Black Lives Matter movement. He spoke to the injustices associated with being black in America, particularly with respect to law enforcement. Later in the day, I attended a session entitled Acting on the Ithaka Report: Design Thinking for Advancing Diversity, Equity, and Inclusion in Libraries—Part 1: Understanding the Issues. According to the Ithaka survey sent to 1,498 directors in academic libraries, over three quarters of the librarians reporting identified as white, and nearly 90% of the leadership reporting also identified as white. We discussed the report findings and identified a real urgency to put into place systems in our libraries that support the path to EDI in the library profession. Some strategies discussed included provisioning pipeline programs, expanding EDI context in library and information education, and cross-cultural training for the existing workforce. On the last day, the most notable session I attended was a presentation of best practices and lessons learned from a few institutions participating in the ACRL Diversity Alliance program. This was of special interest to me as our health sciences library works with the university’s School of Information to sponsor a Knowledge River graduate assistant each year. The National Library of Medicine supports this collaboration.
In 2016, leadership at the University of Arizona Libraries created a charge to form a diversity committee to create a path of inclusion for the organization. Currently, I am a member of the Diversity Social Justice and Equity Council (DSJEC), as a representative of the University of Arizona Health Sciences Library. Attending the symposium gave me an opportunity to learn new approaches for assessing our library culture and environment. I plan to share this information with my DSJEC colleagues so that we may integrate these frameworks in the development of our EDI programming and organizational structures. Overall, the sessions and peer networking were a great way to share and gain knowledge on the practice of EDI work. This symposium was very educational and inspiring and I look forward to working with our library Council using the resources and information shared. If the symposium becomes a regular event, I highly recommend this opportunity for anyone who works in a library!
Storing, managing, standardizing and publishing the vast amounts of data produced by biomedical research is a critical mission for the National Institutes of Health. In support of this effort, NIH has just released its first Strategic Plan for Data Science that provides a roadmap for modernizing the NIH-funded biomedical data science ecosystem. Over the course of the next year, NIH will begin implementing its strategy, with some elements of the plan already underway. NIH will continue to seek community input during the implementation phase.
Accessible, well-organized, secure, and efficiently operated data resources are critical to modern scientific inquiry. By maximizing the value of data generated through NIH-funded efforts, the pace of biomedical discoveries and medical breakthroughs for better health outcomes can be substantially accelerated. To keep pace with rapid changes in biomedical data science, NIH will work to address the:
- findability, interconnectivity, and interoperability of NIH-funded biomedical data sets and resources
- integration of existing data management tools and development of new ones
- universalizing innovative algorithms and tools created by academic scientists into enterprise-ready resources that meet industry standards of ease of use and efficiency of operation
- growing costs of data management
To advance NIH data science across the extramural and intramural research communities, the agency will hire a Chief Data Strategist. This management function will guide the development and implementation of NIH’s data science activities and provide leadership within the broader biomedical research data ecosystem. Jon R. Lorsch, Ph.D., director of the National Institute of General Medical Sciences, is currently available to comment on this strategic plan.
NNLM PSR Express Outreach Award Highlights: Reducing Fatal Complication of Prematurity with “NEC-Zero” at the University of Arizona
by Maribeth Slebodnik, Christina Wyles, Sheila Gephart
NEC-Zero Project, University of Arizona School of Nursing
When born early or fragile, infants are at risk for several complications but one that is not discussed enough is necrotizing enterocolitis (NEC), although it is the second leading cause of death and the major reason for emergency surgery for fragile infants in early life. NEC is a serious condition that affects infants, typically those born prematurely, but also infants with congenital heart disease. The infection that causes NEC in many cases causes inflammation of the bowel, which can lead to damage or perforation. The result can be lifelong complications and sometimes death. Through a project called NEC-Zero, our research team at the University of Arizona College of Nursing is dedicated to eradicating NEC. Prevention of NEC centers on early recognition of its signs and symptoms by both clinicians and parents, promoting the use of human breast milk and feeding protocols, and encouraging constructive communication between parents and the clinicians caring for their infant. Dr. Gephart joined Maribeth Slebodnik and Christina Wyles, who are both nurses and librarians, to elicit support to share the resources via an outreach award in spring 2018 from the National Network of Libraries of Medicine Pacific Southwest Region.
The NEC-Zero team built on recommendations to prevent and foster timely NEC recognition in this outreach project by strategically sharing their tools with those most likely to use them. Outreach to conferences of neonatal nurse practitioners, nursing scientists, parent advocacy groups, and librarians were fueled by an enhanced website, professionally developed parent-engagement materials, a forthcoming video, and two webinars that have been archived. Reaching a broad audience, the two webinars provided education about the National Library of Medicine (NLM) and information about NEC, its signs, symptoms, tools for NEC prevention and other resources. The first webinar, focused on consumer groups and librarians, Fragile Infants: Evidence-Based Resources to Help Parents and Providers, took place on 3/29/2018 with 78 active participants. A parent advocate, Erin Umberger, who served on the initial NEC-Zero workgroup and who co-leads the NEC Society watched the webinar with her young daughter, Caroline, who positioned her stuffed animals to join the fun (see picture). Erin’s daughter, Sarah, suffered from NEC and Erin works tirelessly to end NEC in her memory. The second webinar, designed primarily for health care professionals, NEC Zero Evidence Based Resources to Prevent Complications in Fragile Infants, was recorded on April 23, 2018 and reached 89 participants. The majority of attendees for both webinars stated that they were introduced to at least one health information resource or tool and that they learned a new skill they plan to use. Post-webinar evaluation responses were extremely positive, and many attendees cited their intention to share information about the signs and symptoms of NEC, the GutCheckNEC tool, the use of feeding protocols and other resources with parents and health care professionals.
The outreach award also enabled the NEC Zero team to update and provide Spanish translations for three brochures for parents and consumers about NEC – What is Necrotizing Enterocolitis, Prevent Complications and Expecting a Preemie. The brochures were updated with recent research-based information and translated into Spanish. The translation was reviewed and verified with native and non-native Spanish speakers. One attendee stated, “I work in a level three NICU with very low rates of NEC but never knew the resources that are out there for parents.” As another means of sharing information about NEC, the University of Arizona College of Nursing has hosted the NEC-ZERO website for several years. The outreach award made it possible to streamline the website, add information, and increase accessibility and mobile capability to reach a wider user group.
Close to 200 people attended the webinars, gaining knowledge about NNLM and NEC-Zero resources. Offering complementary nursing continuing education hours provided by the University of Arizona College of Nursing helped us reach a large nursing audience that included registered nurses and Advanced Practice Nurses. As an important element of the webinars, we shared information about important NLM resources such as PubMed, LactMed, PubMed Health, MedlinePlus, and PubMed Clinical Queries. The majority of attendees stated that they were introduced to at least one health information resource or tool and that they learned a new skill they plan to use. The tools they learned about include GutCheckNEC, the signs and symptoms of NEC, the importance of breastfeeding, how to share information with parents and colleagues, and how to encourage feeding protocols. Broad dissemination of these tools reached clinicians and parent advocates in nearly every U.S. state. It is our hope that reaching clinicians, librarians, and advocates for parents with these tools will ultimately improve neonatal care and lead to broader prevention of NEC.
Dr. Gephart acknowledges research support to design NEC-Zero from the Robert Wood Johnson Foundation Nurse Faculty Scholars Program (72114) and the Agency for Healthcare Research and Quality (K08HS022908). The content is solely the responsibility of the authors and does not necessarily represent the official views of the Agency for Healthcare Research and Quality or Robert Wood Johnson Foundation. We thank the University of Arizona Health Sciences Library for sponsoring Ms. Slebodnik’s critical role in this project.