Elizabeth B. Carroll

Injury prevention instruction in the emergency department

STUDY OBJECTIVE To describe preventable pediatric injuries and the proportion receiving documented injury prevention instruction by emergency department personnel. DESIGN Retrospective chart review. SETTING A rural Level I trauma center. TYPES OF PARTICIPANTS All injured children aged birth through 15 years presenting to our hospital from January 1, 1987, through December 31, 1987. MEASUREMENTS AND MAIN RESULTS During the study period, 1,449 injuries presented to the trauma center. Motor vehicle crashes caused the largest number of preventable injuries (71), although the proportion of preventable injuries was higher among poisonings, burns, and pedestrian-automobile collisions. Among the 1,313 patients available to ED personnel at discharge, injury prevention instruction was indicated in 27% of cases but documented in the medical record in only 3%. ED personnel were more likely to document instruction for preventing poisoning than other causes of injury. CONCLUSION Most preventable pediatric injuries treated and released by ED personnel do not receive documented injury prevention instruction.

Effectively Placing Family Studies Majors at Internship Sites: The ECU-LINCS Match Process

The authors discuss internships as a high-impact practice and the elements that contribute to that status. They also discuss the internship program at East Carolina University and the in house developed process to match students and internship sites called ECU-LINCS. The process is comprised of ten steps: internship orientation, internship fair, contacting potential agencies, updating the resume, site visits and interviews, ECU-LINCS rank form, matchmaking, announcement gathering, assignment acceptance, and begin internship, and the process for each step is described. The authors also discuss the findings in a preliminary evaluation of the process.

Teaching Grant Writing to Undergraduate Students: A High-Impact Experience

Jorgensen, Ballard, Baugh, Taylor, and Carroll describe how competencies in fundraising are incorporated into the FCS curriculum and describe the methods used to teach the grant-writing process. They address identifying and working with community partners, the writing and peer-review process, reflection, and presentation. Throughout the chapter, the authors illustrate how the experience meets the following high-impact elements: spending considerable amounts of time on the meaningful tasks, interacting about substantive matters, receiving frequent performance feedback, applications to different settings on/off campus, and authentic connections are made with peers, faculty, community, and/or the university. Finally, they conclude with recommendations and quotes from students who have completed the course projects.