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3 results

  • 12 - Self-Regulated Learning in School Contexts

  • from Part III - Interventions from Educational and Social/Personality Psychology
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 194-212

  • Summary

    Self-regulated learning (SRL) involves a system of cyclically related, goal-directed skills and processes that students can use to overcome academic challenges and to optimize their success in school. Although there are many complex models of SRL, the purpose of this chapter is to distill key themes among prominent SRL theories and to provide practical guidelines for incorporating SRL principles into classroom instruction or direct service activities with students. In this chapter, we describe how students can be taught to engage in a cyclical process of SRL involving the use of metacognitive skills (i.e., setting goals, planning, and evaluating), strategic thinking and action, and adaptive motivational beliefs. The authors also illustrate how educators can support SRL skills by fostering a supportive learning environment encompassing five key principles (e.g., helping students set clear and relevant goals, talking in the language of strategies) and/or by implementing established school-based SRL intervention programs. The characteristics of a SRL intervention program, called the Self-Regulation Empowerment Program (SREP), concrete SRL case scenarios, and supplemental resources are also emphasized.

  • Decreasing Operating Room Environmental Pathogen Contamination through Improved Cleaning Practice

  • L. Silvia Munoz-Price, David J. Birnbach, David A. Lubarsky, Kristopher L. Arheart, Yovanit Fajardo-Aquino, Mara Rosalsky, Timothy Cleary, Dennise DePascale, Gabriel Coro, Nicholas Namias, Philip Carling
  • Journal:
    Infection Control & Hospital Epidemiology / Volume 33 / Issue 9 / September 2012
    Published online by Cambridge University Press:
    02 January 2015, pp. 897-904
    Print publication:
    September 2012
  • Objective.

    Potential transmission of organisms from the environment to patients is a concern, especially in enclosed settings, such as operating rooms, in which there are multiple and frequent contacts between patients, provider's hands, and environmental surfaces. Therefore, adequate disinfection of operating rooms is essential. We aimed to determine the change in both the thoroughness of environmental cleaning and the proportion of environmental surfaces within operating rooms from which pathogenic organisms were recovered.

    Design.

    Prospective environmental study using feedback with UV markers and environmental cultures.

    Setting.

    A 1,500-bed county teaching hospital.

    Participants.

    Environmental service personnel, hospital administration, and medical and nursing leadership

    Results.

    The proportion of UV markers removed (cleaned) increased from 0.47 (284 of 600 markers; 95% confidence interval [CI], 0.42-0.53) at baseline to 0.82 (634 of 777 markers; 95% CI, 0.77-0.85) during the last month of observations (P < .0001). Nevertheless, the percentage of samples from which pathogenic organisms (gram-negative bacilli, Staphylococcus aureus, and Enterococcus species) were recovered did not change throughout our study. Pathogens were identified on 16.6% of surfaces at baseline and 12.5% of surfaces during the follow-up period (P = .998). However, the percentage of surfaces from which gram-negative bacilli were recovered decreased from 10.7% at baseline to 2.3% during the follow-up period (P = .015).

    Conclusions.

    Feedback using Gram staining of environmental cultures and UV markers was successful at improving the degree of cleaning in our operating rooms.