Achieving results in challenging times: how hardwired improvement practices increased student performance post-COVID

Student learning loss during the Covid-19 Pandemic became an issue nationally. When school systems were thrown into hybrid and virtual learning environments, some schools still saw success due to their culture and hard-wired improvement practices. This article will illustrate how those practices at one particular school led to an actual improvement in learning during the pandemic.

"Work in Progress" Deming Cycle in Planning the return to presence: Ready Laboratories at the University of Sciences and Humanities

The Covid 19 pandemic forced universities to adapt to the new modalities of the non-face-to-face teaching-learning process. After two years, and with new situations, institutions, universities in particular, have started processes to return to face-to-face activities, and one of the important areas in a university are teaching laboratories. This planning process began at the University of Sciences and Humanities, seeking the best planning methodology. The Deming Cycle was assumed and applied in an integral way to this process, which facilitated and improved the Planning of activities. In the end, it can be indicated that the academic management processes, the application of administrative and planning tools and their successful completion, will contribute to a better academic service in favor of students and teachers.

Investigating Organizational Learning and Adaptations for Improved Disaster Response Towards "Resilient Hospitals:" An Integrative Literature Review.

BACKGROUND: For hospitals, learning from disaster response efforts and adapting organizational practices can improve resilience in dealing with future disruptions. However, amidst global disruptions by climate change, the coronavirus disease 2019 (COVID-19) pandemic, and other disasters, hospitals' ability to cope continues to be highly variable. Hence, there are increasing calls to improve hospitals' capabilities to grow and adapt towards enhanced resilience. AIM: This study aims two-fold: (1) to characterize the current state of knowledge about how hospitals are gaining knowledge from their responses to disasters, and (2) to explore how this knowledge can be applied to inform organizational practices for hospital resilience. METHOD: This study used Preferred Reporting Items of Systematic Reviews and Meta-Analysis (PRISMA) guidelines for data collection and framework for data analysis, Covidence software, and Medical Subject Headings (MeSH) terms and keywords relevant to "hospitals," "learn," "disaster response," and "resilience." The quality appraisal used an adapted version of the Mixed Methods Assessment Tool (MMAT). RESULTS: After applying inclusion and exclusion criteria and quality appraisal, out of the 420 articles retrieved, 22 articles remained for thematic and content analysis. The thematic analysis included the hospital's functional (operational) and physical (structural and non-structural) sections. The content analysis followed nine learning areas (Governance and Leadership, Planning and Risk Assessment, Surveillance and Monitoring, Communication and Network Engagement, Staff Practices and Safety, Equipment and Resources, Facilities and Infrastructure, Novelty and Innovation, and Learning and Evaluation).On applying the Deming cycle, only four studies described a completed learning cycle wherein hospitals adapted their organizational structures using the prior experience and evaluation gained in responding to disaster(s). CONCLUSIONS: There is a gap between hospitals' organizational learning and institutionalized practice. The conceptualized Hybrid Resilience Learning Framework (HRLF) aims to guide the hospitals' decision makers in evaluating organizational resilience and knowledge.In the face of disasters, both the stressful factors and the coping strategies that affect the health care workers (HCWs) should be substantially considered.