Comparing the effectiveness of delivery style in produce safety training for growers.

The Produce Safety Alliance grower training has been offered since 2016. Prior to the pandemic, the course was offered exclusively in-person. During the pandemic, trainers were allowed to offer the course remotely. The effectiveness of in-person and remote delivery options was compared utilizing four methods: course evaluations completed at the training; a pre- and post-training knowledge assessment; a 1-year follow-up survey; and focus groups with course trainers. All methods, except the focus groups, were used as evaluation tools starting before and continuing during the pandemic. On the course evaluations, remote delivery and in-person participants rated their satisfaction with the training and their confidence in their ability to make changes at the same high rate. The knowledge assessment found remote delivery participants scored higher on the posttest than in-person participants when controlling for pretest score (p < 0.001); the effect size was between low and medium (ηp 2 = 0.025). On the follow-up survey, remote delivery participants reported making changes to food safety practices or infrastructure at a higher rate than in-person participants (68% vs. 53%, respectively, Χ2 (1, N = 700) = 6.372, p = 0.012, Cramer's V = 0.012 (very low)). There were demographic differences in educational level, job description, and number of years farming between the two populations. The focus group revealed advantages and disadvantages of both delivery methods, including internet availability, engagement activity, and course logistics and planning. Because no practical differences in outcome were measured between delivery methods and each had unique strengths, researchers recommend that educators should utilize both methods in the future. PRACTICAL APPLICATION: 1. When deciding between offering in-person or synchronous virtual training, trainers can feel confident that both delivery methods result in positive experiences from participants, learning, and behavior change. 2. PSA trainers may choose to offer the training remotely to increase accessibility for people who live in areas where there may not be enough growers to warrant holding an in-person training nearby, but should also consider that reliable high-speed internet access may not be available to all. 3. Remote delivery trainings can be smoother by hosting remote delivery participants at local extension or other partner offices where high-speed internet is available.

Historic Leadership: One Courageous School Nurse's Heroic Journey-Part 4.

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 4 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 4 offers lessons to be learned by reflecting on Ellen Johnsen's experience when she challenged the illegal and unsafe medication administration policy in the Broken Arrow Public Schools. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Historic Leadership: One Courageous School Nurse's Heroic Journey-Part 3.

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 3 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 3 describes the publication of the Attorney General's opinion validating the illegality of the school district's medication administration policy, the lawsuit Ellen brought against the Broken Arrow Public Schools, and the appeal of the final decision in that lawsuit. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Historic Leadership.

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 2 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 2 describes how Ellen's actions led the Broken Arrow Public Schools to revise its unsafe and illegal medication administration policy, which brought the policy into partial compliance with the nurse practice act but culminated in Ellen losing her job. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Historic Leadership.

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 1 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 1 describes the upbringing and early career experiences that molded Ellen into a courageous and tenacious child advocate who rose to the challenge when she found herself in a school setting where tradition and policy were at odds with the nurse practice act and professional standards regarding medication administration. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.