JBL Author Patti Rose Will Be a Keynote Speaker at Annual Health Disparities Conference

patti rose 1Dr. Patti Rose, author of Cultural Competency for Health Administration and Public Health and Cultural Competency for Health Professionals, will be a keynote speaker at the Annual Health Disparities Conference at Teachers College, Columbia University—The Health Equity and Social Justice Conference.

Join Dr. Patti Rose in the Cowin Center Auditorium, Saturday March 7th at 10:00 AM.

In Dr. Rose’s Keynote, She will be speaking on  An Exploration of the Convergence of Unjust Factors—Health Inequities, Mass Incarceration, Prison for Profit Healthcare, the School to prison Pipe-line and Beyond—and Culturally Competent Multidisciplinary and Community Based Approaches Towards Solutions

For more information about the event, visit: http://www.tc.columbia.edu/healthdisparitiesconference/.

About Dr. Rose’s titles on cultural competency:

Cultural Competency for Health Professionals reviews the importance of the implementation of cultural competency by allied health professionals, and the process of assessment, training and evaluation. Providing a concise overview of the necessary tools to apply cultural competency processes, it also offers insight into how to apply this knowledge in day-today work clinical work environments.

For more information, visit our website.

Cultural Competency for Health Administration and Public Health  is a concise introduction to the tools necessary for the application of cultural competency processes in various healthcare settings. Each chapter offers an overview of demographic changes in the United States, as well as accreditation requirements, cultural competency, and cultural nuances of specific groups. Attention is also given to the associate costs, time, and skill sets associated with the process of moving a health care organization toward cultural competency.

For more information, visit our website.


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New: Microsite for Anatomy and Physiology for Health Professionals, Second Edition

Great news—we’ve created a new microsite for Anatomy and Physiology for Health Professionals, Second Edition, by Jahangir Moini. Written especially for students in health profession, it provides an engaging and comprehensive overview of human anatomy and physiology.

The microsite features:

  • Sample content: Front Matter, Chapters, Tables, Chapter Summary, Essay Questions, Table of Contents
  • Sample images from the text
  • Examples from the animation library
  • Features of the Second Edition
  • Student Resource: Navigate 2 Advantage Access 
  • Instructor Resources
  • Recorded Webinar with Dr. Moini

Visit go.jblearning.com/Moini2e or our new microsite to learn more about Anatomy and Physiology for Health Professionals, Second Edition or contact your Account Specialist.


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Understanding the Health Navigator


In 2015, Kay Perrin, PhD, MPH, joins us as a guest blogger for a series of five blog posts on the topic of the exciting new career field of the Health Navigator. This is the first of five.

As I began to write this series of blogs about the role of health navigators, I asked a few colleagues for advice and suggestions. In these brief discussions, I was asked similar questions. Those queries serve as the outline for this first blog.

What Is a Health Navigator?

As the U.S. health system becomes more and more complex, the term “Health Navigator” is starting to appear in the national media as the newest emerging career. For example, Health Insurance Navigators are employed to assist individuals find their way through the Affordable Care Marketplace. In other venues, Health Navigators are called Community Health Workers or Patient Navigators. However, the general term “Health Navigator” is increasingly used to describe a variety of job descriptions.

Who Is Going to Train the Health Navigators?

The answer to this question is being addressed by two prominent national organizations. First, the League for Innovation in the Community Colleges, which represents over 800 of the 1,100 community colleges, issued the Community College and Public Health Report and the Recommendations (http://www.league.org/ccph). This report details the two prototype curricular models that have been developed with support from the U.S. Department of Health and Human Services and include the Health Navigator and the Public Health Generalist and Specialization with specializations in health education, health administration, and environmental health designed for transfer to bachelor’s degree programs.

Second, the Association of Schools and Programs of Public Health (ASPPH) has made recommendations for several academic degrees and certificate programs to be offered by community colleges. In their November 2014 Community Colleges and Public Health Report, they describe how the new degrees are designed to prepare students to work as health navigators.

What Curriculum and Training Is Involved for Health Navigators?

The two reports recommend that all health navigators at the associate degree level complete the following seven courses:

  1. Population and Personal Health
  2. Overview of Public Health
  3. Health Communications
  4. Prevention and Community Health
  5. Healthcare Delivery
  6. Health Insurance
  7. Health Information

In addition, the two reports recommend up to nine semester hours of electives with specialized courses focused on specific categories, such as:

  • HIV Navigators
  • Cancer Navigators
  • Pediatric Navigators
  • Medicare Navigators

Health Navigators will be trained to assist individuals with limited health literacy as well as the elderly with accessing the maximum array of benefits from community services, clinical care, and health insurance. They may facilitate access to care and follow-up for sick and complicated patients with cancer, HIV, and a range of other complex health problems. In addition, these individuals can assist with identifying and enrolling patients in various health insurance plans including ACA Exchanges, Medicaid, Medicare, and disability services.

What Type of Individual Would Be an Ideal Health Navigator?

Of course, anyone with an interest in becoming a Health Navigator should be encouraged to do so. However, in my personal opinion, I foresee Health Navigators as a slightly older community college student with some life experience. The following example might describe a typical health navigator:

Mary was not a particularly strong academic student in high school, so she attended a vocational training program to become a certified nursing assistant after graduation. She loves her job and has compassion for each patient at the community hospital, but after eight years, she is ready for a change. Mary knows that the hospital pays tuition for their employees, but she was never interested in college until she saw a flyer for the new Health Navigator program offered at the community college. When she talked to the admission advisor, she got excited. Mary knows that becoming a Health Navigator will provide a career path that fits her passion and interests.

What Employment Opportunities Are Available for Health Navigators?

While this need has existed for a long time, until recently there have not been paid positions with well-defined roles. This is rapidly changing. There is now a growing commitment to provide job positions and an emerging strategy for integrating these positions into the health care and public health systems. New funding mechanisms as part of the Medicaid/Medicare 30-day hospital re-admission policy, and the Affordable Care Act have dramatically increased interest in developing the types of paid positions requiring academic Health Navigator education.

The salaries for these positions range from $30,000 to $55,000 per year. The Labor Department estimates that such positions will increase at least 25 percent by 2022 due to the expanding elderly population. It is important to recognize that entry level and supervisory positions are being defined, providing the potential for career advancement. In addition, the two reports recommend that associate degree health navigator programs be designed to allow students to transfer to bachelor’s degree programs in Health Education.

How Can I Obtain More Information about the Emerging Career of Health Navigators?

There are at least two ways to stay connected. First, keep reading this blog. I will be writing about Health Navigators throughout 2015 as new information develops. Second, individuals may visit the website of League of Innovation in Community College (http://league.org/league/projects/ccph/files/Call%20for%20Planning_CCPH.pdf ). They are hosting a series of educational webinars and providing opportunities to seek advice and consulting on program development in 2015.

 —Kay Perrin

KayPerrinKay Perrin, PhD, MPH, is an Associate Professor and Assistant Dean for the Office of Undergraduate Studies at the University of South Florida, College of Public Health. Dr. Perrin’s research focuses on adolescent health with a special interest in teen pregnancy. Dr. Perrin also serves on several community boards in the Tampa Bay Area. Dr. Perrin is the author of three titles from Jones & Bartlett Learning: Principles of Evaluation and Research for Health Care Programs, Essentials of Planning and Evaluation for Public Health (both published in 2014), as well as a forthcoming introductory Health Navigator textbook, available in late 2016. Follow Kay Perrin on Twitter @KayPerrinPhD or watch a webcast of Dr. Perrin’s October 2014 Webinar on Teaching Health Research, Program Planning, and Evaluation.

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10-Mile Race Preparation

Lilah Al-Masri, MS, RD, CSSD, LD

Lilah Al-Masri, MS, RD, CSSD, LD

Simon Bartlett, PhD, CSCS, ATC

This week, our special guest bloggers, Lilah Al-Masri, MS, RD, CSSD, LD, and Simon Bartlett, PhD, CSCS, ATC, authors of 100 Questions and Answers about Sports Nutrition & Exercise, offer expert tips on preparing for a 10-mile race.

Lisa, a 30 year-old recreational athlete, regularly runs 4 miles four times per week. She runs 4 miles in 32 minutes, which is an 8-minute per mile pace. Lisa’s goal is to run a 7.5 minute per mile pace for an upcoming 10-mile race. The race is 12 weeks away and to successfully prepare, Lisa will need to develop a sound, scientifically-based training plan that incorporates the following training principals:

  • Specificity
  • Frequency
  • Intensity
  • Duration
  • Progression
  • Recovery

Exercise Specificity – it is necessary to train for the specific requirements of the sport. Specific training ensures that positive adaptations are made for performance improvement such as the recruitment of specific muscles, body mechanics, and energy systems. Lisa would derive no training benefit by substituting her running for biking, swimming, or elliptical training. Only running improves running capacity.

Exercise Frequency – refers to the number of training sessions per week. Lisa is currently training four times per week for a total distance of 16 miles. According to the American College of Sports Medicine, a minimum of three times per week to a maximum of sjx times per week is necessary to increase aerobic capacity. During the next 12 weeks, Lisa will be training six times per week for longer distances and varying intensities to achieve her goal.

Exercise Intensity – is the most important variable for increasing aerobic capacity. Intensity refers to how hard the athlete trains. Done correctly, higher intensity training can increase cardiovascular and respiratory function and improve oxygen delivery to the working muscles. Lisa’s program design will incorporate varying training intensities throughout the weeks, maximizing her aerobic capacity and helping prevent the pitfalls of overtraining and injury. In Lisa’s program, intensity will be based upon training below, at and above her current 8-minute per mile pace.

Exercise Duration – denotes the length of time of each training session. In Lisa’s case, her training durations will vary between 25 to 60 minutes or more, which will help her prepare for the longer distance and faster race pace. Balancing training duration with intensity is critical, and must be carefully implemented to optimize recovery and help avoid overtraining. In the athletic community, it is well understood that there is an inverse relationship between duration and intensity. As intensity increases, duration must decrease and vice versa. Lisa’s program will incorporate varying levels of intensity and duration ensuring her success on the day of her race.

Exercise progression – is the gradual increase in duration and intensity of training over the weeks. Lisa’s training program will incorporate specific overload, allowing her body to positively adapt to the increasing training stimulus. A typical progression used in preparing runners such as Lisa, is understood to be 2-3 % per week.

Exercise Recovery – recovery can be active or passive. Active recovery requires an athlete to participate in activities other than their chosen sport especially during the off-season. For example, a runner may choose swimming, leisurely biking or playing tennis to aid their recovery. On the other hand, passive recovery allows the athlete to cease all activities and completely relax. In either case, recovery is essential to helping restore muscle glycogen and promoting muscle repair. Lisa’s program has active and passive recovery, which will specifically improve her running performance.

The following weekly training schedule is an example of one week (approximately week 10-prior to taper) of a typical 10-mile running program. Note that this representation is a general overview and is not specific enough to meet the requirements of all athletes. Athletes wanting to compete or train would be advised to have a specific, individualized program designed to meet their needs by a professionally qualified exercise physiologist, coach or trainer. Look for qualifications from the American College of Sports Medicine (ACSM) or The National Strength and Conditioning Association (NSCA).


http://www.jblearning.com/catalog/9780763778866/More information can be found in 100 Questions and Answers About Sports Nutrition and Exercise by Lilah Al-Masri, MS, RD, CSSD, LD and Simon Bartlett, PhD, CSCS, ATC.

Do you have a nutrition or exercise question? If so, submit them to adefronzo@jblearning.com . Questions will be answered on a monthly basis.

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Vaccinations and Health Care Managers

2014 Headshot_Short Hair With the return of Ebola to center stage in world health and the much heralded and anticipated start of vaccine trials for this disease in West Africa, it is easy to forget old diseases and debates. Vaccinations created by man, not by natural disease processes, have historically engendered controversy. According to Link (2005, p. 38), “vaccines are counterintuitive. What sense does it make to inject a well baby with a potent, biologically active vaccine that contains elements of the very disease it is supposed to prevent?”

Over the past seventeen years, since the publication of the Wakefield et al. 1998 retracted Lancet article asserting a link between measles, mumps, and rubella vaccines and childhood autism, fear of making well babies sick, rather than protecting them, have swelled among certain groups. Some of the fears are founded in well-grounded research and concerns about special populations and faulty vaccine preparation. Other fears are based on theories that big Pharma is conspiring to make money by killing our children. Unfortunately, what has remained in some parents’ minds is not the fact that the physician falsified data and was discredited, but the notion that all vaccinations are bad, including those that have withstood the test of time.

Due lack of immunization in other countries, porous borders, global travel, and parental refusals to vaccinate their children in this country, diseases we once thought we vanquished with vaccines are making a comeback, often in tragic ways. We are now seeing a resurgence of:

Pertussis; and our old friend,

Despite the fact that public concerns about vaccinations were addressed at great length by the 2013 IOM Report, The Childhood Immunization Schedule and Safety: Stakeholder Concerns, Scientific Evidence, and Future Studies, we still battle avoidable pediatric illnesses that can cause severe sequelae and even death. By way of review, here was the charge of the IOM committee:

1. Review scientific findings and stakeholder concerns related to the safety of the recommended childhood immunization schedule.
2. Identify potential research approaches, methodologies, and study designs that could inform this question, including an assessment of the potential strengths and limitations of each approach, methodology and design, as well as the financial and ethical feasibility of doing them.
3. Issue a report summarizing their findings (IOM, 2013, p. S-3).

The report was guided by four research questions:

1. How do child health outcomes compare between those who receive no vaccinations and those who receive the full currently recommended immunization schedule?
2. How do child health outcomes compare between (a) those who receive the full currently recommended immunization schedule; and (b) those who omit specific vaccines?
3. For children who receive the currently recommended immunization schedule, do short- or long-term health outcomes differ for those who receive fewer immunizations
per visit (e.g., when immunizations are spread out over multiple occasions), or for those who receive their immunizations at later ages but still within the recommended ranges?
4. Do potentially susceptible subpopulations—for example, children from families with a history of allergies or autoimmune diseases—who may experience adverse health
consequences in association with immunization with immunization with the currently recommended immunization schedule exist? (IOM, 2013, p. S-5).

The report did not just give a cursory nod to concerns about safety. The committee painstakingly reviewed extant methodologies that could potentially provide more and better information. This is important because when someone doesn’t like the findings of a study, it is easy to attack a weak or inappropriate research methodology. Much like a foundation of a house, if the way the research is conducted is flawed, then the results will automatically be subject to suspicions—as they should be.

Randomized controlled trials or RCTs, the gold standard for clinical research, were addressed first. This approach was rejected because the subjects would be between the ages of 6 and 10. They would also be assigned randomly to treatment or no treatment arm, which means those who wanted their children to have immunizations would be just as likely to be in the “wrong” arm as those who did not want their children to have immunizations. The committee concluded “The risks to participants’ health, the cost and time involved, and the ethical challenges all make the conduct of an RCT unsuitable for addressing the research questions, at least until further work with secondary data has been conducted.” (IOM, 2013, S-6).

Prospective Observational Studies require large numbers of participants and controls for confounding variables. To be useful, a study of this nature would require matching each subject on demographic, medical, and other variables. “Since less than 1% of the US population refuses all vaccinations making meaningful numbers in the non-vaccinated group percent of the U.S. population refuses all immunizations, the detection of enough unvaccinated children would be prohibitively time-consuming and difficult.” (IOM, 2013, p. S-7). It would also be prohibitively expensive, taking health care dollars away from other opportunities for research or direct care.

Animal Models are not human models. While in the past, I sometimes referred to my now adult son as a “little monkey,” at no time did I ever believe he had the same genetic material as one. Any research conducted on animals for the purposes outlined above would require a leap of faith beyond the scope of most scientists. The committee politely reported, “Given the committee’s recognition of the complexity of the immunization schedule, the importance of family history, the role of individual immunologic factors, and the complex interaction of the immunization schedule with the health care system, the committee determined that it was more appropriate to focus future research efforts on human research.” (IOM, 2013, S-7)

Secondary Analyses with Existing Data was determined to be “the most feasible approach to studying the safety of the childhood immunization schedule.” The committee recommended using the large data bases of participating managed care organizations connected through the Vaccine Safety Datalink (VSD). According to the CDC, “The VSD was established in 1990 to monitor immunization safety and address the gaps in scientific knowledge about rare and serious events following immunization.” This is a feasible, affordable, population-based approach utilizing an existing data base that would otherwise be costly to establish. The drawback is, of course, that children who do not receive immunizations are not in the VSD, so research cannot include any adverse health effects that occur due to lack of vaccination.

Literature review: The committee found no evidence in extant literature that the current immunization schedule was unsafe, nor did they find links to a myriad of diseases that have been blamed on vaccinations.

Recommendations from this report can be boiled down to the following:

• More research is needed;
• More attention needs to be paid to concerns of parents when conducting research;
• Research should be conducted on the level of confidence in the immunization schedule;
• There is a need for improved communication between health care professionals and parents;
• Standardized definitions are needed to conduct research and improve communication;
• Studies on immunizations and child safety and health outcomes should be a priority for the Department of Health and Human Services (HHS);
• The HHS should not start any RCTs of childhood vaccinations; and,
• The HHS should fund research utilizing the VSD.

As a health care manager, nurse, mother, and grandmother, here are some of my thoughts and reactions to this report:
• We need to remember that herd immunity, also known as community immunity conferred by most of the population having vaccinations is not the same as a closed colony. In the second instance, no one new comes in and no one leaves the protective bubble. This is not a realistic approach to thinking about immunizations. We are an open society, with global connections. Disease does not respect national borders or state boundaries.
• Vaccines are not new. Nor are parent advocates. Lady Mary Wortley Montagu visited Turkey in 1717 and wrote letters home about the women healers who vaccinated children against smallpox using nutshells full of the infectious material. She asserted she would not leave the country without having her son “engrafted” and vowed to take the treatment to England. She also swore to fight physicians if needed to bring the innovation to her beloved country.
• Using disease for warfare is not new, either. An eye witness account of pustule covered bodies being tossed over the walls of the city of Caffa gave rise to a theory that the Black Plague spread through Europe as a result of biological warfare. The author concluded that it really only gave bubonic plague to the city, not all of Europe. Still, it was an effective weapon.
• We should be very concerned about ensuring the next generation is protected as much as possible against biological warfare from something as easy to prevent as measles, mumps, polio, pertussis, and influenza.

What does this mean for health care managers?

Some readers may be scratching their heads and saying, “Aside from ensuring my employees have their flu shot, this is not my job.” I disagree. Anywhere a health care manager is responsible for the health of a population, such as in accountable care organizations which are “organized groups of physicians, hospitals or other providers jointly accountable for caring for a defined patient population” (Lake, Stewart, Ginsburg, 2011), she is responsible for the healthcare provided by those physicians. Likewise, as the proportion of physicians employed by hospitals continue to rise, the buck for the quality of the healthcare delivered stops with the CEO and the Board of Trustees. I haven’t even mentioned HEDIS measures and organizations like health care insurance companies, ambulatory care centers, public health clinics, or urgent care centers, where health care managers are employed. Health care organizations with large data bases have the ability to implement the recommendations from the IOM report. They also have the ability to use better health literacy approaches to improve communication between health care providers and families. Where there is good team work, there is no disconnect between health care managers and health care providers. This, too, is the responsibility of health care managers. The bottom line is health care managers are responsible for the health of populations and for ensuring vaccinations are provided for a healthier populations today and for future generations.

Sharon B. Buchbinder, RN, PhD

Sharon Buchbinder is Professor and Program Coordinator for the MS in Healthcare Management at Stevenson University in the Graduate and Professional School and former chair of the Association of University Programs in Health Administration (AUPHA). She is also the author of three books from Jones & Bartlett: Introduction to Health Care Management, Cases in Health Care Management, and Career Opportunities in Health Care Management.

Here are some references if you are interested in this topic:

Centers for Disease Control and Prevention (CDC). (2013a). Glossary: Community immunity.

Centers for Disease Control and Prevention (CDC). (2013b). Pertussis.

Centers for Disease Control and Prevention (CDC). (2013c). Pertussis prevention.

Centers for Disease Control and Prevention (CDC). (2013d). Vaccine Safety Datalink (VSD).

Centers for Disease Control and Prevention (CDC). (2015). Weekly US map: Influenza summary updated. http://www.cdc.gov/flu/weekly/usmap.htm

Centers for Disease Control and Prevention (CDC). (2015). Measles cases and outbreaks. http://www.cdc.gov/measles/cases-outbreaks.html

Dornhelm, R. (Producer). (2015, January 14). Worst pertussis outbreak in 70 years, but what can state health officials do? California Healthline [Audio podcast]. http://www.californiahealthline.org/insight/2015/worst-outbreak-of-pertussis-in-70-years-but-what-can-state-health-officials-do

Global Polio Eradication. (21 January 2015). Data and monitoring: Polio this week. http://www.polioeradication.org/Dataandmonitoring/Poliothisweek.aspx

Halsall, P. (1998, July). Modern History Sourcebook: Lady Mary Wortley Montagu (1689-1762): Smallpox Vaccination in Turkey. http://legacy.fordham.edu/halsall/mod/montagu-smallpox.asp

Institute of Medicine (IOM) Committee on the Assessment of Studies of Health Outcomes Related to the Recommended Childhood Immunization Schedules. (16 January 2013). The Childhood Immunization Schedule and Safety: Stakeholder Concerns, Scientific Evidence, and Future Studies. http://iom.edu/Reports/2013/The-Childhood-Immunization-Schedule-and-Safety.aspx

Lake, T.K., Stewart, K.A., & Ginsburg, P.B. (2011 January). Lessons from the field: Making accountable care organizations real. NIHCR Research Brief No. 2. http://hschange.com/CONTENT/1179/?words=accountable%20care%20organanizations

Leonard, K. (22 January 2015). Ebola vaccine trials to begin in West Africa. http://www.usnews.com/news/articles/2015/01/22/ebola-vaccine-drug-trials-to-begin-in-west-africa

Stern, A.M. & Markel, H. (2005). The history of vaccines and immunization: Familiar patterns, new challenges. Health Affairs, 24:3 pp. 611-621. doi: 10.1377/hlthaff.24.3.611

Link, K. (2005). Vaccine Controversy: The History, Use, and Safety of Vaccinations. Westport, CT: Praeger.

O’Malley, A.S., Bond, A.M., & Berenson, R.A. (2011, August). Rising hospital employment of physicians: Better quality, higher cost? Center for Studying Health System Change, Issue Brief No. 136. http://hschange.com/CONTENT/1230/?words=physician%20employment#ib4

RETRACTED: Wakefield, A.J., Murch, S.H., Anthony, A., Linnell, J., Casson, D.M., Malik, M., Berelowitz, M., Dhillon, A.P., Thomson, M.A., Harvey, P., Valentine, A., Davies, S.E., & Walker-Smith, J.A. (1998, February). Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. The Lancet 28:351 (9103) pp. 637-641 DOI: 10.1016/S0140-6736(97)11096-0)

Southern Illinois School of Medicine. (2012, October 30). Overview of Potential Agents of Biological Terrorism. http://www.siumed.edu/medicine/id/bioterrorism.htm

Wheelis, M. Biological warfare at the 1346 siege of Caffa. (2002, September). Emerg Infect Dis [serial online] http://wwwnc.cdc.gov/eid/article/8/9/01-0536_article

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Make Smarter New Year’s Resolutions

Lilah Al-Masri, MS, RD, CSSD, LD

Lilah Al-Masri, MS, RD, CSSD, LD

Simon Bartlett, PhD, CSCS, ATC

This week, our special guest bloggers, Lilah Al-Masri, MS, RD, CSSD, LD, and Simon Bartlett, PhD, CSCS, ATC, authors of 100 Questions and Answers about Sports Nutrition & Exercise, give expert insights into healthy New Year’s resolutions.

Three of the most popular New Year’s resolutions are to lose weight, get fit, and eat healthy. Do these sound familiar? They probably do since they seem to make the yearly list for most people. The thing is losing weight, getting fit and eating healthy are not easy tasks. We want to help you achieve these goals by making smart, motivating and achievable resolutions. Consider some of these tips to make your 2015 New Year’s resolutions a reality.

Resolution: Lose Weight

Goal – lose weight and keep it off.


  • Safe, effective and healthy weight loss occurs at the rate of 0.5-1 pound/week.
  • Weight loss is slower than weight gain.
  • Gauge progress by weighing yourself once per week (preferably in the AM after you void and before you eat or drink).
  • Set a series of weight loss goals over the course of the year versus one goal for the year.

Weak resolution: My goal is to lose 20 pounds this year.

Strong resolution: My goal is to lose 2 pounds per month and then maintain my weight for the last 2 months of the year.

 Resolution: Get Fit

Goal – increase cardiovascular health and strength.


  • Engage in exercises you enjoy.
  • Don’t go full speed ahead (especially if you haven’t exercised in awhile).
  • Gradually add time, distance, speed, and/or strength to your workouts.
  • Try a new activity; sign up for a new class or join a group program.
  • Recruit a workout partner.
  • Allow time to stretch before and after activity.
  • Be more than weekend warrior.
  • Do not feel pressure to join a gym. If you aren’t a gym-goer there are plenty of other ways to get fit.

Poor resolution: My goal is to run a 10-mile race.

Good resolution: My goal is to train 3-4 days a week so I can run a personal best in a 10-mile race.

Resolution: Eat Healthy

Goal – eat balanced meals and snacks.


  • Fill your plate with whole grains, fruits, vegetables and lean proteins.
  • Do not skip meals and snacks because it will lead to overeating at other times of the day.
  • Try one new healthy food every week.
  • Plan ahead.
  • Eat home more often.
  • Try two new recipes each month.
  • Get the whole family involved.
  • Keep a food log for a week.

Poor resolution: My goal is to cut out all junk food.

Good resolution: My goal is to eat well 85-90% of every day and allow myself a small treat if I so desire.

You can’t expect change to happen overnight. There will be set backs and bumps in the road, but if you take the time to set realistic goals the setbacks and bumps will be less likely to sideline your resolution(s). Cheers to healthier you in 2015!

*Note: Before starting an exercise plan make sure you have clearance from your physician. If you are struggling with weight loss and/or a proper exercise plan consider making an appointment with a Registered Dietitian and/or an Exercise Physiologist. Both are highly trained professionals that can help you safely meet your goals.

http://www.jblearning.com/catalog/9780763778866/More information can be found in 100 Questions and Answers About Sports Nutrition and Exercise by Lilah Al-Masri, MS, RD, CSSD, LD and Simon Bartlett, PhD, CSCS, ATC.

Do you have a nutrition or exercise question? If so, submit them to adefronzo@jblearning.com . Questions will be answered on a monthly basis.

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Just Published: Equipment for Respiratory Care: Includes Navigate 2 Advantage Access

The recently published Equipment for Respiratory Care by Teresa A. Volsko, Robert L. Chatburn, and Mohamad F. El-Khatib is changing the paradigm of historic respiratory care equipment books. Focusing on the clinical application of patient care, this text enhances key critical thinking skills with clear explanations of the features of the equipment as well as the way it functions.

Key Features:

  • New Approach: Emphasis on clinical application rather than engineering technical detail
  • Case-based critical thinking modules provide the opportunity to develop decision-making skills
  • Provides an easy to use, logical approach to tackling clinical or patient and technical problems
  • Includes illustrations from the user’s point of view focus on how the operator needs to interact with the equipment
  • Follows AARC Clinical Practice Guidelines
  • Each new print copy includes Navigate 2 Advantage Access that unlocks a comprehensive and interactive eBook, student practice activities and assessments, a full suite of instructor resources, and learning analytics reporting tools

Instructor Resources:

Instructor’s Manual, including a Sample Syllabus, Lecture Outlines in PowerPoint Format, Learning Objectives, and Test Bank

Read What Instructors Are Saying:

“I like the approach of this book.  By focusing on principles of patient care, the authors have made the equipment being discussed more relevant to the student as they proceed through clinical education.  I believe this approach will foster the critical thinking skills that are so vital for the successful respiratory therapist to possess.” – Michael Murphy, BA, RRT, EMT-P, Clinical Instructor, University of Hartford

Interested in learning more?  Visit our website or preview a sample chapter!

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New Recorded Webinar: An Update On Undergraduate Public Health

Earlier this week, we conducted an Undergraduate Public Health webinar with featured presenter, Dr. Richard K. Riegelman, MD, MPH. It explored important topics, such as:

  • Recent growth trends in undergraduate Public Health
  • The goals and outcomes of the “Framing the Future” task force
  • The “Critical Component Elements” for undergraduate Public Health
  • Community Colleges and Public Health
  • Efforts and successes of important national associations such as the AAC&U, CEPH, and ASPPH
  • Opportunities to reach new audiences for education in public health

Watch the entire webinar now:

Public Health 101, Enhanced Second Edition Includes Navigate 2 Advantage AccessDr. Riegelman is Professor of Epidemiology-Biostatistics, Medicine, and Health Policy, and is the founding Dean of the Milken Institute School of Public Health at The George Washington University. Dr. Riegelman has taken a lead role in developing the Educated Citizen and Public Health initiative, which has brought together Arts and Sciences and Public Health education associations to implement the IOM recommendation that “… all undergraduates should have access to education in Public Health.” Dr. Riegelman is also the author of Public Health 101: Health People—Healthy Populations, Second Edition Includes Navigate 2 Advantage Access and is the editor of the Essential Public Health series.

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Just Published: Legal and Ethical Issues for Health Professionals, Fourth Edition

Legal and Ethical Issues for Health Professionals, Fourth Edition is now available.

Legal and Ethical Issues for Health Professionals, Fourth Edition by George D. Pozgar is a concise and practical guide to legal and ethical dilemmas facing healthcare professionals. This dynamic text helps students better understand the issues they will face on the job and the legal implications. With contemporary topics, real-world examples, and accessible language, it also offers students an applied perspective and the opportunity to develop critical thinking skills.

New to the Fourth Edition

  • Features new case studies pulled from the news  and how they pertain to healthcare ethics
  • Reviews the Affordable Care Act/Obamacare
  • Navigate 2 Advantage Access, including: eBook, Knowledge Checks, End-of-Chapter Graded Quizzes, Study Tools, Interactive Flashcards, Practice Activities, Lesson Quizzes, Midterm, and Final

Instructor Resources: Lecture Outlines in PowerPoint format, Instructor’s Manual, Sample Syllabus, and a Test Bank.

Interested in learning more?  Visit our website or preview a sample chapter!

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Are Students Our Customers?

Ask a faculty member about how the customers are doing in her course and you are likely to receive the following responses: confusion, disbelief, and annoyance. Much like waving a red flag at a bull, calling students customers in front of faculty can induce raised voices and anger. Often when this term is used, faculty members will expound on student entitlement and demands for unearned grades. In their minds, student expectations have outstripped reality in higher education. Sometimes it can be difficult to step back and recall our own educational choices.

Looking back, I can say I selected my first university because they chose me. A National Merit Commended Scholar, I found myself being recruited with grants and scholarships. Moving on to my graduate degrees, I had financial aid in the form of tuition reimbursement from my employers for the local universities. My purchasing decisions were made easier by virtue of financial aid. I’m grateful to this day for that assistance. Over four decades later, have things changed? Yes and no. Consider the following.

  • The majority of students are online searching for colleges and universities using Facebook, Twitter, Instagram and other social networking tools.
  • In a Uversity/Zinch survey, two-thirds of students indicated conversations in social media influenced their decision on where to enroll.
  • Program selection is influenced by scholarships, financial aid, cost, program offerings, and how they are treated by admissions personnel. Why? Because, according to Dr. Don Martin, higher education admissions expert, author, and former admissions dean at Columbia University, Northwestern University, Wheaton College, and University of Chicago Booth School of Business, the best predictor of how a student will be treated while she is in a program is how she was treated as a prospective student.
  • When a prospective student begins to apply to a program, she often wants to speak to current students and alumni. Not only do prospective students want to know about how hard the curriculum is and if the professors are good, but how students are made to feel about themselves (Palmer & Koenig-Lewis, 2011).
  • Prospective students want to know if they can obtain jobs and careers in their chosen profession with this educational program. When applying, they want to know what employment opportunities and opportunities for advancement in careers will be available because of this degree.

Does this mean the student is a customer?  I would venture to say that when students are examining their options and searching for a college, university, or program, they are behaving like customers. The 4Ps of marketing, Product, Place, Price, and Promotion, are very much in play while they make their decision. However, a portion of our selection process should include an assessment of the student’s interest in and ability to make the change from being customers to health care management professionals in training.

Once we choose each other and the student is admitted, it is our job as faculty to support them in that transition. According to Holdford (2014) that means we must move the students from being self-centered to becoming patient-centered. He proposes we focus on the patient as the customer in our curricula, where:

“…education is a privilege, professional competence is the goal and outcome of education, education is a collaboration of students and faculty together, grades provide feedback on effort and performance, faculty members and students co-create the educational experience, students are held accountable, and the ultimate goal for students is a career where one can make a difference” (Holdfold, 2014, p. 4).

Part of the professionalization process is faculty modeling excellent interpersonal skills, even when a student is not performing well in a course. This isn’t “pandering” to the student, this is coaching and mentoring the student to a higher performance level. Feedback can be encouraging even when a student has performed poorly on an assessment. I recently had a student thank me for my constructive feedback on an assignment on which she had earned a less than optimal grade due to grammar. With coaching, she understood where she failed to meet the mark and what she needed to do to achieve it next time. She is now empowered by my feedback to demonstrate her communication and writing competencies on her next assignment.

After over two decades in higher education, I can attest to the power of treating students as part of this team sport called teaching. Former students continue to stay in touch with me to tell me about their careers and families. I continue to mentor many and encourage them to go on for additional educational work.  As we engage in the process of recruiting, retaining, educating, and graduating the next generation of healthcare managers, we must keep in mind that we are helping them to develop from higher education customers into the professionals we want to have as colleagues and friends.

Sharon B. Buchbinder, RN, PhD

Sharon Buchbinder is Professor and Program Coordinator for the MS in Healthcare Management at Stevenson University in the Graduate and Professional School and former chair of the Association of University Programs in Health Administration (AUPHA). She is also the author of three books from Jones & Bartlett: Introduction to Health Care Management, Cases in Health Care Management, and Career Opportunities in Health Care Management.

Here are some references if you are interested in this topic:

Buchbinder, S. (2010). Teaching as a contact sport. http://blogs.jblearning.com/health/2010/11/01/teaching-as-a-contact-sport/

Danjuma, I., & Rasli, A. (2012). Service quality, satisfaction, and attachment in higher education institutions: A theory of planned behavior perspective. International Journal of Academic Research, 4(2), 96-103.

Holdford, D. A. (2014). Is a pharmacy student the customer or the product? American Journal of Pharmaceutical Education, 78(1), 1-5.

Iuliana, P., & Mihai, I. D. (2011). Knowing our “clients” for a better management in higher education services. Journal of Academic Research in Economics, 3(3), 355-362.

Ivana, D., Pitic, D., & Drăgan, M. (2013). Demographic factors in assessing quality in higher education: Gender differences regarding the satisfaction level of the perceived academic service quality. Quality Assurance Review, 5(1/2), 95.

Mark, E. (2013). Students are not products. They are customers. College Student Journal, 47(3), 489-493.

Mark, E. (2013). Student satisfaction and the customer focus in higher education. Journal of Higher Education Policy & Management, 35(1), 2-10. doi:10.1080/1360080X.2012.727703

Oluseye, O. O., Tairat, B. T., & Emmanuel, J. O. (2014). Customer relationship management approach and student satisfaction in higher education marketing. Journal of Competitiveness, 6(3), 49-62. doi:10.7441/joc.2014.03.04

Palmer, A., & Koenig-Lewis, N. (2011). The effects of pre-enrolment emotions and peer group interaction on students’ satisfaction. Journal of Marketing Management, 27(11/12), 1208-1231. doi:10.1080/0267257X.2011.614955

Robinson, L., & Sykes, A. (2014). Listening to students’ views on NSS data for quality enhancement. Health & Social Care Education, 3(1), 35. doi:10.11120/hsce.2013.00035

Uversity/Zinch. (2014). Digital, social, mobile: The 2014 Social admissions report. http://www.uversity.com/downloads/presentations/2014-Social-Admissions-Report-Webinar.pdf

Webster, R. L., & Hammond, K. L. (2011). Are students and their parents viewed as customers by AACSB—International member schools? Survey results and implications for university business school leaders.  Academy of Educational Leadership Journal, 15(2), 1-17.

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