Pushing our Professional Paradigm: Developing Data-Driven Teams and Practices
High quality healthcare practices are derived from the careful and conscientious application of evidence to improve patients and family experiences and outcomes. However, in the child life profession, the demands of clinical responsibilities, student and employee supervision, and program administration can seem to leave little time in the day for systematic data collection, evaluation, and application. Therefore, this webinar will explore the importance of efficiently integrating data collection and analysis opportunities into existing child life programming to achieve clinical, academic, administrative, and research goals. Through inquiry and case examples, participants will identify opportunities for integrating intentional data acquisition and management practices to cultivate a data-driven culture of child life practice.
1. Participants will explore the importance of data-driven care-planning and program administration for improving patient and family outcomes, clinical training programs, and employee satisfaction.
2. Participants will identify characteristics of effective data-driven healthcare teams.
3. Participants will explore case examples of clinical, empirical, academic, and administrative implementations of collaborative data collection and analysis.
4. Participants will identify opportunities for integrating data collection and analysis into child life programming to promote best practices and improved quality of care.
Domain: Professional Responsibility
Dr. Jessika Boles, PhD, CCLS is a Child Life Team Lead in the pediatric critical care unit at the Monroe Carell Jr. Children’s Hospital at Vanderbilt in Nashville, Tennessee. Her educational background includes a Bachelor of Arts degree in religious studies from Rhodes College in Memphis, Tennessee, a Master of Education in applied child studies from Vanderbilt University, and a doctorate in educational psychology (with certificate in qualitative research) from the University of Memphis. Her clinical experience spans more than ten years across hematology/oncology, adolescent/young adult, and critical care populations and settings. As a researcher, Jessika situates child development and educational processes in culturally charged and healthcare-focused learning environments such as the pediatric hospital, outpatient clinic, and family. Blending recognizable, critical, and post-qualitative methods with established developmental theories, her research specifically deconstructs the ways in which children with cancer and other life-threatening illnesses, as well as caregivers and healthcare providers, learn about and enact complex social concepts such as health/illness, life/death, and loss/legacy. In addition to her clinical work, Jessika teaches graduate courses in play-based approaches to family stress and coping, research trends and techniques in pediatric healthcare, research design, and applied developmental assessment at Vanderbilt University.