Ventilator-associated pneumonia (VAP) is a healthcare-associated infection (HAI), or more specifically, a healthcare-associated pneumonia (HAP) that can lead to significant morbidity and mortality in hospitalized patients that are being mechanically ventilated. There are established evidence-based guidelines in existence designed to reduce or eliminate VAP from occurring and when properly maintained have been shown to reduce the incidence of VAP. Nurses are at the frontline adhering to the VAP protocol through its integration into their workflow. It is yet unknown what elements of the protocol and workflow contribute to a successful VAP reduction in occurrence and increased patient safety. This program evaluation project, guided by an adapted Systems Engineering Initiative for Patient Safety (SEIPS) model, takes a human-factors approach towards answering these questions. It specifically examines the VAP protocol in a large urban southwestern teaching hospital to evaluate program effectiveness using a human factors approach. Building on the work of Carayon, et al. (2006) and Jansson et al. (2013), I present the findings from this program evaluation project using an adapted SEIPS model that sought to evaluate the VAP prevention program from a human factors perspective addressing the following aims: Aim 1. Determine the effectiveness of using the adapted SEIPS model to evaluate a VAP quality improvement (QI) project; Aim 2. Evaluate a VAP QI program taking a human factors approach; and Aim 3. Using the adapted SEIPS model, identify elements of the VAP bundle that nurses perceive as strength and weaknesses. The project was completed with the following findings: Based on this work the adapted SEIPS model demonstrates usefulness for evaluating QI projects. It would be interesting to continue this work with QI projects to see how well it performs.

Administrators of a New Jersey school district implemented a 1:1 laptop initiative in Grades 6-8 in 2013 to bolster student achievement. An evaluation had not been conducted to ascertain the effectiveness of the initiative. The purpose of this study was to examine the effect of the 1:1 laptop initiative on student achievement. The conceptual framework for this study was Stufflebeam's context, input, process, and product evaluation model. The focus of the research question was the differences in New Jersey Assessment of Skills and Knowledge math scores between students involved in the 1:1 laptop initiative for 1 year and students who were not involved. A quantitative post hoc analysis was used to examine data collected from the state assessment database using a convenience sample of only 6th grade students (n = 109). The students' data on the statewide test revealed a mean difference between the 1:1 group (n = 57) which scored 13 points higher than the control group (n = 52). Results of an independent t test were statistically significant at the p = 0.062 level. A position paper based on study findings includes recommendations to the local board of education to continue the initiative and plan professional development for teachers. Further research should be conducted to evaluate the effectiveness of the initiative. Investments in technology such as this initiative may result in improved teaching and learning as a positive social change outcome. Being involved in a 1:1 laptop initiative at an early age in school may assist students in becoming literate in the use of technology, which may help them meet their future career goals.