No abstract

Delays in follow-up after cancer screening contribute to racial/ethnic disparities in cancer outcomes. We evaluated a patient navigator intervention among innercity women with breast abnormalities. A full-time patient navigator supported patients using the care management model. Female patients 18 years and above, referred to an urban, hospital-based, diagnostic breast health practice from January to June 2000 (preintervention) and November 2001 to February 2003, were studied. Timely follow-up was defined as arrival to diagnostic evaluation within 120 days from the date the original appointment was scheduled. Data were collected via computerized registration, medical records, and patient interview. Bivariate and multivariate logistic regression analyses were conducted, comparing preintervention and intervention groups, with propensity score analysis and time trend analysis to address the limitations of the pre-post design. 314 patients were scheduled preintervention; 1018, during the intervention. Overall, mean age was 44 years; 40% black, 36% non-Hispanic white, 14% Hispanic, 4% Asian, 5% other; 15% required an interpreter; 68% had no or only public insurance. Forty-four percent of referrals originated from a community health center, 34% from a hospital-based practice. During the intervention, 78% had timely follow-up versus 64% preintervention (P < .0001). In adjusted analyses, women in the intervention group had 39% greater odds of having timely follow-up (95% CI, 1.01-1.9). Timely follow-up in the adjusted model was associated with older age (P ¼ .0003), having private insurance (P ¼ .006), having an abnormal mammogram (P ¼ .0001), and being referred from a hospital-based practice, as compared to a community health center (P ¼ .003). Our data suggest a benefit of patient navigators in reducing delay in breast cancer care for poor and minority populations.

This research explores an important psychological capacity in the current boundaryless career environment-optimism. Optimism has been associated with flexibility and adaptability amidst stressful situations (Shifren & Hooker, 1995), which, we argue here may be particularly useful in the current unpredictable career environment. We explore the relationship between optimism and the structure and quality of individuals' developmental networks in a sample of young adults. Analyses are based upon a 10-year longitudinal study (1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006) Optimism and the Boundaryless Career 3In the fifteen years since the concept of the -boundaryless career‖ was first introduced in

No abstract

In times of change, leaders need to be more agile than ever. Adapting to new business strategies, working across cultures, dealing with temporary virtual teams, and taking on new assignments all demand that leaders be flexible and agile. But what does being "agile" mean? Are some leaders better at this than others and, if so, how did they get to be that way? Researchers at the Center for Creative Leadership (CCL ®) and Teachers College, Columbia University investigated these questions resulting in some important conclusions for leaders who wish to thrive in today's turbulent times.

No abstract

Having struggled for several years with not only trying to define learning agility but attempting to measure this construct as well (Mitchinson, Gerard, Roloff, & Burke, 2012;Mitchinson & Morris, 2012)-a far more daunting task-it is our desire to state at the outset that we are grateful to DeRue, Ashford, and Myers ( 2012) for (a) their work on ''conceptual clarity '' and (b) helping us feel that we are no longer alone in our pursuit of definition and relevant theory. With these points in mind, we have three comments to contribute to the focal article. First, although the article provides academic rigor to the construct of learning agility that, to date, has been lacking, it potentially comes at a cost to the practical use of the construct's origins. Second, although the authors place much needed effort on clarifying exactly what is meant by the term ''agility,'' we argue that the term ''learning'' requires equal-perhaps greater-scrutiny. Finally, we close with an exploration of some of the benefits and challenges of constructing a measure of learning agility based on this new model.

No abstract