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The traditional approach to practice has focused on the physical structure of practice, manipulating parameters like duration, spacing, task variations, practice order, and whether tasks are practiced in parts or as a whole and physically or mentally. The emergence of the deliberate practice framework shifted the focus to the learner's attitude or mindset toward practice. It argues that the most effective practice involves a consciously effortful, workman-like approach to remedying weaknesses in performance. In the current paper, we build on the notion of deliberate play that arose in response to the deliberate practice framework. Rather than view deliberate play as a forerunner to deliberate practice, we argue that a playful approach to practice can benefit the learning process at any stage of learning or skill development. We draw on contemporary research in motor learning and development, in developmental and evolutionary psychology, and in education to highlight the benefits of a playful approach to practice on motor skill learning. We end with practical suggestions for encouraging a playful approach to practice and learning. [ABSTRACT FROM AUTHOR]

Background: During childbirth, complications may arise which necessitate an expedited delivery of the fetus. One option is instrumental assistance (forceps or a vacuum-cup), which, if used with skill and sensitivity, can improve maternal/neonatal outcomes. This review aimed to understand the core competencies and expertise required for skilled use in AVD in conjunction with reviewing potential barriers and facilitators to gaining competency and expertise, from the point of view of maternity care practitioners, funders and policy makers. Methods: A mixed methods systematic review was undertaken in five databases. Inclusion criteria were primary studies reporting views, opinions, perspectives and experiences of the target group in relation to the expertise, training, behaviours and competencies required for optimal AVD, barriers and facilitators to achieving practitioner competencies, and to the implementation of appropriate training. Quality appraisal was carried out on included studies. A mixed-methods convergent synthesis was carried out, and the findings were subjected to GRADE-CERQual assessment of confidence. Results: 31 papers, reporting on 27 studies and published 1985–2020 were included. Studies included qualitative designs (3), mixed methods (3), and quantitative surveys (21). The majority (23) were from high-income countries, two from upper-middle income countries, one from a lower-income country: one survey included 111 low-middle countries. Confidence in the 10 statements of findings was mostly low, with one exception (moderate confidence). The review found that AVD competency comprises of inter-related skill sets including non-technical skills (e.g. behaviours), general clinical skills; and specific technical skills associated with particular instrument use. We found that practitioners needed and welcomed additional specific training, where a combination of teaching methods were used, to gain skills and confidence in this field. Clinical mentorship, and observing others confidently using the full range of instruments, was also required, and valued, to develop competency and expertise in AVD. However, concerns regarding poor outcomes and litigation were also raised. Conclusion: Access to specific AVD training, using a combination of teaching methods. Complements, but does not replace, close clinical mentorship from experts who are positive about AVD, and opportunities to practice emerging AVD skills with supportive supervision. Further research is required to ascertain effective modalities for wider training, education, and supportive supervision for optimal AVD use. Plain language summary: During the late stages of childbirth, complications can occur which require rapid birth of the baby. This can be facilitated with instruments (usually forceps or a suction cup) or by surgery (caesarean section). In some circumstances, instrumental birth (also termed assisted vaginal delivery, AVD) may be a better option than caesarean section. AVD requires practitioners to develop skills, competence and expertise in the procedure. Our aim for this review was to examine practitioners', funders' and policy makers' views about competence and expertise in AVD, how they can best gain this, the barriers and facilitators to implementing training packages, and their views, opinions and perspectives of their training. We included 27 studies (published 1985–2020), mostly from high-income countries. We had moderate confidence on one findings statement, with the rest assessed with low confidence. We found that practitioners valued extra training in AVD, observing others using the different instruments, and opportunities for clinical supervision, mentorship to gain experience, competence and expertise. We also found that, from the practitioners' perspective, competence encompasses a number of inter-related skill sets; non-technical skills (e.g. effective communication with the labouring woman), broad clinical skills (e.g. capacity to assess the whole clinical picture) and technical instrumental skills (e.g. correct application of a vacuum cup to the fetal head, or capacity to turn the baby so it is in the right position). Practitioners also identified a number of barriers and facilitators that supported (or did not support) their training needs and development. [ABSTRACT FROM AUTHOR]

The idea that education can imbue the learner with the skills, values and attitudes necessary for active citizenship has come to permeate mainstream educational discourse. This paper examines the relevance of that discourse for prison education and considers what it may have to offer the prison learner? It suggests that it has much to offer because 'citizenship' is itself a learning process that instils developmental and transformative change. Thus, prison educators should not only think of learning as a key dimension of citizenship but citizenship as a key dimension of learning. Accordingly, 'civic competency' should be seen to be just one more 'literacy' prisoners need to master in order to lessen their educational, social and political marginalisation. The paper concludes with the argument that civic competency can be taught best within the paradigm of transformative learning because that ideology and approach is focused less on enabling prisoners to know their place in society and more on enabling them reconceptualise their place in society. [ABSTRACT FROM AUTHOR]

The aim of contemporary language for specific purposes (LSP) is to prepare students for independent and competent performance in the globalised world of English as a lingua franca, with oral presentations as an indispensable element. Recognising that many students experience anxiety when faced with public speaking, teachers need to boost their self-confidence and improve their oral presentation skills, which can be achieved by promoting team-work and collaborative learning. The aim of this paper is to explore whether peer assessment of oral presentations influences the level of students' attainment of oral presentation skills. The research was conducted at the Dag Hammarskjöld University College of International Relations and Diplomacy in Zagreb. The participants assessed their colleagues' presentations at the beginning and the end of the semester by using rubrics. They appeared to have improved after receiving peer feedback, at least according to their peers' comments and slightly higher rating on the rubric. Additionally, the analysis of the participants' attitudes toward peer assessment complements the quantitative findings, demonstrating that participants recognise its importance and are able to self-reflect more efficiently on their own and their colleagues' work. [ABSTRACT FROM AUTHOR]

To deliver spiritual care, professionals must be skilled in physical, mental, social, and spiritual care. Spiritual care competence includes knowledge, behaviors, attitudes, and skills that enable successful or efficient care. This review aims to identify the scope of competence and the specific skills, knowledge, and attitudes used in providing spiritual care to people needing palliative care, and the main challenges and facilitators. A scoping review was developed using the Joanna Briggs Institute methodology. Six databases (Web of Science; MEDLINE/Pubmed; Scopus; CINAHL; MedicLatina and SciELO) were searched in September 2023, with an update in January 2024. The resulting 30 articles were analyzed using a content analysis approach. Information was categorized into three domains: cognitive, affective, and functional (based on three personal resources: intrapersonal, interpersonal, and transpersonal). Palliative care professionals face a lack of training and insufficient preparation to deliver spiritual care. Spiritual care competence depends on professional spiritual development and experience, spiritual intelligence (cognitive), spiritual humility (affective), and having a critical and reflexive mind (functional). In the future, palliative care should seek to improve competent spiritual care. This review could help clarify the real configuration of competent spiritual care and lead to improvements in a professional's empowerment when delivering effective spiritual care to patients and families. [ABSTRACT FROM AUTHOR]

We describe the development of an evidence-based training intervention on domestic violence and child safeguarding for general practice teams. We aimed - in the context of a pilot study - to improve knowledge, skills, attitudes and self-efficacy of general practice clinicians caring for families affected by domestic violence. Our evidence sources included: a systematic review of training interventions aiming to improve professional responses to children affected by domestic violence; content mapping of relevant current training in England; qualitative assessment of general practice professionals' responses to domestic violence in families; and a two-stage consensus process with a multi-professional stakeholder group. Data were collected between January and December 2013. This paper reports key research findings and their implications for practice and policy; describes how the research findings informed the training development and outlines the principal features of the training intervention. We found lack of cohesion and co-ordination in the approach to domestic violence and child safeguarding. General practice clinicians have insufficient understanding of multi-agency work, a limited competence in gauging thresholds for child protection referral to children's services and little understanding of outcomes for children. While prioritising children's safety, they are more inclined to engage directly with abusive parents than with affected children. Our research reveals uncertainty and confusion surrounding the recording of domestic violence cases in families' medical records. These findings informed the design of the RESPONDS training, which was developed in 2014 to encourage general practice clinicians to overcome barriers and engage more extensively with adults experiencing abuse, as well as responding directly to the needs of children. We conclude that general practice clinicians need more support in managing the complexity of this area of practice. We need to integrate and further evaluate responses to the needs of children exposed to domestic violence into general practice-based domestic violence training. [ABSTRACT FROM AUTHOR]

Using a learning theory is key when designing simulation-based learning linked to allied health professional placements to ensure the purposeful selection of educational methods and to understand how it may assist learners in achieving desired learning outcomes. A narrative review was undertaken to identify the learning theories reported in simulation-based learning linked to allied health professional placements and how the learning outcomes aligned with the reported theories. Only eight of the 25 reviewed studies explicitly reported a learning theory, with minimal attempt to link them to the learning experience. Educators are encouraged to develop an understanding of the breadth and depth of learning theories and how they can best align these with the desired learning outcomes to allow the best fit for purpose. As a result, the authors have developed a practical guide to assist educators in designing simulation-based learning to better understand how learning theories could be incorporated and the anticipated outcomes that could be measured. [ABSTRACT FROM AUTHOR]

Objective: This qualitative research project set out to explore how, and by what means, participation in group clinical supervision might impact nurses. It aimed to describe participant perceptions of the processes within a long running reflective practice group for intensive care nurses and explore these in relation to relevant theory. Background: Interpersonal aspects of care are central to the nursing role, however, the associated emotional labour can develop into moral distress, compassion fatigue and burnout. Australia's peak nursing and midwifery bodies have released a joint position statement on the importance of supervision for nurses. Group supervision interventions, such as reflective practice groups, mitigate stress, promote learning and support interpersonal aspects of nursing. Method: Twenty-two intensive care nurses from a reflective practice group that had been running for 10 years, participated in focus groups convened by an independent researcher. Thematic analysis identified key perceptions relating to process and outcomes. Results: Group identification, voluntary participation and skilled facilitation created an enabling environment for nurses to self-disclose. The sense of universality experienced by participants, along with increased empathy, enabled reflection and selfevaluation relevant to the group prototype of the ideal nurse. Authentic emotional expression was seen to provide respite from emotional labour, thereby regenerating resources for nurses to cope with job demands. Discussion: Key themes can be aligned to social psychology constructs of group identity, task interdependence and homogeneity, supporting earlier studies that suggest group cohesion is comprised of measurable factors. By developing and aligning with these constructs, the facilitator assists the group to establish a safe space whilst conceptualising and aspiring to a model for the professional and compassionate nurse. Conclusion: Social psychology constructs can help develop practice and research of group supervision for nurses. In clinical nursing settings, group identity is particularly salient and facilitator interventions should aim to strengthen this. The development of a AUTHORS DEBBIE J RESCHKE BEc GDipDevAdmin MPopSt1 CHRIS DAWBER Ma MH Nursing, Ma MH Psychotherapy, Cert Dev Psych, MHN Cred2 PRUDENCE M MILLEAR PhD, Ba Psychology (Honours) 1 LUIGI MEDORO DClinPsych, PostGrad Dip Psych, BA2 1 School of Health and Behavioural Sciences, University of the Sunshine Coast, Queensland, Australia 2 Mental Health and Addiction Service, Sunshine Coast University Hospital & Health Service, Queensland, Australia CORRESPONDING AUTHOR CHRIS DAWBER Sunshine Coast University Hospital & Health Service PO Box 367, Golden Beach, QLD, Australia 4551. Email: Chris.Dawber@health.qld.gov.au Group clinical supervision for nurses: process, group cohesion and facilitator effect sense of universality, when combined with voluntary participation and a focus on intra-group process, can enhance cohesion and create a safe space for selfdisclosure. This enables nurses to explore actions and responses to clinical situations and explore emotions incongruent with the ideal nurse prototype, thereby promoting restorative and formative benefits. Implications for research, policy, and practice: This study adds to our understanding of processes in group clinical supervision for nurses and suggests that it is appropriate to apply social identity theory to improve practice and research. It will be of interest to nurses and nursing leaders who wish to develop supervision programs. What is already known about this topic? • Compassion fatigue, emotional labour and moral distress contribute to nurse burnout. • Group Clinical Supervision can help mitigate stress, enhance learning and support interpersonal aspects of nursing care. • The supervisory alliance is an important factor in effective clinical supervision whilst group cohesion is an important factor in the effectiveness of group work. What this paper adds: • Reflective Practice Groups (RPG) are defined as a form of Group Clinical Supervision that utilise social support as a resource. • RPG facilitation principles are aligned with social psychology constructs of group identity, task interdependence and homogeneity. • Alliance with the facilitator and cohesion within the group, enhanced by voluntary participation and facilitation techniques, allow group members to access restorative and formative benefits whilst prompting self-evaluation against the group ideal nursing prototype. [ABSTRACT FROM AUTHOR]

Objectives: The objective of this paper was to determine the extent to which dry needling is instructed in entry-level education programs for physical therapists. Methods: Program directors from 226 entry-level education programs recognized by the Commission on Accreditation in Physical Therapy Education were recruited via e-mail to participate in an anonymous 35-item electronic survey during the 2017-2018 academic year. The survey evaluated dry needling curricula, faculty qualifications, attitudes and experience, and programs' future plans for teaching dry needling. Results: A total of 75 programs responded to the survey (response rate = 33.1%). Forty (53.3%) had integrated dry needling theory and psychomotor training into their programs and 8 (10.6%) planned to include such content in their curriculum in the future. Of the 40 respondents, 28 indicated that dry needling education was integrated into a required course, 4 indicated that dry needling was an elective course, and 8 did not specify how dry needling education was integrated. Faculty teaching dry needling appear to be well qualified, with the majority having 5-10 years of experience using dry needling in clinical practice. The primary reason for programs not teaching dry needling is that it was not considered an entry-level skill. Discussion: There appeared to be variability in how dry needling was integrated into the curricula, as well as in the depth and breadth of instruction. Our research may serve as a baseline for faculty to assess existing dry needling curricula and as a guide for developing curricula in new or existing physical therapy programs. [ABSTRACT FROM AUTHOR]

This paper presents the major findings and recommendations from a formative evaluation of the first of a 2-year in-service training program. This program was designed for the professional development of math teachers. It was developed following an educational reform, which was meant to enhance the teachers' ability to generate changes in their teaching methods and implement them in class. The teachers' attitudes towards the program were examined using close-ended questionnaires and open-ended questions which were administered to 19 teachers at the end of their first year of inclusion in the program. The research findings attested to the contribution of the program to the teachers' development - mainly to those with longer experience in math teaching - in the area of the taught discipline itself, as well as in the didactic-educational area and the personal-emotional area. These findings were anchored in a conceptual framework of a model of the development of the teachers' nature of concern and interest regarding the change. The article discusses the potential instrumental and conceptual application of the findings in a focused decision-making process pertaining to running the program, and to a research-based accompaniment of the implementation process of professional development programs. [ABSTRACT FROM AUTHOR]

As a stage-based model of learning, the Instructional Hierarchy offers a useful heuristic for organizing research on effective instructional strategies at different levels of skill proficiency. In this paper, we summarize and highlight the unique contributions of each empirical study presented in the special issue. We describe common methodological features across the studies that likely contributed to intervention effectiveness, and present several implications for research and practice. [ABSTRACT FROM AUTHOR]

Background: Sodium-glucose co-transporter 2 inhibitors (SGLT2 I) has cardiorenal protective properties and are recommended for patients with diabetes and established atherosclerotic cardiovascular disease (ASCVD) and/or chronic kidney disease (CKD). Although cardiorenal complications are high in diabetes and pose a significant financial burden on the Hong Kong health care system, the use of SGLT2 I in these populations remains low. And yet this issue has not been explored in Hong Kong primary care. This study aimed to explore factors affecting primary care doctors' prescribing of SGLT2 I in patients with diabetes and established ASCVD/CKD in Hong Kong. Methods: A phenomenological qualitative research using semi-structured interviews was conducted between January and May 2021 in one Hospital Authority cluster in Hong Kong. Purposive sampling was employed to recruit primary care doctors in the cluster. The Theoretical Domains Framework (TDF) underpinned the study and guided the development of the interview questions. Data was analysed using both inductive and deductive approaches. The Consolidated criteria for reporting qualitative research (COREQ) checklist was used to guide the reporting. Results: Interviews were conducted with 17 primary care doctors. Four overarching themes were inductively identified: knowledge and previous practice patterns influence prescription, balancing risks and benefits, doctors' professional responsibilities, and system barriers. The four themes were then deductively mapped to the nine specific domains of the TDF: knowledge; intention; memory; beliefs about capabilities; beliefs about consequences; goals; role and identity; emotion; and environmental constraints. Most interviewees, to varying extent, were aware of the cardio-renal advantages and safety profile of SGLT2 I but are reluctant to prescribe or change their patients to SGLT2 I because of their knowledge gap that the cardio-renal benefits of SGLT2 I was independent of glyacemic efficacy. Other barriers included their considerations of patients' age and renal impairment, and patients' perceptions and preferences. Conclusions: Despite evidence-based recommendations of the utilisation of SGLT2 I in patients with established ASCVD/CKD, the prescription behaviour among primary care doctors was affected by various factors, most of which were amendable. Our findings will inform the development of structured interventions to address these factors to improve patients' cardio-renal outcomes. [ABSTRACT FROM AUTHOR]

Intelligence, like creativity and wisdom, has an attitudinal component as well as an ability-based one. The attitudinal component is at least as important as the ability-based one. Theories of intelligence, in ignoring the attitudinal component of intelligence, have failed to account fully or accurately for why so many people who have relatively high levels of intelligence as an ability fail fully to deploy their ability, especially toward positive ends. The article reviews the need to view intelligence as comprising an attitude as well as an ability, and surveys reasons why people's lack of an intelligent attitude hinders their deployment of intelligence. Suggestions are made for how things could change in a positive way. [ABSTRACT FROM AUTHOR]

This qualitative evaluation study examined the impact of unstructured intervention on people with depression in a community mental health centre in Hong Kong. In the intervention, service users initiated groups and designed group activities by themselves, with social workers as facilitators. Semi‐structured interviews were conducted with service users enrolled in unstructured intervention, their family members, and service providers in 2019. Overall, 32 participants were recruited through purposive sampling. The results revealed that peer interactions helped participants to feel accepted and understood. Participants also acquired experience with emotional coping strategies and practised their interpersonal skills, and by learning new skills from peers, they were able to rebuild their self‐esteem and improve their relationships with friends and family. To cater to clients' different needs and concerns, unstructured activities should be diversified. Family and social functioning should also be emphasised in the development of unstructured intervention because the generic skills and knowledge acquired from unstructured activities with peers could help to enhance family relationships, self‐confidence, and the ability to manage issues related to working and socialising. [ABSTRACT FROM AUTHOR]

Background: Although evidence-based practice (EBP) is largely supported across healthcare professions, its implementation in manual therapy professions such as osteopathy remains limited and debated. There is currently little knowledge of how Spanish osteopaths relate to EBP.Objectives: The main aim of this study was to investigate the attitudes, skills and use of EBP among Spanish osteopaths. A secondary aim was to identify barriers and facilitators for the adoption of EBP in the Spanish osteopathic context.Methods: National cross-sectional survey of Spanish osteopaths registered and non-registered to an osteopathic association in Spain. Eligible participants were invited by a range of recruitment strategies including email and social media campaigns to complete the Spanish-translated Evidence-Based practice Attitude and utilization Survey (EBASE) anonymously online.Results: A total of 567 osteopaths completed the survey which represents an approximate response rate of 9%. Participant's attitudes toward EBP were largely positive. Most respondents agreed or strongly agreed that EBP was necessary in the practice of osteopathy (89.6%) and that professional literature and research findings were useful to their day-to-day practice (88.9%). Levels of perceived skill in EBP were reported as low to moderate with lowest levels for items related to 'research conduct'. Except reading/reviewing professional literature and using online search engines to find practice-related literature, participant engagement in all other EBP-related activities was generally infrequent. The perceived proportion of clinical practice that was based on clinical research evidence was reported to be very small. Main barriers to EBP uptake included a lack of clinical evidence in osteopathy and insufficient skills for applying research findings. Main facilitators of EBP uptake included access to full-text articles, internet at the workplace and online databases.Conclusions: Spanish osteopaths were largely supportive of evidence-based practice, had low to moderate skills in EBP and engaged in EBP activities infrequently. Formal regulation of the profession in Spain and the inclusion of osteopathic programs into the university sector would potentially improve EBP skills and use. [ABSTRACT FROM AUTHOR]

Well-developed professional development opportunities are a crucial component in ensuring that faculty engaging in assessment are equipped to do this work well. Creating these opportunities requires clear expectations of the knowledge, skills, and attitudes necessary to conduct assessment work. Additionally, the knowledge and skill requirements of faculty conducting assessment are often different from those of professionally trained assessment practitioners. Although higher education student affairs organizations have developed frameworks for assessment skills, no formal framework of knowledge, skills, and attitudes exists to drive professional development in assessment within academic affairs. This article provides a framework of assessment-related knowledge, skills, and attitudes that are important to the professional development of faculty assessment practitioners, targeting three levels of complexity. This framework can be used to evaluate current professional development offerings and plan new, intentionally designed programs in accordance with backward-design principles. [ABSTRACT FROM AUTHOR]

Aim: To explore what thoughts, feelings, and learning processes were involved in obese participants' lifestyle change during an acceptance and commitment therapy (ACT) lifestyle intervention delivered in primary health care. Background: Previous studies have revealed that lifestyle interventions are effective at promoting initial weight loss, but reduced weight is often difficult to sustain because of the failure to maintain healthy lifestyle changes. Achieving and maintaining lifestyle changes requires to learn self-regulation skills. ACT-based lifestyle interventions combine many self-regulatory skill factors, and the results from previous studies are promising. Research on the individual learning processes of lifestyle change is still needed. Methods: This study investigated a subset of data from a larger web-based lifestyle intervention. This subset consisted of online logbooks written by 17 obese participants (n = 17, body mass index mean 41.26 kg/m2) during the six-week online module. The logbooks were analyzed via data-driven content analysis. Findings: Four groups were identified based on the participants being at different phases in their lifestyle changes: stuck with barriers, slowly forward, reflective and hardworking, and convincingly forward with the help of concrete goals. Differences between the groups were manifested in personal barriers, goal setting, training of mindfulness and acceptance, and achieving healthy actions. The ACT-based lifestyle intervention offered participants an opportunity to reflect on how their thoughts and feelings may hinder healthy lifestyle changes and provided tools for learning psychological flexibility. [ABSTRACT FROM AUTHOR]

I examine the feasibility of developing emotional intelligence (EI) from the vantage point of organizational endeavor versus individual initiative. I challenge the view that organizations can readily develop the EI of individuals. I articulate a number of barriers that impair these endeavors. I propose a conceptual map, which illustrates the process of organizations attempting to develop EI, as well as the impact of these barriers. Instead of organizational endeavors to develop EI, I advocate a self-initiated modification of attitudes in order to foster enhanced self-awareness. I argue that this can give rise to the emotional and intellectual growth that lies at the heart of the ability conceptualization of EI. I conclude that the barriers identified can considerably impair the prospect of developing El in an organizational context. Conversely, encouraging individuals to foster their El using a personal development initiative may have great remedial effects, transcending the dichotomy of private and organizational life. [ABSTRACT FROM AUTHOR]

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Adjustment after total laryngectomy is complex, and the resultant support needs are extensive. Current practice is often guided by health‐related quality of life measures. While useful, many of these tools were developed without considering the perspectives of people who have experienced the surgery. To improve understanding of the support needs after total laryngectomy, multiple viewpoints were examined, for example individuals with a laryngectomy (IWL), significant others (SO) and health professionals (HP). A qualitative study explored the perspectives of 28 individuals (IWL—seven men and five women, nine SO and seven HP). Data were collected through in‐depth, semi‐structured interviews and analysed using constructivist grounded theory and symbolic interactionism. The data suggested that the construct “being supported to develop competence and resilience” is a multidimensional and nonlinear phenomenon underpinned by the interactive processes “perceiving influencing factors,” “building trusting relationships” and “sharing and balancing the care.” The findings highlight the significant contribution the care triad (i.e., IWL, SO and HP) plays and the factors influencing care, safety and dignity for IWL. Furthermore, support is optimised when all stakeholders are competent with the care. In turn, reduced competence increases the burden for one or all in the triad. [ABSTRACT FROM AUTHOR]

Aim: The Social Competence and Behavior Evaluation Scale (SCBE-30) is a 30-item questionnaire designed to assess preschoolers' behavioral problems (externalizing and internalizing) and social competence. It is widely used in the developmental research. This study aims to contribute to the adaptation and validation of the Portuguese version of the teachers' short form of the SCBE-30 (Psychol. Assess. 8:369-777, 1996). Method: Participants were 361 children from 3 to 6 years old whose preschool teachers completed the SCBE-30. For external validation purposes children completed arithmetic and theory of mind tasks, and parents completed a socio-demographic questionnaire. Results: Confirmatory factor analysis did not confirm the 10-item-subscale solution of the original SCBE-30 version. Instead, a five-item-subscale was found as a better solution. Discussion: The reduced 15-item version replicates the three-factor structure, shows good psychometric properties and meets external validation criteria. Further research should focus on the invariance of the factor structure of the SCBE-30 between cultures. [ABSTRACT FROM AUTHOR]

The article discusses the author's views about principles for optimizing U.S. student-edited law review platforms, and it mentions the professional activities of law teachers which include teaching, service, and scholarship. The attitudes of legal scholars are addressed, along with the value that is associated with student-edited law reviews. Writing skills, legal research, and reasoning are assessed, as well as information about virtual roundtable-related liquid networks.

Information is very essential in any organization especially in a government based environment where information are needed for policy making. However, some of the instruments used for getting information are not well managed by the civil servants who are the custodian of this research information. This study investigated the attitude of policymakers in terms of the types, availability and accessibility of research information in making policy. Focusing particularly on the types of research information needed by senior civil servants in making policies, frequency of use of research information source, accessibility of information for decision making and the challenges encountered in the course of using them. The descriptive research method was adopted, using a pre-tested self-administered questionnaire to gather information from 166 senior civil servants randomly selected from selected ministries in Lagos state, as data collection instrument. Results indicated that information provided by ones ministry, information on project implemented by ones ministry, information on infrastructural development and information on human resources and skills available at ones ministry are the most used information by policymakers in making policy. The study also showed that internal files, colleagues or superior, newspaper, government publication and internet are the most frequently used and accessible information sources for policymaking. Impracticability of research recommendation politically and financially, too much information to absorb and contradictions in information from different researchers are the major constraints to research output. The study recommended among other suggestions that policymakers must consider wider ranges of research information sources for effective policy making. [ABSTRACT FROM AUTHOR]

Background: Supportive supervision is a way to foster performance, productivity, motivation, and retention of health workforce. Nevertheless there is a dearth of evidence of the impact and acceptability of supportive supervision in low- and middle-income countries. This article describes a participatory process of transforming the supervisory practice of district health managers to create a supportive environment for primary healthcare workers. Objective: The objective of the study was to explore how district health managers can change their practice to create a more supportive environment for primary healthcare providers. Design: A facilitated co-operative inquiry group (CIG) was formed with Ngamiland health district managers. CIG belongs to the participatory action research paradigm and is characterised by a cyclic process of observation, reflection, planning, and action. The CIG went through three cycles between March 2013 and March 2014. Results: Twelve district health managers participated in the inquiry group. The major insights and learning that emerged from the inquiry process included inadequate supervisory practice, perceptions of healthcare workers' experiences, change in the managers' supervision paradigm, recognition of the supervisors' inadequate supervisory skills, and barriers to supportive supervision. Finally, the group developed a 10-point consensus on what they had learnt regarding supportive supervision. Conclusion: Ngamiland health district managers have come to appreciate the value of supportive supervision and changed their management style to be more supportive of their subordinates. They also developed a consensus on supportive supervision that could be adapted for use nationally. Supportive supervision should be prioritised at all levels of the health system, and it should be adequately resourced. [ABSTRACT FROM AUTHOR]

Background: Changes to the environment that support active travel have the potential to increase population physical activity. The Cambridgeshire Guided Busway is an example of such an intervention that provides new traffic-free infrastructure for walking, cycling and public transport. This qualitative investigation explored the diverse experiences of new transport infrastructure and its impacts on active travel behaviours. Methods: Thirty-eight adult participants from the Commuting and Health in Cambridge natural experimental study were purposively selected according to their demographic and travel behaviour change characteristics and invited to participate in semi-structured interviews between February and June 2013. A mixed-method, following-a-thread approach was used to construct two contrasting vignettes (stories) to which the participants were asked to respond as part of the interviews. Inductive thematic qualitative analysis of the interview data was performed with the aid of QSR NVivo8. Results: Perceptions of the busway's attributes were important in shaping responses to it. Some participants rarely considered the new transport infrastructure or described it as unappealing because of its inaccessibility or inconvenient routing. Others located more conveniently for access points experienced the new infrastructure as an attractive travel option. Likewise, the guided buses and adjacent path presented ambiguous spaces which were received in different ways, depending on travel preferences. While new features such as on board internet access or off-road cycling were appreciated, shortcomings such as overcrowded buses or a lack of path lighting were barriers to use. The process of adapting to the environmental change was discussed in terms of planning and trialling new behaviours. The establishment of the busway in commuting patterns appeared to be influenced by whether the anticipated benefits of change were realised. Conclusions: This study examined the diverse responses to an environmental intervention that may help to explain small or conflicting aggregate effects in quantitative outcome evaluation studies. Place and space features, including accessibility, convenience, pleasantness and safety relative to the alternative options were important for the acceptance of the busway. Our findings show how environmental change supporting active travel and public transport can encourage behaviour change for some people in certain circumstances. [ABSTRACT FROM AUTHOR]

Background: Evidence based practice (EBP) is being increasingly utilized by health care professionals as a means of improving the quality of health care. The introduction of EBP principles into the chiropractic profession is a relatively recent phenomenon. There is currently a lack of information about the EBP literacy level of US chiropractors and the barriers/facilitators to the use of EBP in the chiropractic profession. Methods: A nationwide EBP survey of US chiropractors was administered online (Nov 2012-Mar 2013) utilizing a validated self-report instrument (EBASE) in which three sub-scores are reported: attitudes, skills and use. Means, medians, and frequency distributions for each of the sub-scores were generated. Descriptive statistics were used to analyze the demographic characteristics of the sample. Means and proportions were calculated for all of the responses to each of the questions in the survey. Results: A total of 1,314 US chiropractors completed the EBASE survey; the sample appeared to be representative of the US chiropractic profession. Respondents were predominantly white (94.3%), male (75%), 47 (+/- 11.6) years of age, and in practice for more than 10 years (60%). EBASE sub-score means (possible ranges) were: attitudes, 31.4 (8-40); skills, 44.3 (13-65); and use, 10.3 (0-24). Survey participants generally held favorable attitudes toward EBP, but reported less use of EBP. A minority of participants indicated that EBP coursework (17%) and critical thinking (29%) were a major part of their chiropractic education. The most commonly reported barrier to the use of EBP was "lack of time". Almost 90% of the sample indicated that they were interested in improving their EBP skills. Conclusion: American chiropractors appear similar to chiropractors in other countries, and other health professionals regarding their favorable attitudes towards EBP, while expressing barriers related to EBP skills such as research relevance and lack of time. This suggests that the design of future EBP educational interventions should capitalize on the growing body of EBP implementation research developing in other health disciplines. This will likely include broadening the approach beyond a sole focus on EBP education, and taking a multilevel approach that also targets professional, organizational and health policy domains. [ABSTRACT FROM AUTHOR]

This article advances a method based on standard test theories and measurement models to determine correct verdicts for jury trials, and to estimate juror accuracy, juror ability, and trial difficulty (and the relationships among them). With five vignette cases and 1,318 juror eligible adults as the subjects, the model consistently identified verdicts that accorded with the judge's instructions on the law as correct. With the correct verdicts, the strength of the relationship between juror accuracy and juror ability was found to be substantial. These findings suggest that the assumption of equivalent accuracy of jurors underlying the Condorcet's jury theorem (Condorcet, Essai sur l'Application de l'Analyse a la Probabilite des Decisions Rendues a la Pluralite des Voix, Paris, ) may be untenable for general cases where jurors of diverse dispositions and abilities serve together; and that the role of juror ability in determining the accuracy of legal decisions could be more significant than that of attitudes and values because, unlike attitudes and values, ability could affect juror's legal decisions regardless of the type of the case. [ABSTRACT FROM AUTHOR]

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The article focuses on leadership development and how school leaders learn in action. It is believed that learning about leadership and developing leadership skills are effectively accomplished in the real world of one's school, where leadership learning has the potential to be the most rewarding. It is argued that effective leadership is connected to improve student learning. Through immersing students in their own school's story, there instills a deeper understanding of the school improvement process, the nature and necessity of collaborative forms of leadership, and the underpinnings of effective and varied leadership throughout a school.

Considerable research has suggested that because of persistent cognitive biases organizations often lack the ability and discipline to take risks effectively. However, group members who discuss their opposing views openly for mutual benefit (constructive controversy) may be able to manage risks effectively. Members of 107 teams working in Chinese organizations indicated their constructive controversy and risk taking; their manager provided ratings of the group's innovation and recovery from mistakes. Results of the structural equation analysis supported the reasoning that constructive controversy can facilitate risk taking that, in turn, promotes innovation and recovery. [ABSTRACT FROM AUTHOR]

An experiment on memory with 5-year-old children tested the hypothesis that a change in affect between input and test interferes with performance in a nominally noncued free recall test but not with performance on a cued recall test. Affect at input was manipulated through an experimenter's behavior as well as the affective tone of stories in which 18 critical words were embedded. Affect at test was manipulated through a second experimenter's behavior as will as through presentation of 6 pictures which subjects viewed just prior to beginning recall. Free recall of the critical words showed the state-dependent effect while cued recall and recognition of these words did not. The results are consistent with prior studies of drug-induced states in adults and suggest that a change in affect can interfere with children's ability to generator internal retrieval cues in free recall. [ABSTRACT FROM AUTHOR]

School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education. [ABSTRACT FROM AUTHOR]

Background: The aims of Evidence-Based medicine (EBM) are to promote critical thinking and produces better patients' outcome (Profetto-McGrath J, J Prof Nurs Off J Am Assoc Coll Nurs 21:364-371, 2005). Accreditation Council for Graduate Medical Education (ACGME) competencies require trainees to locate, appraise and apply clinical evidence to patients' care. Despite the emphasis that ACGME place on EBM, few organizations provide adequate training in EBM. This is even more critical in regions where medical trainees matriculate from diverse backgrounds of undergraduate medical education, where EBM may not be emphasized nor taught at all. EBM practice has a history of research in the West, however, EBM has not been widely studied in the Middle East. Methods: Clinicians and trainees at Hamad Medical Corporation (HMC) matriculate from many countries in the Middle East and North Africa (MENA) and Asia. Because trainees in Graduate Medical Education (GME) come to HMC from a variety of geographic backgrounds, it is assumed that they also have a variety of experiences and aptitudes in EBM. To assess trainees EBM attitudes and knowledge in the internal medicine department at HMC in Doha, Qatar, the authors surveyed residents and fellows using a two-part survey. The first part was adapted from the evidence-based practice inventory by Kaper to assess trainees' attitudes and perceptions of EBM. Trainees were also asked to complete the Assessing Competency in Evidence Based Medicine (ACE) tool to evaluate their aptitude in different elements of EBM. The results from the two parts were analyzed. Results: The average score on the ACE tool among the participants was 8.9 (±1.6). Most participants rated themselves as beginners or intermediate in their EBM capabilities. Higher ACE scores were observed from participants with educational background from South Asia, and among those with more favorable attitudes towards EBM. There was no clear pattern that early incorporation of EBM into practice will result in better ACE score. Participants also reported reasonable abilities in EBM tasks and a favorable work atmosphere for EBM implementation. Lack of knowledge, resources, and time were the most reported barriers to utilizing EBM. Conclusions: While it is clear that participants are enthusiastic about EBM and see it as a useful method for clinical decision making, their aptitude in EBM is not optimal and there are gaps and barriers for them to practice. [ABSTRACT FROM AUTHOR]

In this article, we describe the philosophical and the scientific background of teacher mindframes and we argue that educational professionalism consists not only of ability and knowledge (competence), but also of will and judgement (attitudes). To back up our argument, we present the results of our current research project on this matter. [ABSTRACT FROM AUTHOR]