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Background: Partnership building and understanding of context that addresses global health concerns is essential in global health research. However, limited knowledge is available on the practical experiences of building such relationships. Objectives: The aim of this study was to provide a detailed description of the processes involved in establishing international collaboration, gain community involvement and cooperation with gatekeepers, and study populations of rural village areas in Western Kenya. Results: Because of the limited information available in the published literature about the extremely important practical considerations, our experiences on the logistical aspects of planning and implementing global health research projects are presented. Conclusion: Understanding the local collaborators and their communities and allocating adequate resources in time and money during the planning phase is paramount in ensuring the successful completion of global health research studies. [ABSTRACT FROM AUTHOR]

The objective was to employ an integrated observational-notational record to describe collective behavior (CB) in competition matches of young soccer players from 4 teams, U-16, U-17, U-19, and U-23, playing for a professional soccer club academy. A total of 1,481 possessions were registered. Collective behavior, captured by GPS devices, was described with the variables: depth, surface area, stretch index, length, and width. In addition, from the notational analysis, the behavior depending on the area of the field (Z1,Z2, Z3, and Z4)and ball possession (POS), nonball possession (nPOS), and set pieces phases were contextualized. A 2-tailed analysis of variance was applied to compare the CB of the teams. Results show that: (a) in all ages/categories, CB varied significantly in and without the possession of the ball and was conditioned by the area of the pitch where the ball was; (b) CB showed higher values with the ball and greater variability without it; and (c) depending on the age, CB presented differences with larger effect sizes in depth and length, in and without the possession of the ball, in Z1 and Z2. Integrating positional data to the moment of play and areas of the field could help a more accurate analysis of the competition to better understand the CB evolution of young soccer players. [ABSTRACT FROM AUTHOR]

Effective peer feedback is critical for the self-regulation of nursing practice and safe, high-quality care, yet peer feedback conversations can be challenging and anxiety provoking. As current literature revealed no consistent approach, taskforce members designed and implemented an innovative and standardized peer feedback program using brain science to support nurses' skills in speaking up. The new program resulted in an increase in nurses' self-reported willingness to provide peer feedback, and improvements in safety culture and nurse-sensitive quality outcomes. [ABSTRACT FROM AUTHOR]

The alignment of physicians' interests with those of their hospital has garnered considerable interest in recent years, in part because of their central role in health care expenditure and patient outcomes. However, the systematic study of physician–hospital alignment is currently impeded by a lack of construct clarity. This is evidenced by research that conflates the actions intended to create alignment with alignment itself. It is also evidenced by a variety of different definitions, conceptualizations, and measures in the literature, most of which are confounded with constructs that are something other than alignment (e.g., commitment, trust). Critical Theoretical Analysis: We draw on agency theory and person–organization fit to define physician–hospital alignment as a physician's perception that their financial incentives, goals, and values and those of their hospital are mutually supporting and reinforcing rather than in conflict with one another. Advance: To better understand the nature of the construct and to help guide future research, we present an integrative framework grounded in physicians' perceptions. Practice Implication: Our definition and framework set the stage for improved construct validation and more systematic study and management of physician–hospital alignment. [ABSTRACT FROM AUTHOR]

The purpose of this article is to review Chickering and Gamson's principles of good practice in teaching and to illustrate their applicability to nursing online education delivery. An additional purpose is to present examples of teaching methods used by faculty to promote engagement in online education courses during the pandemic. The original 7 best practices in education, including (a) encourages contact between students and faculty, (b) develops reciprocity and cooperation among students, (c) uses active learning techniques, (d) gives prompt feedback, (e) emphasizes time on task, (f) communicates high expectations, and (g) respects diverse talents and ways of learning, remain evidence-based guidelines today. The authors recommend the addition of 2 new best practices: (a) incorporating assignment flexibility to meet student learning preferences; and (b) applying learning to real-life situations. Having evidence-based guidelines for supporting the role of a teacher in the online learning setting is of paramount importance. [ABSTRACT FROM AUTHOR]

Since its emergence in the 1990s, evidence-based healthcare (EBHC) has made great strides in locating, synthesizing, summarizing, and disseminating evidence, but sustainable mechanisms for getting trustworthy evidence into policy and practice continues to be less well understood. We propose that there is an EBHC ‘Flywheel’ that begins and ends with culture and the development of adaptive but disciplined approaches that generate new ‘norms’ in relation to EBHC. In mechanics, a flywheel is a device that uses momentum to create rotational energy. The concept of a ‘flywheel effect’ has been adopted in management fields to demonstrate how change in organizations or practices rarely happen in one fell swoop; rather, sustainable change requires energy and persistent effort. This energy might be exemplified by leadership to get the wheel moving, but it needs to be guided, channelled, harnessed and supported throughout the rest of the organization. To achieve sustainable momentum, it is necessary to communicate with transparency the EBHC principles, practices, and perspectives that are considered of broad organizational value to generate cohesion and understanding about practice expectations. With a common vision, cooperation and collective identity in place, true multidisciplinary collaboration underpinned by EBHC is possible. The final component in the EBHC flywheel, capacity, is self-generating (i.e. you do not need ‘more time’ or ‘more resource’ for EBHC as EBHC is embedded in the fabric and fibre of the organization). This shifts the notion of EBHC initiatives from being ‘in addition to’ or being singular one-off initiatives or projects to being part of the lifeblood of how the organization functions. EBHC is, ultimately, a human-to-human endeavour. It relates to individuals connecting and committing to a common purpose. The ‘four C's’ that underpin the JBI Model (culture, communication, collaboration, and capacity) are the organizational navigational instruments and roadmaps required to provide the human focus/lens that is needed. [ABSTRACT FROM AUTHOR]

This study sought to generate new knowledge in the description and comparison of perceived barriers to implementation of mobility programs and practice guidelines as identified through the self-reports of healthcare team members. [ABSTRACT FROM AUTHOR]

An editorial is presented on the concerning burden of concussions in Canadian youth ice hockey, stemming from persistent head contact despite the "zero tolerance for head contact" policy. Topics include the inefficacy of the policy in reducing concussion rates, highlighting the need for unified efforts from officials, coaches, players, and organizations to enforce safety measures effectively and promote behavioral changes in the sport.

Background: Previous studies have evaluated the competency of newly graduated nurses and nurses. However, most of the instruments used include a large number of items that make completing them a time-consuming process. A brief instrument may be more acceptable and feasible for use in these evaluations. Purpose: This study was designed to develop the brief capstone core competency (CCC or 3C) scale and validate its effectiveness in evaluating the academic and practical performance of nursing students enrolled in a bachelor's degree program. Methods: A cross-sectional study was conducted. The 3C scale was developed in two phases. In Phase I, the items were summed from literature reviews, an expert panel, known-groups validity, test–retest reliability, internal consistency reliability, and exploratory factor analysis. In Phase II, the efficacy of the instrument was confirmed using confirmative factor analysis. Five hundred ninety-six participants participated in the first phase, and 520 participants participated in the second phase. The study period was 2016–2017. Results: The 3C scale includes 24 items distinguished into a three-component structure that accounts for 67.85% of the total variance. The three components include nursing intelligence, nursing humanity, and nursing career. The 3C scale was found to have high levels of internal consistency reliability (.97) and test–retest stability reliability (r =.97). A significant statistical difference in the performance level was examined between senior and junior nursing students. The hypothesized three-factor model fit index showed χ2/ df = 1338.25/249, p <.001, goodness-of-fit index =.82, comparative fit index =.90, root mean square error of approximation =.09, and standardized root mean square residual =.06. The participants were found to have excellent nursing humanity competency. Conclusions: The developed 3C scale exhibited satisfactory reliability and validity for use with nursing students. The 3C scale may be used to evaluate the performance of nursing students during their learning process, and the results may be used to evaluate changes in educational outcomes. [ABSTRACT FROM AUTHOR]