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This study applies a transformative sport service research approach to examine student-athletes' wellness within a collegiate sport setting. Sixteen semi-structured interviews were completed during the COVID-19 pandemic and the stop of play in Canada (early 2021). Findings denoted wellness was influenced by this time period as well as organizational factors which are within the purview of existing management practices. The study details the service environment to understand physical and mental well-being while taking into consideration the general and organizational environments which influence the student-athletes. Findings demonstrate that eudaimonic-related experiences (e.g., learning, development, relationship) are related to student-athletes' mental well-being. This research underpins the role of education, policies, and communication, which draws several implications for the service environment in a collegiate sport setting and the key stakeholders involved in producing an environment to enhance student-athletes' experience. The paper elaborates on the importance of the service environment and provides evidence of what student-athletes suggest management can change and focus their efforts on towards creating a transformative service environment. Theoretical implications for the transformative service research are put forward, including the co-creative aspects to determine programming which could contribute towards student-athletes wellness. Broader suggestions for change within the sport system and future research are also advanced. [ABSTRACT FROM AUTHOR]

This study uses activity theory to examine collaboration between graduate students (in-service teachers) serving as literacy coaches and undergraduate students (pre-service teachers) functioning as tutors in a university reading clinic. The participants tutored students in grades first through sixth for seven weeks. The purpose of the study was to understand how this experience shaped the pre-service teachers' pedagogical content knowledge. The data showed that through various types of collaboration, the participants' knowledge of struggling readers grew. Implications include creating and examining additional "spaces" for pre-service and in-service teachers to collaborate in order to strengthen pedagogical content knowledge.

Body-related shame – operationalised as feeling inadequate about one's appearance, fitness, function, and bodily behaviours – is an emotional experience with particular relevance to athletes given the evaluative, social, and achievement-oriented nature of sport. To date, in-depth explorations of athletes' body-related shame have been scarce and have had a restricted focus on the domain of bodily appearance. Exploring body-related shame is particularly important for women, given consistent evidence for the gendered experience of shame contextualised to the body. As such, the present study explored the phenomenological experiences of body-related shame in women athletes. Sixteen purposefully sampled women athletes aged 18–26 with a history of body preoccupation were recruited to participate in two semi-structured interviews separated by a week-long reflective journaling exercise. Participants shared experiences of body-related shame related to appearance, health behaviours, training, and performance in the sport context. Using reflexive thematic analysis, researchers identified five themes that highlighted women athletes' experiences of body-related shame. Themes included (a) striving to be a worthy athlete; (b) conflicting body ideals and changing roles in sport; (c) the objectified sport body; (d) anti-fatness as the bedrock of sport; (e) shame resistance and athletic invincibility. Results from this study highlight the unique factors that contribute to body-related shame among women athletes from a variety of sport backgrounds and provide preliminary insight to inform the measurement of body-related shame and potential individual and systems-level interventions to improve the emotional well-being of women athletes. [ABSTRACT FROM AUTHOR]

Family partnerships should be a central component of teacher preparation. Although research provides family engagement strategies, little research offers teacher educators guidance from the perspectives of families themselves. The purpose of this convergent mixed-method study was to begin to fill the void in the literature by investigating family perspectives of theirs and their children's experience in 10 reading clinic/literacy lab literacy specialist preparation programs across the United States and Canada. Through analysis of survey ratings (N = 132) and responses to structured interviews to (N = 84), this study found that families valued clinic/lab tutors building relationships with them, responding to their children's strengths and needs, promoting self-efficacy, and working together as partners. Methods used in this study can provide a useful model for how teacher educators can intentionally seek input from families. Findings have implications for teacher educators advocating for and centering family engagement in teacher preparation. [ABSTRACT FROM AUTHOR]

Teacher educators simultaneously support and develop pre-service and in-service teachers. Using a situated approach, this qualitative study explored the coaching styles of graduate students who served as coaches to pre-service teachers tutoring in a university reading clinic. The study analyzed written reflections and faculty member observations. Based on the analysis, the two styles that emerged were instructive and collaborative. Furthermore, the data and implications of this study draw attention to the ways experience may shape one's coaching style and adds to previous research on the value of the reading clinic experience for future and current teachers.

Previous research has demonstrated that African American children do not always relate to the literature available in their classrooms. The study examined fifth-grade students' responses to African American literature to determine the criteria students use to select books. Students' selection criteria were then compared with teachers' selection criteria. Students wanted African American literature that had realistic plots and book covers and that included characters that were similar to themselves and their families. However, the books available in teachers' classrooms did not reflect these criteria. These findings suggest that teachers know the types of books students would want to read but may not have the time or resources to make the books available in their classrooms. (Contains 4 tables and 1 figure.)

Dyslexia is a congenital disorder characterized by unexpected difficulties in learning to read and spell in relation to one's verbal intelligence, motivation, and educational opportunities (Aylward et al., 2003; Morgan, 1896). Because dyslexia can affect 1.5-5% of the population (Aylward et al., 2003; Vellutino et al., 1996), understanding how to identify and instruct students with dyslexia is vital. Unfortunately, many of the articles and studies on this disorder are published in journals teachers rarely read. The purpose of this article is to provide a concise description of dyslexia and recent brain-based research that supports specific instructional implications. (Contains 2 tables and 2 figures.)

Objective This study was aimed to determine factors associated with attendance at the second high-risk infant follow-up (HRIF) visit (V2) by 20 months of corrected age after a successful first visit (V1), and the impact of rural residence on attendance rates in a statewide population of very low birth weight (VLBW; <1,500 g) infants. Study Design Data linked from the California Perinatal Quality of Care Collaborative (CPQCC) Neonatal Intensive Care Unit (NICU) database and CPQCC-California Children's Services (CCS) HRIF database. Multivariable logistic regression evaluated independent associations of sociodemographic, maternal, family, neonatal clinical, and individual HRIF program differences (factors) with successful V2 in VLBW infants born in 2010 to 2012. Results Of 7,295 eligible VLBW infants, 75% (5,475) attended V2. Sociodemographic factors independently associated with nonattendance included maternal race of Black (adjusted odds ratio [aOR] = 0.61; 95% confidence interval [CI]: 0.5–0.75), public insurance (aOR = 0.79; 95% CI: 0.69–0.91), and rural residence (aOR = 0.74; 95% CI: 0.61–0.9). Factors identified at V1that were associated with V2 attendance included attending V1 within the recommended window (aOR = 2.34; 95% CI: 1.99–2.75) and early intervention enrollment (aOR = 1.39; 95% CI: 1.12–1.61). Neonatal factors associated with attendance included birth weight ≤750 g (aOR = 1.83; 95% CI: 1.48–2.5). There were significant program differences with risk-adjusted rates ranging from 43.7 to 99.7%. Conclusion Sociodemographic disparities and HRIF program factors are associated with decreased attendance at V2 among VLBW infants. These findings highlight opportunities for quality and process improvement interventions starting in the NICU and continuing through transition to home and community to assure participation in HRIF. Key Points Only 75% of VLBW infants attended the second HRIF visit. Those less likely to attend were Black or had rural residence. Infants in early intervention or attending first visit within recommended ages were more likely to attend. [ABSTRACT FROM AUTHOR]

Researchers have documented the tangible and significant benefits to organizations having more diverse senior leadership teams. However, not all industries have embraced this practice. While gains have been made for women securing senior positions in professional sport, the rate of change has been slow, despite the fact that men and women equally aspire to these roles, and women outnumber men in many sport management educational programs. Systemic and structural barriers exist for women seeking senior leadership levels in the industry, a fact that women students seem to recognize more than men students (Gray & Weese, 2021). This descriptive study extends this research by engaging nine sport management professors in a focus group to determine if they understand the issue and, if so, what they were doing to ensure that their students were equipped to advance women in the sport industry. The six-phase framework by Braun & Clarke (2006) was used to identify three overall themes (i.e., Awareness, Barriers to Advancement, and Purposeful) from the focus group. The professors appreciated the issue and recognized the gender differences that exist between their men and women students. Importantly, professors shared activities and strategies they use to help ensure that the next generation of sport leaders value and advocate for equity, diversity, and inclusion (EDI) leadership practices. The professors agreed that they needed to continue to heighten the awareness and sensitivities of their students on the topics of EDI, and they all believed that they could do more to incorporate EDI perspectives in their classes and mentorship sessions. Ten recommendations are provided to assist current and future sport management professors in addressing this critical issue. [ABSTRACT FROM AUTHOR]

Aims and objectives: To explore: i) the frequency and nature of patient participation in nursing handover and ii) patients' and nurses' perceived strategies to enhance patient involvement in nursing handover. Background: Patient participation in nursing handover is important for patient‐centred care, shared decision‐making, patient safety and a positive healthcare experience Design: A multi‐site prospective study using a mixed methods design. Methods: Between September and December 2019, nursing handovers were observed on ten randomly selected wards, followed by semi‐structured interviews with patients (n = 33), and nurses (n = 20) from the observed handovers. Data were analysed using descriptive statistics for structured observations and thematic analysis of interviews, and triangulated to develop a greater understanding of patient participation in nursing handover. This study is reported using the Good Reporting of Mixed Methods Study guidelines. Results: The median patient age was 77 years and 47% (n = 55) patients were female. Of the 117 handovers, 76.9% (n = 90) were conducted in the patient's presence. Patients were active participants in 33.3% (n = 30) and passive participants in 46.7% (n = 42) of handovers; in 20% of handovers (n = 18), the patient had no input at all. Active participation was more likely in women (vs. men), surgical patients (vs. medical patients) and when nurses displayed engagement behaviours (eye contact, opportunity to ask questions, explanations). Three major themes were identified from the interviews: 'Being Involved', 'Layers of Influence' and 'Information Exchange'. Conclusions: The main finding was that patient participation in handover was low and strongly influenced by a complex interplay of factors including patient and nurse preferences and perceptions. Relevance to Clinical Practice: Handover is an essential tool in the provision of safe patient care. Patients were able to actively participate in nursing handover when they understood the purpose and timing of handover and had rapport with nurses. [ABSTRACT FROM AUTHOR]

Objective This article characterizes programmatic features of a population-based network of high-risk infant follow-up programs and identifies potential challenges associated with attendance from the providers' perspective. Study Design A web-based survey of high-risk infant follow-up program directors, coordinators, and providers of a statewide high-risk infant follow-up system. Frequen-cies and percentages were used to describe the survey responses. Results Of the 68 high-risk infant follow-up programs in California, 56 (82%) responded to the survey. The first visit no-show rate between 10 and 30% was estimated by 44% of programs with higher no-show rates for subsequent visits. Common strategies to remind families of appointments were phone calls and mailings. Most programs (54%) did not have a strategy to help families who lived distant to the high-risk infant follow-up clinic. Conclusion High-risk infant follow-up programs may lack resources and effective strategies to enhance follow-up, particularly for those living at a distance. [ABSTRACT FROM AUTHOR]

Aims and objectives: To obtain an understanding of how Hospital in the Home (HITH) nurses recognise and respond to clinical deterioration in patients receiving care at home or in their usual place of residence. Background: Recognising and responding to clinical deterioration is an international safety priority and a key nursing responsibility. Despite an increase in care delivery in home environments, how HITH nurses recognise and respond to clinical deterioration is not yet fully understood. Design: A prospective, descriptive exploratory design was used. A survey containing questions related to participant characteristics and 10 patient scenarios was used to collect data from 47 nurses employed in the HITH units of three major health services in Melbourne, Australia. The 10 scenarios reflected typical HITH patients and included medical history and clinical assessment findings (respiratory rate, oxygen saturation, heart rate, blood pressure, temperature, conscious state and pain score). Results: The three major findings from this study were that: (i) nurse and patient characteristics influenced HITH nurses’ assessment decisions; (ii) the cues used by HITH nurses to recognise clinical deterioration varied according to the clinical context; and (iii) although HITH nurses work in an autonomous role, they engage in collaborative practice when responding to clinical deterioration. Conclusion: Hospital in the Home nurses play a fundamental role in patient assessment, and the context in which they recognise and respond to deterioration is markedly different to that of hospital nurses. Relevance to clinical practice: The assessment, measurement and interpretation of clinical data are a nursing responsibility that is crucial to early recognition and response to clinical deterioration. The capacity of HITH services to care for increasing numbers of patients in their home environment, and to promptly recognise and respond to clinical deterioration should it occur, is fundamental to safety within the healthcare system. Hospital in the Home nurses are integral to a sustainable healthcare system that is responsive to dynamic changes in public health policies, and meets the healthcare needs of the community. [ABSTRACT FROM AUTHOR]

The importance of project management as a special organisational form for temporary endeavours and in particular for international collaborations increases steadily. Cooperation in international projects can be improved by the use of existing PM Standards. It is therefore important to be familiar with the national and international project management Standards in order to employ them optimally. [ABSTRACT FROM AUTHOR]

This article outlines the career of Dr. J. Douglas McDonald, professor of psychology at the University of North Dakota (UND) and the director of the UND Indians into Psychology Doctoral Education Program. During graduate school, McDonald grew determined to develop a program that would assist American Indian students with entering the field of psychology in order to serve native populations across the United States and build cross-cultural competency and allyship within the psychological community. Upon graduating with a PhD in clinical psychology from the University of South Dakota, he created the flagship Indians into Psychology Doctoral Education program at UND, which meets these objectives, and has directed it ever since. (PsycInfo Database Record (c) 2024 APA, all rights reserved).