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We translated and report on the psychometric properties of English and French versions of two reading difficulties screening tools for junior/community college students. We administered the Adult Reading History Questionnaire-Revised (ARHQ-R) (Parrila, Georgiou, & Corkett, 2007) to 1889 students enrolled in compulsory language courses in English and French colleges in the language of instruction at the school. Eighty students (4%) self-reported a learning disability. We also administered English and French versions of the Test de lecture--Épreuve de compréhension (Institut de Recherche et d'Évaluation Psychopédagogique Inc., 2000) to 432 college students. We categorized all participants into adequate, poor and very poor readers based on each measure and examined scores of students with and without learning disabilities. Although there were significant differences among groups under regular testing times, "extended time" resulted in comparable reading comprehension scores for all groups. Recommendations based on the findings are made for research and practice.

How does leadership emerge and function when multiple health care organizations come together to form a network? In this qualitative comparative case study, we draw on distributed leadership theory to examine the leadership practices that manifested during the implementation of three coordinated care networks. Thirty leaders and care providers participated in semistructured interviews. Interview data were inductively analyzed using thematic analysis. Although established in response to the same policy initiative, each case differed in its leadership approach and implementation strategy. We found that manifestation of distributed leadership was contingent on the presence of an individual leader who acted as a unifying force across their respective network. Our findings suggest that policies to encourage the development of interorganizational networks should include sufficient resources to support an individual leader who enables distributed leadership. [ABSTRACT FROM AUTHOR]

The global scale and unpredictable nature of the current COVID-19 pandemic have put a significant burden on health care and public health leaders, for whom preparedness plans and evidence-based guidelines have proven insufficient to guide actions. This article presents a review of empirical articles on the topics of "crisis leadership" and "pandemic" across medical and business databases between 2003 (since SARS) and—December 2020 and has identified 35 articles for detailed analyses. We use the articles' evidence on leadership behaviors and skills that have been key to pandemic responses to characterize the types of leadership competencies commonly exhibited in a pandemic context. Task-oriented competencies, including preparing and planning, establishing collaborations, and conducting crisis communication, received the most attention. However, people-oriented and adaptive-oriented competencies were as fundamental in overcoming the structural, political, and cultural contexts unique to pandemics. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused clinicians at the frontlines to confront difficult decisions regarding resource allocation, treatment options and ultimately the life-saving measures that must be taken at the point of care. This article addresses the importance of enacting crisis standards of care (CSC) as a policy mechanism to facilitate the shift to population-based medicine. In times of emergencies and crises such as this pandemic, the enactment of CSC enables concrete decisions to be made by governments relating to supply chains, resource allocation and provision of care to maximize societal benefit. This shift from an individual to a population-based societal focus has profound consequences on how clinical decisions are made at the point of care. Failing to enact CSC may have psychological impacts for healthcare providers particularly related to moral distress, through an inability to fully enact individual beliefs (individually focused clinical decisions) which form their moral compass. [ABSTRACT FROM AUTHOR]

Objectives: To identify how the natural environment (NE) in healthcare has been conceptualized. Background: The NE appears to afford significant therapeutic benefits. A clear concept of the NE in healthcare affords a shared understanding from which to advance science to facilitate comparisons across contexts. In this article, the various meanings of the NE were brought together into one framework by which to map its themes and their relationships. Method: A scoping review was conducted using database searches in MEDLINE, EMBASE, PsycINFO, CINAHL, and Cochrane for articles published up to July 2018. The bibliography of the included articles were manually searched for published books. Results: This review includes 137 peer-reviewed articles and research-based books from 27 countries. A conceptual framework was developed to identify five themes that conceptualize the NE in healthcare: (1) definitions of the NE in healthcare, (2) processes of the NE in healthcare, (3) usages of the NE in healthcare, (4) opinions about the NE in healthcare, and (5) NE's impacts on health and work outcomes in healthcare. These themes are filtered by the NE's physical and programmatic designs; changes in one affect the others. Definitions of the NE are described as human-made space, located in the indoors and outdoors, containing elements of nature and designed with the purpose to positively influence humans. Processes are described as the participatory approach in NE's development and its therapeutic goals. Usages are categorized into nature contact, frequency of usage, and accessibility. Opinions are accounted for by perceptions, preference, and satisfaction. Outcomes are related to physical health, mental health and well-being and work. Conclusions: This framework contributes to the conceptual discussion and emphasizes NE's complementarity to the biomedical healthcare system. [ABSTRACT FROM AUTHOR]

Although implementation models broadly recognize the importance of social relationships, our knowledge about applying social network analysis (SNA) to formative, process, and outcome evaluations of health system interventions is limited. We explored applications of adopting an SNA lens to inform implementation planning, engagement and execution, and evaluation. We used Health Links, a province-wide program in Canada aiming to improve care coordination among multiple providers of high-needs patients, as an example of a health system intervention. At the planning phase, an SNA can depict the structure, network influencers, and composition of clusters at various levels. It can inform the engagement and execution by identifying potential targets (e.g., opinion leaders) and by revealing structural gaps and clusters. It can also be used to assess the outcomes of the intervention, such as its success in increasing network connectivity; changing the position of certain actors; and bridging across specialties, organizations, and sectors. We provided an overview of how an SNA lens can shed light on the complexity of implementation along the entire implementation pathway, by revealing the relational barriers and facilitators, the application of network-informed and network-altering interventions, and testing hypotheses on network consequences of the implementation. [ABSTRACT FROM AUTHOR]

Context: The emergence of the SARS-Cov-2 virus presented a severe and unprecedented crisis for primary care organizations, which required senior and mid-level leaders to facilitate a rapid transition from in-person to virtual care delivery. Leaders can intensify, attenuate, or reframe and leverage the negative outcomes of extreme exogenous events such as this pandemic - depending on the leadership behaviours they exhibit. Understanding how leaders can best support primary care providers during crises can help governments and organizations better prepare for future events. Objective: To examine the role of leaders in managing the organizational crisis spurred by the pandemic. Study design and Analysis: The COVID-19 Leadership Survey was adapted for the Canadian context and validated using exploratory factor analysis. Regression analyses were conducted to explore the relationship between leadership behaviours during the initial months of the pandemic and staff's (a) commitment to change (i.e., to virtual service delivery) and (b) perceived individual/team performance. Setting: Community Health Centres (CHCs) in Ottawa, Canada. Population studied: Leaders and staff (care providers) overseeing or providing virtual care during the pandemic. Intervention/Instrument: COVID-19 Leadership Survey. Outcome measures: Care provider commitment to change and perceived individual/team performance survey scales. Results: Nineteen leaders and 78 staff from four purposefully selected CHCs responded. Exploratory factor analysis showed four scales describing leadership behaviours: empowerment, communication about work, communication about change, and teamwork. Leadership behaviours that were team-focused related to perceived individual performance among staff. Staff commitment to change was largely not influenced by leadership behaviours and may be explained by other factors we did not measure, such as those related to workload and work environment. Conclusions: The COVID-19 Leadership Survey may be adapted for use by others to build evidence on crisis leadership and help inform leadership practice. Our results suggest that during crises, leaders should prioritize teamwork by continually ensuring members function as a "real team" even as tasks and team membership evolve. [ABSTRACT FROM AUTHOR]

We translated and report on the psychometric properties of English and French versions of two reading difficulties screening tools for junior/community college students. We administered the Adult Reading History Questionnaire-Revised (ARHQ-R) (Parrila, Georgiou, & Corkett, 2007) to 1889 students enrolled in compulsory language courses in English and French colleges in the language of instruction at the school. Eighty students (4%) self-reported a learning disability. We also administered English and French versions of the Test de lecture - Épreuve de compréhension (Institut de Recherche et d'Évaluation Psychopédagogique Inc., 2000) to 432 college students. We categorized all participants into adequate, poor and very poor readers based on each measure and examined scores of students with and without learning disabilities. Although there were significant differences among groups under regular testing times, extended time resulted in comparable reading comprehension scores for all groups. Recommendations based on the findings are made for research and practice. [ABSTRACT FROM AUTHOR]