Search

The purpose of this Delphi study was to identify the dominant technical competencies needed to effectively teach architecture and construction at the secondary and postsecondary level and to determine if there are differences of opinion among educators, recent graduates and industry personnel as to what those competencies should be. To provide instructors with the knowledge and skills that align with industry needs, it was imperative to identify the changing technical competencies needed by the workforce and the instructors who prepare these future employees. A three round Delphi study was conducted to identify the dominant technical competencies. From a list of 23 technical competencies identified in round one, seven technical competencies emerged as the highest rated in perceived level of importance by the three groups.

There is growing national and international concern about the mental health of children and young people, and in countries such as England there is now a political and policy commitment to developing whole-school approaches to mental health. This paper presents new evidence on how pupils' mental health is being addressed in schools using learning activities associated with physical education, sport and physical activity, as part of a school-based sport- and mental health-themed programme ('Tackling the Blues') for pupils aged 6-16 years old in north-west England. In particular, we examine how pupil-centred learning activities have been used in weekly multi-sport activity sessions and related classroom-based workshops, and draw upon insight from 29 focus groups to explore pupils' (n = 116) mental health awareness and associated socio-emotional learning (SEL). The learning activities led pupils to focus on the impact personal relationships with family and friends, feelings and emotions, and experiences of stress, anger and entrapment can have on mental health. It is argued that embedding socially relevant learning activities into the content, organisation and delivery of school curricula may help improve pupils' sense of enjoyment, participation and achievement which are important for enhancing their knowledge and awareness of mental health, and developing SEL. However, we conclude that the effectiveness of whole-school approaches also depends, perhaps to a greater degree, on the wider educational systems in which schools are located and especially the widening social, economic and health inequalities which have profound impacts on child development, educational and other outcomes, and mental health.

Rationale: Sepsis care delivery—including the initiation of prompt, appropriate antimicrobials—remains suboptimal. Objectives: This study was conducted to determine direct and off-target effects of emergency department (ED) sepsis care reorganization. Methods: This pragmatic pilot trial enrolled adult patients who presented from November 2019 to February 2021 to an ED in Utah before and after implementation of a multimodal, team-based "Code Sepsis" protocol. Patients who presented to two other EDs where usual care was continued served as contemporaneous control subjects. The primary outcome was door-to-antimicrobial time among patients meeting Sepsis-3 criteria before ED departure. Secondary and safety outcomes included all-cause 30-day mortality, antimicrobial utilization and overtreatment, and antimicrobial-associated adverse events. Multivariable regression analyses used difference-in-differences methods to account for trends in outcomes unrelated to the studied intervention. Results: Code Sepsis protocol activation (N = 307) exhibited 8.5% sensitivity and 66% positive predictive value for patients meeting sepsis criteria before ED departure. Among 10,151 patients who met sepsis criteria during the study, adjusted difference-in-differences analysis demonstrated a 13-minute (95% confidence interval = 7–19) decrease in door-to-antimicrobial time associated with Code Sepsis implementation (P < 0.001). Mortality and clinical safety outcomes were unchanged, but Code Sepsis implementation was associated with increased false-positive presumptive infection diagnoses among patients who met sepsis criteria in the ED and increased antimicrobial utilization. Conclusions: Implementation of a team-based protocol for rapid sepsis evaluation and treatment during the coronavirus disease (COVID-19) pandemic's first year was associated with decreased ED door-to-antimicrobial time but also increased antimicrobial utilization. Measurement of both patient-centered and off-target effects of sepsis care improvement interventions is essential to comprehensive assessment of their value. Clinical trial registered with (NCT 04148989). [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify specific factors affecting the retention of secondary agriculture teachers. The six factors data were collected on included educational preparation, teacher commitment, first year teaching experience, skills and abilities, social integration, and institutional factors. Participants in this study perceived factors contributing to educational preparation as "good" with no exceptional ratings. Respondents "agreed" with the nine items pertaining to teacher commitment and all 21 items within the skills and abilities category. Gaining student respect was rated as an extremely important part of social integration in their teaching career. Although participants agreed with five of the six items in the first year teaching experience, they were undecided in their confidence in curriculum development. Twenty-six of the 30 items within the institutional factors were rated as very important with administrative support for program development ranking the highest.