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Employers face many dilemmas in effectively implementing work–life flexibility to support employees' personal lives. A key issue is that some employees hold jobs with limited opportunities for work–life flexibility, making them susceptible to burnout; yet most employers believe they can do little to mitigate this dynamic. Furthermore, even when employees hold jobs with greater access to work–life flexibility, some do not take advantage of their flexibility to more fully engage in work and/or home roles. These issues are further exacerbated when supervisors are unsure of their role in supporting work–life flexibility. We identify work–life supportive context as a key factor that provides solutions to these dilemmas. Drawing on job demands resources theory, we posit that, when organizations provide work–life supportive training to supervisors, it promotes a work–life supportive context (i.e., signaling that the organization is supportive of employees' managing their work–life interface), which mitigates burnout for those with limited work–life flexibility and promotes engagement in work and home roles for those with greater work–life flexibility. Results from a year‐long randomized field experiment suggest that, in contexts with trained supervisors and lower employee control over work schedules and boundaries (i.e., lower work–life flexibility), emotional exhaustion is reduced. In contexts with trained supervisors and higher employee control over work boundaries (i.e., higher work–life flexibility), family engagement increases. Surprisingly, irrespective of job access to work‐life flexibility, supervisor participation in work–life support training did not enhance employee work engagement. Implications of our findings for fostering work–life supportive contexts are considered. [ABSTRACT FROM AUTHOR]

The theory of relational coordination holds that frequent, timely, accurate, and problem‐solving communication positively interacts with relationships of mutual respect, shared goals, and shared knowledge to support effective work coordination. With increasing numbers of employees working remotely, Advanced Communication Technologies (ACTs) are crucial for enabling the communication necessary for relational coordination. To investigate how organizations can maintain effective communication between employees in remote work settings, we conducted 47 interviews across multiple organizations. We find that users enact different affordances, that is, action possibilities, of the same material features of an ACT. Enacting these affordances supports frequent, timely, accurate, and problem‐solving communication when working remotely. Which affordances users enact varies systematically with job characteristics. Specifically, users whose jobs have high levels of task variety, autonomy, creative problem solving, and interdependence across teams enact more of the affordances that enable effective communication. Comprehensive ACTs that integrate all communication features into one technology and rules requesting the company‐wide exclusive interaction with this ACT strengthen the relationship between users' job characteristics and affordance enactment. Our findings show that it is important to involve HRM from the outset so that, in close cooperation with IT, a system can be found that—supported by suitable sets of rules—enables effective communication. [ABSTRACT FROM AUTHOR]

AbstractPurposeMaterials and methodsResultsConclusion\nIMPLICATIONS FOR REHABILITATIONMany young adults living with chronic illness fear being perceived as different by their peers and excluded from social activities. This forces them to consider whether to disclose or conceal their illness. This article analyses young adults’ disclosure strategies and links them to peers’ understanding of illness.The explorative study is based on episodic interviews with sixty young adults living with chronic illnesses (type 1 diabetes, cancer, chronic inflammatory bowel disease or a rare disease) and thirty peers. The interviews were thematically coded. The young adults’ statements were compared to the peer perspectives on a case-by-case basis.We identified three groups of young adults: 1) those who are generally open with peers about their illness and its subjective meaning; 2) those who share selected health-related information’s with selected peers; 3) those who refrain from active disclosure and are unsure how they might talk about their illness when it becomes apparent. Our findings also indicate that peers differ in the sophistication of their illness perceptions and the meaning they ascribe to living with a chronic illness.Trainings should target both young adults and peers, and should assist both sides in talking about (serious) chronic illness.Rehabilitation professionals should find ways to involve peers in caring for chronically ill young adults.Rehabilitation professionals should step up their efforts to destigmatize chronic illness.Disclosure/non-disclosure of chronic diseases should be given greater consideration in rehabilitation and health care.If young adults choose not to disclose their chronic illness, rehabilitation professionals should treat this as neutral and analyse the subjective functionality of such a decision.Rehabilitation professionals should find ways to involve peers in caring for chronically ill young adults.Rehabilitation professionals should step up their efforts to destigmatize chronic illness.Disclosure/non-disclosure of chronic diseases should be given greater consideration in rehabilitation and health care.If young adults choose not to disclose their chronic illness, rehabilitation professionals should treat this as neutral and analyse the subjective functionality of such a decision. [ABSTRACT FROM AUTHOR]

Background: Stillbirth is a devastating event for families as well as hospital staff. Hospital practices around internal and external staff communication, debriefing, and training are unknown. Methods: We systematically sampled U.S. hospitals that provide obstetrical care. Staff knowledgeable of bereavement care on labor and delivery were invited to participate in an anonymous survey linked to hospital descriptors. We evaluated stillbirth communication, debriefing, and training for staff. Results: We received 289 usable surveys from 429 eligible staff (67% response). Most (94%) noted hospitals' marked rooms housing bereaved families, but only a third (37%) reported a marker on the paper or electronic medical record. Half of the hospitals had no standard debriefings post-loss, and 38% reported no perinatal loss training for labor and delivery nurses. Conclusions: Hospitals have significant variations and gaps in staff communication, support, and training, which are key aspects of respectful stillbirth care. [ABSTRACT FROM AUTHOR]

Background: Adolescent mental health issues are a major public health concern, highlighted by the US Surgeon General as a crisis. Traditional school‐based interventions show inconsistent success, creating a demand for effective solutions. Aims: This study evaluates the impact of technology‐supported cooperative learning (CL) on adolescent mental health, focusing on positive peer relations and peer victimization. Materials and Methods: Participants included 813 adolescents (50.2% female; 70.7% White) from 12 middle and high schools in the Pacific Northwest. The study used hierarchical linear modelling (HLM) to assess the effectiveness of CL facilitated via PeerLearning.net. Results: Implementing CL led to significant improvements in peer relations and reductions in victimization and mental health problems, with moderate‐to‐large effect sizes observed across different demographics. Positive peer relations significantly predicted lower victimization and improved mental health. Discussion: The findings highlight the potential of technology‐supported CL in addressing adolescent mental health by enhancing protective factors and reducing risks. Such interventions offer a scalable and sustainable approach for schools to address mental health challenges. Conclusion: Technology‐supported cooperative learning offers a promising strategy for improving adolescent mental health, demonstrating significant benefits in peer relations and reducing victimization. This approach provides schools with an accessible and effective tool to tackle the mental health crisis among students. [ABSTRACT FROM AUTHOR]

We integrate insights from attachment theory and relational leadership to develop a novel interpersonal explanation of why, how and when followers' attachment anxiety and avoidance impact performance. Drawing on the attachment system dynamics model, we posit that attachment avoidance will be negatively related to LMX quality, whereas attachment anxiety will be positively related to LMX ambivalence. Furthermore, we predict that followers' anxious (and avoidant) attachment styles will interact with leader neuroticism leading to a hyperactivation (deactivation) of the attachment system, manifesting in greater LMX ambivalence (and lower LMX quality). Across three studies, we found consistent evidence for a positive relationship between follower attachment anxiety and LMX ambivalence, as well as an indirect effect between attachment anxiety and job performance. Leader neuroticism was especially likely to induce LMX ambivalence and, in turn, undermine job performance in anxiously attached followers. Attachment avoidance, although unaffected by leader neuroticism, was negatively related to LMX quality across all three studies and demonstrated an indirect effect on job performance in Study 3. Overall, our findings shed light on the unique explanatory power of relational mechanisms, beyond previously examined intrapersonal mechanisms, for understanding the attachment style–performance relationship as well as the role that leader characteristics play in triggering the attachment system in anxious followers. [ABSTRACT FROM AUTHOR]

Objectives: Research indicates psychologists typically lack subjective understanding of voice hearing. Voice hearing simulation training has potential to improve understanding, empathy and confidence among clinicians, but psychologists have had limited input into its development. This study investigated psychologists' and a psychotherapist's clinical experience of working with people who hear voices and their views and recommendations for voice hearing simulation training. Design: This was a qualitative study. Methods: Clinical psychologists and one psychotherapist (N = 17) participated in semi‐structured interviews. Thematic analysis was used to analyse transcribed data. Results: The Clinical Experience theme comprised of subthemes Barriers to engagement, Diversity of voice hearing experiences, Lack of subjective understanding, Curiosity about voice hearing, Empathy for voice hearers, Using personal experiences to relate to voices, Clinical experience increases knowledge, Importance of supervision and colleague's support, Benefits of experiential training, Limited training in non‐psychosis settings and Clinical experience increases confidence. The Views on Voice Hearing Simulation Training theme comprised of subthemes Improves subjective understanding, Concern about distress, Discomfort as a strength of voice hearing simulations, Artificiality of simulation, Increases empathy and Over‐estimation of understanding. The Recommendations theme comprised of subthemes Discuss artificiality, Co‐production, Promote voice diversity, Support staff and Maximise inclusivity. Conclusions: Findings indicate that clinical experience improves psychologists' confidence and knowledge, yet participants reported a lack of subjective understanding of voice hearing. Co‐produced simulation training between individuals who hear voices and clinicians was anticipated to improve subjective understanding, empathy and therapeutic relationships, which could support a range of staff and improve quality of care delivered. [ABSTRACT FROM AUTHOR]

Objective. During the COVID-19 pandemic, the use of teletherapy became mandatory for most therapists. Many therapists who had previously felt reluctant to try teletherapy ultimately transitioned to teletherapy with little experience or training. We qualitatively examined therapists' subjective experiences of providing teletherapy, particularly regarding their future plans and advice for colleagues who will be using teletherapy.Methods. A total of 31 psychotherapists participated in semi-structured interviews. Interviews were recorded, then transcribed and analyzed using the Consensual Qualitative Research method. Results. Within the overarching domain Plans for after the pandemic, we identified five main categories: 1) For whom and when teletherapy is helpful; 2) Therapists' future practice plans; 3) Therapists' attitudes towards teletherapy; 4) Helpful professional support, and 5) Helpful to keep in mind when starting. Many therapists found teletherapy more acceptable than they expected and discovered that it was surprisingly useful for patients. Therapists highlighted the importance of professional peer support in tackling teletherapy's technical, legal, and therapeutic challenges. Conclusion. Overall, these results suggest great variability in therapists' subjective experiences with teletherapy during this time of forced transition. Although for some, teletherapy remains a second-best option, many now prefer hybrid treatment options for optimal flexibility. [ABSTRACT FROM AUTHOR]

This article draws on a qualitative data analysis of the experiences of a small group of so-called 'hard-to-reach' disabled young men in Alternative Provisions (APs). Supporting young people has largely focused on the use of professional interventions. We contrast the young men's experiences of professional service interventions with the complementary functions of social and psychological capital embedded in their own friendship networks. The young men rarely used the professional support offered, often finding professional practices and institutional systems unhelpful. This contrasted with the support gained in their own friendship networks which offered opportunities for enhancing well-being and agency. There are implications here for how young people facing risks associated with school exclusion and marginalisation can best be supported. We suggest that young people themselves are important agents in providing mutuality and solidarity, which can enhance various and varied life-course transitions. Points of interest: Disabled, working-class male students are increasingly placed into Alternative Provisions intended for students who would otherwise not receive suitable education. Supporting young people has often focused on professional interventions and the value of young people's friendship networks has received little research attention. This article is based on research with young disabled men on the margins of Alternative Provisions, located within a medium sized local authority. The research found that these young people are important agents in providing mutuality and solidarity. This can enhance life-course transitions. Research on young disabled men rarely mentions emotion and intimacy. Our data identified instances of friendship offering young people the support necessary to endure problems related to exclusion and to collectively develop effective coping strategies. The article emphasises that the value of friendship networks should be acknowledged as part of work undertaken by professionals and agencies with marginalised young people. [ABSTRACT FROM AUTHOR]

School mediation is a peacekeeping, conflict-resolution procedure. Evaluating mediation processes allows us to assess their effects through their participants. This systematic review of studies of school mediation aims to study what evidence exist on its educational benefits for teacher mediators, student mediators, and mediated students. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method was followed to ensure the transparency and reproducibility of the results. In total, 524 were initially identified, of which 141 were retained after screening. Of these, 32 studies were published from 2000 to 2020. The studies were analyzed according to their statistical design. In addition, their results were summarized along the following dimensions: interpersonal emotional, personal emotional, cognitive-moral, and social impact. School mediation has a personal impact that increases the likelihood of acting constructively and positively when facing conflicts. [ABSTRACT FROM AUTHOR]

Background and aim: Communication is a key factor in intraprofessional collaboration between hospital nurses and homecare nurses in hospital‐to‐home transitions of older patients with complex care needs. Gaining knowledge of the nature of cross‐sectoral communication is crucial for understanding how nurses collaborate to ensure a seamless patient trajectory. This study explores how cross‐sectoral electronic health records communication influences collaboration between hospital nurses and homecare nurses when discharging older patients with complex care needs. Method: The study is based on qualitative group interviews with six hospital nurses and 14 homecare nurses working at different hospitals and municipalities across Denmark. Data were analysed using reflexive thematic analysis, as described by Braun and Clark. Findings: The themes Collecting pieces for the 'puzzle': Losing the holistic picture of the patient; Working blindfolded: limited provision of and access to critical information; and Bypassing the 'invisible wall': dialogue supports cohesion illustrate the impact of organisational structures within electronic health records have on hospital nurses' and homecare nurses' intraprofessional collaboration across sectors. Challenges with predefined and word‐limited elements in digital communication, and inadequate and limited access to significant medical information were identified. To compensate for the inadequacy of the electronic health records, direct contact and dialogue were emphasised as ways of fostering successful collaboration and overcoming the barriers created by electronic health records. Conclusion: Despite hospital nurses' and homecare nurses' desire to conduct holistic patient assessments, their ability to collaborate was hindered by failures in electronic health record communication resulting from restrictive organisational structures across sectors. Thus, it became necessary for hospital nurses and homecare nurses to bypass the electronic health record system and engage in dialogue to provide holistic care when discharging older patients with complex care needs. However, by hospital nurses and homecare nurses compensating for counter‐productive organisational structures, problems brought about by the electronic health record system paradoxically remain invisible. [ABSTRACT FROM AUTHOR]

Fatigue is one of the menaces that contribute to the rising number of construction-related accidents and fatalities in projects. Therefore, the purpose of this study is to identify several strategies that can be adopted to mitigate fatigue in construction projects. This was achieved through a quantitative study. A questionnaire was the main instrument for data collection in the quantitative study. The study revealed that frustration/depression or work pressure is one of the significant causes of fatigue in construction projects. Fatigue risk management education and bonding among workers are some of the underlying strategies that can be used to mitigate the identified causes. Depending on the nature of the fatigue causative elements, the study further established that some mitigation strategies are more effective than others. Therefore, further studies should be conducted by prospective researchers on a range of attributes that may influence the success of fatigue mitigation strategies in construction projects. [ABSTRACT FROM AUTHOR]

Visual and written accounts of rage in popular media tend to associate rage with violent masculinities.1 Filicide brings women’s rage into sharp relief. By reading South African women in relation to their ancestral peer, Sila van den Kaap and through a ‘black deformative’ analysis of media accounts and an interview of filicide in South Africa, this paper asserts that black women have ample cause for rage. Filicide brings the purportedly personal into public light and compels a response. Although the response tends to pathologise filicidal women, it calls attention to the conditions of impoverishment that black women live under. The paper suggests that filicidal women’s refusal of the conditions of mothering, may also be an enactment of a strike against gendered scripts of care. Their own subsequent suicide might simultaneously be read as an opting out and as reaching for freedom beyond the interdiction of impoverishment. The findings suggest that rage is a crucial action-oriented affect in the expression and striving for black freedoms of which women are always core protagonists. [ABSTRACT FROM AUTHOR]

AbstractThis paper examines the emergence of gender differences in socioemotional skills and traits during adolescence, and the socioeconomic and cultural factors that may explain such gaps, in Ethiopia, India, Peru and Vietnam. Findings from Young Lives longitudinal data showed that the gender gap in self-efficacy emerges around age 19, with males scoring more highly than females in Ethiopia, India and Vietnam. Similar, but less consistent, patterns were observed for self-esteem and peer relations. At age 22, males also scored more highly than females, in at least one country, in emotional stability, conscientiousness, grit, and teamwork. In India and Ethiopia, the two countries with higher poverty and more unequal gender attitudes, we found gender differences in a greater number of socioemotional skills or traits. A predictive analysis of self-efficacy, emotional stability and teamwork found that time spent in paid and unpaid household activities, having a more equal attitude to gender roles, and socioeconomic status were associated with the gender gap in socioemotional skills. These covariates explained gender gaps more in India and Ethiopia than in other countries. However, substantial portions of gender differences remained unexplained by available variables. Our findings may help clarify the origins of gender inequalities in life outcomes and how they can be addressed through socioemotional programmes in adolescence. [ABSTRACT FROM AUTHOR]

This study constructs and validates a scale for measuring academic burnout among university students. Drawing from empirical evidence and systematic scale construction procedures, the questionnaire items were developed through literature review and focus group discussions. Data from 348 and 774 respondents respectively underwent exploratory factor analysis and confirmatory factor analysis. The resulting scale identifies six dimensions: parental/Guardian pressure, exhaustion, negative peer relations, subjective overload, academic inefficacy, and negative teacher-student relation. By providing a specialized tool for identifying academic burnout, this study aims to facilitate research efforts in higher education institutions. This scale addresses the lack of accurate assessment methods for academic burnout, offering insights into its components. [ABSTRACT FROM AUTHOR]

Background: Sport enjoyment is one of the most important factors in physical activity (PA) and physical education (PE) domains. It is not only beneficial for regular participation but also has a positive effect on mental health. Due to these benefits, this study aims to understand the relationships between PA, two forms of enjoyment, and the dimension of self-concept. Methods: The sample consisted of 315 students (Mage=12.63). The Self-Description Questionnaire-I was used to measure the domains of self-concept. Enjoyment was measured with two scales. The Physical Activity Enjoyment Scale reflects extracurricular PA enjoyment, and the Factors Influencing Enjoyment of Physical Education Questionnaire reflects school PE enjoyment. The International Physical Activity Questionnaire was used to assess vigorous, moderate, and walking types of extracurricular PA enjoyment. Results: Hierarchical multivariate regression analysis revealed that vigorous PA predicted physical ability (β = 0.19) and physical appearance (β = 0.15). PA enjoyment was a significant predictor of general self-concept (β = 0.29), physical ability (β = 0.28), physical appearance (β = 0.16), peer relation (β = 0.16), and parental relations (β = 0.14). PE enjoyment significantly predicted general school (β = 0.17), physical ability (β = 0.27), peer relations (β = 0.21) and parental relations (β = 0.22). Furthermore, boys scored at a higher level on most of self-concept domains. Conclusions: The present study suggested that enjoyment plays a more important role in self-concept than PA. PE enjoyment mainly strengthens boys' self-concept, but PA enjoyment is an important predictor of general self-concept in both genders. It is concluded that extracurricular PA enjoyment is beneficial, but increasing enjoyment of physical education could increase girls' self-concepts as well. [ABSTRACT FROM AUTHOR]

Introduction: Corporate social responsibility (CSR) practices refer to the deliberate actions and strategies implemented by a company or organization to generate positive outcomes for its stakeholders beyond the sole objective of profit maximization. Internal CSR is a significant management and investment concept within enterprises, such as hospitals, that enhances organizational performance excellence. Objectives: The article aims to trace how hospitals thrive in nurses' job performance by leveraging internal CSR practices. Methods: Cross-sectional design quantitative research through structured questionnaire interviews on 215 nurses in Vietnam. Data collection was conducted from May 2023 to August 2023. Partial least squares structural equation modeling was applied to test the hypotheses. Results: The study has proven that a hospital's internal CSR practices impact nurses' job performance. Income and benefits, human resource training and development, and work-related quality of life directly and significantly impact three dimensions of a nurse's job performance (competence to practice patient care, attitude to performance work, and management and professional development capacity). Connection and trust in the workplace and health and safety at work significantly affect two dimensions of a nurse's job performance (namely, competence to practice patient care and attitude to performance work). Diversity in the workplace impacts nurses' competence in practicing patient care and their management and professional development capacity. Demographic variables did not correlate statistically significantly with dimensions of internal CSR and nurses' job performance. Conclusion: The study presents significant findings on the influence of internal CSR on nurses' job performance within the hospital management theory of an emerging market. The results of the present study contribute to a better understanding of the benefits of hospitals' socially responsible actions and contribute further to resource management in hospitals, especially nursing. If the nursing staff positively perceives the hospital's internal CSR practices, they will be more able to perform their job, impacting the hospital's overall performance. This study has certain limitations regarding the representative nature of the sample, the use of the self-report survey instrument, and the use of cross-sectional data. [ABSTRACT FROM AUTHOR]

School adjustment affects children’s future lives in many ways. This study examined the relationship between ToM skills, peer relationships, and school adjustment. Specifically, this study determined whether preschool children’s school adjustment could be significantly predicted by theory of mind (ToM) skills and peer relationships. A total of 164 children aged 4 (34.5%), and 5 (38%) years of preschool attendance participated in the study. According to the research, children’s age, theory of mind, peer relations, and school adjustment are closely related. It was also found that the theory of mind significantly predicted school adjustment (school liking/avoidance) and that prosocial and aggressive behavior predicted school liking. [ABSTRACT FROM AUTHOR]

Aims: This study intended to explore the workplace bullying, self‐efficacy and emotional distress of the nursing staff and determine the predictors of nursing staff's emotional distress. Methods: Cross‐sectional and correlation designs were used, collecting data including socio‐demographic data, workplace bullying, self‐efficacy and emotional distress scales. Results: Results showed that the frequency of poor sleep quality in the recent 2 weeks, working in the intensive care centre or emergency room, high workplace bullying and low self‐efficacy were the main predictors of emotional distress in nursing staff. Conclusion: Nursing supervisors are advised to design suitable shift schemes to allow adequate time for nurses to maintain proper rest and develop a safety notification system to give bullied victims the assurance of safety. The design and implementation of the programs are encouraged to improve self‐efficacy among nurses by strengthening the training of social skills, improving employees' communication skills and their relationships with other employees. Summary statement: What is already known about this topic? Nursing workplace bullying can lead to health problems and patient safety problems.What this paper adds? This study provides information about workplace bullying, self‐efficacy and emotional distress in nurses.Poor sleep quality in the recent 2 weeks, working in the intensive care centre or the emergency room, high workplace bullying and low self‐efficacy were the main predictors of emotional distress among nurses.The implications of this paper for policy/practice/research/education Hospital managers should arrange education programs to improve nurses' self‐efficacy to avoid emotional distress.Suitable shift schemes should be designed for the nurses to maintain proper rest, and a safety notification system should be provided to the bullied victims for the assurance of safety. [ABSTRACT FROM AUTHOR]

A virtual book club (VBC) was created for advanced practice registered nurses (APRNs) to foster engagement, connect with peers, and apply readings to their personal and professional development. Microsoft Teams virtual platform was used. Books chosen focused on professional development and health care-related topics. As a quality-improvement project, 60 participants completed an anonymous Likert-scale survey about their perception of the VBC. Respondents survey completion rate was 71%. Sixty survey evaluations stated that they agreed or strongly agreed (mean 4.78-4.82/ 5) that the VBC encourages peer engagement, professional applicability, intention to read professional books, and willingness to invite peers to future VBCs. Participants were neutral (mean 3.25/5) about reading professional or health care-related books outside of the VBC. Virtual book clubs offer opportunities for APRNs to socially connect with peers and apply readings to both their personal and professional development. The results from this project may be applied to help encourage connection with other APRNs during these times of provider burnout. [ABSTRACT FROM AUTHOR]

Objective: To explore the preparedness and training needs of a regional public mental health workforce to support people with intellectual disability and mental ill health. Setting and Participants: Staff from a regional public mental health service in Victoria, Australia. Design: A mixed‐methods design comprised a survey, interviews and a focus group to collect data about staff attitudes, confidence, education and professional development regarding supporting people with intellectual disability and mental ill health. Descriptive and thematic analyses were used. Results: Data from 31 survey respondents, seven interviews and one focus group were analysed. Survey descriptive analyses showed participants believed treating people with intellectual disability was part of their role but reported areas of low confidence along with insufficient education and training in intellectual disability mental health. Thematic analyses from interviews showed that underpinning confidence, education and training were the themes (1) need for flexibility, such as having more time and (2) solutions but with challenges, such as limited opportunity to upskill and availability of experts. A need for collaborative problem‐solving where staff share skills and information to work towards person‐centred solutions was a key theme from the focus group analysis. Conclusion: Professional development in intellectual disability mental health is required for the regional public mental health workforce but needs to account for the challenges experienced and reflect how teams function. Exploration of described preparedness offered a possible learning approach informed by workforce members. Collaborative learning approaches to supporting people with intellectual disability and mental ill health are suggested. [ABSTRACT FROM AUTHOR]

Background: To deliver high‐quality collaborative care, residents need to be trained across the boundaries of their medical specialty (intraprofessional learning). The current literature does not provide insights into the underlying processes that influence intraprofessional learning. The aim of this study was to gain insight into the processes that occur during intraprofessional workplace learning in residency training, by exploring everyday intraprofessional interactions experienced by residents, with the ultimate objective of improving collaborative practice. Method: We conducted a focused ethnography using field observations and in‐depth interviews with residents at an academic children's hospital in the Netherlands. In 2022, nine residents from four different medical specialties were shadowed and/or interviewed. In total, >120 hours of observation and 10 interviews were conducted. Data collection and analysis were conducted iteratively and discussed in a research team with diverse perspectives, as well as with a sounding board group of stakeholders. Results: Residents were involved in numerous intraprofessional interactions as part of their daily work. We identified three themes that shed light on the underlying processes that occur during intraprofessional workplace learning: (1) residents' agency, (2) ingroups and outgroups and (3) communication about intraprofessional collaboration. Conclusions: Collaborative practice offers many intraprofessional learning opportunities but does not automatically result in learning from, with and about other specialties to improve intraprofessional collaborative care. Overarching the identified themes, we emphasise the pivotal role of the resident–supervisor dyad in facilitating residents' engagement in the learning opportunities of complex intraprofessional care. Furthermore, we propose that promoting deliberate practice and shared responsibility in collaborative care are crucial to better prepare residents for their roles and responsibilities in delivering high‐quality collaborative patient care. Unraveling underlying processes in #intraprofessional #workplacelearning in residency training: agentic behavior, stereotyping and learning from collaboration experiences are explored. [ABSTRACT FROM AUTHOR]

We analyzed the relation between peer attention (observation of peers) and observational cusps in preschool students with and without disabilities. We selected 21 preschool-aged participants and screened for (1) peer attention; (2) observational performance; (3) observational learning; and (4) observational conditioning-by-denial. We grouped the participants according to the cusps they demonstrated, resulting in four distinct groups. Participants who demonstrated all observational cusps plus peer attention were excluded from the intervention. Then, we utilized a multiple probe design, delayed across observational cusp groups to establish the missing cusps. We used a peer-yoked contingency observational intervention with the 14 participants who did not demonstrate one or more of the observational cusps. The results of the observational intervention and postintervention screenings demonstrated that only the participants with peer attention demonstrated observational stimulus control as a function of the peer-yoked contingency gameboard intervention. Observational cusp developmental trajectory findings are discussed. [ABSTRACT FROM AUTHOR]

Peers can play an invaluable role in helping a student to learn, and peer support is a means to help collaborative students learn well in teams. Students who communicate well with peers understand multiple points of view, and peer support allows students to achieve a shared goal. In higher education, a student can enroll on an undergraduate program directly after completing high school/secondary school or as a transfer student after finishing an associate degree/a higher diploma. Compared to direct-entry students, transfer students are believed to have more psychological issues and receive less peer support because they spend less time in university. However, there is a lack of studies to investigate the factors affecting peer support among direct-entry and transfer students in higher education. This article is aimed at addressing this research gap. The online questionnaire survey was conducted in 2018 with 1,819 responses. Through regression analysis, the results indicated that teaching for understanding & encouraging learning, alignment & constructive feedback, deep & organized approach, social connections, and heard of English learning centre are related to peer support. In addition, self-efficacy, generic skills, and general support & advising may help to explain the differences between direct-entry and transfer students. Despite the two different admission pathways, the majority of the explanatory variables of peer support are common and the whole learning experience influences students' perception on peer support. This study suggests strategies and resource allocation to cope with their differences so as to encourage peer support in universities. [ABSTRACT FROM AUTHOR]

AbstractThe present study examined longitudinal, transactional associations between youth social adjustment (prosociality, peer relationship difficulties) and parental emotion socialization in early adolescence. Adolescent gender was considered as a potential moderator. Eighty-seven adolescent-parent dyads (50 girls, 37 boys) participated in 8th grade, with follow-up waves in 9th and 10th grade. Adolescents reported their experiences of peer victimization and their parents’ emotion socialization responses, and parents reported youth prosocial behavior and peer relation problems. Hierarchical linear modeling results indicated transactional associations between parent supportive/unsupportive responses and adolescent peer relations and prosociality over time, some of which were moderated by adolescent gender. Increases in parental supportive emotion socialization corresponded to decreased experiences of peer victimization over time for girls, but not boys. When peer victimization increased over time, girls reported less parental supportive responses and all adolescents reported receiving more unsupportive responses from parents. For all adolescents, parents’ increased supportive responses also corresponded to decreased peer problems and increased prosocial behavior. As prosocial behavior increased, so did parental supportive responses. Increases in parents’ unsupportive responses related to decreased prosocial behavior, and increases in adolescent prosocial behavior related to decreases in parents’ unsupportive responses. Results suggest that there is mutual influence between parent emotion socialization and adolescent social adjustment. Adolescent girls appear to uniquely benefit from parents’ supportive emotional socialization in relation to their experiences of peer victimization. Potential mechanisms and implications are discussed. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Herein, we consider the hypothesis that mothers harm peer relations when they respond to child conduct problems by expressing disapproval of friends, which exacerbates the behavior problems they were presumably attempting to deter.A community sample of Lithuanian adolescents (292 boys and 270 girls, aged 9–14 years) completed surveys three times during an academic year. Classmate nominations indexed peer status (acceptance and rejection), self‐reports described perceived maternal disapproval of friends, and peer nominations and self‐reports separately gauged conduct problems.Over the course of a school year: (a) conduct problems were associated with subsequent increases in perceived maternal friend disapproval; (b) perceived maternal friend disapproval was associated with subsequent decreases in peer status; and (c) low peer status was associated with subsequent increases in conduct problems. Full longitudinal, random‐intercept cross‐lagged panel mediation models confirmed that mothers who disapproved of friends were sources of peer difficulties that culminated in conduct problems and intermediaries whose response to child conduct problems damaged peer relations. Findings were stronger for peer rejection than for peer acceptance, suggesting that peers actively dislike those with mothers who intervene in peer relationships.Maternal disapproval of friends in response to child conduct problems damages the child's standing among peers, which then exacerbates behavior problems. This consequential cascade underscores the need for parent education about the potential deleterious consequences of well‐intentioned interference in peer relations. Practitioners should be prepared to offer constructive, alternative solutions when youth present behavior problems. [ABSTRACT FROM AUTHOR]

Background Study Objectives Methods Results Conclusions Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education.This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer‐supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers.This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (N = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance.Based on the five types of peer feedback (i.e., ‘management’, ‘cognition’ ‘affect’, ‘interpersonal factors’ and ‘suggestions for improvements’), the results of the ENA showed that student feedback categories ‘management’, ‘cognition’ and ‘affect’ were positively related to student performance at the formative assessment phase.The findings and the ENA visualizations also show that ‘suggestions for improvement’ and ‘interpersonal factors’ were not a significant part of student learning in peer assessment and feedback in the studied context. [ABSTRACT FROM AUTHOR]

Background: In 2010, China launched a rural-oriented tuition-waived medical education (RTME) programme to train more general practitioners (GPs) to meet the needs of the rural health workforce. Motivating and maintaining GPs is an important consideration for the shortage in the rural health workforce. This study aimed to investigate job satisfaction and turnover among the first group of rural-oriented tuition-waived medical students (RTMSs) who had completed a three-year compulsory service in Guangxi, as well as the factors affecting RTMSs turnover. Methods: This study adopted a mixed-method approach. A quantitative survey of 129 RTMSs was analysed (81.6% response rate), and qualitative interviews were conducted with 30 stakeholders, including 18 RTMSs, six administrators of the County Health Bureau, and six administrators of township health centers (THCs). A t-test, chi-square test, Fisher's exact test, and logistic regression analysis were used to examine the quantitative data, and thematic analysis was used to analyse the qualitative data. Results: Among the 129 participants, the turnover rate was high, with 103 RTMSs reporting turnover (79.84%). Interpersonal relationships scored the highest in job satisfaction (3.63 ± 0.64) among RTMSs, while working conditions were rated the lowest (2.61 ± 0.85). Marital status (odds ratio [OR] = 0.236, 95% confidence interval [95%CI] = 0.059–0.953, P = 0.043), only child status (OR = 8.660, 95%CI = 1.714–43.762, P = 0.009), and job return satisfaction (OR = 0.290, 95%CI = 0.090–0.942, P = 0.039) were significantly associated with turnover. Univariate analyses showed that income had a significant influence on turnover, but the relationship gone by multivariable; however it was deemed important in the qualitative study. Qualitative analysis revealed that turnover was influenced by the working atmosphere, effort-reward imbalance, professional competence, and opportunities for training and promotion. Conclusions: This study provides insights for the policymakers about the priority areas for retaining GPs in rural locations and provides reference values for the retention of GPs in other regions with a shortage of rural health workers. For RTMSs to continue providing services to rural areas, the government should improve their salaries, balance their income and workload, provide more opportunities for training and career promotion, and managers should recognise their efforts and create an optimistic working atmosphere. [ABSTRACT FROM AUTHOR]

Background: Global nursing shortages necessitate the identification of mitigatable factors that may reduce nursing absence and turnover. Fatigue has been shown to be associated with these issues. This study aimed to identify factors leading to development of or recovery from excessive fatigue in nurses as these can offer actionable avenues for protecting nurses against fatigue or supporting fatigue recovery. Methods: A longitudinal study among nurses randomly sampled from the Norwegian Nurse's Organization. The Chalder Fatigue Questionnaire measured fatigue. Dichotomized scoring was used, with scores ≥ 4 considered excessive fatigue. The study included questions on shift work schedules, psychosocial work characteristics, sleep, body mass index, physical activity, caffeine, alcohol, mental health, etc. Two sets of logistic regression analysis were conducted (one for development of and one for recovery from excessive fatigue), evaluating how changes in work, lifestyle and health between baseline (2015) and follow-up (2018) affected first, odds of development of excessive fatigue and second, odds of recovery from excessive fatigue. Results: Among 1,311 included nurses, 21.6% maintained, 13.3% developed, and 18.0% recovered from excessive fatigue (2015–2018). Within work characteristics, increased psychological work demands were associated with development of excessive fatigue OR = 1.77 (CI = 1.11–2.82). Several work characteristics were associated with recovery from excessive fatigue, including decreased decision latitude (OR = 0.39; CI = 0.19–0.82) and increased coworker support (OR = 1.90; CI = 1.11–3.24). Shift work variables were not associated with fatigue outcomes. Amongst lifestyle factors, changes in sleep duration, obesity, and exercise were significant. Notably, developing inappropriate sleep duration (OR = 2.84; CI = 1.47–5.48) increased odds of developing excessive fatigue, while maintaining inappropriate sleep duration (< 6 h or > 8 h) (OR = 0.19; CI = 0.54–0.65) decreased odds of recovering. All assessed health conditions (depression, anxiety, insomnia, and shift work disorder) were related to development of (ORs 2.10–8.07) or recovery from (ORs 0.10–0.50) excessive fatigue. Depression, for example, increased odds of development of (OR = 8.07; CI = 2.35–27.66) and decreased odds of recovery (OR = 0.10; CI = 0.04–0.26) from excessive fatigue. Conclusions: Changes in lifestyle factors, health conditions, and psychosocial work factors were associated with development of and recovery from excessive fatigue. Sleep and psychosocial work factors played important roles. We found no relationship with shift work schedules. [ABSTRACT FROM AUTHOR]

Communication is an integral part of nursing practice—with patients and their relatives, other nurses and members of the healthcare team, and ancillary staff. Through interaction with the 'other', language and silence creates and recreates social realities. Acceptance, rejection or modification of social realities depends on what is expressed and by whom. Narratives that are offered can tell of some experiences and not others. Some nurses choose to be silent while others are silenced. In nursing situations recognising and allowing silence to speak is a challenging but uniquely personal experience that embraces reflection in and on experiences, practice and self as a person and a professional. If enabled and truly heard, silence can speak more loudly than the hubbub of daily practice, allowing us to collectively question and challenge inherent assumptions and biases as professionals, and as a profession. Through a microcosm of Newly Graduated Nurses' lived experiences of nursing situations and expressions of silence individuals' discomfort and private efforts to ascribe meaning to experiences are reflected on. Returning to silence is to return to a constant process of professional transformation that can enable ways of knowing and being that can reform our profession from within and enable us to cast off shackles that bind us to a shameful cultural underbelly. [ABSTRACT FROM AUTHOR]

The present study explored the interrelationship among counselor burnout, person–environment fit, and job crafting via a latent profile analysis (LPA). Using a sample of 451 school counselors (76.9% women, 23.1% men) in Türkiye, the LPA revealed three distinct profiles regarding adaptation to the environment (maladaptive, average, and adaptive). The auxiliary variable analysis showed that career adaptability and its components (i.e., concern, control, curiosity, and confidence) increased the likelihood of school counselors' membership in the adaptive group. In addition, the results showed significant mean differences in the levels of positive affect and negative affect across profile memberships, such that the adaptive group had the highest positive affect and the lowest negative affect. Implications are discussed. [ABSTRACT FROM AUTHOR]

Racism in nursing is multifaceted, ranging from internalized racism and interpersonal racism to institutional and systemic (or structural) elements that perpetuate inequities in the nursing profession. Employing the socio‐ecological model, this study dissects the underlying challenges across various levels and proposes targeted mitigation strategies to foster an inclusive and equitable environment for nursing education. It advances clear, context‐specific mitigation strategies to cultivate inclusivity and equity within nursing education. Effectively addressing racism within this context necessitates a tailored, multistakeholder approach, impacting nursing students, faculty, administration, professional organizations, and licensing and accrediting bodies. This all‐encompassing strategy recognizes that the interplay of interpersonal dynamics, community culture, institutional policies, and broader societal structures intricately shapes individual experiences. Nurses, nurse leaders, educators, organizations, and policymakers can work together to create a more equitable and inclusive nursing profession by targeting each of these levels. This transformational process can yield positive outcomes across various environments where nurses learn, work, and serve people and enable the demographic composition of nurses to better match the populations served. [ABSTRACT FROM AUTHOR]

An academic medical center (AMC) is a hospital system that is organizationally and administratively integrated with an academic institution to achieve a tripartite mission: train the healthcare workforce, conduct clinical research, and deliver high‐quality patient care. The mission and value of AMCs has made them a core element of the healthcare system in the United States, and has afforded AMCs relative stability against industry turbulence over the years. However, a new era of care transformation characterized by increased demand for accessibility, convenience, and affordability is challenging that stability. Evolving patient needs and preferences are creating a new value equation in the U.S. healthcare system, which may shrink the viable market for AMCs that fail to modernize all aspects of their tripartite mission. New market entrants and existing competitors that embrace innovation will soon out‐pace AMCs that lack the innovation infrastructure to create new clinical capabilities, enhance patient experiences, optimize cost structures, and seize on emerging revenue opportunities. [ABSTRACT FROM AUTHOR]

Neurofibromatosis type 1 (NF1) is a neurogenetic disorder associated with visual-spatial problems, executive dysfunction, and language deficits, making patients experience social isolation, stigma, anxiety, and depression. Here, we explored NF1 patients' lived experiences by conducting semi-structured, in-depth interviews with 21 NF1 patients and 16 care providers. The thematic analysis uncovered dimensions of NF1 patients' social lives at different ecological levels, including their relationships with family, friends, teachers, coworkers, providers, and society. Positive dimensions of NF1 patients' social life (e.g. familial support and sacrifice, responsibility, and self-sufficiency, supportive friends, and professors) counter negative dimensions (e.g. the vulnerability in sexual relationships, social interactions, discriminatory professors, misconceptions about abilities, appearance bias, internalized and social stigma, violence, and low self-esteem). Adaptive strategies used or suggested by NF1 patients at personal (e.g. supportive network, positive reframing, acceptance of their bodies) and social levels (e.g. psychological support, group therapy, public awareness, and governmental support) were identified. [ABSTRACT FROM AUTHOR]

Taking a socio-ecological theoretical perspective, the present study (1) examined the concurrent and longitudinal associations between offline, cyber, and ethnic victimization, and (2) investigated whether the same or different intra- and interpersonal variables are longitudinal risk or protective factors. A three-wave longitudinal study including 630 adolescents (50% boys, 12.52 years at wave 1, 7% first and 14% second generation immigrant) was utilized. Cross lagged panel models showed that neither offline victimization nor cyber victimization predicted ethnic victimization longitudinally. Positive peer relations, good class climate, high levels of school bonding, high levels of school motivation and high levels of self-efficacy at the beginning of grade 7 were protective factors for low levels of ethnic, cyber, and offline victimization at the end of grade 7. However, only high levels of ethnic victimization at the beginning of grade 7 were also risk factors for low levels of positive peer relations, school bonding and school motivation at the end of grade 7. Ethnic victimization at the end of grade 8 could not be predicted prospectively. Considering its unique negative consequences within grade 7, it is important to give ethnic victimization a special attention in anti-bullying programs. [ABSTRACT FROM AUTHOR]

This is a qualitative phenomenological study that was designed to navigate through nurses' lived experiences, burdens, and coping strategies while working with COVID-19 patients. The sample included 20 nurses who had worked with COVID-19 patients for more than or equal to 6 months. The interviews were conducted between October 1, 2021, and April 15, 2022. At that time, the third COVID wave had elapsed, and we were peaking on a fourth pandemic wave, so included participants had lived through a minimum of 2 to 3 peaks. Six themes emerged, which were: nurses coping with COVID-19 crisis, professional relationship burden, personal burden, environmental burden, physical symptom burden, and emotional burden of the crisis. Nurses' lived experiences during the pandemic were deep, intense, and moderately to highly affecting their ways of thinking, feeling, and behaving. That experience opened nurses' eyes on countless number of challenges that require special attention, care, and preparation on many levels. The minimal preparatory levels are personal, departmental, organizational, and strategic. [ABSTRACT FROM AUTHOR]

Objective: COVID-19 increased moral distress (MD) and moral injury (MI) among healthcare professionals (HCPs). The purpose of this study was to examine MD and MI among inpatient and outpatient HCPs during March of 2022. The study sought to examine (1) the relationship between MD and MI; (2) the relationship between MD/MI and pandemic-related burnout and resilience; and (3) the degree to which HCPs experienced pandemic-related MD and MI based on background characteristics. Methods: A survey was conducted to measure MD, MI, burnout, resilience, and intent to leave healthcare at two academic medical centers during a 4-week period. A convenience sample of 184 participants (physicians, nurses, residents, respiratory therapists, advanced practice providers) completed the survey. In this mixed-methods approach, researchers analyzed both quantitative and qualitative survey data and triangulated the findings. Results: A moderate association was found between MD and MI (r =.47, P <.001). Regression results indicated that burnout was significantly associated with both MD and MI (P =.02 and P <.001, respectively), while intent to leave was associated only with MD (P <.001). Qualitative results yielded eight sources of MD and MI: workload, distrust, lack of teamwork/collaboration, loss of connection, lack of leadership, futile care, outside stressors, and vulnerability. Conclusions: While interrelated conceptually, MD and MI should be viewed as distinct constructs. Many HCPs were significantly impacted by the COVID-19 pandemic, with MD and MI being experienced by those in all HCP categories. Understanding the sources of MD and MI among HCPs could help to improve well-being, work satisfaction, and the quality of patient care. [ABSTRACT FROM AUTHOR]

The growing attention paid to employee well-being in the healthcare system, along with the reinforcement of factors that drive change in the work environment, provides a strong foundation for studying the relationship between work design and its related outcomes. The aim of this study was to examine the relationship between the elements of work design and the overall well-being of healthcare professionals, particularly the differences across multiple groups of various genders and age brackets. A cross-sectional study design was employed, and a convenience sampling method was used. The study participants were healthcare professionals, and a total of 427 valid surveys were collected. The partial least squares structural equation modeling (PLS-SEM) approach was deployed to test the relationship between the determinants of work design and the perceived well-being of healthcare professionals. The results indicate a strong positive relationship between the social characteristics of work and overall well-being, as well as a positive contribution of the work context to the perceived well-being of healthcare professionals. The findings validated that knowledge characteristics had no beneficial impacts on overall well-being; nor did the task characteristics of work design. Although the mentioned associations failed to demonstrate statistical significance, the results nonetheless have significant practical consequences that are comparable to those of the relationships that demonstrated statistical significance. [ABSTRACT FROM AUTHOR]

This manuscript responded to the call for the integration of evidence-based practice concept into the nursing curriculum. It aims to 1) review the importance of teaching evidence-based nursing in nursing education, 2) identify key principles and competencies associated with evidence-based nursing, and 3) provide evidence-based teaching strategies to foster critical thinking and research literacy among nursing students. Drawing from current pedagogical research and best practices, it provides a robust framework for enhancing teaching methodologies in the nursing field. Encompassing diverse evidence-based strategies ensures direct relevance and applicability in real-world clinical scenarios. Recognizing healthcare's dynamic, it serves as a comprehensive resource for nurse educators, fostering a profound understanding of evidence-based practices. By distilling insights from recent pedagogical studies, it establishes a strong foundation for continuous improvement in teaching methods, advocating for seamless integration of evidence-based strategies. In summary, this paper is vital for nurse educators to refine their instructional methodologies, offering evidence-based teaching strategies grounded in research and practical application. It significantly contributes to shaping a new generation of nursing professionals, equipping them with the requisite skills, knowledge, and the adaptive mindset necessary for effective evidence-based practice in the ever-evolving healthcare landscape. [ABSTRACT FROM AUTHOR]

BACKGROUND: An underground workplace (UGW) is a complex system with multiple subsystems that interact with each other. However, the research on UGW from a systemic perspective has not received due attention. OBJECTIVE: This study constructs an evaluation approach to the orderliness of UGW and systematically evaluates the UGW with Guangzhou and Chengdu metro depots as case studies. METHODS: First, the evaluation index system is established based on occupational ergonomics. Second, the system entropy model is constructed based on information entropy. Third, a dissipative structure judgment model is built based on the Brusselator. Fourth, the orderliness evaluation model is constructed based on information entropy and synergetics. RESULTS: The UGW of the metro depot has not yet reached the dissipative structure and is in a medium-order state. But the system is in the trend of orderly development. The entropy increase caused by the physical environment and health status is the main obstacle for the system to move toward order. The equipment configuration is an essential source of system negative entropy. The coordination between equipment configuration, health status, and physical environment is low, and that of work effectiveness, equipment aging and failure, and organizational environment is high. CONCLUSIONS: Equipment configuration cannot fully cope with the harsh physical environment and meet the needs of underground workers. Safety security equipment has more room for improvement. Humanized support facilities can introduce more negative entropy to the system. Organizational intervention can reduce the negative impact of adverse factors on the system. [ABSTRACT FROM AUTHOR]

The authors study how strangers become friends within an evolving online social network. By modeling the coevolution of individual users' friendship tie formations (when and with whom) and their concurrent online activities, the authors uncover important drivers underlying individuals' friendship decisions and, at the same time, quantify the resulting peer effects on individuals' actions. They estimate their model using a novel data set capturing the continuous development of a network and users' entire action histories within the network. The results reveal that similarity (homophily) with a potential friend, the properties of a potential friend's network, and the potential friend's domain expertise all play a role in friendship formation. Via prediction exercises, the authors find that stimulating anime watching is the most effective sitewide intervention, which leads to the highest overall site traffic and the largest number of active users, and that recommending a friend of a friend as a potential friend is the most effective strategy in stimulating friendship tie formation. In contrast to the common finding for static networks, the results indicate that seeding to users with the most friends is not the most effective strategy to increase users' activity levels in an evolving network. [ABSTRACT FROM AUTHOR]

Smartphone Addiction and Peer Relations in Nursing Students

This paper examines discourses that place refugee students in an inequitable position in school. Focussing on decontextualisation – a depoliticising way of seeing education that overlooks contexts – the paper is based on semi-structured interviews with teachers (n = 15) and open questions of a survey data (n = 267) collected from teachers, principals and teacher assistants at the end of 2022 in Finland. After analysing discourses, we found that educators both resisted and maintained the discourse of valuing skills in terms of the starting points/readiness of refugee students and in language hierarchies; the discourse of normality in inclusivity and in behaviour; the discourse of silence in antiracism education for teachers and in addressing racism in students’ peer relations. The paper concludes that decontextualisation is grounded in everyday schooling and fails to recognise the differing intersecting positions and contexts that create inequitable possibilities for different people in society. This paper calls for a continuous systematic effort of antiracism education at all levels, as well as curricular structures that support schools in understanding contexts. [ABSTRACT FROM AUTHOR]

Background: The professional self-concept of nursing students significantly influences their attitude and identity within the profession, ultimately impacting their mental health and overall well-being. Recent evidence underscores the importance of assessing students' professional self-concept to prevent adverse outcomes such as burnout and stress. Since there are currently no validated instruments available in Portugal for this purpose, our objective was to translate, adapt, and validate the Nurse Self-Concept Questionnaire (NSCQ) with nursing students in Portugal. Methods: A two-phase research study with a non-probabilistic sample of 216 undergraduate nursing students, using the QualtricsXM electronic platform for data collection. An exploratory factor analysis was performed to verify the validity of the theoretical construct and its internal consistency. Cronbach's alpha was calculated, and a confirmatory factor analysis was performed to assess the model fit. Results: The final instrument, designated as Questionário de Autoconceito dos/as Enfermeiros/as (Pt – NSCQ), is composed of 24 items distributed across five dimensions: "General self-concept", "Staff relations", "Leadership", "Communication-care" and "Knowledge", which explain 67.71% of the total variance. All dimensions and the global scale revealed good internal consistency values, ranging from 0.775 to 0.927. The resulting factorial structure is coherent with the theoretical framework. Conclusion: The Pt – NSCQ proved to be a valid and reliable instrument to assess Portuguese nursing students' professional self-concept. Future studies should be carried out on larger samples and different educational contexts, aligned with the importance to ensure the continuity of the psychometric analysis of the instrument. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study is to contribute to an understanding of the role deployment of advanced practice nurses (APNs) in French healthcare settings. Introduction: The introduction of APNs was formalised in France by the decrees issued on 18 July 2018, which described the areas, activities and training of APNs. Background: A qualitative study on the role implementation of APNs was conducted between July 2021 and May 2022 following a call for projects launched by the Île‐de‐France Regional Health Agency to evaluate the deployment of APNs in the area. Methods: Data were collected through field observations and semi‐structured interviews in order to explore both the APNs deployment processes in nine healthcare structures and the roles played by APN networks and associations with regard to the deployment of APN activities in their working environments. Results: The projects proved to be evolutionary, and their development was marked by various forms of APN isolation and multiple obstacles that were specific to their professional practice settings. Some APNs relied on a variety of forms of mutual assistance and advocacy deployed throughout APN networks and associations. Discussion: The deployment of APNs' role was impacted by diverse configurations of professional power relations and the nature of the obstacles that were structural for APNs in primary care. Their experience of isolation derived from the novelty of their role, the challenge they posed to the cohesion of the nursing profession and a lack of supportive policies for their deployment. Their participation in APN networks and associations enabled them to access advocacy and manage the uncertainties and unknowns related to the deployment of their activities. Conclusion: The results suggest that the formalisation of schemes for mutual assistance among APNs and advocacy should be integrated into the guidelines for the implementation of their role. Implications for nursing policy: APN policy should strengthen a bottom‐up approach, relying in particular on the development of different forms of collaboration and communication between APN networks and associations on the one hand and the public authorities on the other. [ABSTRACT FROM AUTHOR]

The scope of this study was to discriminate factors, which could improve students' social relationships in kindergarten classrooms. In this research, 147 volunteer children participated, 67 female students and 80 male students. Every student was between 4.5 and 5.5 years old and they were all attending urban public kindergarten located in central Greece. This study focuses on factors associated with the students' social ability to develop healthy relationships in kindergarten classrooms. Direct observations of children's friendship skills and social play participation, questionnaires for children's social behaviour filled out by teachers and sociometric data were gathered for data analysis. The collected data ware analysed through correlational and Multiple Linear Regression Analysis. Results indicate that social behaviour, social play and social skills for developing friendships have an impact on children's relationships. Higher scores in 'cooperation', 'social collaborative game' and 'social skills for sustaining friends' are positively associated with peer acceptance and friendship. All of the above are highly significant variables for the prediction of healthy relationships in early childhood. All models showed effects, which are meaningful in socio-pedagogical applications. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The study purpose was to generate theory to explain why some hospital staff chose to stay on the job during a prolonged public health crisis. BACKGROUND: The "great resignation" of 2021 created shortages across the healthcare industry. Why some healthcare staff chose to stay at work when coworkers were leaving in large numbers through retirement, transition to different careers, or perceived suddenly better clinical opportunities was not clear. METHODS: Qualitative Grounded Theory methods guided this research study. Sixteen healthcare workers participated in open-ended interviews that provided data to identify major concepts in an emerging model of commitment during crisis. RESULTS: A "Commit to Stay" model emerged showing 4 major influences including sense of personal agency, supportive organization, social connections at work, and external connections and influence. CONCLUSIONS: The Commit to Stay conceptual model can help guide nurse leaders as they grapple with supporting those who choose to stay at work in healthcare during intense, sustained healthcare crises. [ABSTRACT FROM AUTHOR]

Background: With the widespread use of social media, understanding how healthcare professionals, such as dietitians, utilise these platforms for their work has gained interest. The aim of the current study was to describe how Finnish registered dietitians utilise various social media channels for professional purposes. The study also investigated the perceived social media skills of dietitians. Methods: A cross‐sectional study was conducted using an online survey administered between December 2022 and February 2023. The participants were 107 Finnish registered dietitians who held a master's degree suitable for the profession. The Fisher's exact test was employed for categorical variables, whereas the Kruskal–Wallis test was used for ordinal variables with multiple groups. Results: Out of the 107 participants, 62 (58%) reported using social media for professional purposes. The primary purposes across various social media channels were interaction with colleagues (80%) on Facebook, networking with professionals from other fields (86%) on LinkedIn and general monitoring of the field on Instagram (91%), Twitter (77%) and YouTube (58%). Dietitians' perceived social media skills were found to have a statistically significant relationship with age (p < 0.05) for all channels, except Twitter. Conclusions: The findings suggest that Finnish dietitians predominantly utilise social media for passive monitoring of the field, rather than actively sharing content with the public. Professional communication tends to take place within their own professional groups. Incorporating social media use into the official job description could serve as an encouraging factor to enhance the professional utilisation of social media among dietitians. Key points: In this cross‐sectional study, we found that 58% of the 107 Finnish registered dietitians utilised social media for professional purposes. Among them, 29% actively created content on social media.Facebook was predominantly used for colleague interaction; LinkedIn was used for networking with professionals from different fields; and Instagram, Twitter and YouTube were used for passively monitoring developments in the field of nutrition.Among the participants who did not use social media for professional purposes, the primary barriers reported were a lack of time, a general disinterest in social media and past negative encounters with it, including personal experiences and concerns about negative feedback aimed at dietitians or the content they share. [ABSTRACT FROM AUTHOR]

Low back pain (LBP) clinical practice guidelines recommend referral for patients with persistent LBP however discordance persists between recommended care and implementation in practice. Understanding patient experiences of referral practices and physiotherapy care could be important for optimizing LBP management in primary care settings. This study explored referral experiences of people with nonspecific LBP in Australian primary care and their knowledge and experience of physiotherapy. An interpretive descriptive qualitative framework was used with 17 participants interviewed from community-based physiotherapy practices. Four themes described the participants' experiences of referrals in primary care settings: 1) Referral practices ranged from formal to informal to non-existent; 2) Fragmented inter-and intra-professional LBP care management; 3) Patient perceived differences in the roles of physiotherapists and specialist physiotherapists; and 4) Patient nominated barriers and facilitators to optimal referral practices. Physiotherapists support people with LBP to improve strength and function, whereas the specialist physiotherapist's role was seen as more holistic. Referral pathways that align to clinical guideline recommendations for non-surgical management and treatment remain underdeveloped. Improved referral pathways to clinicians such as physiotherapists with additional credentialed skills and competence in musculoskeletal care could improve people's experiences of care and health outcomes. [ABSTRACT FROM AUTHOR]