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The World Health Organization has released its first comprehensive Guidance document on health practitioner regulation, addressing a critical gap in global health policy. This Commentary provides an overview of the Guidance, which aims to support countries in strengthening their regulatory systems for health practitioners. The Guidance, developed through a rigorous process involving a literature review and expert consultation, covers a broad range of health practitioners and focuses on optimizing their utilization to meet population health needs. Key highlights include the description of the global regulatory landscape, identification of regulatory challenges in all societies, and policy considerations to realize dynamic, effective, and agile regulation. The COVID-19 pandemic is cited as an important example of a catalyst for regulatory reforms that enhanced workforce availability and access. This paper, co-authored by members of the World Health Organization Technical Expert Group, emphasizes the importance of aligning regulatory systems with broader health workforce and system priorities, adopting a risk-based approach, and addressing implementation gaps. It encourages policymakers, regulators, and researchers to use the Guidance to assess and update their regulatory systems and to generate more robust evidence on the impact of health practitioner regulation on health outcomes. [ABSTRACT FROM AUTHOR]

Purpose: To identify risk and protective factors associated with physician performance in practice; to use this information to create a risk assessment scale; and, to test use of the risk assessment scale with a new population of assessed physicians. Design: Physician assessments that were completed by community-based physicians between March 2016 and February 2022 (n=2708) were gathered to determine what professional characteristics and practice context factors were associated with poor peer practice assessment (PPA). The predictive capacity of the resulting model was then tested against a new sample of physician assessments completed between March 2022 and February 2023 (n=320). Results: N=2401 physicians were eligible for inclusion in a logistic regression analysis, which resulted in an empirical model containing 11 variables that was able to account for 21.6% of the variance in the likelihood of receiving a poor PPA generated by the College of Physicians and Surgeons of British Columbia. The resulting model, when tested against 320 new cases, was able to predict good versus poor PPA performance with a sensitivity of 0.79 and specificity of 0.75. Not having undertaken peer review (OR=1.47) created a risk like that arising from a full decade passing since completion of medical school (OR=1.50). Conclusion: In addition to being the largest known study of its type, this work builds on similar studies by demonstrating the capacity to use regulator-mandated peer review to empirically identify physicians who are at risk of substandard performance using factors that are safe from claims of violating Human Rights Codes; that emphasize modifiable aspects of practice; and that can be readily updated to account for change over time. [ABSTRACT FROM AUTHOR]

The recent review of the Scottish professional standards for teachers, led by the General Teaching Council for Scotland, offered a unique perspective to interrogate participative approaches in policy‐making in the Scottish education context and to provide insights and implications for future policy‐making. Using one of the authors’ experiences as a General Teaching Council Scotland Officer during the review of the professional standards, this paper conceptualises the consultation process as a form of democratic governance, using Sørensen and Torfing's framing of the four anchorage points that enable democratic legitimacy in governance networks. This perspective places policy‐making within a governance structure that is created by networks that interact, overlap and are entangled with each other, implying a decentralised form of governance. An analysis of the stages of the review process demonstrated that it was participatory. However, there was an over‐reliance on the established policy‐making community. In addition, authentic participation was restricted as choices were limited by the metagovernor. We argue that Sørensen and Torfing's anchorage points for democratic legitimacy allow an interrogation of the extent to which policy‐making in Scottish education is authentically democratic and conclude by offering a framework of critical questions for more transparent democratic participation in future iterations of similar professional standards reviews. [ABSTRACT FROM AUTHOR]

Sparse professional literature on complaints against social workers, focuses on a few specific variables, discussing them from a universal/contextless viewpoint. This study considers such complaints as a holistic (integrative) issue which should be studied within particular contexts. The research traced service users' complaints against social workers, investigating social workers' conceptions concerning the extent and type of complaints, and the social workers' coping mechanisms. A phenomenological approach elicited data from semi-structured in-depth interviews with 16 social workers from Arab welfare bureaus in Israel. Findings indicated that formal complaints are rare despite many grievances (tazamur) concerning the service. There are almost no complaints concerning serious offences, because in addition to formal punishment, community cultural punishments are severe. Complaints can be lodged in eight regulatory bodies, inside or outside the bureau, distinguished as either educational or disciplinary in policy. Coping strategies (expressing internal or external loci of control) depend on the complaint type (against the system or against the social workers' professional functioning and/or ethical behaviour) and the regulatory body's character. A professional-ethical complaint is a context-informed pragmatic challenge that social workers should understand and be trained to consider as an opportunity for professional development. [ABSTRACT FROM AUTHOR]

BACKGROUND: In Italy, cultural and professional nursing improvements are reached thanks to the university-based education which marks the clinical competency and the professional autonomy in nursing decision-making. OBJECTIVE: To highlight how Italian nurses perceived their nursing autonomy level in the main action-points highlighted in the Italian regulation law according to sex, age, work experience, education, shift and ward. METHODS: A cohort explorative study was carried out from September 2022 to January 2023 to highlight how Italian nurses perceived their nursing autonomy levels in the main action-points highlighted in the Italian regulation law for the nursing profession according to demographic characteristics, like: gender, age, work of experience, education, shift, ward employment. RESULTS: A total of 403 nurses were enrolled. Significant differences were recorded in: decision-making authority in patient care and shift (p≤0.001) and ward employment (p = 0.045); ability to initiate nursing interventions and education (p < 0.001) and ward employment (p = 0.011); collaboration and communication with healthcare team members and education (p < 0.001) and ward employment (p = 0.010); independence in clinical judgment and critical thinking and shift (p < 0.001); responsibility for the planning and evaluation of nursing care and education (p = 0.005) and shift (p = 0.002) and ward employment (p = 0.013); autonomy in professional development and continuing education and shift (p < 0.001) and ward employment (p < 0.001). CONCLUSIONS: The results highlighted the intricate world both of the healthcare surrounding and the abilities to act autonomously within the multiprofessional staff. Future studies will develop qualitative and phenomenological designs in order to better define in which fields nurses will act their professional autonomy. [ABSTRACT FROM AUTHOR]

This research systematically reviews existing literature to evaluate the perceived value of forensic accounting. The review examines the evolution of forensic accounting, key services provided, necessary skills, professional standards, and educational requirements. It also addresses the expectation gap in forensic accounting education and identifies areas for future research. By synthesizing data from various studies, the paper presents a comprehensive overview of the current state of forensic accounting research. Key findings indicate a growing global demand for forensic accounting, evidenced by the establishment of specialized units within major firms and regional accounting entities. The review concludes with insights into the general characteristics and classification schemes of forensic accounting studies, offering a detailed examination of the field's present and future directions. [ABSTRACT FROM AUTHOR]

Background: Formal evaluations are an integral part of a student's learning and encourage students to learn and help instructors identify students' weaknesses. Over the past few decades there have been growing concerns that instructors and evaluators are passing students who do not meet expectations. This phenomenon, in which instructors pass students who do not meet expectations, has been referred to as "failure-to-fail". In this study, we used Q-methodology to identify instructors' justifications for failure-to-fail. Methods: A Q-methodology study was conducted to identify the major viewpoints of instructors at a Canadian university. A by-person factor analysis with principal component factor extraction and Varimax rotation was used. The analysis was conducted using the QFACTOR program in Stata. A Cohen's effect size of 0.80 was used to identify distinguishing statements. Results: Fifty seven instructors participated in this study. Through a by-person factor analysis, three factors representing three viewpoints emerged: Intrinsically Motivated, Extrinsically Motivated, and Administratively & Emotionally Deterred. The Intrinsically Motivated group perceived mental barriers that prevented them from failing students. They strongly disagreed that they experienced pressure from either students or their schools to pass students. The Extrinsically Motivated believed that their higher-ups and the university encouraged them to pass all students. They perceived discomfort associated with defending their reasons for failing students and were concerned that failing students would damage their own career advancements. The Administratively & Emotionally Deterred group believed that the process of failing a student was stressful and exhausting. They disagreed that a failed student is a result of the instructor's own inadequate guidance or mentorship. Conclusions: This study identified three distinctive viewpoints that outline areas of consideration for addressing the failure-to-fail mechanism. More transparent discussions within schools, as well as identifying solutions, are required to create systems that ensure educational and professional standards are maintained. Further replication of this study in various disciplines may be used to determine whether these findings are consistent in different fields. [ABSTRACT FROM AUTHOR]

This article explores the ethical complexities of openly-expressed medical commentary using recent cancer diagnoses within the British monarchy as illustrative cases. Specifically, it examines tensions between public interest, personal privacy, and professional standards, underlining the adverse implications of conjectural discourse, alongside the role of physicians in enhancing wider medical understanding. [ABSTRACT FROM AUTHOR]

This article investigates how organizational structure, collaboration, and professional standards influence the resilience of public agencies facing adversity. It links organizational reputation and blame avoidance literature with resilience and collaboration literature. We use the case of the Swiss Child and Adult Protection Agencies (CAPA), which faced massive media attacks. We apply a qualitative research design analyzing data from interviews and participatory observations. Our findings show that professional organizational structure, collaboration and standards are three interrelated factors that increase resilience against adversity. In particular, these factors reduce "blame‐avoiding policy implementation" (BAPI), which is a coping strategy where street‐level bureaucrats (SLB) exploit their discretion to make policy implementation less blameworthy. In their interplay, professional organizational structure, collaboration and standards increase the knowledge of a public agency about a particular situation because they enable better‐informed decisions through collective deliberation practices, and strengthens the collective ownership as well as the individual SLB's confidence that the right decision is being made. [ABSTRACT FROM AUTHOR]

Background: The public are an important source of notifications and evidence for the investigation of concerns by regulators of professionals. The website is an important source of information for the public, but the complexity of information presented to engage with the public is unknown. Objectives: This study explored the readability of information provided for the public to engage with fitness to practise processes by examining the websites of the 13 UK statutory health and social care professional regulators. Methods: Six readability algorithms were utilised to calculate the readability scores of 180 general and 8 easy‐read documents published for the 15 sites of the United Kingdom's 13 health and social care statutory professional regulatory bodies. These tests were the Flesch Kincaid Reading Ease, the Flesch Kincaid Grade Level, the Gunning Fog Score, the Simple Measure of Gobbledygook (SMOG) Index, the Coleman Liau Index and the Automated Readability Index (ARI). Results: All the fitness to practise documents analysed in this study are written at a level too difficult for most of the general population to read, except one easy‐read document. There was also considerable variation in readability across resources for the same regulator, which could be confusing. Regulatory bodies risk excluding a large proportion of UK adults who may want to engage with professional regulatory proceedings. Conclusions: This is the first comparative analysis of readability conducted independent of the regulators of the fitness to practise website documents of health and social care regulators. The public are a key source of evidence in regulatory proceedings. Regulators could improve public engagement by addressing the complexity of language used. Public Contribution: Our advisory group of people with lived experience of involvement as members of the public in fitness to practise proceedings discussed the findings and contributed to the recommendations. [ABSTRACT FROM AUTHOR]

Background: Health and social care regulators ensure that professionals have the correct qualifications and experience to practice in their profession. Globally, there are over 130 regulators of nursing alone and 13 health and social care statutory regulators in the United Kingdom. The public are the largest source of concerns to regulators about the registrants' fitness to practise (FtP). Aim: This study aimed to examine the amount, type and content of the information available from UK regulators and evaluate the usability of the process for members of the public considering raising a concern with a regulator about a registrant's fitness to practise (FtP) and the experience of those who had recently raised a concern. Methods: The websites of the UK's 13 statutory health and social care regulators were searched between November 2021 and February 2022 for information about the process of raising a concern. Webpages and public‐facing documentation were downloaded, and qualitative content analysis was conducted. The usability of regulator websites and the concerns referral form were assessed by 11 people using an adapted 'system usability scale'. Seven interviews, a focus group (n = 5) and a survey (n = 62) of people who had raised a concern were used to explore their experiences to validate our findings and recommendations. Results: Themes were identified related to format and layout, the process and support to raise a concern, with wide variation found between regulators. Focus groups, interviews and surveys validated these findings. Discussion and Conclusion: Information and the ease of finding this information are fundamental in promoting public confidence and trust in regulator purpose and process. When raising a concern, it is important that information is honest, clear and accurate and available in a range of different formats so that it suits the diverse needs of members of the public. Improvements in these processes could support regulators to better achieve their primary purpose of protecting the public. Public Contribution: The public were consulted on our findings using two focus groups, seven interviews and 62 survey respondents. Our project advisory group of people with lived experience of involvement in FtP discussed the findings and contributed to the recommendations. Trial Registration: N/A. [ABSTRACT FROM AUTHOR]

Background: Past research has demonstrated that transgender and gender diverse (TGD) people often have negative experiences of healthcare. Exploratory research is needed to provide in-depth understanding of the healthcare experiences of TGD people. Primary care is a crucial element of healthcare, but past research has tended to overlook what contributes specifically to positive experiences of primary care for TGD adults. Aim: The aim of this study was to explore positive experiences of TGD adults when engaging with primary care in Aotearoa New Zealand. Methods: Semi-structured email interviews were conducted with 11 TGD adults aged 20- to 62-years-old, with a range of binary or non-binary genders living across Aotearoa New Zealand. The email interview method allowed nationwide recruitment and flexible interaction. All aspects of the study were led by a researcher who is part of the TGD community. Results: Three themes were formulated to explain TGD participants' positive experiences with primary care. In order to contextualize positive experiences, participants described past negative experiences of healthcare and low expectations (Theme 1: The Sad State of Care). Participants also described exerting autonomy, for example by carefully selecting a general practitioner (GP) or choosing when to disclose transgender status to their GP (Theme 2: The Sphere of Control). Three levels were evident in positive experiences (Theme 3: The Gradient of Positive Experiences): basic professionalism, more desirable experiences of trans-specific competencies, and GPs as advocates for systemic change. Discussion: TGD people experience positive interactions in primary care in a variety of ways, all of which are contextualized by the negative state of healthcare at present. TGD people create opportunity for autonomy while navigating healthcare, which requires a form of interacting that can be termed reactive self-determination. Training for health professionals could apply the gradient of positive experiences to scaffold appropriate primary care for TGD adults. [ABSTRACT FROM AUTHOR]

There is a global shortage of nurses, leading many countries to recruit internationally qualified nurses (IQNs) to fill the gap. However, IQNs encounter challenges in integrating into their new professional environment, particularly in their interactions with locally qualified nurses (LQNs). Intraprofessional cultural competence (IPCC), defined as 'a set of congruent behaviours and attitudes that enable professionals to work respectfully and effectively in cross‐cultural situations', may be a strategy to address these challenges. Content analysis was used to examine nursing regulatory documents (Standards for Practice [Standards] and Codes of Conduct [Codes]) from the United Kingdom, New Zealand and Australia. Data were extracted and organised based on four key themes relevant to IPCC. The analysis revealed a focus on 'Mutual collaboration and professional relationships' in six regulatory documents, with explicit commitments to preventing racism and discrimination in the Australian and NZ Codes. However, issues such as racism, discrimination, bullying and harassment faced by IQNs are not comprehensively addressed, as the documents mainly prioritize culturally appropriate patient interactions over relationships between colleagues. Using regulatory documents to address IPCC may influence positive change such as improving communication, and preventing racism, bullying, discrimination and harassment within nursing. [ABSTRACT FROM AUTHOR]

Teacher professional standards are a mechanism to safeguard quality teaching. In the context of Chinese early childhood education (ECE), this study developed a scale for self-assessing teacher competence against professional standards. The study adopted a three-phase design. In Phase 1, in accordance with Professional Standards for Kindergarten Teachers of China, a 60-item questionnaire was generated. In Phase 2, with a homogeneous convenience sample of 323 kindergartens teachers, the pretested 60-item questionnaire was subjected to rounds of exploratory factor analysis, which resulted in a 34-item scale. In Phase 3, with a sample of 1030 kindergartens teachers, confirmatory factor analysis was performed, which confirmed three measurement models including professional knowledge (8 items), professional practice (18 items), and professional disposition (8 items). The study exemplified how professional standards could be used as a tool for teacher self-assessment in ECE in a formalised manner. [ABSTRACT FROM AUTHOR]

Aim: This cross‐sectional study investigates the factors that contribute to academic resilience among nursing students during COVID‐19 pandemic. Design: A cross‐sectional study. Methods: A survey was conducted in a general hospital between November and December 2022. The Nursing Student Academic Resilience Inventory (NSARI) model was used to assess the academic resilience of 96 nursing students. The Boruta method was then used to identify the core factors influencing overall academic resilience, and rough set analysis was used to analyse the behavioural patterns associated with these factors. Results: Attributes were categorised into three importance levels. Three statistically significant attributes were identified ("I earn my patient's trust by making suitable communication," "I receive support from my instructors," and "I try to endure academic hardship") based on comparison with shadow attributes. The rough set analysis showed nine main behavioural patterns. Random forest, support vector machines, and backpropagation artificial neural networks were used to test the performance of the model, with accuracies ranging from 73.0% to 76.9%. Conclusion: Our results provide possible strategies for improving academic resilience and competence of nursing students. [ABSTRACT FROM AUTHOR]

The JCCP remains committed to the key principles contained within the JCCP/CPSA's current competency standards framework [ABSTRACT FROM AUTHOR]

Background: Much policy attention focuses on increasing the supply of workers in the English NHS but there has been less attention paid to the rise in leavers. This paper seeks to explore how existing data sets can illuminate the decision-making of leavers and inform actions that could mitigate this. Method: Secondary analysis of routinely collected data from 79 workforce projects in the UK (n = 46 339 participants) over a 4-year (2019–2023) period was undertaken. Free text data we extracted and analysed using content analysis, sentiment analysis and text mining. Inclusion criteria were those who stated they had resigned, had confirmed retirement date, and had secured employment elsewhere either within or without the sector but had not yet resigned. Exclusion criteria were those who had not indicated they were leaving or indicated intention to leave. These findings were then compared with themes from Herzberg's work hygiene theory and Hoffat and Woods's professional practice environment theory. Results: Multiple reasons were given for leaving. Findings were congruent with Herzberg's two factor work hygiene theory and demonstrate that leavers are driven by the inability to meet their intrinsic motivation to practice according to their professional standards as much as by terms and conditions. Leavers describe suboptimal professional practice environments which produce obstacles to achieving their work objectives and leaving their intrinsic motivation frustrated. Conclusion: Whilst reasons for leaving differ between people, there is a relationship between intrinsic motivation (why they want to do the job) and the conditions in which they try to do the job. This study suggests that looking beyond the primary reason for leaving given in the national dataset could identify how the practice environment influences the decision. [ABSTRACT FROM AUTHOR]

In today's rapidly growing healthcare landscape, the role of Medical Affairs within pharmaceutical companies has transitioned from a traditional support function into a strategic one. Amidst acute challenges such as evolving globalization, digitization, and healthcare trends, effective talent development and professional standards in Medical Affairs emerge as a pivotal cornerstone to future-proof pharmaceutical companies. This article explores strategies, perspectives, and best practices for enhancing talent development with medical or natural sciences background in the field of Medical Affairs. From the historical development of Medical Affairs, we cover current challenges and provide a comprehensive approach to talent development strategies of next-generation talents in Medical Affairs. Drawing upon current literature and personal experiences, we discuss various aspects relevant for designing targeted training programs, fostering interdisciplinary collaboration, and enhancing both technical and soft skills essential for success in Medical Affairs roles. Furthermore, we highlight the significance of company-internal rotational programs in exposing talents to different facets of Medical Affairs. We advocate for a flexible and individualized approach to talent development, allowing next-generation talents to pursue personal interests and contribute to innovative projects. Overall, this article offers practical recommendations for pharmaceutical companies aiming to optimize their local talent development initiatives in Medical Affairs and align them with the evolving needs of the healthcare landscape. [ABSTRACT FROM AUTHOR]

This article examines genealogical ethics in the digital age. At a time when more resources for research are available digitally than ever previously, digital media also pose challenges for the large-scale dissemination of false or misleading information as well as the incautious presentation of more careful research that then might be misconstrued by some. This article first reviews the literature about the development of academic genealogy and professional ethical standards. It then provides a series of case studies, each of which examines particular situations in which ethical questions have arisen about the presentation of research findings. This article argues for a greater need among lay researchers to pursue careful research and for a greater need among commercial genealogical databases to foster that. It also argues for the need, grounded in the ethical respect for human dignity, to recognize the individuality and to respect the dignity of the life stories of those whom we study and about whom we write, which should undergird the research process and the presentation of findings. In a concluding section, this essay presents several suggestions that could be used by commercial genealogical companies and researchers to promote more careful investigation and to improve the presentation of findings in commercial databases, online trees, genealogical websites, and other genealogical works that do not routinely undergo peer review. [ABSTRACT FROM AUTHOR]

The article focuses on the ethical implications of artificial intelligence (AI) in nursing, discussing the complexity of AI's role in healthcare, its benefits and risks & the need for ethical guidance. Topics include AI's potential to improve healthcare outcomes; the ethical concerns of transparency and bias; and the importance of maintaining human interactions in nursing care despite technological advances.

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The article explores the future of aromatherapy as a profession after the COVID-19 pandemic. Topics discussed include ecological sustainability, economic sustainability and social sustainability of aromatherapy, sustainability as a profession, application of sustainable agriculture sustainable aromatherapy practice, strategies for ensuring sustainability, and strategies for sustaining the future of the practice of aromatherapy.

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research integrity (RI) is defined as adherence to ethical principles, deontological duties, and professional standards necessary for responsible conduct of scientific research. Early training on RI, especially for early-career researchers, could be useful to help develop good standards of conduct and prevent research misconduct (RM). The aim of this study is to assess the effectiveness of a training course on RI, by mapping the attitudes of early-career researchers on this topic through a questionnaire built upon the revised version of the Scientific Misconduct Questionnaire and administered to all participants at the beginning and at the end of the course. Results show that after the course, participants reporting a high understanding of the rules and procedures related to RM significantly increased (pre-course: 38.5%, post-course: 61.5%), together with the percentage of those reporting a lack of awareness on the extent of misconduct (pre-course: 46.2%, post-course: 69.2%), and of those who believe that the lack of research ethics consultation services strongly affects RM (pre-course: 15.4%, post-course: 61.5%). Early-career researchers agree on the importance to share with peers and superiors any ethical concern that may arise in research, and to create a work environment that fosters RI awareness. As a whole, results suggest the effectiveness of the course. Institutions should introduce RI training for early-career researchers, together with research methodology, integrity and ethics consultation services to support them. Senior scientists should promote RI into their research practices, and should stimulate engagement in peer-to-peer dialogue to develop good practices based on RI principles. [ABSTRACT FROM AUTHOR]

Integrating new teaching technologies in education has transformed the traditional classroom environment, offering innovative methods for teaching and learning. With the rapid advancement in digital tools and platforms, educational institutions are increasingly adopting these technologies to enhance instructional practices, engage students, and improve learning outcomes. Therefore, this research aimed to investigate the higher secondary teachers’ behavioral intention towards adopting new teaching technologies in the context of professional standards and educational leadership. The study adopted a descriptive research design and utilized a quantitative research approach. A standardized questionnaire and a web-based purposive sampling method were used to collect 350 data from higher secondary teachers in Bangladesh. The data was assessed, and the hypotheses were analyzed using a process called partial least squares structural equation modeling (PLS-SEM). The PLS-SEM analysis identified a notable link among perceived ease of use, enjoyment, usefulness, and behavioral intention in the context of professional standards and educational leadership. This study is highly significant for educational institutions and policymakers that aim to enhance teacher job satisfaction and teachers’ quality. Educational technology should feature an interface that is easy to use, engage the user’s interest, and fulfill its intended function efficiently. Furthermore, it is imperative to tailor training programs to aid teachers’ assimilation of the technology. School administrators must enact professional development efforts, encourage the effective use of technology, establish support networks, and provide adaptable solutions to meet the unique needs of instructors. These variables can potentially increase the rate of acceptance and satisfaction with technology in educational institutions.

Segmentation of work from nonwork life is widely presented as desirable to maximize recovery from work. Yet it involves effort which may reduce its positive effects. We present a dual‐process model of segmentation based on integrating boundary theory and self‐regulation theory that shows how creating and maintaining boundaries can have both positive and negative effects. Segmentation allows individuals not only to psychological detach from work, thereby reducing work–nonwork conflict, but can also deplete an individual's momentary capacity for state self‐control, increasing work–nonwork conflict. We tested our model with two studies: a weekly diary study with a sample of 436 individuals and a daily diary study with data collected at two time points each day from 162 participants. Using a Bayesian approach, we find some support for our hypothesized dual pathways. In both studies, psychological detachment mediated a negative relationship between segmentation and work–nonwork conflict. In the daily study, self‐control capacity mediated a positive relationship between segmentation and work–nonwork conflict, but this effect was present only when individuals worked onsite and not when working at home. This article contributes towards understanding the mechanisms explaining the relationship between segmentation and work–nonwork conflict and underscores the importance of self‐regulation in this process. [ABSTRACT FROM AUTHOR]

At present, financial auditing in the Republic of Moldova is supported by a legislative framework in line with international best practices and the EU acquis. However, the changing nature of services in the domestic audit market and the current challenges of meeting new quality management requirements are of interest for scientific research in this field. This paper aims to investigate the opportunities for modernization of the profession in the context of the attested reforms regarding the supervision of audit activity in the Republic of Moldova. The aim of the investigation is to highlight the importance of legislative reforms in order to increase the prestige and recognition of the professionalism of financial audit activities in the Republic of Moldova. In addition, this paper includes a study of professional qualifications in auditing and an analysis of the activities carried out by audit entities in recent years of monitoring the audit market by the supervisory authority. The issue of reforming the regulatory framework for the audit of financial statements in line with international good professional practice is considered. The investigation used the qualitative research method and the observation technique based on the analysis of national and international normative acts. The results indicate a good harmonization of the regulatory framework of the financial audit activity in the Republic of Moldova with the international practices in this field, which will contribute to the development of the domestic process of regulating the profession and at the same time will provide opportunities for modernization of the system of supervision of the quality of audit activity in the country.

The nurse scheduling problem (NSP) has been a crucial and challenging research issue for hospitals, especially considering the serious deterioration in nursing shortages in recent years owing to long working hours, considerable work pressure, and irregular lifestyle, which are important in the service industry. This study investigates the NSP that aims to maximize nurse satisfaction with the generated schedule subject to government laws, internal regulations of hospitals, doctor-nurse pairing rules, shift and day off preferences of nurses, etc. The computational experiment results show that our proposed hybrid metaheuristic outperforms other metaheuristics and manual scheduling in terms of both computation time and solution quality. The presented solution procedure is implemented in a real-world clinic, which is used as a case study. The developed scheduling technique reduced the time spent on scheduling by 93% and increased the satisfaction of the schedule by 21%, which further enhanced the operating efficiency and service quality. [ABSTRACT FROM AUTHOR]

This study aimed to identify the following: the reality of professional development programs for principals of public schools in Hail according to international standards for professional development, the differences that might be attributed to different variables (educational stage, service's years in administration, courses while administration), and presenting proposed concept for developing professional development programs for principals of public education schools in Hail region. The researcher used the descriptive survey method, and a questionnaire as a data collection tool. The Delphi method was also used for proposed concept. The study sample consisted of (204) individuals, whom were selected from study population that contained (433) principals. The most important results were: The reality of professional development programs for principals of schools was achieved with a total medium degree, with arithmetic mean of (4.048). All professional development standards related to: (framework, processes, and content) got a medium degree of approval. There were not any differences might be attributed to differences of variables of the study. The study recommended to develop the professional development programs for principals of public education schools in Hail according to national guidelines and international standards for professional development. The study also presented a proposed concept to be applied. [ABSTRACT FROM AUTHOR]

This paper presents the case study of a British doctor who posted videos on social media platforms denying the existence of COVID-19. The case examines the approach taken by the UK's medical regulator in dealing with doctors who espouse conspiratorial views at odds with accepted medical opinion. In such cases, there may be a conflict between the safety of patients and the public (which is the principal function of medical regulators) and the doctor's freedom of expression (whether under the First Amendment, Article 10 of the European Convention on Human Rights, or another international human rights instrument). During this protracted three-and-a-half-year case, the UK's Medical Practitioners' Tribunal, High Court and--latterly--Court of Appeal have each made it clear that doctors remain free to express views contrary to medical orthodoxy except where they lack any supporting evidentiary basis. In September 2023, an order was made revoking the doctor's licence. Rather than accept the Tribunal's guidance following his initial suspension, he chose to continue promoting his conspiratorial views in a public forum. [ABSTRACT FROM AUTHOR]

Sociologists define "wicked problems" as issues confronting humanity that have no clear right answer or perspective. The issue of climate change is a wicked problem of our age--and an issue that few regulators have explicitly addressed within their remit. The polluting effects of health care work itself have recently been highlighted as a call to action within health professions to address climate change issues more forcefully. Perspectives on how and why regulators should--or should not--prioritize climate change in their activities can be difficult to articulate. An approach to this issue that focuses on appropriate and proportionate use of regulatory levers is essential. Processes to allow for greater transparency in discussions, decision making, and strategic plan development are important for regulators to consider. While regulatory bodies vary in their statutory ability or organizational capacity to lead or address climate change directly within their profession, opportunities may exist to partner with other groups to develop evidence-informed options for practitioners. [ABSTRACT FROM AUTHOR]

With the recent enactment of the National Nursing and Midwifery Commission (NNMC) Act, 2023, significant changes are anticipated in the scope of practice and autonomy for registered nurses and midwives in India. However, alongside these anticipated advancements, concerns have emerged regarding various aspects of the Act, necessitating critical examination. In this article, we aim to explore expected changes in nursing education and service and concerns about the NNMC Act, providing insights into the implications of the NNMC Act on the regulation and advancement of the nursing and midwifery profession in India. The Act is anticipated to introduce uniform standards, implement entry and exit examinations, recognize midwifery as a distinct discipline, and determine the scope of practice for nurses and midwives. Moreover, the implementation of the Nurse Practitioner Program and guidelines for its limited prescribing authority is anticipated. Concerns exist regarding the composition of the commission and board members, adequate stakeholder representation, lacking provisions for ensuring continued competence, working conditions of nurses and midwives, nomenclature, integrating new terms, and clearly defining roles. These concerns emphasize the need for viable career pathways, uniform cadres, and a streamlined registration system, crucial for advancing nursing and midwifery profession in India. The coexistence of concerns and anticipation highlights the complexity of enacting regulatory reforms in nursing and midwifery. Policymakers can lay the foundation for a comprehensive, inclusive regulatory system that promotes excellence in nursing and midwifery practice, ultimately benefiting both healthcare providers and patients. [ABSTRACT FROM AUTHOR]

Children commonly refuse induction of anesthesia. Anesthesia providers must then decide whether to honor the child's dissent or to proceed over objection. In some circumstances, a forced induction involves restraining the child, incurring both practical and ethical harms to the patient‐provider encounter. This educational review explores the practical dilemma encountered when a child dissents to induction of anesthesia. In the course of exploring this dilemma, dissent and associated terms are defined and compared, and the prominent ethical underpinnings regarding pediatric decision‐making are described to clarify dissent as an ethical and practical concept. Important legal and professional standards are summarized, and practice trends are discussed to depict the current state of practice, including novel approaches to honoring pediatric dissent for elective surgeries. This information is then used to invite providers to consider where they ethically situate themselves within a legally and professionally defined space of acceptable practice. Finally, these considerations are synthesized to discuss important nuances regarding pediatric refusal, and some key questions are presented for clinicians to ponder as they consider their practice of choosing whether to honor pediatric dissent at induction. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known about the topic?: Mental health‐related problems in pregnancy are now becoming a global health concern. However, most studies have reported that midwives are unable to assess and support maternal mothers due to poor preservice education. The findings of these studies needed to be explored further from the available literature to address the gap. What does the paper add to existing knowledge?: The paper has identified maternal mental health core competencies and innovative clinical teaching strategies that nurse educators can utilize when supporting students theoretically and during clinical practice so that students should be adequately prepared for maternal mental health practice.Challenges and recommendations for clinical teaching were also identified. However, there are still gaps in the literature related to the effectiveness of teaching strategies to promote competence acquisition in maternal mental health. What are the implications for education?: The study results can be used by nurse educators to develop effective clinical teaching practices in maternal mental health care. The findings can be used in the development of best clinical teaching guidelines for maternal or perinatal mental health to be used by nurse educators for the undergraduate midwifery training programmes. Introduction: Maternal mental health problems are commonly experienced by women; however, they are usually not adequately recognized and treated by midwives in Malawi. Evidence suggests poor preservice education by nursing colleges which affects the development of essential maternal mental health competencies. Aim: The aim of the study was to review existing evidence on clinical teaching practices by nurse educators in teaching student midwives maternal mental health care. Method: Integrative review method was used, and various databases were searched. Out of 1768 articles, 27 research articles met the inclusion criteria. The critical appraisal skills programme checklist tools were used to assess data quality. Thematic analysis was done by comparing, grouping and integrating data. Results: Six themes emerged, namely: core maternal mental health competencies, professional regulation, interactive teaching strategies, collaborative partnerships, capacity building and shortage of resources. Discussion: Clinical teaching is an important aspect of midwifery education. Utilizing student‐centred teaching approaches helps students acquire competencies in maternal mental health care. Further research is required to identify the effectiveness of the clinical teaching methods. The Implication to Practice: The study results can assist nurse educators to provide comprehensive clinical teaching practices in maternal mental health care which will aid in the development of maternal mental health competencies among student midwives. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Positivity & Well-Being (IJPW) is the property of International Journal of Positivity & Well-Being (IJPW) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Financial & Business Studies Journal / Maǧallaẗ Al-Dirāsāt Al-Māliyyaẗ wa Al-Tiǧāriyyaẗ is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the application of contemporary leadership trends by public school principals in the United Arab Emirates (UAE), with an emphasis on the professional standards governing school leadership. Utilizing a quantitative methodology, the study surveyed 113 principals from 641 schools. The validity of a 30-item questionnaire was rigorously evaluated to ensure that it aligned with the research objectives. This study’s findings reveal that school principals in UAE public schools implement contemporary leadership trends at a notable rate, as indicated by a substantial mean score of 4.24. Strategic management emerges as the primary focus among these trends. In addition, the research reveals statistically significant (0.05) gender and experience differences in participant responses regarding the actual adoption of modern leadership trends by government school principals. In contrast, there were no statistically significant differences (0.05) between participant responses regarding the incorporation of leadership trends by public school principals based on their academic credentials. This study highlights the importance of continuing training programs designed to keep school administrators abreast of the most recent leadership developments. [ABSTRACT FROM AUTHOR]

This study aims to enhance understanding of the HWAR in Palestine, and identify gaps and weaknesses, thereby enhancing the HWAR's development and optimization. Methods: This qualitative study used an inductive approach to explore the landscape of HWAR. Data were collected from October to November 2019, when 22 semi-structured in-depth interviews - were conducted with experts, academics, leaders, and policymakers purposely selected from government, academia, and non-governmental organization sectors. Data analysis, namely, thematic and ground theory, was performed using Excel and MS programs. Findings: The study revealed an absence of transparent governance and ineffective communication within HWAR systems. National policies and guidelines are problematic, with HWAR mechanisms fractured and needing reform. Licensing for healthcare workers hinges on local education, while monitoring and evaluation of HWAR are deficient. Some institutions adhere to HWAR standards, yet widespread updates and applications are necessary. Coordination among educational, accreditation, and practice sectors is non-systematic. Adequate human resources exist, but we need to improve HWAR management. Operational and political challenges limit HWAR, leading to a focus on immediate responses over sustainable system integration. Conclusion: Boosting HWAR is critical for Palestine, especially after the ongoing conflict and humanitarian crisis that led to the dysfunction of the entire health system facilities. A collaborative strategy across sectors is needed to improve governance and outcomes. It is essential to foster strategic dialogue among academia, regulatory entities, and healthcare providers to enhance the HWAR system. Further study on HWAR's effectiveness is recommended. [ABSTRACT FROM AUTHOR]

Background: Evidence supports the use of multi-modal approaches to develop nurse practitioner (NP) students' telehealth competency. Method: A virtual flipped classroom approach that included eLearning, interactive webinars, and virtual standardized patient (SP) simulations was implemented and evaluated to teach NP students to use telehealth and other connected health technologies to improve care for underserved populations. Results: Analysis of data from multiple-choice quizzes, surveys, and SP evaluations indicated students achieved high levels of knowledge, met the learning objectives, demonstrated above-average competency during telehealth simulations that improved over time, and were highly satisfied with the learning experiences. Conclusion: The educational benefits of a flipped classroom can be realized within a fully online learning experience. Future research should examine the effects of repeated simulation opportunities on telehealth competency development. [J Nurs Educ. 2024;63(8):546–551.] [ABSTRACT FROM AUTHOR]

A significant factor of clinicians' learning is based on their ability to effectively transfer acquired knowledge, skills, and attitudes from specialty-specific clinical courses to their working environment. We conducted semi-structured interviews with 20 anaesthesiologist trainees (i.e. residents) in four group and five individual interviews using SRL principles as sensitizing concepts. Data were collected and analyzed iteratively using thematic analysis. Advanced trainees are highly motivated to explore what they have learned in specialty-specific courses, but they often face several barriers in implementing their learning in the workplace environment. Four themes emerged from the interview data: 'Be ready to learn', "Take the 'take-home-messages' home', "Be ready to create your own opportunities', and "Face it, it's not entirely up to you'. Understanding the challenges regarding transferring knowledge from courses to the working environment is an important lesson for assisting trainees set their learning goals, monitor their progress, and re-evaluate their SRL processes. Even for advanced trainees, successfully transferring knowledge from specialty-specific courses often requires adequate commitment and support. Medical supervisors and other relevant stakeholders must be aware of their shared responsibility for creating individual environments that support opportunities for trainees to self-regulate their learning. [ABSTRACT FROM AUTHOR]

While several test concordance tables have been published, the research underpinning such tables has rarely been examined in detail. This study aimed to survey the publically available studies or documentation underpinning the test concordance tables of the providers of four major international language tests, all accepted by the Australian Department of Home Affairs for Australian visa purposes. To evaluate the concordance studies, we first identified the good practice principles in concordance research through a review of both the relevant literature and leading professional standards in the field of educational measurement and language assessment. Next, we reviewed the concordance studies against the identified good practice principles. Our findings revealed that the information supplied by test providers varied, with some making the full research papers available, whereas others providing little information about their underpinning research. None of the concordance studies fulfilled all the good practice principles. Based on the findings of this study, we offer recommendations for future concordance research in the field of language testing as well as suggestions for practice. [ABSTRACT FROM AUTHOR]

School nurses are more likely to support students' health, safety, and readiness to learn if they approach their practice through the lens of the School Nursing Practice Framework™ (the Framework). Practicing with an intentional focus on the Framework principles is called practicing with a Framework mindset. This article is the first in a 5-part series discussing how to be a school nurse who practices with a Framework mindset. In this article, school nurses will discover the basis for updates to the Framework's Standards of Practice principle, differences between the Standards of Practice principle and the authoritative standards of school nursing practice, activities that exemplify the Standards of Practice principle, and how to address a real-world school nursing challenge with a Framework mindset attuned to the Standards of Practice principle. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Psicoterapia is the property of Revista de Psiquiatria y Psicologia Humanista, S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To teach a subject successfully it is necessary to have knowledge of that subject and of pedagogy as it relates to that subject. Based on the observation of teachers teaching mathematics, Rowland and colleagues developed the Knowledge Quartet. Whilst some aspects of the Knowledge Quartet are set in the context of teaching mathematics, much is more generic and applicable to other subjects. In many jurisdictions, the professional standards for teachers do not have any subject-specific content. This paper describes the development of a knowledge framework, primarily based on the Knowledge Quartet, for teachers of physics, which is designed to sit alongside any teacher professional standards and school curriculum documents. The framework provides subject-specific guidance on the knowledge-base necessary for the teaching of physics as well as providing a common language to help facilitate collaboration between colleagues in relation to their professional learning. The framework was also extended to include the knowledge required by physics teacher educators supporting the professional learning of teachers of physics. The development process included gathering data from a range of physics teachers and physics teacher educators on the value and content of the framework and it being piloted with several physics teacher educators, resulting in an amendment and refinement of the framework. The resulting framework is offered as a useful tool for those involved in the education of physics teachers and as an exemplar of a knowledge framework that could be extended to other subjects. [ABSTRACT FROM AUTHOR]

This paper shows (a) how the concept of the linguistic market can be operationalized as an index to enable its inclusion as a factor in variationist analysis and (b) how this index helps to explain sociolinguistic variation in a diglossic situation. To do this, sociolinguistic interviews were conducted in Swiss Standard German among 16 L1-dialect-speakers aged between 19 and 40 from Biel/Bienne in western Switzerland. Drawing from participants' self-assessments of the importance of Standard German in their professional life, a linguistic market index (LMI) was created and cross-validated with external assessments. Our variationist analysis considered four phonetic-phonological variables—/k/, /ç/, /aː/, /ɛ-ɛː/—for which typical Swiss variants (i.e., sociolinguistic stereotypes) exist. Findings show that the LMI is crucial for explaining variation in all the variables tested. Other social (i.e., gender and formality of the language production task) and linguistic factors (e.g., phonetic environment) show partial effects as well. [ABSTRACT FROM AUTHOR]

This article explores the concept of oversight from a professional regulatory perspective with specific reference to the standards expected of its registrants by the Nursing & Midwifery Council [ABSTRACT FROM AUTHOR]

Background: Collaboration and decision making among nursing students are essential competencies in nursing education. However, how students collaborate and make decisions in simulation is a complex phenomenon and not well understood. This study aimed to develop a framework that describes peer collaborative clinical decision making (PCCDM) among nursing students in simulation. Method: Charmaz's constructivist grounded theory method was used. The sample included 32 participants (16 dyads) from two nursing programs. Results: The PCCDM framework described three interrelated functional domains (cognition, behavior, and emotion) experienced through three interrelated processes (awareness, communication, and regulation), alternating between individual and collaborative spaces and changing across time according to the simulation's acuity levels. Conclusion: The PCCDM framework provides a model that reflects how these processes unfold over time in simulations, which can be applied in nursing simulation, classroom, and clinical settings that require students to make collaborative decisions. [J Nurs Educ. 2024;63(7):435–443.] [ABSTRACT FROM AUTHOR]