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Background: Nurses in long-term care (LTC) and home and community care (HCC) are well acquainted with the high workloads and manifold job stressors that pervade these sectors, making it increasingly difficult to employ and retain a strong workforce. In response, nursing bridging education programs have been proposed to enhance recruitment and retention. While the efficacy of such programs is supported, the transition to practice experience of new nurse graduates is often associated with feelings of under-preparedness. Understanding the lived experience of nurses transitioning into new roles in LTC and HCC after completing a bridging program may highlight areas of emphasis for future retention efforts. Methods: Hermeneutic phenomenology was employed to explore the experiences of new graduate Registered Practical Nurses (RPNs) and Registered Nurses (RNs) from a tuition reimbursement program supporting students enrolled in nursing bridging education from Personal Support Worker (PSW) to RPN/RN and/or RPN to RN in Ontario as they transitioned to practice within LTC and HCC. A series of in-depth semi-structured virtual interviews and iterative analysis explored the meaning of everyday experiences for nurse participants. Results: From twenty individual interviews (12 initial, 8 follow-up), the experience was embedded in a sense of fulfillment, further considered through four themes – benevolence; growth, eagerness, and anticipation to learn; building from within; and work-life balance. Discussion: This is the first phenomenological study to report on the meaning of the experience of transitioning to practice for new graduate nurses from bridging education programs as they (re)enter the workforce in LTC and HCC, offering rich insight into their experiences when moving into new roles. Conclusions: By illuminating the nuances of this experience, the findings may encourage healthcare leaders to develop helpful policies, strategies, and workplace cultures in LTC and HCC that might better promote the recruitment and retention of nurses in these sectors. [ABSTRACT FROM AUTHOR]

Workforce shortages influence all areas of healthcare including healthcare education. While recruitment and retention are known barriers within academia, the factors associated with the nurse anesthetist's transition from clinician to academics are unknown. The purpose of this scoping review was to identify factors that affect the transition from nurse anesthesia clinical practice to academia. A scoping review was conducted using the framework of Arksey and O'Malley. The search was performed using MEDLINE and CINAHL databases. Review selection was performed by two teams of two independent reviewers and summary of findings input into a comprehensive table. The search identified 733 articles published from 2014 to May 2023. Reviews were limited in nurse anesthesia and mainly consisted of alternate nursing specialties. Seven themes were extrapolated from the findings including mentorship (82%), orientation (47%), work-life balance (41%), early identification and empowerment (18%), formal pedagogical training (41%), faculty compensation (29%), and alternative faculty positions (23%). The review overwhelmingly revealed educator strategies available for undergraduate nursing, nurse practitioners, and midwifery, but not for nurse anesthetists. To gain a more robust knowledge of this current issue, additional research is required to educate, support, inform, and evaluate the current nurse anesthesia transition to academia process. [ABSTRACT FROM AUTHOR]

Young adulthood is a developmental period during which individuals experience shifts in their social roles in various domains, which coincides with a period of time that is also high risk for lifetime peaks in alcohol use. The current study examined age‐related changes in heavy episodic drinking (HED) and high‐intensity drinking (HID) and associations with short‐term (i.e., monthly) variation in young adults' social roles over a 2.5‐year period in a community sample of young adults who reported past‐year alcohol use (N = 778, baseline age range 18–23). Results showed probabilities of past‐month HED and HID changed in a nonlinear fashion across ages 18–26 with greater probabilities of use at younger ages. Most participants did not report being in the same social role status every sampled month, underscoring the presence of short‐term role variation. Living with parents and being in a serious romantic relationship in a given month were negatively associated with past‐month HED. Living with parents in a given month was also negatively associated with past‐month HID. Being a 4‐year college student and being employed full‐time in a given month were not significantly related to either outcome. Findings provided partial evidence that monthly statuses were associated with heavy drinking. Several avenues for future research are described in light of the findings. [ABSTRACT FROM AUTHOR]

This qualitative study explored language brokers' conceptualizations of their roles and responsibilities within the family in Sydney, Australia. Semi-structured interviews were carried out to obtain retrospective accounts of language brokering experiences from 14 self-identified language brokers, 10 females and four males aged between 19 to 49 years (Mean age = 31) who started brokering between ages 7 to 16 (M = 11). Participants were from varied ethnic and socio-cultural backgrounds (Turkish, Lebanese, Filipino, Vietnamese, Chinese and Greek/German). Thematic analysis identified three primary themes: "Hidden Carers: When Parent-Child Roles are Reversed"; "Lost Childhoods: Personal Sacrifice for the Good of the Family"; and "Protecting Parents: Language Brokers as Custodians of Information." Findings revealed that language brokering constitutes a form of hidden caregiving that carries with it several ramifications for the individual and their family. These findings have important implications for future research and policymakers working towards developing culturally responsive interventions that improve the health and wellbeing of language brokers and the resettlement experiences of migrants and their families. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management 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.)

Purpose: The recognition of adverse drug reactions (ADRs) is an important part of daily clinical work. However, medical education in this field is mostly drug-based and does not address adequately the complexity of this field regarding individual risk factors and polypharmacy. This study investigates the potential of the web-based serious game SeeMe (side-effect exposure—medical education) in pharmacological education of medical students to improve the recognition of relevant ADRs. Methods: One hundred fifty-seven medical students were recruited to evaluate the serious game SeeMe. SeeMe was developed to improve knowledge and recognition of ADRs in clinical practice. Players take on the role of a physician trying to understand fictional patients with ADRs. Before and after an 8-week playing period, an evaluation was carried out through a pre- and post-questionnaire and a pre- and post- knowledge test. Results: The students achieved significantly better results in the knowledge test, as almost twice as many exam-relevant questions were answered correctly (p < 0.001). The serious game had a positive effect on the students' perception of the importance of ADRs. Conclusion: This study demonstrates the potential of web- and case-based fictional serious games in medical education. The improved recognition of side effects represents a crucial step for education and training in clinical pharmacology. Future versions of the serious game may take this further and focus on training in the treatment of ADRs and their relevance in various healthcare professions. [ABSTRACT FROM AUTHOR]

Background: Chronic obstructive pulmonary disease (COPD) is marked by severe physical symptoms, impaired quality of life, and high psychological distress. Despite its impact, the identification of not only physical but also psychosocial and existential issues in the clinic lags behind that of other patient groups. Methods: This study aimed to assess physical, psychosocial, and existential issues among patients with COPD using a patient-reported outcome measure for general palliative care (the 'PRO-Pall') in a Danish outpatient clinic. We included 115 adults with COPD who completed the PRO-Pall either electronically or in the clinic. Sociodemographic and illness-related data were retrieved from their electronic health records. Results: We found that shortness of breath, tiredness, and difficulty walking were predominant physical issues. Worry about change in social roles was the most frequently reported psychosocial issue, while existential issues were reported by approximately one in ten patients. Most patients (44.5%) felt able to share their feelings with family or friends, and a majority (62.2%) felt their illness-related issues were addressed satisfactorily. Females expressed a greater need for rest and males more frequently reported intimacy issues. Higher COPD-impact on life measured by the COPD Assessment Test was associated with lower ratings on the quality-of-life item of the PRO-Pall independent of age, gender, lung function, and smoking status. Conclusions: Patients reported issues in physical, psychosocial, and existential dimensions of the PRO-Pall. The PRO-Pall shows potential as a broader alternative to measures that focus mainly on physical issues. [ABSTRACT FROM AUTHOR]

Our purpose was to evaluate the measurement properties of patient-reported outcome (PRO) measures used in the ongoing RadComp pragmatic randomized clinical trial (PRCT). The deidentified and blinded data set included 774 English-speaking female participants who completed their 6-month posttreatment assessment. Eleven PRO measures were evaluated, including the Trial Outcome Index from the Functional Assessment of Cancer Therapy-Breast (FACT-B), Satisfaction with Breast Cosmetic Outcomes, the BREAST-Q, and selected Patient-Reported Outcomes Measurement Information System (PROMIS) measures. PROs were measured at 3 timepoints: baseline, completion of radiation therapy (RT), and 6 months post-RT. Ten variables were used as validity anchors. Pearson or Spearman correlations were calculated between PROs and convergent validity indicators. Mean PRO differences between clinically distinct categories were compared with analysis of variance methods (known-groups validity). PRO change scores were mapped to change in other variables (sensitivity to change). Most correlations between PROs and validity indicators were large (≥0.5). Mean score for Satisfaction with Breast Cosmetic Outcomes was higher (better) for those with a lumpectomy compared with those with a mastectomy (P <.001). Mean scores for the FACT-B Trial Outcome Index and for PROMIS Fatigue and Ability to Participate in Social Roles and Activities were better for those with good baseline performance status compared with those with poorer baseline performance status (P <.05). At completion of RT and post-RT, mean scores for Satisfaction with Breast Cosmetic Outcomes and BREAST-Q Radiation were significantly different (P <.001) across categories for all Functional Assessment of Chronic Illness Therapy -Treatment Satisfaction – General items. There were medium-sized correlations between change scores for FACT-B Trial Outcome Index, Fatigue, Anxiety, and Ability to Participate in Social Roles and change scores in the Visual Analog Scale. For patients with nonmetastatic breast cancer receiving radiation in the RadComp PRCT, our findings demonstrate high reliability and validity for important PRO measures, supporting their psychometric strength and usefulness to reflect the effect of RT on health-related quality of life. [ABSTRACT FROM AUTHOR]

Women constitute nearly half of the global population but remain significantly under-represented in tech leadership and entrepreneurship. This study explores the opportunities and challenges faced by women leading social-impact tech start-ups across various contexts. Social impact start-ups, which use technology to address societal issues, show varying degrees of female leadership depending on the maturity of the tech and entrepreneurial ecosystems in different countries. The research contrasts mature environments in industrialised nations like the UK and the US with rapidly evolving contexts in emerging economies such as India. The study reveals that women-led social impact start-ups often focus on areas such as education, healthcare and environmental sustainability, with notable differences in challenges and opportunities compared to their male counterparts. Key barriers include access to funding, networking opportunities and sociocultural obstacles. Women's ventures often employ unique business models and leadership styles, emphasising community and sustainable growth. Comparative analyses highlight both common struggles and innovative solutions across diverse regions. The findings offer insights for policymakers, investors and support organisations to better address the specific needs of women-led ventures and inspire future female innovators. By elevating women's role in driving social change, this research aims to inform and enhance support systems for women in tech entrepreneurship. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate how social media support startups in accessing international markets and interacting with foreign customers and stakeholders, focusing primarily on the social network LinkedIn. Design/methodology/approach: Given the explorative research aim, the paper adopts a multiple case study approach, analyzing seven Italian food tech startups. 15 semi-structured interviews were conducted, also involving startup accelerators and a business angel to deepen the knowledge on the investigated phenomenon. In addition, a content analysis of the LinkedIn pages of the seven selected startups was conducted using NVivo 14 software. Findings: The results of this study show that social media support startups to (1) diffuse brand awareness in international markets, (2) position their offering abroad and (3) develop relationships with international stakeholders to penetrate the local business. Furthermore, the main challenges and difficulties related to the use of social media by startups for these purposes were identified. Practical implications: This study provides useful managerial implications to enable startups to strategically use social media to access international markets and connect with key foreign networks. Also from a policy perspective, incentives to support the expansion and consolidation of startups into international markets are crucial. Originality/value: Although a vast literature has dealt with internationalization strategies, this study clarifies the role of social media in changing these dynamics speeding up startups' access to foreign markets and identifying key local stakeholders. [ABSTRACT FROM AUTHOR]

Informal caregivers of older people face demanding responsibilities that can negatively affect their wellbeing, highlighting the relevance of interventions that address their specific needs. This study aimed to assess the effects of a group music therapy program based on different songwriting approaches applied to informal caregivers of older adults with dependency. A sample of 113 caregivers participated, being assigned either to the intervention (n = 60) or the control group (n = 53). The intervention group caregivers received 10 weekly sessions of the songwriting program, while the control group continued with their usual care service. Psychological symptoms and health-related quality of life (HRQoL) were assessed at baseline and follow-up using the State-Trait Anxiety Inventory, Beck Depression Inventory-II, Zarit Burden Interview, and SF-36. Group × Time interactions revealed significant improvements in the intervention group compared to the control one in trait anxiety (p = 0.022), social functioning (p = 0.013), role limitations due to physical problems (p = 0.020), and physical component summary (p = 0.022). These findings provided valuable evidence on this novel intervention, showing positive effects for caregivers' wellbeing. The current research emphasizes the importance of considering music therapy as a potential intervention among caregiver support programs. [ABSTRACT FROM AUTHOR]

This review aims to demonstrate how integrated, multidimensional constructs of civic engagement help advance civic developmental theory and clarify the role of social change in developmental changes in adolescent civic engagement. When considering multiple components of civic engagement in adolescence, most research has treated each component separately, ignoring how they relate to each other and fit the multidimensional construct conceptually. Integrated approaches to the multidimensionality of adolescent civic engagement attempt to rectify these shortcomings. As components of adolescent civic engagement are theorized to differ in the associations with multiple normative developmental competences, the article assesses the empirical evidence and documents the benefits of civic developmental theory. Extending these approaches to the study of social change, the article advances the novel assumption that various manifestations of social change would not be similarly important for shaping developmental changes in components of adolescent civic engagement and reports the evidence. [ABSTRACT FROM AUTHOR]

Caregiver coaching in early intervention (EI) can lead to positive outcomes for young children with delays and disabilities and their families. In response to the COVID-19 pandemic, some EI providers reported coaching caregivers more frequently. However, EI providers' use of caregiver coaching is inconsistent, and there is a need for more effective personnel preparation in this area. In this qualitative study we explored EI providers' beliefs about what factors contributed to their increased use of caregiver coaching during the pandemic. Participants reported two areas that contributed to their use of caregiver coaching: service delivery (e.g., telepractice, role changes, and caregiver expectations for services) and learning opportunities (e.g., personal growth and reflection, educational resources, and collaboration). Implications include the need for policies that allow and promote access to telepractice services and the importance of using a variety of adult learning strategies when delivering in-service and pre-service preparation related to caregiver coaching. [ABSTRACT FROM AUTHOR]

The digital economy has played a vital role in changing economic and social development patterns and has had a multifaceted impact on carbon neutrality. This paper strives to contribute to the existing research by analyzing the relationship between the digital economy and electricity consumption intensity and providing a comprehensive understanding of the mechanisms that influence the digital economy and energy consumption, particularly focusing on electricity consumption intensity through the construction of a theoretical model. To fulfill this objective, this study introduces the development level of the digital economy into the production function of representative power enterprise, constructs a partial theoretical equilibrium analysis framework, calculates provincial digital economy development indices for Chinese provinces from 2013–2021 using the CRITIC method, and examines the impact of the digital economy on power consumption intensity. The results show that the digital economy can reduce the intensity of power consumption. A unit standard deviation increase in the digital economy development level reduces power consumption intensity by 0.1008 standard deviations. The study also conducts a mechanism analysis with economic growth as the mediating variable, which shows that the digital economy promotes economic growth and reduces electricity consumption intensity. The moderating effect of the digital economy on power consumption is further examined using local government fiscal pressure as the moderating variable. The results show that the impact of the digital economy on reducing power consumption intensity decreases with the increase of government fiscal pressure. This study not only contributes to practical applications but also enhances our comprehension of the interplay between the digital economy and power consumption. On the one hand, the development of the digital economy can reduce power consumption, thus reducing carbon emissions and achieving low-carbon growth. On the other hand, central governments can promote the development of the digital economy by reducing the fiscal pressure on local governments through transfer payments. [ABSTRACT FROM AUTHOR]

Background: Mentoring is crucial for professional development and retention of newly hired nurse faculty, yet little is known about the actual mentoring experiences of clinical nurses in their first few years following transition into academic teaching. Method: Individual semistructured interviews were conducted with 23 full-time nontenure-track faculty from 10 higher education institutions in seven states in the United States. All of the faculty were in the first 3 years of teaching in 4-year undergraduate nursing programs. Results: Five themes emerged: (1) chaotic work environments characterized by unpredictable workloads, absence of reliable support, and inconsistent access to information; (2) a de facto do-it-yourself system in which nurses pieced together their own support; (3) reliance on personal social networks; (4) yearning for real mentorship; and (5) future plans about staying in the role. Conclusion: A gap exists between widely touted recommendations about mentoring and the reality of mentoring for newly hired nontenure-track faculty. [J Nurs Educ. 2024;63(8):525–532.] [ABSTRACT FROM AUTHOR]

Bridging the gap between awareness and action on environmental issues such as climate change often requires understanding the moderating roles of individual trust, institutional trust and civic engagement. This paper explores how social capital, through generalaised trust, trust in institutions and civic engagement, can either strengthen or weaken the agency on climate change on environmental behaviour. Linking climate change awareness to environmental behaviour through the mediation of perceived changes in quality of life is the chosen approach to explore the role of social capital. The results suggest that low levels of trust, whether interpersonal or institutional, reduce an individual's sense of agency by firstly reducing the impact of climate change awareness on quality of life, changing perceptions and consequently reducing environmental behaviour. Greater trust in institutions produces a stronger effect of climate change awareness on willingness to pay. On the other hand, civic engagement shows a significant effect when taxes are considered. The study suggests that the impact of social capital on environmental payments varies according to the type of payment (voluntary vs. mandatory). The mapping of the role of social capital in reducing the agency of climate change awareness in quality‐of‐life changes should be further explored, as the latter has proven to be a promising way to address climate change in developed and developing countries. [ABSTRACT FROM AUTHOR]

This qualitative secondary analysis reanalyzes data from a Q methodology study with 66 participants from a variety of library types in Slovenia, South Africa, and the United States. In the original Q methodology study, many participants ranked the statement "librarian as agent of change" as an important conceptualization of reference and information service (RIS). To elucidate and expand this finding, the qualitative data surrounding "librarian as agent of change" were analyzed thematically to understand how participants viewed, or did not view, RIS as making change. Results show that for librarians who perceive themselves as agents of change, making change is an obligation that librarians are particularly suited to do. In addition, change can be viewed on different levels—individual, organizational, and societal. Results show that the pervasiveness of neutrality in RIS prevents some librarians from taking on a role supporting social change and advocacy. [ABSTRACT FROM AUTHOR]

The authors examine youth activism in Poland, focusing on the University of Gdańsk occupation, the Youth Climate Strike, and Stop Bzdurom’s direct actions. Using critical pedagogy of place, they analyse how youth activists drive social change and reclaim public spaces. The study highlights reinhabitation and decolonisation of public spaces as arenas for the common good and marginalised communities’ rights. It also explores the influence of radicalism and activism on society, particularly amid an ageing population and political polarisation. Detailed case analyses contribute to understanding youth roles in social movements and change, emphasising youth activism’s significance in shaping society’s future. [ABSTRACT FROM AUTHOR]

Aim. This study aimed to (1) describe the perceived level of role transition from education to practice of new graduate nurses in Oman and (2) explore the barriers to and enablers of a successful transition. Background. The transition from a familiar academic environment to becoming a professional nurse is stressful and challenging. Exploring the transition barriers and enablers is instrumental in designing an effective experience. However, studies exploring the transition experience from academia to practice among new graduate nurses working in Oman are limited. Design. This study used a mixed method research design. Methods. Data were collected from nurses working for no longer than two years. Role transition was assessed using the Casey‐Fink Graduate Nurse Experience Survey. Barriers to and enablers of transition were explored through a focus group interview. Results. The total sample consists of 405 nurses working in 13 public hospitals. The majority (68.89%) of the participants had worked as a nurse for less than 6 months. The average score of the comfort and confidence subscale was 2.96 (SD = 0.38). Findings showed that the amount of workload and unclear role expectations were the most frequent difficulties new graduate nurses were experiencing in their transition from a student to a staff nurse. Findings from focus group interviews revealed a number of barriers and enablers that affected the transition experience of the new graduates. The barriers were fear, insufficient academic preparation, bridging the knowledge‐practice gap, and limited nurse‐physician interactions. The enablers were teamwork, organizational support, and the internship phase. Conclusion. The findings illustrate the need for healthcare organizations to design effective internship programs to ensure a successful transition experience. Providing staff with preceptorship training and enhancing nurse‐physician communication are important strategies for creating a comfortable work environment and ultimately ensuring a successful training experience for new nurses. [ABSTRACT FROM AUTHOR]

AbstractTeachers frequently happen to be the most influential role models and social change agents in the eyes and minds of young people as well as the whole society in many cultures. Since they are closely involved in promoting the ideas for the goodness of communities and the whole world either as individuals or educators, teachers’ behaviours across all aspects of their life are correspondingly valuable. Therefore, what teachers do in and out of school for the benefit of nature, society or humanity is a crucial phenomenon worth studying. With this study, we aimed to identify the motives for and the predictors of PEBs (pro-environmental behaviours) that teachers follow in their personal, professional, or social spheres and specify whether those behaviours are the characteristics of a particular teacher group or not. Designed as a survey, the research was mainly a correlational study exploring the existing relationships between teachers’ tendency to adopt PEBs and certain socio-demographics along with internal factors. In this inquiry, we surveyed 330 Turkish in-service teachers representing different educational settings across the country through a cross-sectional online questionnaire and performed descriptive statistics and multiple regression analyses with the help of the software STATA. Based on the findings of the study, we presented suggestions for policy and practice in teacher education as well as implications for future research on pro-environmental practices and environmental education. [ABSTRACT FROM AUTHOR]

This study describes how an employer-based tuition-assistance program for homecare workers at one Canadian homecare organization enabled nursing career advancement and retention. A convergent parallel mixed-methods design. We reviewed existing administrative data and concurrently conducted semi-structured interviews. Descriptive statistics were used on quantitative data and qualitative data was analyzed using thematic analysis. A joint data display was developed to integrate findings from both quantitative and qualitative data together. Tuition assistance reduced financial barriers to career advancement; 83% of recipients remained with their employer for at least 1-year post-studies but only 29% experienced career advancement. Psychosocial supports, career navigation and coaching to ease the licensing and role transition processes were identified as opportunities to support learners. Employer-based tuition assistance programs are impactful in helping to develop skilled employees. Practical enhancements to further support career transitions may maximize retention to address urgent homecare staffing challenges. Employer-based tuition assistance can be a useful strategy to support nursing career growth and staff retention. [ABSTRACT FROM AUTHOR]

AIM The purpose of this scoping review was to examine the extent, range, and nature of RN-to-BS nursing education research. BACKGROUND The state of nursing education science specific to RN-to-BS education is not available. METHOD Scoping review methodology was used to identify categories and types of published research related to RN-to-BS nursing education. RESULTS Eight categories were identified across the 41 articles that met the inclusion criteria: teaching strategies (n =11), curriculum (n = 9), enrollment/retention (n =8), benefits of a bachelor's degree (n =4), student characteristics (n = 3), professional values (n = 2), role transition (n = 2), and faculty/student expectations (n = 2). CONCLUSION Opportunities exist for researchers to study RN-BS students and faculty to better support evidence-based teaching practices and faculty development needs relevant for the increasingly hybrid and online student populations. [ABSTRACT FROM AUTHOR]

Background and Objectives As long-term care increasingly moves from facilities to the community, paid caregivers (e.g. home health aides, other home care workers) will play an increasingly important role in the care of people with dementia. This study explores the paid caregiver role in home-based dementia care and how that role changes over time. Research Design and Methods We conducted individual, longitudinal interviews with the paid caregiver, family caregiver, and geriatrician of 9 people with moderate-to-severe dementia in the community; the 29 total participants were interviewed on average 3 times over 6 months, for a total of 75 interviews. Interviews were recorded, transcribed, and analyzed with structured case summaries and framework analysis. Results Paid caregivers took on distinct roles in the care of each client with dementia. Despite changes in care needs over the study period, roles remained consistent. Paid caregivers, family caregivers, and geriatricians described the central role of families in driving the paid caregiver role. Paid and family caregivers collaborated in the day-to-day care of people with dementia; paid caregivers described their emotional relationships with those they cared for. Discussion and Implications Rather than simply providing functional support, paid caregivers provide nuanced care tailored to the needs and preferences of not only each person with dementia (i.e. person-centered care), but also their family caregivers (i.e. family-centered care). Deliberate cultivation of person-centered and family-centered home care may help maximize the positive impact of paid caregivers on people with dementia and their families. [ABSTRACT FROM AUTHOR]

Copyright of Revista Anagramas is the property of Editorial Universidad de Medellin 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.)

The article discusses the book "Chadian Sister Engages Kansas City Youth about Peace and Justice" by Nelkem Jeannette Londadjim. The book offers a bilingual reflection on Sister Jeannette's experience as an Activist-in-Residence at Avila University in Kansas City and as a refugee in Africa. It explores themes of trust, spirituality, racism, sustainable development, forced migration, and justice and peace work. The book emphasizes the power of intercultural exchange and the role of faith in social change. While the book may not appeal to all college students, it is a valuable addition to collections on social justice and intercultural dialogue. [Extracted from the article]

Copyright of Journal of Health Academics / Sağlık Akademisyenleri Dergisi is the property of Journal of Health Academics 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.)

In this essay, a reflective analysis is carried out on the hermeneutics of devices in educational intervention, based on documentary research and its analogical integration in a philosophical, epistemological and methodological construct, achieved from the works of Beuchot (2018) and Deleuze (1999). The article begins by discussing the need to update approaches to intervention, to place them in a phronetic or prudent place with current events and educational emergencies, among which the post-pandemic, the Fourth Industrial Revolution, the urgency of respecting human rights stand out, the best interests of children and adolescents, the change in social roles and the crisis in multiple sectors, including the teaching profession. It continues with a critique of the old intervention models and their approaches, to propose a procedure from the analogical hermeneusis of devices. To achieve this, the conceptions of intervention and devices are analyzed from Remedi (2004), Yurén (2005); to Deleuze (1999), along with the conceptualization of analogical hermeneutics created by Beuchot (2018). From this, the proposal is built in its elements, namely: hermeneutical analysis of devices and the following are discussed: analogy of proportion (metonymy - metaphor), attribution (primary - secondary degrees), phónesis (rigor - flexibility ), which is articulated with the conceptualization offered in relation to the lines of the devices (visibility, enunciation, force, objectification). The article closes with some arguments about the relevance of what was offered; as well as the reflection in relation to some ethical elements of the intervention in its phases (reference, design, reconstruction), this to emphasize the collectivist, social and planetary ethical character that any process of change or action on educational conditions must have [ABSTRACT FROM AUTHOR]

Minority groups have been disproportionately vulnerable to COVID-19's effects. Whereas, social workers have been instrumental in countering those effects, their roles have been understudied, particularly during the 'new normal' that followed the outbreak. This gap is addressed by drawing on interviews with 28 social workers in the Jewish ultra-Orthodox (Haredi) society in Israel, held after the outbreak and during the 'new normal'. Three main roles are identified: first responders, during the outbreak; a voice for community needs, in the 'new normal'; and policy translators – throughout. The findings contribute a temporal aspect to the literature by highlighting social workers' dynamic roles. [ABSTRACT FROM AUTHOR]

Although the Declaration of Independence stated that "[a]ll men are created equal," due to the institution of slavery, this statement was not to be grounded in law in the U.S until after the Civil War. Often, American blacks looked to the courts to protect important social values and when the courts ruled in favor, there was always a backlash and resistance to judicial fiat. This paper makes a historical analysis of the South's response to judicial social change. For instance, when Brown v. Board of Education of Tepeka was decided in 1954, school boards in portions of the country actively resisted the court mandated school integration. Thus, the paper argues that social change should be a gradual process and not a forced enterprise by the courts or indeed, any governmental structure since an assertive judiciary can spark a political and cultural backlash that may hurt, more than help, progressive values. [ABSTRACT FROM AUTHOR]

Background: Greater attention to the transitional period for advanced practice nurses has urged health care organizations and employers to implement fellowships. Currently, the theoretical process of nurse practitioner (NP) role transition from the essential perspectives of NP fellows does not exist. Purpose: The purpose of this study was to construct a middle-range theory grounded in reality of an NP fellowship environment that explains how NPs transition to their new role. Methodology: Following Charmaz's constructivist methodology, 11 NPs who transitioned to practice in a fellowship were interviewed. Results: "Navigating the Pathway to Advanced Practice: A Grounded Theory of Nurse Practitioner Role Transition in a Fellowship" emerged from the data and is composed of through five phases: (1) mapping a path, (2) stepping onto the trailhead, (3) navigating the trailway, (4) gaining traction, and (5) summiting. Conclusions: The resulting middle-range theory is the first in the nursing literature that conceptualizes meaning about NP role transition in a fellowship. This process occurs in the contextual factor of a realm of support that includes growth, value, lifelong learning, and readiness. Throughout this process, NPs build competence and confidence that advances them to summit, or transition, to their NP role at the completion of an NP fellowship. Implications: This discovery will fill the research gap pertaining to best practice interventions in support of NPs during role transition in fellowships. Understanding how NPs transition to their new advanced practice roles may inform organizations on how to structure fellowships that support learning, encourage confidence, and enhance competence. [ABSTRACT FROM AUTHOR]

Aim: To explore the impact and interrelated pathway of work environment, career adaptability, and social support on the transition process and outcomes among new nurses. Background: The transition issue affecting new nurses has been discussed for many decades. However, the exact interplay of various factors influencing the transition process and outcomes needs further exploration. Methods: A cross‐sectional, descriptive survey design was employed, and a convenient sample of 1628 new nurses from 22 tertiary hospitals in China was surveyed between November 2018 and October 2019. Mediation model analysis was used to analyze the data, and the STROBE checklist was used to report the study. Findings: The transition status mediated the effects of work environment, career adaptability and social support, and had a significantly positive influence on their intention to remain and job satisfaction. Among the influencing factors, the work environment had the most significant positive impact on both the intention to remain and job satisfaction. Conclusion: Work environment was found to be the most significant factor affecting both the transition status and outcomes of new nurses. The transition status played an important mediating role between the influencing factors and the transition outcomes, whereas career adaptability was found to mediate the impact of social support and work environment in the transition process. Implications for nursing and nursing policies: The results underscore the critical role of the work environment and demonstrate the mediating effects of transition status and career adaptability in the transition process of new nurses. Therefore, dynamic evaluation of the transition status should serve as the foundation for developing targeted supportive interventions. Such interventions should also focus on enhancing career adaptability and fostering a supportive work environment to facilitate the transition of new nurses. [ABSTRACT FROM AUTHOR]

Background: Health systems cannot effectively support nurse managers without understanding psychosocial effects of the COVID-19 pandemic. Objective: The objective of this study was to describe the professional quality of life of frontline nursing management during the COVID-19 pandemic. Methods: A cross-sectional online survey of 54 nurses in management positions at a large Midwest academic medical center during 2022 was conducted. Participants completed an electronic survey including demographics, Professional Quality of Life Measure Version 5, and items assessing past consideration of and future intent to leave their position, organization, or profession. Results: Most participants had previously considered changing roles (80%) or leaving the organization during the pandemic (76%). Fewer respondents reported that changing role (24%) or organization (20%) was likely during the upcoming 6-12 months. Most participants scored in moderate ranges of Compassion Satisfaction, Burnout, and Secondary Traumatic Stress scales (85%, 89%, and 74%, respectively). Higher Compassion Satisfaction was associated with extreme unlikelihood of leaving for an internal non-management role. Higher Burnout scores were associated with more time working and past consideration or future likelihood of leaving for an external non-nursing position. Secondary Traumatic Stress scores were higher for nurse managers and house operation managers than assistant nurse managers and associated with past consideration of moving to an internal non-management role or external non-nursing position and future likelihood of moving to an external non-nursing position. Conclusions: Nurse management occupies a demanding position between frontline staff needs and administrative requirements, profoundly impacted by COVID-19. Health care researchers, administration, and policymakers must learn how to support, retain, and sustain nursing management in a post-pandemic world. [ABSTRACT FROM AUTHOR]

This study examined differences in newly licensed nurses' role transition experiences while enrolled in a nurse residency program before and during the pandemic. The Casey–Fink Graduate Nurse Experience Survey measured baseline, 6-month, and 12-month program outcomes. The prepandemic cohort had higher subscale scores at baseline. Both cohort groups showed significant increases in role confidence, patient safety, communication/leadership, and job satisfaction. Despite the pandemic, nurse residency program completion rates remained stable. Implications for nursing professional development practitioners are presented. [ABSTRACT FROM AUTHOR]

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Background: Nurses are essential to ensure safe and high-quality care worldwide. The World Health Organization (WHO) forecasts a shortfall of 5.9 million nurses by the year 2030, and in the ambulance service, the turnover rate ranges between 20% and 30%. With this study, we seek to increase knowledge by exploring the transition of newly employed experienced nurses into their roles in the ambulance service using the Meleis theory of transition. Through understanding transition, support for newly employed nurses can be developed, turnover rates can decrease, and in the long term, patient safety may increase. Design: The study employed a qualitative approach. Methods: Eighteen newly employed experienced nurses were individually interviewed four times during their first six months of employment. Deductive qualitative content analysis was used to analyse the data. The reporting of this research adheres to the COREQ checklist. Results: The results show that the transition process for newly employed nurses in the ambulance service encompassed all five aspects of Meleis' transition theory: Awareness, Engagement, Change and Difference, Time Span, and Critical Points. The transition period varied among the participants, and it was also observed that not all nurses went through a transition in line with Meleis' theory. Additionally, there were findings that nurses highlighted the impact of the ambulance service culture on their transition. Conclusions: The findings provide a more profound insight into how newly employed nurses with previous experience as nurses navigate their roles and transition into a new profession in a new context. An ambulance service where the organisation is aware of the newly employed nurses' transition processes and what the transition entails can develop and promote a supportive and permissive culture within the ambulance service. For newly employed nurses who are adequately supported, health transitions are more likely to occur, which may increase retention and in the long term increase patient safety. The insights gained from the study can empower ambulance organisations to improve their introduction programmes and offer enhanced support for newly employed experienced nurses entering the ambulance service. [ABSTRACT FROM AUTHOR]

The author reflects on the similarity of his start as academic editor in chief of the "Journal of Visual Impairment & Blindness" (JVIB) with those of previous job holders as of July 2024. Topics discussed include the backgrounds and assistance of such predecessors as Dennis Brookshire, Jane Erin, and Alan Koenig, and the tenure and leadership of Dr. Sandra Lewis. Also noted are introductions to current articles on topics including visual impairment and haptics, and service provision.

OBJECTIVE To synthesize the literature on measures and outcomes for skill-mix models of care. BACKGROUND To address the human health resource crisis, changes to skill mix within models of care are being implemented emphasizing the need to synthesize evaluation methods for skill-mix models in the future. METHODS A scoping review of the literature using a rigorous search strategy and selection process was completed to identify articles that examined skill-mix models in an effort to identify related concepts. RESULTS Ten studies examined skill-mix models. Areas of measurement in assessing the impact of skill-mix models included patient outcomes, patient satisfaction, nurse satisfaction, cost, and nurse perceptions of role changes, model effectiveness, and quality of care. Studies examining nurse satisfaction, patient satisfaction, and/or cost generally reported improvements upon skill-mix model implementation. Studies examining patient outcomes related to skill mix were inconsistent. CONCLUSIONS Factors for consideration upon implementation of a skill-mix change include education of role clarity, the number of unregulated staff who require supervision, and professional practice support. [ABSTRACT FROM AUTHOR]

Animal-assisted pedagogy is well known in classroom practice, but scientific evidence of its impact on teaching and learning conditions is still lacking. At the same time, the biggest challenge in education systems worldwide is the social inclusion of students. In a pre–post design, 30 heterogeneous students (16 f/14 m) from four different school classes (grades 5–8) of two secondary schools and one grammar school were interviewed (in a problem-centered interview) about their social inclusion and their social climate in class before and after being taught selected subjects with a school dog for one school term. At the second measurement point, participants were also asked about their perception of animal-assisted pedagogy. The qualitative data analysis (Kuckartz) showed that the presence of a dog leads to an improved social climate, more social integration and to a change in social roles; therefore, we discussed our findings in the context of role theory (Krappmann). In addition, we found that the mutual perception of the other students and the teacher changes to a more positive and friendlier image. Through animal-assisted pedagogy, a new social role is added to the classroom, where caring and bonding are prioritized. Social interaction and norms are influenced and stereotypical and individual roles can be changed. Therefore, animal-assisted pedagogy can be key to promoting social inclusion in the school environment. [ABSTRACT FROM AUTHOR]

The transition to veterancy can be psychologically challenging, and although the military provides support, the importance of social connectedness for well‐being is largely unrecognised. The significance of this oversight is highlighted by the Social Identity Model of Identity Change (SIMIC), which conceptualises life change as social identity change. SIMIC has been applied to numerous life transitions, but not to veterancy, although there is evidence that the social and psychological challenges of this transition may be especially profound (e.g., due to the chronically salient, highly structured and largely unique nature of military life and identity). To remedy this, in Study 1 (N = 210), UK‐based veterans completed an online survey. Consistent with SIMIC, social group maintenance and gain predicted mental health via the psychological resources they provided (meaning, self‐esteem, sense of personal control), and group gain was predicted by perceived military support during the transition. Study 2 (N = 14) extended these findings qualitatively through exploration of veterans' transition experiences. These studies are the first to apply aspects of the SIMIC to the veterancy transition, and they show the applicability of SIMIC in this context. They also highlight the need for transition‐related education that includes guidance on group joining and reconnecting. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

The transition to autonomous clinical practice for early professionals (EPs) has been found to be a stressful time, but no studies with multiple stakeholder groups have been completed. To examine the perceptions of EPs' integration during role transition from multiple stakeholder groups. Qualitative study. Online interviews. Seventeen EPs in the first 2 years of their first job postcertification (9 women, 8 men, age = 26 ± 5 years, experience = 9.5 ± 5 months), 16 supervisors and mentors of EPs (6 women, 10 men, age = 52 ± 11 years), and 10 faculty members and 8 preceptors (11 women, 7 men, age = 43 ± 10 years). Semistructured interviews using a validated interview guide based on the current literature were conducted. We analyzed data using consensual qualitative research principles. Multiple-analyst triangulation (n = 3), member checking, and peer review served as trustworthiness strategies. We identified 4 themes that defined the integration of EPs during role transition. The integration of EPs was facilitated through role inductance and mentoring. Early professionals struggle finding balance to avoid burnout as they are new to the profession and feel obligated to exceed expectations from a coverage standpoint rather than focusing on the quality of care delivered. Finally, stakeholders suggested a timeline by which EPs become fully integrated into autonomous professional practice and understand all aspects of their role that typically takes anywhere from 1 to 3 years. Early professionals benefited from appropriate graded autonomy during clinical education to develop their clinical reasoning skills, confidence, and mentoring network with past preceptors. Ongoing personal and professional support are needed during the initial few years to ease EPs' role inductance while they gain more experience and establish their clinician identity. Expectations for EPs should be reasonable to allow for the provision of quality care, adequate work-life balance, and integration into the profession without guilt. [ABSTRACT FROM AUTHOR]

The provision of nursing care has shifted toward integrated primary care (provision of community health services by an interprofessional team), requiring that nurse educators take steps to ensure students have opportunities to learn and practice the leadership and professional skills required to function as members and leaders of interdisciplinary teams. We developed the Transforming RN Roles in Community Based Integrated Primary Care (TRIP) program for undergraduate nursing students to facilitate this learning. During clinical immersion, students participated in academic service learning (ASL) activities consisting of a minimum of 25 h of clinical agency service each semester. This descriptive qualitative design captures recurring themes in the ASL reflections of eight nursing students participating in the inaugural TRIP cohort. Three themes were identified (1) "Embracing the Nursing Profession" (2) "Utilizing the Professional Skills of Nursing" and (3) "I Am A Nurse". We urge our faculty colleagues to consider incorporating ASL experiences into their undergraduate activities. We believe the effort to initiate, develop and sustain these partnerships will pay handsome dividends in terms skill and confidence enhancements for our undergraduate nursing students. [ABSTRACT FROM AUTHOR]

Introduction: Retirees undergo role transition after leaving their job. Hence, occupational therapists may assess retirees' roles to identify their current roles' satisfaction and anticipation. As Malaysian culture and language differed from the origin of the Role Checklist, this study aimed to translate and validate the Role Checklist into the Malay version cross-culturally. Methodology: A forward–backwards translation was conducted, followed by pilot testing among 9 experts and 20 retirees. A cross-sectional study was done among 122 Malaysian retirees to identify the translated instrument's test–retest reliability, discriminant and convergent validity. Findings: The Role Checklist – Malay achieved almost perfect Average Content Validity Index (0.95–0.98) and Average Face Validity Index (0.92–0.96), good to excellent test–retest reliability with intraclass correlation coefficients = 0.654–0.976, and moderate to perfect agreement of Cohen's kappa (0.620–1.00). Additionally, there were significant differences in the total number of roles (p < 0.001) and total desired future roles (p < 0.001) between retirees living in the community and institution. The total number of roles was positively correlated with the SWLS – Malay (r s = 0.593, p < 0.001), EQ-5D-3L – Malay (r s = 0.366, p <.001) and MSPSS – Malay (r s = 0.314, p < 0.001). Conclusion: The Role Checklist – Malay was a valid and reliable instrument among Malaysian retirees. [ABSTRACT FROM AUTHOR]

Copyright of Artnodes is the property of Universitat Oberta de Catalunya 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 article deals with some lesser-known key points of Margaret Mead's unconventional pathways of life and work. She raised many transcultural issues regarding female and male sexes that are still relevant and continue to animate current academic and political debates. Mead's numerous ethnographic research projects were developed mainly in field studies in Oceania - Samoa, Papua New Guinea, Bali - between the 1920s and the 1950s. These studies were revisited until the 1970s, within the framework of the Nature/Culture entanglement, distinctive of the Culture and Personality School Mead belonged to. This article interfaces Mead's early major works with biographical and autobiographical writings, providing an analysis of Mead's transcultural cross-examination of different forms of family and social relations, whose results show how the so-called «sexual models» are cultural constructions and not natural matters, as usually claimed in western societies. The deconstruction of the «naturalness» of sexual models was a starting point for the elaboration of the future concept of «gender», discussed in early and current Women Studies, Gender Studies and Feminist Anthropology. Mead sustained the possibility of changing the sex-based social roles and it raised conservative hostilities, but also a progressive consensus. Both in her scientific production and in her bisexually oriented life experience, as expressed in many letters she sent to her lover and professor Ruth Benedict, Mead's aims were to disseminate new knowledge on human complexity. Mead wanted to make this knowledge understandable to everyone in order to eradicate stereotyped visions and attitudes, including the sexual binary barriers that in her view precluded a free development of individual potential. [ABSTRACT FROM AUTHOR]

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Copyright of Food Systems / Systèmes Alimentaires is the property of Classiques Garnier 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.)

Scholars in different disciplines claim that the implementation of Universal Basic Income (UBI) at a large scale has the potential to address and even eradicate poverty and inequalities. Taking into account this context, the present paper seeks to explore views on how this utopian scenario can impact the social work profession and society as a whole. Even though the social workers’ insights on the UBI debate are somehow marginal, their voices are highly relevant. As known, social workers are those who have direct contact with marginalised groups and can, therefore, contribute with their formal and informal experience in the field. Additionally, considering their role as advocates of social change and justice, social workers can provide an informed perspective on the potential reform of the welfare system if UBI were to be implemented. Based on these aspects, this article invites social work professionals and researchers to reflect upon the future and consider further opportunities and challenges that UBI could pose for our societies. These discussions also have the potential to engage with a wider range of social work theories and research. [ABSTRACT FROM AUTHOR]

Objective: Investigate and identify preparatory academic skills and resources required for individuals preparing to commence undergraduate online nursing studies. Background: There is much research available on the transition of student nurse to graduate nurse, however the transitional pedagogical journey into a student nurse role has been less explored. This project aimed to identify the skills and knowledge which would benefit the individual commencing their online nursing studies to inform study preparation resources and facilitate role adaptation into a profession requiring registration at the student level with the Australian Health Practitioner Regulation Agency. Focus groups with student nurses and an online survey for academics were implemented to identify challenges for students and core areas to inform preparation for practice resources. Methods: The project applied a qualitative grounded theory study design, implementing an academic staff survey and student focus groups. Results were thematically analysed to identify dominant study challenges and resource recommendations. Results: A total of 26 academics participated identifying student course challenges attributed to: unrealistic expectations and understanding of the nursing role; poor academic skills; clinical practice demands; imbalance of work, family, life and studies and; an unsupportive university system. The student focus group included 43 participants across all year levels and identified the main challenges as clinical requirements and academic skills and support. Focus areas to prioritise for a study preparation resource are summarised as: building academic skills, time management (and prioritisation), introduction to the nursing role and course expectations, and introducing a peer support pathway (through use of social media). Conclusion: An online study preparation resource for student nurses to access when they receive their acceptance into a nursing course presents a step with potential for a more successful course progression. For the university, this has potential to impact course retention and satisfaction. For the student it presents a supportive process which can lead to improved academic skills and an early understanding of the professional role and responsibilities of being a nurse. Implications for research, policy and practice: Acknowledging the need to adapt to the role of nursing student for the individual commencing their nursing studies and providing support at the point of course acceptance will ultimately facilitate a more successful student journey. Access to contextualised study preparation resources prior to commencing nursing studies has the potential to reduce attrition rates, increase grades and improve role adaptation. What is already known about this topic? • The first year of nursing studies has higher attrition rates often due to lack of understanding of the professional nursing role and an inability to manage personal and academic expectations. • There is much research on the transition of student nurse to graduate nurse, however this is lacking for the individual transitioning into the student nurse role. What this project adds: • This project recognises challenges to role adaptation can occur as the individual commences their nursing studies and becomes part of a regulated health profession. • The provision of contextualised academic and nursing resources on acceptance into a nursing program can better prepare students for the integration into academia and the nursing role. [ABSTRACT FROM AUTHOR]