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Wang Z, Fan J, Chen L, Xie L, Huang L, Ruan Y, Xu X, Liang Z. Strategies to preventing pressure injuries among intensive care unit patients mechanically ventilated in prone position: a systematic review and a Delphi study. Front Med (Lausanne) 2023; 10:1131270. [PMID: 37644983 PMCID: PMC10461099 DOI: 10.3389/fmed.2023.1131270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2022] [Accepted: 07/31/2023] [Indexed: 08/31/2023] Open
Abstract
Background Although the incidence of pressure injury in the prone position is high for the mechanically ventilated patients in the intensive care unit, evidence-based strategies are still lacking. Propose To conduct a systematic review of current evidence, and to propose a series of strategies to prevent pressure injuries among mechanically ventilated patients with prone position in the intensive care unit. Methods The study was guided by the Medical Research Council framework. After a systematic review of current evidence of original articles, guidelines, expert consensus and theories, a strategy draft was developed. Then we invited 20 experts to modify and refine these strategies through two rounds of Delphi consensus method. Results After two rounds of Delphi process, the importance of coefficient of variation (Cv) and Kendall's coefficient of concordance in the strategies repository were 0.067 and 0.311, respectively. And the operability of Cv and Kendall's coefficient of concordance in the strategy draft was 0.055 and 0.294, respectively. Ultimately, we established 31 strategies for including 7 themes (assess risk factors, assess skin and tissue, body position management, skin care, nutrition, preventing medical device-related pressure injuries, education and supervision). In addition, we also developed a strategy framework to clarify our strategies. Conclusion According to the Medical Research Council framework, we developed 7 themes and 31 strategies to prevention prone-position pressure injuries among the intensive care unit mechanically ventilated patients. This study was considered to improve the clinical management of pressure injuries among prone position patients in the intensive care unit settings.
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Affiliation(s)
- Zonghua Wang
- Department of Clinical Nursing, School of Nursing, Army Medical University, Chongqing, China
| | - Jiangshan Fan
- Department of Clinical Nursing, School of Nursing, Army Medical University, Chongqing, China
| | - Ling Chen
- Department of Emergency, The 958th Hospital of PLA, The Affiliated Hospital of Southwest Hospital, Army Medical University, Chongqing, China
| | - Langlang Xie
- Department of Clinical Nursing, School of Nursing, Army Medical University, Chongqing, China
| | - Lingfang Huang
- Department of Clinical Nursing, School of Nursing, Army Medical University, Chongqing, China
| | - Yang Ruan
- Department of Outpatient, The 79th Hospital of Group Army, Liaoning, China
| | - Xia Xu
- Department of Health Management and Geriatric Nursing, Daping Hospital, Chongqing, China
| | - Zeping Liang
- Department of Nursing, Daping Hospital, Chongqing, China
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Cerbin-Koczorowska M, Przymuszała P, Zielińska-Tomczak Ł. Factors affecting the self-efficacy of medical teachers during a health crisis - a qualitative study on the example of the COVID-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:402. [PMID: 37268967 DOI: 10.1186/s12909-023-04393-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Accepted: 05/25/2023] [Indexed: 06/04/2023]
Abstract
BACKGROUND The diversity of tasks entrusted to medical teachers with their simultaneous responsibility for the safety of patients and the effective education of future healthcare professionals requires maintaining a skillful balance between their teaching, scientific and clinical activities. Meanwhile, the COVID-19 pandemic disrupted the work of both healthcare facilities and medical universities, forcing already overworked medical teachers to establish a new balance. One's ability to perform effectively in new, ambiguous, or unpredictable situations was described by Albert Bandura as a self-efficacy concept. Consequently, this study aimed to identify factors affecting the self-efficacy of medical teachers and the influence of the COVID-19 pandemic on them. METHODS Twenty-five semi-structured interviews with medical teachers were conducted using a flexible thematic guide. They were transcribed and analyzed by two independent researchers (researcher triangulation) with phenomenology as the qualitative approach. RESULTS Identified themes demonstrate a process of the evolvement of clinical teachers' self-efficacy in response to the sudden outbreak of the COVID-19 pandemic, namely the decline of self-efficacy in the first phase of the crisis, followed by building task-specific self-efficacy and the development of general self-efficacy. CONCLUSIONS The study shows the significance of providing care and support for medical teachers during a health crisis. Crisis management decision-makers at educational and healthcare institutions should consider the different roles of medical teachers and the possibility of overburden associated with the cumulation of the excessive number of patient, didactic, and research duties. Moreover, faculty development initiatives and teamwork should become a vital part of the organizational culture of medical universities. A dedicated tool acknowledging the specificity and context of medical teachers' work seems necessary to quantitatively evaluate their sense of self-efficacy.
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Affiliation(s)
- Magdalena Cerbin-Koczorowska
- Department of Medical Education, Poznan University of Medical Sciences, 7 Rokietnicka St, 60-806, Poznan, Poland
- Edinburgh Medical School: Medical Education, University of Edinburgh, Chancellor's Building, EH16 4SB, Edinburgh, Scotland, United Kingdom
| | - Piotr Przymuszała
- Department of Medical Education, Poznan University of Medical Sciences, 7 Rokietnicka St, 60-806, Poznan, Poland.
| | - Łucja Zielińska-Tomczak
- Department of Medical Education, Poznan University of Medical Sciences, 7 Rokietnicka St, 60-806, Poznan, Poland
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Al-Awidi HM, Al-Furaih SAA. Teachers' informal learning characteristics in using open educational resources in relation to their innovative work behavior. THE INTERNATIONAL JOURNAL OF INFORMATION AND LEARNING TECHNOLOGY 2023. [DOI: 10.1108/ijilt-03-2022-0057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/18/2023]
Abstract
PurposeInformal learning is an effective and motivating strategy to support the learning process. Informal learning has received increased attention recently due to the coronavirus disease 2019 (COVID-19) pandemic. However, finding effective ways to facilitate innovative teaching and learning through open educational resources (OER) is a vital issue. The purpose of the current study is to investigate the informal learning characteristics (ILC) (i.e. observation, imitation, exploration, innovation and articulation) of teachers in using OER and whether these characteristics have any relationship with teachers' innovative work behavior (IWB, i.e. opportunity exploration, idea generation, idea promotion and idea realization) in schools.Design/methodology/approachThe current study utilized a descriptive quantitative survey approach. A survey with three parts was developed: the Open Educational Resources Scale (OERS), the Teachers' Informal Learning Characteristics Scale (TILCS) and the Teachers' Innovative Work Behavior Scale (TIWBS). The information was gathered from a sample of 2,024 teachers working in Kuwait's public schools through an online survey.FindingsThe results revealed that social media, YouTube, PowerPoint and games were the most common open resources used by teachers. Teachers' responses on the TILCS showed that observation was the most common among teachers and exploration was the second. Responses on the TIWBS showed that idea generation was the highest. When using OER, the results showed that all five subscales of the TILCS and all four subscales of the TIWBS were linked in a good way.Research limitations/implicationsThis study had several limitations that should be considered in future research. First, the data collection method was self-report. Future research necessitates adopting qualitative methods such as participant observations where IWB can be monitored and documented. Another limitation is almost all teachers have smartphone with Internet access, which may have affected the results. This situation might not be found in other countries since a large percentage of young people in Kuwait use information and communication technology as is the case in other Gulf region countries.Practical implicationsThis study expects that this kind of support will be reflected on teachers' IWB which accelerates teachers' movement toward upper IWB tasks such as idea promotion and idea realization. This support will motivate teachers to transform teachers' innovative ideas into useful applications and try to assist teachers' colleagues through conducting workshops or inviting well-known educators to present their experiences to school personnel.Social implicationsThis study can be a guide to help teachers be independent, self-directed, problem-solving-oriented and internally motivated by incorporating the assumptions of andragogy theory. Furthermore, this study points out the high tendency of teachers to use OER and helps to plan teachers' professional development programs that take Andragogical tendencies into account in addition to developing teachers' lifelong learning skills.Originality/valueThe results implied that teachers have obvious ILC toward OER, specifically through observation and exploration to create their own innovations in their work environments. With the appropriate internal and external incentives and support from school administrators, this study expects that teachers will move forward toward upper informal learning stages such as innovation and articulation and toward upper tasks in IWB such as idea promotion and idea realization. As a result, schools as places of work can go through a lot of changes if new OER-related applications and workshops are added.
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The Influence of Identity and Management Skills on Teachers’ Well-Being: A Public Health Perspective. JOURNAL OF ENVIRONMENTAL AND PUBLIC HEALTH 2022; 2022:3156133. [PMID: 35983510 PMCID: PMC9381255 DOI: 10.1155/2022/3156133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/05/2022] [Accepted: 07/09/2022] [Indexed: 11/17/2022]
Abstract
At present, the state and society pay more and more urgent attention to higher education, and higher education has transitioned from elite education to mass education. College teachers, as the main force in the construction and development of colleges and universities, have the right to pursue professional happiness. Their professional happiness is not only related to themselves but also related to the growth of college students and the development of higher education. Therefore, this paper deeply studies the connotation of teachers' professional happiness, analyzes the current situation of their professional happiness, the current happiness level of college teachers, and discusses the strategy of improving college teachers' professional happiness, which has great value and significance to the development of national higher education.
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Almahamid SM, Ayoub AEA. A predictive structural model of new ways of working on innovative work behaviour: Higher education perspective in the Gulf Cooperation Council. CREATIVITY AND INNOVATION MANAGEMENT 2022. [DOI: 10.1111/caim.12510] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Affiliation(s)
- Soud M. Almahamid
- Department of Innovation and Technology Management, College of Graduate Studies Arabian Gulf University Manama Bahrain
| | - Alaa Eldin A. Ayoub
- Department of Gifted Education, College of Graduate Studies Arabian Gulf University Manama Bahrain
- Department of Educational Psychology Aswan University Aswan Egypt
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The Roles of Transformational Leadership and Growth Mindset in Teacher Professional Development: The Mediation of Teacher Self-Efficacy. SUSTAINABILITY 2022. [DOI: 10.3390/su14116489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
This study investigated the effects of school-related factors (i.e., transformational leadership) and teacher-related factors (i.e., teachers’ growth mindset and self-efficacy) in teachers’ sustainable professional development, as indicated by their reported desirable professional attitudes and their adoption of teaching strategies using the method of structural equation modelling. Based on a questionnaire survey of 1297 teachers in China, the results of this study showed that, compared with teachers’ growth mindset, transformational leadership had a stronger effect on teacher self-efficacy; transformational leadership, rather than teachers’ growth mindset, was significantly and directly related to teachers’ professional attitudes towards classroom teaching and their adoption of desirable teaching strategies. Moreover, teacher self-efficacy significantly mediated the effects of transformational leadership and growth mindset on teachers’ professional attitudes and the adoption of desirable teaching strategies. These findings highlight the importance of teachers’ affective attributes (e.g., growth mindset, self-efficacy, and professional attitudes) in teacher professional development, and provide implications for school leaders and teachers to sustain effective teacher professional development.
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Namono R, Musenze IA, Mayende TS. Activating creative behaviour of academic knowledge workers in selected public universities in Uganda: The role of hope. NEW IDEAS IN PSYCHOLOGY 2022. [DOI: 10.1016/j.newideapsych.2021.100930] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Matahela VE, Van Rensburg GH. Self-Leadership Practices of Nurse Educators at South African Nursing Education Institutions. Open Nurs J 2021. [DOI: 10.2174/1874434602115010422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background:
Self-leadership has emerged as a leadership style that could be used to achieve successful performance for individuals and organisations, including higher education institutions. It is, however, not known how nurse educators perceive their self-leadership practices.
Objective:
To describe the self-leadership practices of nurse educators at nursing education institutions.
Methods:
This article reports the quantitative phase of a broader exploratory, descriptive, sequential mixed-method design study conducted with conveniently selected nurse educators (n=265) in two provinces in South Africa. Data were collected using a self-administered questionnaire.
Results:
Constructs found to be valid for self-leadership practices were autonomy-supportive environment, continuing professional development, role modelling, and shared leadership. Respondents perceived themselves to be engaged in self-leadership practices. The Cronbach alpha coefficient indicated the internal consistency of the constructs.
Conclusion:
Educational institutions should create environments that support autonomy and role modelling to facilitate the engagement of nurse educators in self-leadership practices.
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Espejo-Antúnez L, Corrales-Serrano M, Zamora-Polo F, González-Velasco M, Cardero-Durán MDLÁ. What Are University Professors' Motivations? A Realistic Approach to Self-Perception of a Group of Spanish University Professors Belonging to the G-9 Group of Universities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18157976. [PMID: 34360273 PMCID: PMC8345366 DOI: 10.3390/ijerph18157976] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Revised: 07/15/2021] [Accepted: 07/22/2021] [Indexed: 11/17/2022]
Abstract
Universities face challenges on a number of levels. In this scenario, university professors play an important role as facilitators of knowledge. The main objective of this study was to analyse the motivations that influence the professional performance in a sample of 102 university professors from nine Spanish public universities (Male: 54 (52.9%); Female: 48 (47.1%)). For this purpose, a questionnaire of 22 closed-ended Likert-type questions was designed, in which scores ranged from 0 to 10 (do not agree at all, strongly agree). Following analysis, the final questionnaire was composed of 17 items, and showed good internal consistency (Cronbach’s alpha = 0.858). The validity analysis showed a value of 0.822 (>0.5) in the sample adequacy measure of Kaiser–Meyer–Olkin and Bartlett’s sphericity test (p < 0.0001). The exploratory factor analysis showed a clustering in four factors (two for intrinsic motivations and two for extrinsic motivations), explaining 64.33% of the total variance. Comparisons between each factor score by gender (male and female) showed statistically significant differences for factor F1 (higher for females) and F2 (higher for males). Finally, Q1 and Q13 showed a statistically significant correlation (p ≤ 0.05) with years of teaching experience. The motivations of Spanish university professors appear to be associated with the age and gender of the teacher.
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Affiliation(s)
- Luis Espejo-Antúnez
- Departamento de Terapeútica Médico Quirúrgica, Facultad de Medicina y Ciencias de la Salud, Universidad de Extremadura, Avda de Elvas s/n, 06006 Badajoz, España;
- Correspondence:
| | - Mario Corrales-Serrano
- Departamento de Didáctica de las Ciencias Sociales, Lengua y Literatura, Facultad de Educación, Universidad de Extremadura, Avda de Elvas s/n, 06006 Badajoz, España;
| | - Francisco Zamora-Polo
- Departamento de Ingeniería del Diseño, Escuela Politécnica Superior, Universidad de Sevilla, C/Virgen de África, 7, 41011 Sevilla, España;
| | - Miguel González-Velasco
- Departamento de Matemáticas, Universidad de Extremadura, Avda de Elvas s/n, 06006 Badajoz, España;
| | - María de los Ángeles Cardero-Durán
- Departamento de Terapeútica Médico Quirúrgica, Facultad de Medicina y Ciencias de la Salud, Universidad de Extremadura, Avda de Elvas s/n, 06006 Badajoz, España;
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