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Meena KSM, Nattala P, Bhola P, Latha K, Kapanee ARM, Chethan B, Thomas PT, Gowda GS, Sudhir PM, Bhargav H, Lepcha R, Rana DH, Chaturvedi S, Subbian R, Vidhya R, SreeRudhra P, Bordoloi S, Yadav C. Effectiveness of multi-disciplinary structured training program on mentoring and mental well-being for officers and instructors in the Indian Air Force. Ind Psychiatry J 2023; 32:390-396. [PMID: 38161470 PMCID: PMC10756598 DOI: 10.4103/ipj.ipj_36_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 03/16/2023] [Accepted: 04/04/2023] [Indexed: 01/03/2024] Open
Abstract
Background The military environment is characterized by unpredictable situations, intensive training, demanding workload, and job-associated stressors, which make it highly stressful. Mentorship and mental well-being training could be beneficial to both officers and the new adolescent recruits of the Indian Air Force (IAF). Aim This study aimed at evaluating the effect of a multi-disciplinary structured training on mentoring and mental well-being among officers and instructors in the IAF. Methods Seventy IAF officers/instructors underwent a week-long multi-disciplinary structured training program, which was conducted at a tertiary care neuro-psychiatric hospital in South India. A quasi-experimental design with a single-group pre- and post-test was adopted. Outcome measures included a) knowledge on mentorship and mental health and b) self-perceived competence in addressing mental health distress. Results Post training, there was a statistically significant improvement in scores on mentorship/mental health knowledge and a significant increase in self-perceived competence in addressing mental distress. Conclusion Mentorship and mental well-being training for officers and instructors in the IAF improved mental health knowledge and self-perceived competence. Therefore, administration of regular and in-depth structured mental health-related training interventions could be beneficial not only to the officers but also to the new recruits/mentees in the IAF.
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Affiliation(s)
| | | | - Poornima Bhola
- Department of Clinical Psychology, NIMHANS, Bengaluru, Karnataka, India
| | - K Latha
- Department of Mental Health Education, NIMHANS, Bengaluru, Karnataka, India
| | | | - B Chethan
- Department of Psychiatry, NIMHANS, Bengaluru, Karnataka, India
| | | | - Guru S. Gowda
- Department of Psychiatry, NIMHANS, Bengaluru, Karnataka, India
| | - Paulomi M. Sudhir
- Department of Clinical Psychology, NIMHANS, Bengaluru, Karnataka, India
| | - Hemant Bhargav
- Department of Integrative Medicine, NIMHANS, Bengaluru, Karnataka, India
| | - Renibi Lepcha
- Department of Mental Health Education, NIMHANS, Bengaluru, Karnataka, India
| | | | - S.K Chaturvedi
- Department of Psychiatry, Jagadguru Kripalu Chikitsalaya, Barsana & Mangarh, Uttar Pradesh, India
| | | | - R Vidhya
- Department of Mental Health Education, NIMHANS, Bengaluru, Karnataka, India
| | - P.P SreeRudhra
- Department of Mental Health Education, NIMHANS, Bengaluru, Karnataka, India
| | - Sumedha Bordoloi
- Department of Mental Health Education, NIMHANS, Bengaluru, Karnataka, India
| | - Chandrasen Yadav
- Department of Mental Health Education, NIMHANS, Bengaluru, Karnataka, India
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Adam LA, Georgy MAS, Konthasingha P, Meldrum AM, Oranje JM, Sejpal RM. Comparison of self-perceived competence of recent dental graduates from the Universities of Otago and Dalhousie. Eur J Dent Educ 2023; 27:101-109. [PMID: 35102647 PMCID: PMC10078716 DOI: 10.1111/eje.12781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Revised: 12/15/2021] [Accepted: 01/15/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION This study investigates and compares the self-perceived competencies of recent dental graduates from the University of Otago (UoO) (Dunedin, New Zealand) and Dalhousie University (DU) (Nova Scotia, Canada). MATERIALS AND METHODS A validated survey was emailed to recent graduates from the UoO (December 2019) and DU (May 2020). Chi-squared statistical analysis examined the differences between groups. RESULTS The response rate was 73% from the UoO class and 75% from the DU class. Out of 59 competencies, 11 items showed a significant difference. Orthodontics and the surgical aspects of dentistry were the main areas where significant differences have been observed between the two cohorts. Out of the four items in orthodontics, a significantly higher proportion of DU graduates felt more competent than graduates from UoO in three items ("performing orthodontic treatment planning," "performing space maintenance/regaining" and "performing orthodontic full-arch alignment"; p < .001). Similarly, graduates from DU felt significantly more competent in three of the eight items in the oral and maxillofacial surgery domain ("managing complications of oral surgery," "performing soft-tissue biopsies" and "managing trauma to the dentofacial complex"; p < .001), all requiring surgical training and skills. CONCLUSION Of the differences identified, graduates from DU reported higher levels of self-perceived competence compared with their UoO counterparts, especially in the orthodontics and oral and maxillofacial surgery domains. This could be because DU students have more practice in these specialties during their training. The results suggest that increased exposure for UoO students in these areas may be beneficial to their self-perceived competence.
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Affiliation(s)
- Lee Ann Adam
- Faculty of DentistryUniversity of OtagoDunedinNew Zealand
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Hewitt JMA, Rnic K, Jopling E, Papsdorf M, Murphy LK, LeMoult J. Influence of Gender and Self-Perceived Competence on Psychological Well-Being in Adolescent and Young Adult Cancer Survivors. J Adolesc Young Adult Oncol 2021; 11:111-116. [PMID: 34637636 DOI: 10.1089/jayao.2021.0097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Elucidating factors associated with mental health and well-being among adolescent and young adult cancer survivors (AYAs) is increasingly important as this population continues to grow. Adolescence and young adulthood are critical times for developing self-perceived competencies (SPCs), which may be shaped by the cancer experience and may have different consequences based on the person's gender. We assessed whether gender moderated the association between perceived competencies and mental health in 61 AYAs (51% males; 11-20 years old; diagnosed between 0.33 and 17.33 years old). Gender moderated the association of SPC in close friendship, job, and scholastic domains with depression, anxiety, and optimism.
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Affiliation(s)
- Jackson M A Hewitt
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Katerina Rnic
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Ellen Jopling
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Michael Papsdorf
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Lexa K Murphy
- Department of Psychology, Seattle University, Seattle, Washington, USA
| | - Joelle LeMoult
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
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Abstract
Objective: The aim is to report the outcomes of the suicide prevention training in terms of the self-perceived impact on the participants.Design: The three-hour training consisted areas of risk and protective factors, screening and evaluating suicide risk, raising concerns and confronting suicidal patients, and treating suicidal ideation in primary healthcare and the associated referral processes.Subjects: The studied participants consisted of general practitioners, nurses, public health nurses and social work professionals.Main outcome measures: Participants assessed their own competence on online form regarding four training areas prior to and two weeks after the training.Results: The response rate was 25%. The self-perceived competence of the healthcare professionals increased in all training areas and in all occupational groups. The healthcare professionals' competence regarding the risk and protective factors training area saw the greatest increase across all professional groups except nurses. There were, however, differences between the groups.Conclusion: Suicide prevention training for primary healthcare professionals did increase the self-perceived competence of the participants in all areas covered by the training. Regular follow-up training is required in order for these improvements to be further developed and retained.Key pointsAfter the suicide prevention training all participants self-perceived increase in their competence in all training areas.The GPs self-perceived most increase in risk and protective factors and nurses in raising concerns and confronting suicidal patients.The GPs' lowest increase was in the area of treating suicidal ideation in primary health care and the referral processes.
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Affiliation(s)
- Pia Solin
- Mental Health Unit, Finnish Institute for Health and Welfare, Helsinki, Finland
- CONTACT Pia Solin Finnish Institute for Health and Welfare, Mannerheimintie 166, Helsinki00271, Finland
| | - Nina Tamminen
- Mental Health Unit, Finnish Institute for Health and Welfare, Helsinki, Finland
| | - Timo Partonen
- Mental Health Unit, Finnish Institute for Health and Welfare, Helsinki, Finland
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Sawatzky R, Roberts D, Russell L, Bitschy A, Ho S, Desbiens JF, Chan EKH, Tayler C, Stajduhar K. Self-Perceived Competence of Nurses and Care Aides Providing a Palliative Approach in Home, Hospital, and Residential Care Settings: A Cross-Sectional Survey. Can J Nurs Res 2019; 53:64-77. [PMID: 31645110 DOI: 10.1177/0844562119881043] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND AND PURPOSE A palliative approach involves adapting and integrating palliative care knowledge and expertise earlier on and across sectors of care for people who have life-limiting chronic conditions. This study explored the extent to which nurses' and care aides' self-perceived palliative care competence may explain variation in the application of a palliative approach across nursing care settings that do not specialize in palliative care. A secondary objective was to psychometrically evaluate an instrument for measuring self-perceived palliative care competence.Methods and procedures: Data were collected via a cross-sectional survey (N = 1468) of registered nurses, licensed practical nurses, and care aides at 114 randomly selected hospital-based medical units, home care offices, and residential care facilities. The questionnaire included the Palliative Care Nursing Self-Competence Scale. Multilevel logistic regression and multigroup confirmatory factor analyses were conducted. RESULTS In addition to self-perceived competence, factors associated with a palliative approach include identification of patients who have life-limiting conditions and who would benefit from a palliative approach, and work environment. The psychometric analyses of the Palliative Care Nursing Self-Competence Scale confirmed a 10-dimensional structure, strong internal consistency reliability, and measurement equivalence.Discussion and conclusion: This study provides information for future development and research on interventions for integrating a palliative approach.
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Affiliation(s)
- Richard Sawatzky
- School of Nursing, Trinity Western University, Langley, BC, Canada.,Centre for Health Evaluation and Outcome Sciences, Providence Health Care, St. Paul's Hospital, Vancouver, BC, Canada.,Measurement, Evaluation, and Research Methodology Program, University of British Columbia, Vancouver, BC, Canada
| | - Della Roberts
- Palliative & End of Life Program, Island Health, Victoria, BC, Canada
| | - Lara Russell
- Centre for Health Evaluation and Outcome Sciences, Providence Health Care, St. Paul's Hospital, Vancouver, BC, Canada.,School of Nursing and Institute on Aging & Lifelong Health, University of Victoria, Victoria, BC, Canada
| | - Ami Bitschy
- School of Nursing and Institute on Aging & Lifelong Health, University of Victoria, Victoria, BC, Canada
| | - Sean Ho
- Anchorlytics Consulting, New Westminster, BC, Canada
| | | | - Eric K H Chan
- School of Nursing, Trinity Western University, Langley, BC, Canada.,Measurement, Evaluation, and Research Methodology Program, University of British Columbia, Vancouver, BC, Canada
| | - Carolyn Tayler
- BC Centre for Palliative Care, New Westminster, BC, Canada
| | - Kelli Stajduhar
- School of Nursing and Institute on Aging & Lifelong Health, University of Victoria, Victoria, BC, Canada
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Baten E, Desoete A. Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters. Front Psychol 2018; 9:667. [PMID: 29867645 PMCID: PMC5952253 DOI: 10.3389/fpsyg.2018.00667] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2017] [Accepted: 04/17/2018] [Indexed: 11/13/2022] Open
Abstract
This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers' experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task used. Different A, O, and P indicators seemed to be important for fact retrieval speed compared to procedural accuracy. Also, mathematical development type (MLD or typical development) mattered since some A, O, and P factors were predictive for MLD only and the other way around. Practical implications of these findings and recommendations for future research on MLD and on individual differences in mathematical abilities are provided.
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Affiliation(s)
- Elke Baten
- Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
| | - Annemie Desoete
- Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
- Department of Speech and Language Pathology, University College Arteveldehogeschool, Ghent, Belgium
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Baaij A, Özok AR. Influence of Method of Teaching Endodontics on the Self-Efficacy and Self-Perceived Competence of Undergraduate Dental Students. Eur Endod J 2017; 3:31-37. [PMID: 32161853 PMCID: PMC7024725 DOI: 10.5152/eej.2017.17048] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2017] [Revised: 08/07/2017] [Accepted: 10/11/2017] [Indexed: 12/04/2022] Open
Abstract
Objective: This study assessed whether self-efficacy and the self-perceived competence of undergraduate dental students had been influenced by the method of teaching endodontics. Methods: Certain modules of the undergraduate endodontic programme at the Academic Centre for Dentistry Amsterdam (ACTA) including the tutorials, the clinical training and the assessment were revised. The self-efficacy and self-perceived competence close to graduation of an intermediate cohort of 24 students who attended all or some of the former modules or the revised modules were assessed. Additionally, the performance of students in performing root canal treatments was assessed according to predetermined criteria. Data were analysed using Cohen’s Kappa, Cronbach’s Alpha, Mann-Whitney and T-tests. Results: Self-efficacy and the self-perceived competence of students who followed the former modules of clinical training and assessment were similar to those of students who followed the revised modules. The revised module with higher number of tutorials increased students’ self-perceived competence, but did not influence their self-efficacy statistically significantly. Not the entire number, but the number of root canal treatments performed under supervision of endodontists was related with an increase in students’ self-efficacy and self-perceived competence. The performance of students in performing root canal tretaments was not statistically significantly related to their self-efficacy and self-perceived competence. Conclusion: Among the modules and their components assessed in the present study, only the number of tutorials and the number of root canal treatments performed under supervision of endodontists influenced the self-efficacy and the self-perceived competence of students.
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Affiliation(s)
- Annemarie Baaij
- Department of Endodontology, Academic Centre for Dentistry Amsterdam (ACTA), University of Amsterdam and Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Ahmet Rıfat Özok
- Department of Endodontology, Academic Centre for Dentistry Amsterdam (ACTA), University of Amsterdam and Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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Katowa-Mukwato P, Andrews B, Maimbolwa M, Lakhi S, Michelo C, Mulla Y, Banda SS. Medical students' clerkship experiences and self-perceived competence in clinical skills. Afr J Health Prof Educ 2014; 6:155-160. [PMID: 29607210 PMCID: PMC5875934 DOI: 10.7196/ajhpe.358] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
INTRODUCTION In a traditional curriculum, medical students are expected to acquire clinical competence through the apprenticeship model using the Halstedian "see one, do one, and teach one, approach". The University of Zambia School of Medicine used a traditional curriculum model from 1966 until 2011 when a competence-based curriculum was implemented. OBJECTIVE To explore medical students' clerkships experiences and self-perceived competence in clinical skills. METHODS A cross-sectional survey was conducted on 5th, 6th, and 7th year medical students of the University of Zambia, School of Medicine two months prior to final examinations. Students were asked to rate their clerkship experiences with respect to specific skills on a scale of 1 to 4 and their level of self-perceived competence on a scale of 1 to 3. Skills evaluated were in four main domains: history taking and communication, physical examination, procedural, and professionalism, team work and medical decision making. Using Statistical Package for Social Scientist (SPSS), correlations were performed between experiences and self-perceived competence on specific skills, within domains and overall. RESULTS Out of 197 clinical students 138 (70%) participated in the survey. The results showed significant increase in the proportion of students performing different skills and reporting feeling very competent with each additional clinical year. Overall correlations between experience and self-perceived competence were moderate (0.55). On individual skills, the highest correlation between experience and self-perceived competence were observed on mainly medical and surgical related procedural skills with the highest at 0.82 for nasal gastric tube insertion and 0.76 for endotracheal intubation. CONCLUSION Despite the general improvement in skills experiences and self-perceived competence, some deficiencies were noted as significant numbers of final year students had never attempted common important procedures especially those performed in emergency situations. Deficiencies in certain skills may call for incorporation of teaching/learning methods that broaden students' exposure to such skills.
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Affiliation(s)
- P Katowa-Mukwato
- Department of Medical Education Development, School of Medicine, University of Zambia, Lusaka, Zambia
- Department of Nursing Sciences, School of Medicine, University of Zambia, Lusaka, Zambia
| | - B Andrews
- Department of Internal Medicine, School of Medicine, University of Zambia, Lusaka, Zambia
- Department of Internal Medicine, Vanderbilt University, Nashville, Tennessee, USA
| | - M Maimbolwa
- Department of Nursing Sciences, School of Medicine, University of Zambia, Lusaka, Zambia
| | - S Lakhi
- Department of Internal Medicine, School of Medicine, University of Zambia, Lusaka, Zambia
| | - C Michelo
- Department of Public Health, School of Medicine, University of Zambia, Lusaka, Zambia
| | - Y Mulla
- Department of Surgery, School of Medicine, University of Zambia, Lusaka, Zambia
| | - S S Banda
- Department of Medical Education Development, School of Medicine, University of Zambia, Lusaka, Zambia
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Uhrlass DJ, Schofield CA, Coles ME, Gibb BE. Self-perceived competence and prospective changes in symptoms of depression and social anxiety. J Behav Ther Exp Psychiatry 2009; 40:329-37. [PMID: 19168174 PMCID: PMC4113081 DOI: 10.1016/j.jbtep.2009.01.001] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/26/2008] [Revised: 12/04/2008] [Accepted: 01/05/2009] [Indexed: 10/21/2022]
Abstract
The primary aim of the current study was to replicate and extend previous findings by examining the relation of self-perceived competence with symptoms of depression and social anxiety in older adolescents. Focusing first on cross-sectional relations, we found that older adolescents' depressive symptoms were similarly related to levels of perceived scholastic competence and social acceptance, whereas social anxiety was significantly more strongly related to perceived social acceptance. Next, examining symptom changes over a six-month follow-up, we found that perceived social acceptance and scholastic competence both independently predicted prospective changes in adolescents' depressive symptoms, whereas perceived social acceptance, but not scholastic competence, predicted prospective changes in social anxiety. Although we also examined vulnerability-stress models of symptom change with negative academic and social events, none of these analyses was significant.
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