Search Results (160)

This manuscript presents an exploratory evaluation of the challenges and opportunities in scientific research among craniomaxillofacial surgeons in Latin America. It focuses on initiatives introduced by the AO Foundation’s Research and Development (R&D) Committee to assess the current state of research involvement among AO Foundation members in the region and identify barriers to research. A survey conducted in 2023 among Latin American members of the AO Foundation gathered data on their interest in research, obstacles faced, and awareness of available opportunities, such as grants, fellowships, and mentorship programs. The outcomes revealed a strong interest in research, with 96.5% of respondents expressing a desire to engage. However, key barriers included limited time (46.5%), difficulties in project structuring and scientific writing (32.6%), and challenges in publishing (30.2%). Notably, 54.7% of respondents were unaware of the AO PEER program, and 65.6% were unfamiliar with the foundation’s research grant opportunities. The AO Foundation aims to enhance scientific development in Latin America by promoting multicenter research studies, training opportunities, and developing research group leaders. These strategies seek to support and encourage surgeons in advancing their scientific activities. Full article

We applied social cognitive career theory and systems theory to explore the barriers that historically excluded groups face when pursuing animal care careers at U.S. zoos and aquariums. Using a mixed-methods approach, this research combines survey data (N = 592) and interviews (N = 15) from zoo and aquarium animal care staff, including zookeepers, veterinarians, and aquarists. The findings show that historically excluded groups of animal caretakers report higher levels of perceived barriers to securing zoo positions compared to White animal caretakers, particularly in career awareness, self-efficacy, mentorship, and access to internship opportunities. Statistical analyses of animal caretakers revealed a statistically significant difference between historically excluded groups and their White colleagues. Historically excluded groups experience more challenges in securing and succeeding in animal care careers. While institutional barriers did not differ significantly between groups, this study underscores the need for zoos to address systemic inequities and create more inclusive environments. These findings are critical for zoos aiming to diversify their staff and enrich their decision-making processes. Full article

Trillium Health Partners (THP) is a hospital network that serves the Mississauga region of Ontario, Canada, and sees nearly 1.7 million patient visits each year. THP is also a provider of highly specialized services to the region and a fully-fledged academic teaching center, with embedded research and innovation. Background/Objectives: Highly trained, skilled, and experienced nurses are foundational to THPs ability to meet the complex care needs of our patients across specialized programs. In 2024, 50% of the nursing workforce at THP was noted to have less than five years of experience. This generation of nurses are reporting high levels of burnout and are at greater risk of leaving the profession. The more experienced nurses are also facing burnout due to the continued pressures and demands in the workplace, having to manage an increasingly complex patient assignment, while providing mentorship to more novice nurses. Based on the existing literature and our collective experience at THP, we have developed the Transition to Independent Practice Support (TIPS) program, a multi-pronged approach to bolster support for our nursing workforce. The TIPS program at THP is designed to address knowledge gaps and enhance clinical competence among new and aspiring nurses. The primary aim of this study is to evaluate the efficacy of the TIPS program in facilitating the transition of novice nurses to independent and competent practitioners, utilizing the Kirkpatrick Model of Evaluation The specific objectives include (a) assessing participants’ reactions to the TIPS program; (b) measuring the increase in nurses’ knowledge and confidence following program participation; (c) evaluating changes in nurses’ behavior and practice post-program; and (d) determining the program’s impact on nurse retention and quality of patient care. Methods: Grounded in Meleis’s Transition Theory, the program combines webinars, simulations, clinical rounding, and mentorship to build resilience, decision-making, and confidence. Evaluative measures, based on the Kirkpatrick Model, assessed participant satisfaction, learning outcomes, behavior changes, and retention. Results: From September 2023 to March 2024, 388 interdisciplinary participants attended the program, including nursing students (56%), registered nurses (24%), registered practical nurses (14%), and aspiring nurses in other interprofessional roles (6%). Participants expressed high satisfaction with the program, achieving a mean reaction score of 4.80 (SD = 0.2921). Ninety-five percent found the sessions relevant, and 98% rated the facilitators as knowledgeable. Self-reported confidence significantly increased across all topics, with overall mean confidence scores rising from 2.94 to 4.52 (p < 0.0001, Cohen’s d = 3.01), demonstrating a strong impact on skill acquisition and application. Behavioral evaluations through simulations, competency checklists, and follow-up touchpoints confirmed improved clinical performance, with participants achieving 100% compliance to nursing skills during simulations and sustained confidence at three-month follow-ups. Since the program’s implementation, nursing turnover rates decreased from 9.52% to 7.7% by March 2024, with 100% of RNs, RPNs and IENs of TIPS participants retained within six months. Conclusions: This paper outlines the TIPS program and the diverse teaching and learning methodologies used in the design and program implementation to ultimately support the transition experience of the new gradate nurse into acute care. Preliminary outcomes are discussed including nursing retention rates, nurses’ knowledge, confidence, and skill levels. Full article

The implementation of evidence-based practice (EBP) is crucial for improving patient outcomes and healthcare delivery, yet it faces significant challenges in acute care settings due to organisational barriers, resource limitations, and leadership complexities. This study explores how ward managers (WMs) facilitate knowledge utilisation (KU) and promote EBP adoption in these environments. A longitudinal qualitative case study was conducted over eight months in two acute care hospitals in the East Midlands, England. Data were collected through semi-structured interviews with 23 WMs, nonparticipant observations, and document analysis. Thematic analysis was used to identify key findings. Six themes emerged: navigating leadership challenges, overcoming organisational and resource barriers, sustaining EBP through learning networks, integrating technology, tailoring EBP to patient-centred care, and providing emotional support for staff. Hybrid leadership strategies, combining directive and collaborative approaches, were critical in addressing barriers, fostering engagement, and embedding EBP into workflows. Mentorship and resource management also played pivotal roles. The study highlights the need for tailored leadership strategies, innovative resource utilisation, and sustainable learning networks to overcome systemic challenges and promote EBP. These findings provide actionable insights for fostering evidence-informed care environments in resource-constrained acute care settings. Full article

Academic resilience and motivation are two key positive psychological constructs that have the capacity to influence learners’ engagement even in difficult conditions. Surprisingly, research investigating these relational constructs is limited in Ghana. The study examined the influence of academic resilience and motivation on engagement, highlighting rural–urban variations among senior high school students. This cross-sectional survey involved 190 senior high school students in Ghana, employing stratified sampling. Academic resilience, motivation, and engagement were assessed using the academic resilience scale (ARS-30), the motivated strategies for learning questionnaire (MSLQ), and the university student engagement inventory (USEI). Data were analysed using descriptive, Pearson correlation, and hierarchical multiple regression analyses. An independent t-test was also conducted to compare the study variables between rural and urban students, utilising IBM Statistical Package for the Social Sciences (SPSS) version 27. The correlational analysis revealed that academic resilience positively correlates with engagement and motivation. A regression model indicated that socio-demographic factors have a minimal impact on academic engagement, while academic resilience and motivation significantly predict it. No significant differences were found between urban and rural students regarding academic engagement, motivation, or resilience. Educators and policymakers are urged to implement strategies, including social–emotional learning and mentorship programmes, to support and cultivate academic resilience, motivation, and engagement among students. Future studies could investigate the relationship between academic, motivational intensity, and learners’ academic achievement across a larger sample. Full article

Background/Objectives: Coping strategies are influenced by sociocultural factors, and an understanding of how the Brief-COPE functions within the Chinese student population is important for its validity and reliability. This study aimed to explore the factor structure of the Brief Coping Orientation to Problems Experienced Inventory (Brief-COPE) in Chinese nursing students. Methods: A cross-sectional study design was adopted. A total of 284 college nursing students, aged 18 years or older, were recruited from a medical university in China using convenience sampling. Exploratory factor analysis (EFA) was conducted to identify the underlying domain structure of the Brief-COPE within those students. This study adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Statement. Results: The Brief-COPE demonstrated robust validity, revealing eight distinct factors: positive reframing coping, avoidant and passive coping, seeking social support, self-blame and emotional distress coping, denial and deflective coping, spirituality and humor coping, avoidance and emotional release coping, and adaptive acceptance with distraction. The scale exhibited good internal consistency, as indicated by a Cronbach’s alpha of 0.759. Conclusions: The Brief-COPE is a valid tool for assessing coping strategies in Chinese nursing students. Nursing educators could benefit from training aimed at enhancing the use of appropriate strategies. Also, culturally tailored interventions, such as peer support groups and mentorship programs, could further promote coping skills and improve the emotional well-being of these students. Full article

Background: Patient education is a key aspect of physical therapy practice; however, the differences in how experienced and novice physiotherapists perceive and apply patient education practice remain underexplored. Understanding these differences influences training approaches and improves physical therapy practice quality. This research aims to determine the difference in self-reported patient education practice between experienced and novice physiotherapists. Methods: A previously published online survey instrument was used to collect data from physiotherapists employed in public health institutions in Bosnia and Herzegovina. The survey questions included demographic characteristics and questions about approaches to patient education, perceived importance, and factors contributing to skills development. Participants were recruited in two groups: experienced physiotherapists with work experience ≥ 11 years (n = 139) and novice physiotherapists with work experience ≤ 5 years (n = 45). Descriptive statistics, such as numbers and percentages, were used to summarize participant responses. Results: Experienced physiotherapists more frequently provided advice on posture, movement correction, daily activity strategies, and pacing while addressing patient concerns and exploring perceptions (p < 0.05). In contrast, novice physiotherapists placed significantly greater value on continuing education courses, considering them an important factor in developing patient education skills (p < 0.05). Conclusions: Experienced physiotherapists prioritize patient education focusing on posture, movement, and self-care strategies compared to novice physiotherapists. However, novice physiotherapists place a higher importance role on continuous education. Identifying these differences may help tailor training and mentorship to improve physiotherapy practice, ensuring better patient outcomes. Full article

This systematic review examines the effects of professional learning (PL) experiences on in-service teachers’ self-perceived growth. The study compares formal and informal PL models, drawing on diverse approaches, such as coaching, mentorship, collaborative learning, and reflective practices, to understand how these frameworks impact teachers’ professional efficacy and instructional practices. Using databases like Scopus, Web of Science, and ERIC we analyzed 38 empirical studies, focusing on the teachers’ PL experiences and the resulting self-perceived professional growth across its various domains. The findings indicate that while formal PD sessions (e.g., structured workshops and seminars) support skill development, they often yield mixed results due to their limited adaptability to specific contextual needs. In contrast, informal PL approaches, like mentorship and peer collaboration, foster reflective and practical growth. Combining both PL methods provides the most comprehensive benefits, blending structured learning with the flexibility of informal settings. This review underscores the need for hybrid PL models that address collective and individualized growth pathways, recommending future research into context-sensitive, mixed PL designs to effectively support in-service teachers. Full article

Competitive intelligence (CI) is a critical tool for startups, enabling informed decision making through the systematic gathering and analysis of relevant information. This study aims to identify and prioritize the key factors influencing CI in startups, providing actionable insights for entrepreneurs, educators, and support organizations. Through a systematic literature review, key variables and components impacting competitive intelligence were identified. Two surveys were conducted to refine these components. The first employed a five-point Likert scale to evaluate the significance of each component, while the second used a pairwise comparison approach involving ten experts in CI and startup mentorship. Utilizing the fuzzy Analytical Network Process (ANP), this study ranked Technology Intelligence as the most critical factor, followed by market and Strategic Intelligence. Competitor Intelligence and Internet intelligence were deemed moderately important, while Organizational Intelligence ranked lowest. These findings emphasize the importance of technology-driven insights and market awareness in fostering startups’ competitive advantage and informed decision making. This study provides a structured framework to guide startups in prioritizing CI efforts, offering practical strategies for navigating dynamic market conditions and achieving long-term success. Full article

This autoethnographic study explores the lived experiences of an advanced-degree holder and educator with expertise in leadership and education policy who worked as a substitute teacher in the Clark County School District. Despite my qualifications, I often felt underutilized and disconnected, revealing systemic barriers within the educational system. Using distributed leadership theory, I examine these challenges and uncover the untapped leadership potential of substitutes to make meaningful contributions to P-12 education. This study proposes actionable solutions, including substitute profile systems, comprehensive onboarding programs, and structured mentorship initiatives. The findings highlight the importance of shared leadership in fostering equity, professional growth, and workforce stability, offering practical insights into how substitutes can transition from temporary roles to integral contributors within educational systems. Full article

This collective systematic literature review is part of an Erasmus+ project, “TaLAI: Teaching and Learning with AI in Higher Education”. The review investigates the current state of Generative Artificial Intelligence (GenAI) in higher education, aiming to inform curriculum design and further developments within digital education. Employing a descriptive, textual narrative synthesis approach, the study analysed literature across four thematic areas: learning objectives, teaching and learning activities, curriculum development, and institutional support for ethical and responsible GenAI use. The review analysed 93 peer-reviewed articles from eight databases using a keyword-based search strategy, a collaborative coding process involving multiple researchers, in vivo coding and transparent documentation. The findings provide an overview of recommendations for integrating GenAI into teaching and learning, contributing to the development of effective and ethical AI-enhanced learning environments in higher education. The literature reveals consensus on the importance of incorporating GenAI into higher education. Common themes like mentorship, personalised learning, creativity, emotional intelligence, and higher-order thinking highlight the persistent need to align human-centred educational practices with the capabilities of GenAI technologies. Full article

Women entrepreneurs are increasingly recognised as pivotal contributors to economic growth, poverty alleviation, and employment generation, particularly in developing economies like South Africa. This study explores the contributing and constraining factors that shape the future of women’s entrepreneurship in South Africa through the lens of Institutional Theory. Using a qualitative methodology, in-depth interviews were conducted with nine (9) women entrepreneurs affiliated with a Centre for Entrepreneurship Development. The findings highlight key enabling factors, such as mentorship, education, supportive policies, collaboration, and government intervention programmes, which equip women entrepreneurs with the skills, networks, and resources needed to thrive. However, significant barriers persist, including financial exclusion, societal norms, ineffective policies, and psychological constraints such as low entrepreneurial self-efficacy. The study concludes that aligning institutional support across the regulatory, normative, and cultural-cognitive dimensions is essential for fostering an inclusive entrepreneurial ecosystem. Recommendations include simplifying access to funding, expanding mentorship opportunities, and addressing systemic cultural and policy barriers to create a more equitable and supportive environment for women entrepreneurs. Full article

This first-hand memoir essay offers a reflective narrative on the life and legacy of professor Leo Mazel, a prominent Soviet musicologist. Recounted by his stepson, the text weaves together personal memories, anecdotes, and cultural insights into Mazel’s professional contributions and personal life. As a pioneer in the field of music theory and analysis, Mazel’s rigorous approach blended mathematical precision with a deep commitment to artistic integrity. His unique scholarship extended to stylistic studies of composers like Beethoven, Chopin, and Shostakovich, with an emphasis on “holistic analysis”—a method that integrates historical and aesthetic contexts. Through rich storytelling, the memoir also provides glimpses into Soviet academic life, artistic censorship, and Mazel’s resilience against political pressures. Interactions with notable figures and intellectuals punctuate this account, painting a vivid picture of a life devoted to music, intellectual curiosity, and mentorship. Full article

Program managers of undergraduate research experience programs play a pivotal role in students’ learning experiences. However, their roles in this program are seldom understood and explored. One reason is that a greater focus has been put on faculty and student mentorship. Although many faculty mentors succeed in providing students with adequate support for their learning experience, students can also benefit from having access to multiple mentors, such as program managers. In this study, we employed a qualitative approach to identify the common experiences of education and outreach program managers in managing engineering undergraduate summer research experience programs and mentoring students in the United States. The findings indicate that the participants provided career and technical support that contributed to students’ success by providing general guidance, professional development opportunities, and access to resources. Also, the participants engaged in active listening and training, and supported inclusive activities to promote students’ psychosocial support. From the findings, we provide recommendations for program managers and faculty members to help reinforce students’ learning in research programs. Full article

This paper will focus on illustrating through qualitative personal narratives the lived realities of three South Asian Indian women in academia across the continuum of their experiences personally, professionally, and as academics within the field of Marriage and Family Therapy (MFT). The authors will speak to their South Asian identity, their acculturation experiences as Asian Indian women in the US professional and academic context, their different generational experiences in immigration journeys, their different academic and clinical journeys, and other contextual variables such as age, solidarity with other South Asian women in academia, peer mentorship experiences, and finding their own voices and empowerment through connections with other women with similar experiences. In addition to the lack of formal academic mentorship, the authors will describe how they as South Asian Indian women have grappled with the challenges of systemic gender and racial biases that undermined their development as academics and hindered their progress toward gender and racial equality in academic and clinical settings. The authors will situate their personal narratives within the frameworks of feminist solidarity and social justice through describing their mentorship experiences, as mentors and mentees, and how they still were able to establish their professional identities as professional, academic, South Asian women of color. Full article