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Role modelling has powerful impact in medical education, with the potential to shape the professional development, clinical skills and career choices of the medical workforce. In this article we provide twelve tips, some aimed at educators and some at curriculum leaders, to increase the positive potential of role modelling. Our tips are based on theory, evidence, our own research and experience. They include ensuring educators are conscious of their role modelling potential, providing role models to represent the diversity of learners, facilitating reflection in the role modelling process and supporting role modelling to improve recruitment to shortage specialties. [ABSTRACT FROM AUTHOR]

This is a guest editorial introducing a special issue on 'Exemplars and Emulation in Moral Education' which contains contributions from 10 multidisciplinary authors. Representing the state of the art in the discourse, this editorial elucidates several new themes pertaining to it, before outlining each contribution in relation to said themes. In light of David Carr's recent objections to role modelling, it is then argued that these contributions provide a possible collective response. [ABSTRACT FROM AUTHOR]

A foundational principle of neo-Aristotelian character education is that virtue can be cultivated, in particular through the emulation of moral role models, such as teachers. Yet despite the pedagogical appeal of role modelling, what emulation involves remains methodologically unclear. In this paper, I suggest that part of this ambiguity lies in a category mistake: the misconceptualisation of emulation as a mere emotion, rather than, as I argue, a virtue in its own right. Predominantly composed of virtuous emotion and necessarily entailing virtuous action, I propose a componential account of the virtue of emulation which I synthesise with Aristotle's theory of "four causes". Through doing so, I make visible how emulation operates in different ways depending on one's degree of phronetic development and suggest a new concept—entangled phronesis—as the mechanism underpinning emulation. I then consider what these insights illuminate about role modelling in classroom contexts. [ABSTRACT FROM AUTHOR]

Public health care in Germany, whilst having many advantages, has reportedly strong deficiencies in regards to sustained therapeutic relationships, mostly due to reduced or dysfunctional doctor-patient-communication, which would need to be improved when promoting therapeutical alliance. Communication culture and role modelling between doctors as well as between teachingdoctors and medical students play a critical part in shaping and constituting medical professionalism. To collectively move towards a more patient-centred communication style, it is necessary to address aspects of intra-professional culture that are vital to an empathic attitude. In this paper some of the major concerns with medical professionalism as part of teaching by example will be examined and put into perspective with some prevalent counterproductive practices, such as hierarchical competitiveness, abbreviated conversational habits and problems with hazing in higher education. These will need to be addressed in order to create a more constructive professional environment that is healthy for both patients and medical practitioners. [ABSTRACT FROM AUTHOR]

Student parents, particularly women, cite role modelling as a key reason to come to university and persist with their studies. However, this role modelling relationship remains largely unexplored. This study examines the role modelling relationship between student parents and their children. There are distinct practical and emotional challenges faced by student parents, particularly during the COVID-19 pandemic, and these impact on the role modelling relationship with their children. Using Bandura's notion of 'attention', we found that there are some potential problems with the theory and practice of student parent role modelling. The 19 students interviewed identified balancing academic study and family life as the key issue, but also identified space as a major concern for participants. Lack of access to the library and campus during COVID was particularly problematic for student parents in practical terms, and in undermining a sometimes-fragile sense of student identity. However, the students were not simply modelling a student identity or aspiration to their children, but demonstrating efficacy, that it was possible to achieve by overcoming obstacles. A key challenge in terms of role modelling was getting an appropriate balance between demonstrating determination, but concealing some of the significant stresses they faced in their studies. [ABSTRACT FROM AUTHOR]

Role modelling has been identified as an important phenomenon in medical education. Key reports have highlighted the ability of role modelling to support medical students towards careers in family medicine although the literature of specific relevance to role modelling in speciality has not been systematically explored. This systematic review aimed to fill this evidence gap by assimilating the worldwide literature on the impact of role modelling on the future general practitioner (GP) workforce. A systematic search was conducted in Medline, Embase, Scopus, Web of Science, Cochrane, ERIC and CINAHL, and all authors were involved in the article screening process. A review protocol determined those articles selected for inclusion, which were then quality assessed, coded and thematically analysed. Forty-six articles were included which generated four broad themes: the identity of role models in general practice, role modelling and becoming a doctor, the impact of role modelling on attitudes towards the speciality, and the subsequent influence on behaviours/career choice. Our systematic review confirmed that role modelling in both primary and secondary care has a crucial impact on the future GP workforce, with the potential to shape perceptions, to attract and deter individuals from the career, and to support their development as professionals. Role modelling must be consciously employed and supported as an educational strategy to facilitate the training of future GPs. [ABSTRACT FROM AUTHOR]

Peer providers are increasingly used by mental health programs to engage transition age youth (TAY, age 16-24) living with serious mental illness. This study elicited TAY clients' perspectives on peer providers' roles, responsibilities, and contribution to TAYs' use of mental health services. In 2019, six focus groups were conducted with TAY clients (n=24) receiving publicly funded mental health services in Southern California. Results from this analysis included four themes that illustrated the role of peers as perceived by TAY clients, including: 1) building client–peer provider relationships, 2) engaging with mental health services, 3) role-modelling recovery and supporting skill acquisition to instill hope and empowerment, and 4) peer roles and experiences specific to racial/ethnic concordance. These findings provide needed perspectives on the evolving role of peer providers in mental health services programming for TAY clients. [ABSTRACT FROM AUTHOR]

BACKGROUND: A healthy diet is a major factor in childhood for proper mental and physical development, and schools are valuable settings for promoting nutritional health. Teachers have a key role as educators and as a link between children, families, and institutions. OBJECTIVES: The study aims at describing the teachers' profile and to evaluate the level of adherence of their schools to the recommendations by Health Promoting Schools concerning nutritional issues. METHODS: A cross-sectional study was conducted on a sample of 131 Spanish and Italian teachers from kindergartens and primary schools. RESULTS: The lack of a structured approach to school food emerged, as well as a low quality level of food consumption at school. Among the positive aspects, there is the compliance with the dietary reference values for the intake of nutrients and energy of meals supplied by cafeterias and the collaboration with nutritionists in health services, but other desirable circumstances are neglected (e.g. training courses for staff, the involvement of students, supply of water and vegetables such as healthy drinks and snacks). CONCLUSION: The study confirmed the need to train teachers and to strengthen school action plans, particularly the agenda around the sustainability of the school food and nutrition environment. [ABSTRACT FROM AUTHOR]

Value education is seen as one of the necessary tools for addressing moral deterioration in the South African society of today. The school is viewed as one of the key change agents in nurturing children into adulthood, where teaching of values can give the growing generation the needed moral development. The aim of this study is to explore teachers' experiences on the integration of values education into learners in South African high schools. Kohlberg's Theory of Moral Development was used as a lens to understand the integration of values education in a semi-structured focus group interview with five purposively selected teachers from each school. A total of 25 teachers from five public schools in King Cethswayo district in KwaZulu-Natal province participated. The collected data was thematically analysed and themes were interpretively discussed. The findings revealed that teachers' perception of values education affect its integration in schools. The role modelling of the learners by both teachers and parents is central to saving the society from moral decadence. However, limitations such as over crowded classes, single parenthood, and social media affect the effective integration of values education in schools. The study therefore, recommends mutual cooperation between the school and parents, the Department of Basic Education should provide adequate professional development training for teachers on the integration of values education, and schools should be provided with counselling psychologists to correct learners' misbehaviours and promote effective integration of values education in schools. [ABSTRACT FROM AUTHOR]

Objective: The aim of our study is to determine the habits of 5th and 6th year undergraduate medical students and medical specialty trainees on hand hygiene through their views in a university hospital and to compare the habits of undergraduate medical students to those of medical specialty trainees to evaluate in the context of role modelling. Methods: This is a cross-sectional study. The survey form consisted of questions to determine habits of participants on hand hygiene compliance and the factors behind non-compliance. Participants filled the form electronically. Results: Data were collected between 10 December, 2019 and 10 March, 2020. Total number of participants was 363, and 122 were 5th year medical students, 116 were 6th year medical students, and 116 were medical specialty trainees. Hand hygiene compliance rate before contact from highest to lowest was 5th year medical students, residents, and 6th year medical students, respectively. The percentage of 6th year students who marked "I always perform hand hygiene" was lower than 5th year students, and this difference was statistically significant. In all but one of the items related to post-contact hand hygiene compliance rate, there was no statistically significant difference between the percentages of 5th and 6th year medical students. The most stated reason for non-compliance to hand hygiene was workload. Lack of role models was stated by 38.5%, 47.4%, and 11.2% of 5th and 6th year medical students, and medical specialty trainees, respectively. Conclusions: It may be thought that the dramatic decrease of hand hygiene compliance of 6th year medical students is related to the negative role modelling of medical specialty trainees but statistical analysis of compliance differences between participant groups do not support this argument. The relation between hand hygiene compliance and role modelling should be studied in more depth. [ABSTRACT FROM AUTHOR]

Rationale, aims, and objectives: While it has long been supported that faculty development programmes serve as a means to improving practical knowledge, professional skills, and identity formation for faculty, significantly less research is focused on how learning that occurs in faculty development programmes is actually employed in the workplace and ingrained in day‐to‐day activities. The present study qualitatively explored the long‐term impact of the Mentoring and Professionalism in Training (MAP‐IT) programme, a longitudinal, interprofessional faculty development curriculum designed to enhance clinicians' humanistic mentoring skills, specifically nurses and physicians. Method: Participants included 21 former high‐potential mentors and facilitator leaders who had graduated from the MAP‐IT programme from 2014 to 2016. Semi‐structured focus groups and interviews were conducted between August and September of 2017 to collect participant experiences of the impact of MAP‐IT skills on their professional roles (with colleagues and patients) in their clinical environments. Qualitative data were analysed using content analysis methodology. Results: Qualitative analyses using an editing analysis style resulted in nine major themes, including incorporation into clinical practice, self‐care, team building and conflict resolution, mindfulness, mentorship, professionalism, interprofessional collaboration, humanism, and appreciative inquiry. Conclusion: The personal and professional development instilled through the MAP‐IT programme was found to remain important over time, years after participation in the programme had concluded, supporting its "durability." Implications are also discussed. [ABSTRACT FROM AUTHOR]

Background: Alcohol contributes to poor health, social and economic outcomes among adolescents. In Malawi, alcohol consumption among young people significantly increased after the introduction of alcohol sachets. A government ban on the sale of alcohol sachets affected in 2012 aimed to reduce prevalence of alcohol among users. We explored adolescents perceptions regarding the effectiveness of the ban towards reducing alcohol consumption among the under aged in the country.Methods: Using a descriptive phenomenological school-based approach, we recruited 44 school-going adolescents, 15-17 year olds using snow ball sampling and conducted 12 individual semi-structured interviews and four group discussions differentiated by sex. We sought a waiver from College of Medicine Ethics Committee (COMREC) to obtain verbal consent from adolescents. All interviews and discussions were digitally recorded and simultaneously transcribed and translated verbatim into English. Data management and analysis was done manually using thematic approach.Results: Aggressive packaging, and marketing tendencies and lack of restrictive measures in Malawi have rendered the ban ineffective through increased affordability and availability to different income population groups and the underage. Results indicate that even though adolescents perceive the ban as a significant step towards reducing under age alcohol use, personality and drinking motives precede any interventions. Adolescents emphasized on strong personality as a significant factor for reduced alcohol intake or abstinence.Conclusions: We recommend strict alcohol policy and enforcement regarding packaging, pricing, positive role modelling by parents and enhanced adolescent personality development through schools and families. [ABSTRACT FROM AUTHOR]

This journal recently published a special issue on Kant, evil, moral perfection and education. The essays included in the special issue discussed the vulnerably and imperfection of human beings and the role of education as facilitating such beings in their pursuit of moral perfection. The contribution of this article is to put forward a Kantian idea of hope as a response to the difficulty of holding imperfect agents to an impossibly high standard (perfect virtue). Hope plays an enabling role for human agents, mediating the seemingly unstable relationship between imperfect moral agents, characterised by radical evil, and their duty to elevate themselves to the idea of moral perfection in an uncertain world. As such, hope can be seen as a response to the editors' call to bring attention to the need to work with the vulnerabilities and imperfections of human beings through education and social change. One practical way in which education can accomplish this task is through role modelling. A further contribution of this article is to advocate a Kantian idea of impure role modelling (the role model as imperfect but hopeful). [ABSTRACT FROM AUTHOR]

Background: Health and Physical Education (HPE) teachers are in a unique position to act as role models to their students. Purpose: To explore the expectations, beliefs and attitudes towards role modelling of health behaviours by pre-service teachers who were specialising in HPE, and those who were not. Study design: Cross-sectional, Survey Design. Method:N = 637 pre-service teachers (who were in the first three weeks of their undergraduate Bachelor of Education course at three universities in Australia) completed self-report questionnaires asking about attitudes and beliefs toward role modelling of health behaviours. Comparison of attitudes and beliefs between those studying Health and Physical Education (HPE) and those studying other curriculum areas (classified as Bachelor of Education or non-HPE) were made. Results: We found both gender and degree-based differences in attitudes towards role modelling. Men were found to believe more so than women that HPE teachers should maintain a slim, athletic build which makes them appear as though they are fit and healthy. Male teacher education students who were not specialising in HPE were more likely than male HPE students to believe that Health and Physical Educators should maintain a 'slim, athletic appearance' and engage in regular physical activity. Conclusion: Pressure for HPE teachers to meet appearance and role modelling expectations may be coming more from men, and more from generalist teachers, as opposed to coming from within the profession. This research contributes to the debate regarding the fitness expectations of HPE teachers and has implications for physical education teacher education programmes. [ABSTRACT FROM AUTHOR]

Introduction: Role modelling is a key component in the training of doctors that influences professional behaviour, identity and career choices. Clinical teachers and residents are often unaware of this, thereby risking transmission of negative behaviour. On the other hand, awareness positively affects role model behaviour. To assess role model behaviour, the Role Model Apperception Tool (RoMAT) was developed and validated in general practice training. The aim of the current study was to validate the RoMAT in the hospital-based training setting. Methods: The authors asked first to last year residents, regardless of their specialty, to participate after written approval from their clinical teachers. The tool was completed online in 2017. The authors performed a principal component analysis and investigated internal consistency, construct validity, inter-rater reliability, known-groups comparisons and floor and ceiling effects. Results: Of the 473 residents contacted, 187 (40%) completed the questionnaire. As in the primary validation study, the authors extracted two components: 'Caring Attitude' and 'Effectiveness', explaining 67% of the variation with a Cronbach's alpha of 0.94 and 0.93 respectively. Evidence for construct validity was found and there were no floor or ceiling effects, but inter-rater reliability was low. Discussion: The RoMAT was internally consistent and valid to assess role model behaviour of the clinical teacher towards the resident in the hospital-based training of medical specialists. The poor inter-rater reliability, most likely due to homogeneous RoMAT responses, should be borne in mind when evaluating RoMAT scores on individual clinical teachers. [ABSTRACT FROM AUTHOR]

Objective: To assess the perception of faculty members towards various educational roles and importance given to these roles by their respective institutions in three medical colleges of Khyber Pakhtunkhwa. Material and methods: The study was conducted in Khyber Medical College Peshawar, Khyber Girls Medical College Peshawar and Khyber Medical University Institute of Medical Sciences Kohat. A questionnaire comprising of twelve roles classified into six-categories (information provider, role model, facilitator, examiner, planner, resource developer) was distributed amongst 145 teachers of basic medical sciences through purposive sampling. Faculty members were asked to score the importance of each role using a 1-10 scale containing proforma. Results: Out of 145, 117 (80.7%) responded where 59 (50.4%) were females. Majority were lecturers with 1-5 years of teaching experience. Maximum score was given to “lecturer in classroom" (Mean 8.87+1.390 SD), Teacher in clinical/ practical setting (mean=8.74+1.604 SD) and examiner (mean=8.75+1.479 SD). Minimum score was given to study guide producer (mean=6.86+2.665 SD) and curriculum evaluator (mean=7.37+2.533 SD). The Importance of roles in faculty point of view vs importance in college programs were comparable (p<0.05). Conclusion: Faculty members of these public sector medical colleges are generally aware regarding different educational roles but they need to be informed about some of the roles like study guide producer and curriculum evaluator. [ABSTRACT FROM AUTHOR]

This article examines the formative socialization of British Army recruits in the first week of their Phase 1 Initial Training. Contextualized by individual and collective cultural variables, an extended participant observational case study commented on the process by which the British Army seeks to instill discipline and military identity in the early stages of transition from civilian to trained soldier. The person-environment relationship and individual exosystemic themes emerged as apparent influential variables, noting that a relationship appeared to exist between an early internalization of military values and subsequent formation of a moral identity, with associated primary and secondary adjustment behaviors. [ABSTRACT FROM AUTHOR]

Children's vegetable intake is low, despite benefits for immediate and long-term health. Repeatedly reoffering vegetables, role-modelling consumption, and offering non-food rewards effectively increase children's vegetable acceptance and intake. However, a number of barriers prevent families from reoffering previously-rejected vegetables. This study used the Theoretical Domains Framework (TDF) and the COM-B model of behaviour to explore barriers and enablers to reoffering, role-modelling and offering non-food rewards among parents of 2-4-year-old children. Twenty-five semi-structured interviews were conducted, from which eleven core inductive themes were generated: 'Child factors', 'Eating beliefs', 'Effectiveness beliefs', 'Past experience', 'Current family behaviours', 'Harms', 'Knowledge', 'Need for change', 'Parent effort', 'Parent values' and 'Practical issues'. The codes underpinning these themes were inductively mapped to 11 of the 14 TDF domains, and five of the six COM-B components. Previously-reported influences on families' vegetable feeding practices were confirmed, including concerns about child rejection of foods/meals, cost of vegetables, and food waste. Novel findings included some parents' perceptions that these practices are pressurising, and that certain beliefs/knowledge about children's eating behaviour can provide a "protective mindset" that supports families' perseverance with reoffering over time. Future interventions should be tailored to better reflect the diversity of needs and previous experiences of feeding that families have, with some families likely to find that troubleshooting and further signposting is appropriate for their needs while others might benefit from more persuasive and educational approaches. The mapping of codes to the TDF and COM-B will facilitate the identification of appropriate intervention functions and behaviour change techniques when designing new interventions to support families with increasing their children's vegetable intake. [ABSTRACT FROM AUTHOR]

This article explores how nurse academics in one British university uphold and role model the humanising framework developed by Todres et al (2009). It gives a brief overview of nurse education in the UK. Next it outlines the nature of the personal tutor role. It then offers an overview of the humanising framework, its background and embodiment in the undergraduate nursing curriculum. It explores how nurse academics role model humanisation and how this influences and impacts on students’ ability to live and apply the humanising dimensions of nursing to enhance patients’ lived experience of care. It concludes with examples of how this encourages positive meaningful relationships between students and tutors. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effect of a role modelling intervention on children’s intake of a familiar vegetable. Ninety nine 4–6-year-old children participated at school in a between-subject experiment with three conditions. Two popular Dutch TV idols acted as enthusiastic role models in a video film that was specifically designed for this study. In the convivial eating (CE) condition, children ate raw carrots while they watched the role modelling video for eight sessions (2x/week). Children in the positive restriction and convivial eating (PR + CE) condition were – prior to eight convivial eating sessions – involved in five sessions where they watched the video without eating carrots themselves. The control group ate carrots twice only, and never watched the role modelling video. The main outcome was vegetable intake. Information on demographics and child eating characteristics was collected via a parental questionnaire. A longer-term follow-up was executed at nine months (N = 93). Children’s average carrot intake was 22 ± 24 g per intervention session. There was no increased intake directly after the intervention, but carrot intake in both intervention groups (CE: 45 g; PR + CE: 52 g) was 20–30 g higher at nine months (p < 0.01), whereas intake remained stable for the control group (p = 0.31). About 40% of all children consistently ate (almost) no carrots; higher fussiness and neophobia, and lower vegetable liking typified these non-eaters. So, although the intervention did not immediately increase children’s vegetable intake, it was associated with a higher intake at follow-up. The high numbers of non-eaters points to the need for tailored interventions that encourage non-eaters to consume relatively familiar – but previously rejected – vegetables. [ABSTRACT FROM AUTHOR]

Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver ‘gender flexible pedagogy’, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discussed drawing on data collected in discussions with pre-school teachers in order to understand the potential of this principle and identify how it can be practiced. The paper is based on two different interview based studies, one conducted in an Indonesian kindergarten and the other with Swedish preschool pedagogues. The findings suggest that gendered practices in ECE are rooted in teachers’ implicit gender beliefs influenced by larger socio-political discourses. Early childhood educators must develop an explicit gender consciousness before they can deliver a gender conscious pedagogy. [ABSTRACT FROM PUBLISHER]

ObjectiveAs numerous factors in the home environment have been related to children’s fruit and vegetable (F&V) consumption as a component of a healthy diet, the purpose of the present systematic review was to examine these factors specifically for children aged 6–12 years.DesignRelevant observational studies published in English between January 2007 and December 2015 were obtained through electronic database searches. Studies were included if the researchers reported on a potentially modifiable measure of the home physical, political and sociocultural environment related to child F&V consumption.ResultsOf the thirty-three articles reviewed, overall methodological quality was poor with twenty studies rated as weak, mainly due to cross-sectional design (majority of studies), selection bias, convenience sampling and voluntary participation. Half of the studies had strong–moderate ratings for using valid and/or reliable tools while for the other half, psychometric properties were either not reported or weak. The most consistent evidence for children’s combined F&V consumption was found for availability and accessibility of F&V, parental role modelling of F&V and maternal intake of F&V.ConclusionsA vast array of home environment components and their influence on children’s consumption of fruits and/or vegetables have been studied in recent years. Specific components of the home environment may have more influence than others, but more compelling evidence is needed to draw strong conclusions. Recommendations are made for future studies to be based upon conceptual/theoretical models to provide consistency in defining the home environment and investigation of potential moderators, such as personal or contextual factors. [ABSTRACT FROM PUBLISHER]

This article is an extended personal reflection on the context of learning and leading learning from the author's perspective as a mental health nurse and clinical manager . It considers the roles of adviser and agent of change for personal and professional development of staff and students undergoing professional training and education. The article draws on the author's experiences to offer insights into learning and leadership of learning integrated into a cohesive narrative. It focuses on models of leadership, role modelling, the effect of policy on the context of learning, leading learning and how to engage learners in critical thinking. [ABSTRACT FROM AUTHOR]

Objectives: To determine which professional and humanistic attributes demonstrated by teachers in the health disciplines caused them to be perceived by students as positive or negative role models. Methods: Quantitative empirical data were gathered using a self-administered questionnaire by graduating students in medical, dentistry, and pharmacy schools at Kerman University of Medical Sciences. A total of 3 graduating cohorts, comprising about 220 students, were selected for this study. Surveys were distributed during January-March 2013. Results: In total, 183 students participated in the study. Altogether, students considered 504 and 473 academic staff as positive and negative role models (PRMs and NRMs), respectively. Women were considered more negatively than men (mean scores: -12.13 vs. -11.6, p=0.04). While clinicians were considered more positively than basic scientists (mean scores: 12.65 vs. 10.67, p=0.001), dentists received higher positive scores than physicians or pharmacists (average scores: 13.27 vs. 12.99 and 9.82). There was a significant relationship between the personality of the students and the overall characteristics of their perceived role models (β for PRMs=0.35, p<0.0001; and β for NRMs= 0.20, p= 0.039). Conclusions: Humanistic and professional attributes were proposed as major components of personal traits in perceived role models. Demonstration of humanistic attributes by teachers was strongly correlated with the students’ perception of the role models. It is suggested that the role of humanistic and professional attributes should be highlighted across medical disciplines in an effort to develop or improve role modelling by academic staff. [ABSTRACT FROM AUTHOR]

Accessible summary Clinical leadership is important for the strength of mental health nursing as a profession, particularly in utilizing clinical-based opportunities for the professional development of new graduates and nursing students., To date, there has been limited research examining the attributes of nurses considered by their colleagues to be clinical leaders. This study presents the views and experiences of mental health nurses who deliver care, about what they identify as important for effective clinical leadership., Clinical teaching and role modelling are two fundamental roles of effective clinical leaders; they are underpinned by the attributes of professionalism, honesty, willingness to share knowledge and approachability., Additional research is needed to consider the applicability of these roles and attributes across larger samples of nurses in mental health settings., Abstract Clinical leadership is acknowledged as important to the nursing profession. While studies continue to identify its significance in contributing to positive outcomes for consumers, the role that clinical leadership has in enabling and supporting professional development in mental health nursing is poorly understood. This study utilized a grounded theory methodology to explore the characteristics clinicians consider important for clinical leadership and its significance for mental health nursing in day-to-day clinical practice. Individual face-to-face, semi-structured interviews were conducted with nurses working in mental health settings. Participants described the important role that clinical leaders play in enabling professional development of others through role modelling and clinical teaching. They describe how nurses, whom they perceive as clinical leaders, use role modelling and clinical teaching to influence the professional development of nursing staff and undergraduate nursing students. Attributes such as professionalism and honesty were seen, by participants, as enablers for clinical leaders in effectively and positively supporting the professional development of junior staff and undergraduate nurses in mental health nursing. This paper examines clinical leadership from the perspective of mental health nurses delivering care, and highlights the important role of clinical leaders in supporting professional development in mental health nursing. [ABSTRACT FROM AUTHOR]

Medical leadership is a hot topic, but it is not known yet how to teach this most effectively. A working party of educators in Yorkshire and the Humber (Y&H) studied the leadership domains, as set out in the Medical Leadership Competency Framework and from this distilled a set of ‘trainable’ leadership skills, which were felt to be important to teach during general practitioner (GP) training. A questionnaire was sent out to a large GP educational community (educators and trainees) within Y&H to establish the following: (i) whether the distilled skills were thought to have face validity when applied to the concept of leadership, (ii) what was the relative importance of these skills in relation to each other and (iii) the degree to which these skills were already being taught in pract ice placements and at General Practice Specialty Training Programme (GPSTP) teaching sessions. Educators reported more teaching and training occurring than trainees reported receiving, and the relative importance of the skills sets were different between educators and trainees. It was evident that leadership skills are currently being taught, but that making training explicitly ‘leadership', and raising the importance of leadership skills in GP, may address some of these imbalances. Educators requested guidance on how to teach these skills effectively and commented that many existing opportunities for leadership teaching and training are not well recognised or used. Routinely and regularly offering the chance for trainees at all levels to be exposed to leadership skills by role modelling, making use of everyday opportunities in practice to teach and encouraging trainee involvement in projects and opportunities to practice new skills can facilitate the acquisition and celebration of mastery of generic leadership skills. [ABSTRACT FROM AUTHOR]

Previous research suggests that the use of modelling and non-food rewards may be effective at increasing tasting, and consequential liking and acceptance, of a previously disliked food. Although successful school-based interventions have been developed, there is a lack of research into home-based interventions using these methods. This study aimed to develop and investigate the efficacy of a parent led home-based intervention for increasing children's acceptance of a disliked vegetable. A total of 115 children aged 2–4 years were allocated to one of four intervention groups or to a no-treatment control. The four intervention conditions were: repeated exposure; modelling and repeated exposure; rewards and repeated exposure; or modelling, rewards and repeated exposure. Children in all of the intervention conditions were exposed by a parent to daily offerings of a disliked vegetable for 14 days. Liking and consumption of the vegetable were measured pre and post-intervention. Significant increases in post-intervention consumption were seen in the modelling, rewards and repeated exposure condition and the rewards and repeated exposure condition, compared to the control group. Significant post-intervention differences in liking were also found between the experimental groups. Liking was highest (>60%) in the modelling, rewards and repeated exposure group and the rewards and repeated exposure group, intermediate (>26%) in the modelling and repeated exposure and repeated exposure groups, and lowest in the control group (10%). Parent led interventions based around modelling and offering incentives may present cost efficient ways to increase children's vegetable consumption. [ABSTRACT FROM AUTHOR]

Parents are important role models for their children's eating behaviours. This study aimed to further validate the recently developed Parental Modelling of Eating Behaviours Scale (PARM) by examining the relationships between maternal self-reports on the PARM with the modelling practices exhibited by these mothers during three family mealtime observations. Relationships between observed maternal modelling and maternal reports of children's eating behaviours were also explored. Seventeen mothers with children aged between 2 and 6 years were video recorded at home on three separate occasions whilst eating a meal with their child. Mothers also completed the PARM, the Children's Eating Behaviour Questionnaire and provided demographic information about themselves and their child. Findings provided validation for all three PARM subscales, which were positively associated with their observed counterparts on the observational coding scheme (PARM-O). The results also indicate that habituation to observations did not change the feeding behaviours displayed by mothers. In addition, observed maternal modelling was significantly related to children's food responsiveness (i.e., their interest in and desire for foods), enjoyment of food, and food fussiness. This study makes three important contributions to the literature. It provides construct validation for the PARM measure and provides further observational support for maternal modelling being related to lower levels of food fussiness and higher levels of food enjoyment in their children. These findings also suggest that maternal feeding behaviours remain consistent across repeated observations of family mealtimes, providing validation for previous research which has used single observations. [ABSTRACT FROM AUTHOR]

Background Children can find anaesthesia induction especially distressing and postoperative psychological and physical morbidity are common. Preparation programs for general anaesthesia (GA) are highly effective in reducing this distress. A Phase II study has already verified the effectiveness of a prototype preoperative GA-coping computer game to help children cope with induction in a dental GA setting. The biggest patient users of pediatric GA services in the UK are children who need to have teeth removed (estimated to be 100,000 yearly). Tooth decay is the most common disease in children worldwide. This study is a Phase III randomized controlled trial (RCT) and will evaluate the effectiveness of the new internet version of this game. Methods/design The Phase III RCT will use a double-blind three-armed design. The clinical trial will recruit up to 210 children and will compare the web-based game against standard care and another non-medical game. At least 53 patients in each group will be required for 90% statistical power. Distress will be assessed through an evaluation of the child's behaviour during the visit and later parental reports of physical and psychological morbidity. The satisfaction of parents and children will be measured; the mode of usage of the web-based game will be automatically recorded and the impact on the service (for example, recovery time and throughput) will be reported. The Phase III study primary outcome will measure: (1) patient experience: acceptance of anaesthetic induction, child cooperation and distress, reduction of peri- and postoperative morbidity, child and family satisfaction, and (2) service improvement: anaesthetic time and improvement in throughput. Measures will be administered at baseline, at the time of the GA treatment visit, and at 48 hours and one week postoperatively. Discussion This study aims to determine the effectiveness of an online GA-coping game for children and families undergoing tooth extraction under GA. [ABSTRACT FROM AUTHOR]

Aims and objectives To assess recent nurse graduates of a large university and seeks their views of university preparation, requisite nursing skills and qualities, workplace transition, supports received, nurse leadership and role models, and career development and retention. Background Concern about attracting and retaining registered nurses is a continuing workforce issue in parts of Asia and throughout the world. Design Qualitative interviews with recent nursing graduates. Methods Seventeen face-to-face interviews took place using a structured schedule of 23 questions. Data were coded and analysed by hand to determine clusters of interest and develop themes. Results Four broad topics emerged: (1) skills and qualities graduates consider central to nursing; (2) the support they received during the transition from graduate to novice practitioner and that which continues; (3) elements they value in nursing role models and leaders; and (4) the ward characteristics that will encourage them to remain in nursing and develop a career. Interviewees expressed concerns about retention-related issues, making suggestions for improvements. Unique findings focus on the blaming culture that many respondents consider they are working in, and the system whereby they are not free to access postgraduate studies until a specific time frame has elapsed, and when they do pursue further studies, they are bonded to the auspicing hospital/health service. Conclusions Responses unique to this research are the explicit concerns about a blaming culture, and complaints about rigid rules (bonding system) that virtually prevent an individual from accessing postgraduate studies independent of the hospital system. Interviewees strongly resent the bonding system that indentures them to that place of work. Relevance to clinical practice Quality health care is dependent on a well-educated, sustainable and skilled nursing workforce. Recognition of the concerns of newly graduated nurses in relation to nursing skill acquisition, workplace support issues and career concerns can assist in ensuring these issues are adequately addressed and in turn contribute to a stronger, more stable and competent nursing workforce. [ABSTRACT FROM AUTHOR]

Refactorings can be used to improve the structure of software artefacts while preserving the semantics of the encapsulated information. Various types of refactorings have been proposed and implemented for programming languages (e.g., Java or C#). With the advent of (MDSD), a wealth of modelling languages rises and the need for restructuring models similar to programs has emerged. Since parts of these modelling languages are often very similar, we consider it beneficial to reuse the core transformation steps of refactorings across languages. In this sense, reusing the abstract transformation steps and the abstract participating elements suggests itself. Previous work in this field indicates that refactorings can be specified generically to foster their reuse. However, existing approaches can handle certain types of modelling languages only and solely reuse refactorings once per language. In this paper, a novel approach based on role models to specify generic refactorings is presented. Role models are suitable for this problem since they support declaration of roles which have to be played in a certain context. Assigned to generic refactoring, contexts are different refactorings and roles are the participating elements. We discuss how this resolves the limitations of previous works, as well as how specific refactorings can be defined as extensions to generic ones. The approach was implemented in our tool Refactory based on the (EMF) and evaluated using multiple modelling languages and refactorings. In addition, this paper investigates on the recommendation of refactoring specifications. This is motivated by the fact that language designers have many possibilities to enable refactorings in their modelling languages with regard to the language structures. To overcome this problem and to support language designers in deciding which refactorings to enable, we propose a solution and a prototypical implementation. [ABSTRACT FROM AUTHOR]

Abstract: This study examines the association between parental and child fruit consumption in the context of general parenting, parental education and ethnic background. A cross-sectional study was performed among 1762 parent–child dyads. Mean age of the children was 8years. One parent completed a questionnaire to measure their own and their child’s fruit consumption, parenting style, education level and ethnicity. In mediation and moderation analyses, child fruit consumption was regressed on parental fruit consumption, parenting style, parental education and ethnicity. Participating children consumed on average 7.5 pieces of fruit per week. Fourteen percent met the recommended Dutch norm of two pieces of fruit per day. Parental and child fruit consumption were positively associated. The association was more pronounced under higher levels of psychological control and behavioural control, and among ethnic groups. Additionally, parental education and child fruit consumption were positively associated. Parental fruit consumption partially mediated this association. Interventions are needed to increase child fruit consumption. Interventions should focus on increasing parental fruit consumption and positive parental modelling, with particular focus on low-SES families. Additionally, interventions that combine positive modelling with positive general parenting skills (e.g. increasing behavioural control) may be more effective than interventions that focus on parental modelling alone. [Copyright &y& Elsevier]

The article offers information on the survey which covers the attitudes of medical students towards professionalism. It states that the survey was conducted to assess the attitudes in the different stages of curriculum based on the core professional competences of General Medical Council (GMC). It says that the survey shows that first year students have better score of professionalism than those of higher years. It argues that general practitioner (GP) teachers must be aware of this state.

This paper considers the potential role of schools and teachers in the character development of pupils aged 10-19. It is based largely on the views of 5207 pupils in England, drawn from 25 state schools, including five primaries. Data include document contents, interviews and surveys with pupils and their teachers. Pupil accounts suggest that formal education has not done much to develop their character, and this is especially true of secondary pupils. They do suggest that their values can be shaped by their school experiences outside the curriculum. This is in some contrast to the views of teachers who report formal activities intended to promote character development. While teachers advocate the need to be good role models, pupils do not always see such qualities in their teachers. Teachers need to reflect in their behaviour, the kind of behaviour they want to see in their pupils and in society. [ABSTRACT FROM AUTHOR]

This paper argues that the concepts, beliefs and understandings of local and non-local teacher educators in a Hong Kong university are grounded in their own cultural cognition and antecedents. It presents the viewpoint that contemporary notions of good practice were compromised when applied to a context that is strongly influenced by the tenets of Confucianism. Thus the conclusion is that the contingencies of teaching and learning contexts are sufficiently different to compromise the goal of having pre-constructed notions of good teaching. The alternative is that university tutors and future researchers re-conceptualise good teaching practices within a context that gives it meaning and purpose. [ABSTRACT FROM AUTHOR]

In this paper the authors draw on the perspectives of black teachers to provide a more nuanced analysis of male teacher shortage. Interviews with two Caribbean teachers in Toronto, Canada, are employed to illuminate the limits of an explanatory framework that foregrounds the singularity of gender as a basis for advocating male teachers as role models. The study concludes that educational policy attempting to address male teacher shortage would benefit from engaging with both analytic frameworks and empirical research that is capable of unravelling the politics of representation and intersectionality as they relate to addressing questions of male teacher shortage in elementary schools. [ABSTRACT FROM AUTHOR]

Objectives: There are currently no guidelines on the most effective ways of supporting medical students to develop high standards of medical professionalism. The aim of this review is to summarise the evidence currently available on methods used by medical schools to promote medical professionalism. Methods: We performed a systematic search of electronic databases (Medline, PsychInfo, British Education Index, Educational Resources Information Centre, Sociological Abstracts and Topics in Medical Education) from January 1998 to October 2008. Outcomes studied were methods used to support and promote the development of professionalism in medical students. Results: We identified 134 papers and five main themes for supporting the development of professionalism in medical students: curriculum design, student selection, teaching and learning methods, role modelling and assessment methods. However, the level of empirical evidence supporting each of these methods is limited. Conclusions: Identification of these five areas helps medical schools to focus the emphasis of their approaches to developing professionalism and identifies future research areas. This review offers a preliminary guide to future discovery and progress in the area of medical professionalism. [ABSTRACT FROM AUTHOR]

The present study was designed to investigate the influence of children’s books in promoting nontraditional career aspirations of primary school girls in Zimbabwe. Children who used specially written readers that contained biographic sketches of women role models in nontraditional careers comprised the treatment group; the control group consisted of non-user children. Survey data were collected from these subgroups using multiple data collection techniques. Analysis indicates that career preferences of the treatment group were not conditional on background characteristics. As expected, analysis of post-treatment perceptions showed that girls had significantly greater interest in the careers of role models than did boys. Finally, the former also expressed more interest in nontraditional occupations during post-test analysis than the control group did. [ABSTRACT FROM AUTHOR]

Abstract: Objectives: To study the influence of fathers'' and mothers'' physical activity involvement and perceptions of their children''s physical competence upon children''s perceptions of competence and children''s time spent in physical activity. Two forms of parental socialization influence were assessed: the direct influence of parents'' actual physical activity (PA) behaviour (role modelling) on children''s physical activity and the indirect influence of parents'' beliefs systems about their children''s PA competence on children''s physical activity through children''s self perceptions. Methods: Longitudinal, with data from 152 French children (M=9.5 yrs, SD=0.8 yrs) and their parents collected at two times over a 12-month period and examined through structural equation modelling (SEM). Results: SEM indicated that mothers'' role modelling behaviour had a direct effect on children''s time spent in PA and that mothers'' beliefs about their child''s competence had an indirect effect on children''s PA by influencing children''s perceived competence which, in turn, contributed to children''s level of physical activity involvement. Fathers'' beliefs directly influenced their child''s PA as did the children''s own self-perceptions of competence. Conclusions: Parents can affect their children''s PA involvement in direct and indirect manners through their role modelling of physical activity and through their beliefs about their child''s competence. Furthermore, the influence of fathers and mothers may be manifested in different ways. Father and mother could influence their child''s PA by different processes. [Copyright &y& Elsevier]

Background: Physical inactivity is a persistent challenge among girls. School-based physical activity (PA) interventions have shown mixed effects on girl's activity levels, with multi-component approaches involving both school and community links appearing more effective for sustainable change. The purpose of the current research was to gather views from preadolescent girls, parents, teachers and stakeholders in order to co-produce a multi-component school-based, community linked PA intervention programme.Methods: Focus groups were conducted in two primary schools with 34 girls aged 9-11 years and 11 parents (10 female, 1 male). In-depth interviews were conducted with four female teachers (including two head teachers). Focus groups and interviews focused on programme design (structure, content and delivery) and potential factors affecting intervention uptake and continued PA participation. A series of stakeholder engagement events occurred throughout the study period. All data were transcribed verbatim and thematically analysed in NVivo 11.Results: Girls reported that fun taster sessions delivered by role models would encourage them to participate in a school-based role model programme, with tailored taster sessions each week to enhance continued PA participation. Parents and teachers identified a number of barriers to uptake and continued PA participation, and active involvement of stakeholders facilitated the development of intervention strategies. Strategies included; single-sex after-school sessions, use of female role models, low-cost activity options and mapping community provision. Analyses revealed the importance of tailoring the programme to align with local needs, demands and provision.Conclusions: Data show numerous barriers to intervention uptake and continued PA participation when designing a school-based, community-linked intervention. Adopting a co-production approach, this formative work highlights a number of potential strategies for overcoming these barriers. Findings from the research directed the development and implementation of the CHARMING role model intervention and informed the creation of an intervention logic model. [ABSTRACT FROM AUTHOR]