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Nursing surveillance (NS) involves the purposeful, ongoing acquisition, interpretation, and synthesis of patient data for clinical decision-making. Surveillance is used to identify patients with early signs of distress and prevent adverse events. The processes that support and measure the outcomes of nursing surveillance are not clearly specified.The aim of this systematic review was to describe the impact of NS on respiratory adverse events for adult hospitalized patients.The PRISMA model guided this systematic search of Academic Search Complete (EBSCOhost), CINAHL Complete (EBSCOhost), NursingAllied Health (ProQuest), and PubMed databases for articles published between 1990 and 2019. Search terms included nursing surveillance, data points typically attributed to nursing surveillance, adult hospitalized patients, and adverse respiratory events. The protocol for this review was registered as PROSPERO: CRD42020147557.Of the 2907 references screened, 67 full-text articles were reviewed and 10 were eligible for inclusion. Research on nursing surveillance in the presence of respiratory deterioration is limited. Six studies used assessment tools that were generated from early warning scores, and four used research or institutionally designed trigger criteria. Surveillance, like other types of nursing care, was difficult to isolate and measure. Although components of surveillance were described in the selected studies, the nurse's role was not explicitly identified. Further research is required to highlight the role nursing surveillance plays in clinical decision-making to keep patients safe.The attributes of NS provide a useful intervention guide for the hospitalized patient at risk of deterioration. Early warning score techniques provide empirical evidence for identifying patients at risk of deterioration. The findings of this study provide evidence of the significance for research focused on the attributes of NS relative to responding to patients at risk of deterioration.

The Advanced Processing and Communications team at Los Alamos National Laboratory has designed and manufactured a new system controller that complies with the 6U SpaceVPX (ANSI/VITA 78) specification and can function as a command- and data-handling single-board computer. The design meets the radiation hardness requirements for application in geosynchronous (GEO) and medium earth orbit (MEO), employs QMLV and Class-S components, has a conduction cooling frame, and is mechanically hardened against typical shock and vibration profiles encountered during launch. The system controller is based on the space grade GR740 quadcore LEON4 processor ASIC with a MicroChip RTG4 field programmable gate array (FPGA) to support hardware coprocessing and supply the gigabit /s serializer-deserializers (SerDes) needed for the VPX control and data planes. This module was designed to allow interoperability between OpenVPX (ANSI/VITA 65) and SpaceVPX so that lower cost hardware from the commercial world can be used during the prototyping process instead of more expensive flight like hardware. This design has 1 GByte of SDRAM with an additional ½ GByte of error detection and correction memory (EDAC). Since SDRAM is susceptible to single event functional interrupts (SEFIs), the design team used byte-wide aspect ratio memories with individual power control for recovery. This paper will discuss the performance, power consumption, and status of this design.

In this conceptual article, we argue the importance to the coaching profession of a critical understanding of coaching as a social process in order to promote coaching as an enabler for change and facilitate its use in other cultures and challenging contexts. We start with a critical analysis of the origin of coaching, arguing that neoliberal values have been embedded in the discourse of coaching. We also discuss the impact of coaching as an instrumental and ideological device, sometimes used in organisations as a process of control, and suggest that understanding coaching as a social process has the potential to transform it into an enabler for change. We propose a framework for understanding how different philosophical positions affect the way coaches may respond to the challenges of intercultural or oppressive social contexts. We conclude with a discussion of the implications for coaching research and development.

Coaching can play an important part in meeting the challenges of project management (Berg & Karlsen, 2007). However, there remains a lack of research into project managers’ perceptions of coaching and the opportunities for using it. This grounded theory study explores the awareness and application of coaching in project management contexts. Analyses of interviews with 14 project managers have indicated that the provision of coaching opportunities is patchy. Findings confirm that organizational culture is important, that where project managers are involved with coaching this can lead to them becoming advocates, and emphasize the need for organizational intervention to maximize the benefits of coaching in this context.

Health care is a high-risk industry. To improve communication about daily events and begin the journey toward a high reliability organization, the Riley Hospital for Children at Indiana University Health implemented a daily safety brief. Various departments in our children’s hospital were asked to participate in a daily safety brief, reporting daily events and unexpected outcomes within their scope of responsibility. Participants were surveyed before and after implementation of the safety brief about communication and awareness of events in the hospital. The length of the brief and percentage of departments reporting unexpected outcomes were measured. The analysis of the presurvey and the postsurvey showed a statistically significant improvement in the questions related to the awareness of daily events as well as communication and relationships between departments. The monthly mean length of time for the brief was 15 minutes or less. Unexpected outcomes were reported by 50% of the departments for 8 months. A daily safety brief can be successfully implemented in a children’s hospital. Communication between departments and awareness of daily events were improved. Implementation of a daily safety brief is a step toward becoming a high reliability organization.

In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research ...

In this chapter, the author explores how the adult learning theories of andragogy and transformative learning may be used when coaching adult learners.

The ProblemThe interdisciplinary nature of the theoretical base of coaching creates practical approaches that are strongly influenced by organization-friendly theories, and fields such as counseling, psychotherapy, and philosophy. This eclectic use of theory creates uncertainty and sometimes leads to criticisms of coaching as being atheoretical and underdeveloped empirically. So, it is a difficult task for human resource development (HRD) professionals and particularly buyers of coaching to judge the relevance of numerous traditions of coaching and evaluate them for their HRD agenda.The SolutionWe highlight the theoretical foundations of coaching and develop a structural analysis of coaching engagement to indicate the potential interplay between organizational and individual agendas and to help HRD professionals become better informed about the value of coaching in the context of wider HRD paradigms.The StakeholdersHRD professionals, external coaches, internal coaches, and line managers who use a coaching approach, peer coaches, and leaders will benefit from the content of this article.

Traditionally there has been a tension between evaluation research and so-called pure research which has resulted in evaluation research seldom being recognized by the UK Research Assessment Exercises. The newly configured Research Excellence Framework (REF) will use similar criteria to judge research, notwithstanding the introduction of ‘impact’ to the assessment criteria. However, there are increasing numbers of academics employed in Higher Education who focus on evaluation studies as part of their work. This work, whilst providing the institution with valuable funding, draws them away from pure research and unless they can find ways to establish their credibility in terms of research publications, their careers may be affected. Drawing on the researchers' own experience of evaluation research, together with focus group data, this article is concerned with ways in which evaluation can be developed to become research that will be recognized by the academic community for REF purposes. The article explores...

This paper explores organizational and peer dynamics that impact the potential for productive, trusting peer relationships. An in-depth phenomenological study of five peer coaching dyads was undertaken to examine the establishment and maintenance of peer coaching. Joint interviews were used to promote co-construction of responses. Findings suggested that formation of trust is impacted by values-based attachment, confidentiality, and the capacity of peers to make themselves vulnerable. Individual bonds are important at the start of coaching, but trust is further strengthened through contracting and reciprocity within the relationship itself and by an open culture within the organization. Organizational culture was found to influence trust and the need for a combination of benign organizational support, transparency, and non-intervention was seen as vital.

The objective of this paper is to explore factors that impact on the selection and matching of coaches with executives in organisations. Selection of coaches is seen to be of utmost importance and a number of different stakeholders are invariably involved in the selection and matching decisions. This conceptual paper uses critical analysis and discussion of a wide range of literature in order to explore the issues at play. The paper positions selection and matching within a conceptual framework and offers a systemic perspective on the organisational processes involved. It thus widens the debate on which actors exert influence. The paper argues that organisations should focus on preparing the executive to be better equipped to maximise their potential for being coached, focusing on selecting coaches, rather than being distracted by the matching question.

PurposeThe aim of this study is to investigate personal theories of emotion that coaches have and how these theories are translated into strategies of working with clients' emotions.Design/methodology/approachThe approach to the study is phenomenological. A questionnaire method based on specifically designed stem sentences was used in order to engender spontaneous responses from the 39 participants. Analysis of data was conducted through coordinated interpretation of categories and themes by the three different researchers.FindingsThree differing standpoints in relation to both the role of emotion in the coaching process and the role of the coach in relation to a client's emotions were identified and the correspondence between them was established. Potential explanations for the discovered inconsistencies in personal theories and strategies of dealing with emotion are suggested with implications for organisational coaches.Research limitations/implicationsPersonal history and the dynamics of individual development were difficult to capture at this stage using only one method of data collection. The following stage of study will involve in‐depth interviewing of a number of international coaches.Practical implicationsThe results of the study need to be considered by those providing training to organisational coaches. The spectrum of possible positions presented in relation to emotion in coaching may help coaches identify their personal stance and examine their strategies of dealing with emotion.Originality/valueAn original tool was developed that contributes to a qualitative analysis of coaches' personal experiences of dealing with emotion. The study sheds light from the first person perspective on the complex issue of working with emotion in organisations. It offers important clarifications of the current context of this issue thus contributing to the advancement of conventional discourse and research on working with emotions in organisations.

Objectives:The coaching process can arouse emotion for both the client and the coach. Coaches then have a choice between either minimising the attention paid to emotional phenomena or working with emotions to achieve results. The objectives of this study were to investigate coaches’ personal theories of emotion and in particular their approach to dealing with difficult emotional situations within the coaching relationship.Design:A qualitative study was designed in order to explore coaches’ perspectives, theories and strategies for dealing with emotions. Data was analysed using a grounded theory approach to elicit a number of themes.Methods:The study collected data from 39 UK coaches, using a stem-sentence questionnaire approach.Results:Findings suggest that coaches can have very different viewpoints in relation to dealing with difficult emotional situations that arise when working with clients, dealing with them in one of four ways: using self-reflection or supervision, avoiding tackling the emotion considering it to belong to the client, actively exploring with the client,or referral of the client/termination. They also see control of their own emotions as important and recognised some gender related issues.Conclusions:Recommendations are made for an understanding of emotionsto be included in the education and training of coaches. The strengthening of supervision provision for coaches is also suggested.

Attempts to emulate the serendipity and subsequent rapport that occurs between mentors and mentees in informal mentoring relationships frequently challenges the organizers of many formal mentoring schemes. Using qualitative evidence from a community mentoring project, research is presented that suggests that, through careful mentor selection and appropriate training, the matching of mentors and mentees, except perhaps by geographical location and time availability, is unnecessary. Often, as is shown here, it is not until some way into the relationship that totally unanticipated coincidences between mentor and mentee are discovered; and often these associations are ones that mentoring scheme organizers could not have anticipated.

The learning achieved by individuals through their work‐based activity is unique and differentially experienced. It involves a combination of intuitive reasoning, inference and inductive thinking which is normally tacit and not available for analysis. In this paper I present research undertaken with groups of adult students training to work as mentors on a community mentoring project, in an attempt to explore how they learned from their mentoring encounters through the use of reflective practice. Each mentor was asked to keep a reflective diary using a specific model of guided reflection. A number of models of reflective practice are discussed in the paper and the briefing and debriefing methods used to help students understand the concept and processes are presented. Results from questionnaires and focus groups, in which mentors were asked to reflect on the efficacy of the reflective practice model, are also used. In addition, a discussion of earlier work with groups of students undertaking work placemen...

The Dexras1 gene responds to glucocorticoids with a rapid and profound induction. A glucocorticoid response element (GRE) was identified in the 3'-flanking region (2.3 kb downstream of poly(A) signal) of the human Dexras1 gene. This element conferred rapid glucocorticoid responsiveness when inserted into a homologous promoter-driven luciferase reporter. A point mutation within the 15-bp GRE abolished this glucocorticoid responsiveness.

This article is concerned with the assessment and accreditation of learning for volunteers in the United Kingdom. It acknowledges the perceived need for training in the voluntary sector, but presents evidence that many volunteers are not motivated by the need to obtain qualifications. The study outlines the current policy context for the trend towards providing certificated training for volunteers and identifies four accredited training schemes, each sharing the same completion and retention dilemmas. Values distinctive to volunteering are discussed and evaluated in the context of economic prosperity and educational expectations.

In order to determine the allocation of money for projects in continuing and vocational education, government agencies in the UK are providing more and more opportunities to bid for targeted funding. This article provides an overview of recent changes in funding policy in higher education and examines how such changes have impacted on continuing education deparatments in higher education, pointing up the increasing pressure to bid for UK government and European Union funds to develop provision which was once outside their sphere of operation. There appears to be little or no theoretical account of the effects of the growth in competitive tendering on continuing education, and so the impact of this relatively new funding strategy on staff and institutions is studied in order to assess its efficacy and significance for the sector as a whole. This study contextualises the familiar differences in culture between liberal adult education and vocational endeavours and between continuing education and ‘m...

The article draws on theories of volunteer motivation, documentary evidence and interview data in an attempt to understand the impact of biographical and motivational factors on perceived success in mentoring relationships. The results presented are part of a wider exploration of the developmental needs of mentors, considering the voluntary nature of mentoring, the social character of action and analyses the incentives of 52 volunteers who were trained as mentors for lone parents between 1996 and 1998, as part of a government‐funded Lone Parent Mentoring Project. The article summarises the recruitment and selection processes used to encourage volunteers to apply for mentor training, and presents results collected from application forms which describe the variety of reasons given by applicants for their decision to apply. It then considers the values and beliefs which underpin these motivations.