Search

Objective: Therapists report a lack of confidence and competence in teletherapy compared to in-person therapy. Training focusing on teletherapy skills is scarce. This study reports on (a) the development of a training workshop for facilitative interpersonal skills (FIS) in teletherapy (tele-FIRST) and (b) a randomized controlled trial assessing the efficacy of tele-FIRST. Tele-FIRST is a 2-hr online synchronous training workshop that incorporates didactics, deliberate practice, simulation of teletherapy challenges, modeling, and discussion. Method: A set of tele-FIS stimulus clips that depict four types of teletherapy challenges (e.g., emotional disconnection, distraction) was used to evaluate and train therapists' teletherapy skills. A total of 182 licensed therapists and trainees were randomized into either the tele-FIRST or a waitlist group. Of these, 153 participants completed baseline assessment and were included in the final analyses (tele-FIRST: n = 82; waitlist: n = 71). At baseline, posttraining, and follow-up, participants were assessed on their observer-rated FIS for teletherapy, self-reported FIS, teletherapy skills, acceptance of teletherapy, and self-efficacy. Results: Therapists demonstrated increased teletherapy skills following the tele-FIRST workshop. After controlling for baseline scores, the tele-FIRST group demonstrated significantly higher observer-rated tele-FIS (ηp2 =.134), self-reported FIS (ηp2 =.106), teletherapy skills (ηp2 =.037), acceptance of teletherapy technology (ηp2 =.082), and self-efficacy (ηp2 =.036) compared to the waitlist group at posttraining. Conclusion: The tele-FIRST demonstrated significant short-term effects on enhancing therapists' teletherapy skills as rated by both independent observers and therapists themselves. Tele-FIRST may improve the quality of teletherapy, though more research is needed to investigate its long-term effects. What is the public health significance of this article?: This study reports on the development of facilitative interpersonal skills in teletherapy (tele-FIRST), a novel teletherapy-specific, skill-based training that incorporates didactics, deliberate practice, video simulation of teletherapy challenges, modeling, and discussion. Our findings reveal that tele-FIRST, a 2-hr training, may significantly enhance observer-rated teletherapy skills in the short term and promote acceptance of teletherapy for therapists at various stages of career development. The tele-FIRST training may equip therapists to navigate the unique challenges of teletherapy. [ABSTRACT FROM AUTHOR]

As a safety net hospital, Boston Medical Center (BMC) serves a global community of patients and is welcoming new refugee and immigrant patients at an unprecedented rate. Many of these patients are cared for by Family Medicine residents and faculty in both inpatient and outpatient settings. Currently, the care delivered by Family Medicine residents lacks uniformity due to lack of familiarity with the U.S. Centers for Disease Prevention and Control (CDC) guidelines for refugee health, differing levels of faculty preceptor experience, and variable in-house resources for primary care across five residency clinic sites. To address these disparities, a team of Family Medicine residents and faculty designed a multidisciplinary global health educational series with a focus on strengthening resident competencies in refugee and immigrant health care. Refugee and immigrant health is discussed in didactic workshops and residents apply a refugee and immigrant health care map that has been developed for use in their clinics. The primary outcome is self-reported changes in clinical practices while caring for refugee and immigrant patients who are establishing or re-establishing care in the United States. Our goal is to continue improving resident education in order to provide the most equitable care for populations at an increased risk of disparate access to care. [ABSTRACT FROM AUTHOR]

A major component of recovery is the inclusion of lived experience to transform the culture of Mental Health (MH) services. In Israel lived experience has been increasingly integrated into services through peer roles. However, lived experience knowledge and expertise has not been sufficiently nor systematically integrated into the design of mental health research. This paper documents an attempt to initiate change by convening multiple stakeholders (with and without lived experience) in a specialized workshop aiming to learn and discuss the potential role of lived experience for mental health research in Israel. Participants raised ideas and core questions on how lived experience can shape research and augment mental health practices and policies. They highlighted current challenges regarding self-disclosure facing lived experience researchers, as well as challenges for developing participatory research collaborations among consumers, family members and practitioners. By bringing to the fore-front the 'insider perspective' of MH system as experienced among service users and families, we expect a development of a research culture with reduced paternalism, increased coproduction and recovery-orientation. We hope this endeavor will inspire others and help develop a lived experience expertise-based research network of interested stakeholders. [ABSTRACT FROM AUTHOR]

The paper advocates for the necessity of inclusive media literacy education (MLE) and equal opportunities for young adults with autism spectrum disorder (ASD), which is in alignment with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) 2008 and the Sustainable Development Goal 4 Quality Education (SDG, 2030). It underscores the commitment to 'leaving no one behind', a core tenet of the SDGs, by focusing on developing digital empathy and inclusive MLE for young adults with ASD in the digital age. The study aims to empower young adults with ASD in Chennai, India, with media literacy and digital empathy through a one-day hands-on workshop and to assess the impact of this educational intervention on their understanding and application of media literacy in their daily lives. The paper employs a mixed-method approach that integrates experimental-qualitative research and the data is analysed using 'qualitative reflexive' thematic analysis. The study's findings demonstrate significant improvements in the participants' abilities to discern fake news, learn digital empathy and cybersecurity by engaging responsibly with digital media, and include MLE in their academic curriculum. The paper suggests that such educational interventions can enhance digital empathy and media literacy among young adults with ASD. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to explore the perspectives of qualified and student speech-language pathologists (SLPs) on the clinical utility of informant report and observation tools following a 1-day workshop using a decision tree. Method: Each participant group (qualified [n = 4] or student SLP [n = 8]) attended a 1-day workshop where they engaged with informant report and structured observation tools using video case studies. Each workshop concluded in a focus group conducted by an independent researcher. NVivo 12 software supported inductive coding and subsequent thematic analysis of transcribed data. Result: Thematic analysis revealed that participants' perceptions of tools' clinical utility could be conceptualised as three themes (a) tool characteristics, (b) external clinical work demands, and (c) clinician preparedness. Conclusion: Participants' views on the utility of informant report and structured observation were influenced by tensions between their desires, the realities of clinical practice, and their own capabilities. This has implications for workforce development in the field in providing clinician guidance, training, and support. [ABSTRACT FROM AUTHOR]

Background: Existing literature has emphasized the importance of certain skills vital for student nurses as they prepare for leadership and management roles before becoming registered nurses. This review aims to provide a more comprehensive insight into the essential leadership and management skills identified in previous research. The current study seeks to explore the leadership and management skills necessary to prepare student nurses for their roles in clinical settings. Methods: Following PRISMA-ScR guidelines, studies published in English were retrieved by searching PubMed, ScienceDirect, Scopus, and Google Scholar using the keywords 'student nurse', 'leadership skills', and 'management skills'. After conducting a one-month literature review using the selected keywords in PubMed, ScienceDirect, Scopus, and Google Scholar, we identified 394 citations. From these, fifteen articles were chosen for inclusion in the review. Selected studies primarily involved undergraduate and postgraduate student nurses from various countries. Results: Thematic analysis highlighted that communication skills are crucial for student nurses to become effective clinical leaders, leveraging their educational experiences. Mentorship plays a pivotal role in developing leadership and management skills. Workshops, training, and simulations are also recognized as important in preparing students for these roles. Moreover, self-awareness and understanding of personal skills were identified as critical for building confidence, fostering reflection, strategic planning, and making sound decisions. The literature also underscores the significance of resource management, conflict resolution, risk assessment, and prioritization skills for student nurses. Conclusion: The articles emphasize the importance of student nurses recognizing leadership and management skills before entering clinical practice. However, while various assessment tools and workshops exist to train these skills, the studies suggest that more time and resources are needed to effectively address students' learning needs. [ABSTRACT FROM AUTHOR]

Nurse educators play a critical role in preparing the next generation of nurses to provide high-quality patient care. The ongoing preparation of knowledge and skills for nurse educators is crucial for maintaining the quality of nursing education, particularly during the unexpected challenges such as the COVID-19 pandemic. This study aimed to examine the effectiveness of a workshop series on five concurrent teaching methods for nurse educators in Vietnam. A mixed-methods study was conducted. An online workshop series was conducted for 25 nurse educator representatives from five nursing schools across Vietnam. The workshop program covered of five teaching methods, including (i) teaching from face-to-face class to e-learning, (ii) team-based learning (TBL), (iii) case-based teaching (CBT), (iv) debriefing techniques used in simulation training, and (v) developing peer program to assist students' learning. Pre- and post–surveys were used to test knowledge of teaching methods, followed by semi-structured individual interviews. Quantitative data were analyzed using descriptive and comparison statistics, while qualitative data underwent content analysis. Results showed a significant improvement in participants' overall knowledge following the workshops, with the mean total score of correct answers increasing from 12.48 (SD = 2.77) in the pre-test to 16.8 (SD = 3.81) in the post-test. Substantial gains were observed in three specific areas: the classic progress of activities in team-based learning, Kolb's experiential learning cycle in simulation debriefing techniques, and the core value of the peer mentoring model had significantly improved. Most nurse educators expressed satisfaction with the training workshops, with the "debriefing technique" being the most interesting topic. Two major themes emerged from the qualitative analysis: fostering interest in updated teaching methods and motivating the change. This study suggests that replicating the workshop series on teaching methods would be a beneficial in facilitating ongoing improvements in teaching practice in Vietnam's nursing education system. [ABSTRACT FROM AUTHOR]

Schools have implemented environmental education, but its impact on sustainability and execution often falls short of expectations. This study aims to explore and analyze the sustainability and expectations of environmental education in schools. The research employs a quantitative approach, with the population comprising teachers in Palembang, Indonesia. We used a purposive sampling technique to select 100 teachers from Palembang as respondents. Data were collected through questionnaires and analyzed descriptively based on average scores. The results indicate that teachers have high expectations for schools, fellow teachers, and students. Teachers expect schools to effectively develop and implement visions, missions, and curricula related to environmental education, alongside supporting programs. Teachers aspire to consistently educate students, act as role models, and receive training to enhance their environmental knowledge and skills. Additionally, teachers aim to integrate environmental education into other subjects. Teachers expect students to apply and sustain their environmental knowledge, values, and skills in their daily lives. The recommendations are aimed at both schools and teachers. Schools integrate environmental education into the school's vision, mission, and curriculum. Organize programs and extracurricular activities focused on environmental sustainability. Teachers Provide continuous professional development, such as workshops and training on environmental education methods. Encourage collaboration among teachers to share best practices for integrating environmental education in different subjects. [ABSTRACT FROM AUTHOR]

The Digital Personal Data Protection Act (DPDPA), 2023 of India provides a regulatory framework for use and security of personal digital data. However, instances, wherein the patients consult the clinicians via digital means of communication: the implications of DPDPA, 2023 for the medical personnel remain unclear. This paper critically discusses the gray areas encountered in the Indian medical ecosystem and DPDPA, 2023 and; lists the recommendations to address them. [ABSTRACT FROM AUTHOR]

Background: HIV-related stigma remains a key barrier to the attainment of the UNAIDS global goal of ending AIDS by 2030. Due to the social and contextual nature of HIV-related stigma, community-based interventions may be more effective in addressing it. In this review, we synthesized evidence on the effectiveness and features of community-based interventions against HIV-related stigma in Sub-Saharan Africa. Methods: MEDLINE, EMBASE, CINAHL, Psych INFO, and Web of Science were searched in July 2023. We also searched Google Scholar and reference lists of all selected studies. Included studies were randomized controlled trials, mixed methods studies, as well as pre-test and post-test studies that evaluated the effectiveness of a community-based intervention to reduce HIV-related stigma in the general population or among specific groups. Data extraction was done using a pre-designed and pre-tested form. We performed a synthesis without meta-analysis, utilizing Fisher's method to combine p-values, to demonstrate evidence of an effect in at least one study. Additionally, we applied framework thematic analysis to qualitatively synthesize the intervention characteristics of the included studies. Results: A total of nine journal articles were included, largely with a high risk of bias. Results from the combined p-values provide strong evidence supporting the effectiveness of community-based interventions in reducing HIV-related stigma in at least one of the studies (p < 0.001, X2 = 73.1, 18 degrees of freedom). Most studies involved people living with HIV (PLH) alone as intervention recipients and as intervention implementers. Community members with unknown HIV status were involved in only 2 studies. The intervention strategies were largely information sharing through workshops and training as well as individualized counselling. In few studies, additional support in the form of referrals, nutritional supplements, and adherence support was provided to PLH during the interventions. Most studies were judged to be of moderate to high cost except in 3 where the intervention implementers were PLH within the community, volunteering in the home-based support approach. The involvement of community members in the design of intervention strategies was not seen in all the studies. Conclusion: Community-based interventions appear to be effective in reducing HIV-related stigma. However, more robust randomized trials are needed to provide stronger evidence for this effect. Although these interventions have been multifariously developed in Sub-Saharan Africa, comprehensive strategies involving the stigmatized and the "stigmatizers" in a social change approach are lacking. The application of strategies without the involvement of community members in their design takes away a sense of community responsibility, and this threatens the sustainability of such interventions. Systematic review registration: PROSPERO CRD42023418818. [ABSTRACT FROM AUTHOR]

Background: Supportive policy is an important component of a whole-systems approach to increasing physical activity and reducing inequalities. There is a growing body of literature surrounding the design and effectiveness of national policy approaches to physical activity, but evidence related to local-level approaches is lacking. The aim of this study was to examine 'what works', and identify factors underpinning change, focused on work to embed physical activity in local policy and practice in Bradford, UK. Methods: A mixed-methods case study approach involved collecting data from cross-sectoral stakeholders directly or indirectly engaged in the physical activity agenda in Bradford over a period of three years (2021–2024). Data collection included focus groups, semi-structured interviews, researcher observations of key workshops and meetings, and surveys at two time-points (December 2021 and January 2024). Qualitative data were analysed using reflexive thematic analysis. Quantitative data were analysed using descriptive and inferential statistics. Results: Four themes were identified which embody conditions that appear to be critical for working towards physical activity being embedded in local policy & practice within the Bradford District. These included: collaboration and sector integration, co-productive working, governance and leadership, and cultivating a learning culture. The process of co-producing a district-wide strategy for physical activity was key to facilitating shared ownership of the physical activity agenda across different levels of the system, and for supporting and maintaining cross-sectoral collaboration. On average, survey respondents connected with four more local organisations in relation to the physical activity agenda in January 2024 than in December 2021. Conclusion: Taking a partnership approach, and fostering a culture of evidence-informed decision making, is key to embedding physical activity into policy and practice at a local level. Investing time to understand the aims and values of each partner, and potential synergies and tensions between them, can support the development of a positive and productive collaboration and, subsequently, more effective whole-system delivery and population-level increases in physical activity. [ABSTRACT FROM AUTHOR]

We evaluated the effect of two workshops on learning about critical thinking amongst first- year university students. 66 Chilean pedagogy students participated, all female, with ages ranging between 18 and 37 years. Two experimental groups were organized, one with direct teaching (n = 22) and another one with semi-directed teaching (n = 19), plus a control group (n = 25). Pre- and post-tests were applied with an abbreviated Pencrisal critical thinking questionnaire. The results showed statistically significant differences in both experimental groups between the pre- and post-test, with a greater difference in experimental group 1, while the control showed no significant differences. The covariables evaluated were age and academic performance upon entering university, observing that even after controlling for the aforementioned variables, there are differences between the experimental groups and the control. We discuss the possible positive effect of direct teaching in critical thinking as a more effective strategy. [ABSTRACT FROM AUTHOR]

Three Yale University librarians from different departments collaborated on a Workshop Incentive Program to increase library workshop attendance, streamline outreach, and strengthen partnerships. While badging and gamification initiatives are widely used in academic libraries for outreach purposes, there are few examples of incentive programs for optional library workshops, including those that are cumulative and material. This article presents a case study example of an academic library that incentivized workshop participation through low-cost prizes, aiming to fill this gap. The authors of the study share the challenges and successes of the program as well as recommendations for libraries that are considering a similar initiative. [ABSTRACT FROM AUTHOR]

The current study describes a preliminary evaluation of the Learning and Empowerment for Adoptive Families (LEAF) workshop. This workshop is offered to adoptive families to enhance communication about adoption, cope with strong emotions, and build social connection. The current study includes data from 26 participating parents of 21 children. Participants' report of adoption-related beliefs and feelings, comfort discussing adoption, and family protective factors were compared before and after the group using paired samples t-tests. Qualitative data were also reported based on participant responses to the post-group survey. The findings, although limited, support the effectiveness of the LEAF group, and warrant further research. [ABSTRACT FROM AUTHOR]

Purpose: To assess the impact of incorporating internet-based resources and popular science workshops on self-care management among hemodialysis patients with arteriovenous fistula. Design: A randomized controlled trial involving 110 hemodialysis patients with arteriovenous fistula, randomly assigned to either the experimental or control group. Methods: The experimental group received self-management training utilizing internet resources and interactive workshops, while the control group received conventional health education methods. After the intervention, the self-management proficiency of both groups was assessed, including comprehension of arteriovenous fistula-related information, satisfaction levels, self-care abilities, engagement in functional exercises, quality of life, and other relevant factors. Findings: Patients in the experimental group exhibited significantly greater proficiency in arteriovenous fistula self-management knowledge, higher levels of patient satisfaction, enhanced self-management abilities, improved functional exercise performance, and better overall quality of life compared to those in the control group (p < 0.05). Conclusions: The combination of internet resources and popular science workshops presents a novel and promising approach for educating and promoting self-care management among hemodialysis patients with arteriovenous fistula. This method holds potential for widespread dissemination and implementation in science education. Clinical Evidence: The study demonstrates the tangible benefits of integrating internet-based resources and popular science workshops into self-management training for arteriovenous fistula among hemodialysis patients, as evidenced by improved knowledge, satisfaction, abilities, exercise performance, and quality of life in the experimental group compared to the control group. [ABSTRACT FROM AUTHOR]

This study sought to understand reported impacts of the COVID‐19 pandemic on maternal and child health and nutrition behaviours during the first 1000 days of life. This qualitative and participatory substudy was embedded within mixed methods formative research conducted during 2020–2022 across two urban, three rural and one estate sector site in Sri Lanka. Semi‐structured interviews among caregivers of children aged 6–23 months (n = 34), influencers of caregivers, such as health workers (n = 37), leaders (n = 10) and pregnant women (n = 20) were conducted. Participatory workshops (n = 14) triangulated interview findings. Interview data were analyzed to identify salient themes using Dedoose. Numerical data from voting conducted in workshops were summed and triangulated with interview data. Findings suggest that the COVID‐19 pandemic and imposed restrictions shaped maternal and child health and nutrition behaviours through a complex interplay of factors. Imposed restrictions and changes to the food system contributed to temporary unemployment for wage workers and reduced purchasing power to maintain food security for vulnerable households. While deciding whether to seek care, fears of infection prevented usual care‐seeking decisions. Also, reduced incomes and disrupted public transportation made transport to health care facilities for antenatal care services difficult. Once women reached facilities, medical services and quality of care were negatively impacted. Implementing expanded community‐based services during home visits focused on the first 1000 days and beyond was one effective strategy to maintain maternal and child health and nutrition during the early pandemic in Sri Lanka. Key messages: The effects of the COVID‐19 pandemic, coupled with the consequences of national‐level restrictions put into place during 2020–2021, made usual maternal and child health and nutrition behaviours more challenging during the first 1000 days of life throughout Sri Lanka.The Sri Lankan health system adapted quickly during 2020–2021 to help ensure little disruption to usual services needed during the antenatal period through effective expansion of community‐based health care provided by its existing Public Health Midwifery workforce. [ABSTRACT FROM AUTHOR]

College campuses are sites of institutional betrayal and interpersonal harm for too many survivors of gender-based violence. In pursuit of change aligned with empowerment frameworks and feminist epistemologies, many of us create spaces for impacted students to engage in participatory action research and learning. This article describes a mindfulness, arts-based embodied practice for transforming settings and positioning participants as visionaries and experts on safety, power, and well-being. Through intentional dyadic and collective discussion, the Sacred Containers form the foundation for a coconstructed community. This article describes the rationale, process, impact, and recommendations via student and faculty reflections across four cohorts. [ABSTRACT FROM AUTHOR]

This article discusses the tensions around trauma-informed narratives and mind-body practices, which may obscure social inequalities. We present the evaluation of community yoga programs and explore how trauma-informed yoga can be part of the healing process of women subject to interlocking systems of oppression. The study showed how the sociocultural location of participants shaped their engagement with normative yoga discourses and practices. Yoga was perceived as a practice that improved the sense of healing and well-being, and created relational spaces during COVID-19. The article also discusses the value of embodied self-inquiry as an intersectional feminist tool for researchers and practitioners. [ABSTRACT FROM AUTHOR]

This article provides an exploration into the social context of elite sport and details how a participatory action research methodology was used to develop, deliver, and evaluate two interactive group work interventions, "connection workshops" and "mental health literacy training." Located within a professional Australian National Rugby League (NRL) and designed to strengthen the psychosocial support available to athletes within the high-performance environment, four connection workshops and three mental health literacy training sessions were facilitated within "The Club." Qualitatively evaluated through seventeen one-on-one semi-structured interviews with athletes, coaches, and support staff, results indicated that these programs had strengthened the presence of psychosocial protective resources within the high-performance environment, with an increase in athletes' help-seeking behavior resulting from improved accessibility and quality of interpersonal supports. [ABSTRACT FROM AUTHOR]

Background: Advance care planning can improve patient and family outcomes; however, minoritised ethnic communities experience access barriers. Co-production offers a way to design culturally appropriate information and support, but evidence is needed to understand its implementation in palliative care. Aim: To explore and describe how two charities used co-production to develop and deliver community-based advance care planning workshops for South Asian elders. Design: Workshops were co-produced by two charities. In parallel, a multi-component qualitative study was conducted comprising workshop observations, semi-structured interviews with charity staff and focus groups with workshop participants, facilitated by community co-researchers in English, Hindi, Urdu and Punjabi. Data were analysed using thematic analysis. Setting/participants: Four workshops were held in a London (UK) community setting (each with 5–30 participants); four interviews were conducted with charity staff members, and three focus groups with 16 workshop participants. Results: We describe three main themes: Co-production in action: organic origins and trusted foundations; Co-production processes embedded in equal partnership; and Impact of the workshops. Fundamental to co-production processes was the community-led approach of the local charity, the trust of the local South Asian community and the relationship between the charities, including transparent communication and mutual respect. The workshops were reported to be useful and enjoyable, engendering a sense of agency and connection and helped disseminate awareness and knowledge through the community, benefitting the wider system. Conclusions: Co-production can help widen access to advance care planning. Findings offer an in-depth example of co-production-in-action to inform intervention development and research. [ABSTRACT FROM AUTHOR]

Objective: A competency training index system was designed in public health emergencies for community nurses. The purpose of this approach is to provide community nurses with guidelines for standardized training programs on how to respond to public health emergencies. Methods: Through semi‐structured interviews, a literature review, and team discussion, the first draft of competency training index system in public health emergencies for community nurses was formed. The Delphi method was used for two rounds of expert consultation to screen, modify and determine indicators. Finally, the analytic hierarchy process was utilized to calculate the weights of indicators at all levels. Results: A total of 15 expert consultants were included. The effective recovery rate of the two rounds of expert consultation questionnaire was 100%, the expert authority coefficient was 0.880, 0.887, and the Kendall coordination coefficient was 0.172 and 0.171 (p < 0.001). Expert opinions have determined that the final revised competency index system in public health emergencies for community nurses training consists of 2 primary indicators, 10 secondary indicators, and 46 tertiary indicators. Conclusion: The study has developed a competency training index system in public health emergencies for community nurses. This system can serve as a foundation for standardized training in community health service institutions. It is characterized by its high demand, scientific approach, reliability, and rationality. [ABSTRACT FROM AUTHOR]

Nurses comprise the largest group of health professionals yet are underrepresented in health news media, depriving the public of important perspectives on health and healthcare and undermining the public's perceptions of nurses as experts. The George Washington University School of Nursing's Center for Health Policy and Media Engagement partnered with the American Organization for Nursing Leadership to invite a small group of chief nursing officers to participate in a workshop aimed at building an organization-specific strategy for sharing nurses' expertise with the public through media engagement. Participants completed a preworkshop survey, participated in two 4-hour workshops to explore the factors that contribute to nurses' invisibility as media sources, and developed a strategic plan for ensuring that their healthcare organizations are able to recognize and share their nurses' expertise with media. This article describes the initiative, its outcomes, and the implications for nurse leaders. [ABSTRACT FROM AUTHOR]

Despite health and performance benefits of appropriate breast support in sport, elite women athletes' knowledge of breasts/bras is poor leading to poor bra choices, breast pain and performance decrements. This multiphase intervention assessed breast/bra issues and preferences, individually prescribed sports bras and evaluated outcomes for the England Senior Women footballers. Breast/bra workshops were delivered to England players; all 36 completed pre-intervention surveys and breast/bra assessments, before being prescribed bras six weeks before European and World Championships (2022, 2023). 24 players completed post-intervention surveys. Pre-intervention outcomes identified poor knowledge, poor bra fit, many bra issues, and cultural sensitivities. Breast pain was prevalent (61%), with 25% reporting clinically significant breast pain. Post-intervention, players reported significant improvements with prescribed sports bras. 91% reported improvements in knowledge and benefiting from the intervention. This successful intervention provided an evidence-base for ongoing breast health initiatives with England Teams, plus roll-out to all levels of women's football. [ABSTRACT FROM AUTHOR]

This teaching initiative responded to an effort to strengthen the connection between cognitive behavioral therapy (CBT) theory and practice among Master of Social Work (MSW) students. This initiative was developed in response to feedback from our MSW students, who requested further training in CBT skills before entering practicum settings. Incorporating a two-day training workshop in CBT skills and the use of simulation-based learning (SBL), this project was a pilot for building additional practice skills into the MSW curriculum. The workshop focused on applying specific CBT theory and skills taught within the MSW program in a more focused way, offering a potentially new and ongoing model for building increased confidence in practice techniques. Evaluation methods of the initiative included pre-post qualitative reflections and post-workshop feedback. [ABSTRACT FROM AUTHOR]

Supplemental Digital Content is Available in the Text. Background: With the expansion of professional autonomy and prescriptive authority of advanced practice registered nurses (APRNs), interactions with industry are under greater scrutiny. As of July 1, 2021, pharmaceutical and medical device companies must publicly report all payments to APRNs through the Centers for Medicare and Medicaid Services' Open Payments website. Purpose: To gauge APRNs' familiarity with, and perceptions of the Open Payments database and discuss whether and how APRNs should respond. Methodology: Virtual workshops consisting of a didactic presentation and interactive exercises with APRNs recruited through professional networks, associations, and conferences. Transcripts were analyzed using a qualitative interpretive approach, grounded in an everyday ethics theoretical framework. Results: Thirty-six APRN clinicians, students, and faculty participated in nine workshops. Seeing sponsored meals reported in Open Payments as "payments" prompted participants to see familiar interactions in a new way. Participants valued the enhanced transparency as a way to identify risks of bias but were concerned that reporting might undermine public trust in APRNs. Emphasizing awareness as a precursor to action, participants desired greater preparation for ensuring independence in practice. Conclusions: The importance of tackling the ethical issues associated with industry interactions is heightened within the context of an existing climate of distrust within health care. However, many participants were concerned about the effects of transparency on public trust rather than how APRNs individually or collectively can be more trustworthy. Implications: Open Payments can serve as a useful tool to catalyze broader conversations about ethics, integrity in decision making, and health policy advocacy. [ABSTRACT FROM AUTHOR]

Within any educational setting, teacher-student interactions undoubtedly influence the learning environment, as they can increase or decrease instructional quality. As such, these exchanges can be framed as negotiations, which are interactions between teachers and students that are aimed at changing part(s) of a lesson. While teacher–student negotiation can take place within any educational setting, the dynamic physical education environment presents a unique set of challenges. Through the lens of the classroom ecology paradigm, this article identifies types of negotiations that occur within physical education and provides strategies for teachers to reduce negative and increase positive negotiations for the purpose of fostering a positive learning environment and maintain lesson trajectory. [ABSTRACT FROM AUTHOR]

Domestic violence (DV) is a serious social problem that impacts significantly on communities globally. While dentists are uniquely positioned to identify patients who experience DV, there is limited content specifically addressing the issue in their undergraduate training. James Cook University (JCU) dental students revealed this gap, and, in response, an interprofessional collaboration between JCU Social Work, JCU Dentistry and the Cairns Regional Domestic Violence Service was established to codesign and deliver the Dentists and Domestic Violence—Recognise, Respond and Refer program, evaluated through Participatory Action Research (PAR) cycles. The program is informed by critical and feminist social work theory with a gendered analysis of DV. The authors present the program's evolution and examine the four elements identified as central to its success: interprofessional collaboration, critical and feminist theory and gendered analysis, scaffolded content, and skills-based activities. This article will provide a guide for others starting work in this space. IMPLICATIONS Designing and implementing an interprofessional domestic violence curriculum informed by critical theory and tailored for dental students' can help meet their learning needs. Collaboratively educating dental students to recognise and respond to domestic violence cases will enable appropriate clinical interactions with patients who are victim-survivors of domestic violence and improve the quality of referrals and interactions with community support services. Undertaking evaluation research that guides effective domestic violence training for students across disciplines contributes to addressing domestic violence. [ABSTRACT FROM AUTHOR]

Objective: College students experience stressors that can increase the risk for mental health concerns and negatively impact retention rates. It is crucial for practitioners working on college campuses to find creative ways to meet the needs of their students and cultivate a campus culture that is dedicated to bolstering mental health. The purpose of this study was to explore if implementing 1-h mental health workshops covering stress management, wellness, mindfulness, and SMART goals was feasible and advantageous for students. Participants: Researchers hosted 1-h workshops in 13 classrooms. Participants included 257 students who completed the pretest and 151 students who completed the post-test. Methods: A quasi-experimental 1-group pre- and post-test design was utilized. Results: Means and standard deviations were utilized to examine knowledge, attitudes, and intentions in each domain. Results indicated statistically significant improvements in each. Conclusion: Implications and interventions are provided for mental health practitioner working on college campuses. [ABSTRACT FROM AUTHOR]

Objectives: To examine college students' conflicting COVID-19 information exposure, information-seeking, concern, and cognitive functioning. Participants: 179 undergraduates were recruited in March-April 2020, and 220 in September 2020 (Samples 1 and 2, respectively). Methods: Students completed the Attention Network Test, NASA Task Load Index, and COVID-related questions. Results: In Sample 1, exposure to conflicting information predicted poorer attentional performance and greater COVID-related information-seeking and concern; concern was correlated with workload. In Sample 2, conflicting information was associated with information-seeking. In Sample 1, but not Sample 2, cognitive effects of conflicting information were mediated by information-seeking and virus-related concern. Conclusions: Conflicting COVID-19 information may undermine students' cognitive functions, bearing implications for health, academic performance, and stress. Strategies for countering these effects include enhancing the clarity of institutional messaging, and tailoring course curricula and offering workshops to students, faculty, administrators, and counseling staff to augment students' capacity to comprehend and utilize COVID-related communications. [ABSTRACT FROM AUTHOR]

Introduction: Occupational therapists in acute practice are increasingly likely to work routinely with people in later life who drink alcohol. Therefore, this knowledge translation study aimed to evaluate the development of a continuing professional development Learn@Lunch programme, designed to enhance awareness and understanding of occupational therapists who work in an acute hospital setting, of drinking alcohol as an occupation in later life. Method: Guided by the Promoting Action of Research Implementation in Health Sciences framework, the continuing professional development programme was developed, and a qualitative evaluation undertaken. This included pre- and post-focus groups with occupational therapists (n = 8) in an acute setting, where the programme was delivered, pre- and post-programme delivery interviews with the research champion recruited from the site, and one interview with the Allied Health Professions Service Lead. Findings: Findings indicate the Learn@Lunch continuing professional development programme enhanced therapist knowledge and understanding of the changing patterns of drinking alcohol in later life. However, practical barriers exist impacting how participants perceived the value and delivery of the programme. Conclusion: Learn@Lunch was an effective continuing professional development programme and supported enhanced knowledge and awareness of drinking alcohol as an occupation in later life, leading to changes in local acute occupational therapy practice. [ABSTRACT FROM AUTHOR]

Intercultural communicative competence (ICC) is crucial for future workers in the global job market, where many feels unprepared to communicate effectively with culturally diverse colleagues. Therefore, university students must develop this skill to stay competitive. Experiential learning pedagogy, focused on ICC training, can enhance final-year students' abilities, offering an alternative to traditional teaching methods. To examine the effectiveness of experiential learning pedagogy in a redesigned ICC module for undergraduates, a multiple-group pre-test and post-test quasi-experimental design was adopted. Data were collected from 31 undergraduate students at two public universities in Indonesia. The module was redesigned to incorporate experiential learning pedagogy, providing various opportunities through face-to-face training workshops. Validated and reliable instruments measured students' experiential level with the pedagogy and their competencies in intercultural communication. Descriptive and inferential statistics were used to analyze the data. Participants showed a substantial enhancement in the Intercultural Communicative Competency Scale after the training workshop, as evidenced by higher post-test scores compared to pre-test scores. Additionally, the post-test data demonstrated a moderate improvement in participants' expectations from the pre-test for the experiential learning pedagogy. The findings prove the effectiveness of both the content and the pedagogy of the module. Furthermore, these modules should continually integrate more interactive elements to better meet learners' needs. [ABSTRACT FROM AUTHOR]

Copyright of Arab International Journal of Information Technology & Data is the property of Arab Institution of Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arab International Journal of Information Technology & Data is the property of Arab Institution of Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ido Movement for Culture. Journal of Martial Arts Anthropology is the property of Idokan Poland Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to Evaluating the Evaluating the role of mystery shopper in improving the level of service to patients in health facilities: an applied study, The researcher used the descriptive analytical approach. The study sample consisted of (280) workers at Buraidah Central Hospital. The study tools were a questionnaire form. The results of the study concluded that there is a statistically significant relationship between the mystery shopper and achieving the level of service for patients at Buraidah Central Hospital, with a confidence level of (95%). There is also a statistically significant relationship between determining services according to priority and achieving the level of service for patients at Buraidah Central Hospital, with a confidence level of (95%). There is also a statistically significant relationship between the mystery shopper visit and achieving the level of service for patients at Buraidah Central Hospital, with a confidence level of (95%). There is also a statistically significant relationship between analyzing the results of the visit and achieving the level of service for patients at Buraidah Central Hospital, with a confidence level of (95%). Trends regarding the role of the mystery shopper in achieving the level of service for patients differ according to the personal characteristics of the surveyed (gender, age group, social status, educational qualification). The study recommended the need to develop specialized training programs targeting medical and administrative cadres to enhance Their skills in dealing with patients and understanding their needs. These programs may include workshops and advanced training courses in customer service and patient needs analysis. A periodic evaluation system should also be established based on the feedback of mystery shoppers, as this helps provide accurate insights into the strengths and weaknesses of the service level. The results of these evaluations can be used to guide improvements and provide corrective programs when needed. [ABSTRACT FROM AUTHOR]

Severe mental disorders are chronic and disabling conditions marked by serious functional impairments. As a result, persons with severe mental disorders require long‐term care from their family, relatives, or friends. Providing care is accompanied by negative experiences that result in distress for the caregivers, and as such, they require support to cope with their caregiving responsibilities. This study was aimed at exploring the experiences and support needs of informal caregivers caring for persons with severe mental disorders in rural South Africa. A descriptive qualitative approach was used to explore the experiences and support needs of the informal caregivers. Ten semistructured interviews were conducted with 12 informal caregivers who were purposely selected to participate between January and June 2022. Data were analysed using reflexive thematic analysis. The themes presented in this paper are caregivers' experience of burden in the caregiving role and caregivers' expressed support needs. The informal caregivers reported burdens related to dealing with the chronic and disabling nature of severe mental disorders, role and financial strain, and stigmatisation from family and community. Support needs include access to mental health services, empowerment, and social support from family, government, and religious and community organisations. The findings highlight the complexity of caregiver burden experienced by informal caregivers of persons with severe mental disorders, which calls for multisectoral collaboration in the planning and development of support services for informal caregivers, particularly in sub‐Saharan Africa where access to community mental health services is limited. [ABSTRACT FROM AUTHOR]

The study aimed to develop the personal and professional qualities and attributes of Bachelor of Elementary Education students at Tomas Claudio Colleges. The result of the study indicates that students are proficient in facilitation, classroom management, communication and human relations. However, there is room for improvement in maintaining and developing these skills, particularly in facilitation, which has the lowest weighted mean of 3.76. The study proposes a program to help students improve their communication, human relations, and facilitation. The inclusion of training workshops, mentorship sessions, experiential learning, collaborative projects, and communication skill development in all year levels of the elementary education program will significantly impact future teaching performance. [ABSTRACT FROM AUTHOR]

Introduction: Many persons are unaware of HIV infection until they present in an advanced stage of the disease. Diagnosing HIV infection in its earliest stages reduces morbidity and mortality and contributes to improved public health. Increased testing for HIV is critical for prevention, and primary care providers play an essential role in early HIV screening. However, lack of knowledge and confidence are barriers to the adoption of screening practices. Continuing professional development (CPD) may enhance greater HIV testing uptake amongst primary care providers by improving awareness and comfort. This paper aims to report on the impact of a multimodal CPD initiative to increase HIV screening and test ordering across primary care settings in British Columbia, Canada. Methods: The 'HIV Testing Initiative in Family Practice' was designed as a multimodal education strategy to encourage family physicians to adopt routine HIV testing in their practices. The initiative encompassed a variety of core and supplementary educational activities, including interactive in-person CPD workshops, practice resources, and patient education materials. An interrupted time series study was undertaken to evaluate the effect on HIV test ordering before and after workshop participation. Participants also completed post-workshop surveys to assess satisfaction. Results: In total, 316 individuals participated in the core educational activities of the initiative. The number of HIV tests ordered increased significantly amongst participants following workshop participation (p <.001). HIV test ordering increased for both rural and urban providers with no significant difference (p =.075) on the number of tests ordered between these groups. Participants were very satisfied with workshop participation, with an overall mean satisfaction rating of 4.78 (out of 5) and reported high satisfaction with the format (4.64 out of 5) and interactivity (4.76 out of 5) features across the workshops. Discussion: The findings suggest that the introduction of a multimodal CPD intervention may have effected change in family physicians' HIV testing practices. The HIV testing rates of physicians who had participated in CPD workshops increased significantly, and participant evaluation data indicated a greater understanding of the rationale for routine HIV testing, as well as an increase in comfort with recommending HIV tests to patients. [ABSTRACT FROM AUTHOR]

The study addresses the impact of applying managerial coaching on employee performance and organizational citizenship behavior at the Saudi Food and Drug Authority in the Kingdom of Saudi Arabia. The results showed that managerial coaching skills are available at a high level, and that employee performance and their organizational citizenship behavior were also at high levels. The study confirmed a positive impact of managerial coaching on employee performance, which necessitates the provision of training programs and workshops for leaders. The study recommends improving the work environment and the quality of life for employees to support organizational performance. [Extracted from the article]

Technology brought digital division among the learners of this century (21st-century learners). But questions always arise like these; are these Digital Natives (learners) who are unfortunately living in these drawn-out places can knowledgeable of using digital gadgets' and what is their knowledge on digital gadgets and its relationship to their academic performance in Information Communication Technology (ICT)? Since, Bulalo Elementary School is located in one of the islands in the municipality of Taytay, province of Palawan. Sitio Bulalo is part of Bgy. San Jose, Taytay, Palawan. It is considered a far-flung island where no electricity and without means of communication. Therefore, to respond the challenge/s of technology education in the far-flung islands, the researchers would like to examine to the students' knowledge of digital gadgets usage and its effect to their academic performance in ICT. The study design was Quantitative-Descriptive Correlational. This study, determined that family income and mother's educational attainment are significantly correlated. These two indicators greatly affect the academic performance of the students in Information Communication Technology (ICT). Furthermore, student's knowledge of all digital gadgets listed in this study are all significant correlated. It implies that digital gadget usage has a huge impact on their academic performance in ICT. Thus, the researchers recommended that the school must have additional computer packages including other digital gadgets for the students to use regularly. In addition, parents must be subjected to training or workshop on digital gadgets usage. Lastly digital gadget usage must be taught and integrated in all subject areas. [ABSTRACT FROM AUTHOR]

This study aimed to determine the principals' managerial roles as correlates to school performance which served as basis for an enhanced management training workshop during the school year 2023-2024. The perception of the two groups of respondents on the managerial roles of school principals. The school administrator-respondents obtained a grand weighted mean of 3.63, while the teacher-respondents obtained 3.65, which were both verbally interpreted as Strongly Agree. Significant difference between the perceptions of the two groups of respondents as regards the managerial roles of school principals. There is no significant difference between the perceptions of the two groups of respondents as regards the managerial roles of school principals except in the aspect of teamwork. School performance rating during the school year 2022-2023. The school performance rating achieved was 4.31 which was given an adjectival rating of Very Satisfactory. Significant relationship between the managerial roles of the principals and the school performance. There is no significant relationship between the managerial roles of the principals and the school's performance. [ABSTRACT FROM AUTHOR]

The emergence of generative AI in education introduces both opportunities and challenges, especially in student assessment. This paper explores the transformative influence of generative AI on assessment practices, drawing from recent training workshops conducted with educators in the Global South. It examines how AI can enrich traditional assessment approaches by fostering critical thinking, creativity, and collaboration. The paper introduces innovative frameworks, such as AI-resistant assessments and the Process-Product Assessment Approach, which emphasize evaluating not only the final product but also the student's interaction with AI tools throughout their learning journey. Additionally, it provides practical strategies for integrating AI into assessments, underscoring the ethical use and preservation of academic integrity. Addressing the complexities of AI adoption, including concerns around academic misconduct, this paper equips educators with tools to navigate the intricacies of human-AI collaboration in learning settings. Finally, it discusses the significance of institutional policies for guiding the ethical use of AI and offers recommendations for faculty development to align with the evolving educational landscape. [ABSTRACT FROM AUTHOR]

Digital sensing tools, like smartphones and wearables, offer transformative potential for mental health research by enabling scalable, longitudinal data collection. Realizing this promise requires overcoming significant challenges including limited data standards, underpowered studies, and a disconnect between research aims and community needs. This report, based on the 2023 Workshop on Advancing Digital Sensing Tools for Mental Health, articulates strategies to address these challenges to ensure rigorous, equitable, and impactful research. [ABSTRACT FROM AUTHOR]

This article addresses the problem of newcomer children's social adjustment through the use of educational games and co-design activities. While the adjustment process has been studied broadly, there are few studies on using computer games as a solution, especially the involvement of the children in the design process. This article is based on data collected from two studies aimed at understanding newcomer children's social adjustment needs and involving them in designing game-based solutions. In the first study and as a pre-requisite to designing any effective solution, we conducted a survey of Arabic-speaking newcomer tweens (9–12 years old), parents, and teachers to understand and contextualise the social adjustment problems the children are experiencing. In the second study, we ran a series of co-design workshops and interviews to investigate what the children learn and which game-play ideas and features they use to promote solutions to the social adjustment problems identified in the first study. Corresponding to our two studies, this article has two main contributions: (1) identifying and confirming the most pressing social adjustment problems, and (2) offering new insights on running co-design workshops with children and the features and ideas that can be used in social adjustment games for newcomer children. [ABSTRACT FROM AUTHOR]

Background: The Black Country (BC) is an area of the United Kingdom covering Dudley, Sandwell, Walsall, and Wolverhampton. The area is ethnically, culturally and religiously diverse. One-fifth of the total population is in the lowest socioeconomic quintile, with an uneven distribution of wealth. The area manifests unmet needs and as perceived underserved community groups. Objectives and Methods: To better understand the situation and inform future provision, listening events were organised across the BC to engage with local underserved communities. A mixed-methods design was employed, using collaborative workshops. The workshops enabled stakeholders to explore priorities, perceived barriers and solutions to mental health services' access within the BC. Results: Sixty participants verbally consented and signed in to attend the three workshops. There were nine groups that provided 247 statements on the topic, yielding a total of 12 codes and six themes (priorities). The top identified priorities were inappropriate periodisation of accessible funded healthcare needs (n = 42, 18.03%), barriers to appropriate healthcare (n = 49, 21.03%) and limited resources for training, health promotion, preventative care and support networks (n = 62, 26.61%). Conclusions: Addressing the identified priorities will require location and community-specific solutions to establish those communities' trust and engagement. Cultural stigma should not be viewed as the only barrier to access healthcare but should be considered in combination with the population's reluctance to reach out to healthcare services due to loss of trust between community groups and lack of co-design of culturally and religiously appropriate services for the community. [ABSTRACT FROM AUTHOR]

Objectives: To explore whether training on the SICG-Peds© (Serious Illness Guide for Pediatrics) impacts a pediatric clinician's confidence and knowledge in participating and initiating/leading difficult conversations with families of children living with a serious illness. Methods: Over 2 years, clinicians from BC and Ontario who care for children with serious illnesses attended training workshops on the SICG-Peds©. These workshops were evaluated using pre- and post-workshop questionnaires. Participants reported confidence scores on a scale of 1 to 10. Results: In total, 134 and 140 clinicians attended the workshops in BC and Ontario, respectively. The majority of clinicians who completed the immediate post-workshop survey (N = 223, 94.5%), responded that the content enhanced their knowledge about pediatric serious illness conversations (SIC). Confidence scores in initiating/leading a SIC significantly increased from median 5 (interquartile range [IQR] 3-7) pre-workshop to 7 (IQR 7-9) immediately post-workshop (P <.0001). Confidence scores in participating as a non-leader in a SIC also significantly increased from median 7 (IQR 6-9) pre-workshop to median 8 (IQR 7-9) immediately post-workshop (P <.0001). Conclusions: Overall, these workshops significantly improved participants' confidence. Effectiveness and knowledge enhancement were other areas where the majority of participants reported positive improvements. Areas for continued support were identified as more mentoring, and training for supporting the guide's use in a clinical setting. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Antimicrobial stewardship programs (ASPs) have become important strategies for addressing antimicrobial resistance (AMR). Despite the increasing number of international publications identifying the important roles played by nurses as part of ASPs in low- and middle-income countries, this topic is yet poorly researched. This study aimed to identify priority research gaps in the Brazilian context concerning nurses' performance in ASPs from the perspective of nursing professionals and explore the main themes among the ideas generated by these nurses. Methods: This qualitative study used the modified Nominal Group Technique (mNGT) during a three-day online workshop. Content analysis was performed on the basis of the ideas proposed by the participants after the clarification stage. Results: The participants suggested 68 ideas in the first phase. After the idea's clarification phase, 45 ideas were included in the voting rounds. The ideas prioritized by participants voting addressed (i) attributions and competencies of nurses in the ASP; (ii) planning and implementation of ASP nurses' activities; and (iii) use of information and communication technologies to assist nurses. The content analysis highlighted nine main themes in the initial ideas. Conclusions: The study identified significant gaps in research related to nurses' roles in ASPs in the Brazilian context. These findings suggest that further investigation into nurses' competences, the implementation of their roles, and the application of digital tools are priority subjects of future research to improve nurses' participation in ASPs. These themes should be further studied in the Brazilian context but may be applicable to other similar socioeconomic contexts. [ABSTRACT FROM AUTHOR]