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Volunteer leaders and staff in NIRSA: Leaders in Collegiate Recreation (NIRSA) aimed to establish shared norms for belonging, guided by recommendations from the Association's climate study conducted by 122 Consulting Group. The climate study precipitated the formation of an implementation team for justice, diversity, equity, and inclusion (JDEI). This case study explored stakeholders' perspectives about shared norms (diversity, equity, inclusion, justice, and respect) for belonging, using multiple data points (historical context, JDEI trends, association reports, and focus groups) to ignite action. Analysis of these perspectives at in-person and virtual NIRSA educational sessions identified three themes: positive reception, action/accountability, and integration/ongoing engagement. The study provides valuable insights for association leaders to shape belonging initiatives by using shared expectations, thus effectively guiding actions based on the findings of a climate study. This study is essential for associations, and its findings can also empower members to drive similar initiatives on their respective campuses. [ABSTRACT FROM AUTHOR]

The study determined the level of self-concept and teaching performance as predictors of emotional intelligence of TLE teachers in Polomolok, South Cotabato. This study utilized descriptive-correlational design. The Slovin's formula was used to get the desired sample size of 124. Stratified sampling was utilized so that everyone had the chance to be part of the study and to represent each school-respondent. In analyzing the data, the mean, Pearson Product Moment Correlation of Coefficient, and Multiple Regression Analysis were used. Based on the findings of the study, the level of self-concept of TLE teachers was high in terms of self-fulfillment, honesty, and emotional self-concept, while moderately high with regards to autonomy. Moreover, the level of teaching performance of TLE teachers was high in relation to the content knowledge and pedagogy, learning environment, assessment and reporting, community linkages and professional engagement, and personal growth and professional development, while moderately high in diversity of learners and curriculum and planning. Furthermore, the level of emotional intelligence of TLE teachers was very high in terms of social skills, while high in self-awareness, motivating oneself, and empathy while moderately high in terms of managing emotions. Additionally, there were significant relationships between self-concept and emotional intelligence, teaching performance and emotional intelligence of TLE teachers. Finally, the domain of self-concept that significantly predicted teachers' emotional intelligence was emotional self-concept. On the other hand, the domain that best predicted teachers' emotional intelligence regarding teaching performance was curriculum and planning. [ABSTRACT FROM AUTHOR]

The rise of blockchain technology and the emergence of cryptocurrencies, most notably Bitcoin, have transformed the landscape of finance and technology. This article fulfills three main roles: The first is to show the rapid rate that these technologies are affecting the global landscape, emphasizing the compelling need to integrate these topics into educational curricula, as enabling students to grasp the intricacies of decentralized systems and digital currencies will soon be necessary for their full economic participation in society. Second, this article introduces the concepts of blockchain and Bitcoin, presenting their foundational principles followed by their relationship. Both are viewed in terms of their historical development while emphasizing their decentralized and immutable nature, cryptographic security, and blockchain's potential applications beyond cryptocurrencies. Third, this article presents several perspectives from which blockchain, Bitcoin, and other cryptocurrencies might be taught, including historical, technological, legal, social, economic, political, and environmental contexts. [ABSTRACT FROM AUTHOR]

This paper focuses on the development of a short training curriculum for tertiary level education that can horizontally cover the Electric Vehicle technology in a manner understandable and attractive to students of appropriate background. The training program is divided into four groups of technical topics, the extend of which is balanced with regards to the learning outcomes and the teaching time provided. The blended teaching nature is supported by theoretical online lectures, synchronous and asynchronous, a great number of laboratory courses to enhance knowledge assimilation and a medium size project divided into two parts for the students to delve into the engineering way of thinking through a problem based learning approach. In the first part, the students exploited the Augmented Reality technology in order to describe the electric powertrain of small scale electric vehicles after having troubleshooting them. Their work and findings were utilized for the preparation of a scientific paper in the second part of the project. The training program was completed by a short industrial internship. The transferability of the training program is discussed in the last section of the paper. [ABSTRACT FROM AUTHOR]

Background: In recent years, limited studies have evaluated the development of cultural awareness, sensitivity, skills, communication and competence among nursing students using different models and curricula. Objectives: This study aimed to evaluate the effectiveness of a new internationally developed curriculum for transcultural nursing education. Methods: This mixed methods study was conducted on nursing students (n = 83) who attended a transcultural nursing course from 2021 to 2022 during the fall semester. A paired samples test was used to compare total scores, and the related-samples Wilcoxon signed-rank test was used to compare subscale scores. Results: The vast majority (94.0%) of the participants mentioned Islam as their religion. Turkish was the mother tongue of 91.6% of them, while 10.8% were able to speak English and 6.0% were able to speak Kurdish fluently. The mean score for the achievement of cultural competence subdimension posttest was significantly greater (p < 0.001). Posttest mean scores for challenges and barriers in providing culturally competent care subdimensions were significantly lower (p = 0.003). The mean score on the culturally sensitive communication subdimension pretest was 21.00 ± 4.76, and the mean score on the posttest increased to 23.02 ± 6.05, which was a statistically significantly greater difference (p = 0.024). According to the qualitative results of our study, five main themes were analyzed: transcultural nursing as an opportunity, transcultural nursing as a didactic process, transcultural nursing as a professional field, transcultural care as a safe environment, and transcultural care as an obligation. Conclusions: In this study, after a semester of continuing education, nursing students developed respect for cultural diversity, cultural competence, and culturally sensitive communication. [ABSTRACT FROM AUTHOR]

This article recounts the changes that occurred when a research study was redesigned to become more participatory, involving children, teachers, families, and the wider symbolic cultural neighbourhood. What emerged was a research study that was integrated into the curriculum of a four-year-old classroom. Here, the process is specifically examined through which curriculum emerged when the research project called the Treasure Map Experience (TME) was embedded into the weekly curriculum of a four-year-old classroom. In recounting this process, it became evident that the emergent early childhood curriculum included tenets of Developmental Education, notably the two most prevalent instructional practices of shared direct instruction and environmental exposure, which correlate with Vygotsky’s spontaneous/everyday and scientific concept acquisition. Moreover, the inclusion of numerous technical and psychological tools is noted as they appear in the emergent Treasure Map Curriculum. Based on the idea that child development occurs as a result of a sociocultural process where a child appropriates cultural tools within relationships and interactions with adults and ‘more knowledgeable others’, the emergent curriculum serves as an example of Developmental Education. Further, the research study informs the development of the curriculum at the same time that the curriculum informs the direction and findings of the study. [ABSTRACT FROM AUTHOR]

Bereavement counseling is often offered as a referral following an adverse event or after identification of lingering grief. This article proposes the value of prospective bereavement counseling when a person can reasonably anticipate loss to support anticipatory grief and facilitate supportive continuous care planning for patients experiencing loss. This article positions bereavement counseling as care aimed at finding peace by offering a framework of dimensions of peace, opportunities to foster peace in clinically important moments, and guiding questions to facilitate this clinical outcome in health care settings. [ABSTRACT FROM AUTHOR]

Although suicide prevention trainings (SPT) have been a standard approach for suicide prevention for years, researchers have noted a need for more clarity in the definition of core competencies for SPTs, particularly in the areas of diversity and culture. Recent research has identified key theoretically- and empirically-based cultural considerations for suicide prevention, but translation is needed to infuse these standards for culture-related competencies into SPTs. This study performed a systematic literature review with a thematic synthesis analytic approach to establish a set of curricular guidelines for infusion of cultural considerations into SPTs. The study also examined the extent to which existing community trainings already incorporate cultural components. Based on the thematic synthesis of 39 SPT studies from 2010 to 2020 and seminal reviews of the cultural and suicide literature, results identified three overarching categories of cultural curricular competencies (suicide knowledge and awareness, suicide intervention skills, and curriculum delivery) and 14 core cultural curricular subthemes for community trainings (e.g., culturally informed risk factors and warning signs, systemic inequities, etc.). These three categories with 14 core cultural curricular competencies comprise the Culturally Infused Curricular Framework (CICF) for Suicide Prevention Trainings. The majority of trainings (62%) included five or less out of 14 total possible core cultural competencies in their training curricula, pointing to insufficient integration of cultural components in existing community trainings. This study's research-based guideline establishes a culture-inclusive framework to strengthen content and approach of community trainings and suicide prevention across cultural groups. [ABSTRACT FROM AUTHOR]

There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of children (n = 731) from Kindergarten to Grade 5 as a function of receiving the Empower™ Reading: Decoding and Spelling intervention. Long-term outcomes were higher in children who received intervention in Grade 2 than in Grade 3, supporting the benefit of earlier intervention. In Study 2, we compare reading outcomes before and after children participated in school system-led intervention (Empower™ Reading, n = 341) to results from previously reported researcher-led intervention and business-as-usual controls. Children in both school system-led and researcher-led interventions showed greater improvement than controls on standardized measures of decoding and reading comprehension. Among school system participants, greater gains were seen for those with stronger reading skills at pre-test. Findings demonstrate successful school system implementation of research-originated and validated reading intervention. Researcher/school system partnerships may be integral in closing the research–practice gap. [ABSTRACT FROM AUTHOR]

Building a strong public health nursing (PHN) work‐force capable of advancing population health and reducing inequities is critical. Though undergraduate nursing education is expected to provide introductory knowledge and practice of PHN in Canada, this is not always sufficient to adequately prepare nursing graduates for the complexity of PHN practice. To be practice ready for the full scope of PHN roles and interventions, new baccalaureate nurses and new registered nurses in public health are required to apply PHN competencies, theory, and knowledge of nursing and public health sciences, and to practice within the mandates of provincial and territorial public health legislation. To advance practice readiness a formal continuing education program is essential to foster these critical roles in PHN. This article describes the development of a postgraduate continuing education program for preparation to practice in PHN. [ABSTRACT FROM AUTHOR]

Co-creation is the active involvement of all stakeholders, including students, in educational design processes to improve the quality of education by embodying inclusivity, transparency and empowerment. Virtual co-creation has the potential to expand the utility of co-creation as an inclusive approach by overcoming challenges regarding the practicality and availability of stakeholders, typically experienced in face-to-face co-creation. Drawing from the literature and our experiences of virtual co-creation activities in different educational contexts, this twelve tips paper provides guidelines on how to effectively operationalize co-creation in a virtual setting. Our proposed three-phased approach (preparation, conduction, follow-up) might help those aiming to virtually co-create courses and programs by involving stakeholders beyond institutes and across borders. [ABSTRACT FROM AUTHOR]

Background/Aims: To date, Solihull training for midwives in Northern Ireland has been facilitated as continuing professional development; however, incorporating Solihull Approach Antenatal Foundation Training in undergraduate midwifery education has been recommended. The aim of this pilot study was to evaluate the provision of this training for undergraduate midwifery students. Methods: This mixed-method evaluation study used pre- and post-test questionnaires with a purposive sample of 24 final year midwifery students. The data were analysed using descriptive statistics with thematic analysis of free text comments. Results: Four themes emerged: perceived benefits in clinical practice; increased knowledge and confidence; increased recognition of the public health role of the midwife; and integration and timing of the training. Conclusions: The innovative initiative was positively evaluated and considered an enhancement to current education provision. However, the initiative would have been welcomed earlier in the education programme. Implications for practice: Solihull Approach training will be provided at undergraduate level and introduced earlier in the programme, with the subsequent potential to incrementally build on this foundation and include further tiers of training. The impact of students' application of the Solihull Approach in clinical practice warrants further investigation. [ABSTRACT FROM AUTHOR]

We describe a community-engaged research process to co-create and implement an evidence-informed, diversity-focused body image program for early adolescents. Our team included middle school staff, students, and teachers, and university faculty and students. Team members had a diverse range of intersecting cis- and transgender, racial, sexuality, and disability identities. Specific steps to the research process included: (1) establishing team leads at each site to maintain a collaborative and non-hierarchical team structure; (2) bi-weekly advisory team meetings to establish program needs and discuss curriculum and implementation options; (3) a year-long youth co-design process to generate content ideas, pilot pieces of programming, and incorporate youth leadership through an equity lens; (4) inclusive program writing from members of socially marginalized groups; (5) program piloting to solicit feedback from teachers, facilitators, and students; and (6) collaboratively incorporating feedback. The resulting 8-session (6 hours total) Body Justice Project has both dissonance-based and media literacy foundations, with topics related to cultural appearance ideals, diet culture and non-diet nutrition, media and appearance pressure, and body autonomy. It is designed for in-class delivery to middle school students by trained college and youth co-facilitator teams. We emphasize guiding principles and lessons learned, along with next steps in implementation. [ABSTRACT FROM AUTHOR]

AIM The aimof this study was to analyze nursing student level of knowledge and understanding of current experiences of Indigenous people within the Canadian health care system to identify curricular gaps that need to be addressed. BACKGROUND In response to the 2015 Truth and Reconciliation Commission of Canada, nursing schools have begun incorporating Indigenous health content into curricula. However, few studies about the implementation and effectiveness of this education exist. METHOD Students wrote a reflection and engaged with colleagues' reflections after watching a video from the Aboriginal Peoples Television Network. Fifteen reflections were selected using systematic, random sampling to undergo thematic analysis. RESULTS Two themes were identified: 1) students' understanding of barriers Indigenous populations face when accessing the health care system and 2) students' perceptions of strategies to ensure culturally safe care for Indigenous populations. CONCLUSION Analysis of students' learning through a reflection activity can improve the Indigenous health content curriculum. [ABSTRACT FROM AUTHOR]

This paper examined the impact of an environmental justice class positioned against the backdrop of the Flint, Michigan, water crisis. Students questioned the link between the water crisis and environmental and racial injustice, as Flint citizens are largely African American and reside below the poverty line. The inquiry guiding this research centered on how students might use their voices to garner agency due to their participation in this class. The students' narratives became counter-stories; at the end of the course, their counter-stories highlighted a positive relationship between students' agency and their desire to become involved in the democratic process. The findings illustrate how participatory projects, ones that students direct themselves, can result in students' feelings of anxiety and complicate the role of the teacher in shaping the curriculum. The discussion examines curriculum design and place-based education adjacent to the complex undertaking of civic engagement with students. [ABSTRACT FROM AUTHOR]

This article analyzes teachers' perceptions and experiences using an educative curriculum designed to promote high levels of mathematical discourse. After participating in 2 days of professional learning, grade 3 teachers implemented a predifferentiated and enriched mathematics unit in their classroom. The curriculum was designed to be educative, meaning that teaching it served as professional learning. During implementation, researchers conducted an observation of each treatment teacher and after implementation was complete teachers participated in a post interview about their experiences. Findings from this qualitative study indicate that after teaching the curriculum teachers understood the value of oral discourse and how to implement it in their classroom and could identify student benefits from participating in this type of curriculum. This study illuminates promising practices that may support teachers in implementing research-based best practices. [ABSTRACT FROM AUTHOR]

This study aimed to explore the preprofessional identity of undergraduate nutrition and dietetic students to guide curriculum development to better support the expectations of students and promote career readiness in a changing profession. Qualitative focus group discussions in March, 2021. An Australian university. First-year students enrolled in the Bachelor of Nutrition (n = 50) or Bachelor of Dietetics (n = 58) at the University of the Sunshine Coast. Student sociodemographics, motivations for and influences on career choice and preprofessional identity, expectations of professional competency and practice, degree, and career expectations. Descriptive statistics were conducted, and focus group discussions were analyzed using the Framework Approach. Motivations and skills were consistent across both cohorts, centering on an interest in nutrition and respectful, professional conduct and communication. Expectations were similar across both degrees, with a focus on placement, real-world learning experiences, and staff support. Career expectations for both cohorts included business ownership. This research provided an understanding of students' preprofessional identity, which was similar for both nutrition and dietetics students. Motivations identified in this research can be used to inform activities across nutrition and dietetic programs that support career readiness. [ABSTRACT FROM AUTHOR]

This paper focuses on the nature of the legacy that Lawrence Stenhouse bequeathed in the field of curriculum development and research, particularly in relation to his idea of 'the teacher as researcher'. In the process, it explores the contemporary relevance of this legacy to those who are currently attempting to rethink and re‐enact the relationship between teachers and the school curriculum in a policy context. It also explores the impact of Stenhouse's work on the development of a collaborative action research movement within the United Kingdom and beyond. The author distinguishes a particular strand of collaborative action research which he depicts as the neo‐Stenhouse tradition of applied research in education and distinguishes from the Stenhouse legacy as such. This distinction is based on a recognition that Stenhouse's legacy and idea of 'the teacher as researcher' was a work in progress, which he himself acknowledged. Drawing on ambiguities in Stenhouse's thinking about the relationships between educational theory and practice and between teachers and researchers, the author argues that there are strong conceptual links between Stenhouse's idea of 'the teacher as researcher' and his account of case study as a method of applied research in education. The paper concludes with an argument for the contemporary relevance of Stenhouse's work, and the tradition of applied research in education he wanted to establish, in policy contexts where curriculum development and research is dominated by a performative model of rationality. [ABSTRACT FROM AUTHOR]

In England, the development of teachers' curriculum design capabilities has been identified as a 'challenge remaining' (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child.https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child). A recent White Paper (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child.https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child) offered access to a publicly funded online platform as a solution. Drawing on Stenhouse's concepts of teachers as researchers and curriculum as an inquiry process, this article argues that such a policy initiative restricts both curriculum and professional development. An alternative approach to curriculum design, one based on Stenhouse's conception of the iterative development of teachers' professional and curriculum knowledge is profiled. In this article, we, as four teacher‐researchers, analyse a project which featured the Curriculum Design Coherence (CDC) model. We share insights gained from our involvement, both in relation to our professional learning and the impact of our curriculum design work on our pupils. We argue that the 'othering' of teachers in research contributes towards the under valuing of practice‐informed evidence in policy making. We draw on the work of Lawrence Stenhouse to inform a different means of generating educational research evidence, one that sustains teacher‐researchers through engagement with principles and concepts so as to inform policy and curriculum development. [ABSTRACT FROM AUTHOR]

Aim: To learn from two jurisdictions with mature genomics‐informed nursing policy infrastructure—the United States (US) and the United Kingdom (UK)—to inform policy development for genomics‐informed oncology nursing practice and education in Canada. Design: Comparative document and policy analysis drawing on the 3i + E framework. Methods: We drew on the principles of a rapid review and identified academic literature, grey literature and nursing policy documents through a systematic search of two databases, a website search of national genomics nursing and oncology nursing organizations in the US and UK, and recommendations from subject matter experts on an international advisory committee. A total of 94 documents informed our analysis. Results: We found several types of policy documents guiding genomics‐informed nursing practice and education in the US and UK. These included position statements, policy advocacy briefs, competencies, scope and standards of practice and education and curriculum frameworks. Examples of drivers that influenced policy development included nurses' values in aligning with evidence and meeting public expectations, strong nurse leaders, policy networks and shifting healthcare and policy landscapes. Conclusion: Our analysis of nursing policy infrastructure in the US and UK provides a framework to guide policy recommendations to accelerate the integration of genomics into Canadian oncology nursing practice and education. Implications for the profession: Findings can assist Canadian oncology nurses in developing nursing policy infrastructure that supports full participation in safe and equitable genomics‐informed oncology nursing practice and education within an interprofessional context. Impact: This study informs Canadian policy development for genomics‐informed oncology nursing education and practice. The experiences of other countries demonstrate that change is incremental, and investment from strong advocates and collaborators can accelerate the integration of genomics into nursing. Though this research focuses on oncology nursing, it may also inform other nursing practice contexts influenced by genomics. [ABSTRACT FROM AUTHOR]

Aim: To explore the feasibility of development and implementation of an educational intervention addressing sexual and gender minority healthcare issues; examine recruitment processes and instrument appropriateness. Design: Non‐randomized feasibility study. Methods: The educational intervention was developed and implemented in family nurse practitioner courses with data collection from August through December 2022. Clinical preparedness, attitudinal awareness and basic knowledge were measured using the lesbian, gay, bisexual and transgender Development of Clinical Skills Scale. Results: Development and implementation of the intervention was feasible but will require amendment before progressing to the pilot study. Clinical preparedness and basic knowledge increased post‐intervention, but attitudinal awareness did not improve. Recruitment did not achieve the desired sample size. Instrument internal consistency reliability was confirmed. Conclusion: Feasibility was established but will require amendment prior to the pilot study. Implications for the Profession and/or Patient Care: To prepare nurses and nurse practitioners to care for sexual and gender minority patients. Impact: This study addressed the feasibility of developing and implementing a sexual and gender minority healthcare education using an e‐Learning platform. Findings confirm that the intervention was feasible but will require amendment. The intervention increased knowledge and clinical preparedness in caring for this population, but recruitment was challenging. This research will impact nurses, nurse practitioners and nurse educators. Reporting Method: The authors adhered to the relevant EQUATOR guidelines. The Consolidated Standards of Reporting Trials guideline extension for reporting randomized and feasibility guidelines were used. Public Contribution: Sexual and gender minority community members contributed to the intervention development. What Does this Paper Contribute to the Wider Global Clinical Community?: The feasibility of using interactive e‐learning educational resources to provide sexual and gender minority healthcare curriculum.Evidence to support the use of the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale to measure learning outcomes. Trial Registration: This study was not prospectively registered because it was an educational intervention involving graduate student nurses and did not assess clinical outcomes of patients. [ABSTRACT FROM AUTHOR]

Standardized, trauma-informed pre-certification trainings for resource parents may influence placement stability and outcomes for children in foster care. Eight focus groups were conducted to elicit feedback from resource parents and child welfare trainers on their experiences with pre-certification trainings and an urban child welfare system. Using directed content analysis, four major categorical themes emerged: relationships and supports, knowledge and understanding, motivations and expectations, and attitudes and perspectives. These findings provide insight into factors that both promote successful caregiving and offer considerations for training curricula content for foster care organizations. [ABSTRACT FROM AUTHOR]

Aims: The Program for the Education and Enrichment of Relational Skills (PEERS®), designed to enhance social skills and relationships for individuals with autism spectrum disorder (ASD) and their caregivers, has primarily been implemented with older children and adolescents ages 11–19, leaving a gap in research on its effectiveness in young children. This scoping review assesses evidence of the effectiveness of the PEERS® program for children with ASD. Methods: A literature search was conducted, resulting in 97 articles. Following the implementation of inclusion and exclusion criteria, four articles of Level III and IV evidence based on CEBM guidelines were included in this review. Results: All studies demonstrated positive findings regarding social skills development with one study revealing statistically significant results in increasing social skills and decreasing problem behaviors after participation in the PEERS® program. Conclusions: This scoping review found improvements in the PEERS® programs for social skills in young children (ages 4–7) with ASD. However, further research is warranted, emphasizing larger sample sizes, consideration of external factors, and implementation of randomization and blinding in future studies. [ABSTRACT FROM AUTHOR]

While both the classroom cultural diversity climate and curriculum-based interventions can promote cultural identity development, they have not been studied together. Drawing on theories of ethnic-racial identity development, the current study aimed to understand the dynamic interplay of a curriculum-based intervention (the Identity Project) with the classroom cultural diversity climate (heritage culture and intercultural learning, critical consciousness socialization and equal treatment) on cultural identity exploration and resolution. Our sample included 906 mid-adolescents in Italy (32.36% immigrant descent, Mage (SD) = 15.12 (0.68) years, 51.73% female), and 504 early adolescents in Germany (53.86% immigrant descent, Mage (SD) = 12.82 (0.89) years, 42.37% female). Bayesian multivariate linear models show that the Identity Project and a stronger critical consciousness climate in the classroom before the intervention promoted cultural identity exploration at post-test in both countries. However, effects of the intervention and facets of the diversity climate on subsequent resolution were only observed in Italy. There was some evidence that the intervention could alter the classroom cultural diversity climate in Germany, while the intervention could compensate for a less positive diversity climate in the slightly older sample in Italy. Thus, it seems promising to systematically build in opportunities to engage with students' diverse heritage cultures and identities when developing new curricula, as well as to train teachers to implement such curricula. [ABSTRACT FROM AUTHOR]

This article outlines the development, evolution, and implementation of an ecological justice advanced practice curriculum for Master of Social Work students at the University of Denver, USA. This work began in 2011 and continues to evolve to meet student needs and societal pressures. Key ingredients in the success of this program have been critical leadership support, gathering of expertise, maintaining a critical eye toward emerging social, natural, and physical sciences, and a university and profession that provides an implicit curriculum supportive of preparing university students for a precarious future. The social work profession is responding to global environmental change. [ABSTRACT FROM AUTHOR]

Despite the widely accepted importance of clinician empathy in quality healthcare, no occupational therapy-based pedagogy has consistently demonstrated the ability to improve the level of empathic awareness in students. In an effort to replicate 2020 findings that demonstrated the close reading of literary narratives improves empathic awareness in occupational therapy students (p < 0.001), the study's curriculum and methodology were repeated in 2021 and 2022. Results demonstrated that classes taught fully in-person repeated findings (p < 0.001), while classes taught online (2021) did not (p > 0.001). Study implications include the potential of an in-person curriculum that emphasizes literary narratives to facilitate empathic awareness in occupational therapy students, and the possible limitations of online instruction to foster greater understanding of client needs. [ABSTRACT FROM AUTHOR]

The authors discuss the results of a study by S. Safadi and colleagues, published in the issue, which compared two simulation modalities for mechanical ventilation training. Topics include simulation education in mechanical ventilation, key questions and considerations for designing a mechanical ventilation educational program, and key recommendations for mechanical ventilation simulation.

Purpose: This study explores practitioners' perspectives on the perceived gap between university and practice beyond the hard and soft skill paradigm. Utilising Tomlinson's graduate capital model of employability (2017), we explored human, social, cultural, and psychological capitals to enrich the understanding of this issue and employability. It provided a new perspective, useful for implementing curriculum renewal. Design/methodology/approach: This study utilised a two-stage mixed methods design. Using Tomlinson's (2017) Graduate capital model as a framework, the first stage involved distributing an online survey to qualified architects in hiring positions practising in Australia. This served as the foundation for generating qualitative and quantitative data. The second stage involved a two-hour practitioner workshop where the survey results were discussed and expanded upon. Findings: Our results found that the practitioner's perspective on the perceived skills gap is more complex than the hard/soft skill paradigm commonly discussed. Practitioners expressed a need for students/graduates to possess identity and cultural capital to contextualise industry norms and expectations. This knowledge lets students know where and how hard/soft skills are used. Our results also suggest practitioners are concerned with the prevailing individualistic approach to the higher education system and traditional architectural teaching methods, instead suggesting a more industry-aligned collaborative disposition. Originality/value: By expanding the employability discourse beyond hard/soft skills, the results of this research provide an opportunity for architectural curriculum renewal in line with industry expectations. [ABSTRACT FROM AUTHOR]

Background: Cognitive bias negatively affects patient outcomes, resulting in medical errors, sentinel events, and legal claims. The brunt of bias-induced inequities and disparities has fallen on Black and Brown people, women, and the LGBTQ+ communities. Faculty training programs have rapidly increased in number, whereas student training has lagged. Method: A three-part curricular series was developed for students seeking nurse practitioner (NP) training. The series addressed racial bias, microaggression, and gender bias using vignettes and guided pre- and debriefing. Results: The series was initially implemented to 70 students from four different specialty areas of study. Students resoundingly reported the content as valuable and challenging and the environment as a safe space to learn, be vulnerable, and be empathetic to the experiences of others. Conclusion: This three-part series has been implemented across eight NP majors and has become a required component of the NP on-campus intensive experience. [J Nurs Educ. 2024;63(11):777–780.] [ABSTRACT FROM AUTHOR]

Each schools have the autonomous right to manage and develop an independent curriculum according to its potential. However, the implementation of the independent learning curriculum is dependent on proper management at the school level, so there may be obstacles faced by schools in managing the independent learning curriculum. The purpose of this study is to investigate the concept and problems, as well as school strategies in managing an independent learning curriculum in laboratory schools. This research was studied qualitatively with a multi-site study design. Data collection was conducted through focus group discussions (FGDs) with semistructured interviews, observations, and documentation studies. Data validity was checked using source triangulation, discussion among fellow researchers, and adequacy of reference materials. Data analysis techniques used constant comparative analysis. The results show that learning activities in the independent curriculum emphasize character education and the achievement of students' happiness in learning, and schools implement differentiated learning and simplify the values contained in P5 through projects and fun learning. This research contributes theoretically and practically, by complementing previous literature and can be a guide for school managers in order to ideally manage an independent curriculum. [ABSTRACT FROM AUTHOR]

Rather than a stance of knowledge for teachers (Clandinin, 2000), the strands of teacher educator knowledge are rooted in an orientation of what teacher educators know and are well positioned to contribute to the research conversation in teacher education. The strands of teacher educator knowledge are interconnected and can help guide teacher educators' practice in curriculum planning and decision-making. In this study, I found that all the strands informed each other and were tightly related; therefore, it would be helpful to understand the interplay between different aspects of teacher educator knowledge, which are more fundamental, and what other strands would emerge. Since my understanding of these strands of teacher educator knowledge was situated my own complex, tacit, moral and relational context, it would also be beneficial for other teacher educators to identify and express their own teacher educator knowledge, so that other possibilities and perspectives on teacher educator knowledge could be conceptualized and deeper, more nuanced definitions expressed. This chapter examines guiding ideas for future research and potential sites for future research into teacher educator knowledge. Implications for practitioners are also explored. As this study made clear, it could be helpful if teacher educators attended to the ethical concerns they hold for their students, themselves, and their colleagues in their practice. Such concerns are made visible when teacher educators consider their own knowledge in the various sites mentioned that can reveal tacit knowledge. [ABSTRACT FROM AUTHOR]

When this self-study was undertaken, research of the exploration of teacher educator knowledge was in its infancy. Teacher knowledge, such as content area expertise or experience in a K-12 classroom, is an important contributor to a teacher educator's knowledge. However, the particular knowledge held as a teacher educator is positioned differently. The strands of teacher educator knowledge revealed in this study reveal the complicated, variable ways teacher educators design curriculum and interactions that will move forward the knowledge and learning of preservice teachers. Central to the context of this study was the move from teaching a course I had taught before in-person to an online platform. It is a relevant contribution to establish that the strands were revealed in the shift, that the strands were made clear and personal beliefs validated as I made those decisions about preservice teacher curriculum in a new teaching format. Such tacit knowledge is potentially better examined in such settings. This study, in particular its approach as a self-study of practice, also contributes by examining the strands of teacher educator knowledge as a way to uncover knowledge, sources of motivation for teacher educators, and a commitment to improving practice. By positioning the study in the particular context of a shift to teaching online, the strands uncovered in this study can inform the larger research conversation and lead to further explorations of the knowledge, obligations, and responsibilities held by teacher educators in similar or different settings. [ABSTRACT FROM AUTHOR]

Given the competing contexts of teacher education (universities, school placements, online programs, diversity placements, etc.), it is important to uncover what teacher educator knowledge concerning curriculum development emerges in design, implementation, and instruction. The intimate and particular nature of self-study of teacher education practice as a method of inquiry was chosen for its potential ability to add to what we know about teacher educators themselves. In particular, during the transition from in-person to online teaching contexts, teacher educator knowledge is potentially revealed. Because transitions are an important time to uncover tacit and embodied understanding, this self-study of teacher education practice (S-STEP) was framed as an inquiry into what teacher educator knowledge is carried forward or changed during a time of shifting teaching context such as creating and enacting online teaching, developing a course, program evaluation, etc. To understand the puzzle guiding this research and the framework developed for study, the chapters of the book are then briefly outlined. [ABSTRACT FROM AUTHOR]

Objective: Wound care is an important component of nursing care, consuming a significant amount of working hours. Literature reports the existence of many barriers to evidence-based wound care and that nursing students have an increasing need for education in this field. While blended learning activities have shown some benefits in learning outcomes, dedicated wound care modules within baccalaureate nursing courses occur infrequently. The aim of this study was to facilitate an increase in confidence and knowledge of evidence-based wound care in third-year baccalaureate nursing students. Method: In this descriptive pre–post research design, a dedicated wound care module within a baccalaureate nursing course (using a constructivist learning approach) was offered to students in a university in Australia. Pre- and post-implementation surveys were completed (2018–2020). Due to a small number of matching participants, only descriptive statistics were calculated for all variables. Results: A total of 276 students were invited to respond to the survey and 41 responded initially, 35 responded post the wound care module, and 26 responded to the survey after six months. Positive outcomes were noted in increased levels of confidence in the student nurses' ability to assess, manage and prevent wounds; as well as to apply evidence-based practice and change management following the educational wound care module within the baccalaureate nursing course. Conclusion: Implementation of a dedicated wound care module within a baccalaureate nursing course in this sample of third-year students fostered a positive change in the knowledge of evidence-based wound management, assessment and prevention. Education of the next generation of registered nurses in this valuable area of practice is an important part of baccalaureate nursing education. [ABSTRACT FROM AUTHOR]

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Online-only course design has to balance students' needs to experience (1) competence and (2) autonomy as it may affect their motivation. Lecture units can provide structured guidance by being made accessible in a fixed order, or support students' autonomy by providing free access to all lecture units. Online-only courses with lecture units including videos and quizzes can help provide psychology education to diverse populations. This includes nontraditional students who might struggle to attend traditional courses. We used a questionnaire with two vignettes in Study 1 (N = 152) and found that most students preferred free access to lecture units. Yet, using Moodle log data in Study 2 (N = 424) showed that most students did follow structured guidance in an asynchronous online-only course. Combining the assessment of preferences and behavior in Study 3 (N = 159), we replicated the divergence of preferences and behavior. Students preferring structured guidance and students following it in asynchronous online-only courses reported higher intrinsic motivation than students with diverging preferences and study behavior. This suggests that for many students, support through structured guidance does not compromise perceived autonomy. Structured guidance can be useful for course designers to balance students' needs for autonomy and competence. [ABSTRACT FROM AUTHOR]

Curricula grounded in social justice are vital in higher education, including kinesiology programs. The United States has seen continued increases in diversity, with education consistently displaying poor representation of historically marginalized groups. The purpose of this paper is to offer three elements that kinesiology programs should consider when aiming to successfully engage in developing social-justice curricula: context, climate, and "red tape." We define and describe each element and how it influences our approach to curriculum development and provide specific examples from our work in the University of New Mexico Physical Education Teacher Education program to illustrate practical implementation. We argue that social-justice curriculum development is required to prepare young professionals to enter the field with the knowledge, skills, and dispositions to meet the needs of diverse communities. [ABSTRACT FROM AUTHOR]

AbstractBackground/PurposeMethodResultsConclusionMedical curricula are designed to provide students with strong foundational biomedical knowledge and the opportunity to develop and practice effective, appropriate, and safe clinical skills. However, instruction on optimal study strategies (i.e. “learning how to learn”) is often overlooked in medical programs. In this paper, we explore the attitudes towards learning and study habits of a large cohort of graduate-entry medical students in Australia.Participants in this observational study were invited to complete a questionnaire regarding their attitudes towards study behaviours and strategies, and to complete regular “study diaries” using a custom smartphone application. We collected data for first to fourth-year medical students at various timepoints throughout their academic year.We found that these students generally had a high level of literacy regarding the efficacy of evidence-based study techniques, such as practice testing and active participation, but also tended to favour less effective and more convenient and time-efficient study approaches and activities. Students also reported engaging in distracting off-task activities during approximately 61% of their “private study” sessions; however, due to the self-report nature of the data, this is likely an underestimate.In conclusion, we found that there appears to be a disconnect between medical students’ knowledge and practice of effective study techniques. Given this apparent dissonance—and the significant demands placed on student time and attention—we encourage educators to consider how they might best support students to engage in effective study techniques. [ABSTRACT FROM AUTHOR]

ABSTRACT Given the potential impact of introductory science laboratories on postsecondary students' science learning, careful thinking is needed about how to support teaching assistants (TAs) to create opportunities for their students to reason about science. Research suggests that teachers are best positioned to improve their teaching practices when they recognize aspects of pedagogical discontentment and also feel they have the appropriate tools and resources to achieve their teaching goals in the future. This comparative case study examines how TAs who are pedagogically discontent or pedagogically content with their practice of supporting students to reason through talk engaged with a curriculum guide integrated with a weekly professional development (PD) program to grow their teaching practice. We found that only the pedagogically discontent TAs developed their use of ambitious talk moves to support more rigorous discussions over one semester. However, we also found that all TAs used the curriculum guide to plan opportunities for students to reason through talk. This research contributes new understandings about the role of pedagogical discontentment for TA learning of student‐centered teaching practices. This research also has implications for designing TA‐facing curriculum guides integrated with a weekly PD cycle to support TAs to develop teaching practices that support students to reason through talk. [ABSTRACT FROM AUTHOR]

This study investigated whether and how research-based knowledge on collaborative learning is applied as theoretical content and a pedagogical approach in the Initial Teacher Education (ITE) curricula in Finnish universities. It adopted a qualitative approach, triangulating curriculum documentation and in-depth interviews with curriculum development experts responsible for designing ITE. Results suggest CL's central ideas are present in the curriculum documentation and transversally addressed as a teaching practice of group work, highly dependent on the teachers’ approach. However, the up-to-date empirical discoveries of the learning mechanisms involved in CL processes are not visible in the formal curriculum, creating tensions between content/theory and method/pedagogy. The study uses the Finnish case to critically discuss the challenges of evidencing clear guidelines on CL in ITE curriculum. It emphasises the importance of addressing CL theories and practical methods in ITE to bridge gaps between theory and practices, preparing teachers for contemporary teaching and learning. contexts. [ABSTRACT FROM AUTHOR]

This study attempted to develop and evaluate a course module in Purposive Communication for freshmen college students in National University Fairview during the school year 2023 - 2024. Specifically, it identified the lessons that could be developed into a course module based on the course syllabus, compared the evaluation of instructors and expert respondents on the developed module based on the course learning outcomes (CLOs), lesson content, processing tasks/questions and assessment tasks, and recognized the comments and suggestions of evaluators to improve the module. The descriptive type of research was utilized to gather and evaluate data from the two groups of respondents which include fifteen (15) Purposive Communication instructors with degrees in Language, English, Curriculum Development or equivalent and with aligned MA units, and fifteen (15) expert respondents with at least master's degree in Language, English, Curriculum Development or equivalent. Furthermore, weighted means and independent sample t-test were utilized to determine the magnitude of the evaluation and to identify the significant difference between the evaluations of the two groups of respondents. Evaluations and analyses of data reveal that the lessons that were developed into a Purposive Communication course module based on the course syllabus are: a) Communication processes, principles, and ethics, b) Communication and globalization, c) Local and global communication in multicultural settings d) Varieties and registers of spoken and written language, e) Evaluating messages and/or images of different types of texts reflecting different cultures, f) Communication aids and strategies using tools of technology, g) Communication for various purposes, and h) Communication for academic purposes. In addition, instructors and expert respondents evaluated the course module in terms of the course learning outcomes, lesson content, processing tasks/questions and assessment tasks with grand weighted mean ratings of 3.92 and 3.81, respectively, both interpreted as Very Strongly Agree (VSA). Furthermore, there is no significant difference between the evaluations of the two groups of respondents in terms of the aforementioned criteria with p-values of 0.05, 0.14, 0.20, and 0.29, respectively, which are all not less than the 5% level of significance. There are also some comments and suggestions on how to improve the developed course module in Purposive Communication. [ABSTRACT FROM AUTHOR]

Background: Recent changes in anatomy curricula in undergraduate medical education (UME), including pedagogical changes and reduced time, pose challenges for foundational learning. Consequently, it is important to ask clinicians what anatomical content is important for their clinical specialty, which when taken collectively, can inform curricular development. Methods: This study surveyed 55 non-primary care residents in anesthesiology (AN; N = 6), emergency medicine (EM; N = 15), obstetrics and gynecology (OB; N = 13), and orthopedics (OR; N = 21) to assess the importance of 907 anatomical structures across all anatomical regions. Survey ratings by participants were converted into a post-hoc classification system to provide end-users of this data with an intuitive and useful classification system for categorizing individual anatomical structures (i.e., essential, more important, less important, not important). Results: Significant variability was observed in the classifications of essential anatomy: 29.1% of all structures were considered essential by OB residents, 37.6% for AN residents, 41.6% for EM residents, and 72.0% for OR residents. Significant differences (with large effect sizes) were also observed between residency groups: OR residents rated anatomy of the back, limbs, and pelvis and perineum anatomy common to both sexes significantly higher, whereas OB residents rated the pelvis and perineum anatomy common to both sexes and anatomy for individuals assigned female at birth highest. Agreement in classifications of importance among residents was observed for selected anatomical structures in the thorax, abdomen, pelvis and perineum (assigned male at birth-specific anatomy), and head and neck. As with the ratings of anatomical structures, OR residents had the highest classification across all nine tissue types (p < 0.01). Conclusions: The present study created a database of anatomical structures assessed from a clinical perspective that may be considered when determining foundational anatomy for UME curriculum, as well as for graduate medical education. [ABSTRACT FROM AUTHOR]

High-performance computing (HPC) has become a strategic resource that drives innovation and economic growth. In addition, it is important to educate a workforce with advanced computational skills to maintain economic competitiveness. In this project, we studied 133 domestic and international university HPC centers to understand the status of HPC. Diverse operating models have been identified and analyzed. To explore the need for and challenges associated with HPC within Wisconsin, faculty and students within the University of Wisconsin System and personnel in local industries were surveyed; in addition, we engaged in conversations with university leaders and officials from government agencies. A strong need for HPC resources has been identified, as well as several serious challenges. A state-wide initiative, the Wisconsin Big Data Alliance, which requires legislative support, is recommended as the platform to foster public–private partnerships, drive scientific and technological innovations, and promote workforce development, leading to an efficient usage of computing resources. [ABSTRACT FROM AUTHOR]

Background: The bedside head impulse test (bHIT) is a clinical method of assessing the vestibulo-ocular reflex. It is a critical component of the bedside assessment of dizzy patients and helps differentiate acute stroke from vestibular neuritis. A previous study on senior Otolaryngology residents showed poor competence in performing and interpreting the bHIT and called for specific evaluations in the Competency By Design (CBD) curriculum to remedy this. This study aimed to assess whether those competencies have improved after full implementation of CBD in residency programs. Methods: Thirty post-graduate year 4 Otolaryngology residents in Canada were evaluated on the use of the bHIT using a written multiple-choice question (MCQ) examination, interpretation of bHIT videos, and performance of a bHIT. Ratings of bHIT performance were completed by 2 expert examiners (DT, DL) using the Ottawa Clinic Assessment Tool. Results: Only 6.7% (rater DT) and 20% (rater DL) of residents were found able to perform the bHIT independently. Inter-rater reliability was moderate (0.55, intraclass correlation). Mean scores were 70% (13.4% standard deviation) for video interpretation and 59% (20.6% standard deviation) for multiple-choice questions. Video interpretation scores did not correlate with bHIT ratings (Pearson r = 0.11), but MCQs and bHIT ratings did correlate moderately (Pearson r = 0.52). Comparing to the prior study, residents performed worse on the bHIT (3.14 average score vs 3.64, P <.01) and fewer residents performed the bHIT independently (6.7% vs 22%—rater DT, 20% vs 39%—rater DL). Residents also performed worse on MCQs (58.7% vs 70.9%, P = 0.038), though similarly on video interpretation (70% vs 65%, P =.198). Conclusion: Fourth year OTL-HNS residents in Canada are not competent in performing the bHIT. These findings have implications for refining competency-based curricula in the evaluation of critical physical exam skills. [ABSTRACT FROM AUTHOR]

Background: The enhancement of nurses' disaster literacy is crucial for effective disaster emergency management, especially for clinical nurses with no prior experience in disaster rescue. This study aims to explore the perspectives of nurses who have been involved in disaster rescue operations on strategies to advance nurses' disaster literacy. Methods: A qualitative descriptive study, which follows unified qualitative study reporting guidelines. Thirty disaster rescue nurses were recruited to participate in this study, who came from 30 third-class hospitals in China. From October to December 2021, information was acquired by conducting semi-structured telephone interviews with participants. Qualitative content analysis was used to examine the data. Results: Six categories and eleven subcategories were created. Strengthening disaster education and training was the main focus, and its subcategories included continuing education, nursing curriculum development, and disaster rescue experience guide. The second focus, which included scene simulation, actual combat/military simulation, and virtual reality simulation, was strengthening disaster simulation and drill. The third focus was on providing psychosocial support, which included improving self-psychological adjustment, developing resilience, and engaging in active coping. The fourth category was to strengthen nurse/hospital managers roles and leadership, which included enhancing professional identity and policies/leadership support. The fifth category was disaster preparedness, and the sixth was enhancing knowledge transformation. Conclusions: Government agencies or healthcare organizations should actively promote the formation of nurses' disaster literacy from multiple viewpoints. Disaster education and training, simulation exercises, and psychosocial support should be prioritized. [ABSTRACT FROM AUTHOR]