This paper illustrates the role of professional learning in building teacher confidence, and explicates how confidence relates to professional capital. It reports on data from the Victorian ...State-wide Professional Mentoring Program for Early Childhood Teachers (2011–2014), and focuses on the experiences of both new to the profession and professionally isolated early childhood teachers and their more experienced early childhood teacher mentors who participated in this purposely designed program. The findings show that participants' gains in confidence are aligned with expansions in professional capital encompassing the acquisition of knowledge and skills (human capital), participation in networks of collaborative learning communities (social capital), and the ability to exercise professional agency (decisional capital). We conclude that teacher confidence is a function – and a constitutive feature – of teacher professional capital, and that professional learning through mentoring is one way of building this vital professional attribute. Theoretical insights and empirical evidence on this intricate interconnection have strong implications for policy and practice.
•Teacher confidence is a key element of teacher professionalism.•Teacher confidence is a critical condition for enacting professional capital.•As a professional learning opportunity, mentoring is instrumental in building teacher confidence and enlarging teacher professional capital.
Background: Interprofessional education (IPE) aims to bring together different professionals to learn with, from, and about one another in order to collaborate more effectively in the delivery of ...safe, high-quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider-scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education.
Aim: The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesize the evolving nature of the IPE evidence.
Methods: Medline, CINAHL, BEI, and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for methodological quality and those deemed as "high quality" were included. The presage-process-product (3P) model and a modified Kirkpatrick model were employed to analyze and synthesize the included studies.
Results: Twenty-five new IPE studies were included in this update. These studies were added to the 21 studies from the previous review to form a complete data set of 46 high-quality IPE studies. In relation to the 3P model, overall the updated review found that most of the presage and process factors identified from the previous review were further supported in the newer studies. In regard to the products (outcomes) reported, the results from this review continue to show far more positive than neutral or mixed outcomes reported in the included studies. Based on the modified Kirkpatrick model, the included studies suggest that learners respond well to IPE, their attitudes and perceptions of one another improve, and they report increases in collaborative knowledge and skills. There is more limited, but growing, evidence related to changes in behavior, organizational practice, and benefits to patients/clients.
Conclusions: This updated review found that key context (presage) and process factors reported in the previous review continue to have resonance on the delivery of IPE. In addition, the newer studies have provided further evidence for the effects on IPE related to a number of different outcomes. Based on these conclusions, a series of key implications for the development of IPE are offered.
As the number of people with dementia admitted to hospitals is expected to grow, now is the time to identify methods to improve nursing care of this population. We conducted an environmental scan to ...identify and describe interventions in Canadian hospitals to improve the nursing care of people with dementia, how they are being evaluated and what issues influence the success of interventions. Methods included a search of published and unpublished literature and key stakeholder interviews. Interventions are described under three categories: (1) interventions to improve nurses' knowledge, attitudes and skills; (2) interventions to address responsive behaviours; and (3) interventions to help nurses individualize care. The evaluation of interventions rarely included an evaluation of effectiveness and more often included a qualitative evaluation of nurses' experiences with interventions. We summarize the factors affecting the implementation of interventions following the Consolidated Framework for Implementation Research (Damschroder et al. 2009) and suggest strategies for supporting the success of interventions to improve patient care and the experiences of nurses working with people with dementia.
Against the backdrop of digitalization, it is imperative to provide pre-service teachers with adequate training opportunities to foster their professional knowledge regarding technology integration ...in teaching-learning scenarios. However, to date, only limited insights into the empirical nature of such knowledge – often subsumed under the term Technological Pedagogical and Content Knowledge (i.e., TPCK) – are possible given the heterogeneity of prior research investigating the empirical relationship between different knowledge components. This heterogeneity is likely due to the predominant use of self-reports in previous studies. Against this background, the present study pursued two goals. The first goal was to investigate the empirical nature of TPCK among pre-service teachers, utilizing test-based instruments to explore TPCK's nature from a subject-specific angle, that is, its relationship with Pedagogical Content Knowledge (PCK) and Technological Knowledge (TK). Given the widespread use of self-reports, the study's second goal was to examine the relationship between test-based and self-reported TPCK, exploring possible associated factors (e.g., pre-service teachers' gender, prior experience in teaching with technologies in school, or metacognitive accuracy) that may explain why both measures are linked only weakly. Findings reveal that both PCK and TK statistically predicted TPCK to a similar extent highlighting the integrated nature of TPCK. The relationship between test-based and self-reported TPCK was moderated by pre-service teachers' metacognitive accuracy, but not by their gender or prior experience. Together, these insights offer valuable guidance for refining teacher training regarding effective technology integration by indicating the need to target not only PCK and TK but also TPCK.
•Exploring the connection of TPCK with TK and PCK in pre-service math teachers.•Results were based on subject-specific, test-based instruments.•TK and PCK equally contributed to TPCK highlighting TPCK's integrated nature.•Self-reported TPCK and test-based TPCK were only related weakly.•Pre-service teachers' metacognitive accuracy moderated this relationship.
Purpose: To investigate how physiotherapists shaped and experienced the role of being a training coach, to maintain exercise in people with stroke over time. Design, material and method: Interviews ...have been conducted with six physiotherapists about their experiences as training coach in the LAST study. The data is interpreted using thematic analysis. Findings: The context for performing tasks within research, in the new coach role, was different than in ordinary physiotherapy practice. All the physiotherapists experienced tension between consideration for the research and the participants' needs. Communication with the stroke victims was central and time-consuming. The coaches' experienced dilemmas in terms of how much they could help and to what extent they should get involved in the participants' everyday challenges. Professional knowledge and professional experience contributed to the physiotherapists being able to exercise professional judgment. The physiotherapists' experiences contributed to minor changes in the research protocol. Conclusion: New tasks as training coach contributed to challenging and constructive processes with the acquisition of new knowledge, skills and experiences. The coaches' experiences were central to the research study. Communication with the participants as subjects was an important factor and the physiotherapists applied their competence as well as ethical reflections. This led to minor protocol changes, which contributed to the research results being experienced as more clinically relevant.
In this paper, the content knowledge and pedagogical content knowledge of teachers of Latin as a foreign language are modelled and examined using a convenience sample (N = 216) with newly validated ...test instruments. Bivariate correlations show significant relationships between domain-specific professional knowledge and indicators of school or academic success, but no relationships with professional experience. In a confirmatory factor analysis, the two categories of knowledge can be separated according to theory. Their correlation is lower among in-service teachers than pre-service teachers, as multigroup analyses suggest. Furthermore, in-service teachers have more content knowledge and pedagogical content knowledge than pre-service teachers.
This article invites candidates for president to strengthen teaching and teacher education for diverse students. The article first describes two remarkable teachers in California to illustrate what ...strong teaching of diverse students looks like. It then discusses what the diverse students of this nation need of teachers, including teachers with high expectations for student learning regardless of students’ current performance, teachers who can engage students academically by building on what they know and what interests them, teachers who can relate to their families and communities and read students in culturally accurate ways, and teachers who can envision diverse students as constructive participants in a multicultural democracy. The article concludes by outlining three ways in which the president can support excellent teaching by recognizing the value of teacher professional development and by strengthening funding for teacher education in various areas.
COVID-19 recovery is an opportunity to enhance life chances by Building Back Better, an objective promoted by the UN and deployed politically at national level. To help understand emergent and ...intentional opportunities to Build Back Better, we propose a research agenda drawing from geographical thinking on social contracts, assemblage theory and the politics of knowledge. This points research towards the ways in which everyday and professional knowledge cocreation constrains vision and action. Whose knowledge is legitimate, how legitimacy is ascribed and the place of science, the media and government in these processes become sites for progressive Building Back Better.
The contemporary health workforce has a professional responsibility to maintain competency in practice. However, some difficulties exist with access to ongoing professional development opportunities, ...particularly for staff in rural and remote areas and those not enrolled in a formal programme of study. E-learning is at the nexus of overcoming these challenges. The benefits of e-learning have been reported in terms of increased accessibility to education, improved self-efficacy, knowledge generation, cost effectiveness, learner flexibility and interactivity. What is less clear, is whether improved self-efficacy or knowledge gained through e-learning influences healthcare professional behaviour or skill development, whether these changes are sustained, and whether these changes improve patient outcomes.
To identify, appraise and synthesise the best available evidence for the effectiveness of e-learning programmes on health care professional behaviour and patient outcomes.
A systematic review of randomised controlled trials was conducted to assess the effectiveness of e-learning programmes on clinician behaviour and patient outcomes. Electronic databases including CINAHL, Embase, ERIC, MEDLINE, Mosby's Index, Scopus and Cochrane – CENTRAL were searched in July 2014 and again in July 2015.
Studies were reviewed and data extracted by two independent reviewers using the Joanna Briggs Institute standardised critical appraisal and data extraction instruments.
Seven trials met the inclusion criteria for the analysis. Due to substantial instructional design, subject matter, study population, and methodological variation between the identified studies, statistical pooling was not possible and a meta-analysis could not be performed. Consequently, the findings of this systematic review are presented as a narrative review.
The results suggest that e-learning was at least as effective as traditional learning approaches, and superior to no instruction at all in improving health care professional behaviour. There was variation in behavioural outcomes depending on the skill being taught, and the learning approach utilised. No papers were identified that reported the effectiveness of an e-learning programme on patient outcomes.
This review found insufficient evidence regarding the effectiveness of e-learning on healthcare professional behaviour or patient outcomes, consequently further research in this area is warranted. Future randomised controlled trials should adhere to the CONSORT reporting guidelines in order to improve the quality of reporting, to allow evaluation of the effectiveness of e-learning programmes on healthcare professional behaviour and patient outcomes.
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