Physical education (PE) is one setting in which pupils may acquire knowledge and skills to lead physically active lives. PE teachers play a key role in fostering respective health-related competences ...in pupils. For this, they themselves need appropriate professional competences. The purpose of this article is to highlight research trends on, and to propose a heuristic model for PE teachers’ health-related professional competence. Research trends and gaps are identified by a narrative literature review. The heuristic model describes several knowledge domains, beliefs, motivational orientations, and self-regulation as subdimensions of health-related professional competence. It is intended to provide an overview of important competence aspects and to serve as an orientation for further work.
One aim of this study was to discover and understand the perceptions of healthcare delivery for transgender people who have had interactions with nurses while receiving care. An additional purpose of ...this study was to identify if these perceptions of nursing knowledge have an influence on transgender individuals seeking future healthcare.
Qualitative, interpretive description.
Recruitment of participants and interviews took place between September and November 2020. Confidentiality and protection of human participants was prioritized, and data analysis concluded in early 2021.
Ten participant interviews were completed until data saturation were determined. One overarching theme and five supporting themes were constructed from data. Based on participant experiences, these themes reflect transgender peoples' perceptions of nursing knowledge of transgender care and how these perceptions impact seeking future healthcare.
Experiences that shaped transgender peoples' perceptions of nursing knowledge of transgender care varied depending on the locations of these services and the experience and understanding of registered nurses. These findings highlight the perceptions that transgender people have of registered nurses' knowledge of transgender care and the influence that those perceptions have on them seeking future healthcare.
The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare ...learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.
•Only PK and CK instruction is insufficient to develop PCK in teacher education.•Only PCK instruction is insufficient to develop PK and CK in teacher education.•Explicit presentation of PCK, PK and CK leads to optimal professional knowledge.•Integrated instruction leads to similar PCK development as segregated instruction.
Efforts to improve preservice teacher education have recently focused on developing teachers’ adequate pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), ...which are critical elements of teacher’s professional knowledge, and important indicators of preparedness to teach. However, the development of the three knowledge domains of Chinese preservice English as a foreign language (EFL) teachers is surprisingly under-researched. To fill this gap, this study examined the development of the three knowledge domains of a group of Chinese preservice EFL teachers at different stages of a teacher education program. Specifically, it explored the relationship among the three knowledge domains, and the effects of learning opportunities on their development. Findings revealed that preservice EFL teachers at a later stage outperformed those at an earlier stage with regard to PK and PCK. Our findings also suggested that there were positive correlations among PK, CK, and PCK at different stages of the teacher education program. Furthermore, the findings showed that courses on CK, PK, and PCK, and teaching experience significantly influenced preservice EFL teachers’ professional knowledge. However, the role of classroom observation was not significant. Implications for EFL teacher education and future research were also discussed.
The link between miscommunication and poor patient outcomes has been well documented. To understand the current state of knowledge regarding interprofessional communication, an integrative review was ...performed. The review suggested that nurses and physicians are trained differently and they exhibit differences in communication styles. The distinct frustrations that nurses and physicians expressed with each other were discussed. Egos, lack of confidence, lack of organization and structural hierarchies hindered relationships and communications. Research suggested that training programs with the use of standardized tools and simulation are effective in improving interprofessional communication skills. Recommendations include education beyond communication techniques to address the broader related constructs of patient safety, valuing diversity, team science, and cultural humility. Future directions in education are to add courses in patient safety to the curriculum, use handover tools that are interprofessional in nature, practice in simulation hospitals for training, and use virtual simulation to unite the professions.
•Application of (bivariate) latent change models in beginning teachers' occupational development.•Within-person Change: increase of emotional exhaustion and teacher self-efficacy.•Between-person ...differences in change: strong growth in one variable is related to less growth or even decline in the other.•High levels of professional knowledge buffer the increase of emotional exhaustion.
Although much research focuses on teacher self-efficacy, on burnout, and their interrelation, there is a scarcity of studies investigating change in these variables, particularly regarding how such change can be predicted. To address this gap, we specify latent change score models of teacher self-efficacy and emotional exhaustion, using a sample of beginning teachers in Germany. Additionally, we investigate whether professional knowledge gained during teacher education can predict change in these variables. Overall, our results reveal an increase of emotional exhaustion and a smaller increase of teacher self-efficacy during the first year of beginning teachers' induction. The results suggest that prior emotional exhaustion predicts change in teacher efficacy. Professional knowledge was shown to buffer the increase of emotional exhaustion, but did not have a positive effect on professional teacher self-efficacy.
The article focuses on social workers' reflections on their own professional practice in conversations with vulnerable service users in the Norwegian Labour and Welfare Administration (Nav). Drawing ...on Interpersonal Process Recall (IPR), a video-based method, together with a focus group interview, the study explores the experiences and reflections of five social workers of in-situ encounters with service users. A key finding is that the social workers, who worked in two different offices within the work and activation field, perceived their professional practice as highly complex, negotiated, and ambiguous. The social workers nevertheless displayed a multitude of knowledge and competences, expressed through practical synthesis in the conversations. The article argues that more attention should be paid to ethical aspects of professional knowledge, such as when balancing contradictory considerations towards national workfare policies and vulnerable service users, and how to set the limits for their own professional responsibility in the work towards the service users. Furthermore, the article also directs the attention to another area of professional knowledge, as it explores time as an embedded and ubiquitous aspect of, and condition for, professional knowledge to unfold.
There is growing evidence of the potential effectiveness of advance care planning. Yet important knowledge gaps remain regarding the preconditions for successful implementation of advance care ...planning in the nursing home setting. We aim to identify the preconditions related to successful advance care planning in the nursing home setting. By specifying those, we would be able to make well-founded choices for the future design and planning of advance care planning intervention programs.
A systematic review.
PubMed, PsycINFO, EMBASE and CINAHL.
Two authors independently screened publications. One author assessed methodological quality and extracted textual data, which was double-checked for a random sample. We extracted textual data and used thematic synthesis to identify “preconditions”, defined as requirements, conditions and elements necessary to achieve the desired outcome of advance care planning, i.e. attaining concordance between residents' preferences and actual care or treatment received at the end of life.
Based on 38 publications, we identified 17 preconditions at five different levels: resident, family, health-care professional, facility and community. Most preconditions were situated on multiple levels but the majority addressed professionals and the nursing home itself. We summarized preconditions in five domains: to have sufficient knowledge and skills, to be willing and able to participate in advance care planning, to have good relationships, to have an administrative system in place, and contextual factors supporting advance care planning within the nursing home.
There are multiple preconditions related to successfully implementing advance care planning in the complex nursing home setting that operate at micro, meso and macro level. Future interventions need to address these multiple domains and levels in a whole-system approach in order to be better implementable and more sustainable, while simultaneously target the important role of the health-care professional and the facility itself.
PDF