The double-edged sword of empowering leadership: Investigating why and when empowering leadership prevents versus promotes employee time theft while working from home

The aim of this article is to explore the relations constructed between final thesis work and student teachers’ future professional practice. Despite variations in scope and format, the final thesis is an essential part of prospective teachers’ educational trajectories in many countries. Although previous studies have revealed students’ perceived relevance of thesis work, little is known about how specific aspects of thesis work relate to student teachers’ future practice. Using the lens of epistemic relations, interviews with Norwegian teachers, students, educators, and program leaders from three teacher education programs were analyzed. The findings reveal that final thesis work serves four main purposes and that epistemic relations are created between various processual and material dimensions of thesis work and students’ future practice. These findings suggest that process-oriented perspectives of thesis work should not be overlooked when discussing its value and how to establish interconnections between theses and professional practice.

This study aims to explore what pre-service elementary teachers think about the use they will give to research in their future teaching professional practice. Thirty-three pre-service elementary teachers from a Chilean university were interviewed using a phenomenographic approach. Analysis yielded four categories of description, ranging from research as something disconnected from their teaching practice to research as something useful to create educational related knowledge. Three dimensions of variation, namely use of research, foreseen impact and teachers’ role in relation to research, provide a richer picture of the outcome space. Results may guide curricular developers to think of the place of research in teacher education, and thus have relevant practical implications.

Soft skills and implications for future professional practice: Qualitative findings of a nursing education escape room

The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review

International educational programs build cultural humility and safety skills in nursing and midwifery students; however, long-term outcomes of these programs are unclear. The purpose of this study was to explore the impact of international educational programs on nurses' and midwives' future professional practice. Using grounded theory informed by Charmaz, 13 general nurses, two mental health nurses, three midwives, and four dual-qualified nurse/midwives across eight different countries were interviewed. Three categories evolved from the analysis. This article reports on the category Recognizing and adapting to cultural differences. Participants developed cultural safety and awareness from participation in programs extending into future practice. Experiencing and adapting to cultural similarities and differences, they developed culturally congruent practices many years after program completion. International programs contributed to participants' professional practice. Positive and ongoing influences are important for employers to promote patient safety and culturally congruent quality care. Findings are also relevant for education providers to inform quality cultural learning.

Over the past five years, sport psychology researchers and practitioners have become increasingly vocal in their suggestions that emotional intelligence (EI) may be an important construct in the sport domain. Initial research in sport has been valuable for gaining preliminary insights, but use of disparate theoretical frameworks and assessment techniques confuses rather than clarifies potential links between EI and sport. Specifically, the use of different definitions, conceptualizations, and assessment inventories may yield different EI profiles of the same individual or team. This disparity has important implications for applied sport psychology, where there is a call for the use of theoretical paradigms, objective and subjective assessments, and empirical research to inform practice. The purposes of this paper, therefore, are to: (a) review EI models and assessment inventories; (b) review research on EI in business, health, and sport; and (c) identify directions for future research and professional practice in sport psychology.

New graduate registered nurses’ exposure to negative workplace behaviour in the acute care setting: An integrative review

One primary challenge in basic health program courses like biophysics is engaging students who struggle to connect initial concepts with future professional practice, leading to a lack of commitment to learning biophysics. Many classes also fail to develop skills and abilities essential for healthcare professionals, such as teamwork, communication, critical thinking, conflict resolution, and delegation. Educational games can be used to encourage students' commitment to knowledge construction and test their mental models to foster an active learning environment. An educational game based on the worldwide popular "escape room" model was developed, wherein teams collaborate to uncover clues, solve puzzles, and accomplish tasks within a set timeframe to achieve a specific goal: escape the room by discovering a password related to biophysics themes. To work on biophysics topics, such as acid-base balance, bioelectrogenesis, fluid compartments (composition and osmolarity), fluid dynamics, and membrane transport, the scenario was designed with elements relevant to daily professional practice, such as laboratory equipment, reagent flasks, stethoscopes, and saline solutions. Students participated in groups, answering class-related questions, and solving puzzles and riddles to "escape" the room. The assessment of student performance involved observing their discussions and knowledge construction during the activity. At the activity's conclusion, students completed a satisfaction survey, providing feedback to refine future editions. The utilization of the escape room format provided an immersive and enjoyable learning experience, enhancing student motivation and participation. Thus, we demonstrate that old habits of teaching and learning, as expository classes, are not so hard to break.NEW & NOTEWORTHY Biophysics classes provide essential knowledge to understand physiology and pathology, which are central to many clinical conditions. However, the basic sciences seem far from relevant to students' future practice, and they may struggle to see their relevance. To increase student engagement, we applied strategies based on escape room activities to bring biophysics closer to situations that professionals will encounter in their clinical practices.

The majority of theory and research on empowering leadership to date has focused on how empowering leader behaviors influence employees, portraying those behaviors as almost exclusively beneficial. We depart from this predominant consensus to focus on the potential detriments of empowering leadership for employees. Drawing from the social cognitive theory of morality, we propose that empowering leadership can unintentionally increase employees' unethical pro-organizational behavior (UPB), and that it does so by increasing their levels of moral disengagement. Specifically, we propose that hindrance stressors create a reversing effect, such that empowering leadership increases (vs. decreases) moral disengagement when hindrance stressors are higher (vs. lower). Ultimately, we argue for a positive or negative indirect effect of empowering leadership on UPB through moral disengagement. We find support for our predictions in both a time-lagged field study (Study 1) and a scenario-based experiment using an anagram cheating task (Study 2). We thus highlight the impact that empowering leadership can have on unethical behavior, providing answers to both why and when the dark side of empowering leadership behavior occurs. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The problem and the solution. Studies tracking the performance impact of progressive human resource management (HRM) practices have invariably included management training as a key element. By definition, such research explains much about the collective impact of HRM practices but does not allow us to assess the specific contribution of management training and development practices. Furthermore, the field is dominated by studies conducted in the United States. Here, the key messages emerging from the current study of management training and development in a European context are summarized. In so doing, implications for future research and professional practice are outlined.

SUMMARY This thesis investigates the lived experiences of chronic sorrow—referred to in Dutch as levend verlies—among parents of severely disabled children, and its impact on interactions with social professionals in care giving contexts. Chronic sorrow is the persistent grief that arises from the ongoing losses involved in raising a child with a disability or chronic illness. The concept of chronic sorrow was first introduced by Olshansky in 1962, who viewed it as a natural response to ongoing loss rather than a pathological condition. Parents may accept their child’s diagnosis, but are often unprepared for the daily realities it brings. Research shows that chronic sorrow occurs across a wide range of disabilities and is shaped by factors such as illness progression, trauma, and personal history of losses. Chapter 1 introduces the theoretical framework and research design. Four empirical chapters, each based on a peer-reviewed article, provide a layered understanding of chronic sorrow and its consequences. The final chapter offers a general discussion and recommendations for future research and professional practice. Research Design and Questions Despite its emotional significance, chronic sorrow remains under-researched, especially regarding how parents experience and make sense of it—knowledge essential for empathetic support. This study explores three key questions: 1. What are the lived experiences of chronic sorrow among parents of severely disabled children? 2. How do these experiences deepen our understanding of chronic sorrow? 3. How do they affect parents’ self-understanding and parent-professional dynamics? Using a qualitative participatory design, the study combines Interpretative Phenomenological Analysis (IPA) and Participatory Action Research (PAR). IPA focuses on how individuals make sense of personal experiences, while PAR emphasizes collaboration and empowerment. The podcast Levend Verlies (www.levend-verlies.nl), featuring interviews with parents, professionals, and relatives, provided rich context. The study includes two parts: • Part 1: An IPA study of two mothers with different educational backgrounds, exploring their experiences with professional care after very premature births. • Part 2: A PAR–IPA study with six parents of children with severe disabilities, followed by group sessions with parents and professionals to examine how chronic sorrow shapes daily interactions between them. General Discussion A key finding is that parents perceive themselves as ultimately and unconditionally responsible for their child, which deeply shapes their experience of chronic sorrow. Chronic sorrow is emotionally complex and must be understood within the psychological context of being a parent. This sorrow also affects how they engage with professionals. Unrecognized or misunderstood parental grief can lead to inadequate support and strained relationships. To respond effectively, professionals need to understand the emotional, cognitive, and relational psychology of parenthood and learn to identify chronic sorrow as a psychological phenomenon rooted in these dynamics. In the study, through participatory collaboration, both parents and professionals gained deeper awareness of chronic sorrow. Parents felt empowered by being heard, while professionals developed greater empathy. The podcast Levend Verlies extended this impact, raising public awareness and fostering dialogue. However, despite its emotional weight, chronic sorrow is largely absent from professional training and practice. This thesis argues for its integration into caregiving approaches, based on a deeper psychological understanding of parenthood. The research calls for a shift from child-focused approaches to recognizing parents as individuals with their own emotional worlds. Such integration could foster more empathetic and responsive support for parents. Future research should explore diverse parental experiences and relational dynamics, and invest in professional emotional resilience to enable truly compassionate care.

Queer youth frequently go online to meet their developmental and socialization needs. Digital forms of violence may impact these opportunities, though research in this area remains inadequate. This study examines experiences with digital microaggressions for 1,804 queer youth aged 14–24 across three countries. Respondents to a mixed-methods online survey shared the frequency and perceived impacts of their encounters with anti-queer digital microaggressions directed specifically at them, as well as indirectly witnessed by them while online. Overall, youth reported the near ubiquity of anti-queer microaggressions in their digital contexts. Almost all also indicated anti-queer digital microaggressions directed specifically at them at least somewhat affected their emotional well-being (94%). Harmful physical and behavioral health impacts were also reported. Importantly, these direct and indirect experiences impacted youths’ feelings about being queer and talking about being queer. Notably, most participants also believed they grew in positive ways from being a direct target of digital microaggressions (90%). However, few queer youth reported trusting adult professionals (e.g., school counselors, teachers) to help them with these experiences. The pervasiveness and cumulative influence of digital microaggressions in queer youths’ online contexts may have immediate and longer-term impacts. Implications for future research and professional practice are discussed.

The Social Work Degree prepares students for their future professional practice. Considering the students’ point of view helps to gather their impressions. It also makes it possible to improve and make teaching and institutional decisions. The aim of this study is to explore the perceived quality of the students of the Degree in Social Work taught in the Public Universities of the Autonomous Community of Andalusia (Spain). For this purpose, we have chosen to carry out an exploratory study with a qualitative approach. A non-probabilistic sample of 73 participants made up of students from various courses was used. The instrument used was a questionnaire of open questions elaborated in Microsoft Forms and distributed telematically. The results show a high level of satisfaction with the Social Work studies received. The opinions have made it possible to extract categories of analysis on overall satisfaction, methodology, content, teaching staff, and the link between training and professional practice. The study show which dimensions they consider to contribute quality to their studies, showing a preference for practical issues. They emphasize their interest in participatory teaching methodologies, updated content and teaching staff who are involved in their teaching practice that will enable their future professional practice.

The forums of involuntary celibates (incels) are easily accessible and increasingly receiving attention from media, scholars, and non-incels, mostly for their troubling content against women. This study aimed to (a) qualitatively describe the different impressions of visitors and (b) quantitively examine the sociodemographic characteristics associated with the prevalence of each category of impressions. The sample comprised 390 adults (43% women; 2.56% self-identified incels; Mage = 26.86) who have visited incel forums at least once. They completed an online questionnaire on sexual inexperience in adulthood and described their impressions of incel forums in an open-ended question. An inductive content analysis revealed that impressions of incel forums were positioned on a continuum ranging from threat (39.53%) to shelter (11.90%) with four intermediate categories: incel forums as testimonies of dysfunctional thoughts (20.04%), incel forums perceived as odd (11.02%), ambivalent impressions (3.45%), and incel forums as gatherings of individuals with difficulties (14.14%). Chi-square analyses revealed that, among participants who perceive incel forums as a threat, women, other genders individuals, and non-incels were overrepresented compared to men and incels, who were more likely to perceive incel forums as a shelter. t-test analyses revealed that participants who perceived incel forums as a shelter were older at first sexual intercourse. These results suggest that incel forums are not perceived as dangerous by all outsiders and that those who have more positive impressions (i.e., men, late sexual starters) are those most likely to relate to them. The implications for future research and professional practice are discussed.

Black men, underrepresented in engineering, constitute a missing segment of the population who could contribute to the global knowledge economy. To address this national concern, stakeholders need additional research on strategies that aid in Black men’s persistence. This study explores the experiences of 30 Black men in engineering graduate programs. Three factors are identified as helping them persist from year to year, and in many cases through completion of the doctorate: the role of family, spirituality and faith-based community, and undergraduate mentors. The article concludes with implications for future research and professional practice that may improve the experiences of Black men in engineering graduate programs, which may also increase the chances that they will remain in the engineering workforce.