Knowledge Self-efficacy Research Articles

Knowledge sharing and strengths use support: work engagement and knowledge self-efficacy as mediators

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings A positive relationship is found between knowledge self-efficacy and KS intentions and between work engagement and knowledge self-efficacy; PSS for strengths is positively associated with work engagement. PSS for strengths use is shown to be positively related to KS intentions through work engagement and subsequently through knowledge self-efficacy. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

How online social community participation affect product stickiness: a study on green energy technology product

PurposeThis study aims to develop a conceptual model for GET products that participate in brands’ online communities, based on social cognitive theory (SCT), with environmental factors, personal factors and behavioral factors being used to explore whether users of GET products participate in brand online communities as well as to determine whether participation in a community forum causes users to stick with GET products. In addition, expectancy confirmation is also considered in the research model.Design/methodology/approachThis research examines whether environmental and personal factors have a positive effect on the behavioral factors of Gogoro users, and then further effects on green energy technology (GET) product stickiness for users in online communities. A website was used to distribute links to two Facebook club sites: Gogoro Series 2 Fan Club and the Gogoro Fan Club. The respondents’ qualification criteria were restricted to people who had used Gogoro products and participated in a Gogoro online community. A total of 581 valid responses were collected for structural equation modeling (SEM) analysis, and expectancy confirmation was found to be moderate from a hierarchical regression.FindingsThe results of SEM show that virtual interactivity has a positive effect on product-related content, and social norms were found to have significant effects on creating product-related content. Brand community identification, perceived relative advantage and brand knowledge self-efficacy are found to be related to both creating and contributing product-related content. Also, creating product-related content and contributing user participation behaviors influence ET product stickiness.Practical implicationsOnline community managers can boost user participation by increasing interaction, and community identification by enhancing users’ perceptions of benefiting from participating in their communities. Companies can also encourage users to create product-related content to increase users’ stickiness to GET products. Further, GET companies can try to enhance users’ intrinsic connection with other community users to increase their brand community identification if they want to increase users’ willingness to participate.Originality/valueThis study adopted SCT to measure the GET product stickiness formation process in an attempt to determine what factors boost user participation based on triadic reciprocality. Also, expectancy confirmation plays an important role in the relationship between community users’ participation behaviors and GET product stickiness. The results indicated that it was appropriate to add virtual interactivity to environmental factors and perceived relative advantage to personal factors to measure users’ participation in an online social community. Actual product users’ online community participation behavior could be a very influential indicator of actual product stickiness formation.

What motivates knowledge sharing? Evaluating the quality of answer contribution in online Q&A communities

The Online Q&A community provides platforms for Internet users to exchange and share knowledge. Its rapid development has caused the problem of information overload, which promotes users' demand for precise and personalized information. In light of this, we innovatively analyze the correlation between knowledge quality and user behaviors. First, we propose a novel approach method to evaluate the answer quality through a machine learning approach, which applies the information adoption theory to the design of a text classification model. Hereafter, with applications of motivation crowding theory, this paper introduces the classification results of answer quality by machine learning algorithms into the empirical research model to explore the factors that motivate users in both participation and high-quality user-generated content creation. Results show that both extrinsic and intrinsic factors determine the quality of knowledge contributors' answers. Further, certain external interventions (monetary rewards) can crowd out the effects of knowledge contributors’ intrinsic motivations (knowledge self-efficacy). It enriches the research on user knowledge contribution behavior in online Q&A communities and also provides theoretical guidance and suggestions for community operation.

Contextualizing HIV testing experiences within the HIV prevention cascade: qualitative insights from refugee youth in Bidi Bidi refugee settlement, Uganda

BackgroundThere remain key knowledge gaps regarding HIV testing needs and priorities among refugee youth in low and middle-income country (LMIC) humanitarian settings. The HIV prevention cascade framework focuses on three domains (motivation, access, effective use) central to prevention uptake, yet is understudied in relationship to HIV testing, particularly among refugee youth. Uganda is an exemplar context to explore refugee youth HIV testing needs and priorities as it hosts 1.5 million refugees and is Africa’s largest refugee hosting nation. In this study, we explored perceptions and experiences regarding HIV testing among refugee youth living in Bidi Bidi refugee settlement, Uganda.MethodsWe conducted a community-based research study in Bidi Bidi Refugee Settlement, one of the world’s largest refugee settlements with over 195,000 residents. This qualitative study involved four focus groups (2 with young women, 2 with young men) with refugee youth aged 16–24 living in Bidi Bidi refugee settlement. We applied thematic analysis informed by the HIV prevention cascade to understand domains of motivation, access, and effective use that emerged as salient for HIV testing engagement.ResultsParticipants (n = 40; mean age: 20 years, standard deviation: 2.2) included refugee young women (n = 20) and young men (n = 20), of whom 88% had a lifetime HIV test and 58% had ever heard of HIV self-testing. Participant discussions described HIV testing motivation was influenced by dimensions of: HIV treatment and testing knowledge; risk perception; positive and negative consequences of use; and social norms regarding gender and age. Access to HIV testing was shaped by: limited availability; distance and language barriers; confidentiality concerns; and affordability. Effective use of and engagement with HIV testing was related to HIV serostatus knowledge self-efficacy and in/equitable partner dynamics.ConclusionsComplex, multi-level factors shape motivation for, access to, and effective use of HIV testing among refugee youth in Bidi Bidi. Findings align with the HIV prevention cascade framework that helps to identify gaps to inform intervention development with youth in humanitarian settings. HIV testing approaches tailored for refugee youth in contexts such as Bidi Bidi can foster HIV prevention and treatment literacy, gender equity, gender-based violence prevention, and intersectional stigma reduction.

Application of the Health Belief Model (HBM) in Buruli Ulcer Education: A Literature Review

Introduction: The basic principles of the Health Belief Model as a theoretical foundation were employed to examine Buruli ulcer education. The study employed various strategies to obtain relevant studies about the constructs of the Health Belief Model which were relevant in the context of Buruli ulcer education. Method: The strategies used sought to uncover studies that have applied the Health Belief Model as a theoretical framework or theoretical foundation in Buruli ulcer education especially within Ghana and found none. Review of studies was carried out through electronic databases searches, grey materials and electronic books. Search strategy with key terms related to Health Belief Model and Buruli ulcer were employed to retrieve relevant documents. The study considered only references that were relevant to the constructs of the theory and could be used to explain Buruli ulcer education. Results: The study considered the six constructs of the theory and these included (people perceived susceptibility to Buruli ulcer, perceived severity of Buruli ulcer, perceived benefit of not contracting Buruli ulcer, perceived barriers to Buruli ulcer healthcare, cues to action for Buruli ulcer and Buruli ulcer knowledge self-efficacy), and modifying factors. The theory has been used in health education for health related events and hence was considered the appropriate theory in the context of Buruli ulcer education. Conclusion: The fundamental idea of the theory is based on the individual personal belief about the disease and the methods that exist to be used to help in the reduction of risk factors. Hence public health workers could employ the theory to help in reduction of risk factors exposures among the population especially in endemic communities in Africa.

Knowledge of and attitude toward diabetes care as predictors of school nurses' partnership with parents: A cross-sectional study

BackgroundCollaboration between parents and school nurses is important for effective healthcare in schools. This study focuses on the competency of school nurses, which encompasses their knowledge and self-efficacy in diabetes care, and investigates how these factors, along with workload, influence healthcare partnerships in schools. However, it is unknown whether school nurses' knowledge and self-efficacy about diabetes care, as well as their workload, affect school healthcare partnerships concerning children with type 1 diabetes. AimThis study aimed to investigate the impact of school nurses' self-efficacy, knowledge, attitude, and role overload on healthcare partnerships with parents of children with type 1 diabetes in schools. DesignA cross-sectional, descriptive design. Setting and participantsBetween December 2023 and January 2024 in South Korea, 142 elementary- and middle-school nurses participated in this study. MethodsSchool healthcare partnership, self-efficacy in diabetes education, knowledge of and attitude toward school healthcare for type 1 diabetes, and the role-overload scale were utilized in the analysis. Data were analyzed using multiple regression. ResultsKnowledge of school healthcare (β = 0.34, p < .001) and attitude toward it (β = 0.29 p = .001) for type 1 diabetes, as well as the grade level of the current employing school (β = −0.15, p = .039) were predictors of school healthcare partnerships. These three variables explained 30.3 % of the total variance in school healthcare partnerships (F = 21.44, p < .001). ConclusionsKnowledge of school healthcare and attitudes toward it for type 1 diabetes were identified as factors in school nurses' school healthcare partnerships. Therefore, interventions to strengthen school nurses' competencies should be developed to improve school healthcare partnerships.

Exploring Smartphone User Interface Experience-Sharing Behavior: Design Perception and Motivation-Driven Mechanisms through the SOR Model

This study investigates user experience (UX) sharing behaviors in the context of smartphone user interface (UI) design, emphasizing their significance for UI enhancement and effective marketing strategies. Grounded in the Stimulus–Organism–Response (SOR) framework, we examine how design perception attributes—perceived usability, novelty, enjoyment, and brand image—influence UX sharing, with a spotlight on the mediating role of individual motivation. A quantitative analysis (N = 472), Structural Equation Modeling (SEM), and mediation analysis were conducted. Our findings confirm that these components can positively impact UX sharing by bolstering personal expectations and self-efficacy in knowledge sharing, with perceived usability being an exception as it unexpectedly showed a negative association with sharing frequency. Moreover, perceived brand image and individual self-expectancy and self-efficacy enhance sharing outcomes. This research enriches our understanding of the strategic importance of user interface (UI) design in the context of smartphones, furnishing empirical grounding for devising sustainable UI design strategies and productive marketing tactics. Consequently, it bears considerable relevance to both theoretical insights and practical applications.

An investigation of the effects of the education given to teachers on food allergy and anaphylaxis management self-efficacy and level of knowledge

Background: The most effective approach to food allergy management is to avoid consuming the specific allergens that trigger an allergic reaction. It is crucial to make school environments prepared for the potential of food allergic reactions, including anaphylaxis, which is a rare but documented outcome. The high prevalence of anaphylactic reactions in children makes food allergy and anaphylaxis management important topics in schools. Aim: This study aimed to determine the effects of food allergy and anaphylaxis management education on teachers’ food allergy and anaphylaxis management self-efficacy and level of knowledge in Türkiye. Methods: This study used a random experimental design with a pre-test and post-test group. The study was conducted with 84 teachers who worked in kindergartens (school year prior to starting Grade 1) and primary schools in a city centre in eastern Turkey between September 2022 and January 2023. Data were collected through a socio-demographic form and the Food Allergy and Anaphylaxis Management Self-Efficacy Scale for School Personnel. Data analysis was performed using t-tests for independent groups, Chi-square tests and McNamara analyses. Results: The average age of the teachers was 31.08 ± 6.70 years, and the average years of experience in the profession was 6.68 ± 6.99 years. All the teachers wanted to learn about food allergy and anaphylaxis management, 59.5% did not know whether their schools had an emergency action plan for food allergy and anaphylaxis, 63.1% reported not having the necessary emergency treatment medicine for anaphylaxis in their school and 57.1% reported having no educated school personnel to administer the first intervention in case of a serious allergic reaction at school. While the mean scale score of the experimental group was 25.88 ± 7.26 before the training, it was 30.78 ± 6.98 after the training. While no differences were detected between the experimental and control groups’ pre-test scale mean scores, the experimental group’s post-test scale mean score was found to be statistically significantly higher ( d = 0.79, p &lt; .05). The results also indicate that the rates of providing correct responses to questions regarding what the most common symptom in a student with a food allergy is, and what the first intervention should be when a serious reaction develops in a student, increased significantly level. Conclusions: This study found that the health education given to teachers led to an increase in teachers’ food allergy and anaphylaxis management self-efficacy.

Factors influencing disaster response self-efficacy among registered nurses in Bangladesh

BackgroundNurses are the most prominent healthcare professional group that receives disaster victims and provides regular healthcare support to them at the forefront of disasters and emergencies. As a result, assessing their disaster response self-efficacy (DRSE) level is critical. ObjectivesThis quantitative study assessed the level of registered nurses' disaster response self-efficacy in Bangladesh and determined the factors influencing DRSE. MethodsIn this cross-sectional study, five hundred sixty registered nurses' data were collected from 12 public and private hospitals in four districts of Bangladesh between August and September of 2023. The data was gathered using a self-administered questionnaire that included the modified Disaster Response Self-Efficacy Scale. To analyze the data, we utilized IBM SPSS 26 and Jamovi 2.3.21. ResultsThe study found a high level of disaster response self-efficacy (M = 3.96, SD = 0.58) among the registered nurses, while their disaster knowledge, skill, and preparedness levels were moderate. Low to moderate correlations were found between self-efficacy in disaster response and disaster-related knowledge (r = 0.349, p < 0.001), disaster skills (r = 0.526, p ˂0.001), and preparedness for disaster (r = 0.589, p ˂0.001) of the registered nurses. Older age, higher nursing designation, working experience in the emergency unit, and higher levels of disaster knowledge significantly influenced registered nurses' self-efficacy while responding to disasters. ConclusionRegistered nurses in Bangladesh have reported high self-efficacy while responding to disasters. However, to enhance their effectiveness, they need to improve their disaster knowledge, skills, and preparedness. To better respond during disasters, it is advisable that nurses receive training in disaster triage, post-disaster mental and psychological health, as well as primary and advanced life support.

Indonesian Teachers' Acceptance on Online Teaching Technology During the COVID-19 Pandemic

&lt;p style="text-align:justify"&gt;This study investigates the impact of external variables, technological pedagogical and content knowledge (TPACK) self-efficacy, and facilitating conditions on teacher adoption of online teaching technology during the COVID-19 pandemic. It employs explanatory research to characterize the effect of external variables on the variables of the technology acceptance model. 240 high school teachers filled out Google Forms survey questionnaires for six research variables and analyzed by the SmartPLS program. The result indicates that attitude and perceived usefulness significantly and positively influence behavioral intention. Perceived usefulness and ease of use have a strong positive effect on attitude. Furthermore, perceived ease of use has a considerable effect on perceived usefulness. Perceived usefulness and ease of use are not significantly influenced by external variables. Facilitating conditions significantly positively affect behavioral intention, whereas TPACK self-efficacy negatively affects behavioral intention.&lt;/p&gt;

Talk the talk and walk the walk: a novel training for medical students to promote decoloniality in global health

To date, the history of colonialism has permeated nearly every aspect of our conceptions, structures, and practices of global health; yet, there are no published medical school curricula aimed at promoting decoloniality in global health. We developed a pilot course for medical students to examine the history of colonialism, power, and positionality; promote self-reflection; and teach strategies for dismantling coloniality in global health. This five-part course was offered to students completing a scholarly project in global health with a mixed in-person/virtual format and online pre-session preparation materials. A pre-course survey on prior experiences in global health and self-efficacy was administered, and a reflection piece was analyzed for themes. After completion of the course, the students again completed the self-efficacy questionnaire, a course feedback survey and a semi-structured interview that was analyzed for themes. On average, the students felt that the course was relevant to their global health scholarly project and that the course met their learning objectives. There was a trend toward increased self-efficacy in decoloniality knowledge and skills following the course. In the post-course structured interviews, students raised issues reflected in the course materials including local project leadership; how identity, privilege and positionality influence relationships and the ability to attain mutual trust; project sustainability; and power dynamics. Undergraduate medical education in global health equity and decoloniality can play an important role in teaching future generations to dismantle the colonialism ingrained in global health and reimagine a global health practice based on equitable partnerships, community needs, and local leadership.

Pengaruh Knowledge Self-Efficacy, Rewards terhadap Online Knowledge Sharing Behavior: dengan Dimoderasi oleh Organizational Innovation

&lt;p&gt;&lt;em&gt;In the era of digitalization that is growing continuously, sharing knowledge online is one of the keys to developing innovation. Companies must also compete in increasing competitiveness because competition is getting tougher, so companies need to find ways to make company activities more effective and efficient in increasing innovation. One way is to implement online knowledge sharing, this research provides important understanding in understanding the factors that influence online knowledge sharing behavior such as knowledge self-efficacy, extrinsic and intrinsic rewards. This study uses a minimum sample of 45 samples from PT XYZ employees, but all 50 employees are willing to fill out statements in the questionnaire provided, this research uses a quantitative approach with a comparative causal research method and data collection is carried out through a questionnaire with Likert scale measurements distributed via Google Form. Then the researcher also conducted data analysis techniques using 2 tests, namely the outer model test and also the inner model using SmartPls 3 software. The results of this study indicate that the extrinsic reward variable has a significant effect on online knowledge sharing behavior, which means that the company has succeeded in implementing extrinsic rewards for employees in the implementation of online knowledge sharing. However, the variables of knowledge self-efficacy, intrinsic reward do not have a significant effect, employees also do not have sufficient self-efficacy to carry out knowledge sharing and the level of self-efficacy of employees is also not high in general, and employees feel that intrinsic rewards are not enough to motivate them to do online knowledge sharing, intrinsic rewards given by superiors or coworkers are also still insufficient, and organizational innovation does not have a strong influence in moderating all existing variables.&lt;/em&gt;&lt;/p&gt;

Comparison of gamification and role-playing education on nursing students’ cardiopulmonary resuscitation self-efficacy

BackgroundCardiopulmonary resuscitation (CPR) is one of the most fundamental skills a nursing student should be trained in. Gamification in education involves using game elements to increase motivation, engagement, and personalization of the learning process. The gamification method creates competition among students using various methods, comparing to the role-playing method which is a teaching method that allows individuals to actively engage in simulated scenarios. Therefore, this research aimed to compare the effect of CPR education using gamification and role-playing on the self-efficacy of nursing students.MethodsThis research was a quasi-experimental intervention type with three groups. A total of 154 nursing students participated in this study and were divided into intervention with role-playing (n = 53), gamification (n = 60) and conventional (lecture) (n = 41) groups. In the conventional method, CPR skills were taught to students using practical exercises. In the role-playing method, after training with moulages, a scenario was presented, and students were assigned roles. In the gamification method, after training with moulages, a scenario was presented, and after that, Kahoot software was used to create a sense of competition and excitement in the game. Self-efficacy scores were measured before and after interventions. Self-efficacy in CPR, knowledge, and skills of nursing students in CPR were assessed in each of the three groups using The Basic Resuscitation Skills Self- Efficacy Scale.ResultsIn the present study, 154 nursing students, including 92 females and 62 males, participated. There was a statistically significant difference in the mean self-efficacy scores before and after training in both the gamification and role-playing groups (P < 0.05). There was a statistically significant difference in the mean self-efficacy scores among the three groups (gamification, role-playing, and lecture) (P < 0.05).ConclusionBased on results it can be concluded that the teaching method used in CPR training affects the self-efficacy of CPR. Active methods, have a greater impact on CPR self-efficacy.

Development and quality assessment of the psychometric properties of the Self-Efficacy in Lifestyle Counselling scale (SELC 20 + 20) using Rasch analysis

BackgroundGlobally as well as in Sweden, diseases that are caused by unhealthy lifestyle habits are the most common causes of death and disability. Even though there are guidelines that oblige all health-care professionals to counsel patients about lifestyle, studies have shown that it is not prioritized within healthcare. One reason for this among nurses has been shown to be lack of confidence in knowledge and counselling skills. This study aimed to develop, and quality assess the psychometric properties of an instrument to measure self-efficacy in lifestyle counselling.MethodsAn instrument inspired by an American instrument, following Bandura’s recommendations for development of self-efficacy measures, was developed according to Swedish national guidelines for disease-prevention. The instrument was revised after cognitive interviews with nursing students, university teachers within health sciences, and clinical experts, then administrated to 310 nursing students at different levels in their education. The instrument was tested with Rasch Measurement Theory, with focus on dimensionality, local dependency, targeting, reliability, response category functioning, Rasch model fit, and differential item functioning by age, gender, educational level and previous health care education.ResultsThe development of the instrument resulted in 20 + 20 items, 20 items about self-efficacy in knowledge, and 20 items about self-efficacy in ability to counsel persons about their lifestyle. The analyses showed that knowledge and ability are two different, but related, constructs, where ability is more demanding than knowledge. The findings provide support (considering dimensionality and local dependency) for that all 20 items within the knowledge construct as well as the 20 items within the ability construct can be summed, achieving two separate but related total scores, where knowledge (reliability 0.81) is a prerequisite for ability (reliability 0.84). Items represented lower self-efficacy than reported by the respondents. Response categories functioned as expected, Rasch model fit was acceptable, and there was no differential item functioning.ConclusionsThe SELC 20 + 20 was found to be easy to understand with an acceptable respondent burden and the instrument showed good measurement properties.

Antecedents of knowledge management: The case of professional employees in Indonesia

This study aims to evaluate and test the impact of knowledge, trust, unity, and self-efficacy on knowledge management of employees in Indonesian businesses in the education sector. This empirical study also examines the relationship between knowledge management among employees in Indonesian education sector businesses and conformity through knowledge self-efficacy, trust, and unity. A quantitative causality technique was employed in the study using a sample of workers from Indonesian companies involved in the education sector (at least 35 years old and engaged). The primary data consisted of 220 replies from respondents with varying educational backgrounds. Partial Least Squares Structural Equation Modelling software was used to analyze the data. The Likert scale is used to determine each answer’s value. Empirical evidence shows that knowledge self-efficacy does not affect the knowledge management of employees in these companies (T Statistics = 0.992); on the other hand, knowledge self-efficacy influences conformity, harmony, and confidence, which in turn affects the knowledge management of employees in these companies. The indirect effect demonstrates that agreement can moderate the influence of knowledge self-efficacy on the knowledge management of employees in these companies (T Statistics = 5,959); conversely, conformity mediates the strong impact of trust on the knowledge management of employees in these businesses. The empirical results show that employees need to have a high level of knowledge for diverse expertise to function well. Conversely, trust will make people more eager to share their information. Lack of confidence might impede the dissemination of knowledge. Acknowledgment We acknowledge the partial publication funding provided by Indonesia school of Economic (STIESIA), Surabaya, Indonesia

Efficacy of Intervention of Participation and Executive Functions (I-PEX) for Adults Following Traumatic Brain Injury: A Preliminary Pilot Randomized Controlled Trial

Background Participation restrictions following traumatic brain injury are associated with executive function (EF) deficits (EFDs). The subacute recovery phase’s specific characteristics (enhanced brain plasticity and impaired self-awareness) and contextual factors (inpatient setting) warrant adjusting cognitive rehabilitation protocols. The Intervention of Participation and Executive Functions (I-PEX) was designed to improve EFDs during subacute inpatient rehabilitation. Objective To investigate the I-PEX’s preliminary efficacy to improve EFDs during the performance of complex daily activities and enhance self-awareness, cognitive self-efficacy, participation, and quality of life postdischarge. Methods A pilot pre-, post-, and follow-up double-blind randomized controlled trial with 25 participants randomly allocated to the I-PEX (n = 13) or treatment-as-usual (n = 12) group. Cognitive assessments were administered pre- and postintervention, and quality of life and participation questionnaires 1-month postdischarge. Data analysis included repeated measures analysis of variance mixed design and independent t-tests, extracting effect sizes. Results Significant group-by-time interaction effect with a medium effect size was found for the primary outcome measure; EFs manifested in complex daily activities, indicating a larger improvement for the experimental group. The group effect was not significant. The experimental group’s mean delta score (pre–post improvement) was significantly higher (1.75 ± 2.89; t(23) = 2.52, P = .019), with a large effect size (d = 1.012, 95% confidence interval [0.166-1.840]). We found no significant group and interaction effects for EFs, self-awareness, and cognitive self-efficacy or no significant differences in participation or quality of life postdischarge. Conclusions Results provide initial evidence for the I-PEX efficacy in treating EFDs in the subacute phase and could help determine effect size for future studies. Clinical Trial Registry Number: ClinicalTrial.gov NCT04292925.

Pilot testing cognitive stimulation intervention on older adults' cognitive function, cognitive self-efficacy, and sense of happiness

BackgroundWith the ageing population increasing worldwide, identifying effective approaches to counteract cognitive decline becomes significant for maintaining cognitive health and quality of life in older adults. The lack of cognitive activity accelerates age cognitive decline. Cognitive stimulation interventions can maintain older adults’ cognitive reserve, enhance their feelings of happiness, and potentially improve their psychosocial wellbeing. AimThis study aimed to determine the impact of Cognitive Stimulation Intervention on older adults' cognitive function, cognitive self-efficacy, and sense of happiness. MethodA quasi-experimental methodological approach was applied. Two seniors' clubs were the sites for recruitment in this study as part of the Alexandria Governorate's Ministry of Social Solidarity, Egypt. Eighty older adults (aged 60 and above), randomly assigned into two equal groups. The study group received the study intervention, and the control group received regular seniors’ club services. ResultsCognitive function, cognitive self-efficacy, and sense of happiness scores among the study group, were significantly increased from (22.40 ± 0.67, 54.51 ± 8.63 and 27.68 ± 14.0 respectively) to (24.30 ± 1.07, 87.84 ± 4.96 and 65.98 ± 8.90 respectively) (P < 0.001) following the interventions, and were significantly higher than the control group's post-test percent scores (22.08 ± 0.98, 54.35 ± 6.97, and 28.75 ± 9.60 respectively) (P < 0.001). ConclusionsCognitive Stimulation Intervention effectively fostered the older adults’ cognitive function, cognitive self-efficacy, and sense of happiness. Consequently, seniors' clubs, care homes, and other contexts seeking to apply Cognitive Stimulation Intervention to improve older adults' cognitive function, and general wellbeing must embed this intervention as part of their routine care and social activities programs.

Assessing Evidence-Based Practice Knowledge, Self-Efficacy, and Use Among Respiratory Therapists.

Evidence-based practice is at the forefront of providing quality patient care by using the best available evidence and clinical expertise, while also considering patient needs and preferences for clinical decisions. However, evidence-based practice may not be consistently used even when the evidence supports the therapy. The purpose of this study was to assess the factors associated with the use of evidence-based practice among respiratory therapy faculty teaching in a large community college system and post-professional students enrolled in a university-based, respiratory therapy baccalaureate degree-advancement program. A non-probability, descriptive survey research design was used to develop and administer an online questionnaire. All respondents demonstrated sufficient knowledge and understanding of introductory concepts of evidence-based practice but knowledge of specific components of the evidence-based practice process was not as strong. Self-efficacy in knowledge and the use of evidence-based practice among faculty and degree-advancement students varied. Faculty and students rated their self-efficacy high in assessing patients' needs, values, and treatment preferences but ratings were lower for using the PICO (patient/population/problem, intervention, comparison, outcome) technique and interpreting common statistical tests. Students viewed their previous evidence-based practice learning experiences more favorably compared with faculty (P = .008). Faculty and students searched and read the research literature more often compared with critically appraising and using the research literature. Logistic regression analysis indicated no statistically significant relationship of knowledge, self-efficacy, and learning experiences to the use of evidence-based practice among respiratory therapy students, Χ 2 (4, N = 54) = 7.73; P = .10. Analysis of the results suggested that respiratory therapy faculty and students were knowledgeable and confident with regard to evidence-based practice but their use of evidence-based practice in clinical decisions was limited. Although the evidence-based practice knowledge, self-efficacy, and learning experiences had minimal influence on the use of evidence-based practice, the results of the study provide a foundation for future research.

The influence of transformational leadership on self-efficacy and knowledge sharing of teachers: moderating role of knowledge-oriented school culture

Purpose The purpose of this study is to investigate the effect of transformational leadership (TL) of school leaders on tacit and explicit knowledge sharing (KS) of teachers via the mediating roles of knowledge self-efficacy. This study also attempts to bring a deeper insight on the correlation between TL and KS by exploring the moderating effect of knowledge-oriented school culture (KSC). Design/methodology/approach The paper used the quantitative approach and structural equation modeling to test the relationship among the latent factors in the proposed research model using data collected from 335 teachers in Vietnamese universities. Findings The findings revealed that TL might be an important precursor to create significant influences on tacit and explicit KS behaviors of teachers directly or indirectly through its positive effect on knowledge self-efficacy. In addition, the paper highlights the moderating role of KSC in strengthening the impact of TL on tacit and explicit KS behaviors of teachers. Research limitations/implications This paper offers principals and managers in higher education a novel approach and valuable understanding of the effective pathways to foster KS behaviors of teachers. Originality/value This study is unique in its attempts to bridge research gaps in the literature and advance the insights of how school leadership fosters knowledge self-efficacy and KS willingness of teachers through practicing TL style and building a knowledge-oriented climate in higher education.

Strengths use support and knowledge sharing: mediating roles of work engagement and knowledge self-efficacy

PurposeThis study aims to examine the influence of perceived supervisor support (PSS) for strengths use on knowledge sharing (KS) intentions, mediated through work engagement and knowledge self-efficacy, based on the job demand-resources theory and the broaden and build theory.Design/methodology/approachStructural equation modeling and bootstrap analyses were performed to examine the research model using data derived from a two-wave questionnaire survey of 162 employees from five health-care organizations.FindingsThe results indicate that PSS for strengths use promoted KS intentions fully mediated through work engagement and subsequently through knowledge self-efficacy. However, there was no direct relationship between PSS for strengths use and KS intention.Originality/valueThe contribution of this research to the literature on KS is to find the effectiveness of a strengths-based approach in promoting KS intentions across boundaries and identifying mediating factors that link PSS for strengths use to KS intentions.