Crucial Skill Research Articles

Core Facility Management: Crucial Skills & Strategies

Core Facility Management: Crucial Skills & Strategies

Clinical Sociology and Community Interventions

At least 235,000 people experience homelessness in Canada each year, with over 35,000 experiencing homelessness on any given night (Gaetz et al. 2013a). For many, maintaining housing is challenging due to the absence of essential life skills. This paper departs from a community-identified problem with conventional life skills programming and uses sociological tools to address it. Community partners have expressed a need for a life skills curriculum that is inclusive, representing the intersecting needs and experiences of a diversity of clients, and that will address budgetary constraints of not-for-profit (NFP) organizations in the region. The Community-Ideas Factory: The Life Skills Project consists of an interdisciplinary research team and 16 NFPs collaborating to build a comprehensive, inclusive, relevant, and effective online life skills intervention. Adopting a clinical sociological and community-engaged research approach, our findings emphasize the importance of recognizing that essential life skills are diverse and shaped by the larger social, political, and economic context, such as social inequities. Notably, social justice is identified as a crucial life skill, uncovering the intersectionalities that shape individuals' lives and that must be integrated into life skills programming. This ground-breaking finding is facilitated by our methodology, deviating from the positivist research approaches prevalent in life skills studies. Significantly, the entire life skills curriculum is Equity, Diversity, and Inclusion (EDI)-informed. The intervention addresses immediate financial strains for partner organizations. We anticipate that the intervention will interrupt current cycles of homelessness while holding promise as a preventative measure.

Tuned In! An affirmative mindfulness intervention for sexual and gender diverse young people

Sexual and gender diverse youth and young adults (SGDY) experience significant mental health disparities compared to non-SGDY, which is exacerbated by ongoing anti-LGBTQIA + political attacks across the U.S. SGDY lack access to culturally responsive mental health supports and are overlooked in clinical practice/research. Mindfulness is a transformative practice that fosters well-being and provides tools to address the psychological impact of discriminatory experiences. This study investigated feasibility, acceptability, and outcomes of a mindfulness-based intervention (MBI), Tuned In!, co-developed with SGDY to improve mental health and navigate and challenge the current anti-LGBTQIA + sociopolitical context. Participants (n = 56), 16 to 29 yrs., were recruited and participated online. Surveys were administered pre, post-intervention, and at 6-month follow-up. Hierarchical Linear Modeling and Reflexive Thematic Analysis were used to analyze data. Rates of engagement and retention were high. High levels of satisfaction and acceptability, a significant decrease in depression, anxiety, and psychological distress, and a significant increase in sexual self-efficacy, mindfulness, and self-compassion were found, with gains maintained at 6-month follow-up. Qualitative analysis uncovered the following themes: Development of Crucial Coping Skills and Strategies, A Sense of Community Among SGDY, Learning from Peers Through Dialogue. Study results suggest that Tuned In! is a promising intervention to improve SGDY mental health.

The Complexity of Co-Generative Learning Between University and Regional Actors

This article reflects on the complexity of co-generative learning processes between a university and regional actors, drawing on the author’s experience facilitating an action research course. The course engages students in collaborating with regional practitioners on real-life territorial development challenges. Through glimpses into the co-generation process from student exam papers, the article highlights the challenges students face in navigating ambiguity and complexity when exposed to real-life territorial issues. Concepts such as regional complexity, Bildung, interiority, and democratic dialogue are used to analyze how structured reflection and facilitation through participation with regional actors can enhance students’ critical capacities for reflection and action. The main theoretical contribution is extending the concept of co-generative learning of Morten Levin and action research for territorial development by integrating students as reflective, facilitative actors in educational and regional development processes. Action research for territorial development provides a framework for accompanying the social transformations needed to address complex challenges. The article shows that by engaging in real-life issues through participatory, reflective processes, students develop crucial skills for facilitating collective territorial development efforts. Despite limitations related to geographic context and the course structure, the insights gained offer valuable implications for applying Levin’s legacy in other contexts.

UNLOCKING SUCCESS: FOUR PHASE TECHNIQUES FOR PILING LARANG STUDENTS

Writing is a crucial life skill for success in classes, jobs, and community settings. Students write to learn in order to organize, investigate, and digest new information, as well as display their understanding (Klein et al., 2016). In general, the writing problems identified in this study through pre-test, interview, questionnaire, and observation were that students had difficulty producing a gramatically correct sentence, expressing their ideas logically, using appropriate words, producing cohesive and coherent text, and producing accurate spelling and punctuation. To solve those problems encountered by teachers in Binan City Senior High School, the researchers conducted a study on utilizing the four-phase technique to improve the writing skills of the students in Piling Larang Grade 12. This research employs a quasi-experimental research design utilizing the pretest and posttest to determine the effectiveness of the four-way phase technique to enhance the writing skills of the students in Grade 12 Piling Larang, and two sections were used for the comparison group and the experimental group with 30 students each. The noteworthy result of the inferential statistic of the research is that there is a significant difference between the posttest mean score of the experimental and comparison groups, which shows that there is a noteworthy increase in the mean score of the experimental group, proving that all theories in the literary reviews supported the result of this study. This research recommends that teachers may utilize the four-phase technique in improving their writing skills, and school administrators are encouraged to assist teachers in implementing the four-phase technique in writing. It encourages to hold seminars and workshops on this four-phase technique in writing, not only for senior high school teachers, and future researchers may identify and test other possible factors that can further define the effectiveness of the four-phase technique in improving the writing skills of students. KEYWORDS: Four phase technique, Writing Skills, Piling Larang, Quantitative Study

Clinical reasoning in real-world practice: a primer for medical trainees and practitioners.

Clinical reasoning is a crucial skill and defining characteristic of the medical profession, which relates to intricate cognitive and decision-making processes that are needed to solve real-world clinical problems. However, much of our current competency-based medical education systems have focused on imparting swathes of content knowledge and skills to our medical trainees, without an adequate emphasis on strengthening the cognitive schema and psychological processes that govern actual decision-making in clinical environments. Nonetheless, flawed clinical reasoning has serious repercussions on patient care, as it is associated with diagnostic errors, inappropriate investigations, and incongruent or suboptimal management plans that can result in significant morbidity and even mortality. In this article, we discuss the psychological constructs of clinical reasoning in the form of cognitive 'thought processing' models and real-world contextual or emotional influences on clinical decision-making. In addition, we propose practical strategies, including pedagogical development of a personal cognitive schema, mitigating strategies to combat cognitive bias and flawed reasoning, and emotional regulation and self-care techniques, which can be adopted in medical training to optimize physicians' clinical reasoning in real-world practice that effectively translates learnt knowledge and skill sets into good decisions and outcomes.

An Analytical Study on Quality Education

Education is the greatest determinant of success. It helps in unlocking several opportunities and empowers an individual to develop crucial skills to lead a fulfilling life. For decades, our Indian policymakers have envisioned a world-class education system through various education policies. However, our- Indian education system still battles with many unresolved challenges that need to be addressed

The Powers of Self-Reflection in English Language Learning Using Video Project Based-Learning

Project based-learning (PjBL), focusing on students’ creativities in producing a particular task, has been variously integrated into English as a Foreign Language (EFL) instruction to promote students’ skills. To support PjBL, teachers have integrated the use of technologies in the classroom since technologies enable teachers to modify teaching-learning activities. One of the modes of technology commonly applied is video project-based learning (VPBL) due to its benefits for both teachers and students. Research reveals the benefits of integrating PjBL and VPBL by focusing on the learning outcomes. In addition, self-reflection, as the ability of students to assess themselves regarding how and what they have learned and done in the tasks, might empower students to be better. This study highlights the benefits of self-reflection in English language learning through VPBL. VPBL empowers learners to create videos on topics of interest, using English as the communication medium. This study is a kind of literature research summarizing the findings of the previous studies on the utilization of self-reflection on students’ speaking projects. The study found that VPBL fosters self-reflection among learners, as they must plan, produce, and evaluate their work. Self-reflection is a crucial skill for language learning, as it helps learners to identify their strengths and weaknesses, set goals, and monitor their progress. The powers of self-reflection in English language learning using VPBL indicate that teachers must employ such cases in the classrooms.

Nursing student's experiences of Role-Play Scenario-Based Disaster Triage (START) training: A qualitative research

BackgroundDisasters can overwhelm healthcare systems, making effective triage a crucial skill for nurses. Role-Play Scenario-Based Disaster Triage Training offers a promising approach to prepare nursing students for these situations. Understanding students' experiences with this training method can inform its development and effectiveness in fostering disaster preparedness. However, little is known about this training experience of nursing students. In particular, by examining the challenges faced by students, the emotional distress they experience and their achievements, it will provide guidance for the development of education programs in a more comprehensive and student-oriented manner. AimThe aim of this study is to elucidate the experiences of nursing students regarding Role-Play Scenario-Based Disaster Triage Training. Design and methodsA qualitative approach was employed to comprehend participating students' experiences. Face-to-face and online semi-structured interviews were conducted with 17 students using an interview guide, and the interactions were recorded for subsequent analysis. Thematic analysis was employed to develop themes. ResultsThe study results emphasize the challenges experienced by students during triage training, their gains and the support they need to cope with the challenges they experience. Data were organized around four main themes: “Challenges of the triage process” with subthemes such as “Thinking of the actual earthquake moment” and “Ethical dilemmas”; “Emotional turmoil” with subthemes including “Anxiety” and “Fear and Helplessness”; “Achievements” with subthemes such as “Increase in knowledge and skills” and “The importance of the nurse”; and “Suggestions” with subthemes including “Continuous education” and “Mandatory course”. ConclusionsThe findings of the study provide new insights into the experiences of nursing students during the disaster triage process. The results may contribute to the improvement of future training programs by identifying the challenges and needs faced by nursing students after disaster triage education.

Cracking the code: exploring student attitudes towards coding in secondary education

ABSTRACT Digital skills are beneficial for young people and society, but some individuals, particularly girls, are less likely to choose computing post-compulsory education. Coding is a crucial skill in the school computing curriculum. The authors collected survey data from 4983 secondary-school students (ages 11–16) as well as conducted exploratory factor analysis and created multivariable logistic regression models. Their findings revealed that high coding attitudes were associated with various factors, including student experience in computing lessons, teacher and parent support, perceptions of computer scientists, computing at home and gender. These findings have implications for classroom practice and curriculum design, highlighting the importance of addressing barriers and fostering positive coding attitudes among all students. The authors’ findings highlight the need to reconsider the coding content within the computing curriculum in England, as certain groups of young people, including girls, will continue to be less well represented in this subject.

Cooperative Learning to Enhance Social and Emotional Learning among Hispanic English Language Learners in Elementary Physical Education

The COVID-19 pandemic highlighted the challenges and opportunities for incorporating social and emotional learning (SEL) into physical education, especially in settings disrupted by remote learning. This article provides practical strategies for PE teachers to apply the cooperative learning (CL) model to help Hispanic English language learners develop crucial SEL skills. CL involves structured group activities that promote teamwork and communication, which are essential for students who face challenges with language and cultural barriers. By integrating activities like multicultural games, physical education teachers can create a supportive and engaging learning environment that encourages students to collaborate, understand different perspectives, and build emotional and social competencies. This approach also supports a more inclusive and empathetic classroom dynamic.

1145 The Role of Emotional Intelligence in Surgical Leadership: A Qualitative Study

Abstract Aim Effective leadership is crucial in the NHS, enhancing patient safety and care quality. Surgical leaders play a vital role, addressing patient needs and managing teams (RCSEng, 2014). Emotional intelligence (EQ) is a key leadership skill, encompassing 12 competencies. However, EQ and leadership are often overlooked in medical training. This study investigates the significance of EQ in surgical leadership and aims to identify optimal methods for EQ development in surgery. Method The study employed semi-structured interviews (SSIs) with consultant and trainee surgeons, aiming to elucidate the influence of EQ on workplace behaviours in surgery. Ethical approval was obtained from the University of Nottingham Ethics Committee. Purposive sampling was used to select potential study participants with the aim of providing the most credible information to the study. Results Thematic analysis of transcribed interviews identified three overarching themes (Patients, Clinical Organisation, Surgeons) and related sub-themes. Results from 10 SSIs revealed that EQ positively affects job satisfaction, interpersonal relationships, teamwork, and mitigates burnout among surgeons. In the context of surgical leadership, EQ emerged as a catalyst for positive organisational culture change. Conclusions In conclusion, EQ is a crucial skill for surgical leaders, impacting various facets of their professional life. The study's findings contribute to the ongoing debate on the significance of EQ in surgery and advocate for evidence-based EQ training programmes in professional development. This research provides valuable insights for shaping effective leadership and training initiatives in the field of surgery.

Evaluation of Problem-Based Learning Experiences Addressing Health Promotion in the Fourth Grade of Primary School.

The global issues of overweight and sedentary lifestyles require comprehensive responses from health systems. Despite this, health education remains fragmented and sporadic. This study aims to target primary school children to instil healthy habits using active learning strategies, with a specific focus on promoting a healthy diet and physical activity. This study employed problem-based learning (PBL) projects with fourth-grade primary students to encourage the acquisition of healthy habits. Conducted over four consecutive years at a two-line school, the study utilised an opportunity sample, evaluating intervention and control groups by comparing their corresponding scores. The control groups consisted of 54 students, while the intervention group included 159 students. Data collection involved pre-test and post-test questionnaires to measure outcomes. Differential evaluation scores revealed significantly higher results in the intervention groups compared to the control groups, with an average score increase of 3.62 points in control groups and 6.94 points in intervention groups, particularly in attitudinal competencies. The strategies employed facilitated the development of crucial skills such as information search, synthesis, representation, analysis, decision making, teamwork, and intrapersonal awareness. Additionally, they significantly broadened the knowledge acquired regarding healthy habits. The problem-based learning approach proved effective in helping children understand the importance of making healthy choices and encouraged the integration of such habits into their daily lives. These findings suggest that active learning strategies can significantly enhance health education and promote long-term healthy behaviours among primary school children.

Competencia investigadora en educación secundaria postobligatoria (bachillerato)

Research competence is a crucial cross-cutting skill in the baccalaureate stage (post-compulsory secondary education), which is specifically developed and assessed in subjects such as “Research Project,” taught in Catalonia and other Spanish autonomous communities. The aim of this study was to investigate the perception of both baccalaureate students and teaching staff regarding the development of cross-cutting and specific research competencies through Research Project. To achieve this a research approach was carried out, which included the application of an ad-hoc questionnaire and in-depth interviews. The research sample comprised 1496 baccalaureate students from Catalonia and 15 teaching staff members who were tutors for Research Project. Among the most relevant findings, the alignment in the perception of both groups stands out. Both students and teachers primarily identify the development of competencies related to information search, critical thinking, and self-learning. However, students show a greater disagreement regarding the development of skills such as creativity, leadership, and decision-making. These results suggest that Research Project represents a valuable opportunity to foster the development of research competence. However, it is emphasized the importance of promoting this competence in a cross-cutting manner, both in the work carried out in the various curricular areas of baccalaureate and in prior education throughout secondary education.

A potentially lifesaving error: unintentional high-dose adrenaline administration in anaphylaxis-induced cardiac arrest; a case report

BackgroundCardiopulmonary resuscitation is a crucial skill for emergency medical services. As high-risk-low-frequency events pose an immense mental load to providers, concepts of crew resource management, non-technical skills and the science of human errors are intended to prepare healthcare providers for high-pressure situations. However, medical errors occur, and organizations and institutions face the challenge of providing a blame-free error culture to achieve continuous improvement by avoiding similar errors in the future. In this case, we report a critical medical error during an anaphylaxis-associated cardiac arrest, its handling and the unexpected yet favourable outcome for the patient.Case presentationDuring an out-of-hospital cardiac arrest due to chemotherapy-induced anaphylaxis, a patient received a 10-fold dose of epinephrine due to shortcomings in communication and standardization via a central venous port catheter. The patient converted from a non-shockable rhythm into a pulseless ventricular tachycardia and subsequently into ventricular fibrillation. The patient was cardioverted and defibrillated and had a return of spontaneous circulation with profound hypotension only 6 min after the administration of 10 mg epinephrine. The patient survived without any residues or neurological impairment.ConclusionsThis case demonstrates the potential deleterious effects of shortcomings in communication and deviation from standard protocols, especially in emergencies. Here, precise instructions, closed-loop communication and unambiguous labelling of syringes would probably have avoided the epinephrine overdose central to this case. Interestingly, this serious error may have saved the patient’s life, as it led to the development of a shockable rhythm. Furthermore, as the patient was still in profound hypotension after administering 10 mg of epinephrine, this high dose might have counteracted the severe vasoplegic state in anaphylaxis-associated cardiac arrest. Lastly, as the patient was receiving care for advanced malignancy, the likelihood of termination of resuscitation in the initial non-shockable cardiac arrest was significant and possibly averted by the medication error.

Competence Framework-Based Assessment to Foster Sustainability Management

Urgent actions are needed both individually and collectively to reach the targets set by the United Nations Sustainable Development Goals by 2030. The complex issues of sustainability and climate change set the need for new skills and competences. Education systems worldwide need to integrate competence development into their agenda to achieve a sustainable transition. Higher education institutions have a crucial role in decreasing the gap between the graduated students' competences and the requirements of the labour market. In the pursuit of a workforce prepared for the complexities of the 21st-century workplace, this paper explores the interplay between European competence frameworks and transversal skills. Using a comparative analysis of four frameworks—DigComp, EntreComp, LifeComp, and GreenComp—we identify distinct features and cross-reference competences with transversal skills. As a result, media and information literacy emerges as a crucial transversal skill across all frameworks. This study offers valuable insights for strategic decision-making in talent development and organizational planning, aligning education with the dynamic demands of today’s society. The findings underscore the key role of transversal skills in preparing individuals for the 21st century labour market.

Contribution of Agility And Speed to Ball Drifting Skills in Students Football Extracurricular

Purpose of the study: The purpose of this study was to determine the contribution of agility and speed towards dribbling skills students of football extracurricular. Methodology: This type of research is correlation. The population in this study were students of soccer extracurricular Public High School 5 Bandar Lampung, amounting to 20 people. The sampling technique used was total sampling so that the number of samples in this study were 20 students. The test instrument used was the shuttle run test, 30 meter run test and dribbling test. The data analysis technique used is the r test. Main Findings: Based on the results of the calculation, it can be seen that the value of the contribution of agility and speed to the results of dribbling the ball of football extracurricular students Public High School 5 Bandar Lampung is = 44.76% Novelty/Originality of this study: This research presents novelty by integrating in-depth empirical analysis regarding the contribution of agility and speed to ball dribbling skills in students who take part in extracurricular football. This study uses a quantitative approach that specifically measures how these two physical components individually and synergistically influence dribbling ability, which is a crucial skill in soccer.

Promoting clinical reasoning in undergraduate Family Medicine curricula through concept mapping: a qualitative approach.

Clinical reasoning is a crucial skill for physicians, enabling them to bridge theoretical knowledge with practical application. The gap between basic sciences and clinical practice persists as a challenge, with traditional teaching methods yet to effectively bridge it. Concept maps (CMs), visual tools for organizing and connecting knowledge, hold promise for enhancing clinical reasoning in the undergraduate medical curriculum. However, further research is required to ascertain if CMs facilitate clinical reasoning development in medical students transitioning from basic sciences to clinical practice. This study aims to delineate how CMs can facilitate clinical reasoning in patients with multimorbidity within undergraduate Family Medicine curricula, as perceived by students and tutors, and to understand the implementation process and resources required. This exploratory qualitative study formed a part of an action research project. While introducing an educational intervention to 5th-year medical students, we conducted a qualitative evaluation. Subsequently, semi-structured group interviews were conducted with students, and a focus group was conducted with tutors. Three main educational impacts were identified: integration of clinical information, support for patient management and care plan, and collaborative learning. Key aspects for successful CM implementation included clear instructions for map construction, using user-friendly software, allocating sufficient time for the task, encouraging group discussion of CMs, and incorporating tutor feedback. CMs are pedagogical tools that facilitate clinical information integration and support management and treatment plans, helping students better understand multimorbidity patients and promoting some components of clinical reasoning in undergraduate medical education.

Implications of Large Language Models for OSINT: Assessing the Impact on Information Acquisition and Analyst Expertise in Prompt Engineering

This paper explores the potential use of large language models (LLMs) in Open Source Intelligence (OSINT), with a focus on integrating information acquisition and the increasing importance of prompt engineering for analysts. The research includes a comprehensive literature review, which highlights the widespread use of AI in OSINT and the related challenges, such as data validity and ethical concerns. The study emphasizes the significance of prompt engineering as a crucial skill that demands a profound comprehension of LLMs to generate validated intelligence. A model of the OSINT lifecycle that incorporates LLMs is proposed. The paper further discusses updated training in critical thinking, search techniques, and prompt engineering for intelligence professionals. The findings indicate a noteworthy shift in OSINT procedures, highlighting the importance of continuous research and education to fully utilize AI in intelligence gathering.

AI in the Workplace: A Systematic Review of Skill Transformation in the Industry

AI applications streamline workflows, automate tasks, and require adaptive strategies for effective integration into business processes. This research explores the transformative influence of Artificial Intelligence (AI) on various industries, such as software engineering, automation, education, accounting, mining, legal services, and media. We investigate the relationship between technological advancements and the job market to identify relevant skills for individuals and organizations for implementing and managing AI systems and human–machine interactions necessary for actual and future jobs. We focus on the essential adaptations for individuals and organizations to flourish in this era. To bridge the gap between AI-driven demands and the existing capabilities of the workforce, we employ the Rapid Review methodology to explore the integration of AI in businesses, identify crucial skill sets, analyze challenges, and propose solutions in this dynamic age. We searched the Scopus database, screening a total of 39 articles, of which we selected 20 articles for this systematic review. The inclusion criteria focused on conference papers and journal articles from 2020 or later and written in English. The selected articles offer valuable insights into the impact of AI on education, business, healthcare, robotics, manufacturing, and automation across diverse sectors, as well as providing perspectives on the evolving landscape of expertise. The findings underscore the importance of crucial skill sets, such as technical proficiency and adaptability, to successfully adopt AI. Businesses respond strategically by implementing continuous skill adaptation and ethical technology to address challenges. The paper concludes by emphasizing the imperative of balanced skill development, proactive education, and strategic integration to navigate the profound impact of AI on the workforce effectively.