Future Professional Development Research Articles

N22 Exploring the Competencies of IBD Nurses in Italy: A Cross-sectional Survey

Abstract Background Nurses are essential for caring for patients with inflammatory bowel diseases (IBD)1. Their responsibilities encompass patient education, therapeutic management, and emotional support. However, the competencies of IBD Nurses in Italy still need to be studied2. This research assessed Italian IBD Nurses’ fundamental and advanced skills, providing a baseline for future professional development. Methods This cross-sectional study used an online survey developed by a multidisciplinary expert panel, including gastroenterologists and IBD nurse specialists. The 53-item survey covered sociodemographics, professional characteristics, institutional context, and competencies (fundamental and advanced) assessed via a 5-point Likert scale based on N-ECCO guidelines. Distributed nationwide from June to August 2024, descriptive statistics summarised participants' profiles, and inferential analyses, including Pearson’s correlations and ANOVA, explored associations between competencies and variables like experience, education, and institutional factors. Results The study analysed responses from 50 IBD Nurse, predominantly female (92%), with a mean age of 48.38 years (SD ± 9.7). Fundamental competencies showed consistently higher mean scores compared to advanced competencies. High proficiency was noted in establishing empathetic relationships and recognising the emotional impact of IBD (mean score: 4.06/5). Advanced competencies with the highest scores included caregiver education and multidisciplinary support (3.56/5 and 3.40/5, respectively). However, gaps were identified in paediatric care management (2.30/5) and transitional care (2.46/5). Significant correlations were observed between years of IBD-specific experience and competencies such as therapeutic management and stress handling. Conclusion Italian IBD Nurses demonstrate fundamental solid and moderate skills in advanced competencies. Gaps in paediatric and transitional care underscore the need for targeted training. Enhancing educational programs and multidisciplinary collaboration can improve the quality of care for IBD patients. Future studies should address integrating digital health tools to support self-management and patient outcomes.

Online by Choice: Design Options for Flexible K-12 Learning. (2023).

Online by Choice: Design Options for Flexible K-12 Learning by Stephanie Moore and Michael Barbour offers a comprehensive exploration of building a resilient educational ecosystem through blended and online learning options. This review highlights the authors' adept construction of practical, research-based strategies for K-12 communities. By distinguishing between emergency remote learning and purposefully designed online education, Moore and Barbour guide educators in identifying and addressing diverse learner needs in the context of designing and implementing online and blended learning. The authors stress the collaborative effort required between system administrators and teachers for successful online implementation. This review explores the book's utility for educators seeking to enhance their online teaching skills and suggests avenues for future professional learning development in online contexts. Ultimately, Online by Choice emerges as a vital resource for designing effective online learning experiences tailored to the evolving needs of K-12 learners.

Disparidades en el acceso y conocimiento de Tecnologías de la Información y Comunicación (TIC) entre estudiantes de Ciencias de la Salud en Perú: Encuesta Nacional de Hogares sobre Condiciones de Vida y Pobreza (ENAHO) 2022

IntroductionIn the current context, Information and Communication Technologies (ICT) play a crucial role in all areas of society, including the field of education. Especially in health sciences, access to and knowledge of ICT have become fundamental for the training and development of future healthcare professionals in Peru. However, disparities persist in access to and acquisition of digital skills among health science students in the country. MethodsAn analytical cross-sectional study was conducted using secondary data from the National Household Survey on Living Conditions and Poverty (ENAHO) 2022, conducted by the National Institute of Statistics and Informatics (INEI). For the present study, a subsample of participants from health science students was considered, by taking in consideration inclusion and exclusion criteria with a statistical power of 81% (p301, p301A, p301B, and p316C) was considered. ResultsOf a total of 600 students, 41.2% were from public universities and 58.8% were from private universities. The majority of the participants were female (78%). In terms of age, we found that 290 students belonged to the age group of 17–20 years (40.7%); 222 students were from 21 to 25 years old (36%), and 148 students were over 25 years old (23.45%). Likewise, the majority were between the 1st and 3rd year of study (54.7%).There were significant differences in access to ICT among health sciences students from public and private universities according to the following categorical variables: having equipment (p = 0.014) and having the necessary infrastructure (p = 0.019). However, there were no differences in relation to teacher instruction (p = 0.662), use of the Internet for training activities (p = 0.539), or in relation to computer activities, such as the use of programming languages; for instance, 90.6% have not used it. ConclusionThis study highlights the existence of disparities in access to ICT. These findings suggest the need to strengthen investments in technology in public institutions to ensure equitable and quality education. Additionally, the results indicate a gap in knowledge and experience in the use of programming languages, such as AI, among health science students, which may require further attention and promotion of digital skills in the educational curriculum.

FEEDBACK ON FEEDBACK: AN EXPLORATORY CASE STUDY OF ONLINE FACILITATORS’ PERCEPTIONS REGARDING THEIR FEEDBACK PRACTICES IN HIGHER EDUCATION

Feedback is one of the most powerful tools for teaching and learning. Providing meaningful feedback to students is of particular importance in an online context as it is a direct way for the facilitator to engage with their students and to provide them with individual, tailored support. This study sought to explore the perceptions of online facilitators (OFs) regarding meaningful feedback in a Higher Education (HE) online learning environment. Using a qualitative exploratory case study design, 45 OFs affiliated to a South African based private higher education institution (PHEI) were approached particpate in this study to share their understanding of what they believed constitutes meaningful feedback. Data were collected through focus groups and analyzed using content analysis. It was found that whilst each of the OFs who participated in this study sincerely believed their feedback to be meaningful there were aspects of their practice that did not align with what the literature suggests about the nature of meaningful feedback. Their understanding of meaningful feedback is feedback that emphasizes students’ processes and strategies rather than personal attributes. They perceive meaningful feedback as detailed, specific, and focused on task requirements and strategies, ensuring that students understand their successes and areas for improvement. Implementation of feedforward practices, despite an understanding of its importance, and the use of different methods and platforms to provide feedback were found to be areas for development. It could be concluded that the way in which the participants viewed the quality of the feedback that they provided to their students was not always in keeping with the benchmark criteria as set out in the research. In response to these findings the researchers have made suggestions that future research and professional development initiatives should focus on addressing these barriers and finding practical ways to provide accessible feedback to students more meaningfully and efficiently.

Self-perceived information literacy skills in Peruvian university students: a metric and descriptive-comparative study

Information literacy is a fundamental component in the academic development of future professionals. The aim of the study was to evaluate the metric properties of the ‘questionnaire of self-perceived information competences’, analyzing the factorial structure, internal consistency, convergent validity, factorial invariance according to gender and to propose cut-off points in Peruvian university students. The study followed an instrumental and descriptive design in which 30 items distributed in 4 factors were analyzed. The participants consisted of 1,173 university students from 12 Peruvian universities. The results show that the items show adequate values in the descriptive analysis; however, the analysis of the polychoric correlations determined the need to eliminate item 13. Confirmatory factor analysis was carried out with two models (with and without item 13), in which the second model showed better fit indices of χ<sup>2</sup>/gl, CFI, TLI, RMSEA, and SRMR and factor loadings > 0.5. Convergent validity and internal consistency showed expected scores, and the instrument is shown to be gender invariant. Finally, it was established that there is not enough difference according to sociodemographic data to establish cut-off points based on sociodemographic variables, and the cut-offs for each factor were based on quartiles. In conclusion, the instrument is valid and reliable for measuring self-perceived information literacy in Peruvian university students.

Analyzing Performance Patterns and User Experience in Online Cybersecurity Challenges: Insights from SKRCTF

The field of cybersecurity education has undergone a significant transformation, with the emergence of innovative e-learning platforms that aim to bridge the gap between academic institutions and industry. This study investigates the effectiveness of SKRCTF, a customized Capture-the-Flag platform designed to support cybersecurity skill development, through comprehensive analysis of user performance patterns and learning experiences. Drawing from data collected from 120 participants over a 12-week period, this research employs mixed-methods analysis to examine learning progressions, engagement patterns, and skill development pathways in cybersecurity education. The findings reveal three key insights: 1. the emergence of distinct specialist and generalist learning patterns, challenging traditional assumptions about linear skill progression; 2. the identification of an optimal engagement zone that maximizes learning effectiveness; and 3. the discovery that analytical challenges serve as effective entry points for cybersecurity skill development. The study also uncovers a complex relationship between perceived difficulty and learning outcomes, where higher perceived difficulty often correlates with increased persistence rather than decreased engagement. These insights contribute to both theoretical understanding of cybersecurity skill development and practical platform design considerations. The research suggests that effective cybersecurity education platforms should support multiple learning pathways, implement structured engagement mechanisms, and carefully sequence challenges to optimize skill development. These findings have significant implications for the design of cybersecurity education programs and the development of future security professionals.

Legal Writing in the United Kingdom: Impact on The Professional Development of Law Students

Legal writing is not only an essential skill for the career of those practicing law, but also an integral part of the training process at law schools in the UK. It is a mandatory subject in the undergraduate law degree (LLB) and a prerequisite course in the master's law program (LLM) at both intermediate and advanced levels. Known by various names and often combined with other subjects such as Legal Communication and Writing, Legal Research and Writing Skills, Legal Scholarship, etc., it typically spans two credits in the curriculum. This paper will analyze the teaching methods of Legal Writing Skills in UK law schools and the impact of legal writing on the professional development of law students. Using secondary sources, the paper will demonstrate how legal writing not only improves communication and argumentation skills of law students but also develops their critical thinking and deepens their understanding of the law. Moreover, legal writing poses significant challenges for learners, and innovative teaching methods are truly necessary to better prepare law students for their future professional development

"Showing the Best Version of Yourself": The Importance of Dynamic Assessment for Trainees Undergoing Workplace-Based Assessments in Postgraduate Training.

Workplace-based assessments (WPBAs) in postgraduate training may not always provide an accurate representation of a trainee's capability to perform a given task, or a true measure of a trainee's overall competence in clinical practice settings. This article describes how trainers can use a theory-driven and evidence-based intervention called dynamic assessment for providing an individual with the best opportunity to demonstrate a more accurate representation of their performance, and ultimately present the best version of themselves when undergoing an observed WPBA, such as a Direct Observation of Procedural Skills (DOPS) or Mini Consultation Evaluation Exercise (MiniCEX). Dynamic assessment simultaneously combines educational support with assessment as the trainee undergoes the WPBA by using focussed questions as prompts to facilitate an individual trainee's essential coordination of their motivational and thinking processes since this is often challenged during assessments. In addition, the response to the prompts can also provide trainers with information to inform specific feedback for future professional development.

Preparation of dental and nursing professionals within Swedish higher education: navigating to confidence in literacies and professional knowledge

BackgroundThe professional education of dentists and nurses includes literacy, academic and professional literacy, and professional knowledge. These have a reciprocal relationship and contribute to the development of students and professionals. However, this is an area in need of further exploration. Therefore, this study aimed to investigate dentists’ and nurses’ experiences of academic and professional literacy and professional knowledge at the time of their graduation, and five years into their profession.MethodsThe material consisted of an evaluation distributed twice to dentists and nurses. The first time was immediately after graduation (degree evaluation), and the second time was five years after graduation (alum evaluation). Approximately 30% of the dentists and the nurses responded both times. We analyzed the data using non-parametrical methods.ResultsUpon graduation, the dentists scored high in academic and professional literacy and knowledge. Five years into the profession, dentists reported experiencing challenges with communication in English and tasks related to equitable treatment and equal rights. Nurses followed a similar pattern as the dentists. Still, by graduation, the newly graduated nurses expressed concerns about communication in English, and promoting sustainable development within their profession. The challenges persisted five years into their profession, particularly in areas such as communication in English and sustainable development, as well as work related to equitable treatment and equal rights.ConclusionsThe level of confidence and perception of a sufficient degree of knowledge regarding academic literacy, professional literacy, and professional knowledge is higher at the time of graduation in both professions compared to five years into the profession, where there is a decrease in areas concerning work related to equitability, and equality, and for dentists also in communication in English. Furthermore, nurses had a constant low confidence rating in both evaluations concerning sustainable development and communication in English. This indicates that targeted and continuous professional development is crucial to address these challenges and to bridge the gap between the knowledge and confidence levels at graduation and the evolving demands of professional practice over time. Thus, when reconstructing the overall curriculum in professional educations it is of great importance to provide tools to enhance future professional development rather than the perception of that they can rely solely on their education at graduation time.

Journey to becoming a culturally responsive science educator: reflections about use and barriers from graduate teaching assistants at a Minority-Serving Institution

IntroductionA pedagogical framework with the aim of dismantling sociostructural disparity and systemic oppression is culturally responsive science teaching (CRST). Although CRST has been linked with improved student empowerment, self-efficacy, and ethnic and academic identity, more research is needed to assess whether graduate teaching assistants (TAs) in college science are familiar with and prepared to engage in CRST. We conducted two training sessions for inclusive teaching practices and CRST during a graduate TA teaching professional development course at a research-intensive Minority-Serving Institution (MSI).MethodsWe collected surveys, written reflections, and session artifacts from five graduate TAs participants and used qualitative methods to generate an understanding of their experiences with inclusive teaching and CRST.ResultsResults from this exploratory study indicated that graduate TAs felt they lacked training in inclusive practices and CRST, but still were intentional in providing their students with individualized attention and tried to make sociopolitical connections in their teaching. Also, they reported using inclusive practices and CRST by encouraging shared student experiences and promoting growth mindsets. A lack of time and training remained a barrier to implementation.DiscussionThese findings can inform future inclusive teaching professional development, which aims to bolster instructor's inclusive and culturally responsive science teaching practices, especially at MSIs.

Factors bridging medical graduate students’ training and future academic achievements of dermatologists in China

Abstract Objectives Dermatology is highly competitive among medical students in China, yet, limited research has explored the factors influencing their career achievements during their studies. This study aims to examine how demographic and academic factors during training impact future career success in dermatology graduates. Methods A retrospective analysis of 61 dermatology graduates (2010–2020) from Wuhan Union Hospital was conducted. The correlation between demographic and academic data and career development indicators using Pearson’s chi-squared or Fisher’s exact test. Results The results revealed that pursuing a doctoral degree after completing master’s training, which entails a greater investment of time and effort, was closely associated with future career achievements. In contrast, the age of enrollment in graduate studies did not prove to be a determining factor. Additionally, in-depth training in research ability, demonstrated by the involvement in national research projects and the publication of high-quality science citation index (SCI) papers, exerted a positive influence on the future professional development. Besides, in terms of future promotions to administrative, teaching, and medical titles, male graduates exhibited a distinct advantage over their female counterparts. Conclusions These results suggest that in the medical field, the quality of education and training is more decisive for career development than other factors, such as the age of enrollment. On the other hand, the observed gender advantage in career promotions reflects potential structural inequalities within the medical profession, warranting further investigation and improvement.

An analysis of Metaverse literacy and college teachers’ need for learning: the need for a cognition perspective

ABSTRACT The concept of the Metaverse has increased in realizability with the rapid development of emerging technology, and this has led to the need for cognition of how to create a Metaverse world in educational settings. However, there is still little discussion in the existing research on teachers’ understanding of Metaverse literacy and their need for learning. In order to expand the understanding of this issue, in this study we developed a Metaverse literacy scale to assess teachers’ understanding of Metaverse literacy and their need for learning about the Metaverse. Adapting the importance-performance quadrant analysis approach, we integrated four quadrants: Keep up with professional development, possible motivation for future professional development, low priority for professional development, and prospective professional development. Results indicated that the need for learning to use Metaverse technology in the educational field is low, as most of the questions fell into the “Prospective professional development” quadrant. The attributes located in this quadrant can threaten teaching practices designed to attract students to face the Metaverse age. The results imply that Metaverse-related technologies can be used by college teachers to develop their students’ Metaverse literacy and to promote teachers’ and students’ Metaverse literacy competence.

Optimization and Innovation of Online English Educational Resource Database in Higher Vocational Colleges

The rapid development of digital technology has revolutionized the educational landscape, particularly in higher vocational colleges where English language education is a critical component of the curriculum. This paper explores the optimization and innovation of online English educational resource databases, focusing on enhancing the quality and accessibility of English learning materials in the digital age. By leveraging modern technologies and pedagogical approaches, these resource databases can be a catalyst for improving English language proficiency among vocational students, preparing them for global competitiveness in their future professional development.

Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences

This review article discussed the challenges faced during the implementation of active learning methods within the traditional teaching environment at the Complutense University of Madrid. These challenges encompass interactions with colleagues, students, and the classroom itself. It is essential for educators to have confidence that the outcomes achieved through these teaching approaches will not be adversely impacted by the quality assessment system of surveys. The university should adopt a teaching quality assessment framework that differentiates between the instructor’s efficiency and the effectiveness of teaching methods. Students need to recognize the significance of developing critical thinking skills over rote memorization throughout their academic journey and understand the importance of this for their future professional development. Suggestions are also made for improving teamwork in traditional classrooms, which typically follow standard teaching methods.

Enhancing Interprofessional Skills with SKY Campus: A Pilot Study on Mental Well-being at UCD

Abstract Background Public health professionals and students face increasing mental health challenges. Sudarshan Kriya Yoga (SKY), known for its mental health benefits such as stress reduction and improved emotional regulation, offers a promising strategy for enhancing well-being in public health education. Objectives To evaluate the immediate effects of a three-day participatory SKY workshop on mental well-being of Master of Public Health students at University College Dublin, Ireland. Methods A non-randomized, controlled pilot study will involve MPH students at UCD. Participants, aged 18 and above, enrolled in the MPH programme, will provide informed consent to attend a three-day SKY workshop in September 2024. The workshop, delivered by certified trainers, includes three sessions of three hours each. Standardised and validated Patient-Reported Outcome Measures (PROMs) such as the Perceived Stress Scale (PSS-10) and WHO-Five Well-being Index (WHO-5) will be used to assess perceived stress and mental wellbeing at baseline and immediately after the workshop. Results Based on previous literature, it is hypothesized that participants will show a significant reduction in perceived stress and improvement in mental wellbeing scores. Data will be analysed using descriptive statistics and Wilcoxon signed-rank tests to evaluate changes in PROM scores. Conclusions This pilot study aims to provide preliminary evidence on the effectiveness of SKY in improving mental wellbeing among public health students. Successful outcomes could support integrating SKY into the public health curriculum, promoting its adoption across other institutions, and enhancing the professional skills development of future public health professionals. This component is proposed in the ASPHER core curriculum programme for public health as an important cross curricular subject area Key messages • Integrating SKY Campus workshops into public health education enhances interprofessional skills and mental well-being, offering a holistic approach to professional development in global health. • This study uses standard PROMs to assess the SKY workshop’s impact, aiming for significant improvements in stress and mental well-being to shape global public health curricula.

Teachers’ perceived perspective and selfefficacy in teaching EFL using Intelligent Computer-Assisted Language Learning (ICALL): A rigorous analysis

This study aims to describe Indonesian EFL teachers’ perceived perspective and self-efficacy in EFL teaching using ICALL, reveal the prominent factor influencing each variable, and examine the effect of the perceived perspective on their self-efficacy. This study used a cross-sectional survey design with a quantitative approach. There were 284 Indonesian EFL teachers taught in secondary schools chosen using a voluntary sampling technique as the respondents. Data were obtained by employing a Perceptify-ICALL questionnaire with forty items using a six-point Likert’s scaling method (α = .839). Data were analyzed using descriptive statistics, hierarchical multiple regression, and MANOVA. Results showed that teachers’ perceived perspective was in a very high category, but not for their self-efficacy. The prominent factor influencing their perspective was the support and facilities provided by the school and government in succeeding EFL teaching using ICALL. Whereas the most influencing factor of their self-efficacy was their skills in operating computers and AI. Another finding was the fact that the teachers’ perceived perspective significantly affected teachers’ mastery experience. 2Pratama, Lestari, Kirkgöz & Imaniar: Intelligent Computer-Assisted Language Learning The JALT CALL Journal vol. 20 no.3 This study suggests that Indonesian EFL teachers’ perceived perspective in EFL teaching using ICALL is well constructed, but their efficacy is on the contrary due to lower skills in operating computers and AI-powered devices or programs. Future professional development programs in improving the teachers’ computer and AI-operation skills are suggested to be undertaken as well as bringing the ICALL-based approach to EFL learning.

‘Coaching differently’: using positive practice-based group coaching to promote personal and professional well-being

ABSTRACT Early Childhood Education and Care (ECEC) teachers face significant challenges to their personal and professional well-being that can influence the quality of their interactions with children. Despite this recognition, interventions exploring the potential of Positive Psychology and School-Wide Positive Behavior Support (SWPBS) to address the personal and professional well-being of ECEC teachers are lacking. In this paper, we present how a training program, theoretically grounded on the PERMA model and SWPBS approach, was delivered to 50 Portuguese ECEC teachers using an innovative coaching model, Positive Practice-based Group Coaching. The participants attended 10 on-site training sessions designed to explore the potential of group dynamics on self-reflection and problem-solving. Results indicate that the integration of the PERMA model and SWPBS approach was highly satisfactory and that a non-directive, flexible, and informal coaching style was crucial for the success of the implementation process. We discuss how Positive Practice-based Group Coaching can be useful for future professional development actions to promote the personal and professional well-being of professionals in ECEC.

Longitudinal effects of a professional development program on principals’ leadership practices: results of a baseline latent change score model

ABSTRACT Principal leadership plays an important role in teacher practices and student achievement. Professional development (PD) can help principals to improve their leadership practices – yet few studies to date have examined the effects of formal PD on principals. The present study uses matched data from n = 62 principals and n = 1112 teachers to investigate the longitudinal effects of an 18-month PD program regarding school improvement for principals in Germany. Results from baseline latent change score modelling suggest positive changes in principals’ self-reported leadership practices aimed at improving instructional quality at their schools and promoting teacher development. The positive change in practices is partly reflected in the reports of teachers in the respective schools. We find evidence for characteristics of high-quality PD programs for principals, such as joint participation of leadership pairs, group discussions, internships and coaching, that might help practitioners to design future PD activities for principals. Research should further examine characteristics of effective PD for principals taking control groups and confounding variables into account.

Lead teacher perspectives of virtual CASE Institute professional development

The purpose of this study was to explore the experiences of Curriculum for Agricultural Science Education (CASE) lead teachers (LTs) who facilitated a CASE virtual professional development (PD) institute during the summer of 2021. The central research question that guided the study was how effective were virtual CASE PD institutes from the LT perspective? This research employed a single case study design where the CASE virtual PD institutes held during summer 2021 served as the case. Participants included 23 CASE LTs who participated in focus group interviews and feedback via Flipgrid technology. Secondary data sources included a document analysis of the CASE LTs and Hosts Facebook group. Four themes emerged from data analysis: maintaining the integrity of CASE, face-to-face preference for virtual delivery, hurdles unique to virtual PD, and organizational structure for future virtual PD. Recommendations for practice include streamlining processes associated with virtual PD including building community and engagement strategies, alignment with the CASE model and philosophy, additional training for LTs on technology use and delivery methods for virtual platforms, and clearer division of responsibilities for CASE staff, LTs, and hosts. Recommendations for future research include a qualitative exploration into the experiences of participants and follow-up studies to gauge participant implementation of CASE curriculum after attending virtual PD.

Dance Teacher Education at Shiv Nadar Schools: Issues, Challenges, and Opportunities

ABSTRACT With India’s long tradition of dance as a form of cultural preservation and current policy expectations, it is inevitable that dance practices in Indian K12 schools will experience growth. Given the status of dance teacher education in the country, it is unclear if current and future dance educators are prepared to meet this expansion. In this article, the authors report on a qualitative research project that, through semi-structured interviews with K12 dance teachers in the Delhi NCR region of India, sought to better understand teacher preparedness and to hear from the teachers themselves about what issues, challenges, and opportunities they face. The results are organized into the broad themes of a) navigating ourselves as dance teachers, b) navigating dance in schools, and c) navigating dance in India. Based on these results, suggestions are made for future professional development.