Professional Development Research Articles

A Norwegian adaptation of the quality in psychiatric care – inpatient staff (QPC-IPS): psychometric evaluation and staff assessment of quality of care

Background The restructuring and decentralization of psychiatric services in Norway, aligning with global trends, has sparked debate on quality assurance. This study aimed to evaluate the psychometric properties of the Norwegian version of the Quality in Psychiatric Care – Inpatient Staff (QPC-IPS). Additionally, it sought to investigate the sociodemographic and work-related factors associated with staff perceptions of the quality of inpatient psychiatric care that they provide. Material and methods The Swedish QPC-IPS, a 30-item, 6-dimension tool, was thoroughly translated for the Norwegian psychiatric care setting. A web survey, including the QPC-IPS and sociodemographic and work-related items, was distributed to the mental health staff of two Norwegian health trusts, yielding 117 responses. Results The adapted version underwent confirmatory factor analysis, revealing a factor structure consistent with the original QPC-IPS and its versions in other languages. Staff generally reported high-quality care, with the highest for the secluded environment and the lowest for the secure environment. Positive associations were found between quality perceptions and factors, such as professional development, openness to quality assurance, and participation in quality work. Psychosocial environments and staff mental health were positively linked to quality-of-care dimensions and the staff recommendations correlated with their perception of patients’ experiences of quality of care. Conclusions The Norwegian QPC-IPS demonstrated adequate psychometric properties, facilitating its use in assessing psychiatric care staff’s perception of patients’ experiences of quality of care. Insights from staff perspectives contribute to identifying areas for improvement in inpatient psychiatric care, thereby enhancing cross-cultural comparisons and theory development in this domain.

Enhancing examination integrity through constructivist and reflective practices: a case study of the science faculty at a commonwealth university

Purpose This study aims to introduce a comprehensive internal framework designed to ensure the integrity of courses, programs, and assessments within the science faculty of a university. Design/methodology/approach This study utilized a case study methodology, using semi-structured interviews, document analysis and observations. Data from structured departmental and faculty meetings, student consultations, benchmarking reports and feedback loops informed the development and evaluation of the framework. Findings The framework’s implementation has resulted in student satisfaction exceeding 90%, reflecting positive feedback on the quality, diversity and fairness of assessments and teaching practices. Lecturer satisfaction exceeds 75%, driven by autonomy, professional development and adoption of reflective teaching strategies. Errors in assessments have decreased by 95%, highlighting the effectiveness of the standardized checklist and rigorous review processes. The faculty, along with its Examination Quality Assurance Committee, fosters a culture of shared governance for maintaining academic integrity and improving assessments. Program alignment with international standards has facilitated global partnerships. In addition, the framework reduces logistical inefficiencies and reliance on external examiners. Originality/value This study introduces an innovative internally structured framework as a viable alternative to the external examiner system, offering a replicable model for broader adoption.

Quaternary prevention in primary health care in the medical residency program in family and community medicine at the university hospital of Brasília

1) Background: To describe the knowledge about Quaternary Prevention (P4) and its approach by Medical Residency Program in Family and Community Medicine at the University Hospital of Brasília preceptors and medical professors, and discuss the effects of the intervention for the re-spondents.; (2) Methods: This is a qualitative research, which uses semi-structured interviews, in a virtual environment, with subsequent formative-pedagogical intervention, in a virtual environment, in order to provide teachers and preceptors with conceptual bases and tools for operationalizing the P4 during the medical care. briefly describe the main methods or treatments applied; (3) Results: A safe training space for self-reflection and self-criticism about the practice of P4 in Primary Health Care was produced, as well as the knowledge of new tools for this, by the participants, through interviews and intervention.; (4) Conclusions: Permanent education in the Unified Health System regarding P4 and the training of health professionals who prioritize excellent practices in the context of the Family Health Strategy are of great importance. The practice of P4 becomes possible and effective when evidence-based medicine and a person-centered approach meet. For this, it is necessary to use clinical communication tools in the consultations.

Sickle Cell Disease in Sub-Saharan Africa: Is CRISPR-Cas9 the Breakthrough We’ve Been Waiting for?

Sickle cell disease, which results from a single nucleotide substitution in the beta-globin gene (HBB) is recognized as a significant global health concern. Approximately 7.74 million people worldwide were living with sickle cell disease in 2021. Sub-Saharan Africa carries the highest disease burden, with mortality rates ranging from 50 to 90% among affected children within the first five years of life. Current FDA-approved therapies (hydroxyurea and glutamine) offer symptomatic relief but are not sufficient to fully prevent the disease from progressing into a chronic condition. Allogeneic hematopoietic stem cell transplantation is the only curative treatment but is limited by donor availability and immunological complications. Advances in gene-editing technologies, particularly CRISPR-Cas9, present promising solutions by enabling precise genetic modifications. CRISPR-Cas9 is employed to treat sickle cell disease either through direct correction of the causative mutation in the HBB gene or by inducing fetal haemoglobin production. The FDA’s recent approval of CASGEVY™ marks a historic milestone as the first CRISPR-based therapy for sickle cell disease. CASGEVY™, which induces fetal haemoglobin production, showed 93.5% efficacy in preventing severe vaso-occlusive crises in sickle cell disease patients, with no graft failures or rejections reported. Despite its promise, challenges remain, including technical barriers such as delivery strategies, off-target effects, and unintended genetic alterations, as well as ethical, societal, and regulatory concerns. In Sub-Saharan Africa, inadequate healthcare infrastructure, high treatment costs, and limited public awareness further hinder widespread adoption. To harness CRISPR’s potential, Africa must invest in advanced genomic laboratories, interdisciplinary training for healthcare professionals, and robust educational programs in molecular biology and biotechnology. Regional and international collaborations are essential to overcome these barriers, streamline regulatory processes, and foster public acceptance as CRISPR-Cas9 holds transformative potential for addressing sickle cell disease in Africa, offering a pathway toward reducing mortality and improving quality of life for affected populations.

Psychological Impacts of AI Dependence: Assessing the Cognitive and Emotional Costs of Intelligent Systems in Daily Life

The study explores the cognitive and emotional consequences of dependence on Artificial Intelligence among health professionals and educators in Punjab, Pakistan. As AI is increasingly being infused into professional practice, it becomes important to study the psychological impacts of such dependence to optimize the use of the technology. This study used a quantitative research approach with a sample of 500 health professionals and educators selected by simple random sampling. Data was collected from self-reporting questionnaires specifically designed to measure the cognitive and emotional consequences of AI usage. The statistical analysis was carried out through correlation and regression techniques and post-hoc analysis. Results: Various psychological outcomes were found to be very significantly associated with AI usage. The result showed that a long usage of an AI tool led to cognitive overload, meaning mental exhaustion, and subsequently decreased decision-making ability. Furthermore, the extent of AI usage was correlated with enhanced emotional stress. Professionals stated increased anxiety and pressure in critical decision-making as a result of the dependency on AI. Excessive AI usage was also associated with short attention span, therefore indicating a negative impact on the cognitive involvement of professionals. Additionally, moderate emotional dependence on AI systems was found, especially in health professionals and educators working under stressful conditions. These findings reflect the two-sided nature of the impact of AI: although AI systems contribute to efficiency and proper decision-making, they also generate severe cognitive and emotional challenges. The study points to the necessity of integrating AI with considerations for mental well-being and provides practical recommendations to balance out the psychological effects of dependence on AI. Some of the outcomes include the designing of AI tools that decrease the cognitive load, training on managing emotional dependency, and guidelines on using AI in high-pressure environments. Overall, this study contributes to the rising literature on the psychological impact of AI in professional settings and provides valuable insights toward the improvement of AI system design as well as the mental well-being of professionals in healthcare and education.

Cluster analysis of digital competencies among professors in higher education

PurposeThis research focuses on the diagnosis and clustering of professor higher education in relation to digital competencies, based on different levels of digital competency development.MethodsThe methodology employed in this study involved an Ordinary Least Squares (OLS) regression analysis and cluster analysis using K-means clustering algorithm, considering the Silhouette score, based on the responses obtained through a questionnaire DigComEdu framework, and adjusted according to the experts who conducted a validity analysis.ResultsThe findings indicate that, for the sample professor who answers the questionnaire voluntarily and confidentially, considering margin of error of 5%, a confidence level of 95%, and a response distribution of 50%, corresponding to 314 professors, with a Crombach’s alpha of 0.56, there is no relation between the variables of investigation, age, gender, academic degree, academic hierarchy, and years in academy and the level of digital competencies among professors. Regarding the clustering analysis, specifically using the K-means clustering algorithm, four distinct clusters are identified based on the questionnaire scores, aligning with findings from Silhouette score and Quadratic error by number of clusters.DiscussionThis research reveals that professors in higher education span all four levels of competency as defined by the DigComEdu model, primarily falling within the intermediate levels of digital competencies. Clustering analysis further provides insights for the implementation of enhancement and development policies, with the aim of guiding professors toward more complex digital activities, ultimately achieving the highest level of digital competencies. This, in turn, fosters improved teaching practices and, consequently, enhances the teaching experience.

“A Total Warp”? Negotiating teacher authority in a Chinese heritage language classroom

This study explores the experiences of a novice teacher in a Chinese heritage language classroom who reexamines and reconceptualizes her understanding of teacher authority as her pedagogical practices are met with resistance from students. It highlights how differing expectations between teachers and students shape classroom interactions, teaching practices, and learning opportunities. Through a collaborative action research model, this study makes visible the process of negotiating teacher authority in a heritage language class and the pedagogical adjustments that followed. The findings not only underscore the importance of teacher reflexivity in supporting professional development but also contribute to our understanding of how teacher-student relationships can be negotiated and developed in heritage language classroom contexts.

Current Situation of Chinese Calligraphy Education in Primary and Secondary Schools of Leling City

Chinese calligraphy is a kind of traditional art in which brushes and ink are used to write Chinese characters. It is a fundamental part of Chinese history and culture. People can better comprehend Chinese customs, values, and aesthetics by learning calligraphy. The purpose of this study is to determine the current state of Chinese calligraphy training in Leling City's primary and secondary schools in order to identify and resolve any potential problems. Since calligraphy teachers' teaching philosophies have a significant role in differentiating students' learning, the study would also ascertain their methods. In order for this to be determined, a descriptive quantitative research design was used, which gathers and statistically examines quantifiable data from a population sample in order to look for connections between predetermined variables. There were 787 Chinese calligraphy students chosen as respondents of the study. They are presently studying Chinese calligraphy in the Chinese province of Shandong, in the city of Lei Ming. According to the findings of the study, Chinese calligraphy instruction in Leling City's primary and secondary schools is typically effective in terms of teacher competency, instructional design, and the availability of sufficient materials and resources as judged by the students. Chinese calligraphy training has significantly expanded in the nation's basic and secondary schools as a result of the Chinese government's growing emphasis on cultural education and the influence of contemporary technological innovation. The respondents' opinions about the current state of Leling City's primary and secondary schools and their attitudes toward instructing Chinese calligraphy did not significantly correlate, based on the study. In order to further develop abilities and a passion for the subject, the researcher recommends that the planned Chinese calligraphy enrichment program for primary and secondary levels be integrated into the delivery of teaching. In addition, educators should strive for ongoing professional development in Chinese calligraphy in order to become more skilled teachers and authorities in the subject. Moreover, the study was able to create a Teaching plan in the delivery of Chinese Calligraphy.

Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families

Interpretation practices in Early Intervention and Early Childhood Special Education (EI/ECSE) are critical to delivering services to Spanish-speaking Latinx families raising emergent bilinguals labeled as disabled (EBLADs). This study examines the experiences and perspectives of Spanish-speaking mothers, their interpreters, and their bilingual and monolingual EI/ECSE providers to understand interpreting practices. Using intersectional theoretical frameworks of Disability Studies Critical Race Theory (DisCrit) and Raciolinguistics, we employed a case study approach to examine interpretive practices within the boundaries of an EI/ECSE system. Our study uncovered several barriers to providing effective interpretation practices within EI/ECSE services, such as the institutional failure to prioritize time for preparation, collaboration, and resource allocation to support EI/ECSE providers and interpreters, resulting in fragmented services to racialized families needing interpretation support. Our study also found recommendations to reimagine interpretation services, such as prioritizing prepping time with interpreters and investing in culturally responsive professional development. Our findings highlight the need to reimagine how EI/ECSE interpretation services are operated to fulfill their promise and federal obligation to provide responsive and family-centered interpretation services to families needing interpretation.

Participation of Ukrainian dentists in the World Dental Congress in Turkey

A landmark event for continuing dental education — the World Dental Congress — was held in Istanbul (Turkey) from September 9 to 15, 2024. The organizers of the forum, the World Dental Federation (FDI) and the Turkish Dental Association, held it under the slogan: “Combining innovation and excellence”. All the planned events took place in the Istanbul Congress Center and the Istanbul Lutfi Kirdar International Exhibition and Conference Center, the most prestigious locations in Istanbul. During the work of the congress, representatives of the dental industry considered important issues of the quality of postgraduate education and continuing professional development of dentists. An important stage of the congress was the meeting of the World Dental Parliament with the participation of representatives of national and professional associations. Ukrainian dentists were represented by the NGO “Association of Dentists of Ukraine”. The World Dental Congress united dentists and manufacturers of dental products on one platform with the aim of introducing innovative technologies to ensure optimal oral health for the world’s population.

Understanding Pakistani Elementary School Teachers' Attitudes toward Inclusive Education: Development of the Teacher Inclusion Attitude Questionnaire

The objective of the study was to develop an instrument, the Teacher Inclusion Attitude Questionnaire (TIAQ), for measuring Pakistani elementary school teachers' attitudes towards inclusive education. There remains a dearth of contextually validated instruments to measure teacher preparedness in spite of Pakistan's policy commitment towards inclusive education. TIAQ was developed by using extensive literature review and expert consultation in conjunction with aspects of culturally and contextually associated with the Pakistani education system. The researcher completed a questionnaire that was administered to 300 elementary school teachers drawn from public and private schools in Pakistan. The study investigated the underlying factor structure of teachers' attitudes and preparedness for inclusion through principal axis factoring with varimax rotation. The analysis revealed a four-factor solution explaining 72.9% of the total Variance: Professional Knowledge and Preparedness accounted for 18.45%, Attitudes and Beliefs for 18.29%, Resource Availability and Support for 18.21%, and Collaboration and Professional Development for 17.95%. The sampling adequacy and suitability of the data for factor analysis were also confirmed by the Kaiser-Meyer-Olkin Measure (.891) and Bartlett's test of sphericity (χ² = 4680.261, p < .001). High commonalities (ranging from .638 to .796) were shown for all items, with strong factor loadings (ranging from .778 to .880) on their respective dimensions. The psychometric properties of the TIAQ were found to be robust, and it was found to be a valid and reliable instrument for assessing teachers' readiness for inclusion in the Pakistani context. The findings of these studies will help education stakeholders to have a validated tool to assess and enhance teacher preparedness to implement inclusive education practices in Pakistani elementary schools.

Developing Rahmatan lil 'Alamin-Based Islamic Religious Education in Indonesian Higher Education

This article examines approaches for advancing Islamic Religious Education (IRE) in higher education, centered on the principle of rahmatan lil 'alamin (mercy to all creation). It underscores the critical role of embedding values such as moderation, tolerance, social justice, and compassion within a curricular framework. Employing a qualitative literature review methodology, the study elucidates the foundational tenets of rahmatan lil 'alamin, identifies systemic barriers to its application, and advances actionable approaches for its pedagogical integration. Findings reveal that systematically incorporating these values into IRE can foster inclusive, moderate, and globally conscious students. Nevertheless, persisting challenges impede progress, including institutional resistance to curricular reform, educators’ limited grasp of the concept’s nuances, and sociopolitical pressures shaping policy. To mitigate these issues, the article recommends modernizing curricula to align with evolving societal demands, enhancing educators’ pedagogical capacities through targeted professional development, and fortifying institutional frameworks to reinforce value-based education. By pursuing these approaches, Islamic education can address contemporary global challenges and nurture a generation dedicated to peace and universal welfare, thereby enriching academic discourse on reimagining religious education for the modern era.

Penerapan Model Problem Based Learning Terhadap Partisipasi Siswa Di Tinjau Dari Kompetensi Pedagogik Guru

This study aims to explore the implementation of the Problem-Based Learning (PBL) model in increasing student participation, as viewed from the pedagogical competence of teachers. Pedagogical competence is an essential element that determines the effectiveness of learning, including in the implementation of PBL, which requires the teacher’s ability to design, manage, and evaluate problem-based learning processes. This study uses a library research approach, referring to various academic literature such as books, scholarly journals, and relevant dissertations. Data were collected from various sources discussing learning strategies, research methodologies, and the implementation of PBL in the educational context. Data analysis was conducted using a content analysis approach, through the process of identifying patterns, themes, and relationships in the analyzed literature. The research findings indicate that good pedagogical competence allows teachers to create a collaborative learning environment, motivate students to think critically, and enhance their involvement in the learning process. Furthermore, effective implementation of PBL requires teachers’ skills in guiding students to solve problems independently, so that active student participation can be realized. This study concludes that improving teachers' pedagogical competence, especially in the context of PBL, has significant implications for the success of learning based on active participation. Therefore, teacher professional development through training and pedagogical competence development programs is an essential step to support the optimal implementation of PBL. This research is expected to serve as a reference for educators and policymakers in designing strategies to improve the quality of education through strengthening teachers' pedagogical competence.

The Role of ICT in Enhancing Student Participation in Physical and Health Education in Public Secondary Schools in Plateau State, Nigeria

The integration of Information and Communication Technology (ICT) into Physical and Health Education (PHE) has the potential to revolutionise teaching and learning by enhancing student participation, engagement and performance. This study investigated the role of ICT in enhancing student participation in PHE in public secondary schools in Plateau State, Nigeria. We collected data from 340 students and 104 staff members across 32 secondary schools using a stratified sampling technique, employing a descriptive research design. A structured questionnaire titled Information Communication Technology and Physical and Health Education (ICTAPHE) was used for data collection, with a Cronbach’s Alpha reliability coefficient of 0.82. Findings revealed that ICT tools, such as fitness apps, online platforms, and interactive multimedia, positively influenced student interest, understanding and collaboration in PHE. However, limited access to ICT facilities, inadequate teacher training, and inconsistent power supply posed significant challenges. The study recommends targeted interventions to improve ICT infrastructure, professional development for teachers, and policy support to ensure successful integration of ICT in PHE. These findings underscore the transformative role of ICT in PHE and its potential to foster a more engaging and effective learning environment.

Pengembangan Media Pembelajaran Kincir Misteri Berbasis Local Wisdom Sumatera Selatan Pada Mata Pelajaran IPAS Kelas IV di SD Negeri 223 Palembang

This study reviews the application of various innovative learning models in the context of 21st century education in Indonesia, with a focus on the application of Technological Pedagogical Content Knowledge (TPACK) and other cooperative learning methods. This study refers to the latest research (2020-2024) which examines the effectiveness of implementing TPACK in the Teacher Professional Education (PPG) program, Classroom Action Research (PTK) training oriented towards 21st century learning, as well as the use of creative digital learning media. like a webtoon comic. The method used in this research is a literature review study, by collecting and analyzing scientific articles related to the implementation of PTK in elementary schools. The data collection technique used is analysis, which will later function to collect relevant data and sources in this research. The type of data used is qualitative, chosen because the method applied is a literature study. The results of this study show that the application of TPACK and other innovative learning methods has a positive impact in increasing teacher competence, student interest and involvement, as well as student learning outcomes. Technology-based learning models such as TPACK and Problem Based Learning (PBL) strategies combined with the Talking Stick method, have been proven to be able to improve students' critical thinking skills and activity in learning. This study concludes that collaboration between technology and pedagogy in learning has an important role in building an education system that is responsive to the demands and challenges of the digital era.

Canadian Funeral Professionals’ Experiences Working with Medical Assistance in Dying (MAID)

This exploratory pilot study focuses on funeral care professionals (FCPs) and medical assistance in dying (MAID) in Saskatchewan, Canada. The objectives were to identify the experiences of FCPs along the MAID care trajectory, elucidate their learning needs, and identify care improvement opportunities. A qualitative project guided by Interpretive Description was undertaken. Six in-depth semi-structured interviews and demographic/contextual data were collected. FCPs’ experiences were themed as 1) learning along the way, 2) navigating locality, 3) setting up for “good grief,” 4) novel facets of caring, 5) defining the circle, 6) balancing beliefs, and 7) the same death, yet different. Care improvement opportunities included 1) communication/logistic coordination, 2) improved intersectoral respect, and 3) dispelling myths. Areas for professional education opportunities are highlighted. These results elucidate funeral care professionals’ experiences, education needs, and quality improvement suggestions and will be used to inform future research projects in this vastly understudied area.

Implementasi Technological Pedagogical and Content Knowledge (TPACK) dalam Penelitian Tindakan Kelas: Sebuah Studi Review

This study reviews the application of various innovative learning models in the context of 21st century education in Indonesia, with a focus on the application of Technological Pedagogical Content Knowledge (TPACK) and other cooperative learning methods. This study refers to the latest research (2020-2024) which examines the effectiveness of implementing TPACK in the Teacher Professional Education (PPG) program, Classroom Action Research (PTK) training oriented towards 21st century learning, as well as the use of creative digital learning media. like a webtoon comic. The method used in this research is a literature review study, by collecting and analyzing scientific articles related to the implementation of PTK in elementary schools. The data collection technique used is analysis, which will later function to collect relevant data and sources in this research. The type of data used is qualitative, chosen because the method applied is a literature study. The results of this study show that the application of TPACK and other innovative learning methods has a positive impact in increasing teacher competence, student interest and involvement, as well as student learning outcomes. Technology-based learning models such as TPACK and Problem Based Learning (PBL) strategies combined with the Talking Stick method, have been proven to be able to improve students' critical thinking skills and activity in learning. This study concludes that collaboration between technology and pedagogy in learning has an important role in building an education system that is responsive to the demands and challenges of the digital era.

Achievement, well-being and relationship building: investigating teachers’ values in practice with migrant students and families in Québec, Canada

ABSTRACT In Québec, Canada, although the Ministry of Education emphasises the importance of addressing ethnocultural, linguistic, and religious diversity in schools, gaps persist in practice. Among them are insufficient initial training and variability in practices. Recognising that values, attitudes, and convictions shape educational practices, this article examines their influence on educators’ approaches to working with migrant students, with the aim of informing reflections on initial and continuous training. A thematic analysis of 12 practice stories from primary school teachers and a principal highlights values and convictions centred on student achievement and well-being. The analysis also underscores the significance of rapport-building with parents, reflecting educators’ commitment to fostering students’ achievement. However, a lack of critical reflection on these concepts often reinforces deficit discourses and monocultural norms, limiting the transformative potential of inclusive education. The article concludes with implications for training programmes to better equip education professionals to support diverse students and their families.

The Key Elements About How to Improve English Language Educators’ Teaching Competence through Continuous Professional Development (CPD)

This study aims to assess the impact of Continuing Professional Development (CPD) training on the teaching competence of English language educators at application-oriented universities in Henan, China. By employing a systematic literature review and bibliometric analysis, the study gathers and evaluates relevant data to understand the current state of CPD in English language instruction within this specific geographical and educational context. The research analyzes previous trends and their effects, identifying key areas for future refinement and targeted development. The study provides significant insights and practical implications for enhancing English language teaching competence through CPD in Henan and within the broader educational landscape of China. The findings indicate that recent publications from 2022 to 2024 have a limited citation impact, suggesting a lack of studies specifically addressing CPD’s role in English language training. Addressing this gap will help in the development of customized CPD programs for application-oriented universities, aligning with China’s strategic goals to improve English proficiency and promote international business and technological capabilities. The study also highlights that CPD research often draws insights from psychology and medical training, implying that a multidisciplinary approach can enhance the effectiveness of CPD for English language instruction. The relatively declining citation impact of Chinese educational research compared to European studies underscores the need for Chinese institutions to strengthen global collaborations and publish important findings in accessible journals to increase the global visibility and influence of their CPD advancements.

Supporting and engaging with Pacific learners: a higher education development workshop for tertiary staff

ABSTRACT Student support and staff professional development are key to learner success in higher education. In Aotearoa (New Zealand), much of this support has focused on perceived ‘equity groups’ – learners with heritage to the Pacific Islands (‘Pacific learners’) are one such group. The University of Otago, in support of culturally inclusive education practices, has established a professional development workshop to support university staff to appreciate Pacific cultures and better support Pacific students. This article reflects on this workshop, conceived in 2018 and first offered in 2021, in the broader context of professional development and inclusive education. Grounded in relationality, the workshop is facilitated by Pacific staff and students and delivered in two parts: on the mat and at the table. In this article, we focus on the genesis of the workshop and its impact on participants. We conclude with reflections on the workshop and how it supports the broader institutional aspiration of catering to the diverse and varying cultural realities of students. We argue that the workshop offers a foundation where relationality can be demonstrated and delivered in a gracious, gentle, and respectful way.