Encouraging Self-reflection Research Articles

RAI Guidelines: Method for Generating Responsible AI Guidelines Grounded in Regulations and Usable by (Non-)Technical Roles

Many guidelines for responsible AI have been suggested to help AI practitioners in the development of ethical and responsible AI systems. However, these guidelines are often neither grounded in regulation nor usable by different roles, from developers to decision makers. To bridge this gap, we developed a four-step method to generate a list of responsible AI guidelines; these steps are: (1) manual coding of 17 papers on responsible AI; (2) compiling an initial catalog of responsible AI guidelines; (3) refining the catalog through interviews and expert panels; and (4) finalizing the catalog. To evaluate the resulting 22 guidelines, we incorporated them into an interactive tool and assessed them in a user study with 14 AI researchers, engineers, designers, and managers from a large technology company. Through interviews with these practitioners, we found that the guidelines were grounded in current regulations and usable across roles, encouraging self-reflection on ethical considerations at early stages of development. This significantly contributes to the concept of 'Responsible AI by Design'- a design-first approach that embeds responsible AI values throughout the development lifecycle and across various business roles.

FOSTERING SELF-AWARENESS AND SELF-LOVE FOR MINDSET TRANSFORMATION AND PERSONAL GROWTH: INSIGHTS FROM THE HEALING JOURNEY OF A LITERATURE CHARACTER

This paper investigates the educational function of literature via the development of self-love through the self-healing journey of Nora Seed in the novel “The Midnight Library” by Matt Haig. Using the Totally-Inclusive Self-love framework (Van & Whitehead, 2024), this study looks into the role of certain dimensions of self-love in guiding Nora toward joy and motivation to live despite facing others’ expectations and social norms. The findings indicate that Nora's journey is motivated by several inner strengths, particularly self-awareness and Totally Inclusive Self-love. Furthermore, self-awareness plays a transformative role in her journey toward liberating herself from the negative impact of external factors, empowering her to discover her authentic aspirations, become resilient against these pressures, and have the courage to determine her own path. The results highlight the power of literary narratives in encouraging self-reflection and empowerment. Through Nora's journey, readers are invited to reflect on their inner strengths and weakness as well as their attitude towards their own circumstance and apply the lessons learned from her narrative to their own journey toward personal growth and fulfillment.

Student voices within Indigenous social work practicum recommendations and the Seven Grandfather Teachings

This article examines the integration of Indigenous perspectives, particularly the Seven Grandfather Teachings, in Indigenous social work education and field practicum, focusing on student experiences. Colonization has had significant impacts on Indigenous communities, leading to intergenerational trauma, which calls for the need for culturally appropriate social services. Historically, mainstream social work has been complicit in the oppression and genocide of Indigenous peoples, leading to negative perceptions among Indigenous communities. Western theoretical hegemony in education has marginalized Indigenous perspectives, emphasizing the need for inclusivity. Indigenous social work, rooted in acknowledging colonialism and oppression, promotes self-determination and cultural revitalization, highlighting the importance of Indigenization in the profession. Field education is emphasized as crucial for students, encouraging self-reflection and cultural sensitivity. The Seven Grandfather Teachings—love, respect, bravery, honesty, humility, wisdom, and truth—are introduced as guiding principles in ethical behaviour and relationships. The integration of these teachings into coursework and practicum experiences is highlighted, aiming to prepare students for culturally responsive social work practice. Student narratives are utilized to illustrate personal experiences and the application of the teachings in real-world settings. Overall, the article underscores the importance of cultural competency, self-reflection, and community engagement in addressing the unique needs of Indigenous peoples in social work practice.

THE INFLUENCE OF TEACHERS AS AN ETHICAL MODEL ON THE STUDENTS' DEVELOPMENT

As a result of globalization, people are faced with large and rapid changes, but also with challenges for which they are not prepared and the reactions to these changes are often not at all in the interest of well-being and development. Today, educators face major challenges despite the various educational reforms and substantial research undertaken over the past decades. At the same time, rapid technological advances and increasing complexities in social life may make it difficult to emphasize morals, values, and ethics and present them through improved curriculum and teaching practices. The emphasis in this paper will be placed on the teacher who, as an ethical model, has a significant influence on the development of students. Teachers play a decisive role in the cultivation of moral values and ethical behavior of students in schools. Through the model of their behavior, teachers influence the formation of perceptions and internalization of students' moral values, encouraging and promoting a sense of ethical responsibility and orienting the decision-making processes. Character, ethical, and moral behavior of teachers, remain an example in the development of students' talent, emotional intelligence, instructions in ethical decision-making, fostering the development of a moral culture, encouraging self-reflection, nurturing a sense of responsibility, integrating traditional and contemporary learning, encouraging critical thinking, and providing mentoring and support. Also, the effects of moral and ethical education are long-term, which are reflected not only in interpersonal and social relations, and impact in the community, but are also clearly reflected in the motivation to study, the encouragement of the development of talents, but also in the inheritance of these values in other generations.

Shark Dive and Hologram Zoo: Two Case Studies of Virtual Animal Encounters as Possible Models for Sustainable Wildlife Tourism.

Wildlife tourism is commonly argued to positively contribute to nature conservation by providing humans with educational and meaningful first-hand experiences with animals. However, concern for the sustainability of nature due to the negative impacts of wildlife tourism on animals and the environment invites alternative virtual opportunities for close encounters. Participant Observation framed by an Animal Studies perspective is employed to interpret two contemporary Australian family entertainments, Shark Dive and Hologram Zoo, centred on providing people with wild animal interactions but without real animals present. Shark Dive is a theatrical puppetry production replicating a real shark dive, and Hologram Zoo is an augmented reality experience that displays a variety of animals in 3D. The content of both is examined to understand how the animals are imagined, experienced, and given significance to determine whether they offer viable alternatives or complementary additions to in situ wildlife tourism. Findings reveal both hold potential for virtual wildlife tourism. Shark Dive provides a positive representation of marine life, generating awareness about conservation and encouraging self-reflection. Hologram Zoo's depiction of wild animals is impressive, but to more closely align with contemporary wildlife tourism ideals, the experience could enhance its conservation messaging and positive human-animal interactions.

Physicians’ assessment of the Bavarian drug-expenditure control system: a qualitative study

BackgroundIn 2014 a new system for drug expenditures, the Wirkstoffvereinbarung (WSV, English: Active substance agreement) was implemented in Bavaria. In pre-defined indication groups, economic prescription of medications shall be enabled based on the selection, quantity, and proportion of an individual drug. Ambulatory care physicians receive quarterly trend reports on their prescribing behavior. This study examines physicians’ perceptions of the WSV.MethodsQualitative interviews (n = 20) and seven focus groups (n = 36) were conducted with ambulatory care physicians (e.g. general practitioners, cardiologists, pulmonologists). The methodology followed Qualitative Content Analysis.ResultsPhysicians generally accepted the necessity of prescribing economically. The majority of them rated the WSV positively and better than the previous system. As an improvement, they especially named timely feedback in form of easily understandable trend reports, encouraging self-reflection as well as allowing early control options. Problems perceived were drug discount contracts that were strongly criticized as leading to patients mixing up medications. Some perceived constraints of therapeutic freedom.ConclusionsThe implementation of the WSV is mostly viewed positively by physicians. The restrictions of therapeutic freedom partially perceived might be met by improved information on the reasons why some drugs are rated as less economical than others.Trial registration numberMain ID: DRKS00019820 (German Register of Clinical Studies and World Health Organization).

Relationship Factors in Internet-Delivered Psychological Interventions for Veterans Experiencing Postpartum Depression: Qualitative Analysis.

Internet-delivered psychological interventions (IPIs) have been shown to be effective for a variety of psychological concerns, including postpartum depression. Human-supported programs produce better adherence and larger effect sizes than unsupported programs; however, what it is about support that affects outcomes is not well understood. Therapeutic alliance is one possibility that has been found to contribute to outcomes; however, the specific mechanism is not well understood. Participant perspectives and qualitative methodology are nearly absent from the IPI alliance research and may help provide new directions. In this study, we aimed to provide participant perspectives on engagement with an IPI for postpartum depression to help inform alliance research, development of new IPIs, and inform resource allocation. A qualitative methodology was used to explore participant perspectives of veteran women's engagement with the MomMoodBooster program, a human-supported internet-delivered intervention for postpartum depression. Participants were asked 4 open-ended questions with the 3-month postintervention survey, "In what ways did you find the MomMoodBooster most helpful?" "How do you think the MomMoodBooster could have been improved?" "In what ways did you find the personal coach calls to be helpful?" and "How do you think the personal coach calls could have been improved?" Data were collected from 184 participants who responded to at least 1 of the open-ended questions. These were analyzed using thematic analysis and a process of reaching a consensus among coders. The results suggest that not only the engagement with the support person is perceived as a significant contributor to participant experiences while using the MomMoodBooster content but also the relationship factors are particularly meaningful. The results provide insights into the specific qualities of the support person that were perceived as most impactful, such as warmth, empathy and genuineness, and feeling normalized and supported. In addition, the results provide insight into the specific change processes that can be targeted through support interactions, such as encouraging self-reflection and self-care and challenging negative thinking. These data emphasize the importance of relationship factors between support persons and an IPI program for postpartum depression. The findings suggest that focusing on specific aspects of the alliance and the therapeutic relationship could yield fruitful directions for the training of support personnel and for future alliance-based research of internet-delivered treatments.

Enhancing Preservice Teachers' Self-Efficacy for Teaching Diverse Learners: Capturing Young Students' Attention through a Read-a-loud and Music

Abstract: The sense of efficaciousness for engaging diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. In this case study, both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for engaging and meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners; therefore, providing potential to positively impact their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education.
 Keywords: self-efficacy, preservice teachers, creative arts, diverse learners, Scholarship of Teaching and Learning.

Teacher-centered or Student-centered Teaching Methods and Stu-dent Outcomes in Secondary Schools: Lecture/Discussion and Pro-ject-based Learning/Inquiry Pros and Cons

Teacher-centered approaches, such as direct instruction, can be efficient at delivering information but may not promote deep learning or engagement. Student-centered approaches, like project-based learning and inquiry methods, can foster critical thinking and engagement, but can be more resource-intensive for teachers. Educators and administrators can encourage the use of student-centered approaches by providing professional development and support, promoting collaboration and networking, modeling, and encouraging self-reflection. It is important for teachers to use a variety of teaching methods that facilitate active learning.

Experiences of older people, healthcare providers and caregivers on implementing person-centered care for community-dwelling older people: a systematic review and qualitative meta-synthesis

BackgroundPerson-centered care (PCC) is a critical approach to improving the quality of care for community-dwelling older people. Old-age care services could be provided according to older peoples’ choices, needs, and preferences. The purpose of this study was to synthesize research evidence on the experiences of older people, healthcare providers, and caregivers with PCC and to identify the enablers and barriers to implementing PCC for community-dwelling older people.MethodsA meta-synthesis of qualitative research design was adopted. Data searches were performed using CINAHL (EBSCOhost), PubMed (OvidSP), Embase (Ovid), Cochrane Database, and PsycINFO (Ovid) in published articles and were reviewed from the earliest date to February 2023. The Qualitative Method Appraisal Tool was used to conduct a quality appraisal on selected articles. Data were extracted based on the capacity, opportunity, and motivation-behavior model (COM-B model), and the findings were synthesized using the meta-aggregative approach.ResultsTwelve included articles were analyzed to identify 122 findings that were organized into 11 categories and combined into three synthesized findings—capacities of older people, healthcare providers, and caregivers; opportunities in the implementation of PCC; motivation in implementing PCC. Capacities consisted of a lack of person-centered knowledge and skills, negative attitudes toward shared decision-making, and a lack of formal training to enhance capabilities among HCPs. Opportunities included a lack of coordination in resource allocation, strengthening multidisciplinary teamwork, establishing a desirable environment, and time constraints. Motivation in implementing PCC included encouraging self-reflection and regulation, respecting the autonomy of older people, lack of clear reward and empowerment mechanisms, and being resilient and optimistic.ConclusionsThe findings of this research provide a reference for implementing successful PCC in the community. The researchers identified barriers and facilitators of implementing PCC, facilitating through stakeholder’s person-centered knowledge and skills being valued and respecting the autonomy of older people. Establishing a positive environment and strengthening multidisciplinary team members also promotes the implementation of PCC. However, additional studies are required to explore the influencing factors and address the barriers.

Feasibility and Usefulness of Evidence-Based Gaming to Deliver Health Messages to Tweens in a Classroom Setting

Background Our interdisciplinary team developed a publicly available online game—Eat and Move as I Like (EAMAIL)—for tweens based on the MyPlate evidence-based representation of the Dietary Guidelines. Objective We aimed to test the feasibility of using EAMAIL in a classroom setting to promote engagement and self-awareness and motivate healthier diet behaviors in tweens. Methods Teachers in one middle school offered EAMAIL on school Chromebooks (institutional review board–approved). The researcher introduced EAMAIL’s login instructions, including nonidentifiable usernames, basic demographics, and home zip codes. Children were instructed to enter EAMAIL’s Story Mode, which had 5 MyPlate-food group levels; children caught healthy foods in color-matching buckets and avoided sweets. Each level delivers informational and motivational messages, asking users to report liking or disliking food groups and making dietary improvements on 7-point facial hedonic scales (from Love it to It’s okay to Hate it). At game completion, children rated the game based on whether it made them want to eat better and play again. Aligned with the Design, Play, and Experience Framework, the researcher made observations to assess child engagement, feelings about the game and the messages, and the motivation to make dietary improvements. Children were encouraged to complete the Story Mode before advancing to Free Play Mode, which had greater game challenges and 15-second interruptions every 2 to 3 minutes to deliver physical activity and health messages. Finally, each child completed a 13-item online survey to assess game-playing experiences, the desire to play again, new knowledge learning, and whether the game motivated healthier behaviors. Results EAMAIL was administered to five 30-minute classes involving 54 children (age: mean 11.6 years; female: 75%; White: 58%) and 105 users, and 1187 games were played. By the highest user level reached in Story Mode, 10% of users completed level 1 (Grains), 14% completed level 2 (Vegetables), 11% completed level 3 (Healthier Protein), 17% completed level 4 (Fruits), 15% completed level 5 (Dairy), and 31% completed all levels. Across users’ highest levels, Healthier Protein, on average, was the most liked, and Vegetables was the least liked. Most reported at least Like it to eating more fruits and vegetables (82%), vegetables (73%), healthier protein (79%), fruits (84%), and dairy (80%). All users responded to end-game questions; 64% reported at least Like it to “The game made me want to eat better” and “I would like to play the game again.” These responses were unchanged for most users who completed Story Mode and entered Free Play Mode (n=24); 6 reported worse and 3 reported better. From the postgame online survey, somewhat agreed to strongly agreed was reported by 76% of children with regard to learning about healthy eating and by 50% with regard to the game being fun, the game having positive attributes (pace, challenge, and flow), and whether they would share their game experiences. Researcher observations were consistent with children’s online responses. Conclusions EAMAIL appears feasible for teaching tweens in classroom settings about MyPlate, encouraging self-reflection, and motivating healthier eating, with Story Mode maximizing health promotion messages and engagement. Conflicts of Interest None declared.

Creating Comics to Address Well-Being and Resilience During the COVID-19 Pandemic.

In this descriptive case series, we detail the theoretical basis, methodology, and impact of a small-scale pilot implementation of graphic medicine workshops as an innovative approach to well-being and resilience in the age of COVID-19 and increasing awareness of racial injustice. The data provided in this article are anecdotal and based on participation in the workshops. Images created during the workshops are also shared as examples of the types of reflection that graphic medicine can enable. The workshops themselves were designed collaboratively and are based on the theoretical principles of graphic medicine, narrative medicine, and racial and social justice. They were conducted as part of a larger wellness initiative and were offered to health care-focused faculty at our academic medical institution. Our findings suggest that this was a beneficial activity which helped participants to reflect and reconsider their experiences with the COVID-19 pandemic and surging awareness of racial injustice. Reflections also showed that drawings were correlated with ProQOL scores and may, in larger numbers, also help to mitigate or bring attention to issues of burnout in frontline providers. Drawings shared show the tremendous impact of COVID-19 and the simultaneous chaos and emptiness of practicing during dual pandemics. Our workshops engaged about 20 frontline health care providers and other health care faculty and highlight the utility of graphic medicine as a tool for building resilience and encouraging self-reflection. Further study is necessary, as is more rigorous analysis of the relationship between the graphics created and the ability to recognize and mitigate burnout.

An enquiry into my use of supervised clinical assessments in the supervision of junior trainees

AimsAs a particular example of action research, to enquire into my use of Assessments of Clinical Expertise in my supervision of junior trainees, with the intention of further developing my own practice as an educator.BackgroundWork-Place Based Assessments (WPBAs) play an established role currently in the assessment of trainee doctors(tenCate, 2017). In psychiatry, supervised clinical assessments(ACE/mini-ACE) assess a trainee's proficiency in various areas. As part of my PGCert in Medical Education, I was inspired to examine how I conduct and utilise this form of assessment, and indeed the underpinning values and beliefs, about learning, and developing professional wisdom.MethodThis enquiry was situated within the interpretivist tradition. I interrogated my views about the epistemology of knowledge, and how they had changed from pre-university. I made clear my influences from Coles (Fish & Coles, 1998) on professional practice. I investigated my values in performing an assessment, comparing them to those of the wider community. I examined the literature on the validity of this as a tool. I then performed an assessment of a junior, with a consultant observing, before interviewing them separately.ResultThere has been a paradigm shift in how I view assessments, from pre-university in Singapore, to medical training in the UK. The history of WPBAs and the values espoused is intriguing. Consultants and experts may view assessments differently from trainees, but a core value of developing professional judgement is common.In my interview with the consultant, there were themes around having a clear focus for an assessment, and provision of feedback; the rating scales and how they used them to stimulate feedback; and our shared values in performing an assessment. With the junior, the themes were around the delivery of feedback (including non-verbal), an appreciation of my encouraging self-reflection and understanding, and the observable values in my carrying out of the assessment, which could be compared to those of other assessors.ConclusionWPBAs have their merits, and shortfalls. I am aware of my values and beliefs when utilising them, and have identified a plan to further develop my own practice. This case study is particular, but possibly not unique, in how WPBAs are used in medical education.

PEDAGOGICAL TRAINING IN NURSING GRADUATE COURSES IN BRAZIL

ABSTRACT Objective to analyze how professors’ education takes place in Graduate Programs in Nursing in Brazil. Method this is an exploratory and descriptive study that used as a technique document analysis of data obtained from the examined programs. Data collection was carried out in May 2020. Numerical data were analyzed using simple and relative frequency. Course description and other information of the available courses were grouped according to the themes addressed. Results fifty-three stricto sensu graduate programs in nursing were identified that offered 61 courses related to pedagogical training. Of these, 28 had a course description/information available online, and they were analyzed. The themes emerging from the analyzes were grouped into two dimensions: “The pillars of faculty training” and “Didactics” both indicate essential elements for faculty training. The training of professors who work in higher education, especially in the health area, is of fundamental importance due to today’s demands, which require competent and versatile professionals, capable of solving problems and working as a team. Conclusion pedagogical training is inherent to teaching and requires educational intentions, in addition to encouraging self-reflection processes on new ways of planning and executing the teaching and learning process. In nursing, it is necessary to encourage professor trainers to expand the offer of pedagogical training courses, make course descriptions available and produce knowledge in the area aiming at exchanging experiences.

Gender in the making: An empirical approach to understand gender relations in the maker movement

In this paper we explore gender issues in the maker movement using four different methods of data analysis: standardised questionnaires, analysis of makerspaces’ social media, statistical analysis of machine use and the coding of interviews and focus groups. The objective is to give a voice to female makers and makerspace managers, looking at the maker movement from an inside perspective. The paper demonstrates how gendered stereotypes are still reproduced within the maker movement. Makerspaces still attract considerably more males than females and exhibit a primarily “male” culture, reflected in the interior design of places, or by the language and attitudes of their members. Females in makerspaces, however, often have a background in communications, arts or design, as opposed to the coding or engineering background of the males. Previous research has shown how machines and materials also take on gendered connotations. The “genderisation” of objects refers to an attributed gender-specific use of machines. An example here could be that 3D printing, which is more often used by female makers compared to male members of makerspaces. Our research also identifies promising approaches for tackling the issue of gender imbalance. The maker movement has significant potential to improve gender equality as younger generations bring societal change to makerspaces and break with stereotypes. One of the findings our paper puts forward is the lack of female role models, especially in leading positions. Our data suggest that the maker scene still has to develop a tradition in reflecting questions around gender stereotypes or their role in partly reproducing them. Hence, we argue that the maker community should be more attentive to this issue and should make a concerted effort to become more diverse. Overall, our case research did not reveal any explicit animosity to gender questions; on the contrary, male makers and most maker communities showed great interest in avoiding gender stereotyping. We suggest applying the Bechdel-Test as a simple tool for clarifying gender topics and encouraging self-reflection among makers. Overall, our paper aims to support makerspaces that want to make diversity part of their strategy for future growth.

“Krazy Kripples” and the Transformative Body Politics of Disability and Race

Broadcast for over two decades, South Park is a satirical cartoon that challenges norms and asks its viewers to assess their values. A show whose existence has been challenged long before the era of consequences for offensive actions known as “cancel culture,” South Park remains popular in part because of its ability to evolve. While updating the show’s comedy to reflect the current cultural context, the willingness of the show’s creators to address prior comedic errors begs examination of older episodes to see what still works (and what does not). One episode that provides plenty of laughs and timely satire seventeen years after it first aired is “Krazy Kripples,” the second episode of the seventh season that was originally broadcast on 26 March 2003. Bringing the intersection of disability and race to the fore, episodes of South Park like “Krazy Kripples” act as a conduit through which both individual and societal discussions on difference and inequality can occur without temporal constraints. Encouraging self-reflection rather than just laughs, “Krazy Kripples” contains a transformative body politic, a concept coined by Nirmala Erevelles in her 2011 book Disability and Difference in Global Contexts: Enabling a Transformative Body Politic.

Optimizing the Use of an Online Self-assessment Exam to Promote Self-directed Learning Behaviors in Medical Students.

Online self-assessment exams (SAEs) can be used to encourage self-directed learning (SDL) in medical education, but their effectiveness depends on how they are incorporated into the curriculum. In this pilot, we applied adult learning principles to the curricular design for implementing an online SAE in the neurology clerkship. We examined student perceptions of the efficacy in promoting SDL behaviors by analyzing survey responses from 76 medical students in the clerkship. Factors in the design and implementation of the SAE that promoted SDL behaviors included fostering autonomy, promoting paced study, broadening content exposure, encouraging self-reflection, and providing content with perceived value.

TBL, Self-assessment, and Use of ICT: A Methodological Option to Benefit the English Learning Process in a Colombian University

For more than 10 years, English teaching and learning approaches at Politecnico Grancolombiano were based on traditional methodologies with noticeable prevalence of deductive learning and summative assessment. In 2017, we surveyed students and teachers to analyze this panorama, and more than 500 responses shed light on the lack of motivation most of them had in their English learning and teaching processes. As a result, through a qualitative research project, we implemented the task-based teaching and learning approach in our English classes, featuring formative assessment, the use of information and communication technologies, and encouraging self-reflection moments for students to raise awareness of their learning process. The objective of this project was to identify the real benefits of these methodological changes in our programs, and to ensure triangulation, we used different data collection instruments such as journals, artifacts and surveys. It was found that task-based lessons offer students innovative, creative and real opportunities to learn English in and out of class. As well, students’ motivation and awareness of their learning process increased due to formative assessment routines. As for teachers, it can be concluded that these methodological innovations helped them plan more dynamic lessons and evidence students’ progress. Regarding Information and Communication Technologies (ICT), it was evident that it played an important role in teachers’ and students’ engagement. However, it revealed that it was necessary to strengthen technological skills and to guarantee the conditions to implement it.

Pigeonholing or learning instrument?

PurposeWhile factors that influence test takers’ reactions to personality testing in selection contexts have been well researched, little empirical research evidence exists to determine whether these factors also apply to test takers’ reactions in the context of management development (MD). The purpose of this study is, therefore, to explore what explains different test takers’ reactions in the context of MD programs.Design/methodology/approachA qualitative longitudinal approach with three phases of data collection was used, resulting in participatory workshop observations and 11 semi-structured interviews with participants from two different contexts. Data were analyzed using Qualitative Comparative Analysis (QCA).FindingsThe findings show that test takers’ reactions vary; some are more accepting, others are more neutral or rejecting, where perceived usefulness, clarity of purpose and perceived respectfulness are identified as distinguishing factors. Individuals also differ in terms of their awareness of assumptions and their perceived emotional safety, two emerging factors that are relevant in the MD context.Research limitations/implicationsData were collected during the MD workshops and three months after, but no records of immediate test takers’ reactions were included, which could be an addition for future research.Practical implicationsThe findings of this study suggest that human resource development (HRD) professionals have significant impact on test takers’ reactions when it comes to encouraging self-reflection and learning along personality tests.Originality/valueThis study adds to existing research by offering insights into factors in MD settings where participants are concerned about aspects of fairness, learning and behavioral change.

Supporting self-management of radiation-induced bowel and bladder dysfunction in pelvic-cancer rehabilitation: An ethnographic study.

To describe and understand strategies that oncological nurses use to support self-management of radiation-induced bowel and bladder issues in pelvic-cancer rehabilitation patients. Nurse-led self-management of radiation-induced bowel and bladder issues holds the potential to support cancer survivors. An ethnographic approach was applied in this study, which adhered to Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines. Data collection was conducted in Sweden between October 2015-April 2018, involving observations of nurses' daily work, formal and informal interviews, individual and group interviews, and reviews of relevant documents used in the studied practice. Furthermore, 15 supportive nurse-patient talks were observed, and an ethnographic analysis was performed. The analysis identified the following three categories of nursing strategies that support self-management of radiation-induced bowel and bladder issues in pelvic-cancer rehabilitation patients: encouraging self-reflection, tailoring solutions together and keeping patients motivated. Nurses and patients jointly make sense of patients' symptoms using data that patients collect about themselves. Based on their shared understanding, they can co-create solutions to meet each individual patient's needs and develop routines to keep the patient motivated in performing the devised solutions. The results indicate that the strategies nurses use to support patients in self-management of radiation-induced bowel and bladder issues entail intertwining patients' experiences with their nurses' medical knowledge and specific clinical practice. Nurses' strategies build on their ability to connect patients' experiences and the elements of their own work practice. A deeper understanding of nurses' strategies to support self-management of radiation-induced bowel and bladder issues in pelvic-cancer rehabilitation patients can improve other self-management programmes, inform nurses' education and aid in the design of tools for pelvic-cancer rehabilitation support.