Group Work Process Research Articles

Noneconomic and economic impacts of nurse turnover in hospitals: A systematic review.

AimTo examine and synthesize the noneconomic and economic impacts of nurse turnover in acute hospitals.BackgroundNurse turnover occurs when nurses leave their jobs or the profession and is a major concern for the healthcare industry. Many studies have investigated the determinants of nurse turnover.MethodsThe Preferred Reporting Items for Systematic Reviews and Meta‐Analyses checklist was utilized in the current review. Article search was conducted in June 2021. Research articles published since January 2000 were included. Eight databases (e.g., CINAHL, PubMed, PsycINFO, and Web of Science) were used. The following eligibility criteria were applied for inclusion: Articles that (1) were nonexperimental quantitative studies, (2) examined the impact of actual nurse turnover in acute hospitals, (3) were a peer‐reviewed original research article, and (4) were written in English or Korean.ResultsAmong 9,041 searched articles, 16 were included in the review. Seven studies investigated the association of nurse turnover with processes and outcomes (workgroup processes, nurse staffing, nurse outcomes, and patient outcomes), and partially supported the negative impact of turnover. Nine studies found that nurse turnover is very costly.ConclusionMost studies investigated the turnover cost, which is costly. The negative noneconomic impact of nurse turnover was partially supported.Implications for nursing practice and nursing policyTo prevent the adverse noneconomic and economic impacts of nurse turnover and retain nurses, healthcare organizations, nurse managers, and hospital staff nurses need to develop and implement prevention strategies and policies to address nurse turnover. Efforts to address nurse turnover can increase hospital competency to improve the quality of nursing care services and patient safety.

Individual experiences of intercultural group work in engineering education over time: beyond ‘home’ and ‘international’ labels

ABSTRACT Intercultural group work (IGW), where students from different nationalities work together, is one important way to develop intercultural competence, a key skill for engineering students. This longitudinal, qualitative study of five master’s engineering students follows their individual experiences in IGW and the affordances and challenges this way of working provides. In particular, the study problematises the use of the terms ‘home’ and ‘international’, often used to differentiate student experiences in IGW, by highlighting the range of student backgrounds and experiences which can be encompassed within them. The results show that the students’ self-positioning in their group and their sense of belonging to it are affected by a range of factors including previous experience, the nature of the group work and personal aspects such as openness and adaptability. In addition, belonging to the group can be a transient process influenced in part by critical incidents during the group work process.

The role of E-leadership in ICT utilization: a project management perspective.

Covid 19 presents a great challenge and opportunity for remote working, highlighting the need for electronically-mediated leadership in team tasks and performance. What is the role of leadership in improving utilization of information communication technologies (ICTs) in teamwork? Framed within the e-leadership and project management literature and employing a longitudinal field observation method over 8 months that involves 52 subjects and 172 observations, this study finds that (1) first, strong leaders employ a consistent and high-level use of ICTs throughout the whole process of group work, especially at the planning and closing stages of a project. (2) Second, strong leaders alternate the use of various ICTs to match specific tasks at different phases of the project. Two media platforms—team discussion forum and document sharing— stand out as the most important for strong leaders to build trust and execute tasks. (3) Finally, in a project management setting with a group of transient members with clearly-defined tasks and time-sensitive responsibilities, trust-building is a continual and highly significant leadership responsibility that precedes other leadership responsibilities. Trust is built largely through alternating the use of two rich ICT media (discussion forum and instant messaging) with two lean ICT media (document sharing and presentation display). These findings highlight a significant role of e-leadership in organizations which see the emergence of ICTs especially during crises like Covid 19.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10799-021-00354-4.

APPLICATION OF COLLABARATIVE LEARNING TECHNOLOGY IN THE DEVELOPMENT OF CREATIVE ABILITIES OF PUPILS IN BIOLOGY LESSONS

This article describes the concept, specifics, benefits of collaborative learning technology, the technological process of group work and pupils’ thinking. The purpose of the article is to study the use of collaborative learning technology for the development of pupils' creativity in biology lessons. The main methods of the study are the analysis of the works of domestic and foreign scientists, scientific literature for group work aimed at developing the creative abilities of pupils. In the course of writing the article are studied and explained the processes of collaborative learning technology, the specifics of the organization of group work, the basic ideas of joint training, the thinking abilities of people, the process of creative thinking, the types of group work used in biology classes.In addition to solving cognitive and creative goals, collaborative learning provides for solving psychological and social problems, a culture of communication is formed during the task. The main idea of collaborative learning technology is to create conditions for active learning activities of pupils in different learning situations.

USING GROUP WORK INTERVENTIONS TO ADDRESS THE PSYCHOSOCIAL IMPACT OF EXPOSURE TO DOMESTIC VIOLENCE ON ADOLESCENTS

Given the high prevalence rate of domestic violence (DV) in South Africa, one in four adolescents reportedly comes from a home where they are exposed to DV. The effects of exposure to domestic violence on adolescents are adverse and lifelong; therefore, providing effective treatment is crucial. Group work has proven to be effective in some international studies, but South Africa has limited research on this question, particularly on the psychosocial impact of DV exposure and the necessary effective interventions. Through an ethnography qualitative approach, this study aims to expand the limited knowledge base. Participants were observed during a group work process for a period of 8 weeks, the objective being to determine their psychosocial functioning after exposure to domestic violence. Drawing from social learning theory, the findings of the study suggest that adolescents can benefit from group work interventions. The results showed that the group participants’ psychosocial functioning improved significantly after the intervention. Based on the findings, policy and practice recommendations for adolescents exposed to domestic violence are made.

Researching Adverse Childhood Experiences in a Domestic Violence service: The role of co-operative inquiry groups in practice development and change

The long-term impacts of Adverse Childhood Experiences (ACEs) are of increasing interest to researchers and practitioners. While attention is being paid to the effectiveness of screening for ACEs to improve health and social outcomes, how to implement such practices has become key. The Irish study upon which this article is based used an action research approach to implement ACEs routine enquiry within a domestic violence service, while also utilising co-operative inquiry groups for practitioners within the organisation (n=10) and those working in associated fields of infant mental health, child protection and welfare and community support (n=7). This article documents the process of enacting the co-operative inquiry groups and outlines learning points, challenges and lessons. Drawing on Finlay’s (2002a, 2002b) theories on the variants of reflexivity in research processes, six themes emerged on the research process: insider and outsider status; the structure and approach to the groupwork process; participation in the group process; addressing fears; practice concerns; and motivations to act. We conclude with suggestions for effective co-operative inquiry processes and highlight the factors related to groupwork that may contribute to improvements in practice, organisational and community change.

COVID-19 AND THE CHANGING FACE OF WORK/INDUSTRIAL RELATIONS IN NIGERIA

Industries are usually places of production and of manufacturing. They are places were good are produced and services rendered. These are made possible by the presence of and /or interaction of persons referred to as actors or participants. In industries therefore, there are two key actors; the employee and the employer having the State as an umpire. These actors in the course of material production engage in interaction. It is this work relation/interaction in conjuncture with the environment that translates into tangential goods and services for societal consumption. In Nigeria, the emergence of the covid-19 pandemic saw the alteration of the existing work relations in the country whereby the work relations assumed a new form and nature. It ushered in a spatial as against a physical work space, personalized as against collectivized (group) work process, authoritarian as against democratized work relations etc. The altered work relations off-course has implications on work relations in the industries (workers/management) as well as the country in general. The attendant implications include, job rationalization, spiritless trade unionism, labour exploitation, income/revenue reduction/decline etc. From a sociological perspective and in the attempt to situate the study within a given theoretical perspective the paper adopted the theoretical biasness of the Marxian conflict theory in the exposition of the study problem. The paper therefore suggests that there should be legislation by government regulating work relations in the country in terms of slashing of salary and arbitrary laying-off of workers in the name of right-sizing.

МЕТОДИЧНА КУЛЬТУРА ВИКЛАДАЧА ЗВО ЯК СКЛАДОВА ЙОГО ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ КУЛЬТУРИ: ПОСТАНОВКА ПРОБЛЕМИ

The article focuses on the problem of forming of the university teacher’s methodological culture. Modernization and reorganization of the national higher education system requires teachers who have deep professional and methodological knowledge, have a high level of formation of methodological culture, have an active professional position and a creative style of activity. The analysis of approaches of scientists concerning essence of methodological culture is implemented. The author's position on the interrelation and interdependence of the formed high level of teacher’s methodological culture and the teacher’s readiness to carry out it’s methodological activity at a high level is substantiated. The formation of the methodological culture of freelance teachers involves the content of professional training of future teachers on the formation of values necessary for interactive teaching and the appropriate orientation of the individual, self-improvement, self-determination, and at the same time focuses on innovative experience for successful implementation as, in particular, methodological activities. and in general the professional pedagogical activity of the teacher. In the methodical activity of the teacher of ZVO it can be reflected in real practice of professional preparation of students: new methods of teaching, new ways of diagnostics of quality of training of students, development and use in initial process of author's methodical products, etc. Also, formed at a high level methodological culture of the teacher will be reflected in pedagogical communication in the system «teacher - student (students)», for example, in finding new communication tasks, new means of activating interpersonal communication of students during classes, new forms of student communication. process of group work, pedagogical interaction of the teacher with students on the basis of co-creation and commonwealth. In the personal sphere it is shown in definition by the teacher of individual ways of the professional development, construction of the program of self-improvement. As a result, the teacher, basing his practical activity on the basis of creative thinking, creative approach to teaching, self-improvement, begins to play an active role in regulating their professional activities.

Enhancement of Professional Behaviours and Perceptions of Critical Skill Job Preparedness through the Use of a Group Work Contract in Fourth-Year Nutritional Science Students

Collaborative group assignments in undergraduate education are important for promoting skill development and preparation for the workplace; however, they are subject to the challenges associated with group dynamics. We determined the effectiveness of a Group Work Contract to facilitate professional behaviours and positive experiences amongst fourth year nutritional science students (n=144) while working collaboratively to complete a Group Literature Critique Assignment designed to promote scientific literacy and critical thinking skills. Changes in students’ attitudes and approaches to group work were assessed before and after completion of the contract and the assignment via two online surveys (Pre- and Post-Group Work Surveys). Completion of the Group Work Contract improved group dynamics including i) frequency of communication, ii) distribution of effort between group members, iii) mutual reliability, iv) respectfulness and inclusivity. Students also reported fewer group problems and an improved ability to work collaboratively in problem solving (P<0.05). Importantly, students reported reduced feelings of anxiety related to group learning and perceptions of achieving a better outcome versus working alone and learning more as a result of working in a group (P<0.05). Additionally, students reported an improvement in their job readiness perceptions with respect to the development of their scientific literacy and critical thinking skills as a result of completing the Group Literature Critique Assignment (P<0.05). Collectively, this data demonstrates that structuring the group work process through the implementation of a Group Work Contract can support the development of positive and effective group dynamics resulting in reduced student anxiety about collaborative learning and perception of a better overall outcome.

Codeswitching in group work in EFL classes

Codeswitching is reported to be a common feature of group work in EFL classes, particularly those with learners sharing the same native language. On the other hand, there is little research on codeswitching in group work in EFL contexts. This study aims to investigate the reasons why codeswitching is employed in EFL group work interactions among learners who share the same native language. The data were collected via observations of group work processes and open-ended questionnaires given to the students and thematically analysed.  According to the findings, codeswitching in group work served mainly four types of purposes: i) search for equivalence, ii) meaning clarification, iii) following task procedure and iv) emotional expression. The task type being a spontaneous speaking task or an outcome production task and the students’ being in an on-record or off-record mode also affected the extent of codeswitching. Another finding was that the instructor’s use of L1 in the classroom might derive students to switch codes. The students reported that they switched from English to their native language particularly due to their lack of proficiency and the fact that they found L1 communication a convenient way of expressing their concerns and emotions. Codeswitching was found to be a builder of solidarity and a means of achieving task targets as well as interactional fluency, implying that it can serve pedagogically useful purposes in group work in EFL classes.     Â

Making the transition from casework to group work

ABSTRACT This article examines the meaningful difference in mind-set that distinguishes group work from casework. It illustrates the importance of the worker making a cognitive shift from social work with individuals (casework perspective), to work with a group, which consists of multiple members (group work perspective). This mind-set transition utilizes the framework of thinking group. The guiding principle of thinking group is viewed through the lens of group-as-a-whole first and individuals second. Trusting and empowering a group to do its work affords members the opportunity to realize the value of people who have been drawn together by common issues and the wisdom of shared experience. Excerpts from group process recordings and supervisory insight are included to illuminate the worker’s developmental process that contribute to new-found perspectives, while simultaneously becoming grounded in the group work process and its potential for member empowerment.

Pembelajaran Berbasis Masalah sebagai Salah Satu Upaya Meningkatkan Kemampuan Analisis dan Penalaran Peserta Didik

Education aims to develop the potential of students to become quality human resources. The implementation of education takes place in a learning activity. Through the learning process there will be changes, development, progress, both in terms of physical, motoric, intellectual, social emotional and attitudes and values. One of the abilities that must be developed is the analytical and reasoning skills of students, because it will be used in solving problems in everyday life. This article aims to analyze an effective learning model to improve the analytical and reasoning skills of students. This research is a literature study. Analysis of effective learning models to improve the analytical and reasoning power of students is drawn from various references and research results. It was found that one of the learning models that can improve analytical and reasoning skills is the problem-based learning model. Problem-based learning uses a variety of intelligences needed to confront the real world. Problem-based learning is an innovation in learning because in PBL the thinking ability of students is really optimized through a systematic group or team work process so that students can empower, hone, test and develop their thinking skills on an ongoing basis.

JUNIOR HIGH SCHOOL PERCEPTION OF COOPERATIVE GROUP WORK

Cooperative learning is not only about studying and sitting together, but it is more about structuring the group work. Structuring group work includes guidance of step by step to do the assignment. In the assessment process of group work, teachers tend to assess students individually, which is disassociated. To bridge the gap, representativeness assessment is introduced as a current insight. This study aimed to identify student’s perception toward cooperative group work strategies and representative assessment. In this research, data were collected through questionnaires from a population of students. The result of the study showed that the respondents showed high percentage of perception on both cooperative group work strategies and representative assessment.

The Teamwork Process Antecedents (TPA) questionnaire: developing and validating a comprehensive measure for assessing antecedents of teamwork process quality

Most models of teamwork describe team behavior and effectiveness using an Input-Process-Output approach. In software engineering, the use of such models has focused on understanding and operationalizing the Process-Output components while less research effort has been applied to define and measure the Input-Process component. To develop and validate a measure of teamwork process antecedents (inputs) that addresses specific characteristics of software teams in industrial practice. First, we reviewed the group work literature, identified and integrated previously described antecedents of work group process, and developed a measure to tap those antecedents. This measure is operationalized in the Teamwork Process Antecedents (TPA) questionnaire, which we then validated with 375 Brazilian software engineers from 100 companies, using exploratory and confirmatory factor analysis. We created a survey to operationalize two multidimensional antecedents of teamwork process, Team Structure and Team Composition, based on well-established models from the literature on work teams. We tailored the response items to the software engineering context to increase construct face validity. We reached a parsimonious set of five dimensions for Team Composition (16 response items) and four dimensions for Team Structure (11 response items). Our results show that our measure of TPA has excellent internal reliability and convergent and discriminant validity. We created a novel measure of antecedents of teamwork process tailored to software teams, that captures the perception of team members about the adequacy of team composition and structure to achieve team goals. Further, we present the development of the TPA measure in the form of a guideline that may be used in the construction of other measurement instruments in empirical software engineering research. We believe both results are important contributions of this work.

Integrating Multiliteracies for Preservice Teachers Using Project-Based Learning

Using a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated for the purpose of instruction, integrated during the group work and creative process, and then jointly assessed using negotiated reporting. This paper describes the project and details the challenges of integrating teaching and learning across institutionally segregated courses when student expectations are conditioned by their prior experience of siloed, subject-based learning, and discusses lessons learned by the three teacher educators and implications for team teaching across the curriculum.

Secondary School Teachers’ and Students’ Perspectives on Cooperative Group Work Assessment Challenges in Ethiopia

Cooperative Learning (CL) has been encouraged in Ethiopia’s secondary schools as an important strategy to facilitate effective student learning. However, the effectiveness of CL hinges, among other factors, on appropriate assessment of students’ group work. Challenges faced by teachers and students in implementing assessment of group work have remained an obstacle to the effective use of CL. The aim of this study was therefore to examine what Ethiopian secondary school teachers and students, respectively, consider to be problems and obstacles in the way of efficiently implementing student the cooperative group work assessment. Accordingly, 213 teachers and 212 students were randomly selected for a questionnaire survey. In addition, two teachers and five students were also interviewed and a focus group discussion (FGD) was carried out in each of the five schools selected for data gathering. The data acquired through the questionnaire was analyzed through one-sample t-test while the data obtained through interviews and FGD were analyzed through qualitative verbal descriptions. The findings indicate the main challenges from the point of view of the teachers to be their inadequate training on the assessment of group work process and individual contributions; uncertainty on what should be assessed, and heavy workloads. From the students’ perspective, the main challenges were inadequate teacher support and follow up and equal reward for unequal contribution by members to group work.

Development of Problem Based Learning Book for Indonesian Language and Literature Subject at Junior High School"

Problem-based learning connects new problems that exist in daily life. It optimizes the ability to think through the process of group work and experimental activities. The students have difficulties in solving problems. They have little experience and are not highly motivated. It makes them unable to explore what students have. The conventional methods lack of training in critical thinking for students. This causes students to lack confidence to play an active role in the learning process. Based on these problems, the present study therefore developed the Indonesian language learning materials for Grade 7 at the junior high school level using the Problem Based Learning model.

How Effective are Psychosocial Group Workings in Improving Treatment Compliance and Self-Efficacy? An Experimental Study with Substance Users.

Group work is one of the most effective treatment methods in rehabilitation of substance use behavior. In addition, the individual's motivation to quit substance and self-efficacy perceptions of quitting are important factors for the course of the treatment. Therefore, the aim of this study was to investigate the effect of group work process on motivational processes (intrinsic and extrinsic motivation, interpersonal help seeking and confidence-in-treatment subscales) and self-efficacy perception of substance users. This is an experimental study with 43 substance users. The Treatment Motivation Questionnaire subscales were used to measure the effect of the group work on the dimensions of treatment motivation (intrinsic motivation, extrinsic motivation, confidence-in-treatment, interpersonal help seeking), and the General Self-Efficacy Scale was used to measure the effect of group work on the self-efficacy perceptions. The group work resulted in a significant increase in participants' intrinsic motivation and confidence-in-treatment. However, group work did not result in any significant change in extrinsic motivation, interpersonal help seeking and the perception of self-efficacy. In the follow-up process, a significant decrease was observed in the participants' self-efficacy perceptions. Group work with substance users increases the intrinsic motivation and confidence-in-treatment. Therefore, group work practices will increase the effectiveness of substance use treatment.

Approaches to Learning Through Group Work: An Empirical Analysis of Student Perceptions

Group work is used to promote employability and deeper learning in accounting education. Prior research examines outcomes but there is little understanding of actual group work processes. This exploratory study revisits, builds on and expands the work of Tempone and Martin (1999), who focused on approaches to learning in a group setting and their impact on the group work process. This study is distinguished by its emphasis on students’ cumulative experiences of group work over the entirety of a programme of undergraduate study. It reports that those indicating deep approaches to learning in a group work context attach higher value to their experience, appearing more engaged. However, those indicating strategic approaches differ little from those indicating surface approaches but find the experience more challenging, completing the task without underlying belief in either the value or relevance of group work activities. In order to address students’ approach to learning, it is necessary to first address their motivation and then persuade them of the relevance of group work to accounting education. This requires a coordinated and consistent approach, involving dialogue both between lecturers within a programme and moreimportantly between lectures and students.

The Experiences of Persons Living with Dementia Planning for a Dementia Research Meeting. Lessons Learned From the National Research Summit on Care, Services, and Supports for Persons With Dementia and Their Caregivers

ObjectiveA stakeholder group for persons living with dementia (PLWD) was convened to support the work of a major US dementia research meeting. The objectives of this examination are to present the steps used to implement the Group and guidance for both PLWD and researchers for partnering on research conference planning and participation. MethodsPLWD met monthly to provide input into the agenda for the 2017 Research Summit on Dementia Care and some Group members also presented at the Summit. Following the Summit, the Group reviewed their contributions and completed an evaluation of the Group process, identifying best practices to support future efforts. ResultsGroup members were initially unsure about participating due to concerns about ability to contribute and concerns about disease progression. Members reported that participation was a positive experience, however, identifying Group-led governance and attention to Group work process as important contributors. In addition to giving input to the Summit and having the opportunity to interact with researchers, sharing personal experiences with each other was part of the value of the Group to members. Careful Group selection and attention to governance were among the Best Practices members. ConclusionDespite initial uncertainty among members about participating as a Stakeholder Group to inform a national research meeting, members developed a successful process for governance, convening, and providing input to a major national research meeting. Group's self-evaluation yielded specific strategies likely to be useful in formation and implementation of future partnerships between researchers and persons living with dementia.