Implementation Of Training Initiatives Research Articles

Cross-cultural neuropsychological assessment in the European Union: a Delphi expert study.

ObjectiveThe increasing ethnic diversity in the European Union (EU) calls for adaptations to neuropsychological assessment practices. The aims of this study were to examine the current state of cross-cultural neuropsychological assessment in EU-15 countries and to provide recommendations for researchers and policy makers.MethodTwelve experts from nine EU-15 countries participated in a Delphi consensus study involving two sequential rounds of web-based questionnaires and an in-person consensus meeting. The experts individually rated Delphi topics on the basis of importance (scale 1–10). The degree of consensus was determined by assessing first and third quartiles (Q1 and Q3) and medians.ResultsConsensus outcomes showed the following priorities: (a) the development of tests (median importance rating 10, Q1-Q3: 9–10), (b) the collection of normative data (median importance rating 9, Q1-Q3: 8–10), and (c) more training, awareness, and knowledge regarding cross-cultural assessment among neuropsychologists in the EU (median importance rating 9, Q1-Q3: 8–10). Whereas memory tests were often available, tests measuring social cognition (median 9, Q1-Q3: 8–10) and language (median 9, Q1-Q3: 7–10) are particularly lacking. Recommendations were made regarding essential skills and knowledge necessary for cross-cultural neuropsychological assessment.ConclusionsThis study in a small group of experts suggests that the development and availability of cross-cultural tests and normative data should be prioritized, as well as the development and implementation of training initiatives. Furthermore, EU guidelines could be established for working with interpreters during neuropsychological assessment. Before implementing these recommendations, follow-up studies are recommended that include more minority neuropsychologists and community stakeholders.

Competencies based innovative learning solutions for co-development of climate services in West Africa

Abstract. In developing countries, and particularly in West Africa, the role of Climate Services (CS) for sustainable development is growing thanks to wide spreading collaboration among European institutions, including National Meteorological and Hydrological Services (NMHS) research centers, universities, and homologue local institutions. Operationally, the implementation of CSs in developing countries is mainly pivoted on NMHS, which, according to the World Meteorological Organization (WMO), are dramatically affected by unmet learning demand. The global scale of learning needs for co-development of CSs calls for innovative solutions and a range of flexible modalities to reach learners in a variety of ways, and for sharing resources and successful strategies within the global education and training community. In order to harmonize expected learning outcomes, WMO defined a competency framework (CF) for CSs to be used in the implementation of training initiatives and knowledge sharing tools. This paper presents the strategic and methodological approach adopted in the implementation of the TOPaCS, a new knowledge-based distance learning initiative, aiming to provide a flexible learning environment within the CSs CF of WMO ensuring coherence with other WMO education initiatives (Global Campus, other RTCs, etc.). The methodological approach adopted is based on the competency-based approach to training, where competencies are composed by elements of knowledge and skill. TOPaCS integrates the WMO CF for CSs into a taxonomy co-designed with stakeholders at different levels, and allows the definition of learning paths, which are a further interactive opportunity for co-development of CSs within the TOPaCS learning ecosystem. Indeed, the approach aims also to guide further instructional strategies and assessments and becomes a starting point to build a common language enabling a better cooperation and exchange between the different CSs training initiatives.

Authentic Leadership Perception, Trust in the Leader, and Followers’ Emotions in Organizational Change Processes

Despite the increasing interest in emotions at work, there is still a need for more research that focus on the antecedents of emotions in organizational change contexts. Moreover, literature on the subject considers leadership and trust to be fundamental when dealing with change processes. Taking into account both ideas, it is proposed here that authentic leadership (AL) perception can influence followers’ trust and emotions during change. To test these hypotheses, we gathered and analyzed the experience of 102 Spanish human resource managers using structural equation modeling based on partial least squares. Findings show that AL is directly and positively related to followers’ trust in the leader and the experience of positive emotions. Furthermore, we found that trust mediates the relation between AL perception and the experience of negative emotions. Based on these findings, some practical implications are proposed, such as the implementation of training initiatives in order to provide human resource managers with a better understanding of the AL concept and facilitate different actions that could be carried out by them so as to contribute to trust building.

Improved response by peers after witnessed heroin overdose in Melbourne

In response to concerns about the prevalence of heroin-related morbidity and mortality, overdose response training programs have been implemented in Victoria, with the aim of improving outcomes after heroin overdose. The aim of this study was to examine reported overdose response by current injecting drug users (IDU) during overdose events, in comparison with previous studies. A total of 99 IDU (median age 35 years, 72% male) were administered a questionnaire that collected information on knowledge and experience regarding recognition of heroin overdose and response. The primary outcome measure was the rate of ambulance notification and expired air resuscitation during witnessed heroin overdose. Data were analysed using descriptive statistics and univariate analysis. Sixty participants had overdosed at least once, and 84% had witnessed an overdose. 78% recognised altered consciousness as a sign of heroin overdose, but less were aware of depressed breathing (42%) or cyanosis (61%). Reported overdose interventions included correct positioning (39%), expired air resuscitation (32%), ambulance notification (76%) and staying with the victim (87%). Our study has found improved responses to heroin overdose during witnessed heroin overdose among current IDU, compared with earlier work. However, a lack of knowledge regarding appropriate first-aid response persists, which might improve with the development and implementation of training initiatives in this area, ranging from identification of overdose to the administration of life-saving measures.