Ongoing Professional Development Program Research Articles

Relationship between Solvent Polarity and Reaction Rate in Organic Synthesis

Purpose: The aim of the study was to assess the relationship between solvent polarity and reaction rate in organic synthesis. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Polar solvents tend to enhance reaction rates for polar reactions due to their ability to stabilize charged intermediates and transition states. Conversely, nonpolar solvents often accelerate nonpolar reactions by minimizing solvation effects and promoting favorable interactions between reactants. However, there are exceptions to these trends, as solvent effects can also be influenced by factors such as hydrogen bonding, solute-solvent interactions, and solvent viscosity. Additionally, the choice of solvent can impact the selectivity and yield of the desired product. Thus, understanding the interplay between solvent polarity and reaction kinetics is crucial for optimizing organic synthesis processes. Experimental studies and computational modeling techniques play key roles in elucidating these relationships and guiding solvent selection for specific reactions. Implications to Theory, Practice and Policy: Transition state theory, solvent-solute interactions and microscopic solvation models may be used to anchor future studies on assessing the relationship between solvent polarity and reaction rate in organic synthesis. Audit firms should invest in ongoing training and professional development programs to enhance the skills and knowledge of auditors. This includes staying updated on industry-specific issues, emerging risks, and advanced audit methodologies. Regulatory authorities should continue to strengthen their oversight of the audit profession. This includes periodically reviewing and updating auditing standards, enforcing compliance with auditing regulations, and imposing penalties for audit failures.

Librarian’s Perception and Skill Sets for the Use of Metaverse in Universities in Nigerian

The term "metaverse" is generally used to describe the shared virtual environment that is formed as a result of the collision between virtual and physical realities. As the Metaverse continues to evolve, libraries are faced with both new opportunities and challenges, which call for a fresh set of skills from librarians. The study therefore investigates Librarian’s perception and skill sets for the use of metaverse in universities in Nigeria. The population includes all librarians in Nigeria. Data were gathered via an online questionnaire that was distributed to respondents through Nigerian Library Association state chapter WhatsApp groups across Nigeria. 162 online responses were received, only 148 were valid and used for the analysis. Mean scores were used to analyze the data. Results of the analysis show that librarians perceived that metaverse promote virtual tours, improve accessibility for people with disability, promote virtual learning spaces and enhance information retrieval. The skills set librarians possess for the uses of metaverse in libraries were Computer literacy skill, Collaboration skill while, digital marketing skills, technical proficiency skills were not possessed by librarians. Librarians perceived challenges were High Investment cost, Shortage of trained personnel, mental health issues, Privacy and security challenge. The study suggested, among other things, that Librarians should engage in ongoing professional development programs to stay abreast of emerging trends and technologies and librarians should advocate for institutional support and investment in metaverse technologies. Keywords: Librarian, Perception, Skills, Metaverse Technology, Library, Nigeria.

Content teachers’ beliefs and attitudes toward working with multilingual learners through integrative approaches

IntroductionThe fast-growing population of multilingual learners (MLs) in U.S. schools calls for ML-focused instructional support from content classroom teachers to acquire content knowledge and language proficiency simultaneously. However, teachers in general lack competency in content-language integrative pedagogy that builds on MLs’ transliterate capabilities, placing MLs at a greater disadvantage in the content classroom. Given that teachers’ classroom practices are shaped by their underlying language ideologies, it is important to examine what ideological beliefs and attitudes teachers are operating with for their day-to-day work with MLs. Framed by scholarship on content-language integrated instruction, language ideologies, and transliteracies approaches, this study examined the relations between content teachers’ ideological beliefs and attitudes toward teaching MLs in the content classroom and several teacher-related variables.MethodsThis study employed a sequential mixed-methods design for a more comprehensive understanding of teachers’ ideologies about working with MLs. Quantitative data analysis was conducted by confirmatory factor analysis and multiple regressions using survey responses of in-service content teachers (N=100) followed by focus group interviews (N=24).ResultsResults of a confirmatory factor analysis using a survey suggested that teachers who were more likely to endorse English-only monolingual pedagogy did not necessarily view themselves as having lesser sensitivity to MLs’ backgrounds in their classroom. Results of regression analyses showed that teachers using pull-out or push-in instruction were more inclined to support language-integrated content teaching and considered themselves more sensitive to MLs’ backgrounds than teachers who instruct specialized content. Interestingly, the specialized content teachers having a greater percentage of MLs in their classroom were more supportive of the language-integrated content teaching pedagogy than other teachers using the teaching role. Analysis of focus groups provided contextualized rationales for teachers’ chosen stances toward the English-only monolingual, separatist pedagogy or the transliterate, integrative pedagogy for MLs.DiscussionThe findings demonstrated that teachers’ ideologies were not merely individual beliefs but also intertwined with the hegemonic language ideologies of the larger education system. The complexity of the shifting ideologies points to the pressing need for integrating ML-specific attention into teacher education and ongoing professional development programs.

Hospital Pharmacy Professionals and Cardiovascular Care: A Cross-Sectional Study Assessing Knowledge, Attitudes, and Practices in Saudi Arabia.

In Saudi Arabia, cardiovascular diseases (CVDs) establish a significant health challenge, with a high prevalence and substantial impact on mortality and disability burden. Evaluating the knowledge, attitude, and practices (KAPs) of hospital pharmacy professionals towards CVDs prevention and management is crucial for effective healthcare strategies. A cross-sectional, multicenter study was conducted using a self-administered survey targeting hospital pharmacists and pharmacy technicians in the Madinah region of Saudi Arabia. The survey assessed their KAPs towards CVDs prevention and management, incorporating demographic variables and perceived barriers. Out of 177 contacted pharmacy professionals, 159 (89.8%) completed the survey. The study results revealed inadequate knowledge levels with an average score of 3.87 out of 7, indicating significant gaps in comprehending drug interactions, managing lipid levels, and addressing resistant hypertension. Attitudes were generally positive towards CVDs prevention. Practices in CVDs prevention were satisfactory but varied, with notable gaps in providing educational materials and collaboration with other healthcare professionals. Major barriers included time constraints, lack of private counseling areas, and low patient expectations regarding pharmacy professionals' roles. The study has uncovered notable deficiencies in cardiovascular care, especially within the realm of hospital pharmacy professionals in Saudi Arabia's Madinah region. This finding underscores the importance of implementing specialized educational initiatives and ongoing professional development programs for these healthcare workers. By focusing on these areas and overcoming the challenges identified, we can significantly improve the contribution of hospital pharmacy professionals in Saudi Arabia toward the prevention and management of cardiovascular diseases.

Effect of Audit Quality on Earnings Management Practices

Purpose: The aim of the study was to assess the effect of audit quality on earnings management practices.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Research indicates that higher audit quality is associated with reduced earnings management practices. High-quality audits lead to improved financial reporting, fraud detection, and lower costs of capital. Market reactions are positive when reputable audit firms are involved. However, outcomes may vary by industry and country, depending on regulatory and institutional factors.
 Implications to Theory, Practice and Policy: Agency theory, signaling theory and information risk and auditor reputation theory may be use to anchor future studies on assessing the effect of audit quality on earnings management practices. Audit firms should invest in ongoing training and professional development programs to enhance the skills and knowledge of auditors. Regulatory authorities should continue to strengthen their oversight of the audit profession. This includes periodically reviewing and updating auditing standards, enforcing compliance with auditing regulations, and imposing penalties for audit failures.

Establishing a Multi-disciplinary Adult Oncology Unit at Muhimbili National Hospital: Lessons Learned, Challenges, and Opportunities Amidst Tanzania's Growing Cancer Burden

In light of the escalating cancer burden in Tanzania, Muhimbili National Hospital (MNH) embarked on a transformative initiative, utilizing the Capability, Opportunity, Motivation (COM-B) framework to meticulously design an implementation strategy. This collaborative effort yielded a dedicated chemotherapy ward, an expanded workforce, and ongoing professional development programs. The success of MNH's Adult Oncology Unit highlights the critical significance of adaptability, stakeholder engagement, and an unwavering commitment to meet the rising demand for cancer care in resource-constrained environments.

Nurse's Knowledge Regarding Blood Transfusion in a Tertiary Care Hospital Karachi, Pakistan

Transferring blood or blood components from a donor to a recipient is a crucial medical operation known as a blood transfusion. It is a frequent treatment used on individuals with various illnesses, such as anemia, bleeding problems, or those having surgery. Objective: To investigate the knowledge of staff nurses of a private tertiary care hospital regarding blood transfusion. Methods: This cross-sectional study was conducted in a tertiary hospital in Karachi. Non-probability consecutive sampling technique was used for the approach of the participants' Adopted questionnaire was used for the data collection, which was valid and reliable. Results: Study findings revealed that 58.3% of participants were female and 41.7% were male. Furthermore, results show that among 60 participants, 40% had an average level of knowledge, 35% had poor knowledge, and 25% had high knowledge regarding blood transfusion. Conclusions: In conclusion, a significant proportion of the sample's nurses have poor knowledge of blood transfusion. To increase nurses' knowledge and guarantee the safe and efficient administration of blood transfusions, this emphasizes the necessity for specific educational interventions and ongoing professional development programs.

Assessment of Technical Capacity and Performance of Local Builders in Residential Building Construction Sites

Abstract This research aims to investigate the technical capability and performance of local builders on residential building construction sites in Gaindakot Municipality, Nepal. The construction industry plays a vital role in the growth of economies worldwide. The quality of construction heavily depends on the technical capacity and performance of builders involved in residential projects. This study aims to assess local builders’ technical competence and performance operating on residential building construction sites. By examining the capabilities of local builders, this research contributes to enhancing the overall quality and efficiency of residential construction projects. The research employs a mixed-methods approach, combining quantitative and qualitative data collection techniques. A comprehensive survey is administered to local builders to evaluate their technical knowledge, skill sets, and utilisation of modern construction techniques. Concurrently, on-site observations and interviews are conducted to gain insights into the actual performance of builders during different construction phases. The findings of this study shed light on the strengths and weaknesses of local builders in residential construction. The on-site observations and interviews offer qualitative insights into the practical application of skills, compliance with safety protocols, and adherence to project timelines. The outcomes of this research are intended to guide policymakers, industry stakeholders, and training institutions in formulating strategies to enhance the technical capacity of local builders. Bridging the identified gaps can improve construction quality, reduce project delays, and increase customer satisfaction. Additionally, the study emphasizes the need for ongoing professional development programs to keep builders updated with the latest construction techniques and standards.

The Policy-driven Dimensions of Teacher Beliefs about Assessment Assessment

Despite the advancement of the conceptualisations of teacher assessment literacy, teachers’ assessment practices remain relatively low due to misalignment between teachers’ beliefs on assessment and principles of effective assessment practices. The currentassessment reform in the Philippines has not gained significant traction despite the ongoing professional development programs focused on enhancing teacher assessment literacy. We argue that to change teachers’ exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers’ beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could provide a stronger foundation for professional development program. Factor analyses extracted nine dimensions that describe teachers’ assessment beliefs: assessment for professional learning, for motivation, for measurement, for planning, for engagement, for learning, for evaluation, for norm-referencing and for instructional accountability. Implications of findings for teacher professional development and practice are discussed.

Professional development of school library staff in Trinidad and Tobago

Using a qualitative case study approach, this study explored the impact of participation in a virtual community of practice on the professional development of secondary school library staff in Trinidad and Tobago. Participants engaged in forum discussions, Web meetings, and online collaborative problem solving over a 12-week period. Preliminary findings suggest that participation in a virtual community of practice impacted participants in four areas: technical, social, cognitive, and tangible. School library practitioners and administrators could use this research to help them develop an informal ongoing professional development program.

Effectiveness and feasibility of a mindful leadership course for medical specialists: a pilot study

BackgroundMedical specialists experience high levels of stress. This has an impact on their well-being, but also on quality of their leadership. In the current mixed method study, the feasibility and effectiveness of a course Mindful Leadership on burnout, well-being and leadership skills of medical specialists were evaluated.MethodsThis is a non-randomized controlled pre-post evaluation using self-report questionnaires administered at 3 months before (control period), start and end of the training (intervention period). Burn-out symptoms, well-being and leadership skills were assessed with self-report questionnaires. Semi-structured interviews were used to qualitatively evaluate barriers and facilitators for completion of the course.ResultsFrom September 2014 to June 2016, 52 medical specialists participated in the study. Of these, 48 (92%) completed the course. Compared to the control period, the intervention period resulted in greater reductions of depersonalization (mean difference = − 1.2, p = 0.06), worry (mean difference = − 4.3, p = 0.04) and negative work-home interference (mean difference = − 0.2, p = 0.03), and greater improvements of mindfulness (mean difference = 0.5, p = 0.04), life satisfaction (mean difference = 0.4, p = 0.01) and self-reported ethical leadership (mean difference = 0.1, p = 0.02). Effect sizes were generally small to medium (0.3 to 0.6) and large for life satisfaction (0.8). Appreciation of course elements was a major facilitator and the difficulty of finding time a major barrier for participating.ConclusionsA ‘Mindful Leadership’ course was feasible and not only effective in reducing burnout symptoms and improving well-being, but also appeared to have potential for improving leadership skills. Mindful leadership courses could be a valuable part of ongoing professional development programs for medical specialists.

General Practitioners' management of young people with mental health conditions in Australia.

Detecting and diagnosing youth mental health issues can be challenging for General Practitioners (GPs) who are often the first to encounter them. One aim of this study was to understand the challenges GPs faced in identifying, treating and referring young people with mental health issues in Melbourne, Australia. A second aim was to identify gaps in GP knowledge and service provision in order to design a service and training program for GPs that addresses those gaps. A representative sampling method was used to invite GPs in south-east Melbourne to complete the study survey. Seventy-seven GPs completed the questionnaire consisting of 10 questions in 3 sections. The results showed that GPs who consulted with young people more often had greater levels of confidence in identifying and treating their mental health issues but not referring. Forty-four percent identified the need for training in regards to youth mental health. GPs considered that the most effective care was provided in youth-friendly spaces but tended to primarily refer young people to private providers. GPs need access to ongoing professional development and education programs on youth mental health, in particular more severe issues such as psychosis. Specialist youth mental health services such as CYMHS/CAMHS and headspace can offer GPs support in managing mental health issues in young people. However, there is a need to strengthen the link between GPs and specialist youth mental health service. Stronger links between services will ensure young people have timely and increased access to treatment.

Guidelines for Selecting Professional Development for Early Childhood Teachers

Engaging teachers of young children in effective in-service professional development is a critical component of establishing high quality early childhood education. However, not all professional development offerings are effective in imparting new knowledge, enhancing teacher practice, or improving child outcomes, making it difficult for teachers and directors to select professional development that will benefit their centers. This paper critically reviews the research literature on professional development for early childhood education to identify what features of professional development make a difference for teacher interactions and children’s learning and development. Guidance is provided for selecting professional development opportunities which meet the needs of children and teachers. Recommendations for how to create an ongoing professional development program within an early childhood center by creating a professional learning community are also made. Such an approach supports the center to become a place that values learning and continued education for all professionals.

Putting reflective practice into action: A case study

The McGill University Health Centre Reflective Practice Program, which began in 2003, provides a theory and structure for reflection and is the basis of an ongoing professional development program for nurses in leadership positions. It is designed to improve their knowledge and skills, and to provide support to nurse leaders who are continually facing difficult interpersonal situations involving staff, patients, families and the interdisciplinary team. It is based on a well-developed theoretical framework, a theory-of-action approach to reflective practice (RP). This approach is described in some detail, together with the training program for RP facilitators. This RP program involves regular monthly small group meetings to discuss challenging interpersonal situations. To date, 37 facilitators have been trained and currently about 120 nurses are participating regularly in RP groups. To illustrate this approach a detailed example of a typical RP session is presented, together with some illustrative feedback data collected over several years. We conclude with recommendations for implementing this type of RP program and describe how our theoretical approach has spread beyond the nursing department and has been introduced to some students and faculty in the School of Nursing and to interprofessional staff in one of the clinical groupings.

The Choreography of Conversation: An Exploration of Collaboration and Difficult Discussions in Cross Disciplinary Teacher Discourse Communities

This qualitative study explores three years of data from an ongoing professional development program for alumni of one university’s varied teacher education programs. Participants cross secondary grade levels and disciplines. Researchers examine what transpires when controversial topics are raised within this diverse teacher discourse community. Findings across the data suggest that when faced with more difficult topics such as race and sexual orientation, participants engage in comfortable collaboration rather than critical colleagueship, preferring to provide uncritical, though helpful, support rather than challenge one another. Implications for current teacher education programs include encouraging more open and analytical dialogue that moves students beyond their comfort zones, both inside and outside of their respective grades and disciplines.

Hook, Line and Canvas: Launching a Professional Development Program to Help Librarians Navigate the Still and Stormy Waters of Online Teaching and Learning

ABSTRACTProfessional development is critically important for librarians trying to establish an embedded presence in online and hybrid courses. The institutional learning management system (LMS) provides a medium for enhanced visibility of both library resources and librarians as instructional collaborators and curriculum designers. This case study showcases one academic library's plan for developing an embedded presence in the LMS and scaffolding training and educational opportunities throughout the process. Important considerations and lessons learned from this initiative are also shared as well as future considerations for maintaining an ongoing and successful professional development program.

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.

School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers’ and leaders’ professional growth. The findings showed that school leaders’ participation in teacher professional development programs has a positive influence on the capacity for teachers to enact and reflect on new knowledge and practices. They also revealed a positive influence on the professional growth of the leaders themselves. This study has implications for the design of professional development and for school leaders and teacher educators.

Effects of an In-service Program on Biology and Chemistry Teachers’ Perception of the Role of Laboratory Work

This study is based on the concept that an in-service training program can help teachers to better understand the importance of using laboratory work to teach science and thus, improve the level of performance of their students. The study was conducted by the facilitators before and after a five day training workshop and sought to understand the teachers’ perceptions of and experiences with the aims of laboratory work and its importance in the teaching of Biology and Chemistry subjects. Seventeen secondary school teachers from both subjects were involved in the study. Overall, the findings of this study suggested that the teachers improved their level of understanding of the importance of using laboratory work to teach Biology and Chemistry subjects after attending a training workshop. Teachers recognize the value placed on laboratory work to familiarize students with the practical component; however, they feel that the lack of well equipped laboratories, in most of their schools, is a great barrier for them to conduct laboratory work of any kind in their classes. Teachers complained about the length of the Biology and Chemistry syllabuses and recommend a thorough revision if the Ministry of Education wants them to conduct laboratory work in their classes and hence, comply with its aims. The fact that most of the teachers during their initial training did not have laboratory work effectively resulted in the fragility and fear to use any kind of laboratory work. Therefore, the schools are urged to organize ongoing professional development programs that meet the teachers’ specific needs.

Professional Development in Remote Sensing for Community College Instructors

Abstract. The ingredients for the highly successful, ongoing educator professional development program, "Integrated Geospatial Education and Technology Training–Remote Sensing (iGETT-RS)" came into place in 2006 when representatives of public and private organizations convened a two-day workshop at the National Science Foundation (NSF) to explore issues around integrating remote sensing with Geographic Information Systems (GIS) instruction at two-year (community and Tribal) colleges. The results of that 2006 workshop informed the shape of a grant proposal, and two phases of iGETT-RS were funded by NSF's Advanced Technological Education Program (NSF DUE #0703185, 2007–2011, and NSF DUE #1205069, 2012–2015). 76 GIS instructors from all over the country have been served. Each of them has spent 18 months on the project, participating in monthly webinars and two Summer Institutes, and creating their own integrated geospatial exercises for the classroom. The project will be completed in June 2015. As the external evaluator for iGETT expressed it, the impact on participating instructors "can only be described as transformative." This paper describes how iGETT came about, how it was designed and implemented, how it affected participants and their programs, and what has been learned by the project staff about delivering professional development in geospatial technologies for workforce preparedness.