Online Program Research Articles

Preparing Teacher Candidates for Inclusive Practice: A Program Overview

This paper provides a programmatic overview of an early childhood education (ECE), dual-licensure personnel preparation program in the Midwest. The foundation of the ECE program includes blended faculty from general and special education, a cohort model, field placements every semester, and continual review and innovative practices. The ECE Program is offered in both campus-based and online delivery models to meet the needs of prospective students across the state and region. Faculty have recently expanded the program array to include two additional online programs to meet the changing needs of the workforce: a non-license credential-based bachelor’s degree and a master’s degree in public policy. The ECE program’s unique components and multiple offerings position it well to prepare teacher candidates to educate all children within inclusive settings. Future directions include developing a master’s degree in early childhood special education. Key words: early childhood, personnel preparation, dual-licensure

Changes in cognitive functional performance and basic activities of daily living in patients with traumatic brain injury after two methods of cognitive retraining

Introduction: Evidence supports a bottom-up approach to assist in addressing functional cognitive deficits in patients with traumatic brain injury (TBI). There is however, little evidence supporting the use of online programmes for this purpose. The aim of this research was to describe the outcomes for cognitive functional performance and basic activities of daily living (bADL) or self-care functioning after cognitive retraining using an online programme versus task-oriented intervention for patients with acute mild and moderate traumatic brain injury (TBIs). Methods: A quantitative, quasi experimental, longitudinal research design was used for determining within-group and between-groups changes for cognitive functional performance and bADL functioning in two sample groups with mild to moderate TBI. Intervention using an online programme (n=7) or task-oriented activities (n=15) was evaluated at three assessment intervals: on recruitment into the study (Assessment 1), on completion of inpatient hospital intervention (Assessment 2) and after four weeks of home programme intervention and fortnightly outpatient intervention (Assessment 3). Results: Results for both groups showed a statistically significant change for cognitive functional performance assessed on the Bay Area Functional Performance Evaluation (BaFPE) while the task-oriented cognitive training group also achieved a statistically significant change in bADL scores during the first inpatient assessment period. Only the online programme group had statistically significant improvement during the home programme in the third assessment period. Conclusion: Cognitive retraining using an online programme or task-oriented activities resulted in positive change in a therapist directed inpatient programme but a structured, graded, online programme was more effective in supporting significant improvement in cognitive functional performance when used with an outpatient home programme. Implications for practice Cognitive retraining using an online programme or task orientated activities have a positive outcome for cognitive functional performance in patients with mild or moderate TBI in a therapist directed inpatient intervention. A task orientated approach for cognitive retraining appears to have positive effect on bADL outcomes. Cognitive retraining using an online programme intervention should be considered as a home programme to improve cognitive functional performance in patients with mild or moderate TBI.

Online training program maintains motor functions and quality of life in patients with Parkinson's disease

ObjectiveSeveral systematic reviews have shown that physical exercise positively affects motor function (MF) and quality of life (QoL) in patients with Parkinson's disease (PD). After the coronavirus disease (COVID-19) pandemic, numerous studies were conducted to reveal the effects of telerehabilitation for patients with PD. However, only a few empirical results of online programs for PD patients have been reported. Therefore, this study aimed to determine the effects of an online physical and cognitive training program on MF and QoL in patients with PD.MethodsWe evaluated the impact of our online program on the QoL and MF of patients with PD by comparing data at baseline and after six months of intervention. For the QoL assessment, we used the Schwab and England Activities of Daily Living scale and Parkinson's Disease Questionnaire (PDQ-39), whereas, for MF, we measured movement status using the modified 20-m walk test and timed up-and-go (TUG) test.ResultsWe enrolled 20 patients for QoL and 19 for MF in this study. For PDQ-39, social support (p = 0.046, δ = 0.320) and cognitions (p = 0.028, δ = 0.268) significantly improved. Additionally, cadence (p = 0.032, g = −0.377) in the modified 20-m walk and exam duration (p = 0.003, δ = 0.296) and forward gait (p = 0.003, δ = 0.341) in the TUG test showed significant differences before and after the intervention.ConclusionOur results suggest that online physical and cognitive training programs positively affect MF and QoL in individuals with PD.

Leadership capacity development in the Australian early childhood sector. Re-energising through mentoring

Mentoring is a leadership capacity development strategy for experienced early childhood teachers (ECTs). Being a well-trained mentor, who is supported to undertake the role can contribute to re-energising experienced ECTs and enhance the early childhood sector workforce. However, little is known about the benefits of outsourcing mentoring as most research refers to in-house mentoring. This paper reports on the mentors’ experience of a two-phase on-line mentoring program in Australia supporting new early childhood teachers. The study design was framed by the theory of Community of Practice involving academic mentors, experienced teacher mentors and novice teachers as mentees. Mentors’ reflections indicated that knowledge and skills accumulated during this program shifted their understanding of mentoring and contributed towards creating short and long-term service-level changes. This paper offers a provocation for new possibilities in mentoring in the early childhood sector.

Navigating university-OPMs

This panel focuses on the second theme of the conference, that is TEL Pedagogies: What can we learn from examples of success and failure in designing with and implementing old and new pedagogies enabled by technology? It explores Online Program Management companies' (OPMs) role in higher education partnerships to design and deliver spaces for online learning. Utilizing key theoretical frameworks such as Resource-Based View (Barney,1991; Kero & Bogale, 2023; Prahalad & Hamel, 1990; Wernerfelt, 1984) and Holon IQ’s Higher Education Digital Capability Framework (2020), the panel empowers universities to identify strengths, gaps, and strategic opportunities for collaboration. Barney (1991) suggests that by posing inquiries related to value, rarity, imitability, and organisation (VRIO), insights regarding competitive advantages, sustainability, and capability gaps can emerge, facilitating strategic decision?making. In the context of OPMs and university clients, VRIO offers a framework to comprehend the competitive advantage and sustainability of educational partnerships. Through discussion and debate the panel aims to challenge sociocultural norms, address challenges in transitioning to online formats, and propose effective partnership strategies.

Virtual Coach-Guided Online Acceptance and Commitment Therapy for Chronic Pain: Pilot Feasibility Randomized Controlled Trial.

Veterans are disproportionately affected by chronic pain, with high rates of pain diagnoses (47%-56%) and a 40% higher rate of prevalence of severe pain than nonveterans. This is often accompanied by negative functional outcomes and higher mortality. Combined with research suggesting medical treatments for chronic pain are often insufficient, there is an urgent need for nonmedical pain self-management programs. An interactive online platform to deliver an efficacious treatment for chronic pain such as acceptance and commitment therapy (ACT) could be a valuable option to assist veterans with pain care at home. This study aims to evaluate the virtual coach-guided Veteran ACT for Chronic Pain (VACT-CP) online program compared to a waitlist and treatment as usual (WL+TAU) control group through a small pilot feasibility randomized controlled trial. The primary aim was to evaluate the feasibility and acceptability of VACT-CP and study procedures, such as ease of recruitment, treatment receptivity, attrition and retention, sustained participation, system usability, and assessment of trial procedures. Secondary aims explored differences in the VACT-CP and WL+TAU groups on pre- and posttest (week 7) outcome measures for pain, mental health, functioning, and ACT processes. Veterans with chronic pain were recruited and randomized to either the VACT-CP (n=20) or the WL+TAU (n=22) group in a parallel group trial design. Self-report surveys were administered to participants at baseline (week 0), at the intervention midpoint (week 3), immediately after the intervention (week 7), and at the 1-month follow-up (week 11). We used Wilcoxon signed rank tests with the intention-to-treat sample to describe changes in secondary outcomes from pre- to postintervention within each group. Study procedures showed good feasibility related to recruitment, enrollment, randomization, and study completion rates. Participants reported that VACT-CP was easy to use (System Usability Scale: mean 79.6, SD 12.8; median 82.5, IQR 70-87.5); they completed an average of 5 of the 7 total VACT-CP modules with high postintervention satisfaction rates. Qualitative feedback suggested a positive response to program usability, content tailoring, veteran centeredness, and perceived impact on pain management. Although the pilot feasibility trial was not powered to detect differences in clinical outcomes and significant findings should be interpreted with caution, the VACT-CP group experienced significant increases in chronic pain acceptance (P<.001) and decreases in depressive symptoms (P=.03). VACT-CP showed encouraging evidence of feasibility, usability, and acceptance, while also providing promising initial results in improving a key process in ACT for chronic pain-chronic pain acceptance-after online program use. A full-scale efficacy trial is needed to assess changes in clinical outcomes. ClinicalTrials.gov NCT03655132; http://clinicaltrials.gov/ct2/show/NCT03655132. RR2-10.2196/45887.

Core Concept Identification in Educational Resources via Knowledge Graphs and Large Language Models

The growing demand for online education raises the question of which learning resources should be included in online programs to ensure students achieve their desired learning outcomes. By automatically identifying the core concepts in educational materials, teachers can select coherent and relevant resources for their courses. This work explores the use of Large Language Models (LLMs) to identify core concepts in educational resources. We propose three different pipelines for building knowledge graphs from lecture transcripts using LLMs and ontologies such as DBpedia. These knowledge graphs are then utilized to determine the central concepts (nodes) within the educational resources. Results show that LLM-constructed knowledge graphs when guided by ontologies, achieve state-of-the-art performance in core concept identification.

Soft Skills–Willingness of Taekwondo Coaches in Croatia for Learning: Sex Differences

The paper deals with researching the preferences of taekwondo coaches related to education on soft skills, such as critical thinking and stress management, that have not been given attention in formal and traditional forms of education. The research was conducted on a sample of 102 taekwondo coaches. The results showed that taekwondo coaches show an interest in additional education that would include learning various soft skills. In addition to the types of soft skills, the paper also presents the coaches’ views on what is important to them in education, such as the price or the possibility of attending online programs. In this paper, the coaches’ preferences were analyzed according to sex. The results showed that there are no sex differences in preferences for learning soft skills. The results presented in this paper have strong practical implications, both for the further education of taekwondo coaches and for the development of lifelong training of coaches in Croatia in general.

An Online Training Program Was Effective on Improving Physical Performance and Body Composition in U20 Soccer Players During the COVID-19 Quarantine

Abstract It is recommended for athletes keep training to reduce the negative effects of detraining. This study aimed to verify the effects of a 15-week online training intervention during a pandemic quarantine in body composition and physical capacity of highly trained soccer players. Sixteen male under-20 soccer players were assessed after the first period of COVID-19 quarantine (March 2020 to September 2020; 170 days), and after the second period of COVID-19 quarantine (November 2020 to February 2021, 107 days). Body composition, vertical jump height, hamstring maximum strength and aerobic capacity were assessed. The online training program was performed during the second lockdown. In comparison with first pre assessments, results showed that fat mass (−0.95 ± 1.27), free fat mass (1.22 ± 1.19), squat jump height (5.36 ± 1.99) and counter movement jump (3.19 ± 3.77) were significantly improved (P &lt; 0.05). However, there were no significant changes in total body mass, hamstring eccentric strength, and Yo-Yo IR1 after online training (P &gt; 0.05). In summary, the findings of this study highlight the importance of carrying out a training program during a period of absence from traditional soccer training, in order to maintain the level of physical capacities of youth soccer players.

Older adult learners as digital citizens: Their needs and challenges while participating in an online master’s programme

This article explores the learning journeys of older adult learners (OALs) enrolled in an online education master’s programme. Today, many OALs are enrolling in various online programmes. A study by the first author explored the ways in which these OALs identify with being digital citizens, and also investigated their needs and challenges. The capabilities approach was used as the theoretical framework and provided a lens through which the participants’ digital experiences could be explored most appropriately. The objectives of the study were: (a) to identify the needs and challenges of OALs participating in an online master’s programme as regards digital literacy, technical support and learning resources; and (b) to explore their online learning experiences and challenges, including digital literacies and the way OALs consider themselves as digital citizens. The qualitative nature of this study included a narrative enquiry. Using open-ended, semi-structured interviews, the eight participants with an average age of 49 shared detailed perspectives about their online learning experiences, digital literacies, and the way they view themselves as digital citizens. The findings reveal that OALs need specific levels of learning assistance, intergenerational learning, collaborative learning, mentorship and support when using digital technologies.

Measuring Emotional Self-Efficacy of Students in Online Synchronous Teaching Environments in India

ABSTRACT Emotional self-efficacy of students has been found to be associated with their overall performance in different contexts. The exponential growth of online education and increased use of online synchronous teaching-learning environments presents an opportunity to assess the emotional self-efficacy of students in this unique context. Although there has been research in the area of technological self-efficacy, the unique demands of real-time online teaching in synchronous environments necessitate a deeper understanding of emotional self-efficacy. Grounded in Bandura’s Self-Efficacy Theory (1982) and Mayer and Salovey’s Emotional Intelligence model (1997), this study aims to develop and validate a standardized scale to measure the emotional self-efficacy of students in online synchronous teaching environments in India. The study was conducted on a diverse sample of 480 students from two universities in India. Exploratory factor analysis was performed on the first draft of the scale, which initially included 19 items scored on a 5-point Likert Scale. Two items were dropped from the scale model, with the final version containing 17 items. The four factors identified are “Perceiving emotions,” “Using emotions to facilitate thinking,” “Regulating emotions,” and “Recognizing classmates’ emotions.” The identified factors aligned with the adopted theoretical framework, and the cumulative proportion of variance in the rotated solution was 61.9%. The test–retest reliability of the scale was 0.752. The research has significant implications for designing online courses and programs, as well as for creating policies and practices to capitalize on the emotional gains of students through a well-planned strategy. The study calls for further research in the area of cross-cultural applications of the scale and the relationship between emotional self-efficacy and educational outcomes.

Reducing emotion dysregulation online in nonclinical population with compassion focused therapy and emotional competencies program: A randomized controlled trial.

The present randomized controlled study aimed to evaluate the effects of two interventions on emotional dysregulation as a primary outcome and on depression, anxiety, stress, well-being, self-compassion and emotional competencies as secondary outcomes. Finally, the mediating role of emotional dysregulation as a core process in the effect of interventions on anxiety-depressive and stress symptoms was evaluated. One hundred and seventy-nine individuals aged 18-68 years (M = 39, SD = 12.4; 83.9% females) with emotion regulation difficulties were randomly assigned to one of the three 12-weeks online programs: Compassion Focused Program (CFP), an Emotional Competencies Program (ECP) or a Waitlist control condition (WL). Participants completed pre-, post- and 3 months follow-up measures of each outcome. Mixed effect linear models compared groups on primary and secondary outcomes. Results showed that (1) perceived credibility and expectancy and satisfaction did not differ between the two interventions, (2) both interventions reduced emotion regulation difficulty, depression, anxiety and stress symptoms, and enhanced well-being, self-compassion, and emotional competencies; (3) ECP was more effective to enhance well-being than CFP; (4) CFP was more effective to enhance emotional competencies than ECP, and (5) emotion regulation difficulty mediated the effect of the interventions on depression, anxiety, and stress symptoms. Findings offer preliminary support for the usefulness of online CFP and ECP to reduce emotion dysregulation, symptoms of depression, anxiety, and stress and to increase well-being, self-compassion and emotional competencies. These results are discussed regarding clinical practice and the transdiagnostic role of emotional dysregulation.

Correlation between vaccine hesitancy, vaccine reliability and perceptions of infectious diseases

Abstract Background Vaccine hesitancy is a delay in vaccine acceptance or refusal despite the availability of vaccination services. In recent years, the rise in vaccine hesitancy has attracted attention. This study aimed to evaluate the perception of vaccine hesitancy, vaccine safety, and infectious diseases among parents. Methods This cross-sectional study was conducted with 503 parents who applied to the pediatrics outpatient clinic of a university hospital. The questionnaire used in the study included questions on sociodemographic characteristics, factors related to vaccine hesitancy, The Vaccine Hesitancy Scale (VAS), the Vaccine Safety Scale (VSS), and the Perception Scale for Infectious Diseases (PPSID). Multivariate Linear Regression Analysis was used to find the variables associated with vaccine hesitancy. Results The mean age of the parents was 37.6±7.6 years. Parents’ scores on the ATS ranged from 17-85, with a mean score of 20.1±6.6 points. A moderate negative correlation was found between parents’ VAS and VSS scores, and between VAS and PPSID scores (r=-0.412, p &amp;lt; 0.001; r=-0.409, p &amp;lt; 0.001, respectively). According to the multivariate linear regression analysis the variables found to be associated with vaccine hesitancy, income status, maternal education level, child’s age group, having information about childhood vaccination schedule, child’s immunization status, the necessity of childhood vaccines, having sufficient information about the safety of vaccines, vaccine safety level, and infectious disease perception level were found to be significant predictors of vaccine hesitancy (F: 12,844, p ≤ 0.001, R2: 0.334). Conclusions This study determined that vaccine hesitancy was higher in families with lower income, who have not completed the schedule nor been vaccinated, doubt the necessity of vaccines to prevent infectious diseases, lack of knowledge about the reliability of vaccines, and whose children are still in primary school. Key messages • Health professionals have a critical role in reducing vaccine hesitancy. • It would be appropriate to plan face-to-face or online programs with parents.

Efficacy of online japanese intensive cardiac rehabilitation for secondary prevention for coronary artery disease: a comprehensive program including exercise, nutrition, mindfulness, and group support

Abstract Background/Introduction While comprehensive programs for cardiac rehabilitation are recommended for patients with coronary artery disease (CAD), systematic programs including nutrition, stress-management, and behavior change have not been clearly established. Purpose To comprehensively change the lifestyle of patients with CAD as secondary prevention, we developed an online based educational program "intensive cardiac rehabilitation for Japanese patients with CAD (J-ICR)" modifying ICR, a regimen covered by health insurance in the United States, to the program that has affinity with Japanese. Methods Online J-ICR program is set up as sessions for maintenance-phase CAD patients using an online application. J-ICR has 12 sessions held weekly for 3 hours per session, total 36 hours, aimed to integrate 4 components: 1) exercise guidance based on exercise prescription which contain aerobic exercise, resistance training, and multi-component exercise through online platforms, 2) dietary education focusing on "the Japan Diet", 3) stress management utilizing mindfulness, and 4) group support to enhance patient and medical-staff interaction. Twenty-two participants were randomly separated to Early Phase group and Late phase group. For verification of the efficacy of this program, we survey the adherence to the program and compared the changes in risk factor of CAD at 3 months defining Early phase group as intervention group and Late phase group as control. (Fig.1). Results After excluding 3 participants who withdrawn to participate, the remaining 19 participants were conducted the evaluation and 10 participants were in intervention group and 9 participants in control group, respectively. As for patient characteristics, the mean age was 66 years old, and all participants were male. History of CVD was comprising 8 cases of myocardial infarction and 15 cases of angina pectoris. As for the risk factors of CVD, there were not significant differences in mean low density lipoprotein (LDL) cholesterol (Intervention group 71.5mg/dl vs Control group 83.4mg/dl; p=0.12) or systolic blood pressure (SBP) (126mmHg vs 130mmHg; p=0.40) at base line between two groups. The average participating rate in program was 93.8% and there was no dropped out participant during the program in investigation group. After 3months, LDL cholesterol was not significantly decreased in both groups (mean reduction of Intervention group -0.3mg/dl, p=0.93 and control group -3.8mg/dl, p=0.43, respectively). However, there was significant reduction of SBP in intervention group (mean reduction 5.6mmHg, p=0.02) but in control group (mean reduction 2.4mmHg, p=0.42). (Fig.2). Conclusions This randomized controlled study showed the good adherence of J-ICR program and it suggested that J-ICR program has the effect on lowering systolic blood pressure at 3 months. Longer follow up data and the results of more participants are warranted to clarify the efficacy in real world prevention of CVD.

Effects of an online program about intimate and romantic relationships for people with mental disorders (AIRIKI): a study protocol for a randomized controlled trial

BackgroundThe concept of recovery has become internationally widespread. To promote personal recovery of individuals with mental disorders, it is important that they live life on their own terms. Many people with mental disorders wish to build intimate relationships and marry. However, people with mental disorders face obstacles in building such relationships and communicating with their partners. The program AIRIKI, which means “power to love,” was developed to help people with mental disorders gain confidence in building intimate relationships. The AIRIKI pilot study with one-group pre post test showed positive effects on self-esteem, hope, and communication. Therefore, the purpose of the proposed randomized controlled trial (RCT) is to determine the effects of the videoconferencing program on self-esteem, hope, and self-confidence in communication among un-married people with mental disorders.MethodsThe proposed randomized controlled trial has two arms (intervention group and control group). After baseline questionnaire assessment, participants will be allocated randomly. Within two months of allocation, the intervention group will participate in videoconferences about intimate relationships and marriage with 2–5 participants and 3 facilitators, which will last 3 h, for two days. Three facilitators will support participants in each session. The intervention group will complete a questionnaire for outcome assessment at termination and one month after the program. The control group will complete the outcome questionnaire at one month after baseline and two months after baseline. The questionnaire will include the Rosenberg Self-Esteem Scale (RSES), Herth Hope Index (HHI), and Self-confidence in Communication Scale (SCS). Control group members can participate in a videoconference program, which will be held separately from the intervention group, after completing their outcome assessments.DiscussionThis trial is the first randomized controlled trial of which we are aware to test the effects of an online program for un-married people with mental disorders to consider and discuss their romantic relationship and marriage. The results will provide information on the effectiveness of an online program for people with mental disorders to imagine their romantic relationships and marriages.Trial registrationThis trial has been registered with the UNIN Clinical Trials Registry (UMIN000052027; 2023/08/28).

The relationships between online program formatting, technology satisfaction, and course quality

This study aims to explore students’ perceived quality of graduate courses in relation to their satisfaction with the technological tools used in online master’s level courses. Invariance testing and structural equation modelling were used to demonstrate the validity of technology usage scales and effectively test links between course type, technology satisfaction, and course quality. The study participants included 364 graduate students enrolled at a large university in the Midwest who were taking blended and fully online courses. The participants responded to a scale regarding their experience with the course. Interestingly, program type (blended vs. fully online) did not significantly impact technology satisfaction or the perceived quality of the course, even after taking into account the technology satisfaction mediator on course quality. Program type is not related to course quality, although technology satisfaction does contribute to quality ratings. The implications for instructors suggest that the development of technology-centric activities is warranted to improve the quality of online education courses.

Patient Perspectives on Blended Internet-Based and Face-to-Face Cognitive Behavioral Therapy for Alcohol Use Disorder: Qualitative Study.

Harmful alcohol consumption has been identified as a major contributor to disease, mortality, and social harm, accounting for 5.3% of worldwide deaths annually. In Denmark, an estimated 150,000 people suffer from alcohol use disorder (AUD), but a low proportion seek treatment due to person- and treatment-related barriers. Internet-based cognitive behavioral therapy (iCBT) has shown positive effects on the treatment gap, with patients reporting benefits such as increased knowledge and flexibility. However, there is a lack of research on blended cognitive behavioral therapy (bCBT), which combines face-to-face CBT (FtF CBT) and iCBT for AUD. This study aims to investigate user experiences of bCBT. More specifically, it seeks to explore the advantages and disadvantages that users have experienced with bCBT for AUD, as well as their motivations for choosing this treatment format. A total of 30 patients who had participated in the Blend-A (Blending Internet Treatment into Conventional Face-to-Face Treatment for AUD) study and received the intervention were contacted and offered the opportunity to participate in semistructured individual telephone interviews. Of these, 12 patients consented to participate. Furthermore, an additional participant was approached at a municipal clinic and agreed to engage in an individual FtF interview. Thus, the final sample consisted of 13 patients. The interviews explored their background, experiences with digital technology, motivations for choosing internet-based treatment, and experiences with the program during AUD treatment. The interviews were audio-recorded and transcribed in full length and analyzed using thematic analysis. All data were anonymized and securely stored. We found that users experienced several advantages of iCBT over a larger part of the treatment course, including increased anonymity and privacy. Most importantly, it offered flexibility, allowing patients to focus on their rehabilitation process at their own pace. Patients appreciated the availability of written text in the online program, finding it helpful for gaining knowledge and understanding of AUD and its impact on the individual with the condition. They emphasized how the assignments helped them fully engage in treatment by first acknowledging their problem with alcohol and then dedicating time to self-reflection before FtF sessions, allowing for more in-depth discussions with the therapist. They also appreciated the reminders, which motivated them to complete their assignments. Overall, patients perceived more benefits than disadvantages in using bCBT. Essentially, bCBT offers a form of assisted autonomy that cannot be fully achieved through iCBT or FtF CBT alone. It is only through their combination that patients can fully appreciate the benefits of the treatment, as they have time for self-reflection, with guidance from the therapist between FtF CBT sessions. ClinicalTrials.gov NCT04535258; https://clinicaltrials.gov/ct2/show/NCT04535258.

Gatekeeper training for youth suicide prevention: A mixed method comparative analysis of two online programs

AbstractThe overriding aim of this study was to conduct a side‐by‐side comparative evaluation of two online suicide prevention gatekeeper‐training programs: Question, Persuade, Refer (QPR) and Making Educators Partners in Youth Suicide Prevention (MEP). Specific aims included identifying program components, instructional methods, and technology elements that are well received by school personnel and that increase knowledge and self‐efficacy. QPR and MEP were directly assessed following levels one and two of Kirkpatrick's Model (i.e., reactions to training, program efficacy), and indirectly assessed at levels three and four (i.e., future gatekeeper behaviors, potential school community impact). QPR and MEP produced positive outcomes with respect to reactions, knowledge, and self‐efficacy (i.e., Kirkpatrick levels one and two). MEP and QPR also produced partial support with respect to behavior and impact (i.e., Kirkpatrick levels three and four), given the limited objective data demonstrating consistent application of gatekeeper skills that reduce community suicidal behaviors. Taken together, future research should evaluate inclusion of innovative pedagogical approaches and strategic online classroom design, which may enhance learning motivation, attitudes, and self‐efficacy. Research should also objectively evaluate intermediate and longer‐term behavioral outcomes to identify population‐level impact.

Evaluation of an Orientation Program for Adjunct Clinical Instructors in Nursing

Abstract Part-time clinical nurse instructors teach students in many nursing schools in the United States. They are often unprepared for this role and require instruction in teaching methods. We developed and evaluated an online orientation program to provide the knowledge and skills necessary for nurses to become confident clinical instructors. For this project, 55 nurses completed the program; 28 were part-time faculty. Significant statistical differences were noted after completing the orientation program. Part-time faculty notably benefited from the online program and felt more confident in their ability to work with students.

A randomized clinical trial of emotional freedom techniques for chronic pain: Live versus self-paced delivery with 6-month follow-up.

Chronic pain represents a major global healthcare crisis, and current treatments are limited in effectiveness and safety. Emotional freedom techniques (EFTs) show promise as a potential psychological treatment. The current study investigated the effect of a randomized clinical trial of EFT for chronic pain in a sample of 147 adult chronic pain sufferers (89.9% female; mean 54.63 years). Participants engaged in a 6-week EFT programme (either online self-paced or in-person). The per-protocol analysis indicated pain severity and interference scores were significantly lower at the end of treatment for the EFT group compared to waitlist, and these were sustained at follow-up. There were no differences between the in-person or self-paced programmes at follow-up for pain severity and interference. Somatic symptoms were significantly lower after EFT, although no further differences at follow-up. Quality of life scores were significantly higher after EFT, which were sustained at follow-up, and no differences between two styles of programme. No significant effects were found for anxiety, depression, happiness or satisfaction with life across the 6-week programmes for either style of delivery or at follow-up. These are discussed in terms of clinical score meanings. Intent-to-treat analysis was consistent with the per-protocol analyses. Limitations of the study are identified and future directions are discussed. Findings offer early promise for EFT as a potentially effective pain management strategy, as well as support for online intervention without compromising treatment outcomes. An emerging body-based intervention for chronic pain may be a possible solution for remote clients who cannot attend in-person sessions. In this clinical trial Emotional Freedom Techniques (EFT) significantly reduced chronic pain severity and interference, and there were no differences between and online self-paced program toan online in-person EFT intervention. Both were equally effective, also enhancing quality of life without compromising outcomes. The results were significant at 6-month follow-up/. These findings highlight a body-based approach as a promising, accessible pain management strategy, and highlights that online programs may be part of the solution for chronic pain patients.