Perceptions Of Preparedness Research Articles

Nurses' attitudes, behaviors and perceptions of preparedness towards disasters

Objective: This research was conducted to determine the attitudes and behaviors and preparedness perceptions of nurses working at Başakşehir Çam Sakura City Hospital towards disasters. Methods: The sample of the descriptive and cross-sectional study consisted of 302 nurses. Data were collected with a Personal Information Form and the Disaster Preparedness Perception Scale for Nurses. In the evaluation of the data, number, percentage, mean, Mann-Whitney U test, Kruskal-Wallis H test, and Spearman correlation analysis were used. Results: It was determined that the mean age of the nurses was 25.88±2.21, and that the majority of them were female (62.3%). Most of the nurses (73.8%) described themselves as partially prepared for disasters. It was determined that the DPPSN sub-dimension scores were 25.70±4.16 for the preparedness sub-dimension, 30.20±7.39 for the response sub-dimension, and 17.37±4.95 for the post-disaster sub-dimension, while the total scale score was 73.278±13.23. A significant relationship (p

Perceptions of readiness for independent practice among graduating orthopedic surgery residents in Ontario in the last 30 years.

There is increasing concern regarding the lack of physicians and underresourcing of the medical system in Canada. The training of orthopedic surgeons has emerged as an area of particular concern. The purpose of this study was to gain insight into the outcomes of graduates of orthopedic surgery residency programs in Ontario in the last 30 years. We invited graduates of orthopedic surgery residency programs in Ontario from 1992 to 2020 to participate in our survey regarding their practice patterns and career choices. Participants were asked whether they believed their residency had prepared them for independent practice and were asked about their practice patterns after graduation, including whether they completed fellowships. A total of 618 graduates met the inclusion criteria. We had a response rate of 40.9% (n = 253). A total of 62.8% of participants reported feeling ready to enter independent practice, which was less than the 80% expected threshold. This proportion varied by program and, overall, those who had graduated more recently reported feeling less ready. Nearly all participants had completed at least 1 fellowship, with most trainees having completed 2 fellowships. Earlier graduates were less likely to complete 2 or more fellowships. Completing a fellowship did not help with comfort in practice nor with earlier employment. Most respondents reported that their current surgical skills were primarily influenced by fellowship training, regardless of comfort level in entering practice directly out of residency. A substantial proportion of orthopedic graduates reported not feeling comfortable entering practice directly out of residency, with only 62.8% of participants reporting feeling ready for independent practice after graduation. Furtermore, graduates are incurring a significant opportunity cost completing 1 or often 2 fellowships. These findings necessitate an appraisal of our goals in residency education.

The Perception Overview of Kindergarten and Elementary School Teachers on School Readiness

School readiness is one of important factors that is needed to help children enter the elementary education. However, the characteristic needed in school readiness remains unclear. Most of the school usually has different consideration in differentiating student admission process. This study aims to determine the kindergarten and elementary school teacher perception of student readiness entering elementary school. Cross-sectional survey designed is used as research approach involving 195 kindergarten and elementary school teacher in 5 cities in West Sumatera. 5 open-ended question were given to 91 kindergarten teachers and 104 elementary school teachers. Content analysis was carried out to analyze the answer and group them according to the themes that emerged. In general, the result of this research found that kindergarten and elementary school teacher has similar perception of school readiness. Around 81% kindergarten teacher and 92% elementary school teacher said that school readiness is crucial for children entering elementary school. In detail, kindergarten and elementary school teacher think that age is the main consideration in student admission for elementary school. Other consideration is cognitive, social, and emotional ability.

Gender and Sexuality Awareness in Medical Education and Practice: Mixed Methods Study.

The integration of gender and sexuality awareness in health care is increasingly recognized as vital for patient outcomes. Despite this, there is a notable lack of comprehensive data on the current state of physicians' training and perceptions in these areas, leading to a gap in targeted educational interventions and optimal health care delivery. The study's aim was to explore the experiences and perceptions of attending and resident physicians regarding the inclusion of gender and sexuality content in medical school curricula and professional practice in Israel. This cross-sectional survey targeted a diverse group of physicians across various specializations and experience levels. Distributed through Israeli Medical Associations and professional networks, it included sections on experiences with gender and sexuality content, perceptions of knowledge, the impact of medical school curricula on professional capabilities, and views on integrating gender medicine in medical education. Descriptive and correlational analyses, along with gender-based and medical status-based comparisons, were used, complemented, and enhanced by qualitative analysis of participants' replies. The survey, encompassing 189 respondents, revealed low-to-moderate exposure to gender and sexuality content in medical school curricula, with a similar perception of preparedness. A need for more comprehensive training was widely recognized. The majority valued training in these areas for enhancing professional capabilities, identifying 10 essential gender-related knowledge areas. The preference for integrating gender medicine throughout medical education was significant. Gender-based analysis indicated variations in exposure and perceptions. The study highlights a crucial need for the inclusion of gender and sexuality awareness in medical education and practice. It suggests the necessity for curriculum development, targeted training programs, policy advocacy, mentorship initiatives, and research to evaluate the effectiveness of these interventions. The findings serve as a foundation for future directions in medical education, aiming for a more inclusive, aware, and prepared medical workforce.

Proposal of Competencies in Telehealth: A Mixed-Methods Study in the Biobío Region, Chile

Introduction: Telehealth has become essential in the delivery of healthcare services, especially during the COVID-19 pandemic. Objective: This study aims to identify the specific competencies needed for the effective implementation of telehealth in Biobío, Chile.Methods: A qualitative and quantitative validation of competencies was conducted. The qualitative phase included a focus group with professionals from various health areas to discuss and refine the competencies. The quantitative phase used the Telehealth Competency and Preparedness Perception Scale (EPPCT), employing a non-probabilistic convenience sampling (n=48) among health professionals in the Biobío region, Chile.Results: The qualitative validation highlighted the importance of system efficiency and waitlist management, confidence, and education in the use of technologies, and continuous training. The quantitative validation identified two main dimensions: "Professional Excellence" and "Remote Clinical Approach," encompassing communication, ethical, legal, and technological aspects.Conclusions: The proposed competencies are suitable for telehealth, emphasizing the need for continuous evaluation and training. An additional quantitative study is recommended to confirm and adjust the model, ensuring that healthcare professionals are prepared to face the challenges of remote care

Young children's perceptions and experiences of school readiness during the transition from preschool to primary school in China

AbstractSchool readiness has a profound educational value for children's positive adjustment to primary school and holistic development. However, little research sufficiently addresses how young children view multifaceted components of learning, such as cognitive, affective and behavioural experiences on school readiness. A timely understanding of children's perceptions and experiences is crucial to shed light on how to promote transition and improve children's school readiness. This study investigated the perceptions and experiences of 41 children in China (5–6 years of age, 23 girls) regarding their school readiness based on Mosaic approach methods. The results indicated that young children have their own unique perceptions, emotional and behavioural experiences of school readiness. The perceptions of school readiness include four aspects of material supplies, subjects knowledge, interests and specialties and behavioural habits, which has similarities to that of adults in aspects of academic knowledge and social rules. Nevertheless, findings revealed young children view interests and strengths as important part of school readiness, reflecting their personal preferences and abilities. The emotional experiences could be considered positive or negative, with positive emotional experiences expressing children's curiosity and expectation, fulfilment and pleasure, and negative emotional experiences expressing academic burden, rules pressure and social worries, which need to be addressed. Young children's behavioural experiences with school readiness present two patterns of passive acceptance and active participation, they are eager to participate in activities and have a strong desire to explore and learn. Our findings extend beyond existing conception of school readiness, and give greater weight to children's interests and strengths, positive experiences and active participation. It is important to focus on children's intrinsic interests and strengths, accept children's ideas and choices, care for their emotional state and provide positive support.

A preliminary study of educational experiences that promote perceptions of college readiness in individuals from lower socioeconomic backgrounds interested in pursuing a career in science, technology, engineering, math, or medicine (STEMM)

IntroductionCollege readiness encompasses many different domains, including content knowledge, metacognitive skills, communication skills, learning strategies, and transitional knowledge. College readiness impacts academic achievement; moreover, student perceptions regarding college readiness impact their behavior and decision to attend college. High-achieving students from lower socioeconomic status (SES) areas possess grit and intelligence, but systemic barriers and inequities can interfere with the achievement of academic success in part due to reduced college readiness.MethodsIn this study, we explore if educational opportunities, such as outreach and pathway programs (OPP), Advanced Placement and International Baccalaureate, and college dual enrollment, impact perceptions of college readiness in a nationwide sample of 339 matriculating college students who wish to enter into Science, Technology, Engineering, Mathematics, and Medicine (STEMM) related fields.ResultsOPPs (p = 0.005) and dual enrollment (p = 0.002) are predictive of higher perceptions of college readiness. When individuals are partitioned into low and high SES by a median-split, OPPs (p = 0.015) and dual enrollment (p < 0.001) are predictive for students from low SES areas only.ConclusionThis work indicates the importance of educational opportunities in improving perceptions of college readiness for students from low SES areas and potentially how resources may be better allocated in the future.

Lived Experiences and Perceptions of Autistic Young Adults Participating in Employment Readiness Skills Training.

This study aimed to examine the experiences and perceptions of participants engaged in an employment readiness program, Employment Preparation And Skills Support (EPASS), which is a manualized group-based training program designed to improve employment readiness among autistic young adults. A qualitative descriptive design was utilized to generate thick descriptions through semi-structured interviews with 22 transition-age autistic individuals (Mage = 20; 6 females; 16 males). Thematic analysis was employed to understand the experiences and career outcomes of transition-age autistic individuals pre- and post-participation in the EPASS program. Five main themes were identified: (1) More Negative Than Positive Employment-related Experiences; (2) Insight about Training Needs despite Hesitation to Participate; (3) Improved Perception and Confidence of Employment readiness through Experiential Learning; (4) Emerging Career Goals and Plans in Future Application of Knowledge and Skills; and (5) Learning Preference for More Interactive and Practice Experience. Participants reported a better understanding of job preparation skills, work-related social skills and interview etiquette. They also reported that what they learned in EPASS helped them improve their skills and confidence in obtaining and maintaining employment. Overall, participants expressed satisfaction with participating in EPASS and anticipated potential long-term impacts on their employability. This study sheds light on the training needs for transition-age autistic individuals and informs future employment readiness program development. Future studies should focus on collaborating with stakeholders to address training gaps and support needs that foster improved employment outcomes for this population.

Bridging the gap between education and the workplace

In the face of persistent skills gaps in the workforce, this article explores the discrepancy between educators' and employers' perceptions of job readiness and underscores the pivotal role of English language educators in bridging this gap. By categorising essential skills into language proficiency and soft skills, the article advocates for a curriculum shift towards a more functional approach, integrating these competencies to better prepare students for the evolving demands of tthe workplace.

Assessment of the public knowledge, attitudes, and perceptions of Nigerians regarding preparedness for future pandemics

IntroductionPandemics are global health crises that have caused millions of deaths, enormous socio-economic disruptions, and considerable public and global health security consequences. This study assessed Nigerians’ knowledge, attitudes, and perceptions regarding preparedness for the next pandemics.MethodsA cross-sectional questionnaire-based national survey was conducted among 1276 respondents in Nigeria to determine public knowledge, attitudes, and perceptions of preparedness for future pandemics. Descriptive and inferential statistics were used for analyses.ResultsOf the 1276 respondents to this survey, > 50% had not heard of the Spanish flu and Zika disease. Approximately half (594) of the respondents did not consider antimicrobial resistance a possible cause of future pandemics. Over an average proportion of respondents reported unsatisfactory knowledge (655, 51.3%) and poor perceptions (695, 54.5%) about pandemic preparedness. The respondents’ good knowledge and satisfactory attitudes toward pandemic preparedness decreased with age. The respondents' education, age, and state of residence were significantly associated with good knowledge, satisfactory attitudes, and positive perceptions of pandemic preparedness with respondents with tertiary education levels being at least two times more likely to have these positive outcomes.ConclusionThis study revealed serious gaps in Nigerians’ knowledge, attitudes, and perceptions of their readiness for upcoming pandemics. To protect Nigerians’ health, emphasis should be placed on these issues by all stakeholders, including the government.

Perception of Student Readiness in Mastering Core Skills of the Malaysian Skills Certificate / Persepsi Kesediaan Penguasaan Pelajar Dalam Kemahiran Teras Sijil Kemahiran Malaysia

The Malaysian Skills Certification (SKM) is implemented as a formal certificate of recognition for individuals who demonstrate the ability acquired or practiced efficiently to perform a task. Among the aspects emphasized in Malaysian skills certification are core abilities. Therefore, this study aims to look at the perception of students' mastery readiness of core abilities among students of the Faculty of Technical and Vocational Education (FPTV), Universiti Tun Hussein Onn Malaysia. This study uses a quantitative approach with a survey research design. Using a questionnaire instrument based on SKM level 3 core skills assessment module which consists of six elements namely effective communication, information technology awareness, leadership skills, workplace ethics, administrative skills and health, safety and environmental implementation awareness. The study sample consisted of 92 final year students from General Machining, Building Construction, Catering, Welding & Metal Fabrication, Electrical & Electronics, Creative Multimedia and Refrigeration & Air Conditioning courses. The study's results underwent analysis via the Statistical Package for Social Science (SPSS) software. This analysis encompassed both descriptive techniques, such as percentages, means, and standard deviations, as well as inferential methods, including T-tests and ANOVA. The study's findings indicate that FPTV students' perception of their readiness to master the core abilities required for Malaysian skills certification is notably high. Therefore, students who will take the SKM verification will be at a high level of mastery readiness. These skills are essential to create a highly skilled workforce that has mastered technical skills as well as core skills.

Nurses' Perspectives Regarding Challenges of Providing Perinatal/Neonatal End-of-Life Care in a Regional Hospital: An Exploratory Qualitative Study.

This qualitative study aimed to explore nurses' perspectives regarding the challenges of providing perinatal/neonatal end-of-life care in a regional hospital. This exploratory qualitative study was conducted with 20 nurses working in Turkey. Study data were collected through in-depth and semi-structured individual interviews. The interviews were then submitted to thematic analysis. Three themes emerged from analyses of the interviews: (1) inadequate support for delivery of palliative care, (2) perceptions of family readiness, and (3) providing information/education to the family. The most prominent difficulties experienced by nurses were inadequacy of unit and equipment and lack of trained personnel. Another important issue that stood out was families' not accepting the end-of-life care decision for the fetus or the neonate and their having unrealistic expectations. Study results have provided important considerations for regional isolated neonatal and perinatal units, and they will be used to inform clinical practice improvements, staff education support, policies/procedures, family support, and further research relating to end-of-life care provision for the most vulnerable babies and their families.

Disaster preparedness perceptions and psychological first-aid competencies of psychiatric nurses.

This study aimed to determine the disaster preparedness perceptions and psychological first-aid competencies of psychiatric nurses. Nurses must recognize the risks before a disaster occurs and have an action plan for providing effective physical and psychological care to patients and other affected individuals during and after the disaster. It is especially important for psychiatric nurses caring for a high-risk group, such as psychiatric patients, to be prepared for disasters and be able to support patients by recognizing the psychological reactions that may occur after a disaster and managing their care accordingly. For this cross-sectional and correlational study, data on 122 nurses were collected using a personal information form, the preparedness perception scale of disaster in nurses, and the psychological first-aid application self-efficacy scale. The mean score for the participants' perception of overall disaster preparedness was 76.70±8.30, the mean score for the preparation stage was 27.02±2.82, the mean score for the intervention stage was 30.40±5.15, the mean score for the post-disaster stage was 19.27±2.88, and the mean score for psychological first-aid application self-efficacy was 140.28±19.17. The findings showed that psychiatric nurses were above the medium level in terms of disaster preparedness perceptions and psychological first-aid application self-efficacy. It is important for nurses caring for high-risk groups, such as psychiatric patients, to be aware of disaster preparedness, to recognize psychological reactions that may be observed after a disaster, and to be aware of psychological first-aid practices that can be used to intervene in a disaster.

Identifying the Role of Self-Compassion in Nursing Students' Perceptions of Readiness for Practice: A Mixed Methods Study.

Purpose of Study: Nursing students must be able to provide holistic, patient-centered, compassionate care upon entering professional practice despite the stress and psychological challenges of the healthcare environment. The purpose of this study was to explore the relationship between self-compassion, as a promoter, predictor and protector of psychological health, and perceived readiness for practice. Design of Study: This study used a convergent mixed-method design with correlational and directed content analyses. A convenience sample of undergraduate senior nursing students from baccalaureate programs in the Northeastern Region of the United States participated. Methods: Participants completed a 37-item online survey consisting of a demographic questionnaire, the Self-Compassion Scale Short Form (SCS-SF), and the Casey Fink Readiness for Practice Survey ©2008 (n = 82) followed by semi-structured online interviews (n = 18). Findings: Results indicated that self-compassion and support systems positively influence perceived readiness for professional nursing practice. Conclusions: The findings promote psychological health as a component of readiness for professional nursing practice and the incorporation of self-compassion development into nursing curriculum.

Social work practicum students experiences, challenges, and aspirations during the COVID-19 pandemic

Field education is considered the signature pedagogy of social work education, yet there are numerous challenges including a shortage of field instructors and available placements and barriers to advancing equity, diversity and inclusion (EDI), which were heightened by the COVID-19 pandemic. This articles shares the results of research designed to investigate practicum students’ experiences, challenges, and aspirations during the first wave of the COVID-19 pandemic. This study aimed to answer the question: how did students’ experiences, challenges, needs, and aspirations vary due to their identity factors (e.g., gender and ethnicity), post-secondary institution (e.g., universities), and placement types (e.g., clinical/research)? To this end, a cross-sectional web-based survey was conducted to document the perspectives of BSW/MSW practicum students in Canada, with both open and close-ended questions. This article presents the survey results to two open-ended questions in three broad themes, namely mental health and wellness, students’ perception on field learning, and professional readiness. Female students across different ethnic groups reported challenges in balancing their gendered roles and responsibilities in caregiving and as a practicum student, which consequently impacted their mental health and wellness. Two major factors shaped practicum student learning, such as post-secondary institution (e.g., universities) and types of placements. Due to the pandemic, practicum students were unable to gain direct practice experience in person in their placement, which affected their perception of professional readiness. This article concludes that through an evidence-informed institutional and programmatic response and support, diverse challenges, needs, and aspirations of practicum students could be addressed to promote EDI in field education in the context of pandemics, emergencies, and disasters.

The value of employability-focused assessment: Student perceptions of career readiness

The value of employability-focused assessment: Student perceptions of career readiness

Perceived marriage readiness: A cross-cultural exploration

Marriage readiness is considered an important issue to be studied. The high rates of marital problems which impact social issues have been attributed to the lack of marriage readiness. Number of studies have tried to define and explain marriage readiness indices. However, there are various limitations due to how this concept is very much influenced by cultural factors, as is the case in Indonesia which is famous for its variety of cultures in every region. This study was conducted to make a comparison between perceived marriage readiness between Javanese people, as the representation of the largest population in Indonesia and regions outside Java as the comparison group. Data was collected using open-ended surveys with 207 participants coming from all over Indonesia. The results were analyzed using thematic coding which describes marriage readiness factors and personal perception of marriage readiness among Indonesians. Implications for this study are discussed, especially for evaluation and development of existing marital guidance programs in Indonesia.

The relationships between teachers’ evaluation of children’s academic readiness and children’s later outcomes

Kindergarten is emphasized as a critical first entry into the education system, as politicians and pundits believe kindergartners’ success can lead to later academic achievement. Therefore, a comprehensive understanding of kindergarten school readiness data should consider how it is measured and how that affects learning. Using the Early Childhood Longitudinal Studies—Kindergarten (ECLS-K) cohort 2010–2011 data, the author examined the relationship between teacher reports about children’s academic readiness at kindergarten entrance and their later outcomes in reading, math, and science through fifth grade. This study used a latent basis growth model with time-invariant predictors to analyze the relationship's trajectory. Overall, findings determined that teachers’ perceptions of children’s Approaches to Learning, mathematical thinking, and science significantly impacted later achievements in math and science direct assessments throughout elementary education. This research discussed the practice and policy implications on teachers’ perceptions of school readiness and its impact on later academic outcomes.

Technology Readiness and Adoption of Artificial Intelligence Among Accounting Students in Malaysia

Artificial Intelligence (AI) is increasing in accounting practice, and firms desire new hires who have adopted this technology. Universities can prepare students to adopt AI. The purpose of this quantitative study was to examine whether perceived ease of use (PEOU) and perceived usefulness (PU) affect on the relationship between accounting students’ level of technology readiness and self-efficacy with their decision to adopt AI. The study involved an examination of individual students’ perceptions of technology readiness and technology adoption. An online questionnaire consisting of 40 items gathering demographic information and perceptions of technology readiness, technology adoption, self-efficacy, PEOU, and PU was administered to student participants. The findings from the study indicated that technology readiness has a significant influence on technology adoption. However, mediation analysis using regression showed that the relationship between technology readiness and technology adoption of Artificial Intelligence is affected by both PEOU and PU.

Ready to leave? – Adolescents’ and parents’ perceptions of transition from paediatric to adult rheumatology care

BackgroundIn Sweden, approximately 2000 children live with Juvenile Idiopathic Arthritis (JIA). About half of them continue to have an active disease and need to transfer to adult rheumatology care. This study aimed to investigate Swedish adolescents’ and parents´ perceptions of readiness for transition from pediatric to adult rheumatology care.MethodsThe study was a cross-sectional quantitative study. Patients at the pediatric rheumatology clinic at a university hospital in Sweden and members of The Swedish National Organization for Young Rheumatics aged 14–18 and their parents were invited to participate in the study. Data was collected with the Readiness for Transition Questionnaire (RTQ) focusing on adolescents' transition readiness, adolescents' healthcare behaviors and responsibility, and parental involvement. Data were analyzed with descriptive statistics. Comparative analyses were made using non-parametric tests with significance levels of 0.05 as well as factor analyses and logistic regression.ResultsThere were 106 adolescents (85 girls, 20 boys) and 96 parents answering the RTQ. The analysis revealed that many adolescents and parents experienced that the adolescents were ill-prepared to take over responsibility for several healthcare behaviors, such as booking specialty care appointments, calling to renew prescriptions and communicating with medical staff on phone and to transfer to adult care. Parents and adolescents alike stated that it was especially difficult for the adolescents to take responsibility for healthcare behaviors meaning that the adolescents had to have direct interaction with the healthcare professionals (HCPs) at the paediatric rheumatology clinic, for example to renew prescriptions. It was evident that the adolescents who perceived they were ready to take responsibility for the aspects related to direct interaction with HCPs were more overall ready to be transferred to adult care.ConclusionAdolescents need more support to feel prepared to transfer to adult care. With the results from this study, we can develop, customize, and optimize transitional care programs in Sweden for adolescents.