Perceptions Of Preparedness Research Articles

CORE Teen: Impact of an Adolescent-Focused Parent Training Curriculum on Foster Parent Perceptions of Preparedness to Foster Teens

CORE Teen: Impact of an Adolescent-Focused Parent Training Curriculum on Foster Parent Perceptions of Preparedness to Foster Teens

Targaryen Thought Experiments: Do Science Fiction and Fantasy Examples Aid or Obfuscate Student Learning?

AbstractSeveral recently published international relations and criminal justice writings, textbooks, and supplements focus on using science fiction and fantasy texts to teach social science theories. This article investigates how science fiction and fantasy examples affect student learning compared to documentary films. We use mixed methods to conduct two studies on the use of science fiction and fantasy in political science and criminal justice classrooms. In the first study, we divide up a large lecture class, comparing how examples from the HBO series Game of Thrones versus documentary films affect student learning about the United Nations and peacekeeping. Our second study uses a combination of interviews and surveys to assess how students apply various criminological theories to the 1997 film Gattaca versus a documentary. Our research reveals that science fiction and fantasy examples neither help nor harm student learning. However, incorporating examples from fictional worlds may alienate some students, affecting their enjoyment of class and perception of preparedness. Most importantly, we find that the use of fictional examples creates an interpretive barrier in the classroom. Thus, we recommend judicious use of science fiction and fantasy examples. When fictional examples are used, we encourage student preparation and extensive debriefing.

Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness

The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with ( n = 356) and without ( n = 1,599) disabilities from five high schools across three U.S. states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed.

Organizational readiness to adopt artificial intelligence in the exhibition sector in Western Europe

This exploratory study explores perceptions of Artificial Intelligence (AI) and organizational readiness to adopt AI, in the exhibition sector of the events industry. A theoretical framework synthesizing the Technology - Organization - Environment framework and the Technology Readiness Index was developed to guide this qualitative study. Seventeen senior managerial representatives from exhibition organizations across nine Western European countries were interviewed, and a reflexive thematic approach was adopted to analyse the data. The findings suggest that the European exhibition industry is a slow adopter of AI, which may impact its future competitiveness, despite the stimulus provided to AI adoption during the COVID-19 pandemic. The degree of confidence in organizational technological practices, financial resources, the size of the organization, and issues of data management and protection, as well as the impacts of the COVID-19 pandemic, motivate or inhibit readiness for AI adoption in the event industry. A new Exhibition Sector Readiness for AI Adoption Model is presented in this research that managers and researchers can use to analyze inhibitors and motivations for AI adoption, which is contextualized for the current challenges facing the exhibitions sector.

A case study: 30 elementary music education majors’ perceptions of preparedness, interest, and comfort teaching choir before and after taking a choral methods course

The purpose of this case study was to evaluate the elementary general music education majors’ perceptions of preparedness, interest, and comfort with the choral skills presented in a choral methods course. Thirty elementary general music education majors ( N = 30) enrolled in a choral methods course responded to a pre- and post-course survey. Participants self-assessed their feelings of preparedness to teach choir, stated their interest in teaching choir, and specified their comfort levels teaching seven choral skills. It was found that there were differences between the participants’ feelings of preparedness to teach choir at the beginning and the end of the semester and in the participants’ indication of interest in teaching choir before and after taking the choral methods course. Participants’ overall comfort ratings on the seven choral music teaching skills increased from the beginning to the end of the semester; choral repertoire was the area that participants felt most comfortable, which is indispensable to provide meaningful choral experiences to young singers. Implications for music education are that music education students’ feelings of preparedness, interest in teaching choir, and their comfort in acquiring the required teaching skills to do so, provides insights into effective preservice music teacher preparation.

The current state of geriatric pharmacy education in the United States – A cross-sectional survey

IntroductionConcerns exist that the current health care workforce is underprepared to meet the needs of the aging American population. This study evaluated the current emphasis on geriatrics in doctor of pharmacy curricula. MethodsA 61-item web-based survey was distributed to associate deans with oversight of pharmacy curricula at all United States (US) schools and colleges of pharmacy (S/COP). Information collected included school demographics, employment of geriatrics faculty, geriatric education (required, elective, and experiential courses), co-curricular geriatric experiences, postgraduate residency training in geriatrics, student interest in geriatrics, and perception of preparedness of the profession to care for older adults. ResultsOf responding S/COP, 35% required a course in geriatrics while 63% offered a geriatrics elective. An advanced pharmacy practice experience (APPE) in geriatrics was required by 14%, and 79% offered an elective APPE. Insufficient curricular emphasis on geriatrics was noted by 44% of responding schools, and 33% lacked confidence that the profession of pharmacy is adequately prepared to care for the aging population. ConclusionsAccording to the survey respondents, most pharmacy schools do not have a required didactic course or APPE in geriatrics. Additional emphasis on foundational principles of medication management for older adults in pharmacy curricula is warranted to meet the health care needs of the rapidly aging US population.

Can you hear me now? Engendering passion and preparedness perceptions with vocal expressions in crowdfunding pitches

The voice is often the only continuous channel of expression in pitch videos. We isolate the influence of entrepreneurs' vocal expressions on funding by examining how valence (positivity/negativity) and arousal (activation) shape funders' perceptions of passion and preparedness. We show that an entrepreneur's high-arousal vocal expressions, whether positive or negative, increase perceptions of their passion. Entrepreneurs are perceived as more prepared when the valence and arousal of their vocal expressions are congruent. We test our hypotheses in the context of rewards-based crowdfunding, using both an experiment and a speech affect analysis of real-world crowdfunding pitches.

Teachers' experiences with K‐12 students' mental health

AbstractThe purpose of this study was to explore teachers’ experiences of student mental health concerns (SMHC) in the classroom. In this consensual qualitative research (CQR) study, we explored 12 teachers’ experiences related to their SMHCs in the classroom. Five domains emerged from this CQR study: (1) Teachers' Responses to Student Mental Health Concerns, (2) Teachers’ Perceptions of Preparedness in Addressing Student Mental Health, (3) Teacher Identified Preparation Needs to Addressing Student Mental Health, (4) Divergent Experiences of Support for Student Mental Health, and (5) Student Mental Health Influences. Overall, teachers lack the training and support to address SMHC in the classroom, resulting in numerous attempts of trial and error. These participants emphasize the need for training in SMHCs commonly found in children and adolescents coupled with classroom strategies to support these students' needs.

Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review.

There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only articles which discussed complex trauma, teachers of primary-aged students, and perceptions of preparedness were included. Four articles were ultimately selected as meeting the criteria for review. The lack of available studies in this area is considered a notable finding in and of itself and highlights a need for further research into teacher experiences and perceptions as well as policies and protocols. The results of this review suggest a need for additional training, clarity regarding role of a teacher, support from colleagues and administration, and organisational self-care for school staff. The lack of trauma-specific training reported by teachers highlighted a need for trauma training for pre-service teachers as well as ongoing training for teachers already in the profession in order to assist traumatised students as well as the teachers who work with them.

Hospital utilisation in home palliative care: caregiver health, preparedness and burden associations

BackgroundPrior studies show that family caregiver factors influence patient outcomes. The purpose of this analysis was to determine the association between family caregiver self-rated health, perception of preparedness and burden...

Australian chiropractic and osteopathic graduates' perceptions of readiness for transition to practice.

This is the second phase of a project. The aim was to explore Australian chiropractic and osteopathic new graduates' readiness for transition to practice concerning their clinical skills, professional behaviors, and interprofessional abilities. Phase 1 explored final year students' self-perceptions, and this part uncovered their opinions after 6 months or more in practice. Interviews were conducted with a self-selecting sample of phase 1 participant graduates from 2 Australian chiropractic and 2 osteopathic programs. Results of the thematic content analysis of responses were compared to the Australian Chiropractic Standards and Osteopathic Capabilities, the authority documents at the time of the study. Interviews from graduates of 2 chiropractic courses (n = 6) and 2 osteopathic courses (n = 8) revealed that the majority had positive comments about their readiness for practice. Most were satisfied with their level of clinical skills, verbal communication skills, and manual therapy skills. Gaps in competence were identified in written communications such as case notes and referrals to enable interprofessional practice, understanding of professional behaviors, and business skills. These identified gaps suggest that these graduates are not fully cognizant of what it means to manage their business practices in a manner expected of a health professional. This small study into clinical training for chiropractic and osteopathy suggests that graduates lack some necessary skills and that it is possible that the ideals and goals for clinical education, to prepare for the transition to practice, may not be fully realized or deliver all the desired prerequisites for graduate practice.

Pre-Service Teachers’ Perceptions of Preparedness and Self-efficacy in Instructing Students From Diverse Cultural and Linguistic Backgrounds

The goal of this study to determine if there is a connection between the pre-service teachers ’perception of preparedness and their self-efficacy in instructing students from culturally and linguistically diverse backgrounds. The researcher was guided by three research questions: 1) What are pre-service teachers ’perceptions of their abilities to teach culturally and linguistically diverse students? 2) To what degree do pre-service teachers believe their teacher education program prepared them to teach culturally and linguistically diverse students? 3) To what extent do pre-service teachers’ self-efficacy influence culturally and linguistically diverse students? Participants were pre-service teachers (education undergraduates in their last year or last semester of graduation), community colleges and university faculty in the North Texas area. A total of 63 participants participated in the study by completing a Teacher Demographic Questionnaire (TDQ) and the Culturally Responsive Teacher Self-Efficacy scale (CRTSES) (Siwatu, 2006). Also, a total of 10 faculty participants participated in the study by completing a Faculty Member Questionnaire (FMQ). From the faculty member participants, none expressed an interest in participating in the follow-up interviews. Demographic and preparedness questions from the TDQ were selected to identify similarities and differences. CRTSES data were totaled by question, ranked based on mean score, and then grouped by means.

Comparison of Nurses' and Patients' Readiness for Hospital Discharge: A Multicenter Study.

Decision to discharge is often based solely on clinical criteria but readiness for discharge is multifactorial and perceived differently by patients, families, nurses, and physicians. This is an analytical cross-sectional study aimed to compare perceptions of readiness to discharge 452 patients and their assigned nurses on the day of hospital discharge. To compare perceptions of readiness to discharge patients and their assigned nurses on the day of hospital discharge via readiness for hospital discharge (RHD) self-reported questionnaire. The biggest difference between nurses and patients’ perception scores was in the knowledge subscale. The results of linear regression model showed that patients’ gender, education, occupation, ward, nurse’s age, and marital status predict the difference between nurses and patients’ perception of readiness. Hospitalization in ear, nose, and throat (ENT) department with increasing difference and the older age of nurses is associated with a decrease in the difference between the perception. Assessment of nurse’s self-readiness can help with the development of care and education planning tailored to patients’ needs before discharge.

The Effectiveness of Near-Peer Mentoring and Clinical Laboratory Experiences in Undergraduate Student Perceptions of Career Preparedness and the Profession of Audiology

Students in undergraduate Communication Sciences and Disorders (CSD) programs with an interest in audiology often report feeling unprepared to make career and graduate school decisions due to a lack of exposure to the field. The present study examines the impact of near-peer mentoring and hands-on lab experiences on undergraduate student perceptions of career preparedness and of the profession of audiology by examining pre- and post-course survey responses and lab wrapper responses of 41 undergraduate speech and hearing science majors enrolled in an introductory audiology course. Students were paired in groups with a first-year audiology graduate mentor to walk through a series of three clinical lab exercises. Results showed a positive influence on perceptions of career readiness resulting from both mentoring and clinical lab exposure, and more confidence in career decisions following the course.

ВПЛИВ СОЦІАЛЬНО-ПСИХОЛОГІЧНИХ ХАРАКТЕРИСТИК ОСОБИСТОСТІ ВІЙСЬКОВОСЛУЖБОВЦЯ НА ЙОГО УЯВЛЕННЯ ПРО РИЗИК І ПСИХОЛОГІЧНУ ГОТОВНІСТЬ ДО НЬОГО

The article presents the results of a study of the impact of socio-psychological characteristics of the serviceman's personality on his perception of risk and psychological readiness for risky behavior. It is noted that the individual's perception of risk is a complex structural formation that reflects the individual's attitude to risk as a socially significant object and is associated with psychological readiness for risky behavior. Social perceptions of risk are interrelated with personal willingness to take risky behaviors. The type of psychological readiness for risky behavior is determined by the prevailing social imaginations about risk. The study identifies the main types of psychological readiness for risk: "risk as a tool for material gain", "risk as overcoming their own physical and psychological capabilities", "risk as a sign of trust". Psychological readiness for risk and attitude to it are related to the socio-psychological characteristics of the soldier's personality. High levels of motivation to achieve, self-actualization, personal creativity and high self-esteem imply a higher psychological willingness to take risks. Psychological readiness for risk, as well as motivation for it are determined by the socio-psychological adaptability of the serviceman. A high level of adaptability implies a more pronounced psychological readiness for risky behavior. Adapted servicemen show a higher level of psychological readiness for risk for the sake of "prestige" and "interest", while servicemen with low socio-psychological adaptation are less willing to take risks, and in cases of choice are dominated by motives to avoid trouble and material rewards.

Beyond standards: College and career readiness and culturally responsive curriculum in teacher preparation

This study looks at the intersection of College and Career Readiness, Culturally Responsive Pedagogy, and teacher preparation. We sought to uncover preservice teachers' perceptions of college and career readiness as they concluded their teacher preparation coursework. Findings demonstrate how future teachers wrestled with college readiness, and the shift in perspective from a skills-based definition to an understanding of it as a partnership between student and teacher. Our findings suggest the need for teacher preparation curriculum 1) focused on College and Career Readiness as more than a set of standards, and 2) framed within Culturally Responsive Pedagogies. Our study highlights both as vital to our preservice teachers’ development in content specific teaching methods as well as in their ability to thrive in an era of high-stakes testing and accountability.

Social Accountability of Medical Schools Toward Their Students

Social accountability refers to the role of institutions, including medical schools, as contributors to an evolving society. The COVID-19 pandemic and global health crisis have exacerbated challenges and difficulties of medical schools to adopt the social accountability paradigm. This exploratory study aims to identify weaknesses and demands of medical students during the COVID-19 pandemic with the intention of developing interventional, socially accountable educational programs. An online questionnaire was sent to medical students in year one to three for collecting data about students’ perception of preparedness to cope with sudden changes from in-person to online teaching due to COVID-19 measures. In addition, data about students’ well-being was collected according to the Shirom-Melamed Burnout Measure and the Connor-Davidson Resilience Scale. 221 of 376 students completed the questionnaire (58.7%). During the COVID-19 pandemic, most medical students kept up with new educational technologies and adjusted to online learning. However, most students suffered from poor time and learning management, poor quality of life and burnout. Data analysis on wellbeing variables showed: a) poor quality of life (52%); b) medium to high level of burnout (65.1%), with the highest number of students with burnout (70%) in third year; c) medium level (73.8%) to high level (23%) of resilience across all years. Our study indicates that medical schools need to be socially accountable towards their students and allocate additional resources into programs for the support of the cognitive and emotional needs of medical students, with the emphasis of improving students’ learning management and cognitive skills, and by doing so, reducing burnout and improving quality of life. Finally, social accountability should also include students’ wellbeing, in addition to activities related to patients, health system and society.

EXAMINATION OF PRE-HOSPITAL EMERGENCY HEALTH SERVICES PERCEPTIONS OF PROFESSIONAL ANXIETY AND DISASTER PREPAREDNESS

Aim: The aim of this research is to examine the perceptions of occupational anxiety and preparedness for disasters of Pre-Hospital Emergency Health Services (PHEHS) employees. Method: 259 pre-hospital emergency health care professionals participated in the descriptive study. In the study, data were collected using a socio-demographic information questionnaire, occupational anxiety scale for emergency health workers and disaster preparedness perception scale. In the study, the data were evaluated by using descriptive statistics of number, percentage, mean and standard deviation. Independent groups t-test analysis, one-way analysis of variance and Pearson correlation analysis were applied to the difference between groups. Statistical significance level was accepted as p<0.05. Results: The mean age of the participants was 27.66±5.24 years. Participants got 86.61±18.83 points from the Occupational Anxiety Scale and 111.52±22.12 points from the Disaster Preparedness Scale. A statistically significant result was found between the Occupational Anxiety Level Scale of the participants and their marital status, place of residence, working year, institution they work, Satisfaction with the profession and thinking of quitting/resigning the profession. A statistically significant result was found between the participants' perception of disaster preparedness scale and their marital status, place of residence, income level, institution they work for, and their status of receiving training on disaster management. A very weak positive correlation was found between the participants' Occupational Anxiety scale total and its sub-dimensions and the perception of disaster preparedness and all sub-dimensions. Conclusion: It was found that the health professionals participating in the study had a high level of professional anxiety and disaster preparedness perceptions. Suggestions were made in line with the results.

SOCIAL READINESS TO ACCEPT AND RECEIVE CREATIVITY

Creativity is understood as an activity that leads to the creation of something different from existing things or something that did not exist before. Creativity, as a term, changes its meaning depending on the distribution of axiological accents, in particular, whether the value belongs to the sphere of absolute, selfless, or utilitarian values.
 Creativity is a conceptual work because it requires deep thinking, concentration and reliability. It is not accidental enlightenment, the uncontrolled work of the mind, although may be derived from it. This is hard, purposeful work that requires diligence, perseverance, and dedication. If this is not enough, no talent, ingenuity or knowledge will be enough.
 The issue of social preparation for the perception of creativity and readiness to understand it is considered in the article. The author presents three levels of readiness to perceive and understand creativity. On the one hand, we can assume that modern society is ready to accept creativity as creativity is the need and necessity of our time. Creativity is the driving force of development, creativity elevates man, making it a phenomenon among living beings, modern man is aware of the impact of creativity on personal development. On the other hand, there is certain relativity of social readiness to accept creativity, as the understanding of creativity and ease of its implementation depends on individual groups, social environment, level of awareness of creativity of people belonging to these groups, the result of the conflict of conformism and nonconformism, in general. There is the third side. Modern society is not ready to fully experience the phenomenon of creativity, as mass culture has lowered everyday life to the level of pseudo-art, promoting delusion and illusion, glorifying superficiality and greed of fast life, turning creativity into a mechanism of consumption.

Feeling the emotions, finding the resources: a pathway toward balanced parenting?

The pandemic made childcare a major challenge for parents globally, both in the short and longer term. In this context, it is plausible that emotions and general distress experienced by parents have had an impact at multiple levels in their relationships with their children, potentially increasing their vulnerability. The present study focuses on the analysis of the prevailing emotions of Italian parents during the first lockdown, investigating possible associations with personal perceptions of well-being and readiness to cope with the emergency situation. 319 parents (93% mothers) answered to a semi-structured computer assisted web interview (CAWI; Kurniawan, 2018). The answers showed that parents went through intense emotions, both negative, like worry and anxiety (39.2% named only negative emotions and 32% negative emotions as prevalent) and positive emotional, like hope, serenity and joy (7.8% indicated only positive emotions and 9.5% positive emotions as prevalent). Parents’ perceived positive emotions have proved to be important resources linked to a higher level of personal well-being and the perception of being adequately equipped to deal with an emergency. Emotion management emerged as a key area affecting parents’ way of relating with their children during the strict lockdown: parents declared their need to be supported in building a positive emotional relationship with their children in a stressing situation, highlighting a difficulty in cope with and communicate their own emotionality.