Practice Intentions Research Articles

A discrete algebraic framework for stochastic systems which yield unique and exact solutions

Many physical systems exhibit random or stochastic components which shape or even drive their dynamic behavior. The stochastic models and equations describing such systems are typically assessed numerically, with a few exceptions allowing for a mathematically more rigorous treatment in the framework of stochastic calculus. However, even if exact solutions can be obtained in special cases, some results remain ambiguous due to the analytical foundation on which this calculus rests. In this work, we set out to identify the conceptual problem which renders stochastic calculus ambiguous, and exemplify a discrete algebraic framework which, for all practical intents and purposes, not just yields unique and exact solutions, but might also be capable of providing solutions to a much wider class of stochastic models.

Studying Teachers' Knowledge of Classrooms: Collaborative Research, Ethics, and the Negotiation of Narrative

We are engaged in a research project aimed at conceptualizing teachers' knowledge of classrooms. Our practical intention is to foster a spirit of confidence on the part of teachers in the personal ways they know their classrooms. We hope, thereby , to counteract in some small way those administrative, policy, and research traditions which deny a central voice for teachers in curriculum and instruction. Our intention is for the work to enhance teachers ' sense of authority amidst a predominantly prescriptive administrative, policy and research environment.

Surgical Fire Safety: An Ambulatory Surgical Center Quality Improvement Project.

Surgical team members use fire risk assessment tools to determine the risk of a surgical fire occurring and facilitate communication to reduce risk. The purposes of this quality improvement project were to improve knowledge and awareness of surgical fire risk and increase practitioners' use of a fire risk assessment tool during the surgical safety communication process. We recruited a purposive sample of participants that included all surgical team members of a metropolitan ambulatory surgical center. We based the educational intervention on published evidence and findings of a preintervention knowledge, attitude, and practice (KAP) survey. We assessed knowledge, current practice, and practice intent using a 10-item pretest and posttest, and used a follow-up posttest to assess knowledge retention and practice change. The findings suggest that a brief educational intervention regarding fire risk assessment contributes to improving staff member knowledge and use of prevention strategies.

Adopting a models-based approach to teaching physical education

ABSTRACTBackground: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk, D. 2013. ‘Educational Value and Models-based Practice in Physical Education.’ Educational Philosophy and Theory 45 (9): 973–986.; Lund, J., and D. Tannehill. 2015. Standards-based Physical Education Curriculum Development. 3rd ed. Burlington, MA: Jones & Bartlett.; Quay, J., and J. Peters. 2008. ‘Skills, Strategies, Sport, and Social Responsibility: Reconnecting Physical Education.’ Journal of Curriculum Studies 40 (5): 601–626.). Significantly none, to date, have empirically investigated broader notions of MBP that make use of a range of different pedagogical models in/through the PE curriculum (Kirk, D. 2013. ‘Educational Value and Models-based Practice in Physical Education.’ Educational Philosophy and Theory 45 (9): 973–986.).Aim: To provide a first empirical insight into using a MBP approach involving several models to teach physical education. At its heart, this paper presents the reader with the realistic and nuanced challenges that arise in striving towards, engaging with, planning for, and enacting a broader, multimodel notion of MBP.Method: While the study itself was broader, we focus primarily on three units (one using Cooperative Learning, one using a Tactical Games/Cooperative Learning hybrid and a third using Sport Education) taught to boys in two different age groups (i.e. 11–12 and 14–15). Two analytical questions inform and guide our enquiry: (1) What do we learn about MBP implementation through this project that would help other physical education practitioners implement a multimodel MBP approach? and (2) What are the key enablers and constraints of early MBP implementation? Data sources included (a) 21 semi-structured interviews with student groups, (b) teacher post-lesson and post-unit reflective analyses, (c) daily teacher reflective diaries, and (d) teacher unit diaries. Data were analysed comparatively considering the two analytical questions.Results: The data analysis conveys strong themes around the areas of teacher and student prior learning, working toward facilitating a change in practice, sufficient time to consider changes in practice, and changing philosophies and practices. The results suggest that the consistent challenge that arose for the teacher towards the goal of adopting a MBP approach was the reduction of his overt involvement as a teacher. While the teacher bought into the philosophy of multimodel MBP he was continually frustrated at not progressing as quickly as he would like in changing his practice to match his philosophy.Conclusions: Despite his best intentions, early attempts to use a multimodel MBP approach were limited by the teacher’s ability to re-conceptualise teaching. The teacher made ‘rookie mistakes’ and tried to transfer his normal classroom practice onto paper handouts while simultaneously inviting students to play a more central role in the classroom. In considering this journey, we can see an indication of the investment needed to implement a MBP approach. Pedagogical change in the form of MBP is a process that needs to be supported by a community of practice intent on improving learning across multiple domains in physical education.

Information use among first-year students in health sciences: Is an intervention needed?

This study investigated what strategies first-year students in health sciences on three university colleges in Norway used when faced with a new written assignment. Questionnaires were distributed among health students on three campuses, and interviews with librarians at the campuses were held after initial data collection. The study showed that many students lack basic information skills, but are not aware of it themselves, that many first-year students are choosing familiar information sources like Google and text-books from their reading lists, and it showed that librarians at their institutions had experienced that many first-year students could get by with these sources. This is contrary to the intentions in evidence-based practice, and the Norwegian Qualifications Framework <span style='mso-ansi-language:EN-GB'> ADDIN EN.CITE 2011 950 (qThe Norwegian Qualifications Framework for Lifelong Learning (NQF),q 2011) 950 <key app=EN db-id=2pwdxdrw5t5rpveszt4v0zd0fpsfzzr5p2ev timestamp=1441264504>950 <ref-type name=Web Page>12 The Norwegian Qualifications Framework for Lifelong Learning (NQF) 03.09.15 2011 April 2014 http://www.nokut.no/Documents/NOKUT/Artikkelbibliotek/Norsk_utdanning/NKR/20140606_Norwegian_Qualifications_Framework.pdf <span style='mso-ansi-language:EN-GB'> . The study also suggests that the lack of a Norwegian framework or standard for information literacy training is making the teaching efforts seem random and based on the librarian`s personal relationship with teachers.

Past Experiences, Present Beliefs, Future Practices: Using Narratives to Re(present) Leadership Educator Identity

In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators’ identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one’s professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory reflection) to capture short stories of leadership educators’ lived experiences and life perspectives. Analysis of these narratives illustrate the kinds of past experiences that led to shifts in thinking or practice. Leadership education was seen as a process of leadership development, with teachers and students both exercising leadership. And participants’ reflection on their intentions for future practice emphasize learning that is both personal (relational) and procedural (developing knowledge and skills). Findings offer insight into recommendations for intentional professional development experiences and future research.

A Medieval View of Practical Intentionality

Intentio is a widespread concept in the writings of Thomas Aquinas (1224/5–1274). This article focuses on its use in the description and explanation of human action because Aquinas is the first author to elaborate a coherent conception of practical intentionality in the history of Western philosophy. The analysis shows that his account is characterized by five distinctive features: Practical intentionality is (1) an active striving toward a causally relevant intentional object (i. e., a goal), which is not ‘in the mind’, (2) a volitional state of mind rather than a distinct mental event, (3) action-guiding because it is a principle of concrete human actions which realize it, (4) essentially tied up with rationality, which is needed for bridging the operational distance to the final goal by deliberation on the means conducive to it, (5) potentially complex – allowing for a plurality of simultaneous intentions – but at the same time unified in the hierarchical ordering of means and ends. The article also relates these features to modern discussions of intentionality in phenomenology and in analytic philosophy

Influence of student debt on health career location and specialty.

INTRODUCTION In New Zealand (NZ), there are shortages of health professionals in rural areas and in primary care. AIM This study aims to examine the association of student debt levels of medical, nursing, pharmacy and optometry students with: (1) preferred geographical location of practice, specifically preference to work in urban vs. rural areas; and (2) preferred career specialties, specifically interest in primary health care. METHODS Medical, nursing, pharmacy and optometry students completed a questionnaire at graduation that included questions about levels of New Zealand Government Student Loan debt and preferences regarding location of practice and career specialty. In an additional survey, medical students were asked to self-rate the effect of financial factors on their career choices. RESULTS Debt patterns varied across programmes. Medical and pharmacy students with high debt were significantly more likely than students with low debt to prefer rural over urban practice (P = 0.003). There was no difference in level of interest in a primary care specialty by debt level for any programme. Medical students reported little influence of debt on career choice, although students with high debt levels were less concerned over career financial prospects than students with lower levels of debt. DISCUSSION Current levels of student debt do not deter students from planning a career in rural or primary care settings. Somewhat surprisingly, higher levels of debt are associated with greater rural practice intentions for medical and pharmacy students, although the underlying reasons are uncertain.

Ruralization of students' horizons: insights into Australian health professional students' rural and remote placements.

IntroductionHealth workforce shortages have driven the Australian and other Western governments to invest in engaging more health professional students in rural and remote placements. The aim of this qualitative study was to provide an understanding of the lived experiences of students undertaking placements in various nonmetropolitan locations across Australia. In addition to providing their suggestions to improve rural placements, the study provides insight into factors contributing to positive and negative experiences that influence students’ future rural practice intentions.MethodsResponses to open-ended survey questions from 3,204 students from multiple health professions and universities were analyzed using two independent methods applied concurrently: manual thematic analysis and computerized content analysis using Leximancer software.ResultsThe core concept identified from the thematic analysis was “ruralization of students’ horizons,” a construct representing the importance of preparing health professional students for practice in nonmetropolitan locations. Ruralization embodies three interrelated themes, “preparation and support,” “rural or remote health experience,” and “rural lifestyle and socialization,” each of which includes multiple subthemes. From the content analysis, factors that promoted students’ rural practice intentions were having a “positive” practice experience, interactions with “supportive staff,” and interactions with the “community” in general. It was apparent that “difficulties,” eg, with “accommodation,” “Internet” access, “transport,” and “financial” support, negatively impacted students’ placement experience and rural practice intentions.ConclusionsThe study findings have policy and practice implications for continuing to support students undertaking regional, rural, and remote placements and preparing them for future practice in nonmetropolitan locations. This study may, therefore, further inform ongoing strategies for improving rural placement experiences and enhancing rural health workforce recruitment, retention, and capacity building.

The Role of Dispositional Flow’s Dimensions in the Prediction of Intention to be Physically Active in Adolescents

Enmarcado en la teoría del flow, este estudio pretende a) comprobar las diferencias en las dimensiones del flow disposicional yen la intención futura de realizar actividad física (IF) según el nivel de AF y b) estudiar el papel predictivo de dichas dimensiones sobre la IF. La muestra estuvo compuesta por 1076 estudiantes de educación física y se segmentó según el nivel actual de AF. Los sujetos que mostraron mayores niveles de AF presentaron valores más elevados en todas las dimensiones. Los análisis de regresión por pasos indicaron que la experiencia autotélica se asoció con IF en todos los participantes. Además, en el grupo de baja actividad el equilibrio percibido entre el reto y la habilidad emergió como predictor mientras que en el grupo de alta actividad, tanto la sensación de control como la percepción de objetivos claros resultaron significativos en la explicación de la IF. Los resultados sugieren que la implementación en clases de EF de diferentes estrategias para mejorar la disposición a experimentar el flow, puede aumentar la IF.

The Effect of Knowledge of and Attitude to Breast Self-Examination on Female University Students’ Intention to Practice

Purpose: This study was to determine the effect of knowledge of and attitude to Breast Self-Examination(BSE) on female university students’ intention to practice. Methods: The subjects were female university students who participated in the Pink Ribbon Campaign of the Korea Breast Health Foundation held at H University on October 11, 2016. The data were collected using a questionnaire in Naver Office Form. The data were analyzed by χ2-test, t-test, Mann-Whitney U test, ANOVA and logistic regression model using SPSS 21.0 program. Result: Significant factors influencing the intention to practice were BSE educational experience and the benefits of BSE. The odds ratios were 3.61 and 5.92, respectively. Conclusion: It was found that the benefits of BSE were more influential than the educational experience on BSE as an influencing factors of BSE practice intention. Also, it was confirmed that attitude should be considered more important than knowledge in order to increase their practice intention. Since the benefits, among attitudinal factors, were confirmed as an influencing factor, BSE educational programs for female university students should put more focus on the benefits of BSE, not just sticking to delivering related knowledge.

Health professional students' rural placement satisfaction and rural practice intentions: A national cross-sectional survey.

The aim of this study was to profile students undertaking placements at University Departments of Rural Health (UDRHs) and investigate factors affecting students' satisfaction and intention to enter rural practice. Cross-sectional survey comprising 21 core questions used by all UDRHs. Eleven UDRHs across Australia that support students' placements in regional, rural and remote locations. Medical, nursing and allied health students who participated in UDRH placements between July 2014 and November 2015 and completed the questionnaire. Key dependent variables were placement satisfaction and rural practice intention. Descriptive variables were age, gender, Aboriginal or Torres Strait Islander (ATSI) background, location of placement, healthcare discipline, year of study and type and length of placement. A total of 3328 students responded. The sample was predominantly female (79%), the mean age was 26.0 years and 1.8% identified as ATSI. Most placements (69%) were >2 but ≤12 weeks, 80% were in Modified Monash 3, 4 or 5 geographical locations. Public hospitals and community health made up 63% of placements. Students satisfied with their placement had 2.33 higher odds of rural practice intention. Those satisfied with Indigenous cultural training, workplace supervision, access to education resources and accommodation had higher odds of overall satisfaction and post-placement rural practice intention. The majority of students were highly satisfied with their placement and the support provided by rural clinicians and the UDRHs. UDRHs are well placed to provide health professional students with highly satisfactory placements that foster rural practice intention.

Satisfacción del usuario de turismo naútico en la actividad charter a vela y motor como propuesta alternativa

&lt;p&gt;El objetivo de este trabajo fue analizar la calidad de los servicios chárter náuticos en las islas baleares mediante un cuestionario previamente validado que dimensiona cuatro factores de medición. Se encuestaron 185 usuarios de diferentes nacionalidades, edades y género, usuarios de distintas empresas dedicadas al sector entre los meses de Julio y Agosto. Los resultados mostraron que no había diferencias significativas por grupos de edad para cada uno de los factores pero que el que en términos globales el que más importancia mostraba era el de satisfacción. Del mismo modo la satisfacción y el valor percibido mostraban relación directa con las intenciones de práctica futuras.&lt;/p&gt;

The role of behavioral expectation in technology acceptance: a CEGEP case study

It is widely recognized and accepted that behavioral intention is the key direct determinant of technology use and the majority of research continues to promote this practice. Yet the influence of behavioral intention (i.e., an individual’s conscious plan to use a technology) has been called into question more recently, as behavioral intention does not always lead to actual use or in some cases exerts little influence on use (Maruping et al. in J Assoc Inf Sci Technol, 2016. 10.1002/asi.23699 ; Venkatesh et al. in MIS Q 32(3):483–502, 2008). Maruping et al. (2016) suggested that behavioral expectation (i.e., an individual’s subjective probability to use a technology) deserves to be considered as a potential construct in the technology acceptance process. Alternative immediate antecedents to use have been largely ignored in the educational technology literature, and behavioral expectation presents an alternative to behavioral intention. We attempt to address this need by examining the determinants and effects of behavioral expectation in the context of College d’enseignement general et professionnel students’ acceptance of e-learning using a partial least squares approach. We do not find evidence sufficient to distinguish between behavioral intention and expectation in practice. We advance the alternative claim that technology acceptance models must take into consideration situative factors such as modality of beliefs. Given specific situational determiners, factors take on different salience and lead to qualitatively different kinds of beliefs varying in terms of necessity, certainty, and conditionality of belief. We argue that behavioral intention is moderated by contextual variables that influence the relationship between intention and use, and cannot be divided into internal and external factors as even internal factors are influenced by situational determinants. The situative perspective on technology acceptance provides an explanatory mechanism for the high variability in accounts reported in the technology acceptance literature as other situative factors influence the modality of antecedent beliefs and moderate the relationship between intention and use. We call for the study of the moderating effects of belief modalities on use relative to intention.

Looking Within: Intentions of Practice for Person-Centered Care.

In order to integrate the biological, psychological, social, and existential dimensions of care into my day-to-day clinical encounters with patients, I have worked to cultivate several intentions of practice. These intentions of practice-habits of mind that nurture my resolve to attend to patients as complex human beings- help me navigate my interactions with patients and families in ways that are simultaneously efficacious and therapeutic. When routinely recalled and adeptly implemented, they are what distinguish me as a competent and capable practitioner of person-centered care, when I am at my best, from when I am not. I present them here in hopes that others may find them useful as they progress down their ongoing paths as healing physicians.

Factors influencing medical staff's intentions to implement family-witnessed cardiopulmonary resuscitation: A cross-sectional, multihospital survey.

In Taiwan, the current status of family-witnessed resuscitation (FWR) and the factors associated with behavioural intentions to implement FWR have not been systematically examined using representative medical staff. We explored predictive factors for behavioural intentions to implement FWR among medical staff using constructs from the theory of planned behaviour. A survey of 1605 medical staff from five hospitals in southern Taiwan was conducted. Data were collected using a researcher-made questionnaire containing theory of planned behaviour constructs and demographic items. The dependent variable was intention to implement FWR, and the independent variables were three theory of planned behaviour constructs (attitudes, subjective norms, and perceived behavioural control) and the demographic characteristics. A generalized estimating equation was used to identify factors associated with the behavioural intentions. In total, 1122 valid questionnaires revealed that only 3.7% of participants advocated FWR policies. The construct scores for intention to implement FWR were 2.96 (on a five-point Likert scale), and the theory of planned behaviour constructs that significantly predicted intention to implement FWR were positive attitudes and subjective norms ( p<0.001). Classification of hospitals ( p=0.018) and restrictive provisions for FWR ( p=0.004) were additional significant predictors of intention to implement FWR. Moreover, medical staff employed at regional hospitals demonstrated higher intentions, positive attitudes and subjective norms than did those employed at the medical centre. According to the findings of this study, it may be desirable for administrators to prioritize the implementation of the FWR policy in regional hospitals. We recommend affording the factors of positive attitudes and subjective norms high priority to improve the medical staff's behavioural intentions of FWR practice.

Genomic medicine practice among physicians in Taiwan.

To examine genomic medicine (GM) practice and associated factors (i.e., attitudes, intention, self-efficacy, previous training in genomics, and demographic characteristics) among Taiwanese physicians. A survey was distributed to physicians attending an internal training workshop at a large medical center in Taiwan. Data were analyzed using structural equation modeling. A total of 137 physicians comprised our final sample; less than a third of them had practiced GM. Yet, participants overall had positive intention, favorable attitudes, and high self-efficacy in GM practice. Moreover, intention, attitudes, self-efficacy, educational level, and continuing education in GM were positively and significantly associated with participants' GM practice. Offering continuing education for Taiwanese physicians is needed to enhance their practice in GM.

Efectos de un programa de kickboxing educativo sobre el papel importante del alumnado. Percepciones de estudiantes y profesorado

&lt;p&gt;El objetivo del estudio fue conocer las percepciones de alumnado y profesorado sobre un programa de kickboxing educativo (sin contacto) y su efecto sobre el papel importante del primero. Participaron 60 alumnos (15,4 ± ,90 años) y dos profesores. Un diseño pre-experimental con medidas pretest-postest y un estudio de caso fue usado. Instrumentos de recogida de datos: subescala del papel importante del Cuestionario del Clima Motivacional Percibido, pregunta abierta a todos los estudiantes, p&lt;em&gt;hotovoice&lt;/em&gt; y grupos de discusión, diarios del profesor y de un observador externo y entrevistas semi-estructuradas a alumnos y observador externo. Tras la intervención, la percepción del papel importante de los alumnos aumentó significativamente (F (59, 1) = 5,15, p = ,02). De los datos cualitativos emergieron siete categorías: aprendizaje, novedad, diversión, cooperación, amistad, inclusión e intención de práctica futura.&lt;/p&gt;

Profile of oral health students over a ten year period and their practice intentions after graduation

Profile of oral health students over a ten year period and their practice intentions after graduation

The Bachelor of Nursing/Bachelor of Emergency Health (Paramedic) Degree: How well does it Align with Course Objectives?

Introduction The Bachelor of Nursing/Bachelor of Emergency Health (Paramedic) Degree (BN/BEH-P) is a four-year on-campus double degree, combining essential units from both the accredited Bachelor of Nursing and Bachelor of Emergency Health courses. Graduates of this course are expected to be well equipped to manage the complexity of emergency care out-of-hospital, in-hospital and at the interface of these settings. The aim of this study was to explore student views of their preparation and intentions towards future practice and the alignment with course objectives. Methods A cross-sectional study was employed with a sample of first, second, third and fourth year undergraduate students of the BN/BEH-P. The results were mapped to course objectives by researchers. Results Written responses varied considerably making generalisations difficult; however, some common themes did emerge such as a need for greater flexibility in course delivery options, not enough simulation, a need for more clinical placements and better communication between the two schools. The level of satisfaction with course content and delivery was high. Timetabling problems and the allocation of clinical placements were a source of concern for many students and were found to be common to double degrees in general. There was alignment between student perspectives of course delivery with half of eight course objectives, but not in areas such as ethics, evidence based practice, professional communication and cultural values in practice. Conclusion The findings are important for students, universities and health services, informing a pedagogical alignment between student preparation and expectations. The findings are expected to provide valuable insight into the student view of undergraduate interprofessional education, how it shapes their intentions for future practice and how students and other stakeholders know if they will receive what is offered and funded.