Professional Development Environment Research Articles

Exploring challenges and enablers for community pharmacists using electronic prescriptions (Wasfaty) in Makkah region, Saudi Arabia: a qualitative study using the theoretical domains framework

BackgroundTransition to electronic prescribing (e-prescribing) systems, such as Wasfaty, represents a significant advancement in healthcare. Introduced by the Saudi Arabian Ministry of Health in 2019, Wasfaty aims to enhance medication availability and streamline healthcare delivery. This study explores the challenges and enablers community pharmacists face when using the Wasfaty system in Saudi Arabia. This study uses the Theoretical Domains Framework (TDF) to analyse behavioural and contextual factors influencing pharmacists’ adoption of electronic prescriptions. TDF identifies key challenges and enablers across multiple behavioural domains, making it well-suited for understanding complex healthcare implementation processes.MethodsA qualitative study design was employed using the Theoretical Domains Framework (TDF) to understand factors affecting Wasfaty use. Participants were purposively sampled, focusing on community pharmacists experienced with Wasfaty prescriptions. Recruitment and interviews occurred from June to August 2024. Data saturation was achieved at 18 interviews. Transcripts were coded and mapped into TDF domains to identify barriers and enablers.ResultsFive key TDF domains influenced Wasfaty use: environmental context and resources; social influences; beliefs about capabilities; social/professional role and identity; and knowledge. Challenges included high prescription volumes, medication shortages, technical difficulties, resistance from elderly patients, and inconsistent training. Some pharmacists reported inadequate training as a barrier, while others highlighted effective programs as enablers.ConclusionSignificant barriers, such as insufficient training and high prescription volumes, impede effective Wasfaty use. However, continuous training, prior experience with electronic systems, and organisational support were crucial enablers. Addressing these challenges through targeted interventions can enhance e-prescription efficiency, improving patient care and outcomes. Findings underscore the importance of ongoing professional development and supportive work environments in fostering pharmacists’ competence in electronic systems.

Optimizing ambulance nurse performance in southern Tuscany: insights from a Delphi study

This study aims to enhance the performance of ambulance nurses in Southern Tuscany through a Delphi method analysis. Conducted from January to December 2022, the research engaged 16 expert participants from a Tuscan health agency. Data on 89 interventions performed by "India" ambulances, which are nurse-led emergency vehicles, were collected. The Delphi method facilitated structured communication among the experts over three rounds, resulting in consensus on nine key intervention proposals. These proposals span areas including staff training, measurement and data collection methods, technologies and materials, and work environments. Key recommendations include prioritizing high-fidelity simulation training, improving data collection for clinical risk, and standardizing equipment across all emergency units. The study highlights the importance of continuous professional development, technological integration, and supportive work environments to optimize the effectiveness of pre-hospital emergency care. These findings provide a practical roadmap for enhancing the competencies and performance of ambulance nurses, ultimately improving patient outcomes in emergency situations.

Examining Teacher Willingness and the Labyrinth of Challenges in Implementing Professional Learning Communities at the Senior High School Level in Builsa South District

Aim: This study aimed to examine teacher willingness and the labyrinth of challenges in implementing Professional Learning Communities at the senior high school level in the Builsa South District. Methods: The study was purely quantitative and employed a descriptive correlational design with a questionnaire as the data collection instrument. A census technique was used allowing for the total accessible population, 79 senior high school teachers participate in the data collection process. Data was analyzed using descriptive statistics and a simple linear regression model. Results: The results showed that the regression model predicting willingness to participate in Professional Learning Community (PLC) activities from attitudes was statistically significant, F(1, 77) = 66.56, p < .001, meaning that more positive attitudes are associated with greater willingness to engage in PLC activities. Additionally, challenges such as time constraints, lack of leadership support, and resistance from teachers were reported as key obstacles faced in the implementation of Professional Learning Communities. Recommendation: The study strongly recommends that schools should prioritize providing adequate support and resources for Professional Learning Communities (PLCs) to address teachers' dissatisfaction in this area. This can include allocating sufficient time, funding, and administrative support to ensure the smooth functioning of PLC activities. By enhancing support and resources, schools can create a more conducive environment for collaboration and professional development within PLCs.

Nurse Attrition: Content Analysis of Free-Text Responses From Two Military Nursing Practice Environment Surveys.

Staff nurse attrition negatively impacts readiness of the warfighter and the health and wellbeing of all beneficiaries of the Military Health System (MHS). To promote the retention of a robust nursing workforce, a complete understanding of nurses' perceptions regarding their intent to leave is necessary. The purpose of this study was to explore the free-text responses of 1,438 nurses working among military medical treatment facilities for factors influencing their intent to leave, as an indicator of potential turnover, or attrition. This study employed thematic analysis to investigate the qualitative responses from the 2016 and 2018 Military Nursing Practice Environment Surveys. The study was determined to be exempt from Institutional Review Board review through the Womack Army Medical Center's Human Research Protection Program. Findings indicate that leadership and management (n = 647), staffing (n = 353), career opportunities (n = 345), staff outcomes (n = 247), culture (n = 153), quality of care (n = 99), patient care barriers (n = 86), non-patient care activities (n = 79), lack of formal professional development (n = 75), and area or care environment (n = 67) were among the top factors influencing staff nurse intent to leave, respectively. Our findings support the evaluation of retention strategies using implementation science for nurses and nurse resource personnel (e.g., nursing assistants, technicians, medics, and corpsman) to ensure a robust nursing work force throughout the MHS. Staff nurses and resource personnel working among military treatment facilities and embedded in units supporting combat and humanitarian missions ensure access to care and health promotion of the warfighter and all MHS beneficiaries.

Assessing the priority levels of motivational factors for lecturers: A case study at vietnam national university, Hanoi

Creating motivation plays a crucial role in enhancing the job performance of university lecturers. This study aims to assess the motivational factors among lecturers at Vietnam National University, Hanoi. Five factors with 30 sub-factors influencing lecturers' motivation are considered in this study, including: salary and benefits (S_B, including 6 sub-factors), leadership skills (L_S, including 7 sub-factors), training and professional development opportunities (T_D, including 6 sub-factors), working conditions and environment (W_C, including 5 sub-factors), and recognition and rewards for accomplishments (R_R, including 6 sub-factors). This study applies the Analytic Hierarchy Process (AHP) method using a generalized fuzzy set for analysis. The steps of the fuzzy Analytic Hierarchy Process include: determining the comparison matrix of generalized trapezoidal fuzzy numbers, calculating the values of the fuzzy synthetic extents, and defining the weight vector of generalized trapezoidal fuzzy numbers. Data for the study were collected through expert interviews employing a questionnaire. The analysis results indicate that leadership skills and salary and benefits are the most influential factors on lecturers' motivation at Vietnam National University, Hanoi, followed by working conditions and environment, recognition and rewards for accomplishments, and training and professional development opportunities. Based on the analysis results, the study proposes several solutions to create motivation among lecturers at Vietnam National University, Hanoi, including: VNU-Hanoi and its affiliated units should prioritize bolstering the training of lecturer teams, particularly focusing on educational and training management staff. Furthermore, additional resources should be allocated to improve lecturer income, welfare, and rewards, alongside increasing investment and optimizing the utilization of infrastructure and educational materials for teaching and research purposes.

Peran Kepemimpinan Kepala Sekolah dalam Meningkatkan Kompetensi Pedagogik Guru di MTs Miftahul Jannah Segedong

This study aims to examine the role of principal leadership in improving teacher pedagogical competence at MTs Miftahul Jannah Segedong. Improving the quality of education through teacher competency development is the main focus, considering the challenges of declining quality of education at various levels. Using a qualitative approach, this study explores the leadership strategies implemented by principals to support the development of teacher pedagogical competence. Data were collected through in-depth interviews, participant observation, and document analysis. The main findings of the study indicate that strategies such as conducting periodic workshops, ongoing teacher training, providing motivation through awards, intensive supervision, and holding regular school meetings are very effective in improving the quality of learning in the school. In addition, the principal plays a role in creating a school culture that supports collaboration and pedagogical innovation among teachers. The implications of this study highlight the importance of the role of the principal in fostering a conducive and sustainable learning environment for teacher professional development, which ultimately has a positive impact on the quality of education. Recommendations for this study include increasing policy support for teacher competency development and strengthening school leadership capacity.

Investigating the motivating factors that influence the adoption of blended learning for teachers’ professional development

Blended learning (BL), a teaching method merging online and face-to-face learning, is lauded for its potential to enrich educational outcomes and tackle challenges entrenched in conventional teaching practices. In countries like Pakistan, where equitable access to quality professional development remains an obstacle, BL is a promising avenue to surmount training barriers. While BL adoption has evolved swiftly, research into its integration within teacher training remains limited. Notably, no comprehensive model exists describing the motivational factors influencing teachers' perceptions and intentions regarding the blended mode of teacher training. This study aims to identify the motivational elements that motivate schoolteachers in teacher training institutions in Pakistan to incorporate blended learning into their programs. The motivational factors identified in BL literature have been employed to craft a motivation model grounded in their causal relationship. This quantitative study examines the interplay between multiple motivational factors and their impact on BL adoption within teacher training and the BL environment. Surveying 350 schoolteachers (participants) from teacher training institutions, we employed Structural Equation Modeling (SEM) techniques with Smart PLS 4.0 for data analysis. Results reveal that extrinsic and intrinsic motivational factors significantly influence teachers' motivation to adopt BL for training. Notably, "overall training quality" and "educational environment" were non-influential. Overall, the findings underscore that considering a blend of extrinsic and intrinsic factors can wield a 65 % influence on BL adoption. The study's results provide practical guidance for educational leaders, curriculum designers, and faculty members aiming to cultivate a unified blended learning environment for teacher professional development. These insights also underscore the importance of incorporating essential motivational factors into forthcoming blended learning training programs.

Empowering professional learning communities of secondary science teachers to uncover and address their students’ misconceptions via research-oriented practices

The Partnership for the Development and Success of Science Education in Secondary Schools project seeks to improve science education by fostering a dynamic environment for professional development and teacher-led inquiry within professional learning communities (PLCs). Addressing the long-standing problem of outdated pedagogical approaches, the initiative encourages secondary science teachers to actively engage in action research to identify and/or address student misconceptions of scientific concepts. Through collaboration with professional development leaders and university experts, teachers are empowered to implement and refine evidence-based instructional strategies and cultivate a culture of ongoing professional growth and reflective practice. The partnership emphasizes the importance of bridging the gap between educational research and classroom practice to improve the quality and effectiveness of science education. The project aims to bring about a positive change in teachers’ instructional practices and reflections and an increased alignment with contemporary educational standards and evidence-based practices.

Running a successful STEMM summer program: A week-by-week guide.

While some established undergraduate summer programs are effective across many institutions, these programs may only be available to some principal investigators or may not fully address the diverse needs of incoming undergraduates. This article outlines a 10-week science, technology, engineering, mathematics, and medicine (STEMM) education program designed to prepare undergraduate students for graduate school through a unique model incorporating mentoring dyads and triads, cultural exchanges, and diverse activities while emphasizing critical thinking, research skills, and cultural sensitivity. Specifically, we offer a straightforward and adaptable guide that we have used for mentoring undergraduate students in a laboratory focused on mitochondria and microscopy, but which may be customized for other disciplines. Key components include self-guided projects, journal clubs, various weekly activities such as mindfulness training and laboratory techniques, and a focus on individual and cultural expression. Beyond this unique format, this 10-week program also seeks to offer an intensive research program that emulates graduate-level experiences, offering an immersive environment for personal and professional development, which has led to numerous achievements for past students, including publications and award-winning posters.

Academic Instruction Librarians' Conceptions of Teacher Agency and Affective Orientations toward the Concept

abstract: This article reports on findings of an online survey on academic instruction librarians' conceptions and experiences of teacher agency in the context of their instruction work and, more specifically, on their affective orientations (positive, ambivalent, or negative emotions and feelings) toward teacher agency. Two key dimensions of participants' conceptions of teacher agency are evident throughout this analysis: 1) views of teacher agency as an individual experience of autonomy (individual agency) and/or views of it as more relational and interactive (and thus potentially collective), and 2) beliefs about the feasibility of librarians' teacher agency, given librarians' roles and positions as educators. Participants generally expressed positive affect when they felt they were independently in control of their teaching (individual agency), or when they described reciprocal and collaborative relationships with faculty (potentially collective agency). Participants expressed negative affect about experiences of lacking teacher agency. Almost all participants expressed 1) a desire to experience meaning and purpose in teaching and 2) a sensitivity to the highly relational nature of librarians' instructional work. Finally, the author discusses potential implications for academic instruction librarians' teaching practices, professional development, and work environments.

Soviet Financier and Diplomat Oswald Pliche

The publication is a historical and biographical study dedicated to Oswald Yuryevich Pliche, a revolutionary figure, a Bolshevik with pre-revolutionary experience, a high-ranking Soviet functionary and author of memoirs. Being an ideological, responsible and purposeful manager, this person devoted about 40 years of continuous financial, economic, diplomatic and banking apparatus work, interacting, among other things, with the first persons of the country. The professional and personal formation of the hero of the publication took place in Omsk in the conditions of the Russian Revolution. The anthropological approach, the theory of social adaptation, historical-biographical and problem-chronological methods became the main ones in the preparation of the work, defining its genre and nature of presentation. The connection of the considered subject of the article with the general historiography of the problem is given. The basis for the preparation of the study was unpublished historical sources — mainly ego-documents (questionnaires, autobiographies, memoirs). They are permanently stored in the funds of the State Archive of the Russian Federation, the Russian State Archive of Economics, and the Historical Archive of the Omsk Region. Published materials and periodicals played a supporting role in the study. Thanks to the described complex of sources, the complex biography of O. Yu. Pliche has been reconstructed with the greatest possible degree of detail. In the final part of the work, a number of debatable aspects are outlined, affecting the scenario of successful social adaptation of the hero of the publication to the conditions of state and political cataclysms, his use of this environment for professional development and intensive self-realization, information potentials of the memoir heritage of O. Yu. Pliche.

THE ADULT EDUCATION CENTER AS AN ENVIRONMENT FOR PERSONAL AND PROFESSIONAL DEVELOPMENT (ACCORDING TO THE RESULTS OF THE WORK OF THE POLTAVA ADULT EDUCATION CENTER IN 2021)

This article examines the activities of the Poltava Adult Education Center in 2021 as an environment for personal and professional development. The adult education center of Poltava was created in 2018 on the basis of the public organization "Adult Education Center of Poltava Region". This period was chosen as the last year before the full-scale invasion, which made adjustments to the work of the Center. Quantitative and qualitative indicators, features of work, target groups, areas of activity were considered. Based on the results of the analysis of these data, conditions were formed under which the Center can really contribute not only to the professional, but also to the personal development of its students:
 1) Specification and segmentation of the target audience and beneficiaries according to the model of education centers
 2) Active feedback with listeners throughout the time of operation of the data center
 3) Diversification of courses aimed at different areas and competences of students
 4) Inclusion of not only professional courses, but also aimed at self-development, psychological stability, and stress management
 5) A mixed online and offline format that allows for a flexible approach to the needs of listeners
 6) Engagement of professional trainers who can not only teach certain courses, but also have soft skills to support listeners who are often in a difficult life situation
 7) Creation of a proactive environment in which listeners can communicate and interact, involvement of various channels of informing beneficiaries
 8) Continuous search for partners, including for additional funding, to maintain free courses for students
 9) Efforts to maintain a gender balance for the maximum possible functioning of the data center.
 In this way, adult education centers can become centers of city and community development, and the experience of the adult education center in Poltava in 2021 can indicate how it is possible to build the work of similar institutions.

2023: A Year in Review.

In 2023, the American Nurses Credentialing Center (ANCC) Nursing Continuing Professional Development (NCPD) and Transition to Practice Directors highlighted the ever-changing professional development environment. This column highlights this year's key topics: academic and practice partnerships, workforce development, updated accreditation standards, and mentoring. [J Contin Educ Nurs. 2023;54(12):545-547.].

Effects of Short-Term Natural Environment Exposure on Preservice Teacher Well-Being

This study explores changes in well-being for 16 preservice teachers in natural and simulated professional development environments. The Rumination Questionnaire and Profile of Mood States (POMS) were used as indicators of well-being. A follow-up survey assessed changes in preservice teachers’ well-being strategies four months later. Compared to the professional development setting, the natural environment positively affected rumination and POMS scales of Tension-Anxiety, Confusion-Bewilderment, Esteem-Related Affect, and Total Mood Disturbance. Follow-up data found that participants agreed that spending time in natural settings improved their well-being; however, time constraints limited doing so. Conclusions suggest that preparation programs consider including nature-based experiences as one strategy for developing teacher well-being. 
 Keywords: Preservice Teachers, Well-Being, Resilience, Environment, Professional Development

Newly graduated nurses' commitment to the nursing profession and their workplace during their first year of employment: A focused ethnography.

The commitment of nurses to their profession and workplace is closely linked to the delivery of high-quality patient care. Existing literature highlights the positive impact of commitment on care quality and patient outcomes. Conversely, a lack of commitment can lead to nurse burnout and disengagement. However, it remains unclear whether and how cultural beliefs and practices influence newly graduated nurses' commitment to the nursing profession and their workplace. To explore the cultural beliefs and practices influencing newly graduated nurses' commitment to the profession and commitment to their workplace during their first year of employment. A focused ethnographic study. Data consisted of field notes from 94 h of participant observations and 10 semi-structured interviews with newly graduated nurses working in acute care settings in Denmark. Data were analysed using ethnographic content analysis. Data were collected between March and June 2022. The findings reveal a major theme, termed 'A State of Transience among Newly Graduated Nurses', consisting of two themes: 'Newly Graduated Nurses' Pursuit of Professional Development and Supportive Work Environments' and 'A Lack of Formal Agreements or Conditions to Meet Expectations for Professional Development.' Hospitals and nurse managers need to support newly graduated nurses in their first employment after registration by providing a range of clinical experiences through job rotation opportunities within the same organization, deliver on promises for onboarding support and foster a culture of trust. These strategies will help maintain the motivation, commitment and ability of newly graduated nurses to deliver high-quality patient care, thereby reducing the likelihood of turnover. A trusting and supportive work environment is fostered by providing diverse clinical experiences and consistent support for newly graduated nurses. To address potential high turnover associated with job rotation, hospitals need to rethink how retention is defined and measured, moving beyond hospital unit-level models and measures. This study reports to the SRQR guidelines. No patient or public contribution.

Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education

This study aimed to design and validate a professional development environment model based on a task-centered approach in medical education. Accordingly, a mixed research design was used, and a qualitative content analysis was performed using a synthesis research method to identify the elements and components of the proposed model. Furthermore, a descriptive survey method was employed to validate the model from the point of view of experts. For the purposeful selection of resources considering the identification of the components of the professional development environment model based on the task-centered approach, authentic scientific documents indexed in databases, such as Scopus, Science Direct, Springer, Google Scholar, ProQuest, Emerald, and PubMed from 2000 to 2022 were reviewed, and 48 documents were selected. Then, they were analyzed using open coding and axial coding. To validate the proposed model, 20 specialists in radiology, medical education, and educational sciences were selected as a sample. The data were collected through an 8-item researcher-made questionnaire the content validity of which was confirmed by calculating S-CVI and CVI. According to the analysis, 4 main components and 14 sub-components were extracted, which led to the design of the desired model. The findings in the quantitative part also showed that the presented model has high internal validity in the field of medical education. Therefore, it is suggested to use this model as an innovative strategy and guidance for medical professionals.

Retracted: On the Professional Development Environment of Young Teachers in the Series of Quality Education in Colleges and Universities.

[This retracts the article DOI: 10.1155/2022/5370757.].

영아보육교사가 지각한 전문성발달과 근무환경 군집에 따른 개인적 변인과 교사효능감의 차이

Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis.
 Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, the differences in Teacher's Efficacy were analyzed among sub-groups by using one-way ANOVA.
 Results First, there were four clusters according to infant care teacher’s professional development and work environment. Cluster 1 was named ‘Professional development and working environment low-group’, Cluster 2 was named ‘Working environment Centered group’, Cluster 3 was named ‘Professional development Centered group’, and Cluster 4 was named ‘Professional development and working environment high-group’. Second, as a result of examining the difference of Child Care Teacher Variable according to the type of professional development and work environment of infant care teachers, the Type of Child Care Center and age showed a significant difference according to the type of professional development and work environment. Third, as a result of examining the difference of teacher's efficacy according to the type of professional development and work environment of infant care teachers, the General efficacy, Personal Efficacy, teacher's efficacy showed a significant difference according to the type of professional development and work environment of infant care teacher.
 Conclusions The results of this study is meaningful in identifying characteristics of the professional development and the working environment of infant care teachers, and providing information that can suggest ways to actively influence teacher efficacy.

Supporting teachers’ engagement with student thinking in teacher-captured video-based professional development environments: factors and implications

ABSTRACT Video of teachers’ own classrooms is used in professional development (PD), with recent research pointing to the promise of teacher-captured video and collegial discourse in Video Clubs (VCs). Using a sequential explanatory mixed-methods design, this study investigated teachers’ engagement with student thinking during VCs, which were part of a PD model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in VCs. The discourse of two school teams revealed a marginally significant change in teachers’ focus on student thinking, interpretive stance and the specificity of their discourse over time. Additionally, features of the presenting teacher’s video case (e.g., case question specificity) appeared to have influenced teachers’ interpretive stance in making sense of student thinking. Potential factors contributing to teacher discourse and implications for designing and implementing VCs with teacher-captured video in fostering teachers’ engagement with student thinking are discussed.

Specificity of the Motivation for High-Quality Publications in Russia

This theoretical study divulges the specificity of the Russian stakeholders' motivation to increase the number of articles in Scopus/WoS by Russian researchers. The research toolkit covers the stakeholder approach, PRISMA recommendations for systematic literature review, methods of deduction, comparison, and qualitative content analysis. We concluded that Russia is quite specific on this topic and found three primary Russian specifics: a unique stakeholder - the unified state bureaucracy; two unique motivational drivers of the researcher stakeholder - professional development and favourable academic environment; three unique motivational drivers of the university management stakeholder - political pressure reduction, power, and effective management.