Professional Development Plans Research Articles

The perceptions and willingness of radiographers to extend their roles and become reporting radiographers in Abu Dhabi, the United Arab Emirates (UAE)

IntroductionThere has been an increase in the need for diagnostic imaging services globally, which is faster than the capacity of radiologists. The current workforce model is not sustainable due to the predicted aging of the population and the contraction of the healthcare workforce. By extending the role of radiographers to a specific range of radiological reporting tasks. It may be possible to meet demand and relieve some pressure on radiologists and increase radiographer satisfaction and retention. The purpose of this study is to investigate the perceptions, and willingness of the Abu Dhabi radiographers to extend their role as reporting radiographers in skeleton radiography. MethodsA cross-sectional study was conducted among radiographers in the UAE. The on-line questionnaire was designed to obtain demographic information about radiographers, their qualifications, their professional experience, their postgraduate training, their plans for professional development, as well as their interest in future career opportunities related to extended roles. ResultsThis study had a response rate of 50% (n = 60). The government sector accounted for 75.3% of the survey's participants, while the private sector accounted for 24.7%. The main gains for role advancement were identified by 58.3% of the participants who were confident to start interpreting the upper and lower extremities in the emergency room (ER), and 86.3% were willing to be reporting radiographers. ConclusionIn conclusion, the Abu Dhabi radiographers are willing to extend their role in the interpretation of general X-ray images of skeletons. Implications for practiceCurriculum development in radiography and medical imaging education jointly with licensing health authority bodies is required to plan for the new radiographer reporting role.

Understanding the Link Between INSET Attendance and Teaching Efficiency of High School Teachers

Recognizing the importance of in-service education and training (INSET) for teacher development, this study investigated its effectiveness in enhancing teaching efficiency among high school teachers at Southern Baptist College. Employing a convergent mixed-methods design with twenty-three participants, the study revealed that high school teachers generally perceive in-service education and training (INSET) positively and value its effectiveness in enhancing teaching skills and practices, but there is no significant relationship between the frequency of attending INSET programs and teaching efficiency. The study identified five essential guidelines that include conducting targeted needs assessments, practical application, individualized professional development plans, ongoing mentoring, and data-informed evaluation systems. The result revealed that the programs of in-service education and training attended by high school teachers were the pedagogy workshops, subject-specific training, technology integration, assessment and evaluation and professional development designed to enhance teacher’s teaching skills, subject knowledge, and classroom management techniques. Majority of the respondents attended the programs conducted by Southern Baptist College, Inc. The themes such as personal and professional growth, improved teaching effectiveness, enhanced mental abilities, positive workplace changes, transformative challenges, and emphasize collaborative approaches were drawn to address challenges and maximize benefits of ongoing professional development initiatives. Moreover, the effectiveness of in-service education and training (INSET) attended by high school teachers is perceived positively. The high school teachers in majority got Very Satisfactory in their teaching effectiveness. However, there is a weak positive correlation between the effectiveness of attending in-service training (INSET) and teaching efficiency of high school teachers. Thus, null hypothesis was not rejected.

Ethical dilemmas: Experiences of secondary school teachers in Addis Ababa city, Ethiopia

Being a teacher involves multi-layered ethical challenges and decisions. The purpose of this research was to explore the ethical dilemmas faced by secondary school teachers in Addis Ababa, Ethiopia. In addition, the study aimed to explore the ways and approaches to resolving ethical dilemmas. A phenomenological qualitative research approach served as the guiding methodology. Eight participants were involved in the semi-structured in-depth interviews. Data were analyzed by exploring potential themes and sub-themes using thematic analysis. The major ethical dilemmas that emerged from the data include (a) not being governed by schools’ rules and regulations (disrespect and dis-rule), (b) not being honest in the position they have, (c) lack of acceptance and recognition among the school community, and (d) being indecisive due to deep personal challenges of students and political interference. The major approaches utilized in addressing ethical challenges were (a) respecting the code of conduct of students’ discipline, (b) open discussion and confrontation, (c) understanding causal factors, and (d) being ethical. The need for professional development plans and training based on guiding books have been suggested as means of action in preparing secondary school teachers to deal with ethical challenges and to help them be good at decision-making.

An Instrument to Assess Faculty Who Support Students with Autism Spectrum Disorder at Community Colleges

ABSTRACT Students with Autism Spectrum Disorder (ASD) are one of the fastest growing groups at the community college, and supporting faculty members who teach students with ASD is a challenge for college leaders. Faculty members need a knowledge base about these students as well as the pedagogical practices that lead to their success. There have been no instruments, however, specifically designed to explore community college faculty members knowledge about students with ASD and the instructional methods to support them. This paper presents the development of an instrument assessing faculty members knowledge about students with ASD and the pedagogical practices to help them succeed. The instrument also addresses faculty members preferences for professional development to enhance ASD student success. Implications for community college leaders are presented, including the using instrument to develop systematic professional development plans – involving both full-time and adjunct faculty – to improve instruction for ASD students.

INFLUENCE OF INSTRUCTIONAL SUPERVISION IN PROMOTION OF CHILD-FRIENDLY LEARNING ENVIRONMENT IN RURAL PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Effective head teachers’ management practices should be aimed at fostering all-inclusive and child-focused learning environments for quality learning and the general well-being of all learners. The purpose of the study was to investigate the influence of instructional supervision in the promotion of a child-friendly learning environment in rural-based public primary schools in Meru County. The study utilised a descriptive survey design and targeted 775 teachers in rural-based public primary schools in Meru County. Simple random sampling was used to select a sample of 155 teachers. Data was collected through questionnaires. Data analysis was carried out through descriptive and inferential statistics. The results of the study revealed a significant relationship between instructional supervision and the promotion of a child-friendly learning environment (r (146) = .22, P = .007). The instructional supervision practices in the study were focused on: supervision of instructional processes, professional development, teacher empowerment, and instruction and guidance on curriculum delivery. Based on the findings, there is a need to improve on direct supervision of instructional processes towards enhancing teaching conditions and quality of learning. The study recommends that head teachers need to receive more in-service training in areas of professional development, and curriculum and assessment. The study further recommends that the government needs to avail more resources for continuous teacher empowerment and professional development plans.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

Abstract WP43: Improving Nurse Retention Through Orientation Restructuring, Planned Professional Development, and Leadership-Employee Support: One Unit’s Journey

Introduction: Increasing RN turnover rates are a noteworthy and nuanced problem for many nurse leaders. It is a particular challenge within specialty units, resulting in the loss of specialty nursing knowledge, assessment, and critical thinking skills relevant to specific patient populations. RN turnover rates increased over a two-year period on a stroke unit in a large teaching hospital that provides specialty care as part of a Comprehensive Stroke Center. Many of the RNs leaving the unit pursued critical care roles, and their knowledge was lost with their attrition. This prompted the nurse leadership to re-examine the orientation process, professional development plan, and leadership-employee support methods that were being utilized. Methods: Using the PDSA model, orientation was reorganized allowing new RNs to be trained solely on the stroke unit for 10-12 weeks then working independently on that unit for 6 months prior to training on the epilepsy monitoring unit, as opposed to training and working on both units from the start of their employment. Professional development plans that included one-on-one resource nurse training with the Assistant Nurse Manager and cross-training to the neuroscience stepdown unit after one year of employment were created for each RN. Each staff member was supported with mentorship check-ins by an assigned Clinical Leader and with bi-monthly check-ins with the Nurse Manager. Quarterly staff meetings were held to promote staff engagement and provide staff members with an opportunity to cascade information on their individual projects, councils, or initiatives to their peers. Results: These changes, including the training of 10 RNs to the stepdown unit, resulted in an 82% decrease in the number of RNs who left their job on the stroke unit in the first year. Conclusion: This process improvement plan demonstrated that thoughtful modifications to the orientation process, a structured professional development plan, and an organized leadership-employee support method can decrease RN turnover. It allowed the preservation of specialty stroke knowledge, thus ensuring that stroke patients continue to receive high-quality, specialized care and that specialty knowledge is transmitted to new staff as they start their careers.

ПРОБЛЕМИ ЗБЕРЕЖЕННЯ ТА РОЗВИТКУ КАДРОВОГО ПОТЕНЦІАЛУ В СИСТЕМІ HR-МЕНЕДЖМЕНТУ ПІДПРИЄМСТВА У ВОЄННИЙ ЧАС

A vision of staff potential as an important resource of the enterprise, which provides it with competitive advantages, was formed; as an element of the management system, the basis of organizational development and modernization of the organizational structure of the business entity; as links that integrate and mediate the course of all business processes of a business entity; as a means of obtaining the desired result of financial and economic activity by the company. The staff potential of the enterprise is identified as a characteristic of its personnel, as a promising resource, as a strategic competitive advantage, as an intangible asset. A list of the components of the enterprise's staff potential, which determine its qualitative characteristics and ability to satisfy its goals and share values at the current time and in the future, is proposed, which includes: level of knowledge, education; personal and professional skills; talents, natural abilities; personal and professional experience; leadership and initiative; motivation and self-management; adaptability and stress resistance; loyalty and understanding of company values; communication. Four main problems of preserving and developing staff potential in the HR-management system of the enterprise during wartime were identified: the problem of forming staff potential of the appropriate quality and quantity, the problem of motivating and stimulating personnel to professional and personal development, the problem of preserving intellectual capital in the absence of material resources and increase in the risks of war and the problem of ensuring the safety of personnel during the performance of official duties in the conditions currently prevailing in Ukraine. It is proposed to partially solve the outlined problems through personnel management and the use of HR-management tools, in particular by managing the parameters of the employee's psychophysiological properties, taking into account socio-demographic indicators in the process of developing staff potential, and starting by enterprises their own programs of professional development and individual career planning.

Exploring the Philosophy of Happiness and the Good Life in Hinduism: Insights from Indian Scriptures

Abstract: Inclusive defines democracy in the education system, where everyone, regardless of disability, have equal opportunity in school and society. This is the new approach towards providing education to normal and disable children together under one roof or same school .As NEP 2020 and the Rights of person with disabilities (RPwD ),Act 2016 emphasis on inclusive education along with adaptation of digital technology , restructuring of curriculum and pedagogical perspective to create awareness towards inclusive and equitable society. The COVID-19 pandemic has proliferated the drive from basic to online and digital education around the world. This has provided new opportunities to all the learners from various backgrounds, However, this technology driven revolution has also alleviated the disparities in educational opportunities and outcomes This abstract explores the dynamic interaction of online and digital learning in an inclusive environment, highlighting how crucial it is to guarantee fair access to technology for the learners of all ages. Digital platforms must be built using universal design principles to make them universally accessible and to remove any obstacles that can prevent participation and help in providing individuals independence. In inclusive education setup, facilitators and educators can take advantage of the adaptability of digital tools to provide various forms of individualised instructions and evaluations. These tools aids students in their individual educational paths and accommodates a variety of learning characteristics. However, rigorous planning must go into how to modify and create online resources that are both inclusive and successful in addressing a variety of learning requirements. Indian Cultural and social diversity is a foundation of inclusive education, fostering understanding and respect among learners from various backgrounds. Integrating digital tools into this context offers a platform to showcase diverse cultural perspectives and foster cross-cultural collaboration. The most important challenge is the lack of social presence, which severely affects student motivation and participation. This is particularly urgent for underserved students, to ensure equitable use of technology, educators ensure culturally relevant content, which enriches the educational experience and also corroborate students' identities and their contribution. A essential component of successfully blend of technology and inclusiveness is educators’ professional development. In order for teachers to become qualified and capable, a proper professional development plan for educators must be prepared. While online and digital learning provides new potential, they also come with barriers for an inclusive education system. The digital divide continues to be a major obstacle, especially for disadvantaged populations. To bridge this gap, anticipatory steps must be taken to ensure that all students have equitable access to technology, internet and the resources they need to participate fully in online learning settings. This abstract depicts how the synergy between online and digital education and inclusive principles holds tremendous promise for transforming education into a space where every learner can thrive. Ensuring equitable use of technology within an inclusive education setup requires strategic efforts in areas such as accessibility, personalized instruction, cultural responsiveness, and professional development. This paper also proposes guidelines that help teachers make their online, hybrid or blended courses more inclusive.

Study of the Dilemma of Continuing Professional Development and Coping Strategies of University Teachers in Remote Areas of China

The continual production and dissemination of diverse information in this digital age is driving higher education institutions to innovate and integrate their knowledge. This further encourages teachers to continually update their professional development. However, as university teachers still encounter numerous difficulties this respect, the purpose of his study is to conduct in-depth qualitative analysis to explore this issue from four perspectives: peer support, external support, collaborative development, and continuous professional development online. By conducting in-depth interviews with 28 administrators and teachers from four northwestern universities in China, this research adopts qualitative methods to explore the current dilemmas in teachers' continuing professional development and information technology ability, and proposes corresponding improvement strategies based on the dilemmas. The results are expected to show that the needs of individual teachers are neglected, there is no plan for complete professional development, and there is a lack of outstanding university management talents in this information society. Therefore, it is suggested that a clear plan for the continuation of teachers’ professional development should be proposed, along with the establishment of a professional development center. At the same time, university teachers should take the initiative to enhance their personal growth, and university administrators’ foresight should not be ignored. The continuing professional development of university teachers in remote areas can only be achieved with unified cooperation in various aspects.

Is Average Worrying? A Mixed Method Study of Malaysian Public University Administrative Staff’s Workplace Communication Apprehension

Even when employed, English oral communication skills proficiency continues to be an asset; mastering the skill is advantageous. The notion has driven comprehensive studies on communication, including apprehension, yet the focus on workplace contexts remains minimal. Therefore, this investigation aims to discern communication apprehension’s effect on staff’s communication skills, their administrative tasks, and the institution, to support the skill enhancement. Utilizing the Personal Report of Communication Apprehension instrument and a purposive sampling, the study’s explanatory sequential mixed method design sampled institution’s one hundred fifteen administrative staff. The staff communication apprehension levels were recorded as moderate, with the highest in delivering public speeches. Nevertheless, interview results proved differently to extend worrying trends among staff. The trend could jeopardize staff’s personality and productivity in the long run. The mediocre level also hinted at skill’s stagnant inclination or deterioration if it is not consistently used in conducting workplace tasks or events. The need for an impactful lifelong learning professional development plan to improve staff English oral communication skills is apparent by the University. The university's plan also need to include supporting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for their employees.

Relationship of Emotional Intelligence and Teacher Competence: Basis for Teachers’ Professional Development Plan

This research investigates the intricate interplay between emotional intelligence (EI) and teacher ability, seeking to establish a foundation for an effective professional development plan. The study employs a mixed-methods approach, combining surveys, interviews, and classroom observations to gather comprehensive data. Initial findings reveal a positive correlation between educators' emotional intelligence and their instructional effectiveness, classroom management skills, and overall job satisfaction. The paper not only elucidates the existing literature on emotional intelligence in education but also uncovers nuanced connections between specific facets of EI (such as self-awareness, self-regulation, social awareness, and relationship management) and distinct elements of teacher competence. The implications of this research are manifold. By recognizing the pivotal role of emotional intelligence in shaping effective teaching practices, educational institutions can tailor professional development initiatives to foster not only subject matter expertise but also the interpersonal skills crucial for building positive teacher-student relationships. The proposed plan incorporates workshops, mentorship programs, and reflective practices, aiming to cultivate emotional intelligence competencies among educators. In conclusion, this study not only contributes to the theoretical understanding of the relationship between emotional intelligence and teacher ability but also provides actionable recommendations for the design and implementation of teacher professional development plans. Acknowledging and nurturing emotional intelligence can pave the way for a more holistic approach to teacher training, ultimately enhancing the overall quality of education.

Effects of mindfulness-based interventions on reducing psychological distress among nurses: A systematic review and meta-analysis of randomized controlled trials.

Nurses increasingly use mindfulness as an effective mental health intervention to reduce psychological distress. The effectiveness of mindfulness-based interventions remains inconclusive, which may lead to implementation of interventions in an inefficient or ineffective manner. This study aimed to examine the effects of mindfulness-based interventions on reducing stress, anxiety, and depression among nurses. Systematic review and meta-analysis. Randomized controlled trials (RCTs) were searched using six databases published through May 20, 2023, which evaluated the effects of mindfulness-based interventions on reducing psychological distress among nurses. To assess the quality of methodology included in the RCTs, version 2 of the Cochrane risk-of-bias instrument for RCTs with five domains was used. Standardized mean difference (SMD) with 95% confidence interval (CI) were calculated using the random-effects model in the meta-analyses. Publication bias was assessed using Egger's regression test. Further, the robustness effect size of the pooled analysis was assessed using leave-one-out sensitivity analysis. A total of 16 RCTs were included in the final analysis. Overall, the modalities appeared to alleviate stress (pooled SMD: -0.50 [95% CI: -0.82 to -0.18]; p < 0.001) and depression (pooled SMD: -0.42 [95% CI: -0.78 to -0.06]; p = 0.02) among nurses. Mindfulness-based interventions appear to alleviate stress and depression in nurses. Future research evaluating mindfulness-based interventions among working nurses with more rigorous methodological and larger sample size. Support for nurses' mental health must be included while implementing personal and professional development plans.

Teacher’s Use of Arts on Children with Special Needs: Its Prevalence and Importance

This study aims to know the level of importance and level of prevalence among the SPED teachers who use arts on on children with Special Needs. All of the 21 SPED teachers from these schools served as respondents using a take-all sampling procedure. Statistically, there is a high level of importance and a high level of prevalence in terms of the use of arts among children with special needs. There is a significant relationship between these two variables. In conclusion, teachers were aware of the need for updated special education training that would equip them in teaching art and handling learners’ behavior who will likely not to participate in art activities. Teachers were favorable to teaching art but seeks to be trained and would have better collaboration with administrators, special education teachers, and parents. There is a need to know the students like and dislike, a predictor to the success of teaching art to children with special needs. As such, these inferences become bases for formulating and adapting the enhanced professional development plan in incorporating arts in teaching children with special needs.

Psychological Constraints of the Post-Pandemic Learning and Development Delivery Modalities: Narratives of School Principals

This qualitative research situated in the School Division of Guimaras delves into the narratives and experiences of five (5) school principals, with insights from the Division Human Resource Training and Development Focal Person. Grounded in Hustler's cognitive psychological and professional development theories and Vygotsky's zone of proximal development, the study explores alternative approaches to continuous professional development, aiming to enhance teacher learning effectively. Using a validated researcher-made interview guide, the study gathered data on learning and development initiatives, participant practices, and challenges faced during the pandemic. The findings revealed that school principals navigated the challenges posed by COVID-19 restrictions by crafting and implementing Basic Education-Learning Continuity plans. They addressed learning and development modalities by creating School Plans for Professional Development, enabling them to conduct various activities tailored to teachers' needs. Four delivery modalities were employed: Learning Action Cell, Relationship and Discussion-based Learning, Job-Embedded Learning, and Formal Learning. Each modality had its unique practices and challenges, reflecting the diverse contexts and needs of the school principals. To overcome these challenges, school principals demonstrated resilience leadership skills, characterized by passion, vision, creativity, interaction, and empowerment. Building upon existing theories and the 70-20-10 Learning Model, the study introduced the Learning and Development Model for Better Learning Outcomes (LDM for BLOs). This model emphasizes the roles of self-directed and interactive learners for both teachers and school principals in learning and development activities. The study contributes significantly to the field by introducing the Theory of Educational Intention and the LDM for BLOs, both of which warrant further exploration in future research. These findings shed light on effective strategies for enhancing teacher professional development and learning outcomes in challenging contexts.

Toxic leadership behaviour of nurse managers and turnover intentions: the mediating role of job satisfaction

IntroductionGlobally, hospitals are confronted with major challenges of turnover of nurses. Knowledge of the factors that account for the turnover of nurses will aid in creating strategies that will enhance nurse managers’ leadership behaviour and job satisfaction to reduce turnover. The study, therefore, investigated the mediating role of job satisfaction on toxic leadership and turnover intentions of nurses.MethodsA multi-centre cross-sectional study was undertaken to assess 943 nurses using the Toxic-leadership Behaviour of Nurse Managers scale, Minnesota Satisfaction Questionnaire and Turnover Intention scale. Descriptive statistics was used to assess the prevalence of toxic leadership, job satisfaction and turnover and Pearson’s correlation examined the relationships between the variables. Hayes’ PROCESS macro approach of mediation was used to determine the effect of toxic leadership behaviour on the turnover intention on the possible influence of job satisfaction.ResultsThe response rate for the study was 76.0%. Mean scores for turnover intentions and toxic leadership behaviour were 3.71 and 2.42 respectively. Nurses who work with toxic managers showed a higher propensity to leave their jobs. Job satisfaction acted as a mediator between the toxic leadership practices of managers and turnover intentions. The total effect of toxic leadership behaviour on turnover intention comprised its direct effect (β = 0.238, SE = 0.017, 95% CI [0.205, 0.271]) and its indirect effect (β = -0.020, SE = 0.017).ConclusionsJob satisfaction acted as a mediating factor for toxic leadership behaviour and nurses’ turnover intentions. As part of nurse retention initiatives, avoiding toxic leadership behaviours will be the ultimate agenda. Nurse administrators should recognize the value of excellent leadership and develop a structured training programme through the use of evidence-based professional development plans for nurse managers.

Reliability of a Best Practice Instrument for Beginning Teacher Professionalism Development in High-Performing Primary Schools in Malaysia: A Rasch Measurement Model

The Malaysia Ministry of Education is very concerned with professional development plans, which aim to improve the ability and performance of teachers including beginning teachers across the country to make them more prepared, enthusiastic, and committed in carrying out their teaching duties. This study was carried out with the aim of building a best practice instrument for developing beginning teacher professionalism in high performing primary schools in Malaysia according to the context of the study and further determining the reliability of the instrument administered to 123 beginning teachers. From a reliability point of view, the item reliability index shows a high level of reliability which is 0.98 while the respondent's reliability index is 0.95. The results of the study show that the instrument has high reliability in measuring best practices in the development of primary teachers' professionalism in high performing primary schools in Malaysia.

From Two Dimensions to Multidimensions: A Mechanistic Model to Support Deliberate CPD Development, Coordination, and Evaluation.

The effectiveness of continuing professional development as an intervention to improve health professional behavior and patient health is variable and contentious. To clarify the causal relationships underlying program outcomes and facilitate a necessary shift from outcomes-only-based approaches to outcome-based and theory-based approaches in program development and evaluation, we developed a model of mechanisms mapped to relevant outcomes. Mechanisms identified in a prior realist synthesis of opioid agonist therapy continuing professional development programs were iteratively tested and refined using purposive and opportunistic sampling and realist approaches against two systematic reviews of programs in analgesic prescribing and palliative care. Further testing involved practical application within programs in sustainable health care and pain management. Ninety reports on 75 programs and practical application to multiple additional programs informed the final model consisting of five distinct mechanisms: motivation transformation, expert influence, confidence development, self-efficacy facilitation, and community of practice expansion. The mechanisms and related analysis emphasize that continuing professional development is heterogeneous, complex, and context dependent. Shifting toward outcome-based and theory-based approaches facilitates further conceptual shifts at intraprogram and interprogram and interintervention levels toward more deliberate program development and evaluation, increased program complementarity and subsequent collaboration. It clarifies opportunities for intercalation of continuing professional development with other intervention sciences. The model presents a resource for practitioners, researchers, and policymakers to advance continuing professional development planning, coordination, and evaluation.

Специфика среднего профессионального образования как этапа процесса профессионального самоопределения студента

The paper proposes a sociological approach to the analysis of the process of professional self-determination of students studying under secondary vocational education programs in colleges affiliated with a HEI. Profes-sional self-determination is considered as a prolonged process of professional self-actualization, self-realization and professional development as part of the entire educational and professional-labor “biography” of the subject. The article defines the main factors influencing the choice of applicants in favor of college edu-cation, presents the analysis of the results of sociological research of the process of professional self-determination of college students of Nizhny Novgorod Institute of Management – branch of Russian Presiden-tial Academy of National Economy and Public Administration and College of Economics and Law of Dzerzhin-sky branch of Russian Presidential Academy of National Economy and Public Administration. College enroll-ment reasons are highlighted, as well as groups of SPE students depending on their future plans for profes-sional self-actualization, self-actualization and professional development.

Descriptive survey of pharmacy students’ self-evaluation of Advanced Pharmacy Practice Experiences (APPE) and practice readiness using entrustable professional activities

Objective: To evaluate pharmacy students’ self-identified levels of entrustability before and after their advanced pharmacy practice experiences (APPE). Methods: Third and fourth-year pharmacy students completed a Qualtrics survey where they were asked to self-identify their entrustability level (scale of I–V) on each of the fifteen core entrustable professional activities (EPAs) for pharmacy graduates. Results: A total of 249 third-year students completed the APPE-readiness survey in the Fall of 2017–2019, and 106 fourth-year students completed the practice-readiness survey in the Spring of 2018. The highest entrustability level in both surveys was “create a written plan for continuous professional development”. The lowest reported entrustability levels in both surveys were: “Oversee the pharmacy operations…”, “Maximise the appropriate use of medications…,” and “Establish patient-centred goals and create a plan…”. The largest area of change from pre-APPE to post-APPE was overseeing pharmacy operations, with an increase of 26%. The average pre-APPE entrustment level was 3.72, increasing to 4.2 in the practice readiness portion. The percentage of students self-reporting below an entrustment level of 3 in the practice-readiness survey ranged from 0–0.99%. Conclusion: Pharmacy students increased their self-reported level of entrustability over all 15 EPA domains from pre-APPE to post-APPE year.

K–8 Speech-Language Pathologists' Training and Implementation of Research-Based Behavioral Intervention Strategies

Purpose: The purpose of this study was to examine school-based speech-language pathologists' (SLPs') training and implementation of research-based behavioral intervention strategies and to determine if there were differences in the SLPs' training and implementation based on school district size and years of experience. Method: Nonexperimental and quantitative survey research methods, using a researcher-developed survey with 21 response items inquiring about training and implementation of research-based behavioral intervention strategies, were distributed to current members of the American Speech-Language-Hearing Association. Seventy-eight qualified respondents completed the survey. The researchers utilized multiple independent-samples two-tailed t tests for analysis. Results: Results indicated that SLPs in the study had some training in research-based behavioral intervention strategies and that these strategies were implemented sometimes during speech therapy sessions. There was no statistically significant difference in amount of SLP training or implementation based on years of experience or district size. Insight was gained on the types of behaviors that SLPs encountered during speech therapy sessions and how those behaviors negatively impacted their ability to provide services as well as their overall job satisfaction. Conclusions: Although K–8 SLPs have some training and sometimes implement research-based behavioral intervention strategies, regardless of their years of experience or the size of the district in which they worked, SLPs identified several topics of behavior intervention strategies that would be helpful to address in future training. To better prepare SLPs to work with students who exhibit behavioral issues, more training in research-based behavioral intervention strategies in preparation programs and professional development plans should be considered.