Professional Facilitators Research Articles

Athletic Trainers’ Perceived Knowledge and Competence on Sexual Assault Management

One in five college females will experience sexual assault (SA), and the athletic environment increases the risk of SA occurring. Athletic trainers (ATs) must be knowledgeable and competent to handle reports, but the effectiveness of the institutional sexual violence prevention (SVP) training ATs receive is unknown. The purpose of this study was to assess how ATs’ perceived knowledge and competence in managing student-athlete reports of SA differ across training formats and facilitators. Collegiate ATs (N = 283) completed a survey assessing formal psychosocial clinical education, institutional SVP training format and facilitator, and perceived knowledge and competence on SA policies and management. Two one-way MANOVAs compared perceived knowledge and competence by format and facilitator. Overall, any form of SVP training was associated with greater perceived knowledge and competence than no training. Regarding format, ATs who received face-to-face or a combination of face-to-face and online training felt most knowledgeable and competent. Regarding facilitators, ATs whose SVP training was led by an external, professional facilitator or multiple facilitators felt more knowledgeable than ATs whose program was self-guided or led by a staff member of the institution. Lastly, ATs who had been certified longer reported feeling more knowledgeable than recently certified ATs. A face-to-face format with an external or professional facilitator or a combination of formats and facilitators appears to be the optimal method for ATs’ SVP training. Whether this translates to improved care for the athlete who experiences SA is still unknown and requires further research.

Critical Reflection Sessions: Teacher's Perspectives During Professional Development

This study aimed to explore the critical reflection experiences of teachers who took part in effective and ineffective professional learning events. It examined the influence of D.A. Kolb's reflective observation stage within the experiential learning theory (ELT) framework on teachers' professional development. Using a qualitative interpretive phenomenological method, the research investigated teachers' viewpoints, beliefs, and experiences related to various professional development activities to evaluate their effectiveness. Eleven teachers attended the same educational conference. The investigation involved semi-structured individual interviews and a focus group discussion. The interview questions centered around the concepts of enactive mastery and vicarious experiences. Open-ended discussions allowed participants to explore their experiences of professional learning. To highlight emergent patterns, this study employed a phenomenological technique to analyze data and identified critical observations through an inductive coding method using the NVivo software. The study's findings suggested that the reflective process necessitated time, collaboration, and structure during professional learning sessions. Moreover, having a group of peers was advantageous for critical reflection. They created a learning environment where support was the norm, and dedicated time encouraged self-reflection, which promoted effective growth in teacher development. The researchers found that inquiry-based professional development promoted introspection and facilitated profound learning. The research emphasized that teachers responded positively when professional development facilitators allowed participants time to link their personal experiences to new teaching methods, prompting reflection and collaboration with peers.

The role of mentoring programme coordinator: professional development meta-facilitator?

ABSTRACT This paper addresses an under-researched role in the professional development in education and mentoring in education literature, that of the mentoring programme coordinator. It draws on a multi-method study which includes a review of international research literature and a secondary analysis of existing datasets. The findings synthesise the sparse empirical research on mentoring programme coordinators by identifying key responsibilities associated with the role, together with factors which enhance and impede effective mentoring programme coordination. The findings are discussed in relation to the growing body of literature on professional development facilitators, and it is suggested that mentoring programme coordinators exemplify an original category of professional development meta-facilitators. Implications of the study for policy, practice and further research are presented, including research-informed recommendations for mentoring programme providers and organisational leadership teams who wish to enhance mentoring programme coordination, with a view to strengthening the impact of mentoring programmes and the professional learning and development of the educators such programmes support.

Peer-led recovery groups for people with psychosis in South Africa (PRIZE): Results of a randomized controlled feasibility trial.

The aims of this feasibility trial were to assess the acceptability and feasibility of peer-led recovery groups for people with psychosis in a low-resource South African setting, to assess the feasibility of trial methods, and to determine key parameters in preparation for a definitive trial. The design was an individually randomised feasibility trial comparing recovery groups in addition to treatment as usual (TAU) with TAU alone. Ninety-two isiXhosa-speaking people with psychosis and forty-seven linked caregivers were recruited from primary care clinics and randomly allocated to trial arms in a 1:1 allocation ratio. TAU comprised anti-psychotic medication delivered in primary care. The intervention arm comprised six recovery groups including service users and caregivers. Two-hour recovery group sessions were delivered weekly in a 2-month auxiliary social worker (ASW)-led phase, then a 3-month peer-led phase. To explore acceptability and feasibility, a mixed methods process evaluation included 25 in-depth interviews and 2 focus group discussions at 5months with service users, caregivers and implementers, and quantitative data collection including attendance and facilitator competence. To explore potential effectiveness, quantitative outcome data (functioning, relapse, unmet needs, personal recovery, stigma, health service use, medication adherence and caregiver burden) were collected at baseline, 2months and 5months post randomisation. Trial registration: PACTR202202482587686. Qualitative interviews revealed that recovery groups were broadly acceptable with most participants finding groups to be an enjoyable opportunity for social interaction, and joint problem-solving. Peer facilitation was a positive experience; however a minority of participants did not value expertise by lived experience to the same degree as expertise of professional facilitators. Attendance was moderate in the ASW-led phase (participants attended 59% sessions on average) and decreased in the peer-led phase (41% on average). Participants desired a greater focus on productive activities and financial security. Recovery groups appeared to positively impact on relapse. Relapse occurred in 1 (2.2%) of 46 participants in the recovery group arm compared to 8 (17.4%) of 46 participants in the control arm (risk difference -0.15 [95% CI: -0.26; -0.05]). Recovery groups also impacted on the number of days in the last month totally unable to work (mean 1.4days recovery groups vs 7.7days control; adjusted mean difference -6.3 [95%CI: -12.2; -0.3]). There were no effects on other outcomes. Peer-led recovery groups for people with psychosis in South Africa are potentially acceptable, feasible and effective. A larger trial, incorporating amendments such as increased support for peer facilitators, is needed to demonstrate intervention effectiveness definitively.

Optimizing Soldier Counseling: Multi-Source, Mixed-Method Evaluation of a Developmental Counseling Training for Mid-Grade Level Leaders.

In accordance with ADP 6-22-001 and ATP 6-22.1, counseling is the process routinely executed by Army leaders to develop, mentor, and coach subordinate Soldiers and Army civilians within their organization. When implemented effectively, the counseling process can be utilized to produce capable, resilient, and satisfied subordinates who are prepared and motivated to meet mission-essential responsibilities. Training opportunities that specifically focus on optimizing this key leader competence, particularly with non-commissioned officers, are limited. The Directorate of Prevention, Resilience and Readiness (Headquarters, Department of the Army, G-9) offers a specific training, the Counseling Enhancement Workshop, and requested an evaluation to determine the effectiveness of the current training and identify opportunities for improvement. A longitudinal 360-degree approach was deployed as a common multisource methodology intended to produce triangulated feedback from participants, as well as their subordinates and supervisors. Quantitative surveys and qualitative structured interviews were conducted. Performance psychology professional facilitators who train this workshop were also administered a questionnaire to capture instructional feedback. Measures include a knowledge assessment of the workshop content, Counseling Self-Efficacy Survey, as well as original measures related to the workshop experience. Completed written developmental counseling forms and observations from the evaluation team were also reviewed to ensure fidelity of the training implementation and delivery. The current study reports on survey responses from participants and facilitators. Results suggested a strong and positive correlation between the pre- and post-workshop Counseling Self-Efficacy Scale. Because of a small sample size, data were analyzed as planned but interpreted with caution because of limited validity. There was a significant increase between the pre- and post-tests knowledge comprehension test scores. Facilitators reported confidence in teaching resilience skills, but not coaching Soldiers to apply those skills as part of the developmental counseling process. The Army counseling process can be utilized to produce capable, resilient, and satisfied subordinates who are prepared and motivated to meet mission-essential responsibilities. Quantitative results on the content of the CEW present opportunities for meaningful training that increases leaders' confidence in delivering counseling sessions, as well as mastering specific skills that benefit the subordinate Soldier and improve unit health. Furthermore, performance psychology professionals provided feedback on focus areas to meet the instructional objective of the training more efficiently and effectively. Ultimately, the counseling process is considered the most important tool available to current leaders to build the capacity of future leaders and an investment in the training to enhance these skills will provide great returns to the U.S. Army as a whole.

VALIDAÇÃO DE WEBSITE PARA IMPLANTAÇÃO DO PROTOCOLO PERIOPERATÓRIO NA PROFILAXIA DE TROMBOEMBOLISMO VENOSO

Introduction: Venous thromboembolism (VTE), including deep vein thrombosis (DVT) and pulmonary embolism (PE), is the leading cause of preventable postoperative deaths. Identifying risk factors based on Virchow’s Triad (blood stasis, hypercoagulability, and endothelial injury) is crucial. Approximately 20% of surgical patients develop VTE, with 7% resulting in fatal PE. The Caprini risk score, used to assess VTE risk, is complex and has limited adherence despite its validation across various specialties. Methodology: The applied research developed the application of a perioperative protocol for VTE prophylaxis in the Vascular Surgery ward of the Hospital Municipal de Marabá. The descriptive and quantitative study was structured via website. The 2013 version of the Caprini score was adopted for risk stratification. Validation of the tool involved 16 experts with inclusion criteria focused on doctors and nurses with experience in the area, where everyone responded to the Likert scale that evaluated 2 major domains of the tool: usability and functionality. Results: Among the 16 evaluators, 56,3% were male and 43,8% female, with an average age of 32,4 years and 7,6 years of experience. The system’s functionality received 97,5% approval, 96,3% of reliability, and 91,3% regarding interface and usability. The utility was well-rated, with 98,8% approving the professional facilitation. Chi-square tests indicated that functionality perception did not vary between physicians and nurses, but utility was significantly influenced by profession. Cronbach’s alpha coefficients indicated high internal consistency: 0,85 for functionality and 0,77 for utility. Discussion: The diverse profiles of the evaluators enriched the website’s validation. Functionality was consistently positively rated, while utility varied by professional role. High internal consistency suggests that the questionnaire is reliable for measuring website performance perceptions. Conclusion: The inclusion of the Caprini protocol in the Tupan Health website demonstrated good performance and high reliability among professionals, facilitating protocol adherence and the prevention of perioperative complications.

Experiences with a national team-based learning program for advance care planning in pediatric palliative care

BackgroundAdvance Care Planning (ACP) enables patients and relatives to define and share values, goals and preferences for future medical treatment and care. The IMplementing Pediatric Advance Care Planning Toolkit (IMPACT), developed in the Netherlands, is a method for conducting ACP in pediatric palliative care. Healthcare professionals who were trained to use IMPACT, indicated their need for ongoing support to practice ACP communication skills optimally over time. Therefore, we developed a team-based learning program aimed at teaching participants how to transfer knowledge on ACP, continue practicing ACP communication skills and reflect on ACP conversations within their own team context. The aim of this study was to evaluate the program’s transfer of knowledge as well as the professionals’ experience and team reflection on ACP.MethodsA one-day IMPACT train-the-trainer course was developed and a selection of healthcare professionals (facilitators) from pediatric palliative care teams (PPCTs) from all seven Dutch university hospitals and the specialized Center for Pediatric Oncology were invited to participate. Hereafter, facilitators were asked to transfer their course-acquired knowledge to their team members (learners) by organizing two coaching-on-the-job sessions. A mixed-methods design, combining questionnaires and field notes, was used to evaluate the level of knowledge transfer and team reflection achieved.ResultsEighteen healthcare professionals in the role of facilitator participated in the train-the-trainer course. In seven PPCTs one (n = 3) or two (n = 4) coaching-on-the-job session(s) took place, attended by 29 and 17 learners, respectively. In the questionnaires, 11 facilitators indicated that they had to some extent transferred acquired knowledge to their team members as intended. Sixteen out of 21 learners who participated in at least one coaching-on-the-job session, reported (somewhat) increased self-confidence for conducting ACP conversations. The reported main strength of the program was practicing with/learning from colleagues whereas dealing with workload and variation in existing ACP skills within PPCTs need more attention.ConclusionsThe newly developed team-based learning program resulted in intended transfer of knowledge and methodical reflection on ACP in coaching-on-the-job sessions in most participating PPCTs. Planning coaching-on-the-job sessions regarding ACP in pediatric palliative care with multiple healthcare professionals is challenging and needs more emphasis in the training.

Impact of an educational intervention on improving maternity nurses' knowledge and attitudes toward postpartum depression: a quasi-experimental study.

Maternal mental health is a serious issue that affects both mothers and infants, necessitating increased knowledge and awareness among healthcare providers. This study assessed the effect of an educational intervention on maternity nurses' knowledge and attitudes towards postpartum depression (PPD) using a quasi-experimental pre/post-one-group design. The sample consisted of 120 maternity nurses recruited conveniently from different maternity departments at the Ministry of National Guard hospital. The study used two valid and reliable instruments: The Postpartum Depression Literacy Scale (PODLIS) by Mirsalimi et al. (2020) and the Attitudes Scale adapted from Kang et al. (2019). The participants, predominantly aged 30-39 with at least a bachelor's degree and holding SN1 nurse status, were mainly from Malaysia. The intervention significantly increased PPD knowledge in all domains, with the greatest improvement in risk factors and causes (10.09%). Positive associations existed between the pre-intervention attitude scale and professional help, recognition facilitation, and overall PPD knowledge (P < 0.05). Post-intervention, attitudes correlated positively with understanding risk factors and causes and facilitating recognition (P < 0.05). There were significant variations in the change of overall PPD knowledge based on the participants' nationality (P < 0.05), and attending a PPD workshop significantly affected the change of attitude (P < 0.05). The study concluded the beneficial effects of the educational intervention on both knowledge and attitudes regarding PPD among maternity nurses. Customized educational programs are essential for preparing healthcare professionals with the necessary competencies and comprehension to deal with PPD effectively.

Finding my tribe: a qualitative interview study of how people living with metastatic breast cancer perceive support groups.

This study explored the value of metastatic breast cancer (MBC) support groups, and factors that affect attendance, from the perspective of people with MBC. Semi-structured interviews were conducted with 28 women with MBC (support group attendees n = 16; non-attendees n = 12) between January 2022 and July 2023. Data were analysed using an inductive approach to thematic analysis. Three themes were generated: the value of sharing experiential knowledge, spaces for open and honest conversations, and opportunities to find connection and community. These factors were the main reasons that some participants valued, and chose to attend, an MBC support group. Stage-specificity and professional facilitation were identified as important aspects of group structure. Key reasons for non-attendance were concerns about misinformation, confronting the death of group members, and satisfaction with existing support networks. MBC support groups are beneficial for some people with MBC, providing opportunities to connect with others with the same diagnosis. For others, different forms of peer support such as online forums or one-on-one support may be preferred. We argue that ensuring those with MBC have equal access to the peer support they need will be essential in supporting people to live as well as possible with MBC. MBC support groups, if appropriately led, can provide emotional and informational benefits for people with MBC. This research may also have relevance to other metastatic cancers where novel therapies are extending survival, resulting in an emerging cancer population with distinct supportive and survivorship needs.

Barriers and facilitators to the implementation of a national research strategy for paramedicine in Ireland: Findings from a focus group study

Background Paramedicine research and education has progressed significantly over the past two decades in Ireland. The Pre-Hospital Emergency Care Council recently commissioned a research team to develop a new National Research Strategy for Irish paramedicine. The strategy will serve to build research capacity and establish research priorities into the future. This study aims to explore the perspectives of diverse stakeholders to identify barriers and facilitators to the implementation of a national research strategy for paramedicine in Ireland. Methods The research employed an action research approach. Purposeful and snowball sampling was used to identify and recruit participants (n=37) from diverse stakeholders and knowledge users working in the out-of-hospital setting. Data collection took the form of focus groups (n=6) facilitated by experienced researchers. Audio recordings were transcribed verbatim using Otter AI and thematic analysis was performed in NVivo. Results Barriers and facilitators to the implementation of the research strategy exist at individual and system levels. The themes developed from the Focus Groups included; Challenges in the Research Landscape and Opportunities to Build a Research Ecosystem. Individual barriers included Experience and Skills, Time and Wellbeing. At system level, Operational, Educational, and Professional barriers were identified in addition to an undeveloped Research Infrastructure (Leadership, Support, Funding and Data Access). Individual facilitators included; Professional Identity, Evolving Roles and Protected Time. At system level, Collaboration, Knowledge Translation, Educational facilitators and Professional facilitators, in combination with a strong Research Infrastructure were considered important for successful implementation of the Research Strategy. Conclusions The findings are congruent with international studies and highlight the complexity of implementing a national research strategy aligned with the needs of diverse stakeholders in the out-of-hospital setting. Collaboration will be essential for successful strategy implementation. To ensure optimal effectiveness of the research strategy the development of an implementation plan is recommended.

Insights into professional learning for intensive Block Model: Lessons from a participatory evaluation for capacity building

We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators’ individual reflections were distilled to generate collaborative insights into academics’ capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students’ work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.

Understanding barriers and facilitators to palliative and end-of-life care research: a mixed method study of generalist and specialist health, social care, and research professionals

BackgroundPalliative care provision should be driven by high quality research evidence. However, there are barriers to conducting research. Most research attention focuses on potential patient barriers; staff and organisational issues that affect research involvement are underexplored. The aim of this research is to understand professional and organisational facilitators and barriers to conducting palliative care research.MethodsA mixed methods study, using an open cross-sectional online survey, followed by working groups using nominal group techniques. Participants were professionals interested in palliative care research, working as generalist/specialist palliative care providers, or palliative care research staff across areas of North West England. Recruitment was via local health organisations, personal networks, and social media in 2022. Data were examined using descriptive statistics and content analysis.ResultsParticipants (survey n = 293, working groups n = 20) were mainly from clinical settings (71%) with 45% nurses and 45% working more than 10 years in palliative care. 75% were not active in research but 73% indicated a desire to increase research involvement. Key barriers included lack of organisational research culture and capacity (including prioritisation and available time); research knowledge (including skills/expertise and funding opportunities); research infrastructure (including collaborative opportunities across multiple organisations and governance challenges); and patient and public perceptions of research (including vulnerabilities and burdens). Key facilitators included dedicated research staff, and active research groups, collaborations, and networking opportunities.ConclusionsProfessionals working in palliative care are keen to be research active, but lack time, skills, and support to build research capabilities and collaborations. A shift in organisational culture is needed to enhance palliative care research capacity and collaborative opportunities across clinical and research settings.

Facilitator, Meg Bolger, says we can all hone this skill

Facilitator, Meg Bolger, helps people move through difficult conversations, and has been training professional facilitators for the past 10 years. She's in her element in moments most of us might try to avoid, but notes that we are likely doing this work without realizing it. Anyone who leads a meeting, teaches a class, or supervises people is a facilitator, and can hone those skills to deepen engagement within the group.

Barriers and facilitators to health professionals' engagement in quality improvement initiatives: a mixed-methods systematic review.

Quality improvement (QI) initiatives in healthcare are crucial for enhancing service quality and healthcare outcomes. The success of these initiatives depends on the active engagement of healthcare professionals, which can be influenced by several factors within the healthcare system. This systematic review synthesized the factors influencing healthcare professionals' engagement in QI projects, focusing on identifying both barriers and facilitators. A mixed methods systematic review (MMSR) was conducted using the JBI methodology for MMSR. Databases such as MEDLINE, CINAHL, Scopus, and Embase were searched for studies that explored barriers and facilitators to QI engagement of health professionals in the clinical setting. Methodological quality was assessed using the Mixed-Methods Appraisal Tool (MMAT). The extracted data were synthesized using the JBI convergent integrated approach to MMSR. Eighteen studies (seven qualitative, nine quantitative, and two mixed-methods) published between 2007 and 2023 were included in the review. The analysis revealed barriers and facilitators to engagement in QI initiatives at different levels of the health system. At the QI program level, the engagement of health professionals to QI was influenced by the approach to QI, evidence underpinning the QI initiative, QI knowledge and training, and access to QI specialists. At the health professional level, barriers and facilitators were related to their organizational role, motivation, perceptions about QI, and collaborations with individuals and groups. At the organizational level, factors related to culture and climate, leadership, available resources (including human resource and workload, infrastructure, and incentives), and institutional priorities influenced health professionals' participation in QI. This review highlights the complex interplay of organizational, individual, and QI program level factors that influence the engagement of healthcare professionals in QI. Overcoming these complex barriers and leveraging facilitators is crucial for enhancing participation in QI efforts. The findings underscore the need for a multi-level strategy that focuses on creating a conducive organizational culture, providing robust leadership, and ensuring adequate resources and training for healthcare professionals. Such strategies hold the potential to enhance the effectiveness and sustainability of QI initiatives in healthcare settings.

Patients as educators in medical student education in forensic psychiatry: a scoping review of the barriers and facilitators

ABSTRACT Patient educator programmes have become a fundamental part of medical student education, delivering rich and transformative learning. However, little is known about the barriers and facilitators to implementing patient educator programmes for medical students in psychiatry and specifically forensic psychiatry. A systematic search of three databases with no date parameters was undertaken in November 2022, using keywords related to medical education, coproduction, patient involvement, and psychiatry. Five papers on patient educator programmes in psychiatry were located. No literature related to patient educator programmes in forensic psychiatry was identified. Facilitators include a robust policy infrastructure and transparent arrangements for safe educational practices alongside a commitment to coproduction and relational working. Barriers include epistemic injustice, the skills of professional facilitators, and a lack of supporting educational theory. There appears to be scope to deliver high-quality medical student education in forensic psychiatry through patient educator programmes with reciprocal benefits for educators such as rehabilitation, skills development, and possibly therapeutic benefits. The educational and therapeutic value of patient as educator programmes in forensic psychiatry are under-researched. Patient as educator programmes in forensic psychiatry require careful consideration regarding risk, while patients’ prior involvement with the criminal justice system may increase stigma and discrimination. The complexity and risks have seldom been considered. It appears a priority to address the knowledge gap identified by this review.

Co-production of urban forests as nature-based solutions: Motivations and lessons-learnt from public officials

The governance of urban forests as nature-based solutions (UF-NBS) in cities presents numerous challenges for public officials as different socio-cultural, environmental, political, and economic priorities must be bridged. In this context, co-production emerges as a collaborative approach that brings together stakeholders from various sectors to generate new knowledge and address challenges at the intersection of policy, practice, and research. This study aims to investigate the experiences and perspectives of public officials involved in the design, implementation, and governance of co-production for UF-NBS. Based on 22 semi-structured interviews conducted in seven European cities, we show that public officials generally have a positive perception of applying co-production in the context of UF-NBS and express willingness to adopt the approach in the future. Meanwhile, the findings also point to important lessons such as professional facilitation, early participation, participation in networks, institutionalised planning, and the use of platforms for knowledge exchange for successfully exercising UF-NBS co-production.

Facilitator Meg Bolger says we can all hone this skill

Facilitator Meg Bolger helps people move through difficult conversations and has been training professional facilitators for the last ten years. She's in her element in moments most of us might try to avoid, but she notes that we are likely doing this work without realizing it. Anyone who leads a meeting, teaches a class, or supervises people is a facilitator and can hone those skills to deepen engagement within groups.

Insights into professional learning for intensive Block Model: Lessons from a participatory evaluation for capacity building

We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators’ individual reflections were distilled to generate collaborative insights into academics’ capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students’ work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.

Learning interactions with socio-technical systems : Ageragogical perspective on the importance of interactions and relationships in learning processes with older people

The approach of socio-technical systems (STS) for asuccessful life in old age focuses on the combination of technical and sociocultural factors in one. Technological systems have long since ceased to be limited to simple functions; instead, they enable customizable applications, interactive use combined with complex communication and action strands. The associated interactions with the technical system suggest aperspective on interactions and relationships. Research results show that individualizable functions of STSs are rated positively in terms of acceptance and use by older people. From ageragogical perspective, questions arise regarding the appropriation of older people and the design of learning processes (socio-technical learning arrangements). Arelational view of learning and educational processes relating to the appropriation and acquisition of competences for designing and using STS in real-world situations is developed based on aformative qualitative research design of the "RUBYDemenz" project. In particular, data/results from interviews with voluntary learning facilitators, professional practice facilitators, focus groups and research workshops are utilized. Empirical findings can be used to develop starting points for educational and learning processes to expand competences in the context of technology use. Approaches to education, training and further training follow on from this as does the question of whether the research/development process itself must be designed as alearning process in which all participants are involved as learners, with the aim of achieving the best possible fit between the technical solutions and the intended areas of application in real-world situations.

How do teams become high-performing teams?

This paper investigates the qualities of high-performing teams in a work life context. High-performing team qualities increase the level of functioning, productivity, and efficiency of teams and create organizational performance, competitiveness, and business success. An overview of the qualities is based on research literature of high-performing teams, including research on innovative high-performing teams. The study is based on a longitude teambuilding case 2019-2021 in the Norwegian Transmission System Operator, Statnett SF. The team changes were supported by a professional facilitator the whole process. The outcome demonstrated that the approaches used to improve performance, defined by the teams’ ambitions, and needs, had the wanted effects on goal achievements, team cooperation and culture as well as working conditions and climate.