Role Of Facilitator Research Articles

Open value creation for the common good: a comprehensive exploration of social innovation in the context of social enterprises

PurposeThis study aims to explore the ways that social enterprises (SE) create value by embedding themselves in networks through the process of social innovation (SI). The processes of achieving common social missions were studied through selected organizations using an open approach to SI. Novel operational structures as well as unique forms of created value were explored.Design/methodology/approachTwo organizations embedded in local and international networks were studied and were chosen due to their SI profiles. The study was based on qualitative exploratory research. In-depth analysis was conducted through interviews, open discussions, document analysis as well as personal observation to understand the dynamic interrelatedness of the main factors influencing success of SI ventures.FindingsThis paper identified the role of SI in SEs embedded in networks. Furthermore, the social value creation processes of these organizations as well as the value they create were explored. Based on the findings, SI is rooted in the personality of the included members of the network. The tools of collaboration are platforms that connect the network members to each other. The embedded organizations apply the concept of community sharing with the aim of social value creation.Research limitations/implicationsBy focusing mainly on system design principles, the sample consists of mainly those at the core of organizations in facilitator roles, leaving peripheral actor perceptions to be determined by secondhand observations.Originality/valueWhile providing a general summary of factors influencing SI activities from extent literature, the paper mainly contributes by providing deeper insight into complex models of SI practices used by SEs. The paper further contributes to popularizing the growing role of SI activities in SEs.

IDEAL: Maintaining PHC-focused training in a MBChB programme through a COVID-induced innovation.

Responding to the need for authentic clinical training for students in the context of coronavirus disease 2019 (COVID-19), the Stellenbosch University Faculty of Medicine and Health Sciences developed an innovative 12-week longitudinal, integrated rotation for pre-final-year medical students, the Integrated Distributed Engagement to Advance Learning (IDEAL) rotation. This saw 252 students being placed across 30 primary and secondary healthcare facilities in the Western and Northern Cape provinces. With a focus on service learning, the rotation was built on experiences and research of members of the planning team, as well as partnership relationships developed over an extended period. The focus of student learning was on clinical reasoning through being exposed to undifferentiated patient encounters and the development of practical clinical skills. Students on the distributed platform were supported by clinicians on site, alongside whom they worked, and by a set of online supports, in the form of resources placed on the learning management systems, learning facilitators to whom patient studies were submitted and wellness supporters. Important innovations of the rotation included extensive distribution of clinical training, responsiveness to health service need, co-creation of the module with students, the roles of learning facilitators and wellness supporters, the use of mobile apps and the integration of previously siloed learning outcomes. The IDEAL rotation was seen to be so beneficial as a learning experience that it has been incorporated into the medical degree on an ongoing basis.Contribution: Longitudinal exposure of students to undifferentiated patients in a primary health care context allows for integrated, self-regulated learning. This provides excellent opportunities for medical students, with support, to develop both clinical reasoning and practical skills.

Penerapan Asuhan Keperawatan Berdasarkan Self Transcendence Theory Pamela G.Reed

Nursing care is a process or series of activities in nursing practice that is provided directly to clients/patients in various health service settings. In implementing nursing care based on self-transcendence theory, nurses play the role of facilitators to help individuals experience growth and development through the self-transcendence process. Self-transcendence theory was developed by Pamela G. Reed and emphasizes the spiritual and transpersonal aspects of treatment. Reed explained that nurses act as facilitators to explore positive things and build bio-psycho-social spiritual well-being. Self Transcendence Theory aims to understand a person's movement in transcending self-limitations and achieving higher well-being. This theory focuses on five concepts, namely vulnerability, self-transcendence, well-being, moderating-mediating factors, and point of intervention. This self-transcendence offers the best for living in peace and prosperity. Apart from that, this theory is also used in the context of counseling services to help individuals utilize inner resources that empower patient capacities. Thus, the aim of the Self Transcendence theory is to understand and encourage individuals to achieve higher well-being through holistic self-understanding and development.

A framework for the facilitation of accelerated leadership and management capability development in the workplace

A holistic framework for the design of leadership and management programs to accelerate leadership and management capability development in the workplace is presented. Previous models and frameworks have been primarily based on program design inputs and outcomes and have not adequately considered the mediating role of learning processes and learner preferences in the relationship between program design inputs and outcomes. Additionally, most existing models and frameworks do not offer holistic approaches. Four theoretical implications and five practical applications of the framework are presented. The three defining features of the leadership and management learning framework are the focus on the development of competencies that underpin effective leadership, the central role of learning facilitation in this development, and the workplace learning processes that enable leadership and management development, and specifically meta-learning processes. Contributions to theory involve the integration of meta-learning and facilitation in the framework and the six propositions posited. A series of practical implications for advancing leadership program design, delivery and evaluation is also presented.

Inhibitors and facilitators of compliance with professional ethics standards: nurses’ perspective

IntroductionThe clinical practices of nurses should be in accordance with the principles of professional ethics. Respecting professional ethics principles depends on several factors. The present study was conducted to investigate the effective inhibitors and facilitators in compliance with professional ethics and their importance from the nurses’ perspective.MethodsDuring this cross-sectional descriptive study, 452 nurses were included by the census sampling method. The data were collected via the “inhibitors of compliance with professional ethics standards by the nurses’ perspective” and “facilitators of compliance with professional ethics standards by the nurses’ perspective” questionnaires. Additionally, by designing the “open-ended question” section, other inhibiting and facilitating factors of professional ethics standards from the nurses’ perspective were investigated. The data were analyzed using descriptive and inferential statistics (Wilcoxon signed ranks test).ResultsThe individual care-related dimension as a facilitator had the highest mean score compared to the other dimensions (76.62 ± 4.92). Furthermore, seven items in the inhibitor section, 19 items in the facilitator section had higher scores. Among them, there were seven items in common. Strong or weak belief in compliance with ethical issues had the highest mean scores in the role of facilitator and inhibitor (90.54 ± 12.13 and 89.54 ± 14.88, respectively).ConclusionStrong or weak belief in compliance with ethical issues was the most important inhibitor and facilitator from the nurses’ perspective, which makes it necessary to examine individual beliefs about ethical issues among applicants to enter the nursing profession.

Exploring clinical facilitation and student learning on undergraduate nursing placements through a community of practice lens: A qualitative study

Background: High-quality clinical placement experiences are important for preparing undergraduate student nurses for practice. Clinical facilitation and support significantly impact student placement experiences and their development of skills, knowledge, and attitudes in the healthcare setting. Aim: This research aimed to explore university-employed clinical facilitators’ perspectives on providing quality clinical facilitation and student learning on placement. Design: An exploratory, descriptive research design was used to examine the perspectives of n = 10 university-employed clinical facilitators working in regional New South Wales, Australia (March 2020-December 2021). Methods: Semi-structured interviews were used to explore the experiences of a purposeful sample of university-employed clinical facilitators. Data was thematically analysed using Miles et al.'s (2014) qualitative data analysis framework. Results: Five key themes were identified 1) relationships at the core of quality, 2) a culture of commitment to student learning, 3) connection to the curriculum, 4) examining the model, and 5) empowering growth and development. Clinical facilitators perceive their role as misunderstood, undervalued, and isolating and that they require further preparation and ongoing professional development to provide quality facilitation. Building rapport and relationships with staff and students was at the core of quality clinical facilitation. Conclusions: The clinical facilitator role has an important function in preparing student nurses for practice and needs further recognition and continued professional development. Education providers and healthcare organisations need to examine strategies to provide inclusive and supportive work environments, building communities of practice for clinical facilitators and stakeholders to share their experiences and knowledge, promoting individual and group learning, thus improving the student placement experience and fostering the professional identity of clinical facilitators.

Exploring the Impact of Teacher Role Changes in the Flipped Classroom Model on the Critical Thinking Abilities of University Students

This study investigates the impact of teacher role changes within the flipped classroom model on the critical thinking abilities of Canadian university students. Employing a mixed-methods research design, the study combines quantitative data from pre- and post-tests using the California Critical Thinking Skills Test (CCTST) with qualitative insights from student and teacher interviews. The quantitative analysis revealed statistically significant improvements in students’ critical thinking abilities in flipped classroom settings, particularly in analysis, inference, and evaluation skills, indicating a medium to large effect size (η² = 0.111). Qualitative findings underscore the importance of increased student engagement, enhanced learning environments, the value of collaborative learning, and the pivotal role of teacher support and feedback in facilitating critical thinking development. Integrating these findings, the study offers a multifaceted view of how strategic pedagogical shifts—specifically, adopting more facilitative and supportive roles by teachers—can significantly enhance critical thinking in higher education. This research contributes to the literature on educational strategies, advocating for the broader adoption of flipped classroom models as a means to foster active, student-centered learning and critical thinking skills.

Arbuscular mycorrhiza increases the facilitation between adult plant and seedling but root‐knot nematode inhibits it

AbstractSoil biotic and abiotic factors can affect the interaction between invasive and native species. However, it is not yet clear how arbuscular mycorrhizal (AM) symbiosis affects the interaction between adult invasive plants and neighboring seedlings. We used an invasive weed (Bidens frondosa) to test the hypothesis that adult invasive plants facilitate the growth of neighboring seedlings through AM symbiosis, and this facilitation can be inhibited by the biological stress of root‐knot nematode infection. The results showed that the height and total biomass of seedlings near the adult plant increased, indicating that the belowground effects mediated by AM symbiosis played a facilitative role. The positive growth response to resource allocation between adult plant and neighboring seedlings through mycorrhizal connection was inhibited when adult plants were infected by root‐knot nematode. Only the total biomass and root–shoot ratio of adult plants were increased, while seedling growth performance did not change. Our results supported the hypothesis that adult invasive plants can facilitate their neighboring seedlings growth through AM symbiosis and the benefits vary with biotic stress on adult plant. These findings provided important evidence to explain the role of AM symbiosis in plant invasion.

Reciprocal facilitation between ants and small mammals in tidal marshes.

The role of facilitation in shaping natural communities has primarily been studied in the context of plant assemblages, while its relevance for mobile animals remains less understood. Our study investigates whether reciprocal interspecific facilitation may exist between fire ants (Solenopsis richteri) and cavies (Cavia aperea), two mobile animals, in the SW Atlantic coast brackish marshes. Field samples showed a spatial association between ant mounds and cavies, and that ants prefer to use cavy runways for movement within the marsh. Through experiments involving transplanting the dominant plant, cordgrass (Spartina densiflora), and manipulating cavy presence in areas with and without ant mounds, we observed that cavies forage extensively (and defecate more) near ant mounds. The ants actively remove cavy droppings in their mound vicinity. These ant activities and interactions with cavy droppings led to reduced moisture and organic content while increasing nitrate and phosphate levels in marsh sediment. Consequently, this enhanced plant growth, indirectly facilitating the cavies, which preferred consuming vegetation near ant mounds. These cascading indirect effects persisted over time; even four months after cavies left the marshes, transplanted plants near ant mounds remained larger and exhibited more leaf senescence when exposed to cavy herbivory. Therefore, the networks of positive interactions appear to generate simultaneous selection among species (populations), promoting coexistence within the community. Although complex, these reciprocal facilitative effects among mobile animals may be more common than currently believed and should be further studied to gain a better understanding of the underlying mechanisms driving species coexistence in natural communities.

The role of metalinguistic knowledge in third-language development among heritage and late bilinguals

Aims and objectives: This study examined whether bilinguals’ metalinguistic knowledge (MK) across both of their languages as well as heritage/late bilingual experience contributed to the initial development of third-language (L3) morphosyntax using Japlish, a semi-artificial language. Methodology: 48 heritage and 63 late English-Spanish bilinguals were exposed aurally to Japlish sentences containing word order patterns and case markers. Participants completed an acceptability judgment task (AJT) and a picture-matching task (PMT) immediately after exposure and again 2 weeks later as well as English and Spanish MK tests. Data and analysis: Logistic mixed effects analyses were run on AJT and PMT accuracy scores, grammatical/ungrammatical items, linguistic structure, and time of testing. MK scores and heritage/late bilingual status were included as predictors in the statistical model. Findings: MK significantly contributed to overall AJT scores, including grammatical and ungrammatical items and time of testing. MK also contributed to ungrammatical word order and case markers. For the PMT, MK significantly contributed to scores, especially during delayed testing. A weak correlation emerged between participants’ MK across both of their languages and their rule-based knowledge of Japlish linguistic structures. Heritage and late bilingual experiences did not significantly contribute to these results. Originality: This study included two different bilingual groups to investigate how variation in bilingual experience shapes additional language learning. It also advances our knowledge on the role of MK in the learning of linguistic structures not involved in transfer. Furthermore, a more nuanced examination of MK is considered as it relates to type of assessment, linguistic structure, and time of testing. Significance: The findings highlight the critical role of MK for both bilingual populations and its facilitative role in the development of initial L3 morphosyntax. The results are interpreted under the lens of structural sensitivity theory.

Building Common Ground: How Facilitators Bridge Between Diverging Groups in Multi-Stakeholder Dialogue

The effectiveness of multi-stakeholder initiatives (MSIs) in tackling grand social and environmental challenges depends on productive dialogue among diverse parties. Facilitating such dialogue in turn entails building common ground in form of joint knowledge, beliefs, and suppositions. To explore how such common ground can be built, we study the role of different facilitators and their strategies for bridging the perspectives of competing stakeholder groups in two contrasting MSIs. The German Partnership for Sustainable Textiles was launched in an initially hostile communicative environment, whereas the Fossil Free Sweden Initiative proceeded in a fertile communicative environment. We trace how the facilitators in these initiatives achieved common ground through three bridging strategies—communicative integration, temporal calibration, and process alignment—adapted to the communicative environments of these MSIs. In hostile communicative environments, facilitators achieve common ground by steering diverging stakeholder groups towards ‘reconciling’ their different language registers, knowledge bases, and meaning systems to ‘meet in the middle’ on points of agreement and shared interests. In fertile communicative environments characterised by greater mutual trust, facilitators can steer interactants to ‘strategically appropriate’ to the language, knowledge, and meaning system of a particular stakeholder group to win this group’s support. Our analysis contributes to a better understanding of how productive multi-stakeholder dialogue can be facilitated.

PERAN FASILITATOR PUSPAGA DALAM PENCEGAHAN KEKERASAN (BULLYING) MELALUI SOSIALISASI EDUKASI "PUSPAGA GOES TO SCHOOL"

This study aims to describe how the role of PUSPAGA facilitators in the implementation of the 'PUSPAGA goes to school' educational socialization program. In this PUSPAGA activity, it provides services handled by professionals such as counseling, outreach, parenting classes and several child abuse prevention measures. This research was written using descriptive qualitative research methods. The data collection techniques used in this research are observation, documentation and library research. This research uses a type of qualitative research with the subjects of several junior high schools in the Krembangan sub- district of Surabaya city. The results of this study indicate that acts of violence are still widely carried out in the school environment, the perpetrators of bullying are common at the junior high school level. The acts of bullying that occur are verbal bullying and physical bullying. In this study also describes what the role of the puspaga facilitator is in addition to providing material, it also acts as a) a PUSPAGA facilitator as an inspirator, b) a PUSPAGA facilitator as an informator, c) a PUSPAGA facilitator as an organizer, d) a PUSPAGA facilitator as a motivator, g) a PUSPAGA facilitator as an initiator, and g) a PUSPAGA facilitator as a mediator. In addition, the researcher also explained what a puspaga is and stated that puspaga runs under DP3AAPKB.

PELAKSANAAN KELAS PARENTING BALAI RW OLEH MAHASISWA MSIB FASILITATOR PUSPAGA KELURAHAN PERAK BARAT

Violence cases in Surabaya City in 2022 experienced an increase in the number of cases compared to the previous year. The importance of parenting patterns in the family, efforts to fulfill children's rights, and the fact that some families are not harmonious trigger child abuse. This research aims to find out and describe the implementation of the parenting class program at the puspaga Balai RW Kelurahan Perak Barat Surabaya and the role of MSIB students as puspaga facilitators in the implementation of the parenting class program. This research uses qualitative research methods with descriptive research types. The research was analyzed using the theory of parenting program implementation by Asolihin (2013). The results showed that the implementation of the parenting class program at the puspaga RW hall in Perak Barat Surabaya has been running through 3 stages, that is the preparation/planning stage, the implementation stage, and the evaluation and monitoring stage. The role of the puspaga facilitator includes the role of promoter, communicator and companion in the implementation of parenting classes.

Expanding student nurse placement activity in Welsh care homes: An evaluation study.

Expanding and sustaining student nurse placements outside of the acute sector is a universal challenge. This paper aims to evaluate the Care Home Education Facilitator Role introduced in one area of Wales, United Kingdom, and to report on the outcomes achieved from this novel role. Semi-structured interviews were undertaken with key stakeholders including the Care Home Education Facilitator postholder leading the pilot, care home managers, higher education institutions' placement managers/coordinators, student nurses and national health service staff. Five key areas were identified, which included timing of introducing the post and establishing a clear rationale and understanding of the intention of the role. The benefits, challenges and suggested improvements to the Care Home Education Facilitator initiative are provided. Introducing the role of the Care Home Education Facilitator to work closely with key stakeholders resulted in increased placements for student nurses, but investing time in developing relationships with these stakeholders was critical to the success of the role.

Play with Coding Toys in Early Childhood Education and Care: Teachers’ Pedagogical Strategies, Views and Impact on Children's Development. A Systematic Literature Review

This paper presents a systematic literature review that aims to portray an overview of pedagogical strategies that Early Childhood Education and Care (ECEC) teachers adopt to support children’s play with coding toys. In addition, the article synthesizes findings about teachers’ views in relation to the use of coding toys in ECEC and describes the outputs that the existing literature identifies as children’s development after play activities with coding toys. The systematic literature search was performed in accordance with the PRISMA-2020 statement, and the initial search across four databases (Eric, Scopus, Web of Science, and Academic Research Ultimate) for papers published between January 2010 and May 2022 yielded 2672 peer-reviewed articles. Following the first evaluation, the application of the inclusion and exclusion criteria resulted in a shortlist of 22 papers. The results show different strategies that the teachers can use during play activities with coding toys, assuming the roles of facilitators and mediators through collaborative work, allowing children to try and fail.Moreover, the results revealed that ECEC teachers largely hold positive and constructive attitudes towards the use of coding toys. Findings also highlight positive outcomes regarding children’s development across various cognitive and socio-emotional skills such as problem solving, computational thinking and communication. As an improvement, future studies should focus on identifying appropriate pedagogies that may be applied in tandem with the technology to maximise the pedagogical benefits for the children as well as adequate training for teachers.

The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach

While extensive research supported the facilitative role of motivation in general self-regulated learning (SRL) strategy use, its connection to writing-specific SRL strategy use remains underexplored. Furthermore, the exploration of the interplay between motivation and SRL strategy use in second or foreign (L2) writing was absent within the motivational-self system. Even less is known about the mechanism between motivational factors and SRL strategy use in L2 writing. This study aims to fill the gap by testing the mediating role of positive emotions (enjoyment, pride, and hope) between future L2 writing selves (ideal L2 self and ought-to L2 self) and SRL strategy use in the Chinese English as a foreign language (EFL) writing context with a mixed method design incorporating both quantitative and qualitative methods. Three hundred and sixty students enrolled in College English writing classes were recruited and they reported their responses to standardized measures. Results of structural equation modelling (SEM) showed that positive emotions partially mediated the link between ideal L2 writing selves and SRL but not between ought-to L2 writing selves and SRL. Semi-structured interviews about students’ in-depth perceptions of the three constructs complemented our quantitative results. Theoretical and pedagogical implications are also discussed.

Dampak Peran Pendamping Terhadap Pengembangan UMKM Di Kelurahan Kabonena Kota Palu Sulawesi Tengah

This research aims to identify and describe the impact and benefits of the role of companion on the development of MSMEs in Kabonena Village. The role of MSME assistants will be analyzed using the four roles and skills presented by Jim Ife and Frank Tesoreiro (2006), namely the facilitative role, educational role, representational role and technical role. The type of research that the author uses in this writing is qualitative research with data collection techniques, namely: observation, in-depth interviews and documentation studies related to the research problem. The results of the research found that through a facilitative role, MSME actors will have the enthusiasm to run a business, the group is facilitated through various ideas and concepts in running a business, and there is a personal approach for each group member when there are problems within the group. In an educational role, the mentor will increase the awareness of all group members regarding the importance of the business they are running and provide information that is important for the development of their business. The third, in the role of accompanying representation, will help the group in using the right media in developing their business, building working networks with other parties, and sharing knowledge and experience. And finally, the role and technical skills, the assistant helps the group to use computers, and make verbal and written presentations, in running and developing their business.

Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers

BackgroundIn today’s contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded.ObjectiveIn order to assess the impact of naturalistic interventions on interpersonal relationships, we conducted an experimental test utilizing Dialogic Reading for Comprehension (LuDiCa) in online reading circles with groups comprising both autistic and neurotypical adolescents. Our focus was on exploring its relevance for enhancing social interaction, particularly in terms of conversational acts, sharing experiences, initiations, and questions.MethodsFive autistic and five neurotypical students between 11 and 15 years old from a public school in Brasilia, Federal District, participated. We paired groups A and B (made up of trios of teenagers) and groups C and D (made up of pairs) in a multiple baseline design per reading group, in which all groups went through the baseline conditions (BL), intervention (LuDiCa) and maintenance.ResultsLuDiCa increased the frequency of conversational acts of both autistic participants and neurotypical peers. In addition, the intervention favored initiations, questions, and sharing experiences, through the shared activity of reading and talking about a work of fiction. Participants rated the intervention in relation to the platform, the book, the reading facilitator, and interaction with peers. We discuss the potential of the facilitator's role in favoring interactions and the potential of LuDiCa as a joint activity for the engagement of adolescents. We also include suggestions for future research focused on the online context and discuss some limitations of the LuDiCa intervention.ConclusionIn summary, our study offers initial experimental evidence demonstrating the positive impact of LuDiCa on social interaction behaviors among both autistic and neurotypical adolescents within an inclusive setting.

DAMPAK PARTISIPASI AKTIF KPM PKH DALAM FAMILY DEVELOPMENT SESSION UNTUK MENGUATKAN KETAHANAN EKONOMI KELUARGA

This study aims to analyze the impact of FDS in strengthening the economic resilience of PKH beneficiary families. The research method used is descriptive qualitative with indepth interview, observation, and documentation. The data collected was analyzed using the NVIVO 12. The subjects in this study were PKH beneficiary mothers/ women who actively participated in FDS in the Harjosari RW 07 Bawen area. The results showed that there are 2 main factors to realize the goal of increasing family economic resilience through FDS, namely 1) the role of FDS Facilitators; 2) active involvement of FDS participants. FDS has had a positive impact in strengthening family economic resilience. Quality indicators of economic resilience, namely home ownership, the ability to make ends meet, savings account ownership, health insurance ownership, children not dropping out of school, and women's opportunities to work, have experienced significant improvements after participating in FDS. However, there are still constraints in the aspects of savings ownership and health insurance, which indicates the need for further optimization in the implementation of FDS. The conclusion of this study is that FDS has had a significant impact in strengthening the economic resilience of PKH beneficiary families. With further efforts to improve the implementation of FDS, it is hoped that this program can continue to contribute to improving the welfare of underprivileged families in Indonesia. This study recommends increasing the competence of FDS facilitators and increasing support from the Ministry of Social Affairs to ensure smooth and rewarding social assistants as facilitators of the implementation of this program.

Processing the process: Reflections on genetic counselor-led student supervision groups and practical tips for future facilitators.

Genetic counseling graduate students face growth and challenges across a variety of axes both personally and professionally throughout their training. The formation of leader-led supervision groups for second-year genetic counseling students has created a safe space for students to give and receive feedback, process their positionality in complex clinical scenarios and the medical system at large, dissect psychosocial counseling theory, and share personal and professional experiences with the overall aim of supporting their growth. This work requires faculty facilitators who are invested in student growth and operate from a framework of empathy, humanism, curiosity, and vulnerability. The authors share their reflections on stepping into the facilitator role with no prior experience other than their work in clinical genetic counseling in varied practice settings. Common themes across four cohorts of students are presented along with reflections on facilitator growth, consideration of student developmental stages, and the parallel process between providing clinical services to clients and educating students. The authors hope to highlight the value of processing cases, inspire other genetic counselors to engage in this work, and normalize the experiences of those already running genetic counseling student process groups.