Conversational Skills Research Articles

It Takes Two to Tango: Using TikTok Duet Challenge to Improve Conversation Skills

It Takes Two to Tango: Using TikTok Duet Challenge to Improve Conversation Skills

Understanding Samir: educational difficulties of a high school student from refugee background

ABSTRACT Students from refugee background enter Australian schools to pursue their educational goal. Though most do well academically, a few encounter educational difficulties and struggle to acquire English language. An exploratory qualitative case study approach was used to investigate factors contributing to poor development of English language and academic progress and challenges associated with the assessment process. Samir, a 14 year old grade nine student from Syria, who has resettled in Australia took part in the study. The method involved generating hypotheses and collecting data from multiple sources. Samir, his teachers and parents were interviewed. A battery consisting of a receptive vocabulary screener, verbal and non-verbal cognitive tests and a phonological processing measure, was administered. Results indicated that Samir had an average nonverbal cognitive ability and emerged as a socially skilled student with good English language conversational skills. Nevertheless, he lacked academic-level English skills and had difficulties learning this language due to multiple factors, including a possible underlying Developmental Language difficulty and/or Specific Learning Disorder. These difficulties coupled with underlying stress led him to disengage with his studies, resulting in poor academic performance. The findings highlighted challenges associated with the assessment of a student with cultural and language barriers. Potential options for flexible assessment and teaching are discussed.

Introduction

This Special Issue showcases a collection of articles that illustrate ways of teaching conversational skills in the KFL/KSL classroom setting based on insights from conversation analysis (CA). Conversations are the foundation of language use, as well as the medium and goal for much of language learning (Wong & Waring, 2010). In order to competently engage in conversation, speakers need the ability to jointly communicate, co-construct talk, maintain shared understanding and participation, and accomplish actions with other co-participants (He & Young, 1998). CA provides empirical descriptions of how social interaction works and how speakers competently engage in socially organized interaction by describing their turn designs, actions, activities, and overall structure of interaction. Recent studies in the field have applied burgeoning CA findings to the practice of teaching second/foreign language. These studies have successfully shown how CA can be used in the classroom to help enhance the learners' conversational skills in concrete ways (Barraja-Rohan, 1997, 2011; Packett, 2005; Yoon, 2007).The Special Issue consists of five articles that present key routinized interactional practices that learners need to acquire to interact competently in Korean: alignment, assessment, news enquiries, question and response design, and reported talk. Stance alignment—The use of the interrogative suffixes -nya and -ni as stance alignment markers (by Seunggon Jeong, Eun Young Bae, Jaerin Ahn)Assessment—The use of the sentence-ending suffixes -ney and -ci in assessment sequences indexing epistemic positions and affiliation (by Kyoungmi Ha)News enquiry and assessment—The use of topic particle nun in itemized news enquiries and assessment contexts (by Kyu-hyun Kim)Question and response—Teaching discourse markers that mark trouble with questions (by Stephanie Hyeri Kim)Reported talk—Diverse designs, functions, and positions of reported talk in interaction (by Mary Shin Kim) All articles identify and address the gap between the way these practices and relevant linguistic forms are typically taught in Korean language classrooms and how they are actually designed and utilized by participants in social interaction. Awareness of such discrepancies provides a crucial perspective for teaching and learning conversational skills. Furthermore, the articles provide step-by-step tasks and hands-on activities directly applicable in classrooms. All activities are designed according to specific levels of proficiency and the respective needs of students.I am deeply grateful to Dr. Hae-Young Kim who saw the need for publishing studies on interaction-based pedagogy from a CA perspective and provided this opportunity to compile these works as a Special Issue. I also express my deep gratitude to the authors who endeavored to bridge CA findings from empirical research and Korean language pedagogy. I hope the Special Issue will interest teachers and learners, as it aims to enhance understanding of the link between interaction and language, inspire more competency-based and interaction- oriented pedagogies for KFL/KSL classrooms, and broaden the goals of language learning so that learners can become more competent in social interaction.

Effects of indigenous language conversation skills enhancement program among Bukidnon and Talaandig youths in the Philippines

The gradual annihilation of indigenous peoples' languages significantly affects their identity and culture. With this concern in mind, our study aimed to improve the Binukid language conversation skills of the Bukidnon and Talaandig youths in Barangay X, Malaybalay City, Bukidnon. We conducted a needs assessment analysis, finalized training topics and materials, administered training sessions, and monitored and evaluated our participants' communicative performance together with the Central Mindanao University extension director, tribal leaders, IP representative, and village officials. We chose the participants using complete enumeration; however, some enlisted participants were not available because of work, academic tasks, and other personal reasons. We collected relevant data through needs assessment, in-depth interviews, and extensive deliberations to create language training materials. We also used ethnographic methods to document and examine the participants' usage of their native language. The findings revealed that five out of six aspects of the participants’ conversation skills improved one step higher from the pre-training to the post-training, including accuracy of basic grammar structures, fluidity, basic elements of native pronunciation, variety of vocabulary, and comprehensible communication with limited errors. One criterion, however, specifically the participants' ability to deploy relevant, accurate, and thorough manner of conversing on a specific theme or topic remained constant. This research shows that collaborative and informed measures to reintroduce an indigenous language can be successful, thereby contributing to preservation of linguistic diversity.

Chief Wh-question Making Errors by the Undergraduate Level EFL Learners: An Analysis

Wh-questions play a significant role in improving a language learner’s overall language development. The use of wh-questions not only helps build learners’ vocabulary and develop their ability to produce contextually appropriate and meaningful sentences but also consequently helps improve their conversational and social skills. By stimulating complex responses from the learners, wh-questions also help promote their critical thinking and reasoning skills. Unfortunately, many EFL learners are unable to ask grammatically correct and contextually appropriate wh-questions during conversations that prevent them from developing their communication skills and eventually negatively affect their overall language learning process. The goal of the present study was to find out the major wh-question making errors by the EFL learners at the undergraduate level. With a wh-question generating instrument, the study collected and analyzed samples from 50 undergraduate students at Bangladesh Agricultural University. Each student was instructed to make 10 wh-questions and hence the total number of questions analyzed by the researcher was 500. A total of 341 errors were identified inclusively where the majority of errors (155 out of 341) was marked in the auxiliary verb category. The second large number of errors consisted of a total of 88 wh-questions that were incompatible with the given answers/contexts. A considerable number of errors were also found in the wh-word (50 out of 341) and content word (37 out of 341) categories. However, a very insignificant number of errors were identified in the preposition category (11 out of 341) whereas no errors were found at all in the determiner category. The study basically attempted to make the learners aware of their major wh-question making errors, so that, they can minimize the errors in their conversations, and can better develop their communication skills, and improve their overall language development.

THE FEASIBILITY OF CONVERSATION ANALYSIS TOOL IN THE FORMATIVE ASSESSMENT OF MEDICAL AND DENTAL STUDENTS’ ACHIEVEMENTS IN ENGLISH FOR SPECIFIC PURPOSES

The aim of this research is to demonstrate the feasibility of the Conversation Analysis Tool as an effective method of formative assessment in the context of teaching the University course of English for Specific Purposes (Medicine and Dentistry) through the implementation of elaborated and well-targeted classroom assignments and activities. Materials and methods: The paper describes the experience of applying the Conversation Analysis Tool, developed by Kenji Hakuta et al. (Stanford University Graduate School of Education). The study relied on the analysis of the transcribed classroom conversations between students in terms of different communicative dimensions. Results: Activities 1-2 focused on developing the skill of clarifying ideas in 2nd-year medical students who studied the topics “Allergy” and “Sensory Organs”. Activities 3-4 scaffolded the skills of negotiating and fortifying ideas in 1st-year dental students while they mastered the topics “Tooth Extraction” and “Dental Filings”. The authors used such scaffolding means as the Conversation Skills Poster with starter-finisher phrases, sentence frames, strategic pairings, and visuals (graphic organizers, charts). Along with a number of prompts, the fishbowl method, modeling situations, and different moves were applied depending on the situation and the material discussed. Conclusions: The Conversation Analysis Tool proved to be an effective method of formative assessment in the context of teaching the University course of English for Specific Purposes (Medicine and Dentistry). This technique discloses students’ level of understanding of the learning material, reveals the potential gaps in mastering the academic subject and allows the teacher to react timely and appropriately to eliminate them. This research will be useful for ESOL teachers at medical universities, as well as for educators from other academic settings, in the process of formative assessment and organizing classroom activities. KEY WORDS: Conversation Analysis Tool, constructive conversation, communication skills, formative assessment, English for Specific Purposes

Developing english speaking skill through online interactive and communicative lessons

The basic aim of this article is to enhance communicative English skill of secondary students that have difficulties on speaking. It is intended to address these questions: a) Are the employment of online communicative lessons helpful to develop learners’ conversation skills compared to face-to-face classroom that is offline class with English speakers; b) Do we have any differences in the performance enhancements contributed with the help of the two learning approaches?; c) What learning approach improves the learners’ communicative performance very well?; and d) What are the advantages and disadvantages of each learning approach in improving oral speech? There are 50 participants in this paper. They were basically sampled and classified into two groups: on learning through online conversation lessons and the other by classroom interaction with an English speaker. They were individually interviewed to evaluate and check their spoken English performance before the attitudes and after finishing the lessons. Video-recorded was done by Students with their interviews and conversations practices for close analysis following Conversation Analysis (CA) principles and rated in the following peculiarities: accuracy, complexity, fluency, vocabulary, appropriacy, pronunciation, and grammar. The main tools of research employed in this work were spoken communication tasks for pre-and post-tests. The research findings based on statistical and CA analysis indicates that the students’ oral English speaking remarkably enhanced by the usage of online lessons and interactive classroom with. The learners engaged in classroom interaction, however, became basically more fluent and had a broader variety of vocabulary than those learning through online conversations, even though their performance in pronunciation were similar. Thus, it was recommended that teachers utilize online lessons not as the sole language learning activity but as an addition to classroom interaction to focus on main speech features.

Навчання усного діалогу на уроці української мови методом дискусії. Огляд посібника для основної середньої школи

The article is a review of the textbook «O. Liubashenko & O. Popova (2021). Discussion as a teaching and learning method. Development of Ukrainian spoken dialogue in secondary school students. Kolo». A resource for teachers, students and Ukrainian language enthusiasts, this book is intended to familiarize readers with Discussion as a method for teaching and learning spoken dialogue in a secondary education setting. The authors revisit the concept of classroom talk in a Ukrainian lesson and offer dialogic interaction as the main type of educational activity in obtaining conversational skills in Ukrainian. The book discusses typical challenges faced by most secondary school teachers of Ukrainian by inviting readers to an engaging professional dialogue on the issue that has not received much attention in literature. The textbook is beneficial for teachers of Ukrainian and Philology majors who avoid stereotypes in mastering school curriculum.

Effectiveness of a comprehensive communication skills training in clients diagnosed with schizophrenia

Objective: The purpose of this study was to investigate the effects of coommunication skills training (CST) on anxiety, depression, social comparison and basic conversation skills in clients diagnosed with schizophrenia. Method: 37 clients with schizophrenia followed up at Dýþkapý Training and Research Hospital Community Mental Health Center (CMHC) were included in our study. The CST consisted of 12 weekly sessions lasting 1 hour. Sociodemographic Data Form, Beck Depression Inventory, Beck Anxiety Inventory, Social Comparison Scale and Communication Skills Scale were applied to participants before and after training. Results: Significant improvements were found on depression (p= 0.008), self-perception (p= 0.015), and basic communication skills total score (p= 0.001) in post-assesment; however no significant difference was found in terms of anxiety scores (p>0.05). Conclusion: Given the current study's findings, the comprehensive CST has proven to be an effective approach for people with schizophrenia in terms of improving depression symptoms, communication skills and developing positive self-scheme

Using Video Modeling and Video Prompting to Teach Conversational Skills to Students with Autism: A Consideration of Effectiveness, Practicality, and Acceptability

Many studies have been focused on video modeling and prompting as effective evidence-based practices to teach conversational skills to students with autism spectrum disorder (ASD). However, few studies have focused on teachers who implement video modeling and prompting in their classrooms. This article aims to describe the experiences and perceptions of four special education teachers who have used video modeling and prompting with four autistic students for a semester in their classrooms. The participants were asked questions related to three main areas: effectiveness, practicality, and acceptability. Most of the teachers did not regard this intervention as an effective and acceptable way to teach conversational skills to students with ASD. Training and support was requested by all teachers to enhance the practicality of this intervention. Other important implications for researchers and teachers were identified.

КӨПТІЛДІ СЫНЫПТА БИОЛОГИЯНЫ ОҚЫТУДА ИННОВАЦИЯЛЫҚ ӘДІСТЕРДІ ЕНГІЗУ

Introduction of innovative methods used in teaching multilingual biology, development of language and vocabulary of students in the subject. The innovation process is a complex activity for the formation and development of new educational content and methods of organization and training, and the entire educational process is defined as modern, meeting the requirements of society and driving trends in the development of education. At the same time, the transformation of theoretical situations into practical activities. Work directly with students to increase student activity in the classroom, develop conversational skills, be able to Express themselves openly, and demonstrate methods that teach students how to use this correctly in the classroom, ensuring the effectiveness of critical thinking. Implementation of the following methods in the learning process through the advanced use of information technologies and multimedia tools: design, orientation, critical thinking development and modular training.

Cognitive-communication performance following mild traumatic brain injury: Influence of sex, age, education, site of lesion and bilingualism.

Although previous research studies have defined several prognostic factors that affect cognitive-communication performance in patients with all traumatic brain injury (TBI) severity, little is known about what variables are associated with cognitive-communication impairment in complicated mild TBI (mTBI) specifically. To determine which demographic and trauma-related factors are associated with cognitive-communication performance in the early recovery phase of acute care following a complicated mTBI. Demographic and accident-related data as well as the scores on cognitive-communication skill measures in the areas of auditory comprehension (complex ideational material subtest of the Boston Diagnostic Aphasia Examination), verbal reasoning (verbal absurdities subtest of the Detroit Test of Learning Aptitude), confrontation naming (short form of the Boston Naming Test), verbal fluency (semantic category and letter category naming), and conversational discourse (conversational checklist of the Protocole Montréal d'évaluation de la communication) were retrospectively collected from the medical records of 128 patients with complicated mTBI admitted to a tertiary care trauma hospital. Multiple linear regressions analyses were carried out on the variables sex, age, education level, Glasgow Coma Scale (GCS) score, lesion site and bilingualism. Females performed better than males on letter-category naming, while those more advanced in age performed worse on most cognitive-communication measures. Patients with higher education achieved better confrontation and letter-category naming, whereas reading comprehension results were worse with a lower GCS score. Bilingual individuals presented more difficulty in conversational discourse skills than those who spoke only one language. In terms of site of lesion, the presence of a right frontal injury was associated with worse auditory and reading comprehension and an occipital lesion was related to worse confrontation naming. Cognitive-communication skills should be evaluated early in all patients with complicated mTBI, but especially in those who are advanced in age, those with fewer years of education and those who present with lower GCS scores, in order to determine rehabilitation needs. The findings of this study will allow acute care clinicians to better understand how various demographic and injury-related factors affect cognitive-communication skills after complicated mTBI and to better nuance the interpretation of their evaluation results in order to improve clinical care. Further study is required regarding the influence of lesion location, sex and bilingualism following complicated mTBI. What this paper adds What is already known on the subject In early acute recovery studies including all severity of TBI, cognitive-communication performance was poorer in individuals with more advanced age, those with fewer years of education and with more severe TBI. It is not yet known which demographic and injury-related variables predict cognitive-communication performance after a complicated mTBI specifically. What this paper adds to existing knowledge We confirmed that age, level of education and TBI severity, as measured with the GCS score, were associated with some areas of cognitive-communication performance for a group of patients in the acute stage of recovery from a complicated mTBI. We also identified that sex, bilingualism and site of lesion were new variables that show an influence on aspects of cognitive-communication skills in this group of patients. What are the potential or actual clinical implications of this work? The findings of this study on prognostic factors in the case of complicated mTBI will help acute care clinicians to better understand evaluation results knowing the variables that can influence cognitive-communication performance and to nuance the interpretation of these results with the goal of determining rehabilitation needs and enhancing clinical care.

Linking Peer-Mediated Interventions to Address Conversational Difficulties in Adolescents With Autism

PurposeAdolescents with autism spectrum disorder (ASD) commonly experience an array of pragmatic language difficulties that can interfere with their ability to engage in reciprocal or balanced conversations with their peers. Difficulties with the use of language during peer encounters can contribute to these students' social isolation even when in inclusive settings. Increasingly, researchers have identified effective approaches for teaching conversational skills to individuals with ASD, but there are few demonstrations of effective interventions in high school settings. Peer-mediated intervention (PMI) is one approach that can embody research-based recommendations for teaching conversational skills (e.g., direct instruction, teaching in natural settings, use of peer partners). This clinical focus article describes effective PMI strategies for improving the social conversations of high school students with ASD based on our (the authors') emerging research.ConclusionsUsingFey's (1986)classification scheme, the article begins with an illustration of different conversational profiles of adolescents with ASD and associated goals for intervention. Next, key components of our PMI approach are described, followed by detailed illustrations of three research-based intervention strategies that speech-language pathologists can use to address different conversational goals. Emphasis is placed on strategies for teaching students with ASD target skills and training peers to support conversation. Outcomes and clinical reflections of our intervention research are described. Finally, the article ends with a discussion of additional considerations for speech-language pathologists regarding implementation and generalization.Supplemental Materialhttps://doi.org/10.23641/asha.13308470

Improving Social Communication With TimeSlips Among Persons Living With Dementia: Results From a Pilot Study

Persons living with dementia (PLWD) often display declining communication and conversational skills, leading to reduced quality of life and social isolation. Given limited evidence for interventions targeting conversation skills in PLWD, we examined the transcripts of a creative group storytelling program, TimeSlips, offered in a memory care community in Central Texas. We analyzed communicative exchanges using modified rules of the ‘Conversational Act Profile’ (Fey, 1986). Utterances were coded for each participant’s interaction 1) with the facilitator and 2) with other participants. Preliminary evidence for six participants across six sessions is reported here. While the number and type of participant-to-facilitator utterances did not show a specific pattern, five of the six participants showed increased participant-to-participant communication across sessions. These findings suggest that a creative storytelling program such as TimeSlips may promote greater communication among PLWD, thereby improving social connectedness amongst them and possibly, their quality of life.

HOW EFFECTIVE ARE ESL GAMES COMPARED TO TRADITIONAL LEARNING

The aim of this research was to discover the effectiveness of educational games in acquiring vocabulary and conversation skills while learning English as a second language (ESL) in Thai context. The study sought to examine how games and activities aided ESL learners in retaining vocabulary and engaging in role play activities. Educational games enable learners to acquire vocabulary and the relevant context subconsciously while they are engaged in seemingly non-academic activities. The result of using games and activities in the classroom is the creation of a playful atmosphere which makes the teaching-learning process more engaging and thus also makes the learning experience more enjoyable for both the learner and the teacher. The data was collected from six ESL classes totaling 160 learners from the SSRUIC Airline Business major. Evaluation checklist and survey questionnaires were selected as the research tools. The analysis of the data collected revealed that games could indeed accustom learners with new words and phrases and thus aid in deep-seated retention of vocabulary in a better, faster and more engaging way in comparison to memorization or standard textbook study. Games also help develop learners’ communicative abilities. Most of the learners interviewed recognized that the game-based methods have their advantages and benefits in terms of improving vocabulary and conversation skills. However, to overcome certain limitations, the researcher suggests further study in this direction.

Abstract IA49: New Perspectives on Training Complex Communication

Abstract Effective, empathic communication is a cardinal skill in healthcare, and is particularly important in the setting of cancer. What may be less apparent is the complexity of empathic communication, which involves cognitive, affective and behavioral components. Current training methods do not address all these elements; this can cause mismatches in verbal, paraverbal and nonverbal communication behaviors, resulting in conversation failure and adverse outcomes. Further, traditional training methods alone do not produce conversational skill development and maintenance. Considering that problems such as implicit bias and health disparities are, to some degree, smaller conversational failures writ large, underscores the crucial need for improved communication training. Blending current methods with new technologies can fills the gap between available methods and actual training needs to produce significantly better outcomes over a variety of challenging communication topics. Citation Format: Frederick W. Kron. New Perspectives on Training Complex Communication [abstract]. In: Proceedings of the AACR Virtual Conference: Thirteenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2020 Oct 2-4. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(12 Suppl):Abstract nr IA49.

Pengembangan Media Power Point Interactive (PPT) pada Pembelajaran Intermediate Speaking di IKIP Budi Utomo Malang

This research is research development. The resulting product is a PowerPoint Interactive media for learning speaking skills, especially in Intermediate Speaking. Issues discussed in this study is how to develop PowerPoint interactive media for communicating in Intermediate Speaking in Ikip Budi utomo Malang. The stage of development consists of 5 stages, namely a) needs analysis b) design phase, c) creation of the media, d) validation from the expert , e) the final product. These learning media has already validated by the expert that have more than 10 years experience in teaching . This research use the question form to evaluate the quality of media response, lecturer and student response. The development of PowerPoint Interactive media for Intermediate Speaking skills are developed through need analysis from learners.The results of this study indicate that the media is created using the Microsoft Office PowerPoint-based virtual media worthy of being used as a medium of learning conversation skills. The production quality is determined by the feasibility of media aspect, learner’s needs and the interactive design . From the results of a test run of the product stated that media PowerPoint in learning intermediate speaking skills worth used in class, in addition to that, this media could be used for learners. The quality of final product Power Point media is known by conducting a test run of the product. Tests performed with two stages, namely 1) the validation from the expert media and design, (2) field trials to students of Ikip Budi Utomo in Intermediate speaking.

Aging and Engaging: A Pilot Randomized Controlled Trial of an Online Conversational Skills Coach for Older Adults

Communication difficulties negatively impact relationship quality and are associated with social isolation and loneliness in later life. There is a need for accessible communication interventions offered outside specialty mental health settings. Pilot randomized controlled trial. Assessments in the laboratory and intervention completed in-home. Twenty adults age 60 and older from the community and a geriatric psychiatry clinic. A web-based communication coach that provides automated feedback on eye contact, facial expressivity, speaking volume, and negative content (Aging and Engaging Program, AEP), delivered with minimal assistance in the home (eight brief sessions over 4-6 weeks) or control (education and videos on communication). System Usability Scale and Social Skills Performance Assessment, an observer-rated assessment of social communication elicited through standardized role-plays. Ninety percent of participants completed all AEP sessions and the System Usability Scale score of 68 was above the cut-off for acceptable usability. Participants randomized to AEP demonstrated statistically and clinically significant improvement in eye contact and facial expressivity. The AEP is acceptable and feasible for older adults with communication difficulties to complete at home and may improve eye contact and facial expressivity, warranting a larger RCT to confirm efficacy and explore potential applications to other populations, including individuals with autism and social anxiety.

Usability and Acceptance of the Embodied Conversational Agent Anne by People With Dementia and Their Caregivers: Exploratory Study in Home Environment Settings.

BackgroundInformation and communication technologies are tools that are able to support cognitive functions, monitor health and movements, provide reminders to maintain residual memory abilities, and promote social support, especially among patients with dementia. Among these technologies, embodied conversational agents (ECAs) are seen as screen-based entities designed to stimulate human face-to-face conversation skills, allowing for natural human-machine interaction. Unfortunately, the evidence that such agents deliver care benefits in supporting people affected by dementia and their caregivers has not yet been well studied. Therefore, research in this area is essential for the entire scientific community.ObjectiveThis study aims to evaluate the usability and acceptability of the virtual agent Anne by people living with dementia. The study is also designed to assess the ability of target users to use the system independently and receive valuable information from it.MethodsWe conducted a 4-week trial that involved 20 older adults living with dementia and 14 family caregivers in home environment settings in Italy. This study used a mixed methods approach, balancing quantitative and qualitative instruments to gather data from users. Telemetry data were also collected.ResultsOlder users were particularly engaged in providing significant responses and participating in system improvements. Some of them clearly discussed how technical problems related to speech recognition had a negative impact on the intention to use, adaptiveness, usefulness, and trust. Moreover, the usability of the system achieved an encouraging score, and half of the sample recognized a role of the agent Anne. This study confirms that the quality of automatic speech recognition and synthesis is still a technical issue and has room for improvement, whereas the touch screen modality is almost stable and positively used by patients with dementia.ConclusionsThis study demonstrated the ability of target users to use the system independently in their home environment; overall, the involved participants shared good engagement with the system, approaching the virtual agents as a companion able to support memory and enjoyment needs. Therefore, this research provides data that sustain the use of ECAs as future eHealth systems that are able to address the basic and higher-level needs of people living with dementia. This specific field of research is novel and poorly discussed in the scientific community. This could be because of its novelty, yet there is an urgent need to strengthen data, research, and innovation to accelerate the implementation of ECAs as a future method to offer nonpharmacological support to community-dwelling people with dementia.

The Nurse Leader’s Role:: A Conduit for Professional Identity Formation and Sustainability

The development of professional identity in nursing (PIN) is essential to the education, advancement, and brand image of nursing, and to demonstrate the impact on patients’ health and well-being. Unfortunately, the construct of PIN has not been well-established. To further shape and distinguish the concept, 3 think tanks were held between 2018 and 2020, resulting in the recognition that nursing leadership is a primary conduit to influence PIN. How leaders role model, improve practice environments, and foster lifelong learning greatly contributes to the formation and sustainability of the professional identity of nurses and the next generation of leaders.