Specific Skills Training Research Articles

'Sometimes You Have No Choice but to Give Them Medication': Experiences of Nurses Caring for People With Auditory Hallucinations in an Acute Unit.

The aim of this study was to explore psychiatric nurse's experiences of caring for people with auditory hallucinations in an acute unit. A qualitative study was conducted using thematic analysis. The study involved semi-structured interviews with 18 acute unit nurses all of whom provided interventions to patients with auditory hallucinations. Overall, participants identified their role in the management of risk within an acute unit, the importance of their therapeutic role and a perceived over-reliance on medication administration as a primary nursing intervention. These findings thus demonstrate the personal and professional conflict that nurses face when working in an acute unit with patients who experience auditory hallucinations. Nurses are in a prime position to provide effective interventions and assistance for people with auditory hallucinations in an acute unit. The findings of this study indicate that mental health nurses may require additional support and education to provide care in a truly recovery-based manner, with training in specific interventions and engagement skills for people who hear voices. Due to an unpredictable environment and sometimes high-risk workplace, nurses may also benefit from organisational assistance in this area.

The master’s degree in development practice: a case study of twelve university programs

Sustainable development is a global priority. However, a lack of research exists on the programs designed to train sustainable development practitioners. This multi-case case study, possibly the first to describe the programs that trains development practitioners, utilized case study theory and semi-structured interviews with program administrators to describe sustainable development programs offered by 12 higher education institutions in eight countries with membership in the Global Association of Masters in Development Practice. The results revealed five themes or key drivers, nine advantages, and four deficiencies. Two drivers were enrollment-focused (admission of students with prior work experience in development and financial support), two were curriculum-focused (incorporation of field work and integration of specific knowledge aspects and skills training in the curricula), and one was institutional attitude (adoption of a culture of flexibility). The most common challenges were impacts from the COVID-19 pandemic. These results provide insights for continuous improvement efforts of program administrators for students in sustainable development. The practical methodology developed can be replicated and adapted for investigation of similar programs and other disciplines in higher education.

Teaching modules on sports tests within the physical education discipline from the State University of Moldova. methodological approaches

The volume of hours allocated for studying or learning a sport module/ test, during a semester, only within the physical education lesson in USM is insufficient, a fact confirmed by the theories of physical education and sport. For the effective implementation of the educational process and the realization of the curricular contents, university teaching staff are always looking for new solutions, applying complex strategies to face the new requirements imposed on the discipline. One of the solutions that has proven its effectiveness in physical education and sports is the algorithmization of the contents specific to the sports modules/ tests. The purpose of this research is to develop the teaching-learning evaluation algorithm of the modules within the university physical education discipline to make the educational process more efficient, but also to focus on the training of specific skills for the students included in the process.

Relevance and adaptation of the theoretical bases and methodological foundations for dualvocational trainning in order to improve academic offerings of Costa Rica’s higher education: Study Case of Escuela de Secretariado Profesional

Since 2000, the Escuela de Secretariado Profesional (ESP) has ventured into the Dual Vocational Training Project as a teaching and learning modality. Its purpose is to promote the comprehensive development of the university community members and provide them with a humanistic education based on the study of the national reality. This Project involves a practical experience in which students assume responsibilities according to their academic level. It offers students suitable training for their professional profile and ensures a supply of competent human capital for the corporate area. This Project was born with the purpose of “promoting the comprehensive development of the members of the university community and providing them with humanistic training, based on the study of the national reality and in light of the themes and achievements of universal culture”, as stated in the Organic Statute of the National University. Dual training promotes the linking of theory and practice and integrates the student into the company for the development of new professional skills; it seeks to articulate the training and development of generic and specific skills effectively and efficiently, aimed to achieve comprehensive training in the student, in addition to work experience. Currently, dual training is not part of the academic curriculum, and students voluntarily choose to participate. Tutor professors collaborate on an honorary basis, and companies receive competent and qualified human resources without payment for the services provided by the student. Therefore, the article aims to validate the relevance and adaptation of the theoretical foundations and methodological principles to enhance higher education offerings in Costa Rica.

Relevance and adaptation of the theoretical bases and methodological foundations for dualvocational trainning in order to improve academic offerings of Costa Rica’s higher education: Study Case of Escuela de Secretariado Profesional

Since 2000, the Escuela de Secretariado Profesional (ESP) has ventured into the Dual Vocational Training Project as a teaching and learning modality. Its purpose is to promote the comprehensive development of the university community members and provide them with a humanistic education based on the study of the national reality. This Project involves a practical experience in which students assume responsibilities according to their academic level. It offers students suitable training for their professional profile and ensures a supply of competent human capital for the corporate area. This Project was born with the purpose of “promoting the comprehensive development of the members of the university community and providing them with humanistic training, based on the study of the national reality and in light of the themes and achievements of universal culture”, as stated in the Organic Statute of the National University. Dual training promotes the linking of theory and practice and integrates the student into the company for the development of new professional skills; it seeks to articulate the training and development of generic and specific skills effectively and efficiently, aimed to achieve comprehensive training in the student, in addition to work experience. Currently, dual training is not part of the academic curriculum, and students voluntarily choose to participate. Tutor professors collaborate on an honorary basis, and companies receive competent and qualified human resources without payment for the services provided by the student. Therefore, the article aims to validate the relevance and adaptation of the theoretical foundations and methodological principles to enhance higher education offerings in Costa Rica.

Cognitive Patterns and Problematic Use of Video Games in Adolescents: A Cluster Analysis.

Video game playing (VGP) is an increasingly common leisure activity among children and adolescents, although in some cases, it is accompanied by problems due to misuse. A sample of 2884 children and adolescents aged between 12 and 20, representative of the Community of Madrid (Spain), were studied using a cluster analysis to explore the existence of cognitive patterns associated with engagement, attitudes, and concurrent cognitions. We also explored the relationship between these patterns and problematic VGP, using the 2173 gamers as a reference. The concurrent cognitions were not qualitatively different between the problematic users and the others. High engagement and high activation of concurrent cognitions (intensity and frequency) showed the greatest relationship with problematic VGP. The results suggest the existence of different groups of gamers and the relevance to include psycho-educational aspects in intervention programs, as well as the training of specific skills, especially those related with the control of activation. Limitations related to the sample size and potential supplementary analyses are acknowledged.

Profiling leadership: Attitudes, knowledge and training in the biological sciences.

The development and practice of good leadership skills (distinct from management skills) enhances both an individual's career development, and their organization. However, universities are known to present unique issues around the development, and practice, of good leadership. Good leadership skills should be considered essential for university staff who train (and mentor) staff or students. Currently, there is no clear evidence that staff in the biological (life) sciences undergo formal (routine) leadership skills training (or appraisal). Furthermore, what leadership training this group needs, or wants, is unknown. A questionnaire was designed to explore leadership dimensions (roles, training, perceptions, and attitudes), and incorporated the Leadership Attitudes and Belief scale (LABS) instrument. Including LABS allows evaluation of leadership attitudes as either Systemic (individual responsibility) or Hierarchical (chain-of-command). Self-selecting biological science academics and staff were recruited using an online survey. Analysis focused on academic staff (lecturer/Assistant professor, and above), and explored the relationship of leadership dimensions with key categories (career stage, gender, age, role, and professional experience). Staff were found to be knowledgeable about what leadership is, but strongly desire formal training in leadership skills and practice. Importantly, staff did not have access to specific leadership training (but did have access to management training), but felt strongly that gaining leadership skills would improve their professional skill set. Analysis found that academics in the biological sciences were oriented towards Systemic leadership, a more collective and supportive approach. It was clear that while good leadership skills are highly valued by academic staff, in practice these skills are underprovided in the biological sciences workplace. This work provides a profile, and benchmark, of leadership (current skills, and desired needs) in the biological sciences. These results provide evidence for the need to embed specific leadership skills training into professional development (and teaching) programmes in the biological sciences.

Requirements of Process-Oriented Integration of Soft Skills in Dentistry Basic Science Courses: A Qualitative Study.

University training for committed and specialized human resources is not provided only through specialized skills training; graduates in any field need high quality soft skills for fulfilling the requirements of the community, so the proper integration of such skills into the curriculum of that profession is essential. Given the significance of soft skills in the success and quality of dentistry and lack of attention to soft skills training in basic sciences courses, the present study aimed to identify the requirements of the process-oriented integration of soft skills training in basic sciences courses of dentistry. The present qualitative study employed a semi-structured interviewing technique for data collection. The research population consisted of 39 basic sciences faculty members at Isfahan and Mazandaran Universities of Medical Sciences and education experts selected by a purposive sampling technique. The content analysis method was used to analyze the data. For the process-oriented integration of soft skills in basic sciences courses, the current study identified four central requirements: providing background conditions (provision of socio-cultural contexts in society; development of educational and evaluation platforms in pre-university courses), providing professionalism (development of professionalism in the doctoral course of basic medical sciences; improvement in the model of faculty members), providing conditions for changing the curriculum (modification of curriculum and objectives in the basic sciences courses in dentistry; development of the attitude and knowledge of basic science faculty members towards soft skills training), and providing conditions for university pedagogy (provision of interactive and communication conditions; benefitting from diverse and appropriate learning activities; development of faculty members' pedagogical abilities). Medical sciences curriculum planners can integrate the soft skills of dentistry in the basic science courses of the field by providing the conditions for the identified requirements.

Online teaching tools - component part of ICT in mathematics teaching in high school

Learning mathematics in high school focuses on the process of training and developing specific skills, which will later form the basis for continuing studies and active integration into social life. The international study PISA 2018 gives us a sad diagnosis regarding the formation of students' skills in mathematics. This article provides us with useful information for the creation and application of motivating activities in high school mathematics lessons, using digital didactic tools, which will later contribute to the training and development of specific mathematics skills.

Classroom Teaching Design of Alpine Skiing Based on Virtual Reality Technology

Due to the limitation of venues for seasonal projects, it is a great challenge for students to adapt and maintain their sports status in non-snow seasons. Therefore, it is very important to do well in the non-snow season Lu-snow conversion training. At this stage, when the school formulates the teaching work plan for the school year, due to the limitation of the venue, the non-snow season Lu-snow conversion training is mainly based on physical training, while special skills training is supplemented, and there are problems such as poor teaching effect, insufficient teaching methods, and single practice means. At the same time, due to the reduction or even suspension of technical movement training in non-snow seasons, the teaching of alpine skiing lacks continuity and systematicity, which affects teaching effect. With the application of virtual reality technology in alpine skiing courses, this study conducts experimental research on the teaching and training effects in non-snow seasons, demonstrates the advantages of virtual reality technology in alpine skiing teaching and training, and optimizes the conversion of alpine skiing between land and snow in non-snow seasons.

Challenges of Health Care Workers Caring for COVID-19 Patients in a Teaching Hospital, Nepal

Background: When working in Coronavirus Diseases (COVID-19) wards and ICUs, Health Care Workers (HCWs) face numerous physical and psychosocial challenges. The purpose of this study was to look into the difficulties that HCWs face when caring for COVID-19 patients. Method: A qualitative phenomenological study was used, and the study sample included 12 HCWs (8 nurses and 4 doctors) who worked specifically with COVID-19 patients. A semi-structured interview guideline was used for data collection, and Giorgi's method was used for analysis. Results: During the pandemic, HCWs faced numerous challenges while caring for COVID-19 patients in a hospital. HCWs faced five major challenges: (i) increased workload and staff shortages, (ii) mental stress, (iii) social stigma and isolation, (iv) resource scarcity, and (v) a lack of specific skill training. Conclusion: While caring for COVID-19 patients during the pandemic, health care workers faced numerous physical, psychological, and social challenges. As a result, these issues must be addressed in order to provide quality care in the hospital.

Monitoring student education and confidence in LGBTQ+ health in UK medical schools

Objectives: We sought to evaluate and describe UK medical students’ experiences of education in LGBTQ+ (lesbian, gay, bisexual, transgender and queer) health and their confidence in approaching these consultations and identify any perceived gaps in medical school curricula. We also sought to examine whether individual identity affected medical students’ clinical practice. Method: A 19-question questionnaire collecting quantitative and qualitative responses was sent to all medical students in the UK. Results: A total of 307 students completed the questionnaire; 36% ( n = 184) reported no dedicated teaching on LGBTQ+ health issues/inequalities and 88% ( n = 267) reported no LGBTQ+-specific communication skills training. Respondents found it more challenging to discuss LGBTQ+ health issues with patients compared to performing clinical examinations on LGBTQ+ patients. In the clinical environment, students were more likely to ask about sexual orientation, gender identity and pronouns within the context of sexual health over psychiatric, surgical and medical consultations. Measured via a Likert-type scale from 0 to 100, students felt LGBTQ+ health teaching should be given higher importance within the curriculum (74/100) than their medical school currently placed on it (13/100). Ninety-five percent of students stated that they needed further education on LGBTQ+ health. Conclusion: Findings suggest that at a national level, UK medical students do not feel well equipped to deal with LGBTQ+ health issues, and despite students’ recognition of the importance of this topic, this is not matched by curricular provision. Students report having difficulty discussing LGBTQ+ health issues and performing examinations on LGBTQ+ patients. Further training on LGBTQ+ health and actions to increase student confidence could help improve LGBTQ+ patient outcomes and improve the relationship between patients and clinicians. Students should be consulted in the re-development of relevant curricula.

Paediatric urology in Sub-Saharan Africa: challenges and opportunities.

The need for paediatric urological care in low- and middle-income countries in sub-Saharan Africa (SSA) is enormous due to a burgeoning paediatric-aged population and a disproportionate burden of congenital malformations. There are formidable challenges in the provision of a skilled workforce and appropriate infrastructure, resulting in a huge unmet need with consequent effects on the long-term health and prosperity of the population. Constraints of funding, geography, culture, surgical and anaesthetic skills, and instrumentation means that many conditions present late and with complications that could have been avoided by an earlier attendance. It also means that the management of congenital malformations, e.g., bladder exstrophy and congenital obstructive posterior urethral membrane, differ substantially from that seen in the developed world, with the outlook for children with renal failure being particularly bleak. Collaborations between paediatric urologists from high- and low-income countries are beginning to help with the development of a surgical infrastructure customised to paediatric care, and with the training of specific paediatric urological knowledge and skills. These collaborations, whilst welcome, still require substantial expansion to achieve more equitable access to appropriate paediatric urological care for children in SSA. Future efforts have to focus on the creation of sustainable and equal partnerships between urologists from low- and high-income healthcare environments, with an emphasis on providing sustainable management, appropriate to local need and available resources. The provision of shared learning, utilising the benefits of global digital communication, will improve mutual understanding of needs in a resource-poor environment and the involvement of trainees from both income settings can help perpetuate long-term collaborations.

Strengthening Servant Leadership with Leader Mindfulness Training

Recent research proposes mindfulness training as a viable method to strengthen other-orientation by enhancing awareness of oneself and others. In this study, we focus on how mindfulness training helps develop servant leaders, an other-oriented approach to leadership, by drawing from pre-intervention inquiry and post-intervention interviews with 62 organizational leaders who participated in an eight-week mindfulness intervention. Leaders reported engaging in newly acquired servant leader behaviors while integrating mindfulness into their leadership work which benefited themselves (personal growth and self-care), their followers (relationship building, follower development and wellbeing, and their teams (culture). This study advances the literature on mindfulness and servant leadership in three ways. First, by building a theoretical bridge between mindfulness-based leader development and servant leadership by demonstrating how these literatures can strengthen each other and be used to develop more holistic leaders. Second, by challenging traditional leader development by identifying how mindfulness knowledge and learnings can be integrated to grow the leader holistically, instead of providing training in specific skills. Third, by providing a conceptual framework that illustrates how mindfulness training develops servant leaders by strengthening leaders’ ability to support and develop their followers.

Translating research into action: The design and development of an Indigenous specific suicide intervention skills training program (I-ASIST).

To design and develop an Indigenous specific suicide intervention skills program that focuses on education and intervention training as an effective suicide prevention strategy. Using a co-designed wrap-around framework, we developed a program in collaboration with >90 communities, stakeholders and service providers across Australia to understand knowledge, awareness and sense of connectedness between at-risk groups and health services or support groups. The I-ASIST training provides participants with the necessary skills and knowledge to apply a suicide intervention model. The framework behind the intervention model provides caregivers the awareness to recognise when someone may be at risk of suicide. It then gives them the skills to connect with a person at risk of suicide and to understand and clarify that risk, steps to keep that person safe for a specific period and then provide them with the resources or links required for further help. The program enables the development of knowledge through interactive strategies through cultural recognition and empowerment of participants. Based on a social-enterprise model, I-ASIST has been translated into a certified program supported by LivingWorks Australia. Based on a strengths-based and self-determination model of co-design, this grass roots innovative framework creates suicide safer communities.

Comment promouvoir la participation dans les projets de promotion de la santé ? Les facteurs clés selon les professionnels

IntroductionThe participation of the stakeholders concerned by health promotion interventions targeting health determinants is a founding principle of integral importance. Notwithstanding the potential benefits of these approaches, their implementation is still quite limited and field practices are highly varied, if not totally heterogeneous. Such limitations can be considered in conjunction with the poorly defined outlines of participation, which can lead to variable interpretations of what it entails, and also to the different contextual factors potentially affecting its implementation. This study therefore aims: (1) to identify the various perceptions and experiences of participation, and (2) to identify the factors impacting the implementation of participation in support and development of health promotion. MethodologyAll in all, 34 professionals participated in this qualitative research, in which triangulation was associated with analysis of the written productions collected during creativity workshops (Cube activity) and semi-structured interviews and observations. All participants gave their informed consent to participate, and the data were anonymized and remained accessible to one and all. The data were subjected to content analysis (Bardin, 2003) focusing on types of factors contributing to the implementation (or non-implementation) the of participation. ResultsData analysis led to the emergence of 7 categories of factors: stakeholder characteristics, the individual characteristics of professionals and decision-makers, relations between professionals among themselves and with stakeholders, the methods and form of the approach implemented, the local organization and its missions, and the national context. DiscussionThe representations and experiences of participatory approaches among health promoters are very heterogeneous. Implementation depends largely on how stakeholder characteristics are taken into account, on the ability of professionals to adapt to them, on the development of favorable interpersonal relationships through reflexive work on posture, and on the use of relevant and scientifically validated methods. ConclusionsTo strengthen the openness and motivation of field professionals to undertake participatory actions, awareness-raising and training in specific skills seems relevant, the objective being to enable them to anticipate risks and to make the most of whatever opportunities appear.

Evaluation and Analysis of the Intervention Effect of Systematic Parent Training Based on Computational Intelligence on Child Autism.

Autism, also known as pervasive developmental disorder or autism spectrum disorder, is a group of clinical syndromes of developmental delay or impairment. Social impairment, verbal communication impairment, and behavioral impairment are the three conditions for the diagnosis of autism spectrum disorder, according to the American Psychiatric Association's Diagnostic and Statistical Manual. According to relevant statistics, about 1 in 100 children is now diagnosed with autism, and their rehabilitation treatment is also valued by people from all walks of life. In the rehabilitation training of autistic children, it is found that the rehabilitation training of autistic children should pay attention to the role of parents and family environment. It is crucial that parents receive systematic training and act as partners in the development of the intervention plan. Research shows that a specific structured education and skills training program for parents of children with autism can be beneficial in improving behavioral problems, functional communication, and symptoms of autism in children with autism. To this end, this paper has completed the following work: Secondly, a portion of the systematic training of CA parents is discussed, followed by an explanation of the structure and principles of BPNN. Finally, the BPNN is utilized to create a model for assessing the impact of systematic parent instruction on CA. The experimental findings suggest that the proposed BPNN outperforms the competition.

Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow experience

While virtual reality (VR) training has been used in many examples of specialized skills training, its learning effect has also been explored with a focus on gross motor performance. Using VR can develop technical students' procedural knowledge in a safe environment while also saving the real materials, which is an essential issue of sustainability. However, the procedural accuracy and performance quality of learning outcomes of practicing VR have not been extensively examined. To address this gap, the present study designed VR for car detailing to explore how two types of learning outcomes could be predicted by students' self-efficacy that drives their learning interest and situational anxiety mediated by flow experience while practicing with VR. Based on a single group quasi-experiment study, the learning outcome tests were administered in the first, second, and fifth weeks after four rounds of practice to 143 technical students who had undergone VR car-detailing training. Data were subjected to confirmatory factor analysis with structural equation modeling. Results revealed that when VR was used for car-detailing training, the learning outcomes of procedural accuracy and performance quality could be predicted by participants' flow experience. Learners’ flow experience could be positively predicted by VR learning interest and VR using anxiety. Lastly, VR self-efficacy was positively related to VR learning interest, but negatively related to VR using anxiety. It is expected that the results can be applied to other technical training designs.

Preparing Doctors in Training for Health Activist Roles: A Cross-Institutional Community Organizing Workshop for Incoming Medical Residents.

IntroductionPhysicians are increasingly being called on to address inequities created by social and structural determinants of health, yet few receive training in specific leadership skills that allow them to do so effectively.MethodsWe developed a workshop to introduce incoming medical interns from all specialties at Boston-area residency programs to community organizing as a framework for effective physician advocacy. We utilized didactic sessions, video examples, and small-group practice led by trained coaches to familiarize participants with one community organizing leadership skill—public narrative—as a means of creating the relationships that underlie collective action. We offered this 3-hour, cross-institutional workshop just prior to intern orientation and evaluated it through a postworkshop survey.ResultsIn June 2019, 51 residents from 13 programs at seven academic medical centers attended this workshop. In the postworkshop survey, participants agreed with positive evaluative statements about the workshop's value and impact on their knowledge, with a mean score on all items of over 4 (5-point Likert scale, 1 = strongly disagree, 5 = strongly agree; response rate: 34 of 51). Free-text comments emphasized the workshop's effectiveness in evoking positive feelings of solidarity, community, and professional identity.DiscussionThe workshop effectively introduced participants to community organizing and public narrative, allowed them to apply the principles of public narrative by developing their own stories of self, and demonstrated how these practices can be utilized in physician advocacy. The workshop also connected participants to their motivations for pursuing medicine and stimulated interest in more community organizing training.

The Challenges of Simulation Training of the Troops in the Context of the Emerging Technologies

Abstract Training using different simulation systems has become a necessity for the military organizations over the past decades. As the operational environment is constantly changing and the technologies are evolving, simulation systems have also developed. Depending on the domain and branch the simulation training is used for, there have been serious challenges in adapting the systems to the current technological era. Moreover, the emerging technology had a great impact on the military training using simulation systems and has brought an advantage to this domain. Consequently, individual training, collective training, special skills training using simulation systems have been some of the aspects that have been consistently changed and improved over the past years. Technologies such as virtual reality (VR), augmented reality (AR), artificial intelligence (AI), soldier simulators and the initiative of converging constructive and virtual simulation through cloud technologies are some of the major sciences that have been starting to be developed, tested and used for military training purposes. Nevertheless, technological development and operational changes need to also face the challenges of interoperability of the simulation systems that would eventually need to be connected in the inevitable context of integrated, distributed, joint or multinational events.