Staff Self-efficacy Research Articles

Mixed methods process evaluation of an advance care planning intervention among nursing home staff.

We developed the ACP+ intervention to support nursing home staff with implementation of advance care planning. While ACP+ was found to improve staff's self-efficacy, it did not change their knowledge about advance care planning. To describe the level of implementation, mechanisms of impact, and contextual factors. Process evaluation embedded in a cluster randomized controlled trial in nursing homes (NCT03521206). Throughout and immediately following the 8-month ACP+ implementation, we collected weekly diaries, post-training surveys, attendance records, facility data, and conducted interviews (n = 32). We applied descriptive statistics and thematic analysis. Management, staff, and ACP+ trainers in seven intervention homes. Although most participants reported they valued ACP+, 33% of eligible staff across nursing homes attended training (range: 6%-69%) and only a few reported they felt ready to engage in actual care planning conversations. Half of all nursing homes adapted parts of the intervention (e.g., more/fewer/shortened training; assigning a coordinating role for practical management). Enough time to consolidate skills, and management support were key for staff engagement in advance care planning, and limited time and staff shortages were significant barriers. Staff reported increased awareness of the importance of advance care planning and felt there was a more systematic way of organizing advance care planning. There was limited staff engagement. Management ownership, clear roles, and collaborative practices may enhance nursing home advance care planning. Accessible and ongoing training for all staff, and ample practical learning opportunities are needed.

Cardiac Rehabilitation practitioners' views on patients' psychological needs: a qualitative study.

Psychological difficulties are prevalent in patients undergoing Cardiac Rehabilitation (CR). Recent guidelines recommend that practitioners inquire and address patients' psychological concerns during CR. Therefore, Study One aimed to explore practitioners' understanding of patients' psychological needs, their confidence in supporting those needs, and their views on whether current CR meets patients' needs. Study Two aimed to validate Study Ones' findings among a wider sample of CR practitioners. This study consisted of two interrelated qualitative interviews. Study One utilised qualitative interview data from the PATHWAY trial (REC Reference:15/NW/0163), while Study Two utilised new interview data collected as part of the PATHWAY Beacons study (REC Reference: 22/HRA/2220). In Study One semi-structured interviews with six CR practitioners were analysed using thematic analysis. In Study Two, 11 CR practitioners across England were interviewed using member-checking principles. Transcripts were coded systematically using the codes developed in Study One and, through constant comparative analysis. Four main themes were identified: staff's awareness of mental health problems, CR patients' needs, staff's self-efficacy to support patients' psychological needs, and current psychological provision in CR. The main themes and 11 subthemes were transferable to a wider range of CR practitioners, thereby indicating the trustworthiness of the findings. Practitioners described that patients experience a range of psychological concerns, including adjustment difficulties, anxiety, and cardiac and noncardiac worries. Most practitioners normalise patient concerns and offer relaxation techniques. However, practitioners have noted that patients often have complex psychological needs, but practitioners' confidence in discussing and supporting psychological concerns varies. Practitioners expressed the need for training to support patients' psychological needs.

Comparison of the effectiveness of cognitive behavioral therapy and cognitive behavioral hypnotherapy on self-efficacy, resilience, mental health and sleep disorder of medical staff involved in the care of patients with COVID-19

Comparison of the effectiveness of cognitive behavioral therapy and cognitive behavioral hypnotherapy on self-efficacy, resilience, mental health and sleep disorder of medical staff involved in the care of patients with COVID-19

Development and Preliminary Validation of the Dating Violence Prevention Self-Efficacy Scale for School Staff.

This article describes the development of an instrument used to evaluate the perceived self-efficacy of school staff in addressing dating violence (DV) among youth. The study employed a mixed exploratory sequential design. First, a series of items was elaborated upon based on the scientific literature on self-efficacy and material from 15 semi-structured interviews conducted with school staff. Then, a sample of 110 school staff members answered an online survey. An exploratory factor analysis revealed a two-factor structure reflecting dimensions of self-efficacy in addressing DV: communicating DV content to youth (α = .93) and the ability to intervene with youth who experience DV (α = .91). The scale could offer a means to assess the effectiveness of training offered to school counselors and teachers regarding DV prevention.

Instructional Leadership and Self-Efficacy of Academic Staff in Public Universities in Uganda

Instructional Leadership and Self-Efficacy of Academic Staff in Public Universities in Uganda

Self-efficacy and teaching quality of academic staff in public universities in Uganda

This study investigated the association between self-efficacy and teaching quality of academic staff in selected public universities in Uganda. Specifically, the study exam­ined how academic staff's personal sense of efficacy, behav­iour management, instructional strategies, and motivational strategies efficacy influenced teaching quality in public uni­versities. Employing the positivist research philosophy, the study used a quantitative approach through correlational re­search design. Randomly selected academic staff members provided data using a self-administered questionnaire. Par­tial least squares structural equation modelling (PLS-SEM) results indicated that of the four teacher efficacy aspects, only personal sense of efficacy positively and significantly influ­enced teaching quality. However, the efficacy of behaviour management, instructional strategies, and motivational strat­egies had a positive but insignificant influence on teaching quality. It was concluded that the personal sense of efficacy of academic staff is essential in enhancing teaching quality. Nonetheless, the efficacy of behaviour management, instruc­tional strategies, and motivational strategies of academic staff has made minimal contributions to teaching quality in universities. Therefore, university leaders should emphasise promoting the personal sense of efficacy of academic staff to enhance teaching quality more than instructional strategies and motivational strategies efficacy.

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

AbstractThe aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

Examining the impact of consumers’ showrooming behavior on sales staff job conditions: insights from the Indian apparel retail sector

PurposeThis research aims to investigate the showrooming phenomenon in the context of the evolving omnichannel shopping landscape, which seamlessly integrates both physical and online retail channels. Showrooming, wherein customers browse products in physical stores but ultimately purchase from online competitors, poses a potential threat to the job security and job satisfaction of sales staff in brick-and-mortar (B&M) stores. To address this issue, this study explores the relationship between showrooming, self-efficacy, sales performance, job insecurity and job satisfaction of sales staff, using the job demands-resources (JDR-R) model as a theoretical framework.Design/methodology/approachThis research employs quantitative research methods and gathers data from 219 sales staff working in Indian retail stores. Structural equation modeling is used to test the proposed hypotheses.FindingsThe results indicate that showrooming is associated with a decrease in the self-efficacy, sales performance and job satisfaction of sales staff. Furthermore, the result indicates that showrooming is positively associated with increased job insecurity among the sales staff.Originality/valueThis study offers valuable contributions to existing literature and offers insights for both retailers and salespeople regarding the potential repercussions of showrooming. It also suggests coping strategies to address the challenges posed by showrooming and the behavior of showroomers.

From crisis to opportunity: The role of inclusive coaching in struggling schools

This paper sheds light on the substantial challenges faced by schools today in the UK, especially in the aftermath of a negative school inspection report. Stigmatised and labelled as ‘faliing’ and with limited support, staff within these schools are often emotionally exhausted and professionally traumatised (Jeffrey & Woods, 1996), when they begin the arduous journey towards school improvement. A longitudinal study, implemented within a secondary school located in an economically and socially disadvantaged region of Wales, focuses on the outcomes of a school-wide talent development program, with a strong emphasis on coaching, made available to staff in all roles, from caretaking to leadership. Through the adoption of a data-driven, strategy-aligned, professional development programme, this paper describes how the internal talent of the whole school was harnessed and directed towards a transformative shift: one that took the school from an initial inspection assessment of ‘in significant need of improvement’ to a more favourable ‘satisfactory’ rating and beyond. Central to this programme was a coaching initiative aimed at bolstering staff self-efficacy, which over time resulted in significant improvements in staff wellbeing, team resilience and overall performance, benefiting both staff and students across the school. This study highlights the efficacy of an inclusive, school-wide approach to staff development, with coaching playing a pivotal role in driving positive change.

Empowering School Staff to Support Pupil Mental Health Through a Brief, Interactive Web-Based Training Program: Mixed Methods Study.

Schools in the United Kingdom and elsewhere are expected to protect and promote pupil mental health. However, many school staff members do not feel confident in identifying and responding to pupil mental health difficulties and report wanting additional training in this area. We aimed to explore the feasibility of Kognito's At-Risk for Elementary School Educators, a brief, interactive web-based training program that uses a simulation-based approach to improve school staff's knowledge and skills in supporting pupil mental health. We conducted a mixed methods, nonrandomized feasibility study of At-Risk for Elementary School Educators in 6 UK primary schools. Our outcomes were (1) school staff's self-efficacy and preparedness to identify and respond to pupil mental health difficulties, (2) school staff's identification of mental health difficulties and increased risk of mental health difficulties, (3) mental health support for identified pupils (including conversations about concerns, documentation of concerns, in-class and in-school support, and referral and access to specialist mental health services), and (4) the acceptability and practicality of the training. We assessed these outcomes using a series of questionnaires completed at baseline (T1), 1 week after the training (T2), and 3 months after the training (T3), as well as semistructured qualitative interviews. Following guidance for feasibility studies, we assessed quantitative outcomes across time points by comparing medians and IQRs and analyzed qualitative data using reflexive thematic analysis. A total of 108 teachers and teaching assistants (TAs) completed T1 questionnaires, 89 (82.4%) completed T2 questionnaires, and 70 (64.8%) completed T3 questionnaires; 54 (50%) completed all 3. Eight school staff members, including teachers, TAs, mental health leads, and senior leaders, participated in the interviews. School staff reported greater confidence and preparedness in identifying and responding to mental health difficulties after completing the training. The proportion of pupils whom they identified as having mental health difficulties or increased risk declined slightly over time (medianT1=10%; medianT2=10%; medianT3=7.4%), but findings suggested a slight increase in accuracy compared with a validated screening measure (the Strengths and Difficulties Questionnaire). In-school mental health support outcomes for identified pupils improved after the training, with increases in formal documentation and communication of concerns as well as provision of in-class and in-school support. Referrals and access to external mental health services remained constant. The qualitative findings indicated that school staff perceived the training as useful, practical, and acceptable. The findings suggest that brief, interactive web-based training programs such as At-Risk for Elementary School Educators are a feasible means to improve the identification of and response to mental health difficulties in UK primary schools. Such training may help address the high prevalence of mental health difficulties in this age group by helping facilitate access to care and support.

Measuring hospital resilience before and during the COVID-19 pandemic

Organizational resilience scales have been adapted to the hospital context. To prepare for high consequence infectious diseases (HCID), the Long Hospital Resilience Scale (L-HRS; N=48) was tested in two German hospitals in 2019 and the Short Hospital Resilience Scale (S-HRS; N=317) after the first wave of COVID-19. Results show reliability of both the long and the short version. The L-HRS is associated with satisfaction with hospital preparation for HCID. S-HRS shows a perceived better adaptation of hospitals during COVID-19 and is related to higher self-efficacy of hospital staff. Both scales identify opportunities to promote resilience at various levels in the hospital.

AN EDUCATIONAL PROGRAM IN ASSISTED LIVING TO INCREASE STAFF SELF-EFFICACY IN PROVISION OF DEMENTIA PALLIATIVE CARE

Abstract Advance care planning among persons with dementia, their family members and staff in assisted living (AL) communities can facilitate meeting care preferences. In a recent NIH Stage 1a feasibility cluster randomized trial in AL communities (N=118 residents with dementia, 23 staff; k=10 ALs). The Palliative Care Education in Assisted Living for Dementia Care Providers (PCEAL-DCP) intervention showed an increase in documentation of ACP discussions (e.g., completion of advance directives, having goals of care discussions with family) in the treatment group from 12% to 51% compared to control group (8% to 23%) from baseline to six-months (effect size 0.86, Cohen’s d statistic). The current study is an NIH Stage 1b pilot using the same sample to test staff self-efficacy as a mechanism and if staff self-efficacy mediates the effects of increased documentation of ACP discussions. The measure of staff self-efficacy includes two self-reported survey items at pre- and post-intervention (baseline and one-month) that asks them how much they agree with their ability to provide care for terminally ill persons and terminally ill persons with dementia (completely agree, somewhat agree, completely disagree). Descriptive results indicate a larger increase for the treatment AL staff from baseline to one month for the percentage who completely agreed with both items. For the item specific to providing care for terminally ill persons with dementia, the treatment group was 47% baseline to 84.6% one-month compared to 66% baseline and 50% control group. Results for mediation between staff-self efficacy and ACP will be discussed.

THE NIH STAGE MODEL AND STUDY EXAMPLES OF EARLY STAGES IN DEMENTIA CARE INTERVENTION DEVELOPMENT RESEARCH

Abstract The NIH’s Stage Model provides a common language to facilitate discussion of intervention development research. According to NIH Stage Model (2022), “an examination of the mechanisms of behavior change or the principles underlying an intervention is encouraged by the NIH Stage Model in every Stage of behavioral intervention development.” The five papers in this symposium focus on early-stage intervention development by refinement, adaptation and pilot testing (Stage 1) related to dementia and palliative care (PC) clinical trials. The first paper is a cluster trial of a PC education program for nurses (N=23) in 10 assisted living communities that tested the mechanism of staff self-efficacy in increases in advance care planning discussions with family members of residents living with dementia. The second paper is a clinical trial that tested the feasibility of Companion Robots in live-alone Korean-American older adults (N=30) to determine which features help improve health behaviors (e.g. medication adherence, daily exercises). The third paper is a single-site clinical trial pilot study developed with stakeholders which tested the feasibility of a palliative care community health worker support program for hospitalized minoritized persons living with dementia and their caregivers. The fourth paper adapts an evidence-based e-PainSupport intervention for use with dementia caregivers to report patient pain and administration of analgesics. The fifth paper is a protocol to test the feasibility and acceptability of a culturally sensitive caregiver peer support program (Pair2Care) in current (n=15) and trained former (n=15) African-American dementia caregivers. The discussant will highlight ways to improve clinical trial mechanisms.

Organisational culture and organisational commitment: the moderating effect of self-efficacy

PurposeThis study aims at establishing the moderating role of self-efficacy in the relationship between organisational culture (OC) and organisational commitment in the perspective of institutions of higher learning in a developing country.Design/methodology/approachA cross-sectional design was used to obtain quantitative data from 572 academic staff in eight universities. The sample was selected following a simple random technique. The study data were analysed using SPSS version 23.FindingsThe study findings reveal that OC and self-efficacy influence organisational commitment. Further, self-efficacy moderates the relationship between OC and organisational commitment.Practical implicationsUniversities should foster a culture that emphasises collaboration, open communication, inclusion, equity and staff development to increase organisational commitment. In order to build academic staff self-efficacy, universities should provide opportunities for training and development, mentoring, coaching, continuous performance evaluation, and regular feedback to stimulate academic staff's desire to remain committed to the institution. University administrators should look beyond traditional skills and competencies when recruiting future academic staff as their personal beliefs are essential to accelerating organisational commitment.Originality/valueThis study extends the current literature in organisational behaviour and provides a comprehensive understanding of the relationship between OC and organisational commitment using the Competing Values Framework. This study was also conducted in a developing country context, which can always lead to different results than studies conducted in developed countries.

Poster (Clinical/Best Practice Implementation) ID 1985003

Background Sexual health is an important component of overall health. Yet, sexuality is often neglected in rehabilitation. Studies indicate that typically clinicians do not address the sexual health concerns of patients because of lack of adequate training, comfort, and knowledge in this area. Objectives The purpose of this initiative was to develop and implement an e-learning module to address the current gap in rehabilitation practice. Methods In 2021, an interdisciplinary team of rehab clinicians worked with an Instructional Designer based at Parkwood Institute to develop e-Learning modules aimed to introduce rehab teams to sexual health rehab and application to practice. The modules were launched at Parkwood Institute in January 2022 and were compulsory education for all rehabilitation staff in Spinal Cord, Acquired Brain Injury and Stroke programs. They were subsequently launched more broadly at Vancouver Coastal Health in March 2022. Surveys were conducted to assess the impact of the modules on clinical application. Results To date,186/209 (89%) of rehabilitation staff at Parkwood Institute and a total of 55 clinicians from Vancouver Coastal Health have completed the modules. Preliminary results show improvement in confidence, knowledge, and ability to address the sexual health needs of rehabilitation patients. Conclusions The e-Learning modules help fill the current practice gap and facilitate sustainability of sexual health practice in clinical settings. Accessible educational opportunities such as the e-modules are valuable tools in enhancing self-efficacy of staff when addressing sexual health concerns of patients.

The PSECEC study: Protocol for a randomized controlled study of professional development in science for early childhood education and care staff

Science in Early childhood has received increasing attention in recent years. Early childhood education and care staff have crucial roles in the development of science practices as they can: provide learning environments in which children have an extensive range of opportunities to observe, explore, and discover the nature of materials and objects; assist children to become aware of their intellectual power; observe children, listen to their conversations, and challenge their questions while they engage in scientific exploration. This study aims to examine the effects of a professional development program (PSECEC) offered to early childhood education and care staff with regards to improve staff self-efficacy for science approaches, engagement with science, and attitudes toward science to enhance their possibilities to provide all children in municipality day nursery and/or kindergarten centres enhanced educative and playful experiences with science. The study is a prospective, sequential, 1:1 cluster randomized controlled wait-list trial where we will randomize 122 day nursery and/or kindergarten centres employing a total of 1456 early childhood education and care staff to either PSECEC intervention or education and care as usual (wait-list). The PSECEC intervention consists of online learning session, workshops and supportive visits organised in a nine-month long professional development program. PSECEC is provided first to the intervention group and then to the control group. The participants are assessed at baseline, midway and at the end of the intervention. The primary outcome is science self-efficacy measured by the Self-Efficacy for Science Approach (SESA) scale. Secondary outcomes include attitudes toward science, engagement with science in the work context subscale, and science approach behaviours. The trial is expected to contribute knowledge about the effect of professional development in science for early childhood education and care staff with regard to staff science self-efficacy, attitudes toward science and engagement with science in the work context.Trial registration: The study was registered on September 29, 2022, at Clinicaltrials.gov registration number STB Trial 9012102.

Complex interventions for aggressive challenging behaviour in adults with intellectual disability: A rapid realist review informed by multiple populations.

Approximately 10% of people with intellectual disability display aggressive challenging behaviour, usually due to unmet needs. There are a variety of interventions available, yet a scarcity of understanding about what mechanisms contribute to successful interventions. We explored how complex interventions for aggressive challenging behaviour work in practice and what works for whom by developing programme theories through contexts-mechanism-outcome configurations. This review followed modified rapid realist review methodology and RAMESES-II standards. Eligible papers reported on a range of population groups (intellectual disability, mental health, dementia, young people and adults) and settings (community and inpatient) to broaden the scope and available data for review. Five databases and grey literature were searched and a total of 59 studies were included. We developed three overarching domains comprising of 11 contexts-mechanism-outcome configurations; 1. Working with the person displaying aggressive challenging behaviour, 2. Relationships and team focused approaches and 3. Sustaining and embedding facilitating factors at team and systems levels. Mechanisms underlying the successful application of interventions included improving understanding, addressing unmet need, developing positive skills, enhancing carer compassion, and boosting staff self-efficacy and motivation. The review emphasises how interventions for aggressive challenging behaviour should be personalised and tailored to suit individual needs. Effective communication and trusting relationships between service users, carers, professionals, and within staff teams is essential to facilitate effective intervention delivery. Carer inclusion and service level buy-in supports the attainment of desired outcomes. Implications for policy, clinical practice and future directions are discussed. CRD42020203055.

Effect of using an innovative tool for organizing surgical sutures on the self-efficacy of the scrub nurse during surgery

BackgroundApplying workplace organization methods can improve staff self-efficacy which leads to the desirable outcome and proper performance. The aim of this study was to investigate the effect of using an innovative tool for organizing surgical sutures on the self-efficacy of the surgical technologists during surgery in the operating room of Al-Zahra hospital in Isfahan. MethodsThis single-blind randomized clinical trial was conducted in 2020–2021 on 44 surgical technologists conveniently recruited from Al-Zahra hospital in Isfahan, Iran. Then, by random allocation, they were divided into two intervention (22 people) and control (22 people) groups. In order to organize the surgical sutures during the surgery, the control group used the routine method and the experimental group used the tool of organizing surgical sutures invented by the researcher. The data collection tool was a researcher-made self-efficacy questionnaire that was completed between July 2020 and January 2021. The data were analyzed through the independent t -test, Paired t-test, Chi-square test and Mann-Whitney test. ResultsParticipant's age was in the range of 23–50 years (mean 37.20±6.45), they were mostly female (75%). There was no significant difference in demographic characteristics between the two groups. The results showed that there was a statistically significant difference between the mean score of self-efficacy after the intervention in the experimental group (66.5 ± 3.36) and the control group (48.81± 8.49) (p <0.001). ConclusionThe use of surgical suture management tool during surgery can improve the self-efficacy of the surgical technologists. Hence, its use as an efficient tool is suggested.

The efficacy of intensive short-term dynamic psychotherapy on job stress coping strategies, health-related quality of life, and self-efficacy of iran air traffic controler staff

The efficacy of intensive short-term dynamic psychotherapy on job stress coping strategies, health-related quality of life, and self-efficacy of iran air traffic controler staff

The Development and Validation of a Communication Survey Instrument for Long-term Care Staff.

Information transfers in long-term care (LTC) settings between and among providers, staff, residents, and family caregivers are often fragmented. In order to identify training needs to improve communication, a survey instrument was developed and refined to assess the self-efficacy of LTC staff in communicating with staff, providers, residents, and caregivers. This 11-item survey instrument, based on a literature review, covered four key concepts (mutual respect, recognizing and responding to sensory deficits, limited health literacy, and changes in condition) relevant to communicating health information in LTC settings. Ten content experts evaluated each survey item using a 4-point scale. The content validity of the survey was established by using the content validity index to assess results at the item and scale levels. All items scored 0.90 or greater and were retained. Future work should entail broad-scale validation and testing of this survey across the United States. By assessing the self-efficacy of LTC staff in communicating with the interprofessional team, leadership teams can design personalized interprofessional continuing education activities aimed at improving communication skills. [J Contin Educ Nurs. 2022;53(3):123-130.].