scholarly journals Faculty Members' Self-Awareness, Leadership Confidence, and Leadership Skills Improve after an Evidence-Based Leadership Training Program

2018 ◽  
Vol 199 ◽  
pp. 4-6.e2
Author(s):  
Jamilah Hackworth ◽  
Scott Steel ◽  
Erika Cooksey ◽  
Mallory DePalma ◽  
Jessica A. Kahn
Keyword(s):  
Training Program ◽  
Leadership Training ◽  
Leadership Skills ◽  
Faculty Members ◽  
Evidence Based ◽  
Self Awareness

Bridging Academic and Industry Skills via Digital Collaboration

2022 ◽  
pp. 21-43
Author(s):  
Tara Madden-Dent
Keyword(s):  
Training Program ◽  
Cultural Awareness ◽  
Leadership Skills ◽  
Control Group ◽  
Self Awareness ◽  
Cultural Relations ◽  
Management Skills ◽  
Social Emotional ◽  
New Strategy ◽  
Research Findings

As culturally responsive, social-emotional learning (SEL) competencies continue being essential skills in a 21st century workforce, both university and industry will continue placing greater focus on effective training for students and employees to strengthen workforce readiness. The following chapter introduces one example of how Polish Fulbright scholars prepared for a U.S. assignment through a digital training program, taken before participants departed their home country, as a way to support post arrival integration, safety, and success in the U.S. Compared to the control group, research findings from this phenomenological research study indicated that the four-week training program supported increases in self-awareness and self-management skills, social skills and cultural awareness, English communication skills, academic and professional readiness skills, and responsible decision-making skills in the treatment group. This study contributes one new strategy to strengthen internationalization efforts, global leadership skills, and cross-cultural relations.

Exploring students’ perceptions of leadership skills in higher education: An impact study of the leadership training program

2021 ◽  
pp. 026142942110559
Author(s):  
Omar Muammar
Keyword(s):  
Training Program ◽  
Leadership Training ◽  
Leadership Skills ◽  
Future Research ◽  
Control Group ◽  
Convenience Sample ◽  
Quasi Experimental ◽  
The Difference ◽  
Perceptions Of Leadership ◽  
The Impact

Leadership skills are a prerequisite in the 21st-century workplace in all fields. However, graduates often leave universities with a wealth of knowledge but less mastery and confidence in leadership skills. The purpose of the current study was to estimate the impact of a 20-hour leadership training program (LTP), on learning. A quasi-experimental method with non-equivalent groups, namely, an experimental group (EG) and a control group (CG), were used to assess the impact of the LTP on students’ learning perceptions. The convenience sample consisted of 96 students (49 males and 47 females), and 55 students in the EG. Pre- and post-assessments were performed. In the series of t-tests, the value of the difference between the pre- and post-assessments showed a significant overall effect on the ratings, favoring the EG. The results showed that the LTP was highly effective at developing students’ leadership skills. Implications and recommendations for future research are also included.

scholarly journals Integration of leadership training for graduate and medical students engaged in translational biomedical research: Examining self-efficacy and self-insight

2018 ◽  
Vol 2 (1) ◽  
pp. 48-52
Author(s):  
Celia Chao ◽  
Kevin Wooten ◽  
Heidi Spratt ◽  
Huda Sarraj ◽  
Judith Aronson ◽  
...  
Keyword(s):  
Medical Students ◽  
Biomedical Research ◽  
Leadership Training ◽  
Self Efficacy ◽  
Graduate Training ◽  
Leadership Skills ◽  
Team Leadership ◽  
Formal Training ◽  
Self Awareness ◽  
Graduate Training Programs

IntroductionFormal training in team leadership is not taught in biomedical research graduate training programs or medical schools.MethodsWe piloted a Leadership Training Workshop for graduate biomedical and medical students enrolled in our Interprofessional Research Design Course.ResultsThe Kane–Baltes self-efficacy survey demonstrated improved leadership skills (median scores pretraining and post-training were 71 and 76.6; paired t-test, p=0.04).ConclusionsMost students demonstrated significant improvement in self-awareness pertaining to their own innate leadership styles.

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

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