scholarly journals Learning communities and physical education professional development: A scoping review

2021 ◽  
pp. 1356336X2110555
Author(s):  
Melissa Parker ◽  
Kevin Patton ◽  
Luiza Gonçalves ◽  
Carla Luguetti ◽  
Okseon Lee
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Learning Communities ◽  
Scoping Review ◽  
Teacher Educators ◽  
Empirical Studies ◽  
Descriptive Analysis ◽  
Research Process ◽  
Initial Teacher Education ◽  
Future Research

Learning communities (LCs) in a variety of formats are touted as an effective strategy for continuing professional development (CPD) in physical education. This study’s purpose was to provide an overview of the research on LCs in physical education for professional development between 1990 and 2020. A scoping review undergirded the research process and search parameters included full-text empirical studies in 12 languages. Ultimately 95 studies were found. A descriptive analysis revealed teachers as the focus in 75% of the studies; fewer studies focused on initial teacher education students, teacher educators, and facilitators. The largely qualitative studies reflected an international database (18 countries; four multinational studies) with South Korea, the US, and England dominating the literature. Four features spotlight thematic findings: (a) facilitation, (b) the process of community development, (c) the focus of the group and (d) the product(s) of the group. Learning communities as a CPD approach in physical education appear to be effective in a variety of ways. Little evidence, however, exists regarding their sustained nature over time, or how teacher engagement in LCs may result in substantive student learning. Contributing to the scattered nature of literature to date was the interchangeable use of communities of practice (CoP) and other forms of LCs. Often communities were not theoretically aligned, the development process of communities not explained, nor evidence provided as to how the community studied contained the qualifying features of a CoP or LCs. Future research, therefore, should detail the nature of community and fidelity to the theoretical framework.

scholarly journals University Teacher Educators’ Professional Agency: A Literature Review

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Yenny Hinostroza
Keyword(s):  
Professional Development ◽  
Thematic Analysis ◽  
Research Agenda ◽  
Teacher Educators ◽  
Empirical Studies ◽  
Future Research ◽  
Inclusion Criteria ◽  
Education Policies ◽  
Future Research Agenda ◽  
Axial Coding

This paper presents a scoping review and thematic analysis of literature on university teacher educators’ professional agency between 2007 and 2019. Its aim is to map empirical studies to date and identify gaps in research to inform a future research agenda. 28 articles that met the inclusion criteria were subjected to thematic analysis, using line-by-line open and axial coding. Four main interrelated themes were identified: (i) education policies, (ii) professional development, (iii) identity, and (iv) social justice. This thematic intersection reflects intricated factors promoting and hindering the achievement of teacher educators’ professional agency. Findings suggest that more research is needed to develop theoretical and empirical understandings of the multidimensional character of their professional agency, and the myriad of opportunities and constraints impacting on it.

A Scoping Review of Telehealth-Assisted Case Management for Chronic Illnesses

2021 ◽  
pp. 019394592110089
Author(s):  
Jee Young Joo ◽  
Megan F. Liu
Keyword(s):  
Health Care ◽  
Case Management ◽  
Scoping Review ◽  
Access To Health Care ◽  
Health Care Services ◽  
Care Delivery ◽  
Management Practice ◽  
Empirical Studies ◽  
Chronic Illnesses ◽  
Future Research

This scoping review aimed to examine telehealth-assisted case management for chronic illnesses and assess its overall impact on health care delivery. Guided by the PRISMA statement, this review included 36 empirical studies published between 2011 and 2020. This study identified three weaknesses and four strengths of telehealth-assisted case management. While the weaknesses were negative feelings about telehealth, challenges faced by patients in learning and using telehealth devices, and increased workload for case managers, the strengths included efficient and timely care, increased access to health care services, support for patients’ satisfaction, and cost savings. Future research can be designed and conducted for overcoming the weaknesses of telehealth-assisted case management. Additionally, the strengths identified by this review need to be translated from research into case management practice for chronic illness care. This review not only describes the value of such care strategy, but also provides implications for future nursing practice and research.

Nurse Burnout in Hospice and Palliative Care: A Scoping Review

2021 ◽  
pp. 105413732110398
Author(s):  
Erica Frechman ◽  
Patricia M. Wright
Keyword(s):  
Professional Development ◽  
Palliative Care ◽  
Scoping Review ◽  
Future Research ◽  
Self Awareness ◽  
Personal Factors ◽  
Workplace Issues ◽  
Mitigating Factors ◽  
Hospice And Palliative Care ◽  
Nursing Professional

Burnout in hospice and palliative care nurses is a growing issue, especially in light of the COVID-19 pandemic. However, few studies have focused specifically on burnout in this population. A scoping review was undertaken to identify what is known about burnout among hospice and palliative care nurses, and to unify disparate findings. Analysis of eight articles revealed three overarching categories: personal factors, organizational/workplace factors, and nursing professional development factors. Each category was then divided into three cross-cutting subcategories: contributory and noncontributory factors, mitigating factors, and workplace issues. Recommendations for individuals include self-care as well as self-awareness of intrinsic characteristics that can predispose one to burnout. Within the workplace, leaders are challenged to support evidence-based practice and ongoing education. Role modeling positive communication skills, effective conflict mitigation, responsiveness, promotion of equity, and workplace commitment also help to create a culture of wellness. Nursing professional development may aid in resilience-building, and promotion of self-efficacy, self-confidence, and assertiveness. Although all identified recommendations were derived from the literature, no interventional studies have been conducted to test the effects of suggested interventions. Future research should include interventional studies as well as qualitative research to capture nuanced experiences of burnout in hospice and palliative care nurses.

scholarly journals Young people’s advisory groups in health research: scoping review and mapping of practices

2020 ◽  
pp. archdischild-2020-320452 ◽  
Author(s):  
Elise Sellars ◽  
Gabriela Pavarini ◽  
Daniel Michelson ◽  
Cathy Creswell ◽  
Mina Fazel
Keyword(s):  
Scoping Review ◽  
Health Research ◽  
Empirical Studies ◽  
Research Process ◽  
Primary Data ◽  
Research Activity ◽  
Level Of Involvement ◽  
Additional Information ◽  
Advisory Groups ◽  
The Impact

BackgroundYoung people’s advisory groups (YPAGs) for research are comprised of children or adolescents who work with researchers to shape different stages of the research process. Their involvement is expected to ensure studies better reflect the preferences and needs of targeted youth populations. However, despite their increasing use in health research, there is little systematic evidence on the methods and impacts associated with YPAGs.MethodTo address this gap, we conducted a scoping review of YPAGs in youth-focused health studies. We systematically searched MEDLINE for empirical studies in populations between 12 years and 18 years of age published in 2019. If a potential YPAG was identified, authors were contacted for additional information about the activities and level of involvement of the YPAG.FindingsOf all studies that collected primary data from persons aged 12–18 years, only 21 studies reported using youth advice during their research. This represents less than 1% of all published empirical child and adolescent studies. There was variation in the type of research activity undertaken by YPAGs and their level of involvement. Most studies involved YPAGs in co-production of research design and/or in dissemination activities. The majority of authors that responded were positive about the impact of YPAGs.InterpretationRecommendations for consistent reporting of YPAG involvement in empirical studies include reporting on the match between YPAG and study populations, frequency/format of meetings, and the nature and level of involvement.

Learning in action sports: A scoping review

2019 ◽  
Vol 26 (1) ◽  
pp. 263-283
Author(s):  
Eva Ellmer ◽  
Steven Rynne ◽  
Eimear Enright
Keyword(s):  
Thematic Analysis ◽  
Scoping Review ◽  
Empirical Studies ◽  
Grey Literature ◽  
Empirical Literature ◽  
Future Research ◽  
Research Activity ◽  
Action Sports ◽  
Academic Field ◽  
Research Questions

Action sports have increased in popularity, particularly over the past two decades. Research in the area has also proliferated, as multiple disciplinary perspectives and theoretical and conceptual frames have been applied to understanding and exploring a host of research questions concerning action sports culture, contexts and participants. However, despite this flurry of research activity, not much is known empirically about the learning of action sport participants, and few studies have focused specifically on learning in action sports. A scoping review was, therefore, conducted with the aim of synthesising the work that has been undertaken, and mapping future research agendas. Informed by Arksey and O’Malley’s six-stage framework, leading sports and education databases and Google Scholar were searched for empirical literature on learning in action sports published before July 2018. After the results were screened and relevant studies identified, data were extracted and analysed using a frequency and thematic analysis to form both a descriptive and thematic summary. A total of 78 empirical studies both from the peer-reviewed and grey literature were included in the scoping review. The frequency analysis concerned information on publication year, academic field, study design, study tools, sport and population. The thematic analysis led to the development of five main themes, addressing learning in social, physical, cultural, and cognitive/psychological contexts and via various forms of feedback. The majority of articles on learning in action sports were published from 2010 onward, suggesting a growing interest in the area. More theses/dissertations resulted in peer-reviewed publications; however, less than half of all reviewed journal articles were published in education/pedagogy journals. Theoretical and conceptual frameworks were rarely explicitly referenced and/or lacked clarity. There was consensus that learning in action sports is largely informal and self-regulated. With the increasing professionalisation of many action sports and their inclusion in international competition events and also in national curricula, an increase in more formalised learning is predicted. Finally, learning in action sports can be highly individualistic but only a few studies acknowledged this. A greater variety of research questions and methodologies, and more work across disciplinary boundaries will assist in the generation of new knowledge.

scholarly journals Family-focused practices in addictions: a scoping review protocol

BMJ Open ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. e019433 ◽  
Author(s):  
Toula Kourgiantakis ◽  
Rachelle Ashcroft
Keyword(s):  
Social Services ◽  
Family Involvement ◽  
Scoping Review ◽  
Web Sites ◽  
Addiction Treatment ◽  
Research Policy ◽  
Empirical Studies ◽  
Future Research ◽  
Family Interventions ◽  
Hand Search

IntroductionFamilies are significantly impacted by addictions and family involvement in treatment can reduce the harms and can also improve treatment entry, treatment completion and treatment outcomes for the individual coping with an addiction. Although the benefits of family-focused practices in addictions have been documented, services continue to have an individual focus and research on this topic is also limited. The objective of this study is to map the extent, range and nature of evidence available examining family interventions in addictions and identify gaps to guide future research, policy and practice.Methods and analysisThis is a scoping review using the five-stage framework developed by Arksey and O’Malley. We will include published and unpublished empirical studies focusing on any type of family interventions in addiction treatment between 2000 and the present in English or French. A reviewer will search for literature that meets the inclusion criteria through the following electronic databases: MEDLINE, PsycINFO and Social Services Abstracts. For a comprehensive search, we will also hand-search reference lists, web sites and key journals. Data will be charted and sorted using a thematic analysis approach.Ethics and disseminationThis review will be the first to examine all forms of family-focused practices for both substance use and problem gambling treatment for adults. It will provide information about existing service provisions and gaps in practice. This review can be used to start moving towards the development of best practices for families in addiction treatment. The results will be disseminated through a peer-reviewed journal and at mental health and addiction conferences.

A Scoping Review of Literature on Sex and Gender Differences Among Dementia Spousal Caregivers

2019 ◽  
Vol 59 (6) ◽  
pp. e802-e815 ◽  
Author(s):  
Ifah Arbel ◽  
Kathleen S Bingham ◽  
Deirdre R Dawson
Keyword(s):  
Gender Differences ◽  
Scoping Review ◽  
Policy Development ◽  
Empirical Studies ◽  
Spousal Caregivers ◽  
Future Research ◽  
Sex And Gender ◽  
Cross Sectional ◽  
And Gender ◽  
Sex And Gender Differences

Abstract Background and Objectives Sex and gender differences among dementia spousal caregivers have been investigated, but never systematically reviewed or synthesized. A synthesis of findings can help facilitate specificity in practice and in health policy development. As a first step towards such a synthesis, this scoping review reports the available evidence, identifies research gaps, and suggests possible directions for future research. Research Design and Methods A scoping review methodology was used to identify articles, and to chart and analyze data. Systematic searches for published, empirical studies, with an explicit goal or hypothesis related to sex or gender differences were conducted in seven databases. Results Sixty-one studies met inclusion criteria. Most (n = 45) were quantitative, cross-sectional studies. Caregivers included in the studies were generally 61–70 years old, Caucasian, middle-class, and highly educated. The most extensively investigated differences are: depression, burden, objective physical health, and informal supports. Discussion and Implications This scoping review is the first to summarize and critique the research on sex and gender differences that are specific to dementia spousal caregivers. The review can be used by researchers to make decisions regarding future systematic reviews and primary studies. To further strengthen the evidence base, future studies may benefit from including more caregivers of ethnic minorities, using more qualitative, longitudinal, or experimental designs, and focusing on variables needed to inform caregiving models and theories. Overall, this scoping review contributes to furthering gender-sensitive practices and policies that are better tailored to the specific needs of this population.

Federal intervention of police under section 14141 – a state-of-the-art literature review

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jason W. Ostrowe
Keyword(s):  
Scoping Review ◽  
State Of The Art ◽  
Empirical Studies ◽  
Empirical Literature ◽  
Future Research ◽  
Content Type ◽  
Gray Literature ◽  
Federal Intervention ◽  
Trade Offs ◽  
National Police

PurposeThe purpose of this state-of-the-art review is to explore the empirical literature on federal intervention of police under 42 USC Section 14141.Design/methodology/approachA five-stage scoping review of the empirical literature related to 14141 was conducted through searches of scholarly databases and gray literature.FindingsThis scoping review revealed 21 empirical studies of 14141 published between 2002 and 2020 in criminal justice, criminology, legal and gray literature. Researchers employed various methodologies and designs to study 14141 reflecting the complexity of evaluating a multistage and multi-outcome federal intervention of police. The success of 14141 to reform police agencies is mixed. The empirical evidence suggests that application of this law is fraught with trade-offs and uncertainties including de-policing, increased crime and organizational difficulties in sustaining reform. Overall, more research would assist in understanding the efficacy of this federal mechanism of police accountability and reform.Originality/valueThis review is the first synthesis of the empirical literature on 14141. In consideration of the current national police crisis, findings help illuminate both what is known about federal intervention and areas for future research.

Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors

2014 ◽  
Vol 36 (6) ◽  
pp. 595-609 ◽  
Author(s):  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Lynn Van den Berghe ◽  
Jotie De Meyer ◽  
Leen Haerens
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Autonomy Support ◽  
Teaching Style ◽  
Self Determination Theory ◽  
Future Research ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Teachers Beliefs ◽  
Professional Development Training

The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers’ beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers’ in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers’ beliefs regarding both autonomy support and structure. As for teachers’ actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.

scholarly journals Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

2008 ◽  
Vol 27 (1) ◽  
pp. 83-99 ◽  
Author(s):  
Nate McCaughtry ◽  
Kimberly L. Oliver ◽  
Suzanna Rocco Dillon ◽  
Jeffrey J. Martin
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Educators ◽  
Developmental Theory ◽  
Physical Education Teachers ◽  
Cautionary Tale ◽  
Implementation Challenges ◽  
Elementary Physical Education ◽  
Teachers Perspectives

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

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