scholarly journals Introduction to Core Competencies for Digital Peer Support: Efforts to Promote Consistency and Standardization of Best Practices (Preprint)

10.2196/30221 ◽  
2021 ◽  
Author(s):  
Caroline Collins-Pisano ◽  
Juan Velez Court ◽  
Michael Johnson ◽  
George Mois ◽  
Jessica Brooks ◽  
...  
Keyword(s):  
Best Practices ◽  
Peer Support ◽  
Core Competencies

Introduction to the Co-Production of Core Competencies for Digital Peer Support: Efforts to Promote Consistency and Standardization of Best Practices (Preprint)

2021 ◽  
Author(s):  
Caroline Collins-Pisano ◽  
Juan Velez Court ◽  
Michael Johnson ◽  
George Mois ◽  
Jessica Brooks ◽  
...  
Keyword(s):  
Mental Health ◽  
Best Practices ◽  
Peer Support ◽  
Core Competencies ◽  
Technical Knowledge ◽  
Health Practice ◽  
Health Services Administration ◽  
Group A ◽  
Equity Of Access ◽  
Support Specialist

UNSTRUCTURED As digital peer support is quickly expanding across the globe in wake of the COVID-19 pandemic, standardization in the training and delivery of digital peer support can advance the professionalism of this field. While telehealth competencies exist for other fields of mental health practice such as social work, psychiatry, and psychology, limited research has been done to develop and promote digital peer support competencies. The goal of this manuscript is to introduce the co-production of core-competencies which can guide digital peer-support. Peer support specialists were recruited through a listserv and participated in a 1-hour virtual focus group. A total of four focus groups were conducted with 59 peer support specialists from 11 states and 3 countries. Analysis was conducted using RADar, and eleven themes were identified: (1) protecting the rights of service users; (2) technical knowledge and skill in the practice of digital peer support; (3) available technologies; (4) equity of access; (5) digital communication skills; (6) performance-based training; (7) monitoring digital peer support and addressing digital crisis; (8) peer support competencies; (9) self-care (emerging); (10) separating work from personal life (emerging); and (11) whole health (emerging). The introduction of digital peer support core competencies is an initial first step to promote the standardization of best practices in digital peer support. The established competencies can potentially act as a guide for training and skill development to be integrated into state peer support specialist competencies and enhance competencies endorsed by the Substance Abuse for Mental Health Services Administration.

PROFESSIONAL COMPETENCIES OF ARCHITECTURE GRADUATES: PERCEPTIONS FROM GRADUATES, ACADEMICS AND EMPLOYERS IN THE NIGERIAN CONSTRUCTION INDUSTRY

2018 ◽  
Vol 15 (2) ◽  
pp. 1
Author(s):  
Joy Joshua Maina
Keyword(s):  
Best Practices ◽  
Construction Industry ◽  
Professional Practice ◽  
Core Competencies ◽  
Descriptive Statistics ◽  
Self Report ◽  
Professional Competencies ◽  
Architecture Education ◽  
The Core ◽  
Study Results

The clamour for better quality graduates by architects in the Nigerian Construction Industry (NCI) necessitates a look into the core competencies and the adequacy of architecture education in preparing architecture graduates for professional practice. 116 self-report likertscale questionnaires from architecture graduates (2009-2015), academics and employers were analysed to establish core competencies developed by the graduates while in school. Descriptive statistics, t-tests as well as Mann-Whitney tests for differences in ratings were employed for the study. Results reveal the perceived adequacy of architecture education for the future career of graduates from the academic perspective. Graduates were most proficient at design related competencies while AutoCAD was still considered the most important CAD competency for architecture graduates in the NCI. The study recommends more frequent evaluations of competencies for employability in collaboration with industry as well as embracing BIM related software in line with global best practices. Keywords: Academics, Architecture, Employers, Graduates, Professional competencies, NCI

Intentional Peer Support Core Competencies Scale

2021 ◽  
Author(s):  
Darby Penney ◽  
Laysha Ostrow ◽  
Jane Burke-Miller
Keyword(s):  
Peer Support ◽  
Core Competencies

Environments for VE Integration

2010 ◽  
pp. 1020-1029
Author(s):  
Maria Manuela Cunha
Keyword(s):  
Best Practices ◽  
Core Competencies ◽  
Virtual Enterprise ◽  
Market Opportunity ◽  
Competitive Response ◽  
Maximum Performance ◽  
Business Alignment ◽  
Market Requirements ◽  
Operation Phase ◽  
Collaborative Outsourcing

Most definitions of virtual enterprise (VE) incorporate the idea of extended and collaborative outsourcing to suppliers and subcontractors in order to achieve a competitive response to market demands (Webster, Sugden, & Tayles, 2004). As suggested by several authors (Browne & Zhang, 1999; Byrne, 1993; Camarinha- Matos & Afsarmanesh, 1999; Cunha, Putnik, & Ávila, 2000; Davidow & Malone, 1992; Preiss, Goldman, & Nagel, 1996), a VE consists of a network of independent enterprises (resources providers) with reconfiguration capability in useful time, permanently aligned with the market requirements, created to take profit from a specific market opportunity, and where each participant contributes with her best practices and core competencies to the success and competitiveness of the structure as a whole. Even during the operation phase of the VE, the configuration can change to assure business alignment with the market demands, traduced by the identification of reconfiguration opportunities and constant readjustment or reconfiguration of the VE network to meet unexpected situations or to keep permanent competitiveness and maximum performance (Cunha & Putnik, 2002, 2005a, 2005b)

Exploration into best practices in peer support for bereaved survivors

Death Studies ◽  
2018 ◽  
Vol 42 (9) ◽  
pp. 555-568 ◽  
Author(s):  
Paul T. Bartone ◽  
Jocelyn V. Bartone ◽  
Zaneta Gileno ◽  
John M. Violanti
Keyword(s):  
Best Practices ◽  
Peer Support

ERP Service for Small and Medium Enterprises in Saudi Arabia

2018 ◽  
Vol 12 (1) ◽  
pp. 69
Author(s):  
Arif Bramantoro
Keyword(s):  
Saudi Arabia ◽  
Best Practices ◽  
Enterprise Resource Planning ◽  
Small And Medium Enterprises ◽  
Core Competencies ◽  
Resource Planning ◽  
Special Configuration ◽  
Implementation Failure ◽  
Medium Enterprises ◽  
Programming Interface

<p>This paper aims to present the benefits of enterprise resource planning (ERP) service over traditional ERP through the development of ERP in the form of software-as-a-service<br />(SaaS). This service is published in response to the fact that traditional ERP is rarely implemented in small and medium enterprises (SMEs) in Saudi Arabia due to the high<br />cost and risk of implementation failure. This paper can be used to encourage SMEs in Saudi Arabia to exploit ERP service. ERP service can be accessed by client via any<br />programming interface over an Internet connection without special configuration, thus highlighting the core competencies of the SMEs. As a prove of concept, the stock service<br />is published as a concrete ERP service. Two types of application were developed to access the service: desktop and smartphone based application. Based on a simple qualitative<br />assessment, it is acknowledged that ERP service is advantageous over traditional ERP systems in terms of its scalability, agile implementation, global accessibility,<br />mobility, low operational costs, lack of upfront costs, best practices, rapid upgrading, and interoperability among other services.</p>

National Multispecialty Survey Results: Comparing Morbidity and Mortality Conference Practices within and outside Otolaryngology

2017 ◽  
Vol 158 (2) ◽  
pp. 273-279 ◽  
Author(s):  
Karthik Balakrishnan ◽  
Ellis M. Arjmand ◽  
Brian Nussenbaum ◽  
Carl Snyderman
Keyword(s):  
Best Practices ◽  
Adverse Events ◽  
Patient Care ◽  
Response Rate ◽  
Core Competencies ◽  
The United States ◽  
Morbidity And Mortality ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Standard Case

Objective The objective is to describe variations in the otolaryngology morbidity and mortality (M&M) conference and to compare with other specialties. Design Cross-sectional survey. Setting The setting included otolaryngology departments across the United States and nonotolaryngology medical and surgical departments at 4 academic medical centers. Subjects and Methods Participants were members of a national otolaryngology quality/safety network and nonotolaryngology quality leaders at 4 large academic hospitals. Surveys were administered January 2017. Respondents described M&M conference practices, goals, and educational role. Results Twenty-eight of 39 individuals representing 28 institutions completed the otolaryngology survey (72% response rate). Of 197 individuals, 60 (30% response rate) representing 11 surgical and 20 nonsurgical specialties completed the comparison survey. Twenty-seven of 28 otolaryngologists (46 of 60 nonotolaryngologists) worked in academic settings. All otolaryngology programs conducted an M&M conference: 54% discussed all adverse events and errors; 32% used standard case selection processes; 70% used structured discussion, usually root cause analysis (64%); and 32% classified harm level. In comparison with other specialties, otolaryngology programs were more likely to discuss all adverse events and errors ( P = .01). Most conferences led to quality projects and intrainstitutional communication: 22% communicated to patients and families; 73% of respondents thought that M&M conferences should be standardized or use “best practices.” In both surveys, improving patient care was rated the conference’s most important function, followed by trainee education and culture change. Patient care and practice-based learning were rated the most relevant Accreditation Council for Graduate Medical Education Core Competencies in both surveys. Conclusions Academic otolaryngology M&M practices generally align with other specialties, but specifics vary widely, making collaborative quality improvement challenging. Educational and administrative priorities cross specialties. Most respondents thought that standardization and best practices are worthwhile. Nonacademic practice data are needed.

scholarly journals Development and properties of a measure designed to assess core competencies in intentional peer support.

2021 ◽  
Author(s):  
Darby Penney ◽  
Laysha Ostrow ◽  
Jane Burke-Miller
Keyword(s):  
Peer Support ◽  
Core Competencies

scholarly journals Mathematics Teachers’ Practices of STEM Education: A Systematic Literature Review

2021 ◽  
Vol 10 (3) ◽  
pp. 1541-1559
Author(s):  
Noor Anita ◽  
Roslinda Rosli ◽  
Azmin Sham ◽  
Lilia Halim
Keyword(s):  
Systematic Review ◽  
Best Practices ◽  
Stem Education ◽  
Mathematics Teachers ◽  
Core Competencies ◽  
Project Based Learning ◽  
Education Benefits ◽  
Daunting Task ◽  
And Mathematics ◽  
Meta Analyses

<p style="text-align: justify;">Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.</p>

Best Practices Identified for Peer Support Programs

2011 ◽  
Author(s):  
Nisha Money ◽  
Monique Moore ◽  
David Brown ◽  
Kathleen Kasper ◽  
Jessica Roeder ◽  
...  
Keyword(s):  
Best Practices ◽  
Peer Support ◽  
Support Programs
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