Chaplain Leadership During COVID-19: An International Expert Panel

Chaplain leadership may have played a pivotal role in shaping chaplains’ roles in health care amidst the COVID-19 pandemic. We convened an international expert panel to identify expert perception on key chaplain leadership factors. Six leadership themes of professional confidence, engaging and trust-building with executives, decision-making, innovation and creativity, building integrative and trusting connections with colleagues, and promoting cultural competencies emerged as central to determining chaplains’ integration, perceived value, and contributions during the pandemic.

How to Become Experienced? The Practice of Novice Lecturer Professional Development at A Public University

Novice lecturer professional development is regarded as a continuous process that begins during pre-service lecturer training and continues throughout the academic career. It is focused on enabling and empowering lecturers by improving their professional confidence, teaching skills, and classroom management. The purpose of this paper is to explore the professional development practices of novice lecturers and to comprehend their situation and feelings about these practices at a public university in China. Using a qualitative case study, five novice lecturers were selected to participate in this study. Relevant programs and activities on professional development are analyzed. Semi-structured interviews were conducted to explore the perceptions of novice lecturers. Another data collection method was documentation. The findings indicate that the professional development practices of novice lecturers in this selected university were done by organizing lecturer teaching competitions, teaching ability training, establishing the mentorship system, information technology application ability training. Novice lecturers are generally satisfied with the implementation of these programs and activities and hope that the university could provide more opportunities to help them grow quickly.

A Systematic Review of Team Formulations in Multidisciplinary Teams: Staff Views and Opinions

Background: Formulation and working psychologically with teams is considered a fundamental part of the role of a clinical psychologist. Quantitative studies have found staff find team formulations a positive, useful experience. Aims: This review aims to utilize a Thematic Synthesis to combine qualitative studies on staff experiences of participating in team formulations and explore what benefits staff perceive from the process. The review also aims to provide a thorough quality appraisal of the included research. Method: A Thematic Synthesis was completed on qualitative studies which met the required inclusion criteria. The Critical Appraisal Skills Programme qualitative checklist was used to appraise the included research. Results: The studies included in the review were of a mixed quality, and in some instances there was an insufficient amount of detail to complete an accurate assessment. Overall, seven themes were identified across the studies. Conclusions: The current review highlights the importance of team formulation in general practice for both enhancing staff understanding of service users but also improving professional confidence and validation. The review also highlighted some of the barriers to staff practicing team formulations.

Revealing Pre-service Teachers’ Reading Skills by Utilizing CEFR in their Self-assessment

An English teacher should meet the standard English skills requirement since proficiency constitutes the foundation of non-native English teachers' professional confidence. This research aims to measure the pre-service teachers’ reading skills by using CEFR level and to investigate pre-service teachers’ awareness regarding their reading skills as their preparation as future English teachers. The study involved 40 (forty) students from the English program in a private University in Yogyakarta, and used Descriptive Mixed method to collect the data. The researcher used the questionnaire for the students' self-assessment, and the EF SET test to assess their reading skill level. The result of the questionnaire obtained shows 20% of students are in level A1, 25% are in level A2, 25% are in level B1, 12% are in level B2, 10% are in level C1, 8% are in the level C2). The test result shows 17% of the students are in level A1, 25% in level A2, 25% in level B1, 20% are in level B2, 8% are in level C1, and 5% are in the level C2. Six students joined the survey, of which 3 (three) rated themselves at a reading level above the result obtained on the test, and 3 (three) others rated themselves at a level lower than the result they got on the test. The result of this research showed that pre-service teachers should improve in English language proficiency and self-assessment. This knowledge expects to be used as information to those involved in the Educational field.

Evaluation of Inter-professional Education (IPE) with medical, nursing and pharmacy students through a simulated IPL Educational Intervention

Introduction Inter-professional education (IPE) is becoming an integral part of many professional programmes throughout the UK, ensuring health professionals are competent to work as part of an inter-professional team upon entry into their profession. IPE has become a fundamental component of curriculum content in health and social care degrees. Aims Research aim - to evaluate a simulated IPE intervention. Methods A one day IPE intervention, ‘Evening On-Call’ was run involving nursing and medical students and pre-registration pharmacists (student pharmacists in year 5 of training) in an on-call setting. This IPE incorporated manikin and actor patients in a simulated ward. During the intervention, the 3 groups of students are assessed under observation on their clinical, prioritisation and communication skills. Participants perceptions of this intervention were evaluated by completion of a questionnaire to capture their perceptions regarding the experience, the pre-IPL briefing and post-IPL feedback and perceived relevance of this training. Free text sections collected additional comments and a follow-up questionnaire was sent six months later. Results Initial questionnaire feedback was predominantly positive for each professional group. The majority perceived the simulated IPL had given them a greater understanding of other professionals’ roles, had enhanced their professional confidence and would help them prioritise workload once qualified. The 6 months follow up questionnaire supported the initial questionnaire findings. Some responses highlighted participants believed the simulated IPL had helped them work more effectively with other healthcare professionals, communicate more effectively and better prioritise their workload. There may be some evidence of sustained self-reported effectiveness in teaching certain professional and clinical skills to participants using this type of simulated intervention.

Sexism experienced by consultant cardiologists in the United Kingdom

ObjectivesThe aims were to compare the frequency with which male and female cardiologists experience sexism and to explore the types of sexism experienced in cardiology.MethodsA validated questionnaire measuring experiences of sexism and sexual harassment was distributed online to 890 UK consultant cardiologists between March and May 2018. χ2 tests and pairwise comparisons with a Bonferroni correction for multiple analyses compared the experiences of male and female cardiologists.Results174 cardiologists completed the survey (24% female; 76% male). The survey showed that 61.9% of female cardiologists have experienced discrimination of any kind, mostly related to gender and parenting, compared with 19.7% of male cardiologists. 35.7% of female cardiologists experienced unwanted sexual comments, attention or advances from a superior or colleague, compared with 6.1% of male cardiologists. Sexual harassment affected the professional confidence of female cardiologists more than it affected the confidence of male cardiologists (42.9% vs 3.0%), including confidence with colleagues (38% vs 10.6%) and patients (23.9% vs 4.6%). 33.3% of female cardiologists felt that sexism hampered opportunities for professional advancement, compared with 2.3% of male cardiologists.ConclusionFemale cardiologists in the UK experience more sexism and sexual harassment than male cardiologists. Sexism impacts the career progression and professional confidence of female cardiologists more, including their confidence when working with patients and colleagues. Future research is urgently needed to test interventions against sexism in cardiology and to protect the welfare of female cardiologists at work.

Healthcare professional awareness of eating disorders in people with type 1 diabetes: a staff survey

Background: People with type 1 diabetes are at increased risk of eating disorders. ‘Diabulimia’, ‘Syndrome of Insulin Omission’ and ‘Type 1 diabetes and Disordered Eating’ (T1DE) are all terms used to describe the omission or restriction of insulin in type 1 diabetes for fear of weight gain. For consistency, Type 1 diabetes and Disordered Eating (T1DE) is used throughout this article. The condition is associated with a significant increase in morbidity and mortality but is not yet recognised as a unique entity.Aim: To determine healthcare professional awareness and knowledge of eating disorders in type 1 diabetes.Methods: A short, cross-sectional, online healthcare professional survey across primary, secondary and community settings.Results: Healthcare professional confidence is low when it comes to recognising and supporting people with T1DE, but there is an interest in learning more.Conclusion: The findings from this study support strategies to improve healthcare professional awareness of T1DE.