The STress-And-coping suppoRT Intervention (START) for Chinese Women Undergoing Abortion: a Randomized Controlled Trial Protocol

Background:Undergoing an abortion is stressful. This protocol aims to assess the feasibility, acceptability, and primary effects of a complex intervention to promote positive coping behaviors and alleviating depression symptoms among Chinese women undergo abortion.Methods:A two-arm randomized controlled trial design will be used. Participants will be recruited at their first appointment with the abortion clinic, those who consent to participate will be randomly allocated to receive either the START intervention (in addition to standard abortion care) or standard care only. All participants will receive survey follow-up until six weeks post-abortion. Ethical has been granted by local and university ethics committees. This research was supported by an Australian Government Research Training Program (RTP) Scholarship Discussion:Results will assist refinement and further evaluations of the START intervention, contribute to improved abortion care practices in China, and enrich the literature evidence on improving women’s psychological well-being following abortion in ChinaTrial registration: Registered at the Chinese Clinical Trials.gov: ChiCTR2100046101. Date of registration: May 4, 2021

Development of a blended emergent research training program for clinical nurses (part 1)

Background Nursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method. Methods This intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners’ common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. Results Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. Conclusions This study indicates that nominal group technique is an effective way to identify learners’ common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees’ learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.

Training LEADers to Accelerate Global Mental Health Disparities Research (LEAD) Program: A Research Training Program Protocol

Background: There is a critical need to address mental health needs across the globe, especially in low and middle-income countries where mental health disparities are pervasive, including among children. The global mental health disparities suggest an imperative for culturally and contextually-congruent mental health services models that expand upon the existing services and interventions for these groups. Rigorous research is a key tool in providing the scientific evidence to inform public policy and practice efforts to effectively address these needs. Yet, there is a limited number of researchers, especially those from diverse backgrounds, who study these issues. In this paper, we describe the “TrainingLEADers to Accelerate Global Mental Health Disparities Research” (LEAD) program, a research training program funded by the National Institute on Minority Health and Health Disparities and focused on global mental health disparities research for early career researchers from under-represented minority groups.Methods: The LEAD program is designed as a two-phase training program for advanced pre-doctoral students, postdoctoral fellows, and junior faculty from diverse backgrounds in the U.S., including groups underrepresented in biomedical, behavioral, clinical and social sciences research, interested in global mental health disparities research. Trainees are matched with mentors and participate in an intensive 12-week program.Discussion: The LEAD program seeks to provide a robust platform for the development, implementation and expansion of evidence-based culturally and contextually-congruent interventions and services models addressing global mental health disparities across the life cycle, especially in low-resource communities in the global context. By producing a sustainable network of well-trained investigators from underrepresented backgrounds, LEAD will potentially contribute to the shared lessons and efforts relevant to addressing global mental health disparities and improving care for vulnerable populations in low-resource settings.

The development of a blended emergent research training program for clinical nurses (Part 1)

Background Nursing research training is important for the improvement of nursing research competence of clinical nurses. High-quality development is crucial for a good nursing research training program. Therefore, the objectives of this study are: (1) To develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; (2) To describe and discuss the uses and advantages of the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) in the instructional design and potential benefits of the blended emergent teaching method. Methods This intervention development study adopted mixed-methods design. The ADDIE model (Analyze, Design, Develop, Implement, Evaluate) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. Results In this study, a theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the development of training program. Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. Conclusions The nominal group technique could effectively identify learners’ common needs and priorities. The ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving the learner’s learning initiative and educational outcomes. More empirical studies are needed to further evaluate the blended emergent teaching to promote the development of related theories and practice in nursing education.

International Sleep Research Training Program: An Opportunity for Advanced Career Development in Sleep Medicine

The article's abstract is not available.