THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION

Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.

Temporal Leadership and Bootlegging Behavior of Employees: The Mediating Effect of Self-Efficacy

As an important source of innovation, bootlegging is widespread in organizations. However, a lack of understanding exists in its antecedents. Based on the social cognition theory, this study aims to explore when and how temporal leadership (TL) leads to bootlegging behaviors (BOs) of employees, with self-efficacy (SE) as a mediator and perceived team efficacy (TE) as a moderator. We conducted a two-stage questionnaire survey and collected data from 231 employees from four companies located in Wuhan, P.R. China. SPSS and Mplus are used for testing our model, and the results are shown as following: TL positively affects the BO of employees. Besides, SE plays a mediating role in the relationship between TL and bootlegging, and perceived TE has a moderating effect between TL and SE. Also, perceived TE moderated the indirect effect of TL on bootlegging via SE. This study identifies the internal mechanism between time management and bootlegging, which provides an instructive view for further study on organizational innovation management. Theoretical contrition and practical implication have been discussed in this study.

The Effects of Simulation Problem-Based Learning on the Empathy, Attitudes toward Caring for the Elderly, and Team Efficacy of Undergraduate Health Profession Students

Undergraduate students studying health professions receive a uniprofessional education in an isolated educational environment within the university curriculum, and they have limited opportunities to experience collaborative learning through interactions with other professions. This study adopted a one-group, pretest–posttest, quasi-experimental design to investigate the effect of an undergraduate course that applied simulation problem-based learning (S-PBL) on nursing and dental hygiene students’ empathy, attitudes toward caring for the elderly, and team efficacy. The S-PBL was designed based on the ARCS model of motivation proposed by Keller, and the subjects (n = 24) participated in a small group activity of identifying and checking for medical errors that may pose a threat to patients’ safety. The results showed that there was a statistically significant increase in the subjects’ attitudes toward caring for the elderly (t = 3.11, p = 0.01) and team efficacy (t = 2.84, p = 0.01) after participating in the S-PBL. The teaching method developed by this study aims to counteract the problems of the limited experience available to undergraduate health profession students during clinical practicum in the context of the COVID-19 pandemic and the limitations of interprofessional education, and it has established the groundwork for further exploration of the learning transfer effect of S-PBL.

Can Team Resilience Boost Team Creativity Among Undergraduate Students? A Sequential Mediation Model of Team Creative Efficacy and Team Trust

Although recent literature has highlighted the critical role of resilience in creativity literature, existing findings have failed to indicate the processes through which resilience contributes to creativity at the graduate level. The current study fills this gap by hypothesizing the influence of team resilience on team creativity through a sequential mediating mechanism. A time lagged research study was conducted, and a sample of 201 undergraduate students and their teacher filled out questionnaires at three different time points (with 2-week intervals). After aggregating the data at the team level, we employed the PROCESS macro in SPSS to analyze data and test all the hypotheses through performing a sequential mediation analysis. We found that (a) team resilience would predict team creativity; and (b) team efficacy and team trust sequentially mediated the relation between team resilience and team creativity. The results in our study advance the emergent literature on linking resilience and creativity for the practical applications of resilience and creativity in education settings.

The Dual Effect of Transformational Leadership on Individual- and Team-Level Performance: The Mediational Roles of Motivational Processes

Using matched four-stage data from 477 team members and their 132 team leaders in Chinese companies, we examined a cross-level model in which group- and individual-focused transformational leadership (TFL) and their influence on team and member performance from the perspective of multilevel model of motivation in teams. The results indicated that group-focused TFL exerts positive effects through sequential mediation of team efficacy and team process whereas individual-focused TFL has a positive effect on team members' performance through sequential mediation of followers' self-efficacy and individual regulation process. In addition, we also find significant cross-level mediation effects demonstrating that group-focused TFL was positively related to self-efficacy through the mediator of team efficacy, team efficacy was positively related to the individual regulation process through the mediator of the team process, team process was positively related to individual performance through the mediator of the individual regulation process. Theoretical and applied implications are discussed.

Internal Stakeholder Engagement, Organizational Support, Project Team Efficacy and Project Success. A Case of USAID aided Projects in Uganda.

Background: This study examined the relationship between internal stakeholder engagement, organizational support, project team efficacy and project success among USAID projects in Uganda. The objectives were: to examine the relationship between internal stakeholder engagement and project team efficacy; organizational support and project team efficacy; project team efficacy and project success; and to examine the mediating effect of project team efficacy. Methodology: The study applied a cross-sectional research design with a quantitative research approach. A sample of 44 projects was obtained by simple random sampling from a total of 50 ongoing projects. Data was collected using a structured questionnaire. Validity of the instrument was determined by expert judgment and Cronbach Alpha for reliability. Data was analyzed using SPSS v.25 to obtain frequencies, descriptive statistics, factor analysis and inferential statistics in data presentation and interpretation. Results: Findings established a positive relationship between stakeholder engagement and project team efficacy. The findings also found a positive relationship between organizational support and project team efficacy. There was a positive relationship between project team efficacy and project success. More so, findings obtained that project efficacy is a significant mediator in the relationship between organizational support and project success, but not significant in mediating the relationship between internal stakeholder engagement and project success. The findings further observed that the best predictor of project success is project team-efficacy. Conclusion: Internal stakeholder engagement, organizational support and project team efficacy are critical in project success. As far as project success is concerned, the factors take center stage. Moreover, project managers should concentrate most towards project team efficacy. Recommendations: Delegation of responsibilities; effective communication; understanding the strength and weaknesses of each team member; leading by example; and holding meetings frequently.