Job satisfaction of New Hampshire nursing faculty

The nursing shortage is a growing concern with the shortage of nurse faculty restricting entry of qualified students. A descriptive study of faculty from 11 New Hampshire nursing schools was conducted to determine nurse faculty satisfaction and factors contributing to satisfaction. A modified version, sent electronically of the Nurse Faculty Satisfaction Questionnaire measured faculty satisfaction. Of 159 faculty invited 74 (47%) participated. Overall, NH nurse faculty were highly satisfied as nurse educators with 78.4% rating overall satisfaction of 8 or higher on a 0 - 10 scale. The top three satisfiers were opportunity to work independently, sense of accomplishment from work, and the variety of activities. The highest level of dissatisfaction was rate of pay for position (60.8%), amount of work required (31.1%), and degree of technical support available (29.8%). While NH nurse educators would recommend a nurse become a nurse faculty, pay is a serious detractor in recruiting new faculty

The Impact Of Technology Trust On The Acceptance Of Mobile Banking Technology Within Nigeria

With advancement in the use of information technology seen as a key factor in economic development, developed countries are increasingly reviewing traditional systems, in various sectors such as education, health, transport and finance, and identifying how they may be improved or replaced with automated systems. In this study, the authors examine the role of technology trust in the acceptance of mobile banking in Nigeria as the country attempts to transition into a cashless economy. For Nigeria, like many other countries, its economic growth is linked, at least in part, to its improvement in information technology infrastructure, as well as establishing secure, convenient and reliable payments systems. Utilising the Technology Acceptance Model, this study investigates causal relationships between technology trust and other factors influencing user’s intention to adopt technology; focusing on the impact of seven factors contributing to technology trust. Data from 1725 respondents was analysed using confirmatory factor analysis and the results showed that confidentiality, integrity, authentication, access control, best business practices and non-repudiation significantly influenced technology trust. Technology trust showed a direct significant influence on perceived ease of use and usefulness, a direct influence on intention to use as well as an indirect influence on intention to use through its impact on perceived usefulness and perceived ease of use. Furthermore, perceived ease of use and perceived usefulness showed significant influence on consumer’s intention to adopt the technology. With mobile banking being a key driver of Nigeria’s cashless economy goals, this study provides quantitative knowledge regarding technology trust and adoption behaviour in Nigeria as well as significant insight on areas where policy makers and mobile banking vendors can focus strategies engineered to improve trust in mobile banking and increase user adoption of their technology

Community College Faculty Members’ Perceptions Of Creating Digital Content To Enhance Online Instructor Social Presence

Current technologies, specifically asynchronous video, allow instructors to enhance their online instructor social presence (OISP) by creating digital content in which they can simultaneously convey their unique persona verbally and nonverbally while supplementing course content. A strong OISP has been shown to contribute toward students’ successful course completion, which continues to be an issue at community colleges. Existing research on the use of digital content to enhance OISP, however, has primarily focused on students’ perceptions even though faculty members are responsible for establishing OISP. The purpose of this study was to ascertain community college faculty members’ perceptions of creating asynchronous videos (i.e., digital content) to enhance OISP; specifically, OISP enhancements related to verbal and nonverbal immediacy behaviors, successful course completion, and recognition from their institution for the effort required to create digital content. A sampling frame of faculty members who teach online courses at five Midwestern U. S. community colleges were invited to participate in this quantitative study by completing the web-based survey. Responses from 91 faculty members were ultimately used to conduct the main analyses to determine if faculty members with different demographic characteristics, digital content creation, or self-reported student course completion rates differ significantly in terms of their perceptions. The results indicated 45.6% of faculty members create digital content, while 27.8% of them do not but would like to. No significant differences were found between faculty members who do, do not, or would like to create digital content. However, there were several noticeable differences between their response mean levels for intentionally demonstrated verbal/nonverbal immediacy behaviors, digital content use as a contributing factor toward student’s successful course completion, and institutional recognition for effort required to create digital content. Additionally, strong positive correlations were found between verbal immediacy behaviors, nonverbal immediacy behaviors, and digital content use impacting successful course completion. Study results offer preliminary insight to community college faculty members and administrators about the percent and demographics of community college faculty members who are using asynchronous video to create digital content, how frequently faculty members are audible or visible in their digital content, and their perceptions of digital content creation

Development and Psychometric Properties of A Screening Tool for Assessing Developmental Coordination Disorder in Adults

Background: Developmental Coordination Disorder (DCD) is a neurodevelopmental disorder affecting motor coordination. Evidence suggests this disorder persists into adulthood and may be associated with biomechanical dysfunction and pain. We report on the development and initial validation of a questionnaire to assess for DCD in adults. Methods: An initial item pool (13 items) was derived from the American Psychiatric Association criteria and World Health Organisation definition for DCD. An expert panel assessed face and content validity which led to a 9-item Functional Difficulties Questionnaire (FDQ-9) with possible scores ranging from 9-36 (higher scores indicating greater functional difficulties). The FDQ-9 was piloted on individuals recruited from convenience samples. The underlying factor structure and aspects of reliability, validity and accuracy were tested. The Receiver Operating Characteristic Curve was employed to evaluate the diagnostic accuracy of the test using self-reported dyspraxia as the reference standard. Results: Principal Axis Factoring yielded a two factor solution relating to gross and fine motor skills; for conceptual parsimony these were combined. Internal reliability was high (0.81), the mean inter-item correlation was 0.51 and preliminary findings suggested satisfactory construct validity. The Area under the Curve was 0.918 [95% CI 0.84-1.00] indicating a diagnostic test with high accuracy. A cut-off score was established with a sensitivity and specificity of 86% [95% CI 78%-89%] and 81% [95 % CI 73%-89%] respectively. Test-retest reliability was good (ICC 0.96 [95% CI 0.92 to 0.98]. Conclusion: The psychometric properties of the FDQ-9 appear promising. Work is required to conduct further psychometric evaluations on new samples and apply the scale to clinical practice

Missing Data in the Context of Student Growth

One property of student growth data that is often overlooked despite widespread prevalence is incomplete or missing observations. As students migrate in and out of school districts, opt out of standardized testing, or are absent on test days, there are many reasons student records are fractured. Missing data in growth models can bias model estimates and growth inferences. This study presents empirical explorations of how well missing data methodologies recover attributes of would-be complete student data used for teacher evaluation. Missing data methods are compared in the context of a Student Growth Percentiles (SGP) model used by several school systems for accountability purposes. Using a real longitudinal dataset, we evaluate the sensitivity of growth estimates to missing data and compare the following missing data methods: listwise deletion, likelihood-based imputation using an expectation-maximization algorithm, multiple imputation using a Markov Chain Monte Carlo method, multiple imputation using a predictive mean matching method, and inverse probability weighting. Methodological and practical consequences of missing data are discussed

On-the-job improvements in teacher competence : policy options and their effects on teaching and learning in Thailand

Teachers must hone their teaching skills on the job if the quality of primary education is to improve in developing countries. The authors of this paper use a multi-level modeling procedure to examine two policy options for improving the competence of teachers already in the system: providing inservice training and encouraging regular classroom supervision. After examining a nationwide sample of small rural primary schools in Thailand, they found that a teacher's experience in inservice training courses predicts neither instructional quality nor student achievement. In sharp contrast, intensity of supervision within a school significantly predicts both instructional quality and student achievement, after controlling for a variety of school, teacher, and classroom variables. The effect of supervision is significant - roughly the same as the effect of preservice education. Intensive field work in carefully selected rural schools suggests that supervision by effective principals is a critical component in a larger strategy to create and sustain an"ethos of improvement"in school teaching and learning.Teaching and Learning,Primary Education,Gender and Education,ICT Policy and Strategies,Health Monitoring&Evaluation

22q11.2 deletion syndrome

22q11.2 deletion syndrome (22q11.2DS) is the most common chromosomal microdeletion disorder, estimated to result mainly from de novo non-homologous meiotic recombination events occurring in approximately 1 in every 1,000 fetuses. The first description in the English language of the constellation of findings now known to be due to this chromosomal difference was made in the 1960s in children with DiGeorge syndrome, who presented with the clinical triad of immunodeficiency, hypoparathyroidism and congenital heart disease. The syndrome is now known to have a heterogeneous presentation that includes multiple additional congenital anomalies and later-onset conditions, such as palatal, gastrointestinal and renal abnormalities, autoimmune disease, variable cognitive delays, behavioural phenotypes and psychiatric illness - all far extending the original description of DiGeorge syndrome. Management requires a multidisciplinary approach involving paediatrics, general medicine, surgery, psychiatry, psychology, interventional therapies (physical, occupational, speech, language and behavioural) and genetic counselling. Although common, lack of recognition of the condition and/or lack of familiarity with genetic testing methods, together with the wide variability of clinical presentation, delays diagnosis. Early diagnosis, preferably prenatally or neonatally, could improve outcomes, thus stressing the importance of universal screening. Equally important, 22q11.2DS has become a model for understanding rare and frequent congenital anomalies, medical conditions, psychiatric and developmental disorders, and may provide a platform to better understand these disorders while affording opportunities for translational strategies across the lifespan for both patients with 22q11.2DS and those with these associated features in the general population

Genome-wide screening for DNA variants associated with reading and language traits

This research was funded by: Max Planck Society, the University of St Andrews - Grant Number: 018696, US National Institutes of Health - Grant Number: P50 HD027802, Wellcome Trust - Grant Number: 090532/Z/09/Z, and Medical Research Council Hub Grant Grant Number: G0900747 91070Reading and language abilities are heritable traits that are likely to share some genetic influences with each other. To identify pleiotropic genetic variants affecting these traits, we first performed a genome‐wide association scan (GWAS) meta‐analysis using three richly characterized datasets comprising individuals with histories of reading or language problems, and their siblings. GWAS was performed in a total of 1862 participants using the first principal component computed from several quantitative measures of reading‐ and language‐related abilities, both before and after adjustment for performance IQ. We identified novel suggestive associations at the SNPs rs59197085 and rs5995177 (uncorrected P ≈ 10–7 for each SNP), located respectively at the CCDC136/FLNC and RBFOX2 genes. Each of these SNPs then showed evidence for effects across multiple reading and language traits in univariate association testing against the individual traits. FLNC encodes a structural protein involved in cytoskeleton remodelling, while RBFOX2 is an important regulator of alternative splicing in neurons. The CCDC136/FLNC locus showed association with a comparable reading/language measure in an independent sample of 6434 participants from the general population, although involving distinct alleles of the associated SNP. Our datasets will form an important part of on‐going international efforts to identify genes contributing to reading and language skills.Publisher PDFPeer reviewe

Readability as a basis for information security policy assessment

Most organisations now impose information security policies (ISPs) or 'conditions of use' agreements upon their employees. The need to ensure that employees are informed and aware of their obligations toward information security is apparent. Less apparent is the correlation between the provision of such policies and their compliance. In this paper, we report our research into the factors that determine the efficacy of information security policies (ISPs). Policies should comprise rules or principles that users can easily understand and follow. Presently, there is no ready mechanism for estimating the likely efficacy of such policies across an organisation. One factor that has a plausible impact upon the comprehensibility of policies is their readability. The present study investigates the effectiveness of applying readability metrics as an indicator of policy comprehensibility. Results from a preliminary study reveal variations in the comprehension test results attributable to the difficulty of the examined policies. The pilot study shows some correlation between the software readability formula results and human comprehension test results and supports our view that readability has an impact upon understanding ISPs. These findings have important implications for users’ compliance with information security policies and suggest that the application of suitably selected readability metrics may allow policy designers to evaluate their draft policies for ease of comprehension prior to policy release. Indeed, there may be grounds for a readability compliance test that future ISPs must satisfy

The relationship between moving in early adolescence and adolescents\u27 first employee-type jobs

unavailabl