Exploring the Physical Activity and Screen Viewing-Related Knowledge, Training, and Self-Efficacy of Early Childhood Education Candidates

Early childhood educators (ECEs) greatly influence young children’s physical activity (PA) and screen viewing (SV) behaviours. This study explored the PA and SV-related knowledge (i.e., of important PA/SV concepts), training (i.e., PA/SV courses/content received), and self-efficacy (i.e., to facilitate PA and limit SV in childcare) of early childhood education students. A sample of 1,292 students from 61 Canadian colleges/universities completed the online survey. In general, students exhibited the least amount of knowledge regarding the link between SV and health. Further, 67.8% and 73.3% of students had not completed PA or SV courses during their post-secondary training, respectively, and students who completed 1 or more PA/SV courses exhibited greater self-efficacy than those without such training. Findings from this work highlight the potential of supplementary PA/SV content in ECEs’ post-secondary training to benefit their related knowledge and self-efficacy prior to entering a childcare-based profession

From anxiety to haemorrhage : describing the physiological effects that confound the prognostic inferences of vital signs in injury

Includes abstract. Includes bibliographical references

Editorial: Triage is easy, said no triage nurse ever

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Measuring Early Childhood Educators’ Physical Activity and Sedentary Behavior–Related Self-Efficacy: A Systematic Review of Tools

Early childhood educators’ (ECEs) self-efficacy is often predictive of their ability and likelihood of promoting healthy activity behaviors in childcare settings. To date, ECEs’ physical activity and sedentary behavior–related self-efficacy has been measured in a variety of ways in childcare-based research, creating difficulty when comparing across studies. To identify the different approaches ECEs’ self-efficacy is assessed, the current study aimed to compare all existing tools that quantitatively measure physical activity and sedentary behavior–related self-efficacy of pre- and in-service ECEs. Seven online databases were searched for original, peer-reviewed, English-written journal articles. Articles were deemed eligible if they employed a tool which measured physical activity and/or sedentary behavior–related self-efficacy of pre- or in-service ECEs. A total of 16 studies were included in this review, and 13 unique tools were identified. All tools measured task self-efficacy (n = 13), while only 1 tool measured barrier self-efficacy, and approximately half of the tools (n = 7; 54%) reported on the validity and reliability. Great variability existed among the self-efficacy items included in the tools; however, common constructs included: teaching/leading physical activity, fundamental movement skill development, and physical activity programming. Very few tools mentioned sedentary behavior (n = 2) and outdoor/risky play (n = 2). Given the low number of studies that tested validity and reliability of their self-efficacy tools, the lack of consideration for barrier self-efficacy, and the paucity of tools that fully encompassed physical activity, sedentary behavior, and outdoor play considerations for ECEs, future research is needed to validate a new, reliable tool

The Development, Short-Term Efficacy, and Pilot Implementation of an e-Learning Course in Physical Activity and Sedentary Behaviour for Pre-Service Early Childhood Educators

The overarching purpose of this dissertation was to develop an e-Learning course in physical activity and sedentary behaviour and test its short-term efficacy and implementation among pre- and in-service early childhood educators (ECEs). The Delphi approach was adopted for Study 1, wherein a panel of international experts in physical activity and sedentary behaviour suggested topics for the course and, together with a panel of ECE experts, rated their importance. Study 2 employed a pre-post design to explore the changes in pre- and in-service ECEs’ physical activity and sedentary behaviour-related knowledge, self-efficacy, behavioural intention, and perceived behavioural control following course completion. Study 3 quantitatively and qualitatively examined the pilot implementation of the course and gathered participants’ perspectives. In Study 1, 19 unique content areas were recommended for inclusion in the e-Learning course by 26 physical activity and sedentary behaviour experts. After pooling importance ratings with the ECE expert panel (n = 35), Outdoor Play was considered the top-rated area, while Monitor Physical Activity and Sedentary Time in Your Classroom had the lowest combined rating. Overall, inter-panel agreement of content area importance rankings was moderate-to-strong (rs = .60; 95% CI: 0.20 to 0.83). Results from Study 2 demonstrated that the e-Learning course significantly increased pre-service (n = 32) and in-service (n = 121) ECEs’ physical activity and sedentary behaviour-related knowledge (p \u3c .05) and barrier self-efficacy (p \u3c .025), as well as in-service ECEs’ task self-efficacy (p \u3c .025). In-service ECEs also exhibited significant improvements in their behavioural intention (p \u3c .007) and perceived behavioural control (p \u3c .007), while only certain behaviours showed significant change among pre-service ECEs. Findings from Study 3 indicated that pre- and in-service ECEs demonstrated moderate-to-high fidelity to the e-Learning course intervention (67.6% and 62.8% completion, respectively), and communicated that they enjoyed the course. Despite reporting some challenges (e.g., technology issues, lengthy modules), participants were very pleased with the content, useability, and compatibility of the e-Learning course. In conclusion, the successful pilot implementation of the expert-developed e-Learning course provides evidence of scalability to wider populations

Content development for a physical activity and sedentary behaviour e-learning module for early childhood education students: a Delphi study

Background: Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students. Methods: Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel (n = 35). The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho (rs). Results: The top-rated content area was Outdoor Play (M = 4.77 ± 0.64), followed by Benefits of PA in the Early Years (M = 4.75 ± 0.66), and Factors Influencing PA and SB in Childcare (M = 4.71 ±.74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%). Conclusions: Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step

TEACH Pilot Study: Implementation of an e-Learning Course in Physical Activity and Sedentary Behaviour for Pre- and In-Service Early Childhood Educators (ECEs)

Early childhood educators (ECEs) are highly influential in promoting healthy movement behaviours (e.g. physical activity [PA] and sedentary behaviour [SB]) in early childhood. It is essential that ECEs gain knowledge and confidence in their ability to incorporate appropriate amounts of high-quality movement experiences for children in their care. However, ECEs do not currently receive related education in their current pre-service programs or professional development in practice. The Training EArly CHildhood educators in physical activity (TEACH) study intends to improve ECEs’ knowledge, confidence, and intentions regarding promoting healthy movement behaviours by providing comprehensive training in PA, SB, outdoor and risky play in childcare settings via an e-Learning course. The TEACH pilot study tests the implementation (e.g., fidelity, feasibility, acceptability, etc.) of an e-Learning course in PA and SB in a sample of Canadian pre-service (i.e., post-secondary students) and in-service (i.e., practicing) ECEs. The 4-module e-learning course was developed via a Delphi process and was completed by 32 pre-service and 121 in-service ECEs. Implementation outcomes were measured cross-sectionally at post-intervention via a process evaluation survey (baseline & follow-up) interviews (transcribed & sorted to implementation outcomes) and e-Learning course metrics (dose delivered, fidelity, complexity & feasibility) Participants reported that the course was highly acceptable, compatible, effective, feasible, and appropriate in complexity; however, some ECEs experienced technical difficulties with the e-Learning platform and noted a longer than anticipated course duration. The findings demonstrate the value of e-Learning for professional development interventions for ECEs. Participant feedback will be used to improve the scalability of this training

Describing key performance indicators for waiting times in emergency centres in the Western Cape Province, South Africa, between 2013 and 2014

Background. Data measured as key performance indicators (KPIs) are used internationally in emergency medicine to measure and monitor quality of care. The Department of Health in the Western Cape Province, South Africa, introduced time-based KPIs for emergency centres (ECs) in 2012.Objectives. To describe the most recently processed results of the audits conducted in Western Cape ECs between 2013 and 2014.Methods. A retrospective, descriptive study was conducted on data collected in the 6-monthly Western Cape EC triage and waiting time audits for 2013 - 2014. Time variables were analysed overall and per triage category. ECs in hospitals were compared with ECs in community health centres (CHCs). A descriptive analysis of the sample was undertaken. Proportions for categorical data are presented throughout. The continuous variable time was described using means and standard deviations. The χ2 test and Fisher’s exact test were used to describe associations. The level of significance was p<0.05, with the 95% confidence interval where appropriate.Results. There was no significant difference in triage acuity proportions between hospital and CHC ECs. Waiting times were longer than recommended for the South African Triage Scale, but higher-acuity patients were seen faster than lower-acuity patients. Waiting times were significantly longer at hospitals than at CHCs. A red priority patient presenting to a CHC would take 6.1 times longer to reach definitive care than if the patient had presented to a hospital EC.Conclusions. The triage process appears to improve waiting times for the sickest patients, although it is protracted throughout. Acutely ill patient journeys starting at CHC ECs suggested significant delays in care. Models need to be explored that allow appropriate care at the first point of contact and rapid transfer if needed. To improve waiting times, resource allocation in the emergency care system will need to be reconsidered.