Nurses as role models in health promotion: a concept analysis

There are national and international expectations that nurses are healthy role models but there is a lack of clarity about what this concept means. This study used concept analysis methodology to provide theoretical clarity for the concept of role models in health promoting behaviour for registered nurses and students. The framework included analysis of literature and qualitative data from six focus groups and one interview. Participants (n=39) included pre-registration students (Adult field), nurse lecturers and registered nurses (RNs), working in NHS Trusts across London and South East London. From the findings, being a role model in health promoting behaviour involves being an exemplar, portraying a healthy image (being fit and healthy), and championing health and wellness. Personal attributes of a role model in health promoting behaviour include being: caring, non-judgemental, trustworthy, inspiring and motivating, self-caring, knowledgeable and self-confident, innovative, professional and having a deep sense of self

Predicting Students’ Physical Activity and Health-Related Well-Being: A Prospective Cross-Domain Investigation of Motivation Across School Physical Education and Exercise Settings \ud

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.\ud \u

Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers

Certification and professional development are widely discussed topics in the field of adult education. What is less discussed is the role and impact of those topics for adult ESOL (English for Speakers of Other Languages) instructors specifically. This research examined the certification requirements for ESOL instructors to determine how those requirements could be individualized for full-time, part-time, and volunteer ESL instructors and tutors. The impact of teacher preparation on the in-service professional development preferences of adult ESOL instructors was also studied. The research design involved a mixed methods approach, employing the use of a survey and semi-structured individual interviews. This study used purposive and convenience sampling to recruit full-time, part-time, and volunteer adult ESOL instructors and tutors. Results suggested an individualized approach to the implementation of certification and professional development requirements for adult ESOL instructors with varying roles as full-time, part-time, and volunteer instructors. Findings from this research will be used to inform policy makers, program administrators, instructors, and all other adult education practitioners about the needs, preferences, and perspectives of adult ESOL instructors, and their individual preferences as related to their work status