Motivation in Healthcare Personnel

The purpose of this research is to provide an overview of the unique individual motivating factors that play a role in healthcare personnel’s job satisfaction, engagement as well as explore the leading causes of burnout. Prior to the Covid-19 pandemic and presently, healthcare workers nationally and internationally, have been experiencing burnout. Determining what factors motivate and demotivate employees is equally critical in ensuring that these skilled healthcare individuals continue to provide high quality, effective, and productive healthcare services especially during a global pandemic. In this paper motivational theories are explained, evaluated, and explored. Both qualitative and quantitative research methods from existing studies are used to reveal the top motivational rewards. Suggestions for incentives, rewards, and the organizational roles are recommended. The leader’s commitment to engage healthcare employee’s toward sustainable motivational behavior is presented. A video recording of this presentation is available here

The Effects of the Social-Listener Protocol on the Observing, Helping, and Vocal Behavior of Children with ASD

Psychologists have long been interested in the study and development of empathy, though there has often been variation in the literature in regards to definition and measurement (Wispé 1986). Nevertheless, researchers in the field do agree that empathy is an essential social skill with evolutionary roots (De Waal, 2008). Yet, findings have shown that this stimulus control does not readily develop for all individuals; one such population is individuals with Autism Spectrum Disorder (ASD). The purpose of this study was to provide a behavioral measurement to determine if children with an educational classification of ASD would demonstrate empathy in an unfair play scenario and, if empathetic behavior is absent, can the Social-Listener Protocol (SLR) intervention result in the emergence of empathy. In Experiment I, the participants were placed in an unfair free play scenario and data were recorded on empathetic behavior. I selected 11 participants, from a mainstream first- and second-grade classroom, and two self-contained classrooms. Three participants from a mainstream second grade classroom were recruited to be actors in the free-play session. In this free play setting the participant was given an item while a peer, functioning as the confederate, was told there that there was not enough for him/her. Data were recorded for the participant’s observing and helping behavior. In addition, the participant was asked four empathy questions following the experiment. The results showed that, overall, participants with ASD demonstrated less observing behavior and answered fewer empathy-related questions correctly when compared to their typically developing peers. However, participants with ASD did not differ from their typically developing peers in regards to empathetic behavior. In Experiment II, I conducted additional free play probes across three activities. These free play settings differed from that of Experiment I as the child with ASD was given a Ziploc bag with multiple items, as opposed to one item. Data were collected on the number of times the participant looked at the peer, the vocal verbal operants emitted, and the number of seconds the participant shared the item. The results overall showed low levels of vocal verbal operants and sharing across participants. A multiple probe design was used to test the effects of the SLR protocol on empathetic behavior. The SLR protocol was composed of four activities that yoked the participant with a peer, against the teacher, to access a reinforcer. The results showed an increase in vocal verbal operants for Participant 3, 4, and 6. In addition, the results demonstrated an increase in sharing for Participants 2, 3, 4, and 6. Interestingly, the results showed an increase in correct responses to empathetic questions for Participants 2, 3, and 4 as well. The results show no significant change for Participants 1, 2, and 5. In Experiment III, I conducted additional phases of the SLR protocol and paired Participants 1, 2, and 5 with the same peer for intervention and probe sessions. In addition, I conducted observational learning probes. The results showed that Participants 1, 3, 4, and 6 had observational learning in their repertoire. Post-intervention results show an increase in vocal verbal operants, sharing behavior, and the induction of observational learning for Participant 2. There was no significant change for Participants 1 and 5

The Impact of Beliefs and Curricular Knowledge on Planning for Science: A Multisite Case Study of Four Teachers

This descriptive multisite case study details how the beliefs and curricular knowledge of four science teachers in a southeastern school district affected their planning for science instruction. Through the analysis of interviews, think-aloud planning records for one unit of instruction, and related documentation, categories were identified and connections drawn to how their beliefs and knowledge influenced planning for instruction. The four teachers in this study jointly expressed certain beliefs about how students best learn science. They expressed beliefs that students best learn science through hands-on activities, through discourse, and by building the student’s knowledge base. The teachers also expressed beliefs about qualities that excellent science teachers should possess. These included that excellent science teachers should: possess personal curiosity, possess well-developed content knowledge, possess the ability to build a strong rapport with students, be flexible, be passionate, possess well-developed knowledge of a variety of pedagogical strategies. Their beliefs about how students learn and qualities teachers should possess often overlapped and intertwined. Qualities of excellent teachers were generalized to reflect all teachers rather than science teachers specifically. Generally, the beliefs these teachers expressed influenced the activities they selected. However, sometimes these beliefs were compromised in response to institutional constraints. Local and state standards played a significant role for these teachers as they planned for science instruction. Common Core standards also played a role in the planning process of the elementary science teachers as well. The National Science Education Standards (NSES) were not utilized as they planned for science instruction. Some of the participating teachers expressed a belief that their local and state standards were aligned with the NSES. Other factors including time, access to materials, and expectations of administration were influential on the planning process. Finally, recommendations are made for policy makers, professional developers and questions are raised for future research

Student Mathematics Performance in Year One Implementation of Teach to One: Math

This report examines mathematics test data from the first year of implementation (2012-13) of the Teach to One: Math (TtO) approach in seven urban middle schools in Chicago, New York City, and Washington D.C. Researchers addressed the question: How did Tto students' growth on the Measures of Academic Progress (MAP) mathematics assessment compare with national norms?To answer this question, the researchers analyzed student performance on the MAP test, an established instrument developed by the Northwest Evaluation Association (NWEA). The researchers then compared these results to the national norms published by NWEA (2011). Please note that these analyses cannot attribute Tto student results to the TtO model: the data available did not permit the use of an experimental design, which would be necessary to establish a link between the implementation of the program and the student test results. While the TtO results are promising, its performance beyond one year should be analyzed using an experimental design, in order to remove unmeasured differences between TtO students and schools with an appropriate comparison sample

Students’ Experience of Family Counseling Role-Play with Developmental Considerations

A need exists to explore student experiences with pedagogical approaches, particularly those commonly used in counselor education such as role-play. Nine counselors-in-training (CITs) who participated in a semester-long family counseling role-play shared their experiences with the pedagogical approach. Through semi-structured interview protocol, we explored CITs’ lived experience and meaning-making with the learning strategy. Existing literature denotes that cognitive complexity influences how CITs make sense of their experiences. As such, cognitive complexity scores, rooted in Perry’s intellectual development model, are provided for each participant. Data were analyzed using transcendental phenomenology, which resulted in three superordinate themes: impact of class structure, increased confidence, and gained meta-awareness. Findings suggest the value of role-play as a pedagogical strategy for counselors-in-training of various cognitive developmental levels

From patients to teachers: the perspectives of trainers with aphasia in a UK Conversation Partner Scheme

Background: The importance of addressing the long-term needs of stroke survivors is emphasised in recent strategy and guideline documents, with community re-engagement and participation seen as particularly important. In recent years there has been a growing interest in stroke survivors with aphasia becoming involved as trainers in Conversation Partner Schemes (CPSs). There is little research into the experiences of people with aphasia being involved in or developing this “expert” role. Aims: This study explored the experiences of aphasia trainers in a UK CPS in order to develop an understanding of how “aphasia expertise” was understood and whether participation addressed long-term issues implicit in living with aphasia. Methods & Procedure: A qualitative approach was adopted involving semi-structured interviews with eight Conversation Partner Trainers, four males and four females, with a range of mild to severe aphasia. All except one trainer was of working age when they had their stroke. Interviews were transcribed and subject to thematic analysis. Outcomes & Results: Three themes were produced through thematic analysis: Informal communication practice, Social re-engagement, and Interpersonal connections. Participants spoke about being motivated to improve their own and others’ communication skills, gaining a sense of purpose, achievement, and self-worth through their participation as a trainer. Deploying their expertise was seen as a way of “giving back”, addressing the effects of social isolation, and reconnecting to their previous self. Conclusions: Becoming involved as a trainer in a CPS gave these participants an opportunity to feel they had a meaningful purpose. This has wider implications for trainers’ currently living with aphasia in regard to their sense of reclaiming, maintaining, and constructing their identity, and for future services for people with aphasia

Impact of Service-Learning on Student Counselors’ Self-Reported Measures of Program Evaluation, Counselor Advocacy, and Interprofessional Education

Abstract: Academic service-learning encompasses a reciprocal relationship among university and community partners. Service-learning can familiarize student counselors with future client populations, community resources, and other service providers. Service-learning pedagogy is flexible and may be particularly useful to promote development in counselor competencies more abstractly related to day-to-day client services, including program evaluation and professional advocacy. Interprofessional education serves as a means of enhancing interprofessional collaboration and, in turn, the well-being of individuals seeking healthcare services. Service-learning may provide a vehicle to promote interprofessional education, however, researchers have not yet explored this connection. This quantitative research project evaluates pre- and post- changes of 18 participants using the Effective Practices Survey, Advocacy Competencies Self-Assessment scale to measure experiences in program evaluation, counselor advocacy, and interprofessional education. Results indicate that student counselor scores significantly increased for each of the three variables of interest, with the largest changes observed for counselor advocacy. What is the public significance of this article? Academic service-learning leverages relationships between university and community partners. Service-learning may be a particularly effective pedagogical strategy to promote applied and potentially abstract concepts. This article explores the impact of engagement in an experiential service-learning project on 18 student counselors’ learning outcomes related to program evaluation, counselor advocacy, and perceptions of interprofessional education

Prehospital randomised assessment of a mechanical compression device in cardiac arrest (PaRAMeDIC) trial protocol

Background Survival after out-of-hospital cardiac arrest is closely linked to the quality of CPR, but in real life, resuscitation during pre-hospital care and ambulance transport is often suboptimal. Mechanical chest compression devices deliver consistent chest compressions, are not prone to fatigue and could potentially overcome some of the limitations of manual chest compression. However, there is no high-quality evidence that they improve clinical outcomes, or that they are cost effective. The Pre-hospital Randomised Assessment of a Mechanical Compression Device In Cardiac Arrest (PARAMEDIC) trial is a pragmatic cluster randomised study of the LUCAS-2 device in adult patients with non-traumatic out-of-hospital cardiac arrest. Methods The primary objective of this trial is to evaluate the effect of chest compression using LUCAS-2 on mortality at 30 days post out-of-hospital cardiac arrest, compared with manual chest compression. Secondary objectives of the study are to evaluate the effects of LUCAS-2 on survival to 12 months, cognitive and quality of life outcomes and cost-effectiveness. Methods: Ambulance service vehicles will be randomised to either manual compression (control) or LUCAS arms. Adult patients in out-of-hospital cardiac arrest, attended by a trial vehicle will be eligible for inclusion. Patients with traumatic cardiac arrest or who are pregnant will be excluded. The trial will recruit approximately 4000 patients from England, Wales and Scotland. A waiver of initial consent has been approved by the Research Ethics Committees. Consent will be sought from survivors for participation in the follow-up phase. Conclusion The trial will assess the clinical and cost effectiveness of the LUCAS-2 mechanical chest compression device. Trial Registration: The trial is registered on the International Standard Randomised Controlled Trial Number Registry (ISRCTN08233942)