Drawing on the Locus of Control Framework to Explore the Role of School Leaders in Teacher Well-Being.

This scoping review explores the role of school leadership in the improvement of teacher well-being by utilizing the Locus of Control (LOC) Framework identified by psychologist Julian Rotter in 1954. The internal and external environments impacting teacher well-being were explored, and the specific responsibilities of school leadership were identified. The literature reports that while teachers are responsible for many aspects of their well-being, school leaders can improve a teacher’s mental health and create a positive school culture by taking responsibility for factors external to the teacher’s LOC. This paper outlines school leadership responsibilities in actively implementing strategies to improve staff well-being in the school environment

Evaluating the use of multiteam systems to manage the complexity of inpatient falls in rural hospitals

Objective To evaluate the implementation and outcomes of evidence-based fall-risk-reduction processes when those processes are implemented using a multiteam system (MTS) structure. Data Sources/Study Setting Fall-risk-reduction process and outcome measures from 16 small rural hospitals participating in a research demonstration and dissemination study from August 2012 to July 2014. Previously, these hospitals lacked a fall-event reporting system to drive improvement. Study Design A one-group pretest-posttest embedded in a participatory research framework. We required hospitals to implement MTSs, which we supported by conducting education, developing an online toolkit, and establishing a fall-event reporting system. Data Collection Hospitals used gap analyses to assess the presence of fall-risk-reduction processes at study beginning and their frequency and effectiveness at study end; they reported fall-event data throughout the study. Principal Findings The extent to which hospitals implemented 21 processes to coordinate the fall-risk-reduction program and trained staff specifically about the program predicted unassisted and injurious fall rates during the end-of-study period (January 2014-July 2014). Bedside fall-risk-reduction processes were not significant predictors of these outcomes. Conclusions Multiteam systems that effectively coordinate fall-risk-reduction processes may improve the capacity of hospitals to manage the complex patient, environmental, and system factors that result in falls

Social connectedness in online and blended-learning communities

Increasing flexibilisation and personalisation of education creates challenges in terms of students’ social connectedness with each other, with the programme and with lecturers. For this reason, a team of researchers and professors from four universities of applied sciences in the Netherlands carried out research into how a sense of community can be created in learning communities. On the basis of a literature review and design-oriented research, we conducted experiments aimed at fostering social connectedness in eight learning communities. These learning communities were in the domains of Nursing, Healthcare and Welfare Teacher Training, Management in Care, Teacher Training, and Nutrition and Dietetics (part-time, full-time and dual programme variants). The above research resulted in this Social connectedness in Online and Blended Learning Communities guide, which consists of two parts. Part one outlines the seven design principles (focused on content, attitude and preconditions) which lecturers can work with in their role as facilitator. The lecturer can apply these design principles to promote social connectedness in online and blended learning communities, including when flexible student paths are involved. These design principles are supported by practical IT tools and working methods and are widely applicable. The design principles involved are: A. Getting to know each other B. Trust and cooperation C. Shared and common goals D. Willingness to participate E. Programme and instruction strategies F. Sharing information and knowledge G. Resources and preconditions. Part 2 consists of a methodological justification and substantiation of the research underpinning the guide as well as a description of the results and ends with a conclusion, discussion and recommendations for further research. The experiments showed that learning communities that were newly established or had changed in composition after some time mainly opted for design principles A. Getting to know each other and B. Trust and cooperation. Learning communities that had been active for a longer period chose mainly C. Shared and common goals. Further longitudinal and other research is needed to determine to what extent the design principles and the role of the facilitators can be applied in other domains (such as technology, economics, etc.)

Dental side effects of long-term obstructive sleep apnea therapy:a 10-year follow-up study

OBJECTIVES: Patients with obstructive sleep apnea (OSA) are usually treated with either mandibular advancement device (MAD) or continuous positive airway pressure (CPAP) therapy. The objective of this study is to evaluate changes in dental occlusion associated with long-term MAD and CPAP therapy. MATERIALS AND METHODS: Data from 14 OSA patients using MAD and 17 OSA patients using CPAP therapy were evaluated at baseline, 2-year and 10-year follow-up. Changes in dental occlusion were analyzed from dental plaster casts with a digital sliding caliper. RESULTS: At 2-year follow-up, MAD therapy resulted in significant dental changes when compared with baseline values. In MAD therapy, overjet and overbite decreased with 1.1 ± 1.8 mm and 1.1 ± 1.2 mm respectively. With CPAP therapy overjet and overbite decreased significantly with 0.2 ± 0.5 mm and 0.3 ± 0.5 mm, respectively. Both groups also showed significant changes in molar occlusion. After a 10-year follow-up, significant and more pronounced changes were seen in overjet and overbite. In MAD therapy, overjet and overbite decreased with 3.5 ± 1.5 mm and 2.9 ± 1.5 mm respectively when compared with baseline values. In CPAP therapy, overjet and overbite decreased with 0.7 ± 1.5 mm and 0.8 ± 1.4 mm respectively when compared with baseline values. CONCLUSIONS: This study demonstrates that MAD and CPAP therapy result in significant changes in dental occlusion. These changes appear progressive and more pronounced with MAD compared to CPAP therapy. CLINICAL RELEVANCE: Long-term OSA treatment results in significant dental side effects that may progress over time. Informed consent is fundamental before starting MAD treatment and individualized long-term follow-up is of eminent importance

De landbouw en het landelijk gebied in Nederland in beeld : Een houtskoolschets van de SWOT voor het GLB

Voor de periode 2021-2027 moeten lidstaten in een Nationaal Strategisch Plan (NSP) uiteenzetten hoe zij met hun beleidsinzet gaan bijdragen aan door de Europese Commissie geformuleerde doelstellingen voor het Gemeenschappelijk Landbouwbeleid. Deze beleidsinzet is mede gebaseerd op een zogenaamde SWOT-analyse (Strengths Weaknesses Opportunities Threats). Met oog op het voorbereiden van het NSP, heeft het ministerie van LNV ervoor gekozen om een SWOT-analyse te maken in twee fasen. In de eerste fase wordt een SWOT-analyse op hoofdlijnen ('Houtskool-SWOT') opgesteld. In een tweede fase komt de definitieve SWOT-analyse tot stand. Dit rapport bevat de Houtskool-SWOT