The Relationship Between Social Support and Professional Burnout Among Public Secondary School Teachers in Northeast Tennessee

Teaching is reported to be a stressful occupation and social support is thought to mediate stress. The purpose of the study was to identify relationships between the level of professional burnout and social support of high school teachers in Northeast Tennessee. In this correlational study, a sample of 228 secondary school teachers in Northeast Tennessee completed the Maslach Burnout Inventory and the Teacher Support Network Inventory (TSNI). Respondents\u27 satisfaction with support and amount of support were ascertained from the TSNI. Data presentation included a demographic description of the sample and a description of teachers\u27 work support, personal support, and recreational support networks. The support networks were described by the number of relatives, teachers, principal/supervisors, and network members not in education-related work. Relationships were shown between the dimensions of burnout and each of these variables: size of the network, respondents\u27 satisfaction with support received, and the amount of perceived support. Gender and age were also found to be factors that were related to both network structure and professional burnout. Conclusions of the study indicated that relationships exist between social support and burnout. The variable most closely related to burnout was a teacher\u27s satisfaction with social support. Size of the personal support network was positively related to personal achievement. Principal support and support from males was inversely related to emotional exhaustion and depersonalization in work networks. Female support was inversely related to personal achievement in work networks. Differences in levels of professional burnout indicated that females had more emotional exhaustion than males. Teachers two were younger than 45 years had more emotional exhaustion and depersonalization than teachers older than 45

The transition to registered nurse for degree graduates

Since 1991, nursing education in New Zealand has followed the international trend towards preparing registered nurses at degree level. The degree programmes are structured to develop skills in critical thinking, problem solving, reflection on practice, research, independent learning and using cultural safety knowledge. These skills are essential for nurses to practise effectively in a socio-political environment in which the health system changes rapidly. However, little is currently known about how these graduates adjust to their role of beginning practitioner and how they perceive their clinical performance. It is important that nurse educators and employers understand the transition process so that degree programmes and orientation/preceptorship courses can effectively prepare graduates for practice. The purpose of this study was to identify the issues faced in the transition from student to registered nurse and establish how one group of graduates perceived their clinical performance during their first year

Scabies outbreaks in care homes for the elderly – authors' reply

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Child–parent interaction in relation to road safety education : part 1 – A critical literature review

The purpose of this review was: • to identify and provide a critical review of the research and literature concerned with parentchild interaction in relation to road safety education in order to inform the Child–parent interaction in relation to road safety education study completed in 2007; and • to consider the published evidence for the effect of strategies that parents use in training their children to be safer road users and to consider ways of engaging parents in road safety education. The term ‘children’ refers to the age group 0 to 18. The reason for this is that, although most research on childparent interaction tends to focus on the 0 to 14 age group, some studies, mainly those concerned with teen drivers, include young people aged 16 to 18. The term ‘parent’ refers to any adult accompanying the child

Ultrasound Curriculum for Members of the Diagnostic and Therapeautics Branch

Medical Schoolhttps://deepblue.lib.umich.edu/bitstream/2027.42/149417/1/MarisaMartin_1.pd

Protocol: A study of suspected scabies outbreaks in residential care facilities

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UB Knightlines Spring 2016

The UB Knightlines newsletter for spring of 2016. This issue contains articles discussing the heart of the city storytelling series, SASD student Erin LaFavor’s story of entrepreneurship, two UB alumni being awarded teaching awards, alumnus Jim Ford honored at White House for STEM education, UB chaplain leading an interfaith prayer vigil, UB model UN team’s win at the National Model United Nations Europe Conference, SASD students exhibiting at book fair at Yale, UB students win the Connecticut Space Grant, UB seminar on image, perception, and self-perception, a new scholarship to at risk students, UB and the Connecticut Technology Council host a programming challenge, a new Student Entrepreneur Center opens its doors, UB student volunteering during Martin Luther King Jr. Day, emeritus professor Richard Allen’s appearance on Prairie Home Companion, faculty news, alumni news, books published by alums and faculty, an African-American alumni reunion, and other campus and sports news

Is it possible to predict improved diabetes outcomes following diabetes self-management education : a mixed-methods longitudinal design

Objective: To predict the diabetes-related outcomes of people undertaking a type 2 Diabetes Self-Management Education (DSME) programme from their baseline data. Design: A mixed-methods longitudinal experimental study. 6 practice nurses and 2 clinical academics undertook blind assessments of all baseline and process data to predict clinical, behavioural and psychological outcomes at 6 months post-DSME programme. Setting Primary care. Participants: –31 people with type 2 diabetes who had not previously undertaken DSME. Intervention: All participants undertook the Diabetes Manual 1:1 self-directed learning 12-week DSME programme supported by practice nurses trained as Diabetes Manual facilitators. Outcome variables: Glycated haemoglobin (HbA1c), diabetes knowledge, physical activity, waist circumference, self-efficacy, diabetes distress, anxiety, depression, demographics, change talk and treatment satisfaction. These variables were chosen because they are known to influence self-management behaviour or to have been influenced by a DSME programme in empirical evidence. Results: Baseline and 6-month follow-up data were available for 27 participants of which 13 (48%) were male, 22 (82%) white British, mean age 59 years and mean duration of type 2 diabetes 9.1 years. Significant reductions were found in HbA1c t(26)=2.35, p=0.03, and diabetes distress t(26)=2.30, p=0.03, and a significant increase in knowledge t(26)=−2.06, p=0.05 between baseline and 6 months. No significant changes were found in waist circumference, physical activity, anxiety, depression or self-efficacy. Accuracy of predictions varied little between clinical academics and practice nurses but greatly between outcome (0–100%). The median and mode accuracy of predicted outcome was 66.67%. Accuracy of prediction for the key outcome of HbA1c was 44.44%. Diabetes distress had the highest prediction accuracy (81.48%). Conclusions: Clinicians in this small study were unable to identify individuals likely to achieve improvement in outcomes from DSME. DSME should be promoted to all patients with diabetes according to guidelines