Training nurses in an international emergency medical team using a serious role-playing game: a retrospective comparative analysis.

BACKGROUND: Although game-based applications have been used in disaster medicine education, no serious computer games have been designed specifically for training these nurses in an IEMT setting. To address this need, we developed a serious computer game called the IEMTtraining game. In this game, players assume the roles of IEMT nurses, assess patient injuries in a virtual environment, and provide suitable treatment options. METHODS: The design of this study is a retrospective comparative analysis. The research was conducted with 209 nurses in a hospital. The data collection process of this study was conducted at the 2019-2020 academic year. A retrospective comparative analysis was conducted on the pre-, post-, and final test scores of nurses in the IEMT. Additionally, a survey questionnaire was distributed to trainees to gather insights into teaching methods that were subsequently analyzed. RESULTS: There was a significant difference in the overall test scores between the two groups, with the game group demonstrating superior performance compared to the control group (odds ratio = 1.363, p value = 0.010). The survey results indicated that the game group exhibited higher learning motivation scores and lower cognitive load compared with the lecture group. CONCLUSIONS: The IEMT training game developed by the instructor team is a promising and effective method for training nurses in disaster rescue within IEMTs. The game equips the trainees with the necessary skills and knowledge to respond effectively to emergencies. It is easily comprehended, enhances knowledge retention and motivation to learn, and reduces cognitive load.

Role playing and interdependence among husbands of Iranian women after a mastectomy.

BACKGROUND: Breast cancer is the most prevalent cancer among women. AIM: To investigate the impact of breast cancer on the husbands of Iranian women. METHODS: A content analysis based on a Callista-Roy adaptation model was conducted on 23 patients with breast cancer and their husbands and therapists. After asking questions about coping with cancer through telephone interviews, the following subcategories were obtained: role play and interdependence. Data analysis was completed via the Elo and Kyngas approach. RESULTS: Data analysis led to the production of 51 initial codes from participants' experiences. The category role-playing included three further sub-categories: primary role, secondary role and tertiary role. Independence/dependence problems included seven sub-categories: personal beliefs, love and heartfelt attachment, organised support, non-organised support, support failure, economic problems and dependence problems/independence. CONCLUSIONS: Husbands of women who have had a mastectomy have to take on new roles in their life in order to care for their wife. Also, despite the financial, spiritual, psychological, and medical support that they receive, husbands still felt that the support was insufficient.

La Influencia de la Autocompasión en el Desempeño Laboral: el rol Mediador de la Mentalidad de Crecimiento / The Influence of Self-Compassion on Job Performance: The Mediating Role of Growth Mindset

El aprendizaje de estrategias para favorecer el bienestar ante un contratiempo y, a la vez, mejorar el desempeño, puede ser útil en la vida laboral de las personas. El objetivo del presente estudio fue explorar la relación entre la autocompasión y el desempeño laboral, contemplando la mentalidad de crecimiento como variable mediadora. Participaron 210 trabajadores que respondieron online a las versiones en español de los cuestionarios Implicit Theories of Intelligence Scale, Individual Work Performance Questionnaire y Self-Compassion Scale Short-Form. Se realizaron análisis de correlación mediante SPSS y análisis de mediación con PROCESS. Los resultados indicaron la existencia de relaciones significativas y positivas entre las variables. Además, se encontró un efecto indirecto significativo de la autocompasión sobre el desempeño laboral a través de la mentalidad de crecimiento. Se concluye que la mentalidad de crecimiento puede mediar totalmente el efecto de la autocompasión sobre el desempeño laboral (AU)

Learning strategies to promote well-being in the face of adversity and, at the same time, improve performance, can be useful in people’s working lives. The aim of the present study was to explore the relationship between self-compassion and work performance, considering growth mindset as a mediating variable. A total of 210 workers responded online to the Spanish versions of the Implicit Theories of Intelligence Scale, Individual Work Performance Questionnaire, and Self-Compassion Scale Short-Form. A correlational analysis was performed using SPSS and a mediational analysis with PROCESS. The results indicated the existence of significant and positive relationships between the variables. In addition, a significant indirect effect of self-compassion on job performance through growth mindset was found. It is concluded that growth mindset can fully mediate the effect of self-compassion on job performance (AU)

The Use of Simulated Patients Is more Effective than Student Role Playing in Fostering Patient-Centred Attitudes during Communication Skills Training: A Mixed Method Study.

Objective: While simulated patients (SPs) are considered a standard tool in communication skills training, there is no evidence thus far of their comparative benefit to the more cost-effective option of student role playing. We compared the effectiveness of both approaches in developing patient-centred attitudes in students. Methods: We retrospectively compared students who participated in the clinical communication course (CCC), based on student role playing (CCCsp-, n = 160), to students who participated in the CCC with SPs (CCCsp+, n = 146), and students with no formal CCC (CCC-, n = 122). We used validated questionnaires to assess patient centredness. We also conducted focus group interviews (FGI) to better understand the impact of CCC with sp. Results: Students after the CCC with simulated patients achieved a significantly higher score in the patient-practitioner orientation scale than other groups (p < 0.001). Conclusions: There is a strong positive correlation between the implementation of simulated patients and patient-centred attitudes among students. Data from the FGI revealed that students perceived training with SP as more realistic, safe, and engaging than student role playing. Practice Implications. Our research provides evidence to justify costs and resources invested in simulated patient programs.

Digital joint action: Avatar-mediated social interaction in digital spaces.

This article proposes a framework to characterize joint action in digital spaces. "Digital joint action" maintains many known elements from physical, real-world joint action including representations relating to joint goals and individual subgoals, processes such as predicting and monitoring own and others' actions, and supporting coordination through signaling and direct communication. In contrast to social interaction in the real world, joint action performed online comes with a unique additional feature: Digital joint action is mediated through (more or less vividly visualized) avatars that are controlled by the individual users but also imply particular personas that come with their own skills and acting abilities. This makes digital joint action a highly interesting research field as it allows to investigate the cognitive principles of joint action that lie outside of the constraints of human physicality but are nevertheless embodied (i.e., in a virtual body). The aim of this article is two-fold: First, we introduce digital joint action as joint action between avatars in a digital environment, and we specify commonalities and differences between joint actions in the real world and in digital spaces to provide a framework for further research. Second, using a survey study among users of the popular massively multiplayer online role-playing game (MMORPG) Final Fantasy XIV, we provide empirical validation for our approach.

The role-playing game to increase students' activity and engagement in the teaching process - A pilot study of research & development campaign.

BACKGROUND AND PURPOSE: The purpose of the study was to develop and test a simple role-playing game (RPG) dedicated to the generic drug product research and development (R&D) process and evaluate the level of acceptance of this teaching method among pharmacy students. EDUCATIONAL ACTIVITY AND SETTING: Students were divided into small groups and participated in the RPG adventures, which led to descriptive characteristics of the development process of the fictional drug product. The depiction of the process in the adventure considered the milestones and obligatory actions to achieve the R&D goal. FINDINGS: The voluntary survey was completed by 59% (n = 72) of participants. Over 90% of the respondents stated that the game helped them better understand generic drug development. The RPG application allowed a narrative description of the process with the possibility of students' involvement in drug development that mixed regulatory, analytical, and technological issues. SUMMARY: The application of the RPG allowed the creation of a narrative description of the process with the possibility of involving students in complicated problematics concerning drug development that mixed regulatory, analytical, and technological aspects of this process.

Predictors of Gaming Disorder or Protective from It, in a French Sample: A Symptomatic Approach to Self-Regulation and Pursued Rewards, Providing Insights for Clinical Practice.

Gaming disorder (GD) is a new health condition still requiring a lot of evidence established around its underlying and related psychological mechanisms. In our study we focused on Massively Multiplayer Online Role Playing Games (MMORPGs), a specific very popular and engaging game genre, to determine that benefit, motivation and control aspects could be predictive of a dysfunctional engagement in gaming. In total, 313 participants were recruited from private forums of gamers between May 2009 and March 2010. They filled out a questionnaire on their socio-demographic data and their weekly gaming time. They also completed different psychometric assessments such as the DSM IV-TR criteria for substance dependence adapted to gaming such as the Dependence Adapted Scale (DAS), the external rewards they expected from gaming (External Motives), the expected internal reward they expected from gaming (Internal Motives), the Zuckerman Sensation Seeking Scale (ZSSS), and the Barratt impulsiveness Scale (BIS-10). Results showed that some psychological factors related to online gaming represented risk factors for GD in participants (i.e., competition and advancement motives, reduced anxiety, solace, greater personal satisfaction, and sense of power), whereas some others were found to be protective factors from GD (i.e., recreation, enjoyment and experience seeking) in participants. Additionally, the study found that disinhibition, boredom susceptibility, thrill and adventure seeking, and high impulsivity were correlated to GD in participants. In conclusion, not only motives for gaming and impulsivity could be predictors for GD, but maladaptive coping strategies based on experienced relief in-game from negative feelings (anxiety and boredom) or experienced improvement in-game of self-perception (personal satisfaction, sense of power) could play as well a role of negative reinforcers for GD. Some benefits from gaming, typically entertainment and enjoyment, are shown to be protective factors from GD, playing the role of positive reinforcing factors. They are worthy of being identified and promoted as functional gaming habits. These findings can feed the clinical and health promotion fields, with a more in-depth understanding of diverse psychological factors in gamers, identifying those at risk for GD and those protective from it. The current work can foster a more balanced approach towards gaming activities, taking their opportunities for mankind and controlling for their adverse effects in some individuals.

Work engagement: organizational attribute or personality trait? / El compromiso laboral: ¿atributo organizacional o rasgo de personalidad?

One of the most determining factors of work performance is the degree of engagement of people to their work. That degree of engagement is influenced by both personal and organizational factors. The objective of this research is to analyze the connection between personal characteristics and organizational attributes with the work engagement of workers. The sample consisted of 286 employed workers; 83.5% were Spanish and 16.5% belonged to other Spanish-speaking countries. The mean age was 44.51 years (SD = 8.76) and 55.2% were women. For the prediction of work engagement, a hierarchical linear regression was carried out, first introducing the variables that evaluate personal characteristics (Big Five, entrepreneurial personality, emotional intelligence, and personal happiness) and, later, variables relating to organizational attributes (happiness work and organizational climate). General personality traits (Big Five) explain 22% of work engagement, this percentage rising to 47% when entrepreneurial personality is introduced in the model. Emotional intelligence does not explain additional variance, but personal happiness does. Happiness at work and organizational climate produce a significant increase and the explained variance rises from 55% to 63% when they are included in the model. Both the variables related to the personal characteristics of the employees and variables related to the organizational attributes jointly contribute to the explanation of the degree of work engagement. Workers with high scores on entrepreneurial personality traits achieve higher levels of work engagement, finding a moderating effect of the organizational climate in the relationship between people's autonomy and their work engagement.(AU)

Uno de los factores más determinantes del rendimiento laboral es el grado de compromiso de las personas con su trabajo. Ese grado de compromiso está influenciado tanto por factores personales como organizacionales. El objetivo de la presente investigación es analizar la relación entre las características personales y los atributos organizacionales con el compromiso laboral de los trabajadores. La muestra estuvo formada por 286 trabajadores por cuenta ajena, de los cuales el 83.5% eran españoles y un 16.5% pertenecía a otros países de habla hispana. La media de edad fue de 44.51 años (DT = 8.76) y el 55.2% eran mujeres. Para la predicción del compromiso laboral se llevó a cabo una regresión lineal jerárquica, introduciendo en primer lugar las variables que evalúan las características personales (Big Five, personalidad emprendedora, inteligencia emocional y felicidad personal) y posteriormente las relativas a los atributos organizacionales (felicidad laboral y clima organizacional). Los rasgos generales de personalidad (Big Five) explican el 22% del compromiso laboral, porcentaje que se eleva hasta el 47% cuando se introduce la personalidad emprendedora en el modelo. La inteligencia emocional no explica varianza adicional, pero sí la felicidad personal. La felicidad laboral y el clima organizacional producen un incremento significativo, pasando del 55 al 63% la varianza explicada cuando se incluyen en el modelo. Tanto las variables relacionadas con las características personales de los trabajadores como aquellas relativas a los atributos organizacionales contribuyen conjuntamente a explicar el grado de compromiso laboral. Los trabajadores con puntuaciones elevadas en los rasgos específicos de la personalidad emprendedora alcanzan mayores niveles de compromiso laboral, encontrándose un efecto moderador del clima organizacional en la relación entre la autonomía de las personas y su compromiso laboral.(AU)

Role-playing games in leadership learning.

This article describes a developmental framework for the application of role-playing games (RPGs) in leadership learning. RPGs relate to leadership learning on a range of levels from individual development, to team building, to parallel group processes. The variety and depth of learning and development potential in RPGs is very exciting, particularly the potential for collective creativity associated with the need for leadership that transforms communities. Many established learning frameworks used for leadership/adult learning are included and an original framework for adopting a developmental understanding is explained.

Live-Action Role Playing for Safety Training: Effectiveness Evaluation in two Italian Companies.

Researchers, corporate decision-makers, government agencies, and international bodies want to know how to improve safety and limit the serious social and economic consequences of occupational injuries. Understanding how to deliver effective training is important to achieving this aim. Gamification is considered a new frontier in effective safety training. This study tested the use of gamification in safety training, considering two Italian companies that used a live-action role-play methodology called "PratiCARE la Sicurezza." Workers who were required by Italian law to receive safety training or retraining participated in a pre-post study. Collection of measures relating to knowledge, attitudes, behaviors, and perception of the health and safety climate took place at baseline and immediately after the intervention. Participants' average safety knowledge at the end of the training was significantly better than the initial level, indicating that the training improved workers' knowledge level.

Sex Differences in Competitiveness in Massively Multiplayer Online Role-Playing Games (MMORPGs).

Sex differences in the use of competitive tactics have been well established. Although many factors may contribute to these sex differences, according to social role theory (SRT), stereotypes and expectations about men's and women's typical social roles are crucial. We addressed the potential impact of social roles by studying massively multiplayer online role-playing games (MMORPGs), a setting where individuals represent themselves with avatars and thus enjoy the opportunity to compete without regard to the typical expectations and behaviors associated with men's and women's roles. We surveyed players via MTurk (63 women, 191 men) and Reddit (166 women, 1,326 men) regarding their frequency of engaging in five competitive behaviors and the sex and role of their primary avatar. As expected, there were reliable sex differences in competitiveness: men were more likely than women to engage in player-versus-player duels (MTurk d = 0.19; Reddit d = 0.51), do solo runs of difficult content (0.30, 0.35), and work to acquire expensive items (0.32, 0.19); women were more likely than men to seek in-game awards (-0.38, -0.36) and spend real-world money on expensive microtransactions (-0.16, -0.27). Contrary to SRT, these sex differences in forms of competitive behavior were generally unrelated to players' chosen avatar sex or avatar role. These results instead indicate that sex differences in competitiveness largely reflect evolved predispositions.

Educating ethics codes by lecture or role-play; which one improves nursing students' ethical sensitivity and ethical performance more? A quasi-experimental study.

BACKGROUND: Promoting ethical and professional principles through education is the major way to build and maintain people's trust in the nursing. However, despite remarkable efforts in this area, sensitivity to these principles and their application in clinical practice remain low. PURPOSE: This study aimed to compare the effect of educating codes of nursing ethics through methods of role-playing and lecture on the Ethical Sensitivity and Ethical Performance of nursing students. METHODS: A single-blinded quasi-experimental study conducted on 114 nursing students of Urmia University of medical sciences, which recruited using convenience sampling and assigned to two groups of intervention (role-paly and lecture) and one group of control, so that the sixth-, seventh- and eighth-semester nursing students were allocated to the control, role-play and lecture groups, respectively. Data were collected using the Nurses' Ethical Performance Questionnaire (EPQ) and the Lutzen's Moral Sensitivity Questionnaire (MSQ) at three time-points of before, immediately after, and two months after the intervention. The same educational content was provided for both intervention groups, so that the role-play group received the intervention over an eight-day period and the lecture group received it in five sessions. RESULTS: The results showed there was a significant difference in the mean scores of ethical sensitivity and ethical performance between the three groups immediately (p < .001) and two months after the intervention (p < .001), so the mean scores were significantly higher in the role-play and lecture groups compared to the control group after the intervention (p < .001). In addition, after the intervention, the mean scores of ethical sensitivity and ethical performance in the role-play group were higher than the lecture group (p < .001). CONCLUSION: Educating codes of ethics by role-playing method had a greater positive effect on the promotion of the ethical sensitivity and ethical performance compared to the lecture.

Developing an innovative medical ethics and law curriculum-constructing a situation-based, interdisciplinary, court-based learning course: a mixed methods study.

BACKGROUND: Traditional lecture-based medical ethics and law courses deliver knowledge but may not improve students' learning motivation. To bridge this theory-to-practice gap and facilitate students' learning effectiveness, we applied situated-learning theory to design an interdisciplinary court-based learning (CBL) component within the curriculum. Our study aimed to investigate students' learning feedbacks and propose a creative course design. METHODS: A total of 135 fourth-year medical students participated in this course. The CBL component included 1 h of introduction, 1 h of court attendance, and 2 h of interdisciplinary discussion with senior physicians, judges, and prosecutors. After the class, we conducted a survey using a mixed-methods approach to gauge students' perceptions of engagement, performance, and satisfaction. RESULTS: A total of 97 questionnaires were received (72% response rate). Over 70% of respondents were satisfied and felt that the class was useful except for role-playing activities (60%). More than 60% reported a better understanding of the practical applications of medical law. Approximately half (54%) reported less anxiety about medical disputes. 73% reported that the lecture provided awareness of potential medical disputes, and most respondents expressed an interest in medical law courses after the court visit (78%). 80% of the respondents were able to display empathy and apply mediation skills. Qualitative analyses showed that students demonstrated new knowledge, including recognizing the significance of the medical profession, distinguishing the importance of physician-patient communication, having confidence in the fairness of the justice system, and being willing to increase their legal knowledge. CONCLUSIONS: CBL curriculum increases students' learning motivation in strengthening medical professionalism and medical law, develops students' empathy for patients and communication skills, as well as builds up students' trust in the justice system. This novel course design can be applied to teach medical ethics and law.

Can We Be at Peace With Unsolvable Suffering? A Qualitative Study Exploring the Effectiveness of Supportive Communication and Resilience Building.

The authors provided six 180-minute interpersonal assistance workshops using teaching materials from the End-of-Life Care Association: 90 minutes each on supportive communication and role-playing. The content included the following: ・ Suffering people are "at peace" with someone who understands their suffering, which starts with building a relationship through empathetic listening. The goal is not to "understand them" but for them to "feel understood." ・ Realizing the suffering of others and recognizing the internal moral and emotional strength of those who live with suffering. ・ Resilience building: helping caregivers face difficulties even when helpless; remembering one's support networks and valuing oneself. Participants (n = 114) wrote reflective journals after each session. Two domains and 10 key themes were identified through thematic analysis. The domains comprised topics on the importance of using listening techniques, such as repetition, waiting in silence, and asking questions (not to understand but for dialogue). The 3-month postinterviews revealed that participants could ease their sense of weakness by helping suffering people, which is relevant to work, grief care, and daily life. Changes in relationships between participants and patients were also identified. Role-playing can teach supportive communication, such as listening attentively and accepting others, which may help supporters engage with people experiencing incurable suffering.

Medical students' learning processes the first time they role-play in psychiatry: A grounded theory study.

BACKGROUND: Recent changes in psychiatric care and teaching that limit patient contact for medical students can be overcome in part by simulation-based education. Understanding the learning processes of medical students involved in psychiatric simulation-based programmes could usefully inform efforts to improve this teaching. This study explored the learning processes of medical students the first time they role-play in psychiatry. METHODS: We used constructivist grounded theory to analyse semi-structured interviews of 13 purposively sampled medical students and the six psychiatrists who trained them. To improve the triangulation process, the results of this analysis were compared with those of the analyses of the role-play video and the debriefing audio-tapes. RESULTS: Five organising themes emerged: improving the students' immediate perception of patients with mental disorders; cultivating clinical reasoning; managing affect; enhancing skills and attitudes and fostering involvement in learning psychiatry. CONCLUSION: Results suggest that psychiatric role-playing can improve students' progressive understanding of psychiatry through the development of intuition and by allaying affects. Emotional elaboration and student involvement appear to be key features.

Nuevo índice de desempeño global de una prueba diagnóstica: el índice T / New global performance index of a diagnostic test: the T index

Introducción. En el presente artículo se propone un nuevo índice de desempeño global de una prueba diagnóstica: el índice T, que corresponde a la proporción de aciertos (Pa) menos la proporción de error (Pe) dividido entre la proporción de aciertos (Pa). Métodos. Describir los fundamentos teóricos y prácticos del índice T. Comparar el índice T frente al índice de Youden para poder establecer si dos o más modalidades diagnósticas difieren en su capacidad de discriminar, correctamente, entre los individuos verdaderamente enfermos de los sanos. Comparar el índice T frente al índice de Youden para poder establecer si el índice T puede ser utilizado para escoger "el mejor punto de corte" cuando la prueba diagnóstica de interés expresa sus resultados en forma cuantitativa continua.Resultados. Comparado frente al índice de Youden, el índice T permite distinguir entre las pruebas diagnósticas con alto desempeño diagnóstico de aquellas con pobre desempeño diagnóstico. Además, el índice T, de manera confiable, permite escoger "el mejor punto de corte" cuando una prueba diagnóstica utiliza una variable cuantitativa continua para expresar sus resultados.Conclusiones. Al contrastar los resultados del índice T versusel índice de Youden y los resultados del índice T versus la curva COR, podemos afirmar que el índice T es un índice exacto y eficiente.

Introduction. In this article, a new global performance index of a diagnostic test is proposed: the T Index, which corresponds to the proportion of the hit ratio (Hr) minus the error ratio (Er) divided by the hit ratio (Hr).Methods. To describe the theoretical and practical foundations of the T index; to compare the T index against the Youden index in order to establish whether two or more diagnostic modalities differ in their ability to correctly discriminate between truly ill and healthy individuals; and to compare the T index with the Youden index in order to establish whether the T index can be used to choose the "best cut-off point" when the diagnostic test of interest expresses its results in a continuous quantitative way.Results. Compared with the Youden index, the T index allows us to differentiate between diagnostic tests with high diagnostic performance and those with poor diagnostic performance. In addition, the T index, reliably, allows choosing "the best cut-off point" when a diagnostic test uses a continuous quantitative variable to express its results.Conclusions. By contrasting the results of the T index versus the Youden index and the results of the T index versus the COR curve, we can affirm that the T index is an accurate and efficient index.

Improving delirium detection in intensive care units: Multicomponent education and training program.

BACKGROUND: Delirium is a common, devastating, and underrecognized syndrome in the intensive care unit (ICU). The study aimed to describe and evaluate a multicomponent education and training program utilizing a "Train-The-Trainer" (TTT) model, to improve delirium detection across a large health system. METHODS: Fourteen ICUs across nine hospitals participated in a multicomponent delirium program consisting of a 1-day workshop that included: (1) patient testimonials, (2) small group discussions, (3) didactics, and (4) role-playing. Additionally, four ICUs received direct observation/training via telehealth (tele-delirium training). The Kirkpatrick model was used for program evaluation in a pre/post-test design. RESULTS: A 1-day delirium workshop was held at two time points and included 73 ICU nurses. Of the 65 nurses completing the post-workshop satisfaction survey, most (46.2) had >10 years of clinical experience, and no or minimal delirium training (69.2%). All nurses (100%) identified lack of knowledge as a barrier to delirium detection, while time constraints and lack of importance accounted for only 25%. Overall, nurses rated the workshop positively (excellent 66.7%, and very good 23.3%), and likely to change practice (definitely 73.3% and very likely 15.0%). All validated Confusion Assessment Method for the ICU (CAM-ICU) cases demonstrated improvement in number of correct responses. Delirium detection across the health system improved from 9.1% at baseline to 21.2% in ICUs that participated in the workshop and 30.1% in those ICUs that also participated in the tele-delirium training (p = 0.005). CONCLUSION: A multicomponent delirium education and training program using a TTT model was rated positively, improved CAM-ICU knowledge, and increased delirium detection.

How contextual performance influences perceptions of personality and leadership potential / Cómo influye el desempeño contextual en las percepciones de la personalidad y el potencial de liderazgo

Research has found that employees high in cooperative and persistent personality traits tend to engage in more contextual performance at work—extra-role behaviors that support and maintain organizational structure. In a between-subjects experiment, we examined whether descriptions of employees engaged in contextual performance affected inferences about their personality traits and leadership potential. We also examined whether the effects of interpersonal facilitation on perceptions of agreeableness, and perceptions of agreeableness on leadership emergence, were moderated by target employee gender. As predicted, the positive relationship between interpersonal facilitation and leadership emergence was explained by increased perceptions of extraversion and agreeableness, though no effects of target gender emerged. By engaging in interpersonal facilitation, employees may be able to increase others' confidence in their leadership potential through personality inferences (AU)[

La investigación ha encontrado que los empleados que puntúan alto en los rasgos de personalidad de cooperación y persistencia tienden a implicarse en más desempeño contextual en el trabajo -conductas extra rol que apoyan y mantienen la estructura organizacional. En un experimento entre sujetos, examinamos si las descripciones de empleados implicados en desempeño contextual afectaban a las inferencias sobre sus rasgos de personalidad y su potencial de liderazgo. También examinamos si el género del empleado moderaba los efectos de la facilitación interpersonal sobre las percepciones de amigabilidad y las percepciones de amigabilidad sobre la emergencia del liderazgo. Como predijimos, la relación positiva entre la facilitación interpersonal y la emergencia del liderazgo fue explicada por un incremento de las percepciones de extraversión y amigabilidad, aunque no emergieron los efectos debidos al género. Al implicarse en facilitación interpersonal, los empleados pueden ser capaces de aumentar la confianza de los demás en su potencial de liderazgo a través de inferencias de personalidad (AU)

Meta-analytic examination of a suppressor effect on subjective well-being and job performance relationship / Estudio metaanalítico de un efecto supresor en la relación entre el bienestar subjetivo y el desempeño en el trabajo

This paper presents a meta-analytic study of the relationship between overall subjective well-being (SWB), cognitive SWB, affective SWB, and job performance ratings. The study examined the moderator effect of the source of job performance measure (self-report vs. supervisory ratings). The database consists of 34 independent samples (n = 5,352) using supervisory performance ratings and 38 independent samples (n = 12,086) using self-reported of job performance. These samples were located through electronic and manual searches. The results indicated that, on average, the correlation for SWB- supervisory ratings (ρ = .35) was slightly larger than for SWB-self-reported performance (ρ = .33). The correlation of affective SWB was much higher with supervisory ratings (ρ = .49) than with self-reported performance (ρ = .30). A suppressor effect of cognitive SWB was found for the prediction of supervisory ratings. Finally, we discuss the implications for the theory and the practice of SWB at work and suggest new research avenues (AU)

Este artículo presenta un estudio metaanalítico de la relación entre el bienestar subjetivo general (SWB), el SWB cognitivo, el SWB afectivo y las valoraciones de desempeño en el trabajo. El estudio examinó el efecto moderador de la fuente de valoración del desempeño en el trabajo (autoinforme frente a calificaciones de los supervisores). La base de datos consta de 34 muestras independientes (n = 5,352) en las que utilizaron evaluaciones del desempeño realizadas por los supervisores y 38 muestras independientes (n = 12,086) en las que utilizaron autoinformes de desempeño en el trabajo. Las muestras se localizaron mediante búsquedas electrónicas y manuales. Los resultados indicaron que, de promedio, la correlación entre SWB general y las valoraciones de los supervisores (ρ = .35) fue ligeramente mayor que la correlación entre el SWB y los autoinformes de desempeño (ρ = .33). La correlación del SWB afectivo fue mucho mayor con las evaluaciones de los supervisores (ρ = .49) que con los autoinforme de desempeño (ρ = .30). También se encontró un efecto supresor del SWB cognitivo para la predicción de las evaluaciones del desempeño realizadas por los supervisores. Por último, se presentan las implicaciones de los resultados para la teoría y la práctica del SWB en el trabajo y se sugieren nuevas vías de investigación (AU)

Simulation in physiotherapy students for clinical decisions during interaction with people with low back pain: randomised controlled trial.

BACKGROUND: Low back pain (LBP) is a condition with a high global prevalence, which is getting health professionals' attention, including physiotherapists as they must have the skills to provide treatment that increases the patient's quality of life. Clinical simulations could be a pedagogic strategy that facilitates adequate training for students to acquire skills to improve their professional reasoning in this clinical situation. OBJECTIVE: This study sought to determine the effects of clinical simulations with simulated patients (SP) on the physiotherapy students' clinical decision-making within a role-playing (RP) scenario while caring of LBP patients. METHODS: This experimental study included 42 participants from two Colombian universities, randomized into two groups (SP, n = 21; RP, n = 21). The clinical skill of performing the Objective Structured Clinical Examination (OSCE-LBP) was evaluated while students cared for patients with LBP; after that, a pedagogical method was conducted that included clinical simulation and, finally, the OSCE-LBP was applied again to compare both groups. RESULTS: Changes occurred in the OSCE-LBP among both groups of students: the scores increased (0.66 and 0.59 in RP and SP, respectively), and neither of the two was superior (p value 0.01; 95%CI - 0.21 to 0.23). CONCLUSION: Both types of simulation favor decision-making in professional reasoning in physiotherapy students during interactions with individuals with LBP. Trial registration https://clinicaltrials.gov/ct2/show/NCT04428892 Identifying number: NCT04428892. It was retrospectively registered.