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1.
BMC Health Serv Res ; 23(1): 106, 2023 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-36726102

RESUMO

BACKGROUND: Organizational coaching to promote the implementation of evidence-informed interventions is becoming more popular in healthcare organizations. In order to open the "black box" of coaching for implementation, we first developed, then tested the rigor and utility of a model of coaching for implementation. METHODS: Interviews with nine experienced coaches were conducted and inductively coded to develop a model of coaching for implementation. Later, forty coaching calls with behavioral health organizations in Ohio, Wisconsin, and Florida were analyzed with directed content analysis using a priori codes based on this model. RESULTS: The coaching work that occurred during these calls aligned closely with the model of coaching for implementation developed by our team. Most coaching work was devoted to building capacity; almost as much work focused on building relationships. Very little coaching work was dedicated to building sustainability. Use of tools for organizational change and implementation remained relatively consistent across all coaching periods. CONCLUSION: Understanding what occurs during a successful coaching intervention will improve the effectiveness of coaching as an implementation strategy. Future research should focus on which processes and patterns make coaching more likely to promote specific implementation outcomes.


Assuntos
Tutoria , Humanos , Florida , Ohio
3.
Trials ; 24(1): 8, 2023 Jan 04.
Artigo em Inglês | MEDLINE | ID: mdl-36600302

RESUMO

BACKGROUND: The prevalence of overweight (15%) and obesity (6%) in children under 5 years of age in Canada are high, and young children with overweight and obesity are at increased risk of the development of chronic disease(s) in adulthood. Prior research has demonstrated very few published trials on effective obesity prevention interventions in young children at risk of obesity, within primary healthcare settings. The aim of this study is to determine if 18-48-month-old children at risk for obesity, who are randomized to receive the Parents Together program (i.e., intervention group), have reduced body mass index z-score (zBMI), compared to those not receiving the intervention, at a 12-month follow-up. Secondary clinical outcomes between the intervention and control groups will be compared at 12 months. METHODS: A pragmatic, parallel group, 1:1, superiority, randomized control trial (RCT) through the TARGetKids! Practice Based Research Network will be conducted. Young children (ages 18-48 months) who are at increased risk for childhood obesity will be invited to participate. Parents who are enrolled in the intervention group will participate in eight weekly group sessions and 4-5 coaching visits, facilitated by a trained public health nurse. Children and parents who are enrolled in the control group will receive the usual health care. The primary outcome will be compared between intervention arms using an analysis of covariance (ANCOVA). Feasibility and acceptability will be assessed by parent focus groups and interviews, and fidelity to the intervention will be measured using nurse-completed checklists. A cost-effectiveness analysis (CEA) will be conducted. DISCUSSION: This study will aim to reflect the social, cultural, and geographic diversity of children in primary care in Toronto, Ontario, represented by an innovative collaboration among applied child health researchers, community health researchers, and primary care providers (i.e., pediatricians and family physicians in three different models of primary care). Clinical and implementation outcomes will be used to inform future research to test this intervention in a larger number, and diverse practices across diverse geographic settings in Ontario. TRIAL REGISTRATION: ClinicalTrials.gov NCT03219697. Registered on June 27, 2017.


Assuntos
Tutoria , Obesidade Pediátrica , Criança , Humanos , Pré-Escolar , Adulto , Lactente , Poder Familiar , Sobrepeso , Pais , Obesidade Pediátrica/diagnóstico , Obesidade Pediátrica/epidemiologia , Obesidade Pediátrica/prevenção & controle , Ontário , Ensaios Clínicos Controlados Aleatórios como Assunto
4.
J Opioid Manag ; 19(1): 57-67, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36683301

RESUMO

OBJECTIVE: To evaluate whether a simple health and wellness coaching (HWC) program embedded within routine clinical practice resulted in improved opioid weaning and discontinuation. DESIGN: Retrospective double cohort study comparing longitudinal opioid use data and numeric pain scale ratings for patients in each group. SETTING: Single noninstitutional subspecialty pain management practice. PARTICIPANTS: Twenty (daily opioid using) patients undergoing a multifo-cal HWC program with integrated pain neuroscience education (PNE) compared to 20 age- and gender-matched (daily opioid using) patients undergoing usual care. INTERVENTION: A systematized series of interactive self-management topics/lessons on basic health topics pertinent to chronic pain, eg, posture, mobility, nutrition, sleep, stress management, and PNE. MAIN OUTCOME MEASURES: Daily morphine milligram equivalents (MMEs) trajectory and discontinuation success (hypothesis and outcome measure formulated before data collection); numeric pain scale rating trajectory (hypothesis and outcome measure formulated after data collection). RESULTS: MME decrease was significantly greater among cases (93.5 percent) than controls (50 percent; p = 0.004) as was discontinuation of opioids (30 percent vs 0). Cases reported decreased longitudinal 10-digit pain scale rating (-0.8) compared to controls (+0.1) without statistical significance. CONCLUSIONS: Providing simple and salient HWC including PNE within pain management can significantly improve opioid weaning and discontinuation while mitigating pain.


Assuntos
Dor Crônica , Tutoria , Humanos , Analgésicos Opioides/efeitos adversos , Estudos de Coortes , Estudos Retrospectivos , Tutoria/métodos , Amigos , Dor Crônica/diagnóstico , Dor Crônica/tratamento farmacológico , Dor Pós-Operatória
5.
BMC Musculoskelet Disord ; 24(1): 47, 2023 Jan 19.
Artigo em Inglês | MEDLINE | ID: mdl-36658511

RESUMO

BACKGROUND: Culturally diverse communities face barriers managing chronic musculoskeletal pain conditions including navigation challenges, sub-optimal healthcare provider engagement and difficulty adopting self-management behaviours. OBJECTIVES: To explore the feasibility and trends of effectiveness of implementing a cultural mentoring program alongside clinical service delivery. METHODS: This quasi-experimental controlled before-and-after multiple case study was conducted in three hospital-based services that provide treatment for patients with musculoskeletal pain. Two prospective cohorts, a pre-implementation and a post-implementation cohort, of adults with chronic musculoskeletal pain who attended during the 6-month recruitment phase, were eligible if they self-identified with one of the cultures prioritised for mentoring by the clinic. The pre-implementation cohort received routine care for up to 3-months, while the post-implementation cohort received up to 3-months of cultural mentoring integrated into routine care (3 to 10 sessions), provided by a consumer (n = 6) with lived experience. Feasibility measures (recruitment and completion rates, attendance, satisfaction), and trends of effectiveness (Patient Activation Measure and Health Literacy Questionnaire items one and six) were collated over 3-months for both cohorts. Outcomes were presented descriptively and analysed using Mann-Whitney U-tests for between-group comparisons. Translation and transcription of post-treatment semi-structured interviews allowed both cohorts' perspectives of treatment to be analysed using a Rapid Assessment Process. RESULTS: The cultural mentor program was feasible to implement in clinical services with comparable recruitment rates (66% pre-implementation; 61% post-implementation), adequate treatment attendance (75% pre-implementation; 89% post-implementation), high treatment satisfaction (97% pre-implementation; 96% post-implementation), and minimal participant drop-out (< 5%). Compared to routine care (n = 71), patients receiving mentoring (n = 55) achieved significantly higher Patient Activation Measure scores (median change 0 vs 10.3 points, p < 0.01) at 3-months, while Health Literacy Questionnaire items did not change for either cohort over time. Three themes underpinned participant experiences and acceptability of the mentoring intervention: 'expectational priming', 'lived expertise' and 'collectivist orientation' to understand shared participant experiences and explore the potential differential effect of the mentoring intervention. CONCLUSION: Participant experiences and observations of improved patient activation provide support for the acceptability of the mentoring intervention integrated into routine care. These results support the feasibility of conducting a definitive trial, while also exploring issues of scalability and sustainability.


Assuntos
Tutoria , Dor Musculoesquelética , Adulto , Humanos , Mentores , Projetos Piloto , Manejo da Dor , Dor Musculoesquelética/diagnóstico , Dor Musculoesquelética/terapia , Estudos de Viabilidade , Estudos Prospectivos
6.
PLoS One ; 18(1): e0280799, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36693086

RESUMO

Professional coaches commonly rely on performance analysis and metrics to help make decisions regarding their practices, selection and tactics. However, few studies to date have explored coaches' perspectives of performance analysts successful integration into the high-performance environment. The aim of this study was to investigate coaches' philosophies surrounding performance analysis and how they perceived analysts could support and implement these approaches into coaching practices and match preparation. Semi-structured interviews were conducted with five professional elite level Rugby Union coaches to investigate their perceptions of performance analysis, and the contribution of performance analysts to the high-performance environment. Results revealed three main dimensions, including the role, purpose, and desired attributes of a performance analyst. Firstly, the role of the analyst was described in terms of being an information specialist, who collects, filters, and delivers information to stakeholders, and a generalist, who helps coaches utilise technology. Secondly, the purpose of the analyst was described in terms of providing both accountability and support for coaches and players. Finally, the attributes needed of an analyst included the ability to form a close relationship with coaches, communicate complex information in meaningful ways, and who was proactive, innovative, and creative when tasked with delivering information. The findings highlighted the crucial roles, purposes, and attributes of a performance analyst within high-performance Rugby Union identified by coaches and the importance of the coach-analyst relationship to support these dimensions.


Assuntos
Tutoria , Rugby , Percepção
7.
BMC Med Educ ; 23(1): 76, 2023 Jan 31.
Artigo em Inglês | MEDLINE | ID: mdl-36717909

RESUMO

BACKGROUND: Mentoring relationships play a critical but poorly understood role in mentoring's overall success. To overcome these knowledge gaps, a study of mentee experiences in the Palliative Medicine Initiative, a structured research-based mentoring program, is proposed. The program's clearly described mentoring approach, competency-based mentoring stages and curated mentoring environment ensure a consistent mentoring experience. It provides a unique platform to study mentoring relationships longitudinally and its implications on professional identity formation. METHODOLOGY: The Tool Design Systematic Evidence-Based Approach methodology is used to map and employ current understanding. A review of recent reviews on mentoring processes, mentoring's effects, professional identity formation and professional identity formation assessment tools lay the foundation for the design of semi-structured interviews and mentoring diaries to evaluate the characteristics of successful mentoring relationships and mentoring's impact on professional identity formation. The data accrued from these tools were evaluated using this methodology whilst changes in professional identity formation were assessed using the Ring Theory of Personhood. RESULTS: The semi-structured interviews revealed four themes: stakeholders, mentoring stages, mentoring relationships and professional identity formation whilst the mentoring diaries revealed two: mentoring processes and mentoring relationships. Two final domains emerged - mentoring relationships and professional identity formation. CONCLUSIONS: The Palliative Medicine Initiative's structured stage-based mentoring approach, trained stakeholders, curated environment, assessment-directed and personalized mentoring support reveal seven developmental stages of mentoring relationships. These culminate in changes to the values, beliefs and principles that shape how mentees see, feel and act as professionals. These findings suggest that mentoring programs may help to further develop and fine-tune their professional identity formation.


Assuntos
Tutoria , Mentores , Humanos , Tutoria/métodos , Grupo Associado
8.
J Med Internet Res ; 25: e39321, 2023 Jan 31.
Artigo em Inglês | MEDLINE | ID: mdl-36719733

RESUMO

BACKGROUND: Lifestyle behaviors during the periconception period contribute to achievement of a successful pregnancy. Assessment of attitudes and practices toward these modifiable behaviors can aid in identifying gaps in unhealthy lifestyle behaviors with impact on intervention effectiveness. OBJECTIVE: This study investigates the effectiveness of coaching by the eHealth program Smarter Pregnancy during the periconception period on improvement of attitudes and practices toward fruit and vegetable intake and smoking in women attempting pregnancy through assisted reproductive technology (ART) or natural conception. METHODS: Women attempting pregnancy through ART (n=1060) or natural conception (n=631) were selected during the periconception period. The intervention groups, conceived through ART or naturally, received Smarter Pregnancy coaching for 24 weeks, whereas the control group conceived through ART and did not receive coaching. Attitudes and practices at baseline and follow-up periods were obtained from self-administered online questionnaire provided by the program. Attitudes were assessed in women with unhealthy behaviors as their intention to increase their fruit and vegetable intake and to quit smoking using a yes/no question. Outcomes on practices, suggesting effectiveness, included daily fruit (pieces) and vegetable (grams) intake, and if women smoked (yes/no). Changes in attitudes and practices were compared at 12 and 24 weeks with baseline between the ART intervention and ART control groups, and within the intervention groups between ART and natural conception. Changes in practices at 12 and 24 weeks were also compared with baseline between women with negative attitude and positive attitude within the intervention groups: ART and natural conception. Analysis was performed using linear and logistic regression models adjusted for maternal confounders and baseline attitudes and practices. RESULTS: The ART intervention group showed higher vegetable intake and lower odds for negative attitudes toward vegetable intake after 12 weeks (ßadj=25.72 g, P<.001; adjusted odds ratio [ORadj] 0.24, P<.001) and 24 weeks of coaching (ßadj=23.84 g, P<.001; ORadj 0.28, P<.001) compared with ART controls. No statistically significant effect was observed on attitudes and practices toward fruit intake (12 weeks: P=.16 and .08, respectively; 24 weeks: P=.16 and .08, respectively) and smoking behavior (12 weeks: P=.87; 24 weeks: P=.92). No difference was observed for the studied attitudes and practices between the ART intervention and natural conception intervention groups. Women with persistent negative attitude toward fruit and vegetable intake at week 12 showed lower fruit and vegetable intake at week 24 compared with women with positive attitude (ßadj=-.49, P<.001; ßadj=-30.07, P<.001, respectively). CONCLUSIONS: The eHealth Smarter Pregnancy program may improve vegetable intake-related attitudes and practices in women undergoing ART treatment. Women with no intention to increase fruit and vegetable intake had less improvement in their intakes. Despite small changes, this study demonstrates again that Smarter Pregnancy can be used to improve vegetable intake, which can complemented by blended care that combines face-to-face and online care to also improve fruit intake and smoking behavior.


Assuntos
Tutoria , Telemedicina , Gravidez , Humanos , Feminino , Estudos Prospectivos , Estilo de Vida , Frutas , Verduras
9.
BMC Public Health ; 23(1): 95, 2023 01 13.
Artigo em Inglês | MEDLINE | ID: mdl-36639632

RESUMO

BACKGROUND: Given the high rates globally of Type 2 Diabetes Mellitus (T2DM), there is a clear need to target health behaviours through person-centred interventions. Health coaching is one strategy that has been widely recognised as a tool to foster positive behaviour change. However, it has been used inconsistently and has produced mixed results. This systematic review sought to explore the use of behaviour change techniques (BCTs) in health coaching interventions and identify which BCTs are linked with increased effectiveness in relation to HbA1C reductions. METHODS: In line with the PICO framework, the review focused on people with T2DM, who received health coaching and were compared with a usual care or active control group on HbA1c levels. Studies were systematically identified through different databases including Medline, Web of science, and PsycINFO searches for relevant randomised controlled trials (RCTs) in papers published between January 1950 and April 2022. The Cochrane collaboration tool was used to evaluate the quality of the studies. Included papers were screened on the reported use of BCTs based on the BCT taxonomy. The effect sizes obtained in included interventions were assessed by using Cohen's d and meta-analysis was used to estimate sample-weighted average effect sizes (Hedges' g). RESULTS: Twenty RCTs with a total sample size of 3222 were identified. Random effects meta-analysis estimated a small-sized statistically significant effect of health coaching interventions on HbA1c reduction (g+ = 0.29, 95% CI: 0.18 to 0.40). A clinically significant HbA1c decrease of ≥5 mmol/mol was seen in eight studies. Twenty-three unique BCTs were identified in the reported interventions, with a mean of 4.5 (SD = 2.4) BCTs used in each study. Of these, Goal setting (behaviour) and Problem solving were the most frequently identified BCTs. The number of BCTs used was not related to intervention effectiveness. In addition, there was little evidence to link the use of specific BCTs to larger reductions in HbA1c across the studies included in the review; instead, the use of Credible source and Social reward in interventions were associated with smaller reductions in HbA1c. CONCLUSION: A relatively small number of BCTs have been used in RCTs of health coaching interventions for T2DM. Inadequate, imprecise descriptions of interventions and the lack of theory were the main limitations of the studies included in this review. Moreover, other possible BCTs directly related to the theoretical underpinnings of health coaching were absent. It is recommended that key BCTs are identified at an early stage of intervention development, although further research is needed to examine the most effective BCTs to use in health coaching interventions. TRIAL REGISTRATION: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021228567 .


Assuntos
Diabetes Mellitus Tipo 2 , Tutoria , Humanos , Terapia Comportamental/métodos , Diabetes Mellitus Tipo 2/terapia , Diabetes Mellitus Tipo 2/complicações , Promoção da Saúde
10.
J Sch Psychol ; 96: 1-11, 2023 02.
Artigo em Inglês | MEDLINE | ID: mdl-36641220

RESUMO

Although there is emerging evidence supporting the efficacy of instructional coaching models used to support teachers in schools, additional research is necessary to investigate the individual contributions of coaching actions for specific approaches. This study investigated the extent to which three coaching actions-modeling, practice, and feedback-provided during data-driven coaching predicted (a) teachers' intervention implementation fidelity, (b) teachers' use of evidence-based classroom strategies, and (c) class-wide student achievement. In addition, the study explored the potential mediating influence of teachers' intervention implementation fidelity on the relationship between coaching actions and teachers' use of evidence-based strategies. Participants included 16 instructional coaches, one from each of 16 high-poverty charter schools, and 133 coached K-12 classroom teachers assigned to 3649 students. Results from multiple regression analyses indicated that the provision of practice opportunities during coaching was a statistically significant predictor, with greater practice opportunities associated with greater teacher intervention implementation fidelity and greater class-wide student English Language Arts (ELA) and math achievement. Feedback during coaching predicted student ELA but not math achievement. Both practice and feedback opportunities predicted better teacher use of evidence-based classroom strategies. In addition, teachers' intervention implementation fidelity mediated the relationship between teacher practice opportunities and teachers' use of evidence-based classroom strategies. Modeling was not found to be a statistically significant predictor. Study limitations and implications for practice and future research are described.


Assuntos
Sucesso Acadêmico , Tutoria , Humanos , Professores Escolares , Estudantes , Instituições Acadêmicas
11.
J Sch Psychol ; 96: 36-40, 2023 02.
Artigo em Inglês | MEDLINE | ID: mdl-36641223

RESUMO

School-based coaching has emerged as an effective approach for enhancing school personnel's knowledge, implementation skills, and wellbeing, as well as student achievement and behavior. This article introduces the special issue Advancing the Science of Coaching in Education, highlighting four large-scale, rigorous investigations on the effects of coaching and possible contextual variables that influence effective coaching in education. Two studies (Glover et al., 2022; Pianta et al., 2022) assessed how components of coaching (e.g., feedback, practice) may mediate or moderate classroom practices and/or teacher-student interactions that lead to improved student learning. One study (Pas et al., 2022) examined fidelity profiles of motivational interviewing embedded coaching on classroom practices and student behavior in middle school. The final study (Reddy et al., 2022) examined the effects of behavior support coaching on paraprofessional implementation of research-based behavior interventions, wellbeing, and elementary school student social behavior. This article spotlights common elements across studies and offers directions for research and innovation. The special issue closes with a commentary (Erchul, 2022) on the contributions of school consultation research to contemporary coaching research and offers recommendations for bridging research to practice.


Assuntos
Tutoria , Humanos , Criança , Instituições Acadêmicas , Escolaridade , Estudantes , Comportamento Social
12.
J Sch Psychol ; 96: 88-94, 2023 02.
Artigo em Inglês | MEDLINE | ID: mdl-36641227

RESUMO

In taking stock of educational coaching research, I consider the extant literature and content of four articles comprising a special issue of the Journal of School Psychology (viz., Glover et al., 2022; Pas et al., 2022; Pianta et al., 2022; Reddy et al., 2022). Before reviewing these specific articles, the thesis offered for the broader field is that without the solid foundation afforded by the school consultation literature, the science of educational coaching would not be as advanced as it is today. Following a description of each study and comparisons between/among them, I consider unique and shared aspects of consultation and educational coaching. The article concludes with four proposed directions for future coaching research based on prior consultation research: (a) documenting coaching procedural integrity and intervention fidelity/integrity to an equal degree, (b) changing teacher behavior utilizing social influence/behavior change frameworks, (c) incorporating greater use of technology (i.e., telecoaching), and (d) moving toward the concept of prescriptive coaching.


Assuntos
Tutoria , Humanos , Instituições Acadêmicas , Escolaridade , Psicologia Educacional , Encaminhamento e Consulta
13.
Nurse Pract ; 48(2): 41-47, 2023 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-36700795

RESUMO

ABSTRACT: The transition to professional practice is a challenging time for the novice NP. Mentorship is an effective strategy to ease this transition and increase success in the role. This article provides recommendations for best practice in mentoring the transitioning novice NP.


Assuntos
Tutoria , Mentores , Humanos
14.
Rev Esc Enferm USP ; 56: e20220265, 2023.
Artigo em Inglês, Português | MEDLINE | ID: mdl-36716189

RESUMO

OBJECTIVE: To analyze the relationship between leadership coaching and nurses' resilience in hospital environments. METHOD: This is a cross-sectional study, carried out with nurses, nursing assistants and technicians. Nurses answered the Nurse Self-Perception Questionnaire in Leadership Exercise Questionnaire (QUAPEEL) and the Connor-Davidson Scale for Brazil-25 (CD-RISC-25BRASIL). Nursing technicians/assistants answered the Nursing Technician and Assistant Perception in Leadership Exercise Questionnaire (QUEPTAEEL). Student's t test and Pearson's correlation were used (p ≤ 0.05). RESULTS: There was a statistically significant difference between nurses' self-perception and nursing technicians/assistants' hetero-perception in coaching leadership exercise for the total score (p = 0.002) and in the "Give and receive feedback" (p < 0.001), "Delegate power and exert influence" (p < 0.001) and "Support the team so that the organizational results are reached" (p = 0.020) domains. There was a statistically significant correlation between all the Nurse Self-Perception Questionnaire in Leadership Exercise Questionnaire Coaching and Resilience domains. CONCLUSION: Resilience was positively related to nurses' self-perception of coaching leadership.


Assuntos
Tutoria , Enfermeiras e Enfermeiros , Recursos Humanos de Enfermagem no Hospital , Humanos , Liderança , Estudos Transversais , Hospitais , Inquéritos e Questionários , Satisfação no Emprego
15.
Artigo em Inglês | MEDLINE | ID: mdl-36673800

RESUMO

BACKGROUND: Adapting existing health programs for synchronous remote implementation has the potential to support vulnerable youth during the COVID 19 pandemic and beyond. METHODS: The Stanford Youth Diabetes Coaches Program (SYDCP), a school-based health promotion and coaching skills program, was adapted for remote implementation and offered to adolescents from low-income communities in the US: an urban site in San Jose, CA and rural sites in Lawrence County, MO, and Central Valley, CA. Participants completed online pre- and post- surveys. Analysis included paired T-tests, linear regression, and qualitative coding. RESULTS: Of 156 enrolled students, 100 completed pre- and post-surveys. Of those: 84% female; 40% Hispanic; 37% White; 28% Asian; 3% African American; 30% other race. With T-tests and regression models, the following measures showed statistically significant improvements after program participation: health knowledge, patient activation, health understanding and communication, consumption of fruits and vegetables, psychosocial assets of self-esteem, self-efficacy, problem-solving, and ability to reduce stress. Technology barriers were frequently reported at Lawrence County site. 96% participants reported making a lifestyle change after program participation. CONCLUSIONS: Remote implementation of health promotion programs for vulnerable youth in diverse settings has potential to support adoption of healthy behaviors, enhance patient activation levels, and improve psychosocial assets.


Assuntos
COVID-19 , Tutoria , Adolescente , Humanos , Feminino , Masculino , Pandemias , COVID-19/epidemiologia , Promoção da Saúde , Estudantes/psicologia
16.
Medicine (Baltimore) ; 102(1): e32463, 2023 Jan 06.
Artigo em Inglês | MEDLINE | ID: mdl-36607869

RESUMO

BACKGROUND: The need for stress management strategies has been empirically investigated and supported considering demands in workplaces. However, some people in public offices do not seem to have been exposed to occupational health strategies that could reduce the adverse impacts of stress on job productivity and quality of life. Consequently, they become susceptible to mental health disturbances requiring the attention of occupational therapists. Given this, we studied the impact of occupational health coaching for job stress management among technical college teachers. METHODS: Using a randomized control design study, 90 technical college teachers were screened and ready to participate. The eligible teachers were included and assigned to intervention and control groups. An occupational stress index was given to the participants before, immediately after, and 2 months after the delivery of occupational coaching program by career counselors while the comparison group received no intervention. Data collected were analyzed using multivariate analysis of variance analysis. RESULTS: The results showed a significant improvement in the management of job stress after receiving rational emotive occupational health coaching. According to the multivariate analysis of variance analysis, there were between-group differences immediately after the intervention and 3 months later. As a result, the study suggested that career counselors and school management systems should incorporate rational-emotive behavioral therapy into workforce and workplace programs.


Assuntos
Pessoal de Educação , Tutoria , Saúde do Trabalhador , Estresse Ocupacional , Humanos , Qualidade de Vida , Estresse Ocupacional/prevenção & controle , Professores Escolares/psicologia
18.
Nurse Educ Today ; 121: 105709, 2023 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-36638727

RESUMO

BACKGROUND: Different types of educational approaches are needed to build a mentor's competence in guiding students during clinical practice; this education should be provided in an interprofessional setting. OBJECTIVES: The objective of this review was to evaluate how effective mentoring education interventions are at improving mentoring competence among health care professionals. DESIGN: A systematic review. DATA SOURCES: A systematic search was conducted across five electronic databases: CINAHL, PubMed, ProQuest, Scopus, and Medic. The search did not have any time limitations and included original studies published in English, Finnish or Swedish. REVIEW METHODS: JBI critical appraisal tools for quasi-experimental studies and randomized controlled trials were used to assess the quality of the selected studies. The eligibility of potentially relevant studies was assessed by two independent researchers based on title, abstract, and full text, along with overall methodological quality. The study findings were synthesized using data tabulation and narrative analysis. RESULTS: A total of two randomized controlled trials and six quasi-experimental studies were included in the review. The described mentoring education interventions were carried out in university hospitals, central hospitals, tertiary care centers, and other health service settings. All of the described educational interventions involved the pedagogical method of blended learning, while three studies also involved web-based learning. The presented educational interventions included versatile pedagogical frameworks, e.g., interactive practical training sessions, teaching workshops, and technology-mediated interactions. One study contained a control group. CONCLUSION: This systematic review can provide insight and evidence-based that can be used to design effective mentoring education. Further research is needed and would ideally include randomized controlled trials and quasi-experimental studies with reference groups; this type of research could further elucidate which aspects of mentoring education are most important for improving the guidance skills of health care professionals.


Assuntos
Tutoria , Humanos , Mentores , Pessoal de Saúde/educação , Aprendizagem , Escolaridade
19.
BMJ ; 380: 75, 2023 01 11.
Artigo em Inglês | MEDLINE | ID: mdl-36631147
20.
Indian Pediatr ; 60(1): 75-76, 2023 Jan 15.
Artigo em Inglês | MEDLINE | ID: mdl-36639976

Assuntos
Docentes , Tutoria , Humanos
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