Practice guidelines for peer support among educators during a curriculum innovation

Background. Curriculum transformation in nursing education addresses changing healthcare needs of communities. However, without ongoing support of educators, the fidelity of curriculum enactment could be compromised. Nursing education institutions in Lesotho implemented a competencybased curriculum that required novel pedagogical approaches. New facilitation approaches can challenge implementers, as was observed during the implementation of a new curriculum for the midwifery programme in Lesotho. Without ongoing faculty development and support, the educators resorted to supporting one another. However, the sustainability and  effectiveness of the unstructured peer support could be compromised; hence the need to develop guidelines to enhance peer support among educators during curriculum innovation.Objective. To develop and validate guidelines to enhance peer support among educators during curriculum innovation.Methods. A qualitative research design with multiple data collection methods was conducted, guided by the World Health Organization Handbook for Guideline Development as the framework. Three interrelated phases, inclusive of an integrative review, an exploratory qualitative study, guideline development and validation, were conducted. External reviewers validated the developed guidelines by means of a Delphi survey.Results. Five priority areas were identified for the practice guidelines, i.e. attributes of peer supporters, peer support strategies,  content/support needs, outcomes of peer support, and monitoring and evaluation of the peer support strategy. Recommendations were formulated for each priority area.Conclusion. These practice guidelines provide relevant recommendations that can enhance peer support among educators in nursing education programmes during curriculum innovation. The recommendations serve as a blueprint and provide direction for the structured peer support engagements

Continuous wave near‐infrared atomic Xe laser excited by a radio frequency discharge in a slab geometry

Near‐infrared atomic Xe laser lines have been generated from an Ar:He:Xe laser gas mixture excited by a radio frequency (rf) discharge in a slab geometry. A maximum continuous wave (cw) output power of 1.5 W (270 W/l) was obtained at an rf frequency of 125 MHz from a gas mixture containing Ar:He:Xe (50:49:1) at a total gas pressure of 90 Torr

New continuous wave infrared Ar‐Xe laser at intermediate gas pressures pumped by a transverse radio frequency discharge

An atomic Xe laser with a transverse rf excitation has been operated in a cw mode in the intermediate pressure regime. The laser output spectrum consisted of 5 Xe lines with wavelengths of 2.03, 2.63, 2.65, 3.37, and 3.51 μm. The unoptimized total output power of 330 mW was obtained for a gas mixture Ar:He:Xe=59:40:1 at a pressure of 85 Torr and a rf input power of 150 W and excitation frequency of 121 MHz

Collaborative learning: key considerations for nurse educators

In the ever-changing healthcare arena, nurse educators have a responsibility to develop independent lifelong learners. In the healthcare setting, students must progress to become healthcare professionals that are able to work productively, independently, innovatively and effectively in teams to promote patients’ outcomes. This implies that nurse educators have a responsibility to develop nursing students’ skills and knowledge and equip them with strategies to collaborate effectively to reach their academic outcomes. Students must be able to function as independent knowledgeable members of the healthcare team. One of the strategies that can be utilised to develop the above-mentioned knowledge and skills of students is collaborative learning. This paper aims at sharing key considerations with nurse educators when utilising collaborative learning.http://www.journals.co.za/ej/ejour_genbeh.htmlam2019Nursing Scienc

Establishing a community of practice : from outsiders to insiders

A shared interest in scholarship of teaching and learning between three academics/ researchers stimulated the establishment of a community of practice. The spontaneous formation of the group developed into a formal and functioning CoP. The aim of this article is to explore the transformation of a group of nursing academics who started as outsiders in a support group to becoming insiders in a community of practice. A single intrinsic longitudinal case study design within a theory of action was used to illuminate and explicate the experiences of participants during the development (analytical frame) of a community of practice (object). Four themes were identified from the four construct bins, namely shared domain of interest, informal network, formal work group and community of practice. A true sense of belonging with concrete academic and research-related outcomes and a shared vision statement and values and beliefs clarification for sustainability characterizes the flourishing group.http://www.journals.co.za/ej/ejour_genbeh.htmlam2016Nursing Scienc

The structure and content of phonological primitives

Theoretical and Experimental Linguistic

A conceptual analysis of transfer of learning in Health Sciences Education

All educators in vocational training aim to promote transfer of learning in their students. However, studies on transfer of learning or theory-practice gap in the health professions are criticized for being anecdotal and not viewed as a systemic process. The analysis was done according to Walker and Avant's (2005) eight steps. Databases, internet search engines, and scholarly articles from the 21st century were used to identify relevant sources. Transfer of learning occurs when inherent characteristics of students prompt them to demonstrate the competence (knowledge, skills, attitude, and behavior) they gained through well designed student-centered educational interventions in real (clinical) contexts with positive outcomes for the students, clients, and the service institution. Working towards transfer of learning, or bridging the theory-practice gap, without a common understanding of what it entails jeopardises future research, educational practice, and service delivery. The findings of this study imply that selection criteria should be applied in the selection of appropriate candidates for rendering health care. Education in health sciences should be designed to promote transfer of learning and service settings should be conducive for transfer of learning by lending personal, professional and systems support. Achieving these will ensure good practice development as well as promote and uphold efficient quality of care.The authors acknowledge the funding provided by the School of Nursing, University of the Free State that made collaboration among the authors possible.http://www.ajol.info/journal_index.php?jid=153&ab=ajpherdam2013ay201

A conceptual framework for educational design at modular level to promote transfer of learning

Students bridge the theory–practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive alignment and the elements of effective learning opportunities. A convergent consensus-seeking process, which is typical of a qualitative approach, was used for expert review. The final conceptual framework consists of two principles: establishing a community of learning and the primacy of a learning outcome. The four steps entail the following: (1) activation of existing knowledge; (2) engaging with new information; (3) demonstrating competence; and (4) application in the real world. It is envisaged that by applying the framework educators in health care will design for transfer of learning, resulting in quality of care and optimal patient outcomes.http://www.tandfonline.com/loi/riie202017-03-31hb201

Fig rust caused by Phakopsora nishidana in South Africa

Fig rust, caused by Cerotelium fici, was first recorded in South Africa in 1927. Recent observations have revealed high incidence of rust and untimely defoliation of fig trees (Ficus carica) in residential gardens and commercial orchards. Using phylogenetic analysis, the causal organism of a fig rust isolate (PREM63073) collected in 2020 was confirmed as Phakopsora nishidana. Inoculation and microscope studies showed that mulberry plants were immune to P. nishidana isolate PREM63073. Infection of fig leaves occurred through stomata on the abaxial leaf surfaces. Very long germ tubes were observed for P. nishidana, often with no clear contact with the leaf surfaces and an apparent lack of directional growth towards stomata. Inoculated plants from 15 fig cultivars varied in their severity of leaf infection, whereas fruit of the cultivar Kadota developed reddish-brown blemishes without sporulation. Currently, C. fici and P. nishidana are recognised as occurring on F. carica in South Africa. This suggests a need to resolve the worldwide distribution and identity of the rust species involved

Diet quality and colorectal tumor risk in persons with Lynch syndrome

Contains fulltext : 229397.pdf (Publisher’s version ) (Open Access)BACKGROUND: Persons with Lynch syndrome (LS) have an increased risk of developing colorectal tumors (CRTs). Adherence to diet quality indices associated with colorectal cancer (CRC) risk in the general population has not been studied before in LS. METHODS: Dietary habits of 490 participants with LS from a prospective cohort study was collected using a food frequency questionnaire. The Dutch Healthy Diet index 2015 (DHD15-index) and Dietary Approaches to Stop Hypertension (DASH) were used to score food-based diet quality. Diet quality scores were divided into tertiles where a higher tertile reflects a higher diet quality. Multivariable Cox proportional hazard regression models were used to estimate the association between the DHD15-index, DASH score and CRT risk. RESULTS: During a median follow-up time of 53.4 months, 210 participants (42.9%) developed CRTs. The DHD-index and DASH score were not associated with CRT risk; hazard ratios for highest vs. lowest tertile were 1.00 (95% Confidence Interval (CI): 0.67-1.48) and 1.11 (95% CI: 0.74-1.69), respectively. No linear trends across the DHD-index and DASH score tertiles were observed (P-trend = 0.97 and 0.83 respectively). CONCLUSION: In contrast to observations in the general population, no evidence for an association between the food-based DHD15-index or DASH score and CRT risk was observed in persons with LS. Further studies are needed investigating the association between diet quality and mechanisms leading to the development of LS-associated tumors