Exploring students’ perceived need and preferences for achievement emotion competence training

Given the importance of achievement emotions for students’ academic success and wellbeing, scholars are increasingly seeking to develop effective programs for equipping students with competencies for adaptively managing achievement emotions. To date, however, little is known about what kind of support, if any, students themselves perceive as useful. We thus conducted a needs assessment to explore the degree to which German lower secondary school students (N = 387) perceive a need for such training; how this need varies across students, possibly implying different implementation conditions; and their preferences for training formats/content. To this end, students completed a series of self-report measures targeting demographics, achievement emotions, perceived training need, and training preferences. Students’ responses were analyzed quantitatively and revealed a discernible need for training; that this need is higher for students with higher levels of negative achievement emotions (e.g., anxiety, disappointment) and relief, and with lower achievement; and discernible trends in students’ preferences for training formats, particularly with regard to opportunities for social interaction with peers. Implications for research and designing effective as well as appealing achievement emotion competence trainings are discussed.

Transradial versus transfemoral access for cardiac catheterization: a nationwide pilot study of training preferences and expertise in The United States

Background The objective was to assess current training preferences, expertise, and comfort with transfemoral access (TFA) and transradial access (TRA) amongst cardiovascular training fellows and teaching faculty in the United States. As TRA continues to dominate the field of interventional cardiology, there is a concern that trainees may become less proficient with the femoral approach. Methods A detailed questionnaire was sent out to academic General Cardiovascular and Interventional Cardiology training programs in the United States. Responses were sought from fellows-in-training and faculty regarding preferences and practice of TFA and TRA. Answers were analyzed for significant differences between trainees and trainers. Results A total of 125 respondents (75 fellows-in-training and 50 faculty) completed and returned the survey. The average grade of comfort for TFA, on a scale of 0 to 10 (10 being most comfortable), was reported to be 6 by fellows-in-training and 10 by teaching faculty (p < 0.001). TRA was the first preference in 95% of the fellows-in-training compared to 69% of teaching faculty (p 0.001). While 62% of fellows believed that they would receive the same level of training as their trainers by the time they graduate, only 35% of their trainers believed so (p 0.004). Conclusion The shift from TFA to radial first has resulted in significant concern among cardiovascular fellows-in training and the faculty regarding training in TFA. Cardiovascular training programs must be cognizant of this issue and should devise methods to assure optimal training of fellows in gaining TFA and managing femoral access-related complications.

Initiatives of the Polish Librarians’ Association for Libraries and Readers in the First Phase of the Pandemic

Thesis / Purpose of the article ‒ The aim of the article is to present the activities undertaken by the Polish Librarians’ Association in the first period of the pandemic, which supported librarians in two areas: maintaining communication with readers and self-improvement and improving competences in the field of remote reader service. Research methods ‒ The article uses the method of analyzing available sources, i.e., reports presenting activities undertaken by the SBP and libraries until the end of June 2020, including: reports, reports posted on websites, in social media, articles in industry magazines, surveys of training preferences of librarians and online training evaluation. Results / conclusions – Showed the effects of the pandemic with regard to the services offered by libraries, the impact of SBP on increasing the dissemination of digital resources and electronic services, as well as increasing the competence of librarians in the use of tools to work with the reader in the virtual space, through online training.

Transradial Versus Transfemoral Access for Cardiac Catheterization: A Nationwide Pilot Study of Training Preferences and Expertise in USA.

Background: The objective was to assess current training preferences, expertise, and comfort with transfemoral access (TFA) and transradial access (TRA) amongst cardiovascular training fellows and teaching faculty in United States. As TRA continues to dominate the field of interventional cardiology, there is a concern that trainees may become less proficient with the femoral approach. Methods: A detailed questionnaire was sent out to academic General Cardiovascular and Interventional Cardiology training programs in the United states. Responses were sought from fellows-in-training and faculty regarding preferences and practice of TFA and TRA. Answers were analyzed for significant differences between trainees and trainers using the Pearson χ2 or Fisher’s exact test, or the Student t test or the Mann–Whitney U test. Results: A total of 125 respondents (75 fellows-in-traing and 50 faculty) completed and returned the survey. The average grade of comfort for TFA, on a scale of 0 to 10 (10 being most comfortable), was reported to be 6 by fellows-in-training and 10 by teaching faculty (p < 0.001). TRA was the first preference in 95% of the fellows-in-training compared to 69% of teaching faculty (p 0.001). While 62% of fellows believed that they would receive the same level of training as their trainers by the time they graduate, only 35% of their trainers believed so (p 0.004).Conclusion: The shift from TFA to radial first has resulted in significant concern among cardiovascular fellows-in training and the faculty regarding training in TFA. Cardiovascular training programs must be cognizant of this issue and should devise methods to assure optimal training of fellows in gaining TFA and managing femoral access-related complications.

Training Needs and Preferences of Social Workers Providing Services to Migrant Children

A recent wave of migration has brought a lot of children to the EU. Children in migration face a stronger risk of becoming victims of violence, physical or sexual abuse, and trafficking. Social workers in the receiving countries are usually the ones who most often provide services to them. The study, using focus group methodology and aiming to identify the needs of social workers for training and their training preferences in this context, was carried out in 2018, in 7 EU countries. The results have shown that the main issue is the absence of specific, systemic training aimed at improving the knowledge and skills needed for work with migrants. The public or governmental institutions did not have an interest in providing such kinds of training, they were organized on an ad-hoc basis by NGOs mainly. Lack of knowledge about legal systems, the difference between the theory and practice, and the lack of practical experience working with migrant minors were named by participants as the main gaps that need improvement.

“Online Training Is Great but Human Interaction Is Better”: Training Preferences of VA Interdisciplinary Palliative Care Consult Teams

A growing body of research has examined modalities for delivering palliative care education; however, we know little about education and training preferences of VA interdisciplinary Palliative Care Consult Teams (PCCT). In the BEACON II study, we explored training preferences of PCCTs from 46 Veterans Affairs Medical Centers (VAMCs) participating in either a multisite webinar or a small group, in-person workshop. We interviewed participants by telephone seven to eight month post-training. In all, 75.9% preferred in-person education and training, including 78.9% of workshop participants and 73.1% of webinar participants. Respondents described in-person training as fostering learning through the following processes: (1) active engagement and focus, (2) interaction and networking, (3) meaning-making and relevance, and (4) reciprocity and commitment. Although it is not possible for Web-based palliative care education programs to replicate all aspects of the in-person learning experience, building experiential, interactive, meaningful, and reciprocal components into Web-based education may help shift preferences and make interdisciplinary team-based palliative care education accessible to a larger audience.

Understanding Australian Community ABI Therapists’ Preferences for Training in and Implementing Behaviour Interventions: A Focus on Positive Behaviour Support

Objective:Individuals with acquired brain injury (ABI) may experience persistent and distressing challenging behaviours (CB), and therefore, effective delivery of behaviour interventions is crucial. This study aimed to investigate community ABI therapists’ experiences of using, training in and implementing behaviour interventions with a focus on Positive Behaviour Support (PBS).Methods:A sample of Australian community ABI therapists (n = 136) completed an online survey about their experiences with behaviour interventions, including PBS. Data from open-ended questions were analysed using content analysis. Frequency and descriptive statistics were computed, and a multiple regression was performed to determine factors predicting readiness to learn and implement new behaviour interventions. Rank-based non-parametric tests were conducted to investigate the influence of clinical role on experiences with behaviour interventions and training preferences.Results:Consistent with PBS, participants indicated that the following were important in addressing CB: teamwork and collaboration, person-centred practice, working with antecedents, environmental modification, improving quality of life and skill-building. Despite a high level of desire and readiness, 80% of participants reported facing barriers to learning and implementing new behaviour interventions (e.g., lack of time). Participants’ confidence in using behaviour interventions (β = 0.31; p = 0.002) and the number of barriers faced (β = −0.30; p = 0.002) predicted their readiness to learn and implement new behaviour interventions. Confidence, duration of past training in behaviour interventions and preferred duration of future training did not differ based on clinical role.Conclusion:Implications for the development of training in behaviour interventions such as PBS and implementation into community practice are discussed.