Novice nurses knowledge and skill performance in high crisis situations during the COVID-19 pandemic

Background: The Covid-19 pandemic caused over 38,900 deaths in the state of Ohio with a cumulative hospitalization (March 2020-July 2022) of approximately 119,500. The pandemic propelled novice nurses to quickly demonstrate knowledge and skills of high crisis patient care, such as Advance Life Support (ALS) events. This forced organizations to rapidly deploy educational interventions to support the novice nurse's delivery of high-quality emergent patient care delivery. The literature supports simulation to improve the novice nurses' self-confidence yet, the literature remains unclear regarding how simulation enhances knowledge and skill performance, especially during a pandemic. Methods: Using an experimental randomized controlled, longitudinal, pre-test, post-test design, this study examined the effects of adding an on-line Advance Life Support (ALS) patient scenario module to the current ALS program when exploring participant training experience, knowledge, and skill of the required ALS concepts (initiating cardiopulmonary resuscitation, ECG rhythm recognition, pharmacology, and team communication) during high crisis patient care situations. A convenience sample (N=27) of novice nurses who are employed at a Mid-Western health system were randomly assigned to control and intervention groups. Both groups completed a demographic questionnaire followed by participation in a video-taped, ALS high fidelity simulation and debrief for evaluation of baseline knowledge and skill performance at baseline and at three months. Between the simulations (1 month) the intervention group received the same written clinical update as the control group, plus an independent on-line patient scenario of ALS concepts. Qualitative descriptors of the novice nurse's experience of participating in high crisis simulations were explored. Results: Nine participants completed this study. Quantitative descriptive statistics for trends noted, at baseline, both the control and intervention groups scored low (Control 25% n=4;Intervention 67% n=5) for the skills of "Initiating high quality CPR).". Post intervention, the control group missed CPR resuming in less than 10 seconds after defibrillating at 150-200 joules. When assessing the participants practice areas the control group had 3 of the 4 participants in the ICU and 1 in the Progressive Care units. This missed skill item could be contributed to the oversaturation of codes, coupled with the mental exhaustion form the pandemic, could lead to missed care even during practiced repetitive skills. Quantitative data trends for knowledge and skill coupled with the participant attrition rate of 67% (n=18) led to the exploration of the experience of novice nurses participating in ALS cardiac arrest training during a pandemic. Three qualitative descriptors emerged by examining the transcripts from the simulation debriefs for all simulations: team collaboration, mental distress, and increased confidence to incorporate new skills. Conclusions: On-line independent patient scenarios provided reinforcement of ALS knowledge and skill concepts. Critical knowledge and skill team communication principles may not be reinforced when providing patient care. Simulation debriefs allow the novice nurses to apply fundamental concepts in a safe learning environment. Novice nurses need scaffolding of knowledge to grow and maintain their knowledge, skill, and confidence. Future education experiences should be designed to allow for frequent dosing of simulations with structured debriefs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Novice nurse practitioners' employment decisions and role transition experiences during COVID-19.

BACKGROUND: While it is known how the COVID-19 pandemic affected providers already employed and working in health care settings, there is little data about the effect it may have had on novice nurse practitioners (NPs). PURPOSE: The purpose of this study was to describe novice NPs' employment decisions and role transition experiences during the COVID-19 pandemic. METHOD: Via an online survey, novice NPs were asked open-ended questions about how the pandemic influenced the decision to take their first position and their role transition experience, as well as what employers did well or could have done better to facilitate this transition. FINDINGS: Participants described employment challenges that included a difficult job market with limited employment opportunities, decreased pay and benefits, fewer onboarding and mentorship opportunities, and less primary care experience. However, NPs reported the pandemic positively influenced their role transition experiences with decreased patient workload and greater use of telehealth. CONCLUSION: Novice NPs were impacted by the COVID-19 pandemic in making employment decisions and transitioning into the NP role.

BETWEEN TWO WORLDS: INDONESIAN NOVICE EFL TEACHERS' TENSIONS AND NEEDED SUPPORTS DURING PANDEMIC

The abrupt changes in the situation and policy caused by the COVID-19 pandemic might dwindle novice teachers' well-being and add more pressure to their minds that are already clouded with uncertainty. If left untouched, it is more than likely that they would quit teaching entirely. Nevertheless, while challenges, struggles, and tensions experienced by novice EFL teachers have long been studied and well-documented, the novice EFL teachers' tensions experienced during the pandemic and the supports they need have not been examined. By analyzing guided reflections and interviewing five Indonesian novice EFL teachers, the present research is to answer two questions: 1) What kinds of tensions are experienced by Indonesian novice EFL teachers during the time of the pandemic? 2) What kind of supports do they need to stay in the teaching profession? The result shows that novice teachers experience tensions related to pedagogical-technical, a sense of belonging to the teaching profession, and culture-relationship, which are caused by the abrupt shift to online learning and excessive workload. To mitigate and ease these tensions, needed supports from the government and policymakers, school and school leaders, or colleagues are also discussed. © 2023, Association for the teaching of English as a Foreign Language in Indonesia. All rights reserved.

The spectrum of the journey: Narrating identities during professional learning in pivotal response treatment for novice elementary teachers of students with autism spectrum disorder

In Ontario, Policy/Program Memoranda No. 140 (PPM 140) authorizes educators to utilize Applied Behavioural Analysis methods to support students with Autism Spectrum Disorder (ASD) in the classroom. Although typically favoured, inclusive policies are difficult to translate into practice without training (Lindsay et al., 2013). Novice educators (i.e., first five years of their career) are at the cusp of developing a teacher identity as they are shifting roles from that of a teacher candidate to what it means to be a professional teacher.Symbolic interactionism (SI) is one theory deemed useful for narrating and investigating identity. According to Blumer (1986), SI is a theory which investigates how individuals develop subjective meanings and how those meanings are reformed during an interpretive process producing different behavioural responses. Within the teaching profession, physical objects refer to space or material. Social objects refer to the interactions with individuals. objects are beliefs about professional development (PD) and identity (Blumer, 1986).Current studies do not address how teachers with larger classes may implement evidence-based practices, such as Pivotal Response Treatment (PRT). Even when general education teachers do receive training in PRT, an investigation into identity is missing. This doctoral dissertation investigates how a professional learning in PRT in Ontario may influence novice (i.e., first five years of their career) elementary educators' (i.e., JK-Grade three) identity as a teacher from a qualitative (i.e., narrative inquiry) design. Results from interviews, journals, and focus groups revealed themes. Physical objects included (1) accessibility to tangible resources and in-class trainings, (2) motivation/accountability, (3) barrier of time, (4) barrier of COVID-19, (5) barrier of staffing, and (6) barrier of size/needs of a classroom. Analyzing social objects revealed (7) student relationship building, (8) classroom staff communication, (9) low parental communication, and (10) distance support from administrators. Conversations around identity detailed how (11) early educational experiences and (12) previous characteristics associated with a teacher impacted a present (13) definition of teacher identity as the philosophy of teaching. This exposed themes such as (14) advocating for accommodations, (15) life-long learner, (16) self-reflective, (17) connection between personal/social self, and (18) a generalist role. (19) Micro-level solutions such as obtaining more strategies for themselves, and (20) macro-level solutions such as dedicating more time within teacher education programs and in-person training were also discoursed.Physical and social objects had a direct impact on objects. The first premise of symbolic interactionism, meaning, delved deep into how novice educators acted towards objects based on the meanings assigned to them throughout the study. Through social interactions (i.e., premise two - language) with myself as the researcher, the research study, the other participants, and stakeholders in their school climate, an investigation into the interpretation process (i.e., premise three - thought) revealed the above themes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

To Do or not to Do Previous Homework in Computer Education

The first contact of freshmen students with computer thinking and programming languages is not an easy task. There are several strategies that can be used before, during and after face-to-face classes. Flipped classes are a way to save time in activities that can be better done in the form of previous work - guided by the teacher. A n d the time gained in person can be used in tasks that are much more productive than traditional lectures. This study is based on an introductory programming semester of post lockdown COVID-19, initially with 101 students, with the strategy of providing study materials for students to work on before class (as in flipped classes). We use attendance in classes, acce ss-work MOODLE, the two grades obtained during the semester, as well as some information about the student (age, course, gender, previous knowledge of programming languages), and the level that the students think it was their presence in classes and on MOODLE in the middle and at the end of the semester to measure the success of the experiment. It seems that this type of strategy can be excellent for students who attend classes weekly and do their homework, but it can be a cause of dropout if taken to the extreme. © 2022 IEEE.

The lived experience of novice teachers who chose to return to their middle school for their second year during COVID-19 pandemic

Between 40 and 50% of teachers will leave the profession within their first five years of teaching (Ingersoll & Smith, 2003). Factors such as teacher preparation, high stakes testing, mentoring support, student outcomes, monetary incentives, and administration play roles in this problem. In 2020, the COVID-19 pandemic changed traditional practices overnight, placing additional unexpected demands on teachers (Kim & Ashbury, 2020). The purpose of this research was to gain an understanding of factors involved in teacher retention, and by taking a narrative inquiry approach to this phenomenon, gain an in-depth understanding of the factors that led to novice teachers choosing to return for a second year. The findings demonstrated that novice teachers did not have a paradigm with which to compare teaching outside of the influence of the COVID-19 pandemic. In fact, veteran teachers experienced greater difficulties coping with the pandemic than novice teachers. Nonetheless, novice teachers did experience stress which was mitigated by mentoring, support, and other experiences that have proven essential to the success of novice teachers. Many teachers chose to return because of the relationships they established on campus, the support from their administration, and their love of the students they taught. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A comprehensive genuineness of truths contributing to novice Title I teacher retention: A collective case study of novice teachers in Title I public schools

Teacher attrition has been a leading issue within the United States for several decades, especially among novice Title I teachers (Farmer, 2020;Madigan & Kim, 2021). Projections of novice teacher attrition rates show that schools will continue to see a significant increase in rates after the 2021 to 2022 school year due to changes in education during the COVID-19 pandemic. Growing attrition rates for novice Title I teachers significantly impact school and student success across the nation.To address the growing concern of novice teacher attrition, factors that impact a novice teacher's decision to remain in the profession must be examined. This qualitative collective case study explored factors contributing to novice teacher retention within Title I schools for nine novice Title I teachers from Texas, California, Idaho, and New York. Data collection occurred through three interviews with each participant, including one unstructured interview and two semi-structured interviews. The researcher specifically focused on identifying key factors that contributed to the retention of these novice Title I teachers. The researcher utilized Herzberg's two-factor motivation-hygiene theory as the theoretical framework for identifying and classifying themes that emerged from the data (Herzberg et al., 1959). The data revealed four themes that contributed to novice Title I teacher retention for the nine participants: realistic and collaborative campus expectations, support for professional development, positive school culture, and promotion of self-efficacy and motivation.Ultimately, the research presented in this study addresses gaps in the research pertaining to novice teacher attrition within Title I schools. Rather than focusing on factors that lead to attrition, this study focuses on what matters most-factors that contribute to teacher retention. By focusing on identifying factors that influenced retention of novice Title I teachers, Title I school leaders can improve experiences for novice teachers related to each factor to ultimately improve retention within their campuses. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Elementary principal coach perceptions regarding the needs and strengths of first-year principals

To support first-year principals as they transition into their new leadership role, more and more school districts are enlisting principal coaches to help principals through this period in order to help them achieve greater success in their first year and beyond. The purpose of this study is to understand the perspectives of current principal coaches on the diverse needs of first-year principals. The overarching research question used to frame this study was: What are the perceptions of principal coaches about supporting the diverse needs of first-year principals? Research sub-questions were: How do principal coaches support first-year principals as they transition into their principalship? How do principal coaches describe the emerging needs of first-year principals? How do principal coaches determine the processes and tools needed to develop first-year principals as they acclimate to their new responsibilities and grow in principal proficiency? A qualitative multiple case study approach with cross-case analysis was used as the research method. Social constructivist theory of adult learning was used as the theoretical framework to sort, analyze, and interpret collected data. Research data was obtained through multiple sources, including participant interviews, and collected documents and audiovisual materials. Participants included three principal coaches and three first-year principals. Each coach was working with one of the principal participants during the time of this study. This study was conducted in a large south-central geographic metropolitan area of Texas. The findings produced four themes: complexity of principal coaching;diverse needs of first-year principals;progression of work with first-year principals;and coaching during the COVID-19 pandemic. Findings show that first-year principals truly have unique needs, and coaching greatly impacts the development of first-year principals based on their individual leadership circumstances. Additionally, coaching is a complex process with various layers involved in how principal coaches determine the processes and tools needed to develop first-year principals. Findings from this study can offer school districts and principal supervisors' insight into other possible supports that might be necessary to help develop first-year principal capacity. Additionally, various stakeholders can utilize this study's findings in thinking through developing novice principal coaching programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A Phenomenology of First-Year Music Teaching During the COVID-19 Pandemic

The purpose of this phenomenology was to examine the lived experience of being a first-year music teacher during the COVID-19 pandemic. Across two data waves, the first in winter 2020 and the second in late spring 2021, we collected written reflections and conducted online interviews with 10 music teachers who began their careers in 2020 to 2021. We found that participants' experiences were characterized by overwhelm, disconnection, a pervasive concern for well-being, and a sense of missing out. These experiences were shaped by contextual factors like being responsible for mixed instructional modalities, coping with inconsistent student attendance, and navigating safety protocols that presented barriers to learning. The essence of being a first-year music teacher during the pandemic was the feeling of being adrift amid a largely lost year, looking to the next year as another first year of teaching. We suggest that this cohort of novice music teachers is distinct from previous cohorts, having been shaped by an intensified teaching experience. Induction supports such as mentoring may need to be extended through the first 3 years of their careers, and researchers should continue to follow this cohort because their trajectory is unclear.

Reflections on transitioning from senior nurses to novice nurse academics.

The transition from practicing nurse to nurse academic can be stressful as novice nurse academics need to assume new roles and acquire new skills in addition to having demonstrated mastery over their field of clinical practice. In this reflection, the authors use Gibbs' reflective cycle to reflect on the experience of transition from being senior nurses to novice nurse academics in the Australian university context. A description of the experience of transition is outlined alongside the feelings encountered. The positive and negative aspects of the experience are then evaluated and an analysis of the experience put forward with a conclusion related to the overall experience. An action plan for future practice is offered, which we hope will be of interest to anyone contemplating such a journey or supporting others in this process. The complex and challenging journey ahead for novice nurse academics is outlined, which offers opportunities for growth and development.

The impact of the COVID-19 pandemic on the perioperative transition to specialty practice program.

AIM: To understand how the COVID-19 pandemic impacted nurse educators' and novice nurses' experience with the perioperative transition to specialty practice program. DESIGN: A qualitative descriptive study. METHODS: Semi-structured interviews were conducted with five perioperative nurse educators and five perioperative transition to specialty practice program participants from a major metropolitan health service in Melbourne. Data were collected between April and July 2021. Interviews were audio-recorded and transcribed verbatim, and data were analysed using reflexive thematic analysis. RESULTS: Five themes were identified. The value of the perioperative transition to specialty practice program in supporting novice nurses was recognized in the theme 'Nurturing our novices'. Widespread changes to clinical practice were demonstrated in the theme 'Every day is different', including changes to elective surgery, redeployment of staff and the transmission risk of COVID-19. 'The perils and joys of online learning' revealed both challenges and benefits of transitioning theoretical education from face-to-face to online delivery. 'Roller coaster of emotions' represented the heightened emotions participants experienced due to the COVID-19 pandemic. 'Looking back to move forward' encompassed participants' reflections on the year, considering the challenges, adaptive strategies and the future of perioperative nursing education. CONCLUSION: The perioperative transition to specialty practice program was significantly impacted by the COVID-19 pandemic. Participants needed to adapt to rapid and frequent changes, which contributed to feelings of emotional distress, affected consolidation of clinical learning and reduced engagement with theoretical education. IMPACT: Perioperative nurses should acknowledge that opportunities for learning were decreased for transition to specialty practice program participants during the pandemic. Ongoing support and education should be provided, to nurture the future generation of perioperative nurses.

Burnout and impostor phenomenon in nursing and newly licensed registered nurses: A scoping review.

AIMS AND OBJECTIVE: To identify the prevalence and severity of impostor phenomenon and burnout in newly licensed registered nurses, map the current literature on impostor phenomenon in nursing, and identify related factors affecting the new nurse's transition to practice. BACKGROUND: Impostor phenomenon is an internalised intellectual phoniness resulting in persistent self-doubt despite prior success. It can evoke feelings of emotional exhaustion associated with burnout, negatively affecting employee retention. Due to changes in nursing education resulting from COVID-19, self-doubt and uncertainty among new nurses are expected to be heightened, leading to burnout which adversely effects nurse well-being, patient care and retention. DESIGN: The scoping review follows the methodological framework developed by Arksey and O'Malley (2005) and the Reporting Checklist for Scoping Reviews (PRISMA-ScR) guidelines. METHODS: The literature search was conducted utilising PubMed, CINAHL and PsycINFO. Inclusion criteria were studies published between 2011 and 2021, written in English, peer-reviewed, and focused on newly licensed registered nurses. Eighteen articles were reviewed. RESULTS: Studies on impostor phenomenon in nursing are limited to nursing students and clinical nurse specialists. Prevalence of impostor feelings in these populations range from 36% to 75%, and 12.3% to 46% of new nurses report burnout. Impostor feelings arise from role ambiguity, lack of self-compassion, transitions, and minimal clinical experience. Burnout was associated with stress, feeling unprepared, inadequate socialisation, and lack of self-compassion. Overlap in these factors could increase impostor feelings and burnout in new nurses. CONCLUSIONS: Effects of impostor phenomenon and burnout can negatively impact the well-being of the new nurse. Currently, no studies simultaneously examine impostor phenomenon and burnout in new nurses. Further research on the relationship between these phenomena should be conducted. RELEVANCE TO CLINICAL PRACTICE: Understanding the impact of impostor phenomenon and burnout on new nurses could help mitigate challenges they face transitioning into practice.

A Phenomenology of First-Year Music Teaching During the COVID-19 Pandemic

The purpose of this phenomenology was to examine the lived experience of being a first-year music teacher during the COVID-19 pandemic. Across two data waves, the first in winter 2020 and the second in late spring 2021, we collected written reflections and conducted online interviews with 10 music teachers who began their careers in 2020 to 2021. We found that participants' experiences were characterized by overwhelm, disconnection, a pervasive concern for well-being, and a sense of missing out. These experiences were shaped by contextual factors like being responsible for mixed instructional modalities, coping with inconsistent student attendance, and navigating safety protocols that presented barriers to learning. The essence of being a first-year music teacher during the pandemic was the feeling of being adrift amid a largely lost year, looking to the next year as another first year of teaching. We suggest that this cohort of novice music teachers is distinct from previous cohorts, having been shaped by an intensified teaching experience. Induction supports such as mentoring may need to be extended through the first 3 years of their careers, and researchers should continue to follow this cohort because their trajectory is unclear. [ FROM AUTHOR]

Competency for Japanese novice medical laboratory scientists: a Delphi method.

BACKGROUND: Competency is used to channel abilities into successful processes and is employed in the medical field. Globally, several laboratory competencies exist, but the job descriptions of Japanese medical laboratory scientists differ from those of other countries and little evidence-based information on novice medical laboratory scientist competency is available in Japan. This study clarified the competencies of novice medical laboratory scientists based on various expert opinions in Japan. METHODS: The Delphi method was used to achieve an expert consensus on novice medical laboratory scientist competencies. We asked the participants to evaluate the importance of each item using the Likert scale and set 70% as the final consensus rate. RESULTS: We obtained 106/400 (26.5%) and 95/106 (89.6%) responses from participants in rounds 1 and 2, respectively. Their professional experience mean ± standard deviation was 32.4 ± 6.0 years (range: 13-41). The average of each category consensus rate was > 99.1%. Ninety-five expert opinions converged and agreed that the competency comprised 8 categories and 54 items. CONCLUSIONS: The survey results revealed that novice medical laboratory scientists were expected to have relatively higher main laboratory skill competencies in the 'Preparation and analysis' category than in other categories. Nevertheless, competencies in other categories required basic skills. In addition, our competencies contained unique competencies compared with others due to their divergent roles and their environment. Further research is warranted to explore assessment tools by developing a competency scale, thereby helping clarify the differences between ability and correlated factors. The unique competencies scale can help assess the efficacy of educational programmes for Japanese medical laboratory scientists.

On Things that Matter in Learning Programming: Towards a Scale for New Programming Students

Full research paper - In this paper, we report on the development of a succinct and easy-to-administer 11-item scale that quantifies students' self-efficacy, social aspect, independence, and meaning of studies, with a focus on introductory programming studies. The scale has been constructed using exploratory factor analysis of survey response data collected from students attending introductory programming courses offered by two universities. We evaluate the scale by using it to examine differences between university contexts, and assess to what extent the scale relates to students' perceived impact of the COVID-19 pandemic on studies, prior programming experience, self-assessed competence, and seeking help. Our evaluation of the scale suggests that social aspect was correlated with being more strongly influenced by the COVID-19 pandemic, while the perceived ability to work independently was correlated with reduced influence of the COVID-19 pandemic. Prior programming experience was positively correlated with self-perceived ability to work independently and with self-efficacy. Similarly, self-estimated competence was positively correlated with self-efficacy. Finally, social aspect and meaning of studies were positively correlated with help-seeking. Our evaluations show that the scale holds promise as a new tool for researchers and practitioners seeking to improve understanding of their study contexts. © 2022 IEEE.

The lived experience of novice teachers who chose to return to their middle school for their second year during COVID-19 pandemic

Between 40 and 50% of teachers will leave the profession within their first five years of teaching (Ingersoll & Smith, 2003). Factors such as teacher preparation, high stakes testing, mentoring support, student outcomes, monetary incentives, and administration play roles in this problem. In 2020, the COVID-19 pandemic changed traditional practices overnight, placing additional unexpected demands on teachers (Kim & Ashbury, 2020). The purpose of this research was to gain an understanding of factors involved in teacher retention, and by taking a narrative inquiry approach to this phenomenon, gain an in-depth understanding of the factors that led to novice teachers choosing to return for a second year. The findings demonstrated that novice teachers did not have a paradigm with which to compare teaching outside of the influence of the COVID-19 pandemic. In fact, veteran teachers experienced greater difficulties coping with the pandemic than novice teachers. Nonetheless, novice teachers did experience stress which was mitigated by mentoring, support, and other experiences that have proven essential to the success of novice teachers. Many teachers chose to return because of the relationships they established on campus, the support from their administration, and their love of the students they taught. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Role transition of newly graduated nurses from nursing students to registered nurses: A qualitative systematic review.

BACKGROUND: The transition experience of newly graduated registered nurses is highly stressful and associated with high attrition rates. OBJECTIVES AND DESIGN: This qualitative systematic review aims to consolidate the available evidence on the experiences of newly graduated registered nurses' role transition from nursing students to registered nurses. DATA SOURCES: English language research published between 2010 and 2022 was searched using PubMed, CINAHL, Scopus, Embase, PsycInfo and ProQuest Dissertations and Thesis databases. REVIEW METHODS: Data were extracted using a data extraction form and appraised using the Critical Appraisal Skills Programme (CASP) tool for published studies or the Authority, Accuracy, Coverage, Objectivity, Date, Significance checklist for unpublished studies or grey literature, respectively. RESULTS: The review included 25 studies and the meta-synthesis identified four themes: (a) Knowledge deficit, (b) Overwhelming clinical practise, (c) Importance of workplace support, and (d) Meaning of "being a nurse". CONCLUSIONS: Newly graduated registered nurses experienced facing knowledge deficits in the clinical setting and felt overwhelmed with work, especially for newly graduated registered nurses during the Covid-19 pandemic. Support from colleagues was invaluable, and they wished for better support through standardised transition programs. Despite nursing being mentally and physically exhausting, many newly graduated registered nurses regarded their profession satisfying and meaningful, however some eventually resigned. Understanding the transition experiences of newly graduated registered nurses can provide valuable insights on how to facilitate their transition and in turn decrease attrition rates, and ensure safe care for the patients and that public healthcare needs are met.

How Psychological Variables Maybe Correlated with Willingness to Get COVID-19 Vaccine: A Nationwide Cross-Sectional Study of Polish Novice Nurses.

INTRODUCTION: Nurses became the largest medical group exposed to direct contact with the SARS-CoV-2 virus. In this study, we aimed to assess the readiness and motivation for vaccination, as well as the use of sources of information and attitudes toward vaccination depending on the psychological profile. MATERIAL AND METHODS: A cross-sectional online survey study was conducted. The study included 145 novice nurses from 8 medical universities who completed 3-year undergraduate studies. Women constituted 97.2% of the respondents (N = 141). The Generalized Anxiety Disorder 7-Item Scale, General Self-Efficacy Scale, Brief Resilient Coping Scale, and an original questionnaire were used. Variables were analyzed with descriptive statistics methods. A p-value of <0.05 was considered statistically significant. RESULTS: Among the participants, 73.1% had already been vaccinated against COVID-19 (N = 106). The participants were divided into two groups: G1 (N = 98), characterized by a lower level of anxiety with higher self-efficacy and resilient coping, and G2 (N = 47), with a higher level of anxiety with poorer self-efficacy and resilient coping. The analysis of the potential correlation of psychological pattern with the decision to vaccinate was not statistically significant (p = 0.166). CONCLUSION: Psychological variables may be correlating with motivation, attitudes toward vaccination, and the choice of reliable sources of information about vaccination. Our study demonstrates the key role of two psychological variables, self-efficacy and resilient coping, in this context.

Iraqi Kurdish EFL teachers' beliefs about technological pedagogical and content knowledge: The role of teacher experience and education.

Exploring technological pedagogical and content knowledge (TPACK) has obtained considerable importance over the past 2 years when education needs to rely on using online learning platforms due to the COVID pandemic. Teachers' beliefs could play a determining role in their decisions and the ways they implement their knowledge. It has, however, been indicated that teachers' beliefs about TPACK in language pedagogy merits additional empirical evidence, especially through a mixed-methods design. To this aim, this study probed teachers' beliefs towards TPACK in general and its components in particular in Iraqi Kurdistan. Additionally, the role of teaching experience and education degree in affecting the teachers' beliefs was explored. The data was collected through a questionnaire responded by 105 EFL (English a Foreign Language) teachers and enriched by qualitative data gathered through a structured interview. Overall, it was found that teachers generally had a higher level of pedagogy and subject matter knowledge than technological knowledge. Although the quantitative data indicated that the experienced teachers had significantly higher pedagogical, content, technological, and pedagogical content knowledge than the novice teachers, the qualitative analysis revealed that novice teachers were more skilled in the utilization of technology-related knowledge domains. Furthermore, Ph.D. participants demonstrated higher level of TPACK confidence than the BA ones. The findings are discussed in the light of theories on teachers' beliefs, and implications for teachers and teacher educators are presented.

Creative Solutions to Assure New Graduate Preparation and On-Boarding

The pandemic has caused nurse leaders to rethink how to best prepare nurses for practice in challenging times. Creative strategies employed by nurse leaders in academia and in community settings can ensure that new graduate nurses are ready for practice. This article discusses ideas for implementation or refocus that are required to meet the needs of the novice nurse and community partners.