ICT Transformation in Education: Its Impact on Language Teachers' Professional Identities

Rapid and continuous changes in digital technologies have changed both classroom practices and teacher profiles in education. It can be argued that a new context of teaching may lead some teachers to develop a different teacher identity in order to meet the needs of the era. Within this perspective, this case study attempts to explore the impacts of Information and Communication Technologies (ICT) revolution in education on teachers' professional identity through the lens of three English instructors from three different contexts in Turkey. The study particularly focuses on reflections of teachers during the pandemic. As a theoretical framework, the study adopts Wenger's (1997) social theory of learning and, within this framework, it discusses these teachers' professional identities in relation to their ICT usage. In particular, three modes of belonging, Engagement, Imagination and Alignment, are underlined. A qualitative approach is employed based on the written history documents of the participants and semi-structured interviews as data collection tools. The findings are gathered with a deductive thematic analysis, and they illustrate that teachers have some external and internal difficulties regarding their ICT usage, and they form a new shape of professional identity mainly through collaboration, community expertise and contributing new ideas in their school contexts. Although the use of new digital technologies mostly enables them to adopt a positive and modern teacher identity in their teaching contexts, it also leads some of them to sometimes question their teacher identity due to their limited ICT knowledge and competence. Thus, the study suggests some implications both for language teachers to invest in their digital identities, and for school administrations to create a friendly atmosphere where the community of expertise can be shared freely among teachers.

Reimagining Teacher Identity in the Post-COVID-19 University: Becoming Digitally Savvy, Reflective in Practice, Collaborative, and Relational

Objective: Through the crisis of COVID-19 university teachers have been pushed into the realm of emergency remote teaching (ERT), familiar ways of living, working and being, brought unprecedented additional uncertainty and vulnerability to an already highly complex context. The purpose of this narrative review was to look at how these transformations affected teacher identity and the ways relationality shifted during this time. The intention was to bring relationality, care, collaboration, and excellent teaching possibilities, into the centre of our thinking. Whilst recognising the pandemic as a traumatic experience for many, it is a hopeful paper. Method: An examination and thematic analysis of literature published from March 2020-November 2020 on ERT. Results: The crisis and corresponding shift to teaching online demanded faculty to overcome their bias against online delivery, reimagine teaching, resulting in increased innovation and unexpected positive experiences which continue to rise. Conclusion: Teachers already engaging with student-centred approaches, relational pedagogies, reflective practice, community networks, and/or digital technologies managed the transition to online teaching and learning more effectively. Future teacher training requires effective online education, how to design and deliver, how to collaborate, and how to make relational connections with others, and access to resources.

Handbook of Research on Language Teacher Identity. Advances in Higher Education and Professional Development (AHEPD) Book Series

In today's educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The "Handbook of Research on Language Teacher Identity" addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.

An examination of the emerging field of community paramedicine: a national cross-sectional survey of community paramedics.

BACKGROUND: Community Paramedicine is an evolving community-based model that expands paramedic roles from emergency and transport care to a focus on non-emergent and preventive health services tailored to local community needs. Though community paramedicine is a growing field and acceptance is gradually increasing, there is limited information on community paramedics (CPs) perceptions of their expanded roles. The study's aim is to assess CPs' perceptions about their training, roles, role clarity, role readiness, role satisfaction, professional identity, interprofessional collaboration, and the future of the community paramedicine care model. METHODS: Using the National Association of Emergency Medical Technicians-mobile integrated health (NAEMT-MIH) listserv, a cross-sectional survey was conducted in July/August 2020 using a 43-item web-based questionnaire. Thirty-nine questions evaluated CPs' training, roles, role clarity, role readiness, role satisfaction, professional identity, interprofessional collaboration, and program/work characteristics. Four open-ended questions examined perceptions of the future of community paramedicine care models and challenges/opportunities encountered during the COVID-19 pandemic. Data was analyzed using Spearman's correlation, Wilcoxon Mann-Whitney U, and Kruskal-Wallis tests. Open-ended questions were analyzed using qualitative content analyses. RESULTS: Responses from fifty-seven CPs were analyzed. Most (80%) completed didactic and/or clinical training. Nearly all respondents (96.5%) performed health assessments; only 38.6% administered vaccines. Overall, participants were neutral about their role readiness with a mean score of 3.3/5.0. The mean role clarity was 15.5 (range 4-29; higher scores = higher clarity), professional identity was 46.8 (range 30-55; higher scores = higher identity), role satisfaction was 4.4/5 with 5 = very satisfied, and interprofessional collaboration was 9.5/10 (10 = very important). Role clarity training (rho = 0.4, p = 0.0013) and higher interprofessional collaboration (rho = 0.4, p = 0.0015) were found to be significantly associated with the enhancement of professional identity. Respondents who completed training showed higher role satisfaction compared to those who did not (p = 0.0114). COVID-19 challenges included keeping up with emerging policies/procedures, CPs' well-being, and inadequate funding to meet service needs; opportunities identified included service delivery expansion and CPs meeting community needs in a flexible manner. Respondents reported that sustainable payment models, expanding services, and geographic reach were important to the future of community paramedicine. CONCLUSIONS: Interprofessional collaboration is important to fulfill CPs roles. Role clarity and readiness could be improved, which aligns with the emerging nature of community paramedicine. The future of the community paramedicine care model is dependent on funding and expanding reach of services.

Establishing Academic Identities Through Professional Socialisation During the COVID-19 Pandemic: A Doctoral Student, Institutional Member, or Early Career Researcher?

While higher education institutions promptly responded to the transition to online or blended practices as a result of COVID-19, there is limited current understanding of how first-year PhD students committed themselves to various online networking experiences during their initial stage of professional development. By drawing on Kolb's experiential learning cycle, this chapter elicits two first-year international PhD students' professional trajectories of forming our professional identities in academia during the COVID-19 pandemic. Despite engaging with different professional socialisation activities, we both underwent three transformative stages which we classify as acquiring knowledge, establishing networks, and gaining validation. Our findings indicate that our dynamic and consecutive professional identity formation transitioned through three stages: a doctoral student, an institutional member, and an early career researcher. This chapter reveals how this linear three-stage process respectively unfolds for different international doctoral students. In this regard, relevant implications are proposed for current and prospective international doctoral students and their institutions to refer to in better facilitating international doctoral students' professional identity development during and beyond COVID-19 pandemic. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Understanding of professionalism among medical students in the first year of the COVID-19 pandemic - a qualitative monocentric study.

Objective: The existing literature indicates that medical students' understanding of professionalism is influenced by internal and external factors. Therefore, this study aimed to evaluate whether the early phase of the pandemic affected the understanding of professionalism among medical students at the University of Ulm. Methods: In May and June 2020, semi-structured telephone interviews were conducted with 21 students (in the 8th and 9th semester) at the Medical Faculty of the University of Ulm. The interviews were transcribed and analyzed by a qualitative content analysis according to Mayring. Results: The results showed shifts in students' perception of the importance of certain aspects of medical professionalism. Not only competency in the disciplines hygiene, virology, and microbiology came to the fore, but also personal qualities such as "radiating a sense of calm", empathy, and altruism; communicative competency; and the capacity for reflection. The students also perceived changes in the expectations placed on them. More emphasis was placed on their roles as scientific or medical advisors and as helpers in the health care system, a change that was sometimes emotionally stressful. With respect to the study objective, both limiting and supporting factors were named. For example, the clarification of the relevance of the medical professional was motivating. Conclusion: The study showed that students' understanding of professionalism depends on context, as was suggested by earlier studies in experts. The perception of changed role expectations may thereby also play a role. One consequence of the findings may be to address such dynamics in suitable curricular events and discuss them with students to prevent them proceeding in an uncontrolled manner.

Delving into EFL teachers' digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework.

The recent decades have witnessed an accelerated pace of educational development due to the advancement of digital technology. The recent inclusive spread of the COVID-19 pandemic has influenced this development, resulting in the emergence of an educational revolution that extensively uses online courses. These changes entail figuring out how teachers' digital literacy has expanded along with this phenomenon. In addition, given the new technological advances in recent years, an upheaval has taken place in teachers' understanding of their dynamic roles, which is known as professional identity. Professional identity influences teaching practices with special consideration devoted to English as a Foreign Language (EFL). Technological Pedagogical Content Knowledge (TPACK) is considered an effective framework whereby the incorporation of technology into different theoretical situations such as EFL classes is understood. This initiative was introduced as an academic structure to improve the knowledge base, which helps the teachers to efficiently teach using technology. This yields important insight for teachers, particularly, English teachers, who can use them to improve three aspects of education, namely, technology, pedagogy, and content knowledge. Along the same lines, this paper aims to consider the relevant literature on the contribution of teacher identity and literacy to teaching practices, using the TPACK framework. Accordingly, some implications are presented to educational stakeholders such as teachers, learners, and material developers.

Professionalism in small group learning between face-to-face and virtual settings: a mixed-methods study.

Objectives: To explore whether and how preclinical medical students changed perceptions and behaviors related to professionalism in small group learning activities from face-to-face to virtual during the pandemic. Methods: The study used a mixed-methods sequential research design. We first retrospectively examined quantitative data from 101 medical students who completed mandatory peer evaluation surveys assessing professional behaviors of small group members in two courses (one face-to-face, the other online). Differences between student perceptions in two settings were compared using the Wilcoxon signed-rank test. Findings from the quantitative stage were probed further using focus groups at the qualitative stage. Six focus groups (n = 27) were conducted using purposeful sampling. Interviews were transcribed and inductive thematic coding was used to identify emerging themes. Results: We found a significant decrease in perceptions of punctuality and attendance in the virtual setting compared to face-to-face learning (Z=-6.211, p<.001), despite lower expectations of their peers in online learning. Five major themes emerged from the qualitative data: punctuality/participation, camera usage, dress code/conversational style, multitasking, and engagement/accountability. Participants showed sensitivity when conceptualizing professional conduct, indicating the dynamic process of professional identity formation at the early stage of their career. Conclusions: Results show that students' perceptions of professionalism become contextualized, significantly influenced by the background of the virtual learning environment. Intentional communication about professionalism within specific sociocultural and educational contexts is vital for individual professional identity formation. These findings support of the importance of considering context when educational programs develop curricula and establish expectations related to professionalism.

Factors associated with professional identity among ICU nurses during COVID-19: A cross-sectional study.

AIM: To determine the associated factors of professional identity among intensive care unit (ICU) nurses during the COVID-19 pandemic in China. DESIGN: Multicentre cross-sectional study. METHODS: This study invited 348 ICU nurses in five hospitals in China from May to July 2020. Online self-report questionnaires were adopted to collect their demographic and occupational characteristics, perceived professional benefits and professional identity. Based on univariate and multiple linear regression analysis, a path analysis was performed to determine the associated factors' effects on professional identity. RESULTS: The mean score of professional identity was 102.38 ± 16.46. Perceived professional benefits, doctor recognition level and family support level were associated with ICU nurses' professional identity. The path analysis revealed that perceived professional benefits and doctor recognition level had direct effects on professional identity. In addition, doctor recognition level and family support level had indirect effects on professional identity through the mediation of perceived professional benefits.

Sources of employee motivation during COVID - 19 outbreak: Why is it desired to go to work during pandemic?

The main purpose of this study was to develop a scale that psychometric properties empirically tested and examine its structure which reveals desires of employees who go to work persistently even there is no pressure because of precautions taken and work life arrangements during COVID-19 Pandemic. The sample of the research consists of a total of 166 employees whose distribution rates were %47 female and %53 male. The results of factor analysis revealed that the new work behavior has a five-dimensional structure named "Fear Of Being Fired", "Not to Trust Anybody Else", "Escaping From Home Problems", "Work Addiction" and "Show- Up". This study indicated that work addiction, to show-up, fear of being fired, not being able to hand over work and home problems compose sources of employee motivation and consequently, Sources of Employee Motivation During COVID-19 Outbreak Scale is reliable and valid for Turkish sample. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Turkish) Bu calismanin temel amaci, Koronavirus (COVID-19) salgini ilan edildikten sonra alinan tedbirler ve calisma hayati duzenlemeleri sebebiyle bir zorlama olmasa bile israrla ise gitme egiliminde olan calisanlarin ise gitme gerekcelerini ortaya koyan, psikometrik ozellikleri gorgul olarak test edilmis bir olcek gelistirmektir. Arastirmanin orneklemi %43'u kadin ve %52'si erkek olmak uzere toplam 166 calisandan olusmaktadir. Elde edilen veriye yapilan faktor analizi COVID-19 salgin doneminde calisanin motivasyon kaynaklarinin "Isten Atilma Korkusu", "Kendinden Baskasina Guvenmeme", "Ev sorunlarindan Kacma", "Is Bagimliligi" ve "Kendini Gosterme" olarak isimlendirilen bes boyutlu bir yapisi oldugunu gostermistir. Bu arastirmada calisanlarin COVID-19 salgin doneminde isten atilma korkusu, is bagimliligi, kendini gosterme, ev sorunlarindan kacma ve kendinden baskasina guvenmemenin COVID-19 salgin surecinde calisanlarin motivasyon kaynaklarini olusturdugu ve son olarak "COVID-19 Salgini Surecinde Calisanin Motivasyon Kaynaklari" olceginin Turk ornekleminde uygulanabilecek gecerli ve guvenilir bir olcek oldugu sonucuna ulasilmistir. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

TA reflection activity among preschool educators

The health, economic and social crisis caused by COVID-19 has forced many preschool educators and kindergarten directors to define and redefine the limits of their professional identities repeatedly. However, to date there is not enough evidence on how reflective activities that seek to help these professionals to negotiate their identities should be articulated, especially in virtual contexts. Nor do we have examples that show us the deployment of this type of activities in practice. For these reasons, in this article we analyze the design and implementation of a training activity aimed at a broad group of preschool educators and kindergarten directors assigned to a local public education ser vice (hereinafter, SLEP) in Chile. The objective of this activity was to develop a reflective activity in such a way that it effectively promoted the construction and reconstruction of the participants' subjective learning experiences, a key issue for them to be able to negotiate and renegotiate their professional identities. Our analysis allows us to conclude that these types of activities must have a series of characteristics to be useful and, at the same time, that there are a series of key aspects that must be considered to adequately assess the quality of the reflective processes. This information is key to promoting the negotiation of the professional identity of preschool educators and kindergarten directors.

English language teaching associations on teacher well-being during the COVID-19 pandemic and beyond

Language teacher associations (LTAs) are "conceptualized as networks of professionals, focused mainly on support for members, with knowledge exchange and development". LTAs also develop professional identity, provide professional development (PD) activities, network, and participate in different projects. LTAs are usually run by volunteers and volunteer leaders who devote their time to the development and progress of the profession. Among the many LTAs existing today, English language teacher associations (ELTAs) are among the most recognized and popular in the field of language education. ELTAs have played a significant role in PD and well-being for many years. They have supported teachers with various well-being activities prior to and during the COVID-19 pandemic. It has been a learning curve, as they have been required to provide different and more diverse opportunities than in the past;some ELTAs struggled;others learned quite quickly and improvised in the new environment. ELTAs will continue to provide support for teachers during the transitional time when the COVID-19 pandemic succumbs. ELTAs have gained a great amount of knowledge during the pandemic, especially in the technological aspect, and they should continue to use it effectively to help and support their members and teachers in the professions. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Impact of Service and Leadership

ABA Commission Report After a series of meetings of key figures in Georgia's legal community in 1988, in February 1989, the Supreme Court of Georgia created the Chief Justice's Commission on Professionalism (CJCPGA), the first entity of this kind in the world created by a high court to address legal professionalism. The framework for CJCPGA appears to draw on the work of the American Bar Association's (ABA) 1986 report entitled In the Spirit of Public Service: A Blueprint for the Rekindling of Lawyer Professionalism (ABA Report). On December 31, 1999, Judge Hugh Lawson of the U.S. District Court for the Middle District of Georgia signed a Consent Order and Final Judgment that settled an action seeking sanctions against E.I. Du Pont de Nemours & Company for alleged litigation misconduct in earlier product liability cases. According to the Consent Order, the monies were to be devoted "to fostering and teaching professionalism and ethics in the practice of law."

To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic.

Purpose: The COVID-19 pandemic necessitated a pivot towards digital teaching and learning. This study aims to assess the perceptions of self-identity and continuing professional development (CPD) among secondary school English teachers in Hong Kong in light of the academic paradigm shift triggered by the pandemic. Methods: A mixed methods approach is adopted. A quantitative survey (n = 1158) was complemented by qualitative thematic analysis of semi-structured interviews with English teachers in Hong Kong (n = 9). The quantitative survey offered group perspectives related to CPD and role perception in the current context. Interviews offered exemplar views on professional identity, training and development, and change and continuity. Results: The results reveal that collaboration among educators, development of higher-order critical thinking in students, refining knowledge about teaching methods, and being a good learner and motivator were among the key traits that comprised the teacher identity during the COVID-19 pandemic. The increased workload, time pressure and stress associated with the paradigm shift during the pandemic resulted in lower voluntary involvement of teachers in CPD. However, a significant need for the development of information communications technology (ICT) skills is emphasised as educators in Hong Kong received relatively little ICT support from their schools. Conclusion: The results have implications for pedagogy and research. Schools are recommended to enhance technical support of educators and help them acquire more advanced digital skills to work effectively in the new environment. Reduction of the administrative workload and providing more autonomy to teachers is expected to lead to greater engagement in CPD and improvements in teaching.

Shifting Professional Identity Among Indonesian Medical Practitioners During the COVID-19 Pandemic.

The COVID-19 pandemic has had a significant impact on medical practitioners' professional identities due to its novelty and intensity. Using constructivist grounded theory, we investigated how the COVID-19 pandemic shifted individuals' identities as medical practitioners in Indonesia, where the pandemic caused high death rates among healthcare workers, particularly medical practitioners. By interviewing 24 medical practitioners and analyzing relevant documents and reports, we developed a grounded theory of professional identity shifts. We found two patterns: (1) identity growth, in which the medical practitioners thrive and claimed stronger professional identities, and (2) psychological and moral distress leading to attrition, facilitated adaptation, or professional identity collapse. We also found several primary protective factors including religious beliefs, good leadership, team cohesion, healthy work boundaries, connection to significant others, and public acknowledgment. Without adequate protective factors, medical practitioners experienced difficulties redefining their professional identities. To cope with the situation, they focused on different identities, took some time off, or sought mental health support, resulting in facilitated adaptation. Others resorted to attrition or experienced professional identity collapse. Our findings suggest that medical practitioners' experience of professional identity shifts can be improved by providing medical practitioners with opportunities for knowledge updates, better organizational leadership and work boundaries, strategies to enhance team cohesion, and other improvements to medical systems.

Subgroups of self-directed learning ability and their differences in professional identity among nursing undergraduates during the COVID-19 pandemic: a latent profile analysis.

BACKGROUND: Promoting self-directed learning (SDL) among nursing undergraduates is crucial to meet the new requirements of the healthcare system and to adapt to online learning contexts during the COVID-19 pandemic. Therefore, identifying the classification features of SDL ability and developing targeted interventions are both critical. Professional identity (PI) may contribute to the cultivation of SDL ability, but their relationship remains relatively unknown. This study aimed to explore the subgroups of SDL ability and their differences in PI among nursing undergraduates during the COVID-19 pandemic. METHODS: A total of 2438 nursing undergraduates at four universities in China were enrolled in this cross-sectional study from November 2021 to February 2022. The Self-Directed Learning Scale of Nursing Undergraduates (SLSNU) and the Professional Identity Scale for Nursing Students (PISNS) were administered. A latent profile analysis was performed to explore SDL ability latent profiles. Multinomial logistic regression analysis was conducted to examine the predictors of profile membership, and a one-way analysis of variance was applied to compare the PI scores in each latent profile. RESULTS: Three latent profiles were identified and labeled 'low SDL ability' (n = 749, 30.7%), 'low initiative of help-seeking' (n = 1325, 54.4%) and 'high SDL ability' (n = 364, 14.9%). Multinomial logistic regression analysis suggested that nursing undergraduates who voluntarily chose a nursing major, had served as a student cadre, and had participated in clinical practicum were less likely to be included in the "low SDL ability" group. The average PI score was statistically different across the three profiles (F = 884.40, p < 0.001). CONCLUSION: The SDL ability among nursing undergraduates was divided into three profiles, and results show that promoting PI may effectively foster SDL ability. This study highlights the importance of targeted interventions by considering their distinct SDL ability patterns, especially during the COVID-19 pandemic.

The professional identity of intern psychologists during the COVID-19 pandemic in South Africa

Purpose: The purpose of this paper was to explore the development of the professional identity of South African intern psychologists during the COVID-19 pandemic. This paper – that presents a historical reflection borne from a significant moment in time – aimed to capture what the authors can learn from this specific cohort of intern psychologists and their experiences of work-based learning. Design/methodology/approach: Through the lens of the interpretative phenomenological approach, the authors analysed seven semi-structured interviews. Data analysis involved a line-by-line analysis of each individual transcript, where after a thorough, in-depth analysis was conducted across all the cases. Findings: Against the background of the COVID-19 pandemic, the findings demonstrated the interns' initial uncertainties, severe exhaustion, perceived gaps in their training, and resilience despite unusual and difficult circumstances in their WBL internship. Research limitations: The study was limited to seven intern psychologists in South Africa. Practical implications: The findings suggest that support – during and after the COVID-19 pandemic – is crucial throughout the training of psychologists and means to facilitate and develop professional identity and resilience. This will provide the opportunity to safeguard emerging healthcare professionals from burnout while simultaneously advocating for supportive WBL and continual professional development spaces protecting healthcare professionals and the public. Originality/value: With this article, we explored the impact of the COVID-19 pandemic on the professional identity development of intern psychologists (psychologists in training). The authors expand on the aforementioned original contribution, since the authors situate their research within the Global South. More specifically, the authors explored how intern psychologists' developed their professional identities against the backdrop of a largely resource-scarce context of South Africa. © 2023, Abu Dhabi Digital Authority.

Online Group Supervision in Graduate Psychology Training During the COVID-19 Pandemic

Group supervision, a common method in graduate psychology training, shifted abruptly to online learning due to the COVID-19 pandemic. This study aimed to increase understanding of psychology graduate students' perception of online group supervision during COVID-19 by focusing on the group process and the students' professional identity formation. Data were collected through an online survey comparing an online COVID-19 group sample with a pre-COVID-19 in-person sample. Our findings showed no difference between online group supervision during COVID-19 and in-person group supervision prior to COVID-19 in students' reports of group processes and the prevalence of professional identity statuses. However, group processes differed according to students' professional identity statuses while accounting for the supervision format. We discuss the results of our study and offer several theoretical and practical implications regarding online supervision. © 2023, The Online Learning Consortium. All rights reserved.

Predictors of engagement in nursing professional practice: Transforming organizational culture in the post-COVID healthcare environment

Cultivating the shared belief that individuals matter within an organization enhances the empowerment of staff and supports enthusiastic engagement in organizational efforts aimed toward a common mission, vision, and goals (McShane & Von Glinow, 2019). The nursing profession has been plagued by an unprecedented decrease in engagement and diminished job satisfaction, particularly following the prolonged tenure of the COVID-19 pandemic, leading to subsequent attrition amidst a staffing crisis. This quantitative predictive correlational study seeks to determine whether proactive and persevering characteristics, professional identity, and passion of nurses are predictors of engagement in a post-COVID healthcare environment. The research was based on transformational leadership theory and utilized the existing Nurses Positive Energy of Retention instrument developed by Wu et al. (2019). The study incorporated a convenience sample of nurses (N = 132) and was conducted through Qualtrics utilizing a Likert scale questionnaire. The outcome variable was defined as nurses' positive energy of retention (NPER), which determines the engagement of nursing staff within their professional work environment. A non-parametric analysis of the variables utilizing Spearman's rho found the relationship of each of the primary variables (proactive and persevering characteristics, professional identity, and passion of nurses) to engagement to be highly statistically significant (<.001). The proposed implementation of transformative leadership supports these relationships and fosters a culture of engagement and empowerment, impacting nursing at its core and positively guiding the profession into the future. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

New spaces-New roles? Uncertainty in the context of the temporary organization

This paper in the journal "Gruppe. Interaktion. Organisation. (GIO)" discusses the impact of uncertainty and new operational space on the role and identity construction of employees. Uncertainty has not only been one of the central challenges in terms of the development of working conditions and organizations since the emergence of the Corona pandemic. Digitization and virtualization, knowledge work and project organization are trends in the world of work that raise questions about how social identity and role behavior develop in temporary organizations under the influence of uncertainty. For this purpose, this article examines the relationship between temporary spatial representation and identity as well as new roles in temporary organizations, with special attention to project structures. It becomes clear due to that the spatial repositioning of the temporary organization and the associated change in the employee roles employography as an approach to identity work based on one's own employment biography is becoming increasingly important. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (German) Dieser Beitrag in der Zeitschrift Gruppe. Interaktion. Organisation. (GIO)" diskutiert die Auswirkung von Ungewissheitserleben und neuen betrieblichen Handlungsraumen auf die Rollen- und Identitatskonstruktion von Mitarbeitern und Mitarbeiterinnen. Ungewissheit ist nicht erst seit Auftreten der Corona-Pandemie eine der zentralen Herausforderungen hinsichtlich der Entwicklung von Arbeitsbedingungen in Organisationen. Digitalisierung und Virtualisierung, Wissensarbeit und Projektorganisation sind Trends in der Arbeitswelt, die fragen lassen, wie sich soziale Identitat und Rollenverhalten in Temporaren Organisationen unter dem Einfluss von Ungewissheit entwickeln. Hierzu wird im vorliegenden Artikel das Verhaltnis von temporaren Reprasentationsraumen und Identitat sowie neuen Rollen in Temporaren Organisationen, unter besonderer Berucksichtigung von Projektstrukturen, untersucht. Es wird deutlich, dass durch die raumliche Neupositionierung der Temporaren Organisation und dem damit verbundenen Wandel der Mitarbeiterrollen der Identitatsarbeit auf Basis der eigenen Erwerbsbiographie eine immer grosere Bedeutung zukommt. (PsycInfo Database Record (c) 2023 APA, all rights reserved)