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The purpose of this paper is to investigate a boundary spanning, interprofessional collaboration between advanced practice nurses (APNs) and junior doctors to support junior doctors’ learning and improve patient management during the overtime shift.

A mixed methods evaluation of an intervention in an adult tertiary referral hospital, to enhance interprofessional collaboration on overtime shifts. Phase 1 compared tasks and ward rounds on 86 intervention shifts with 106 “regular” shifts, and examined the effect on junior doctor patient management testing a model using regression techniques. Phase 2 explored the experience of the intervention for stakeholders. 91 junior doctors participated (89 percent response rate) on 192 overtime shifts. Junior doctors, APNs and senior medical professionals/administrators participated in interviews.

The intervention was associated with an increase in self-initiated ward rounds by junior doctors, partially explained by junior doctors completing fewer tasks skilled nurses could also complete. The intervention significantly reduced doctors’ engagement in tasks carried over from day shifts as well as first year (but not more experienced) junior doctors’ total tasks. Interviews suggested the initiative reduced junior doctors’ work pressure and promoted a safe team climate, situation awareness, skills, confidence, and well-being.

Junior doctors overtime shifts (5 p.m. to 11 p.m.) are important, both for hospitals to maintain patient care after hours and for junior doctors to learn and develop independent clinical decision making skills. However, junior doctors frequently report finding overtime shifts challenging and stressful. Redesigning overtime shifts to facilitate interprofessional collaboration can improve patient management and junior doctors’ learning and well-being.

While much research examines the consequences of deinstitutionalization for caregivers, few studies address support mobilization strategies used by patients themselves. We examine the relationship between mental health patients’ needs, their activation of network ties for health discussion, and network dynamics during the course of treatment. We hypothesize that patients strategically activate their network ties for support that matches their needs. Linking activation to network dynamics, we also propose that patients with greater needs exhaust their supportive relationships and experience more network turnover.

We draw on a dataset of new mental health patients (N=173) and their associated network members (N=4,144) observed over three years. Random-intercept regression models test the relationship between patients’ needs and (1) network tie activation for health discussion and (2) network turnover.

Although the overall level of need does not predict network tie activation, mental health patients are more likely to activate network ties who provide support that matches their expressed needs for discussion, emotional, and financial support (although not instrumental or informational support). In addition, patients with elevated needs experience increased network turnover. Strategic activation and its unintended consequence together suggest a revolving door of support for patients in crisis.

In the post-deinstitutionalization era, patients’ informal social safety nets must compensate for needs that are left unmet by deficits in the formal treatment system. We find that patients seek out network members who are well-equipped to help them cope with the onset of illness. At the same time, network activation may lead to instability as high-need patients churn through supportive relationships. Future research should examine the consequences of tie activation and support needs for network dynamics in different treatment contexts.

The purpose of this paper is to draw on social network theory to develop a new theoretical model to explain how experience and leadership influence critical network position. Broad analyses of the mediating role of leadership between experience and critical network position calls attention to the need to investigate the direct relationship between leadership and critical network position. Empirical examinations of the roles of leadership and experience within the social network context are lacking. The authors seeks to fill this gap by constructing a new theoretical model and testing it in the knowledge-intensive sector.

The authors made 3,356 observations involving 427 faculty members in business and management departments in Taiwanese universities. To test the model, the authors performed two different regression models using the Baron and Kenny (1986) procedure and the Sobel test.

The results that the authors obtained lead to three conclusions. First, scholars’ experience positively relates to leadership in grouping the followers toward the common goal and to their publications. Second, scholars’ leadership predicts occupying the critical network position, which, in turn, facilitates acquiring more information and resources. Third, experience relates to critical network position through influence on personal leadership.

Although the insights gained from the study are important in theoretical and empirical implications, this study has its limitations. The research examined the professional interaction networks of business management scholars of Taiwanese universities. Although the authors believe that the findings are generalizable to other fields of similar phenomena settings, there are also settings where the generalizability of the study is probably quite limited. Future research could study samples in other fields, such as biomedical research and chemical research, and samples in other knowledge-intensive industries.

The results imply that managers can reap the benefits of their leadership either informal or informal organizations by occupying a critical position to control the flow of resources and information. In other words, the results indicate that leadership can be developed through experience. As well, leadership plays an important mediating role between experience and critical network positions. This may seem to contradict the evidence from research on network concepts and resources control, which primarily draws attention to leadership being a helpful quality for those in critical network positions.

This research extends beyond previous studies that focussed on the value of critical network positions. Furthermore, the paper also examines how the relationship between prior relevant experience and leadership plays a role in academic network settings. To the authors’ knowledge, no studies explore this perspective. Finally, studies that examine the relationship between business management academic networks and different methodology used to measures the network position are few in number, and those that use such longitudinal empirical work are particularly lacking. This study addresses these issues.

Focuses on entrepreneurship in the fashion industry in Singapore, especially in the business of apparel fashion designing and retailing. Examines the factors that contribute to that success of this industry. Considers the support given to the fashion entrepreneur and the fashion schools in Singapore, including the difficulties encountered in starting and running such a business and the success factors. Concludes that the limited domestic market and lack of capital are the major difficulties. Suggests that whilst support has increased over the years, talent, the availability of capital and hard work seem to be the deciding factors determining success.

Narrative-driven, choice-based games, games that allow gamers to make decisions regarding the game characters and storylines, can bring forth emotional changes in their players and offer empathy during scenarios that a player may not experience in real-world situations. Therefore, they can be used as tools to help with gender nonconforming (GNC) individuals’ resilience regarding their gender identities. This study explores GNC peoples’ game-playing experiences with choice-based games, especially how such experiences help them gain resilience and shape their gender identities.

This study follows the classic phenomenological approach to understanding the experience of GNC gamers’ resilience experience from their own perspectives. In-depth interviews were conducted with 12 GNC participants, aged between 18 and 34. Each interview lasted 45–90 minutes. Interviews were transcribed and coded using NVivo R1. The essence of meanings was identified using themes and interpreted through qualitative analysis.

This paper identified six gender- and resilience-related common themes within GNC people’s gaming experiences, including 1) character creation: exploring gender identity through an avatar; 2) self-exploration and experimentation in games; 3) resonating experiences; 4) positive inclusive features in games; 5) storytelling and involving the player and 6) your actions have meaning.

The themes, patterns and game features identified in this study may provide insight into potential resilience-building activities for GNC people. They may inform digital mental health interventions, information services and game design practices.

Equity, inclusion and social justice have become a significant theme in today’s society. This study focuses on a marginalized community, GNC people and their mental health and resilience building. Results of the study will contribute to the understanding of this community and may inspire more intervention methods to help them cope with stress and difficult situations.

Research on gaming’s health benefits for the general population has been abundant, but studies about using games to help the LGBTQ+ community have been largely overlooked until recent years. Research on casual games’ mental benefits for LGBTQ+ people is particularly lacking. This research is one of the first in-depth, comprehensive investigations of GNC individuals’ resilience experiences with a particular type of casual video games, choice-based games. The phenomenological study offers rich description of gaming and gender identity exploration from gamers’ viewpoints.

This study aims to examine how exploitation of shared knowledge is related to creative behavior by focusing on the roles of social contextual factors – perceived co-worker support and perceived relationship conflict.

The proposed research model in this study posits the following: exploitation mediates the relationship between shared knowledge and creative behavior and perceived co-worker support and perceived relationship conflict moderate the relationship between shared knowledge and creative behavior. For an empirical examination, the model was tested by PLS-SEM using 457 responses gathered from workers of different companies in Korea.

It turned out that knowledge exploitation fully mediates the relationship between shared knowledge and creative behavior. Also, the findings revealed that the stronger the perceived co-workers support is the stronger the relationship between shared knowledge and knowledge exploitation becomes. In contrast, perceived relationship conflict has a negative moderating effect on the relationship.

This study helps to deepen the understanding of how knowledge sharing impacts creative behavior in light of social context and the active utilization of shared knowledge. In addition, this study attempts to provide new perspectives by suggesting double aspects of perceived relationship conflict, which eventually extending the previous research on conflict in the field of knowledge management and creative behavior.

This article aims to question the role of attitude towards behavior and bank reputation in the relationship between consumer compatibility and behavioral intention.

Using survey data from 640 mobile bank users in a developing country setting, the authors explored the conditional effects of users' compatibility on their future intention to use mobile banking services through attitude towards use as a function of perceived corporate reputation.

The results indicated that the attitude towards using mobile banking services has a partial mediating role in the relationship between compatibility and future intention to use. This indirect path depends on the reputation of the bank.

The original contribution of this study is to detail the mechanism between compatibility and usage intention that emerges within the scope of the model the authors propose and to realize this through the Johnson-Neyman approach.

Children experience trauma more often than many early childhood educators realize. As many as 26% of children experience multiple trauma events such as abuse, neglect, parental substance abuse, parental incarceration, and so forth. Trauma impacts brain development in many negative ways that may have serious consequences on the child’s ability to learn, grow socially and emotionally, and develop physically. These brain changes also change how the child will play in the early childhood classroom, and information is given to help recognize the signs of trauma in children. The early childhood educator can make trauma-sensitive modifications in the classroom to assist the traumatized child’s ability to play out the problem. School counselors can be a resource for assisting early childhood teachers when working with traumatized children. A brief description of the importance of play therapy as a developmentally appropriate method to help traumatized young children is provided.

Three types of industrial buyer-seller relational process models are available: joining theory, stage theory, and state theory. However, historically, these models have developed based on the knowledge and cultural context of the Western world. Several researchers note that national culture may have an impact on international industrial buyer-seller relationships. Including culture in the models is highly important, especially as the business environment is increasingly more global and different countries have different business cultures. The goal of this paper is to define the most suitable industrial buyer-seller relational process models for describing relationships in various contexts. The paper includes a through literature review and a single case study in order to reach this objective. A new state theory model evolved during the research. It consists of two beginning states: searching and starting; four purely middles states: constant/static, decline, growth, and troubled; and a purely end state: termination. The state of dormant/inert is both a middle state and an end state, that is, when the relational actors are not in contact does not mean that the relationship has ended, but instead, for example, new legislation may have been implemented, which requires the actors to evaluate their relationship and its future. A relationship goes through the two beginning states in the order mentioned above, but after that, any state may occur.

Many studies document the importance of learner-centered active teaching to improve college students' critical engagement with challenging problems presented by our information-rich twenty-first-century environment. Others indicate that students from less privileged backgrounds often struggle even in well-designed classrooms. What is lacking is a mechanism for understanding these divergent outcomes and designing courses that better meet the needs of the diverse students in the college classroom. In this chapter, an argument is presented for understanding college student learning and curriculum design through the lenses of epistemological development and behaviors of learning. The consensus model presents descriptions of four epistemological stages, creating a framework to help classroom practitioners and administrators better understand the abilities of their students. The foundational assumption is that using appropriate curricular components will support student engagement and epistemological and self-regulation growth. To support this assumption, the model is accompanied by research-supported activities and strategies that benefit learners at different developmental stages and with different degrees of self-regulation. Moreover, intentional and reflective teaching has the potential to improve faculty understanding about the nature of learning and acceptance of learner-centered pedagogies, which will also have positive consequences for students. The end result will be a more inclusive learning environment with improved outcomes for a wider range of students.