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Psychological entitlement has appeared as a significant topic for research in the field of management and Psychology. From the perspective of social comparison theory, the present study aimed to investigate the impact of psychological entitlement on engagement in learning activities and psychological anxiety in the hotel industry. Furthermore, benign and malign envy were examined as an explanatory mechanism between psychological entitlement and its outcomes. Based on a three-wave time-lagged design, data were obtained from 242 employees working in the different hotels in Pakistan. We found that psychological entitlement's has no direct influence on hotel employees engagement in learning activities, and psychological anxiety. In addition, the indirect effect of psychological entitlement on both outcomes (engagement in learning activities and psychological anxiety) was found significant through the mediating effect of benign and malign envy. The implications for research theory and practice are discussed.

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Introduction: The goal of this study is to determine whether two commonly used generative learning activities for text-based lessons-writing a summary or creating a drawing-help students learn from a multimedia lesson involving animations with short text captions without prior training in the generative activities. Methods: Students viewed a series of four annotated animations on greenhouse gases. During pauses between the animations, students were asked to generate a written summary, to create a drawing, or to do both, whereas a control group viewed the lesson without any generative learning activities. Students were tested immediately (Experiment 1) or after a one-week delay (Experiment 2). Results: In both experiments, students who produced written summaries scored significantly higher on the posttest than those who engaged in no generative learning activities (d = 0.48 in Experiment 1, d = 0.54 in Experiment 2), but there was no significant difference on the posttest for students who generated drawings compared to those who engaged in no generative learning activities. In addition, those who engaged in drawing and summarizing did not have significantly different posttest performance than those engaged in summarizing alone. Discussion: We conclude that writing summaries during a highly visual animated lesson is effective for learning, possibly because it encourages students to engage in generative processing during learning more than drawing and we discuss potential reasons for this in the discussion. This work helps extend generative learning theory by pinpointing potential boundary conditions for learning by drawing and learning by summarizing.

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Deep learning from collaboration occurs if the learner enacts interactive activities in the sense of leveraging the knowledge externalized by co-learners as resource for own inferencing processes and if these interactive activities in turn promote the learner's deep comprehension outcomes. This experimental study investigates whether inducing dyad members to enact constructive preparation activities can promote deep learning from subsequent collaboration while examining prior knowledge as moderator. In a digital collaborative learning environment, 122 non-expert university students assigned to 61 dyads studied a text about the human circulatory system and then prepared individually for collaboration according to their experimental conditions: the preparation tasks varied across dyads with respect to their generativity, that is, the degree to which they required the learners to enact constructive activities (note-taking, compare-contrast, or explanation). After externalizing their answer to the task, learners in all conditions inspected their partner's externalization and then jointly discussed their text understanding via chat. Results showed that more rather than less generative tasks fostered constructive preparation but not interactive collaboration activities or deep comprehension outcomes. Moderated mediation analyses considering actor and partner effects indicated the indirect effects of constructive preparation activities on deep comprehension outcomes via interactive activities to depend on prior knowledge: when own prior knowledge was relatively low, self-performed but not partner-performed constructive preparation activities were beneficial. When own prior knowledge was relatively high, partner-performed constructive preparation activities were conducive while one's own were ineffective or even detrimental. Given these differential effects, suggestions are made for optimizing the instructional design around generative preparation tasks to streamline the effectiveness of constructive preparation activities for deep learning from digital collaboration.

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Teaching and learning activities used in the classroom form an important part of the learning environment. Creating productive learning environments may be influenced by how teachers and students perceive the teaching and learning process. Teachers' and students' perceptions of teaching and learning seem to influence each other. For example, how teachers approach their subject matter impacts how their students learn and view the learning environment or process. Therefore, the degree of teaching and learning quality congruence between teachers' and students' perceptions of teaching-learning process may impact the setting of the learning environment. This article describes a dataset concerning teachers' and students' perceptions of 26 teaching-learning activities used in biology lessons. The data were collected from 57 biology teachers and 469 students from 16 selected secondary schools in four districts of Zambia. Data were collected during the 2022 academic year using separate validated survey questionnaires. The statistical package for the social sciences (SPSS) version 25 was used to analyse the data by calculating descriptive and inferential statistics to describe and compare the participants' perceptions of the teaching-learning activities in biology lessons. The data may provide valuable insight into current teaching practices in biology classrooms based on teachers' and students' perceptions. The data may also provide a basis for comparing teachers' and students' perceptions of teaching-learning activities in biology classrooms.

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BACKGROUND: The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized by lower motivation and increased negative emotions. AIMS: We aimed to investigate how learning activities and students' perception of teaching practices fostering autonomy relate to competence and value beliefs, and emotions in the context of course participation within higher education. SAMPLE: Seventy-seven Taiwanese university students provided 762 learning reports associated with their course participation experiences. METHODS: The experience sampling method (ESM) was used. Participants responded to ESM surveys on their phones for 14 days, reporting motivational beliefs, emotions and contextual characteristics of the course if they indicated active participation in a course upon receiving notifications from their phones. RESULTS: A significant portion of the variation is attributed to situational fluctuation, suggesting that academic emotions and competence and value beliefs vary within students across measurements. An increase in students' perception of an autonomy-supportive learning climate correlates with higher competence beliefs, intrinsic value and positive emotions, coupled with reduced perceived costs and negative emotions. In contrast to lectures, engaging in independent hands-on work, participating in group collaborative projects or interactive discussions appear to inspire motivation or evoke stronger emotional responses in students. CONCLUSIONS: Teachers' teaching practices and classroom learning activities play a pivotal role in shaping students' situational motivation and emotions.

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Robust demonstration of high-quality, fit-for-purpose interprofessional education (IPE) is essential for today's health professional students, staff, curricula, and regulatory bodies. As IPE moves from discrete "events" to fully embedded spirals of learning across degree programme curricula, effective mechanisms for monitoring continuous quality improvement are paramount. An accreditation tool was therefore developed for all learning activities contributing to the IPE curriculum of a university in Aotearoa New Zealand. We worked over 15 months, introducing a user-friendly tool to collect data, managing accreditation processes, and integrating with wider systems. We identified key levers to monitor, adjust, and continuously improve quality in IPE teaching and learning at individual-activity and programmatic levels.

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Previous studies have shown that therapists' performance varies, known as therapist effects, and have indicated that therapists who excel in one treatment outcome may not necessarily be effective in other outcomes. This observational naturalistic study aimed to enhance our understanding of therapist effects and the assessment of therapists' performance in different areas. The study included 68 therapists and 5,582 clients from a large mental health facility. Information about their learning activities was available for a subsample of 49 therapists. Separate multilevel analyses were conducted for treatment outcomes, including case mix-corrected OQ-45 change scores, dropout rates, referrals to other facilities, treatment duration, and client satisfaction ratings. A hierarchical cluster analysis was performed to identify groups of therapists based on their performance across various treatment outcomes. Additionally, differences in therapist characteristics among the clusters identified were examined. Therapist effects varied across different outcomes, ranging from small (2.6% for OQ-45 change) to moderate (6.5% for number of sessions). The cluster analysis revealed four distinct clusters of therapists with specific profiles. They had performance differences in certain areas but not in others. This exploratory study supports the notion that therapists exhibit diverse profiles regarding treatment outcomes. These findings are significant for future investigations of therapist effects that aim to identify the characteristics of effective therapists and in the context of personalizing treatment for clients.

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AIM: To explore nursing students' academic emotions during ongoing learning activities focusing on perceived challenge and competence. BACKGROUND: Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students' ongoing emotions in the occurring contexts. DESIGN: A longitudinal descriptive study. METHODS: By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified. RESULTS: Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students' positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge. CONCLUSION: Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students' clinical development.

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Introduction: The current study explores the relation between parent involvement and children's school readiness for 568 families enrolled in the Home Instruction of Preschool Youngsters (HIPPY) program in Texas. Parent involvement in children's learning is a focus of the HIPPY curriculum. Methods: In this analysis, conditional process models were run to examine the relations between children's school readiness and engagement in home learning activities, parents' education level, program language (English or Spanish), both before and after completing a year of the program. Results: At pretest but not posttest, program language moderated the direct relation between parents' education level and children's school readiness and parents with high levels of education were more likely to engage their children in educational activities. Engagement in home learning activities was associated with school readiness regardless of parents' education level and language. Discussion: These findings provide a better understanding of the variables associated with school readiness for HIPPY families, indicating the importance of home learning activities-a variable that may be more amenable to change within intervention programs. Thus, focusing on home learning activities may contribute to decreasing discrepancies in children's preparedness for school entry that are generally identified across language and parent education. Findings may have practical implications for other home visitor programs working with similar populations.

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OBJECTIVES: To examine whether e-learning activities on cognitive impairment (CI), continence and mobility (CM) and understanding and communication (UC) improve student nurses' knowledge and attitudes in the care of older adults. METHODS: A quasi-experimental single group pre-post-test design was used. We included 299 undergraduate nursing students for the CI module, 304 for the CM module, and 313 for the UC module. We administered knowledge quizzes, Likert scales, and a feedback survey to measure student nurses' knowledge, ageist beliefs, and feedback on the modules respectively. RESULTS: Participants demonstrated significantly more knowledge and reduced ageist attitudes following the e-learning activities. CONCLUSIONS: Findings suggest that e-learning activities on cognitive impairment, continence and mobility, and understanding and communication improve knowledge and reduce ageist attitudes among nursing students.

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BACKGROUND: Provider empathy has been shown to be directly linked to improved patient outcomes. The objective of this scoping review of the literature was to identify and describe learning activities that promote empathy for patients among pharmacy learners. METHODS: This scoping review was conducted using the following inclusion criteria: publication in English, activities conducted in any academic pharmacy training program (professional degree program, experiential, residency, or fellowship), description of the learning activity(ies) provided, and focus on the experience of empathy/caring/compassion for patients, either human or animal. Articles were excluded if they focused only on skills such as empathic responding or if they did not describe the learning experience. All study designs other than reviews were included. RESULTS: The scoping review revealed 89 full-text articles that met the inclusion criteria. Included studies demonstrated a wide variety of approaches to the design of learning experiences as well as methods of measurement of empathy. Various types of learning modalities have been used to develop empathy in pharmacy learners, with reflection being the most common. A large proportion of studies that assessed empathy development used quasi-experimental or qualitative designs and did not report tests of statistical significance, which would make it difficult to compare the effectiveness of the different learning activities. IMPLICATIONS: A variety of approaches have been used among pharmacy learners to develop empathy for patients. Due to the high level of variability in approaches, more rigorous studies are needed to assess the effectiveness of these learning activities.

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The purpose of this study was to group instructors based on their patterns of implementing activities in their online courses, to examine factors that influenced differences within clusters, and to explore whether cluster membership affected instructor satisfaction. Data were collected from faculty at a university in the western United States with the use of three instruments that measure pedagogical beliefs, implementation of instructional activities, and instructor satisfaction. Latent class analysis method was used to identify instructor groups and examine how the groups differed in pedagogical beliefs, characteristics, and satisfaction. The resulting two-cluster solution includes two orientations: content and learner-centric. Of the covariates examined, constructivist pedagogical beliefs and gender were the significant predictors of cluster membership. Results also showed a significant difference between the predicted clusters pertaining to online instructor satisfaction.

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Introduction: Team learning plays a crucial role in addressing the shortage of nurses and ensuring that there are enough trained and capable nurses available during times of crisis. This study investigates the extent to which individual learning activities (1) contribute to knowledge sharing in teams and (2) impact the effectiveness of nursing teams. Furthermore, we want to obtain more insight into whether (3) the antecedents of individual psychological empowerment, teamwork preference, and team boundedness contribute to individual learning activities and knowledge sharing in nursing teams. Method: We conducted a cross-sectional questionnaire study of 149 gerontological nurses working in 30 teams in Germany. They completed a survey measuring knowledge sharing, teamwork preference, team boundedness, individual learning activities, psychological empowerment, and team effectiveness (as an indicator of performance). Results: The results from structural equation modeling revealed that individual learning activities contribute to knowledge sharing in teams and, as a result, enhance team effectiveness. In particular, psychological empowerment was found to be associated with individual learning activities, while teamwork preference and team boundedness were related to knowledge sharing. Discussion: The results indicated that the accomplishment of individual learning activities plays an important role in nursing teams, as it is linked to knowledge sharing and, as a result, contributes to team effectiveness.

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Reducing school energy costs has become an important issue, while the energy saving should consider different school systems and student backgrounds. This study investigated the impact of student demographics on energy consumption in elementary and secondary schools and explores the difference of energy consumption in different types and levels of school systems. Data were collected from 3672 schools (including 3108 elementary and 564 secondary schools, respectively) in Ontario, Canada. The number of students whose first language is not English, the number of students who receive special education services, the number of school-aged children who live in low-income households, and student learning ability are all inversely proportional to energy consumption; student learning ability has the largest negative impact. The partial correlation between student enrollment and energy consumption has a trend of gradually increasing as the grade levels increase in Catholic elementary schools, Catholic secondary schools, and public secondary schools; however, the correlation shows a gradually decreasing trend with the increase in grade levels in public elementary schools. This study is helpful for policy-makers to clarify the energy implications of various student backgrounds and the energy consumption difference in different types and levels of school systems to facilitate their formulation of effective policies.

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AIMS AND OBJECTIVES: This study reports from a municipality in Norway that implemented a competence enhancement programme for all its institutional nursing staff during the COVID-19 pandemic to fill identified competence gaps. BACKGROUND: Many Norwegian municipalities are experiencing a demand for expanded community healthcare services due to an increase in elderly patients and patients with extensive and complex needs. At the same time, most municipalities are striving to recruit and keep competent health personnel. New ways of organising and increasing the competence of the workforce may help ensure that the healthcare delivered corresponds to patients' changing needs. DESIGN AND METHODS: Nursing staff were encouraged to complete targeted competence enhancing activities with the aim of enhancing their competence in identified areas. The learning activities were blended and consisted of e-learning courses, lectures, supervision, vocational training and meetings with a superior. Competence was measured before and after the competence enhancing activities (n = 96). The STROBE checklist was applied. RESULTS: The results provide insight into the competence development of registered nurses and assistant nurses in institutional community health services. They show that the implementation of a workplace-based blended learning programme improved competence significantly, especially for assistant nurses. CONCLUSIONS: Offering workplace-based competence enhancing activities seems to be a sustainable way of facilitating lifelong learning among nursing staff. Facilitation of learning activities in a blended learning space may enhance accessibility and increase the potential for participation. A combination of reorganisation of roles and simultaneous competence enhancing activities can ensure that both managers and nursing staff prioritise filling competence gaps.

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This learning activity teaches the difficult concept of V(D)J recombination as it occurs in B cells. Following the traditional lecture, this hands-on activity uses pipe cleaners of various colors representing variable, joining, and diversity gene segments and recombination signal sequences. Students are provided with instructions for using the pipe cleaners to assemble specific light and heavy immunoglobulin chains. Students each assemble their own light and heavy chains and compare the products made by classmates. This activity uses materials that are easy and affordable to acquire and provides a tactile approach to reinforcing concepts that students often struggle to visualize and master from lecture and textbook material alone.

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Ample studies have evidenced that the professional development of teachers significantly increases the quality of teaching and improves educational institutions. Nevertheless, adequate studies have not been carried out on the professional development of higher education teachers. Most studies focus on school teachers. Hence, this study investigated the professional learning activities of university teachers in Ethiopia. A case study design was used in which twenty-four teachers participated in the study. A semi-structured interview was used to explore the learning activities used by the participants. The findings demonstrate that various learning activities are utilised, each driven by a different form of inspiration. The learning motives largely depend on incentives and are motivated by outside factors. University instructors' professional learning practices seem to require more advanced learning methodologies to maintain their learning that is underpinned by self-motivated learning.

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AIM: The aim of this study is to find out what learning activities in interprofessional teams and what influencing factors for team learning activities in interprofessional teams can be described by nurses working in interprofessional teams. DESIGN: We conducted a descriptive interview study. METHODS: We used a semi-structured interview guideline and interviewed 10 nurses (N = 10) working in interprofessional teams. We analyzed our data using a qualitative content analysis. RESULTS: Nurses describe team learning activities of knowledge sharing, team reflection, and storing and retrieving. Furthermore, our results show that team stability is important for interprofessional teams. PATIENT OR PUBLIC CONTRIBUTION: Our results can be helpful for hospitals to improve organizational structures that help interprofessional teams to work together. Furthermore, vocational education and training for nurses should offer possibilities for nursing students to learn together with students of other fields.

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OBJECTIVES: This study investigated whether therapists' self-assessed time spent on learning activities was associated with treatment outcomes. The study was a replication of Chow et al.'s (2015) study, which showed that the most effective therapists spent more total time on solitary learning activities than less effective therapists. The present study sought to replicate this finding, and it explored the association between 25 specific activities of therapists and clients' treatment outcomes. Also, this study explored which learning activities therapists found most relevant for improving their performance. METHODS: In this naturalistic longitudinal study, data from 2424 outpatients who were being treated by 40 different therapists were analyzed using multilevel analyses. Posttreatment scores on the OQ-45 (controlled for pretreatment client variables) were used to measure treatment outcome. The RAPID Practice-D was used to measure therapists' learning and other activities spent with the aim of improving their therapeutic skills. RESULTS: The results showed that the total amount of time that therapists indicated they spent on learning activities did not predict clients' treatment outcomes. Also, no specific learning activities were related to clients' outcomes. Nevertheless, therapists indicated that they perceived several specific activities to be highly relevant for improving their skills. CONCLUSION: The results showed that therapists' perceptions of how much time they spent on learning activities was not related to their performance. This might suggest that therapists' perceptions of their activities is inaccurate or that they attach value to the wrong activities. It also indicates the importance of not relying solely on the self-assessments of therapists to evaluate a therapist's training and its relationship with outcome.

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