Learning from Errors at Work: A Replication Study in Elder Care Nursing

Learning from errors is an important way of learning at work. In this article, we analyse conditions under which elder care nurses use errors as a starting point for the engagement in social learning activities (ESLA) in the form of joint reflection with colleagues on potential causes of errors and ways to prevent them in future. The goal of our study was to investigate whether exploratory findings from an earlier study on hospital nurses’ ESLA (Bauer and Mulder Learning in Health and Social Care 6:121–133, 2011) replicate and generalise to the domain of elder care nursing. For this purpose, we surveyed a sample of N?=?180 elder care nurses using vignette-based questionnaires. With these data, we tested a mediation model of nurses’ ESLA suggested by the earlier study. We firstly found a statistically significant indirect effect of error strain on ESLA that is completely mediated by the estimation of an error as relevant for learning (β?=?.16). Secondly, the perception of a safe social team climate at work has a statistically significant indirect effect on ESLA that is completely mediated by nurses’ tendency to cover up errors (β?=?.31). These results entirely cross-validate the exploratory findings of Bauer and Mulder (Learning in Health and Social Care 6:121–133, 2011) on hospital nurses’ ESLA and show that they generalise to the domain of elder care nursing.     

The course of problematic social media use in young adolescents: A latent class growth analysis

Using four waves of longitudinal data collected in 2015–2019 from 1419 Dutch adolescents (M_age = 12.5, 45.9% female, 21.9% immigrant), this study identified trajectories of problematic social media use (SMU) in parallel with trajectories of SMU frequency. Latent class growth analysis identified two subgroups with relatively high levels of problematic SMU over time: One showed high (24.7%) and one showed average SMU frequency (15.8%). Also, two subgroups with persistently low levels of problematic SMU were identified: One reported low (22.4%) and one reported high SMU frequency (37.1%). Although both subgroups with high levels of problematic SMU reported low subjective well-being, the group with high SMU frequency showed low self-control, whereas the group with average SMU frequency reported poor social competencies.     

Do professors have customer-based brand equity?

This research endeavors to understand whether certain professors have customer-based brand equity (CBBE) in the minds of students. Consequently, the purpose of this study is to conceptualize, develop, and empirically test a model of customer-based professor brand equity. Survey data gathered from 465 undergraduate business students were used to test the model. Structural equation modeling (SEM) analysis findings indicate that certain professors do indeed have CBBE and the transference of the brand-building effort can be successfully applied to professors who are willing to be strong brands. The results show that professor brand characteristics – quality of instruction, competence, and reputation – have an influence on students' feelings of attachment to the professor and to the quality of relationships with the professor brand and therefore, professor brand equity. The ultimate goal of most professors is to inculcate lifelong student learning, but this worthy pursuit gains wings through the professor brand-building effort.     

Online Career and Technical Education in the Community College

ABSTRACT

Very little empirical research has been conducted about online career and technical education (CTE). Despite the continuing enrollment growth in online education (Lokken, 2016) and the national emphasis on CTE as a means of boosting the economy (D’Amico, Morgan, Katsinas, & Friedel, 2014), relatively little is understood about the scope and impact of online CTE at the community college. In this article, I briefly summarize existing empirical literature about online CTE.     

Examining K-12 teachers’ feelings,experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic

Educational technology research and development - This mixed-methods study explored K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the COVID-19...