This multifaceted study documents validates, and verifies the changes in oral surgery teaching in Dundee University Dental School, which have changed with time to accommodate the demands of an ever increasingly complex discipline. Availability of instructive teaching material in hard copy and as video and text on the internet combined with close clinical supervision and detailed assessment with feedback allows students to attain competency in exodontia with falling patient numbers. It has been demonstrated that the undergraduate training in the oral surgery clinics still attains competency or BDS standard of ‘safe beginner’ for simple extractions and minor oral surgery, despite fewer procedures being carried out. The criteria used for undergraduate assessment and marking of exodontia have been validated in house and nationally. These are appropriate, objective and reliable. Using Thiel cadavers is a valid and reliable method of teaching undergraduate students the technique of extraction with forceps prior to their clinical exposure. Further employment of the cadavers for continuing practice and the introduction of new skills has been mooted. The use of the ‘Blackboard’ was investigated and found not to be well used; the effort to produce the work was not well directed since it was not taken advantage of by the whole year nor very frequently by those who do use it. Alternative methods of engaging the student to investigate and research the discipline have been suggested. Encouragement of the students to interact more when the exodontia clinic time is available for this opportunity has been introduced and suggestions to increase this activity to enhance the teaching of core topics have been made. From apprehension to enjoyment our student assure us that they find this discipline worthwhile whilst acknowledging that it will not be a practice builder and that they are equipped to deal with simple oral surgery procedures.

Cette recherche vise à étudier deux procédés textuels : la reprise anaphorique et la reformulation textuelle, dans des écrits en FLE, produits par des étudiants Malaisiens à l'Institut de formation des formateurs de langues étrangères ou connu comme IPG KBA à Kuala Lumpur, Malaisie. La problématique générale s'inscrit dans le cadre de la didactique du texte écrit, relevant d'une linguistique textuelle qui permet de mieux comprendre la qualité du texte. Il s‟agit à la fois des caractéristiques observables à la surface du texte et des choix opérés pour construire et organiser la matière textuelle. La question fondamentale que nous nous sommes posée est de savoir comment aider les apprenants en FLE à se rendre compte de l'importance de l'articulation des deux niveaux local et global de l'organisation du texte, de sorte qu'ils arrivent à comprendre où se situent les dysfonctionnements dans leurs textes, de quels types de dysfonctionnements il s‟agit et de quelle manière ils peuvent y remédier. La méthodologie de recherche est basée sur une expérimentation auprès du public visé, conjuguant de facteurs textuels et extratextuels. L'analyse des textes d'apprenants a pour objectif de repérer, classer et interpréter les difficultés non seulement en fonction d'un cadre théorique d'analyse de textes mais en fonction d'une démarche comparative entre écrits d'un public en milieu d'apprentissage exolingue et celui d'endolingue. Les résultats atteints montrent que la sensibilisation des apprenants et le travail de réflexion avec eux, sur desf acteurs extratextuels, peuvent les aider à améliorer la qualité de leur production écrite. Il est aussi démontré qu‟en matière de connaissances textuelles, tout ce qui est intériorisé et maîtrisé en langue maternelle (langue première) et en anglais pourrait être exploitable de façon positive en français. Mais le français et l'anglais, deux langues étrangères, ne peuvent pas non plus être mises sur pied d'égalité, en ce qui concerne les difficultés rencontrées par les apprenants Malaisiens, du simple fait de leur « étrangeté ». Les propositions didactiques que nous avons suggérées s'inspirent de notre méthode d'analyse et reposent sur le souci d'améliorer la qualité de la production écrite en français chez le public allophone Malaisien. / This research aims at the study of two textual procedures notably the anaphoric rephrasing and the textual reformulation in the written texts in French as a Foreign Language, produced by the Malaysian students in the Institute of Teacher Training, International Languages Campus, Kuala Lumpur. The overall issue is embedded in the framework of the teaching of writing within the domain of textural linguistics. The latter enables us to understand better the quality of the text. This study deals with the observation of characteristics at the surface level as well as the choice of operations to construct and organise the textual matter. The fundamental question which confonts us is to know how to help foreign learners in French to be conscious of the importance of the global and local articulation of organising a text, leading to a better comprehension of where the textual defauts are situated. It's also more crucial to identify the types of defauts or textural disfonctionnings concerned and the remedial methods to these problems. The research methodology is based on an experiment conducted on a group of learners targetted, on a topic governed by the textual and extratextual factors. Analysis of the learners' written productions is for the objective of retrieving, regrouping and interpreting the difficulties from not only the theorical point of view but also responding to a comparative study between the written productions of a public in an exolingual and endolingual learning situations. The results achieved show that the consequences of writing on a topic bound byt he extratextual factors on the learners and the post-period of reflexion with them could help them in improving the quality of their written production. It attested also that the textual content knowledge and all that is interiorised and acquired in the first language as well as in English could be exploited in a positive way in French. However, French and English, two foreign languages cannot be put a long side equally when it comes to difficulties confronting the Malaysian learners, from the simple factual reason of their « alienicity ». The didactic propositions, which are suggested, are inspired by our method of analysis with the sole aim of improving the quality of written production in French among the Malaysian foreign learners of French.

Although the link between classroom instructor behavior and student engagement has been well documented, the same cannot be said for instructors and students interacting with one another in clinical settings. Given the relatively close nature of the student-clinical instructor (CI) relationship and the considerable differences between the structured environment of the classroom and the unpredictable and often stressful environment of the healthcare clinic, classroom-based assumptions of what constitutes effective or ineffective teaching behavior may or may not be valid for the clinic. This study applied self-determination theory to investigate the degree to which CI psychological need-supporting/thwarting behaviors affect student clinical engagement. An online survey consisting of items from established scales recognized to measure teacher autonomy-, competency- and relatedness-supporting/thwarting behavior was used to question 751 undergraduate students who were currently enrolled in the clinical portion of their education in one of four radiation science disciplines (radiologic technology, radiation therapy, diagnostic medical sonography, and nuclear medicine technology) at one of 387 institutions of higher education across the United States. Correlational and linear regression analysis revealed a strong connection between overall CI need-supporting/thwarting behavior and student clinical engagement (r(749) = 0.75, p = .0000 and ΔR2 = .5181, pr > F = .0000). The study also revealed CI relatedness-supporting/thwarting behaviors to have the most influence on student clinical engagement (β=.4197, p = .000), followed by autonomy-supporting/thwarting behaviors (β=0.1298, p = .001) and competency-supporting/thwarting behaviors (β=0.1110, p=.007). A number of key student background factors proved to have very little or no influence on student clinical engagement. The results of this study brings awareness to the powerful impact clinical instructors have on their students' motivation to engage in educationally productive clinical activities and serves to underscore the need for routine in-service programs specifically designed to teach CIs how to effectively employ psychological need-supporting behaviors and avoid psychological need-thwarting behaviors when working with their students.

Competent nurses are instrumental in assuring that a patient receives safe patient care of the highest quality. Patient care that lacks quality places patients at risk of poor health outcomes and results in negative financial impacts for the organization. The purpose of this staff education project was to develop nurse competency education for a facility's competency program, which merged the Wright competency model with quality and safety education for nurses' competencies. The nurse competency staff education program was evaluated by the organization's stakeholders for inclusion in the competency program. The whole-part-whole model, Knowles's adult learning theory, and Lewin's change theory were used to guide this project. Pre- and posttest data were collected from 16 organization stakeholders, including nurse managers, directors, clinical nurse specialists, nursing professional development specialists, and preceptors, who participated in an in-person education session. Data were analyzed by calculating the mean test scores and calculating the percent change. Results indicated a 32% increase in knowledge from pre- to posttest. Findings supported implementation through the nursing departments and may furthermore support implementation across other healthcare disciplines within the organization. The project promoted social change by developing and providing education to improve nurses' knowledge regarding competent practice, ensuring safe and high quality nursing practice and supporting improved patient outcomes.

In recent years, immigration detentions have spiked. Further, the Zero Tolerance Policy enacted by President Trump has separated thousands of children from their families. Because many children are without their parents, and immigration court is civil in nature, thousands of children are placed in deportation hearings without representation each year. Child psychological research is at odds with the current deportation practices as psychological research deems children unable to understand the complexities of the court system or the impacts of deportation proceedings. A minimum competency to stand trial must be enacted to protect young children’s due process rights, regardless of citizenship. Further, children should be protected through a guardian ad litem or other legal representatives as they are a vulnerable class. This paper examines the relationship between the current legal standards for immigration court, relevant child psychological research, and explores policy recommendations for immigration competency standards and representation requirements.

Racial and ethnic minority populations suffer disproportionally from mental health disparities in the United States (Dillon et al., 2015; Holden et al., 2014). Research has indicated that a lack of culturally competent care contributes to these disparities (Holden & Xanthos, 2009). As multicultural competencies (American Psychological Association [APA], 2002; Council of National Psychological Associations for the Advancement of Ethnic Minority Interests, 2003) have been widely endorsed and implemented in professional organizations and training programs, research on their need and usefulness has increased over the last three decades (Worthington et al., 2007). However, the majority of research on multicultural competencies has relied on analogue studies, college students, and trainees as participants (Ridley & Shaw-Ridley, 2011; Worthington et al., 2007). The current study contributed to the multicultural competency literature by including perspectives from real clients with diverse backgrounds in community settings, along with assessing therapist multicultural competency (MCC). The study examined the relationship between therapist (n = 28) multicultural competency (MCC) and psychotherapy outcomes of clients (n = 2024) from diverse racial/ethnic backgrounds in a community mental health agency. Therapist MCC did not have a statistically significant positive relationship with treatment outcome. Therapist MCC also did not have a statistically significant positive relationship with reliable or clinically significant change in treatment outcome. Results do not indicate any mediating effect of therapist MCC between race and treatment outcomes. Gender predicted overall treatment outcomes, clinically significant change and reliable change in treatment. Findings suggest cultural variables may have played a role in treatment outcomes given the differences in treatment outcomes for female clients, despite the lack of association found between therapist MCC and treatment outcomes. Implications for clinical practice and research are discussed.

This study explored social workers perceptions of disproportionality of African American children in the child welfare system, with a particular focus how they felt child welfare agencies, and organization address the specific needs of African American children and families. Along with the types of services social workers felt could be implemented in order to address the concerns amongst African American families. Major findings in the research under represent the perspective of the social workers who work closely with these children and their families. The overall research method that was utilized in this study was qualitative by design. The data collection consisted of 11 face to face interviews with different types of social workers with current and past experiences working with African American children and families, in the child welfare agency. This research called for opinions, experience and personal beliefs from social workers. The survey consist of 13 open/close ended question and demographical questions that were personally asked to each social worker on a one on one bases. The results of this study identified African American children entering and staying in the system at longer rates, poverty, lack of resources in the community, distrust in the government and cultural competency as major contributing factors to disproportionality in the child welfare system. This study displayed a need for social workers to take on more of a strength based approach and remembering to model the NASW code of ethics when working with African American families. Recommendations for future studies include but are not limited to: exploring options to have preventative services for African American families to be offered in their homes or alternatives to easy accessible services and to explore different strategies, tool and techniques in efforts to increase the relationships between the African American families and the social workers.

African American women living in rural Ohio have a history of low mammogram screening rates and a high incidence of breast cancer identification in the late stage of the disease, leading to mortality rates exceeding those of Caucasian women. The purpose of this doctoral project was to establish a breast health educational program for health providers in a local mammography center that did not provide such a program specifically targeted for African American women. Three theoretical frameworks, the health belief model, Knowles's learning theory, and the PEN-3 model, guided the development of a staff education program based on cultural appropriateness. The practice-focused question was whether or not the educational program would enable health care providers and staff to use an evidence-based approach to promote the message of breast cancer prevention in a population at high risk for breast cancer. A radiology specialist, nurse navigator and radiology supervisor reviewed the educational plan and the Komen Toolkit materials and graded the program as strongly supporting a cultural competency program. The education and experience of the three panel experts in mammography enabled them to serve as evaluators for this research project. The strategy to use faith-based leaders' as representatives of the African American patient population collaborating with providers supported cultural competency in health care. Mammography centers and faith-based organizations benefit from this project because of its focus on culture at the center of its development. Cultural competency supports positive social change in health care for an at-risk population.

The purpose of this study was to explore senior leaders integration of the National Center for Healthcare Leadership (NCHL) competency model within their employee evaluation system. This case study was conducted to explore how the NCHL leadership competency model is used within their organization's employee evaluation system. The NCHL leadership competency model guided this study. The research was an exploration of themes in leadership competencies used in the healthcare organization. Data collection included in-depth interviews with 10 healthcare junior leaders in a single healthcare organization in the Midwestern United States who had at least 1 year of experience as a leader and a review of secondary data related to their job skills and annual evaluations. Using Saldana's method of data analysis, 4 primary themes emerged: leaders are transformed by vision and focus, leaders need continuous training, leaders like accountability, and leaders like influence goal creation. The 4 themes indicated that participants perceived NCHL leadership competencies integrated in their performance evaluation system to be of benefit. The findings revealed senior leaders might benefit from integrating the NCHL competency model in new leader orientation competencies, leadership training, and performance assessment tools. Positive social change may result by successful implementation of the NCHL leadership competency model strategies from this study, improving societal healthcare through efficient healthcare delivery.

Parents in the 21st century are concerned with the ubiquity of mobile devices and their effects on the progression of social development. A review of the literature indicated that although digital interaction has become more prominent, limited empirical data existed on whether children who spend more time interacting in the digital realm would develop the necessary competency to handle social situations in real-life settings. Using social constructivist theory and the Schramm model of communication as the theoretical foundations, the present study examined the relationship between mobile device usage and the level of social competency in young children as perceived by their parents, in relation to parental monitoring. A total of 401 parents of children age 5 to 12 years who have their own personal mobile devices completed the online questionnaires. Pearson correlation and linear regression showed that parental report of children's social competency was positively correlated to parental perception of mobile device usage and parental monitoring. Parental monitoring was also found to be a statistically significant moderator of the relationship between parental perception of mobile device usage and parental report of children's social competency. Positive social change of this study may include alleviating the misconception that digital interaction impeded social development, promoting parental role in raising socially competent children in the digital age, and advocating for a more collaborative parental monitoring strategy.