Search Results (207)

As artificial intelligence (AI) becomes increasingly embedded in organizational development, understanding how leadership shapes employee responses to AI is critical for fostering workplace innovation. Drawing on trait activation theory, this study develops a theoretical model in which employee AI trust enhances innovative performance through AI crafting. Paternalistic leadership serves as a situational moderator, while the leader’s AI opportunity perception functions as a higher-order moderator. A three-wave survey was conducted with 523 employees from 14 AI-intensive manufacturing firms in China. Results show that the interaction between AI trust and paternalistic leadership positively predicts both AI crafting and innovative performance. In addition, AI crafting mediates the effect of the interaction term on innovative performance. Furthermore, the leader’s AI opportunity perception moderates this interactive effect: when this perception is high, the positive impact of AI trust and paternalistic leadership on AI crafting is significantly stronger; when it is low, the effect weakens. These findings contribute to the literature by clarifying the situational and cognitive conditions under which AI trust promotes innovation, thereby extending trait activation theory to AI-enabled workplaces and offering actionable insights for leadership development in the intelligent era. Full article

Background: Competency in providing high-quality, comprehensive patient care is essential for newly qualified dentists. Dental curricula are designed to equip graduates with necessary skills to develop competencies. Outplacement training has been incorporated into most dental curricula to provide broader clinical experience in a real-world situation. Methods: This cross-sectional study aimed to assess (1) the perceived confidence of final-year dental students (FYDSs) at an Australian university with reference to the Australian Dental Council (ADC) professional competencies for newly qualified dentists; (2) the association between perceived confidence and the timing of outplacement training; and (3) students’ perceptions on outplacement training in developing their competencies. Two online surveys were administered to a cohort of FYDSs at the end of the first and second trimesters. ‘Survey 1’ was based on the ADC competency requirements (2022) and assessed aims 1 and 2. The five domains assessed were (1) communication and leadership; (2) critical thinking; (3) health promotion; (4) scientific and clinical knowledge; and (5) person-centred care. ‘Survey 2’ assessed students’ perception on outplacement training and was administered towards the completion of their outplacement to assess aim 3. Results: Students’ perceived competency levels were high across all domains. Those with prior tertiary education were more confident in communication and leadership, health promotion, and scientific and clinical knowledge than students with secondary qualifications. The perceived confidence in professional competencies among FYDSs had no significant association (p > 0.05) with the location or the sequence of outplacement. The thematic analysis of survey 2 responses reported the guidance and constructive feedback received from supervisors while managing cases in a real-life setup as a significant contributor to their confidence development. Conclusions: FYDSs reported a satisfactory level of perceived confidence in professional competencies. Both in-house training and outplacement equally improve the levels of competency development. FYDSs perceive outplacement training as a positive integral component in the development of skills. Full article

Background: Ensuring the safety of patients in the operating room, through the monitoring and prevention of adverse events is a central priority of healthcare delivery. In the professionalization of operating room nurses, the processes of identifying, assessing, developing, monitoring, and certifying transversal competencies are crucial. While national and international frameworks have attempted to define such competencies, they often vary in scope and remain inconsistently integrated into education and clinical practice. There is, therefore, a need for a comprehensive and structured identification of transversal competencies relevant to both perioperative and perianesthesiological nursing roles. Objectives: To formulate a validated and structured repertoire of transversal competencies demonstrated by operating room nurses in both perioperative and perianesthesiological contexts. Methods: A qualitative descriptive design was adopted, combining shadowed observation with Hierarchical Task Analysis (HTA). A convenience sample of 46 participants was recruited from a university and a public hospital in Italy. Data were collected between September 2021 and June 2023 and analyzed using content analysis and data triangulation. Results: Through a qualitative, inductive and iterative approach the study identified 15 transversal competencies, 50 sub-competencies, and 153 specific tasks and activities. Specifically, operating room nurses working in perioperative and perianesthesiological roles presented the following transversal competencies: communication and interpersonal relationships, situation awareness, teamwork, problem solving and decision-making, self-awareness, coping with stressors, resilience and fatigue management, leadership, coping with emotions, task and time management, ethical and sustainable thinking, adaptation to the context, critical thinking, learning through experiences, and data, information and digital content management. Each competency was associated with specific tasks observed. Conclusions: This framework complements the existing repertoire of technical-specialist competencies by integrating essential transversal competencies. It serves as a valuable tool for the assessment, validation, and certification of competencies related to patient and professional safety, emotional well-being, relational dynamics, and social competencies. The findings underscore the need for academic institutions to revise traditional training models and embed transversal competencies in both undergraduate and postgraduate nursing education. Full article

Volunteer firefighters play an important role in the provision of emergency services in Slovenia, where most of firefighters work on a voluntary basis. In many countries, however, volunteering is in decline due to demographic, social and organisational constraints. To maintain this important function, it is important to understand the motivations that drive individuals to join and stay in the volunteer fire service. This study examines the motivational factors that influence Slovenian volunteer firefighters, with a particular focus on fire service support, leadership practices and demographic differences. A quantitative survey was conducted among 244 volunteer firefighters from 22 fire brigades. The data were analysed using descriptive statistics, t-tests, Spearman’s rank correlation and binary logistic regression. The results show that many volunteer firefighters are motivated by the challenge of working under stress and in situations of controlled risk. However, this motivation decreases with age, as older members show less interest in adrenaline-driven tasks. Men show a greater preference for action-oriented tasks, including emergency response, equipment handling and physical engagement. In contrast, women place slightly more emphasis on social connections within the brigade. Volunteers who feel included in decision-making processes and experience cooperative, participative leadership are more likely to remain engaged. Those who are motivated by physical activity are more likely to stay, while those who are primarily motivated by social recognition or status are more likely to leave. These findings contribute to the literature on volunteering in high-risk contexts. Tailored recruitment and retention strategies that take into account age, gender and leadership dynamics can help fire services build more engaged and sustainable volunteer teams. Full article

Background: Nursing leadership is associated with a host of benefits for patient outcomes and health services. Pressures relating to the COVID-19 pandemic saw many relatively inexperienced nurses thrust into leadership roles, often with little notice. In response to this situation, The Tasmanian Health Service—Hospitals South created the Leadership Excellence in Practice Program (L-EPP) as a way of developing the leadership skills of its nurses and midwives. This study aimed to describe the development of the L-EPP and to evaluate it from the perspective of its participants and their peers. Methods: A longitudinal mixed-methods study was conducted using data from the first two offerings of the L-EPP. The L-EPP employs a blended learning model comprised of e-learning, work-integrated learning and face-to-face workshops. Surveys targeting the participants’ leadership abilities were completed at numerous time points by participants themselves, their peers, and their managers. Results: A total of 57 participants completed the program. Workshop surveys indicated that these sessions were generally well-received by participants. Significant improvements were observed in several domains of leadership, from the perspective of the participants themselves and their peers and managers. Conclusions: The program was well-received by its participants, and would serve as a useful template for other organisations seeking to build the leadership capacity of their nurses and midwives. This may be particularly useful to organisations seeking to upskill their existing staff and prevent further attrition of nurses and midwives in the wake of the pandemic. Full article

This study analysed the leadership approaches that determine one of the components of organisational resilience: situational awareness in business organisations. A lack of situational awareness in leadership results in poor decision making and low organisational resilience, which undermines the continuity and sustainability of the organisation’s activities. This observation prompts the following research question: which leadership methods enhance situational awareness and how are these methods effectively applied in business organisations? This study analysed the situational awareness requirements for leadership through leadership methods. With the help of mixed methods that integrate qualitative and quantitative approaches, an empirical study was conducted in eight European countries; in total, 30 leaders of business organisations were interviewed and 3370 employee questionnaires were analysed. The analysis identified the leadership methods that enhance situational awareness; it also presented the assumptions that determine the effectiveness of these methods. The relationship between leadership methods and situational awareness was found to be mediated by the interaction of the two elements of situational awareness with twelve leadership methods. These findings provide a structured approach to explaining how leadership methods affect situational awareness, thus complementing existing theoretical frameworks and encouraging the development of new theoretical models. Full article

This review offers a historical overview of the role of women in the modern dental profession, tracing their journey from the earliest pioneers to the present day and highlighting their significant achievements. The second main section presents a narrative analysis of the current situation, focusing on the main challenges faced by female dentists in advancing their careers in clinical practice, academia, and leadership roles. Finally, the discussion connects these issues with the Sustainable Development Goals (SDGs) of the 2030 Agenda and explores support models for women’s empowerment in the health sciences, with a particular emphasis on dentistry. Full article

Digital academic leadership (DAL) is essential for navigating the complexities of digital transformation in higher education institutions. However, empirical studies on how university leaders perceive and implement these practices remain scarce. This study bridges the critical gap in higher education leadership research by empirically investigating DAL through the lens of the unified theory of acceptance and use of technology. This study employs a mixed-methods approach, combining surveys and semi-structured interviews with mid-to-senior university administrators in Zhejiang and Guangdong, China, from whom the research identifies four core dimensions of DAL: digital strategic foresight, resource coordination, technology awareness, and culture building. Quantitative analyses reveal significant variations in DAL perceptions across institutional tiers, gender, and disciplinary cluster, while quantitative and qualitative insights both expose contextual challenges and strategic pathways in effective DAL implementation in Chinese universities for organizational goals. The study contributes a framework for theorizing DAL as a situated practice and offers evidence-based strategies for reconciling technological imperatives with localized leadership dynamics in Chinese universities. Full article

Given the increasing complexity of leadership roles in global, sustainability-driven organizations, this study examines whether Hersey and Blanchard’s Situational Leadership Model (SLM) provides a sufficiently comprehensive framework for contemporary leadership demands or requires theoretical and practical modifications. Can SLM, originally designed for adaptability in leader–follower dynamics, effectively integrate sustainability principles such as Environmental, Social, and Governance (ESG) factors; corporate social responsibility (CSR); and ethical governance? How can leadership models evolve to balance immediate responsiveness with long-term resilience and sustainability-driven decision-making? This research systematically evaluates the synthesis of empirical evidence on the application of the SLM across diverse organizational contexts while exploring its alignment with sustainability-focused leadership approaches. The study further investigates the role of Servant Leadership as a conceptual bridge between SLM and sustainability principles, emphasizing its ethical foundation, stakeholder-oriented approach, and long-term commitment to workforce well-being. Findings suggest that while SLM remains a relevant and adaptable framework, it exhibits a deficiency in explicitly addressing the sustainability dimension. However, integrating Servant Leadership’s emphasis on ethical governance and organizational resilience into SLM could enhance its applicability to sustainability-driven leadership models. By addressing these gaps, this study contributes to contemporary leadership theory by proposing an evolved SLM framework that incorporates sustainability-focused leadership competencies. Future research should focus on refining SLM to ensure its alignment with the ethical and environmental imperatives of modern organizations, equipping leaders to navigate the complexities of sustainable corporate governance while maintaining situational adaptability. Full article

The impostor phenomenon, characterized by self-doubt and an external attribution of success, significantly impacts daycare center directors, influencing their leadership effectiveness and childcare quality. This qualitative study aims to explore how the impostor phenomenon manifests among Korean daycare center directors within an ecological framework. Semi-structured interviews were conducted with 15 Korean daycare center directors using grounded theory methods. Analysis identified the phenomenon across cognitive, emotional, and behavioral dimensions, revealing both negative self-perceptions and strategic, perfectionism-related behaviors consistent with previous research. This study proposes a contextual model based on Bronfenbrenner’s ecological systems theory, illustrating interactions at macrosystem, exosystem, mesosystem, microsystem, and chronosystem levels, with a detailed paradigm model further explaining microsystem and chronosystem interactions. These findings contribute to clarifying and contextualizing the impostor phenomenon, particularly highlighting situational influences and strategic manifestations. This research provides a foundation for future studies in South Korean contexts and practical insights for developing targeted leadership support programs for daycare center directors. Full article

Theory and practice related to computing education with racially/ethnically and linguistically diverse groups of preschoolers remain in nascent stages. Accordingly, early childhood educators both require substantial support when integrating culturally responsive computing into curriculum and instruction and offer valuable perspectives on emerging practices. The purpose of this research study is to explore how educator voice-directed efforts support the implementation of a culturally relevant preschool robotics program through multi-year professional development. Through qualitative analyses, we examined how educator voice, conceptualized as perspectives and participation, guided the direction of professional learning situated within a larger research-practice partnership using design-based research (DBR) methodology. By comparing voice across these sessions, we were able to identify what roles educators assumed within the partnership and how those roles shifted over time. Further, we are able to identify the structural and systemic factors that may have affected their participation and implementation. Findings show a contrast in roles across the different stages of the partnership, suggesting implications for embedding professional learning within broader partnership work as a way to cultivate educator leadership and to realize culturally responsive computing education in sustainable ways. Full article

This review uses an anti-colonial approach to explore the characteristics of Indigenous interventions and best practice relating to suicidality. Well-established interventions led by Indigenous communities exist globally, yet their prevalence in academic discussions of suicide is comparatively limited. This represents a missed opportunity for the field of suicidology to learn from Indigenous community-driven models, which have the potential to be translated across contexts. The challenges of sharing best practice Indigenous interventions in academic literature can be situated within a pervasive colonial discourse, which categorises suicide as an ‘Indigenous problem’ and creates ill-fitted evaluation and intervention methodologies. Here, we provide a brief narrative synthesis of contemporary research on Indigenous suicide intervention models in Australia, Aotearoa New Zealand, the United States and Canada, focusing on key characteristics of interventions and a selection of Indigenous community-driven projects. These characteristics are: cultural and collective approaches as protective factors; recognising social determinants of health and the impact of colonisation; community control and governance; evaluation and available research; and relationships and connection. We discuss issues of sustainability, funding, decontextualised research, and publishing and put forward recommendations for future research. Rebalancing academic discussions to centre Indigenous leadership and culturally grounded research and practice is not without its challenges and complexity but can crucially enrich the field of suicidology. Full article

This article presents a case study that examines why a seemingly effective evangelistic strategy failed within the Sien Church in Wenzhou, China. By tracing the implementation of the religious ministry, it argues that the patriarchal leadership style, goal-oriented strategy, and emphasis on public impression management ultimately undermined the church’s original mission. The pursuit of efficiency and an obsession with numbers created new pressures and anxieties among various teams, transforming the Sien Church’s evangelistic plan into a target-driven competition focused on “baptism numbers” and “conversion rates”. Furthermore, fundamentalist teachings, intertwined with the church’s disciplinary structures, collectively fueled this baptism competition. Finally, the article situates the failure of the gospel project within a broader cultural context and local community. Full article

As pioneers in this field, our role in shaping the future of serious games in healthcare logistics is crucial. Digital media design significantly influences the quality of gaming simulation studies in healthcare. The leading challenge scholars face is introducing innovative and valuable features to university students. The data–simulation–gaming pyramid could serve as a blueprint for outlining how interactive simulations could be conducted. A participatory design process is important in serious game development. More recently, the literature has illustrated the contribution of extended reality. However, researchers have not explored this research framework in detail. This paper traces the participatory design process of serious games using an emergency logistics case study in Stockholm, Sweden. It underscores the importance of choosing the correct narratives and game mechanics to support the implementation of serious games using extended reality for the demonstration of non-technical skills. The research findings are threefold. (1) The participatory design process helps to place focus on the implementing philosophy that values health equality in networked hospitals. (2) Further analysis reveals that gamification could turn everyday tasks in the emergency department, which represents a stressful workplace in a hospital, into a spectrum of learning experiences for in-demand skills, including situational awareness, leadership, communication, and ethical thinking. (3) A closer inspection of the reality-changing methods shows new requirements to shorten patient queues before and after the (implementation of the) strengthened waiting time guarantee proposal in 2024. There is abundant room for principals in healthcare institutions to implement reality-changing methods to foster collaboration at the departmental, cross-departmental, and cross-institutional levels. Full article

As an approach, coaching-based models have been demonstrated to enhance student self-efficacy, improve grades, and increase retention and graduation rates. Coaching-based training models are also key in mentor development, focusing on open-ended questions and active listening to create supportive environments where mentees can independently find solutions. This approach not only builds mentors’ communication and leadership skills but also enhances their adaptability and problem-solving abilities. For underrepresented groups in STEM, such training positions mentors as knowledge facilitators, helping bridge gaps in mentorship experiences and bolstering confidence in their roles, thereby contributing to a more inclusive and effective learning ecosystem. This study investigates the impact of a coaching-based approach to near-peer mentor training within the UK START program, focusing on high school student participants. Interviews revealed significant benefits, including enhanced communication skills, particularly in asking open-ended questions and avoiding judgmental language. Mentors also reported improved composure in stressful situations, often utilizing techniques such as deep breathing to manage emotions during interactions with young campers. Additionally, participants experienced personal growth, seeing themselves as leaders and role models, which they attributed to the mentorship training. The role affirmed their confidence in their STEM knowledge and sparked interest in future mentorship roles. These findings suggest that structured coaching-based training can build a supportive environment, benefiting both mentors and mentees. Full article