DESIGN: The Peer Review of Electronic Search Strategies (PRESS) and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to ensure rigorous and transparent identification of literature and interpretation.
SETTING: Kenya and developing countries with similar contexts.
PARTICIPANTS: The review included forty-five documents (peer-reviewed articles and grey literature) that reported on MNG in developing countries.
RESULTS: We acknowledge that MNG is a complex and evolving determinant of better nutrition outcomes. The paper highlights challenges Kenya and other developing countries face such as inadequate leadership, inadequate coordination, insufficient capacity, inadequate monitoring and evaluation systems, and limited financial resources, among others. For Kenya in particular, there is inadequate understanding of what MNG is and how it can be effectively operationalised and tracked.
CONCLUSIONS: To enhance understanding of MNG in Kenya, a country-specific assessment of MNG processes and impact outcomes using standard tools and defined metrics is vital. Such assessment will generate evidence of progress, successes, and challenges that will compel the government and stakeholders to invest more in multisectoral nutrition approaches to achieve its nutrition goals.
METHODS: The 2-unit leadership course was piloted among second- and third-year students in a public college of pharmacy with a 4-year doctor of pharmacy curriculum. The participating students completed the LABS-III during the first and last classes as part of a quality improvement measure for course enhancement. Rasch analysis was then used to assess the reliability and validity evidence for the LABS-III.
RESULTS: A total of 24 students participated in the pilot course. The pre and postcourse surveys had 100% and 92% response rates, respectively. After Rasch analysis model fit was achieved, the item separation for the 14 nonextreme items was 2.19 with an item reliability of 0.83. The person separation index was 2.16 with a person reliability of 0.82.
CONCLUSION: The Rasch analysis revealed that the number of LABS-III items should be decreased and that the 3-point response scale should be used to improve functionality and use in classroom settings for PharmD students in the United States. Further research is needed to augment the reliability and validity evidence of the modified instrument for use at other United States colleges of pharmacy.
METHOD: Underpinned by the self-efficacy theory, we argue that high-quality safety leadership enhances nurses' safety knowledge and motivation and subsequently, improves their safety behavior (safety compliance and safety participation). A total of 332 questionnaire responses were gathered and analyzed using SmartPLS Version 3.2.9, revealing the direct effect of safety leadership on both safety knowledge and safety motivation.
RESULTS: Safety knowledge and safety motivation were found to directly and significantly predict nurses' safety behavior. Notably, safety knowledge and safety motivation were established as important mediators in the relationship between safety leadership and nurses' safety compliance and participation.
PRACTICAL APPLICATIONS: The findings of this study offer key guidance for safety researchers and hospital practitioners in identifying mechanisms to enhance safety behavior among nurses.
METHODS: The research question was formulated using the most valid SPIDER technique for a comprehensive search. PubMed, Google Scholar, and PsycNet databases were searched. 19 articles were selected based on inclusion and exclusion criteria out of 775 articles.
RESULTS: Thematic analyses show that personality assessment in the military is done to a) detect psychopathology, b) detect aberrant responses, c) recruit new personnel, d) predict training and performance outcomes, and e) predict leadership. The research contributes to the body of knowledge by showing an integrated picture of the most widely used assessment tools and the purpose it serves.
CONCLUSION: There is a need to develop assessment measures that are culture free and can assess more complex personality attributes.
DESIGN/METHODOLOGY/APPROACH: This case study aims to share a comprehensive overview of the ideation, conceptualisation and implementation of TGP. The authors also outlined its impact from the individual and organisational perspectives, besides highlighting the lessons learned and recommendations for the way forward.
FINDINGS: TGP set out to deliver experiential learning focusing on formal training, workplace experiences, practical reflection and mentoring by supervisors and other esteemed leaders to fulfil the five competency domains of leadership, organisational governance, communication and relationship, professional values and personal values. The successes and challenges in TGP programme delivery, post-training assessment, outcome evaluation and programme sustainability were outlined.
PRACTICAL IMPLICATIONS: The authors' experience in setting up TGP provided valuable learning points for other leadership development programme providers. As for any development programme, a continuous evaluation is vital to ensure its relevance and sustainability.
ORIGINALITY/VALUE: Certain aspects of TGP establishment can be referenced and modified to adapt to country-specific settings for others to develop similar leadership programme, especially those in LMICs.