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Despite the efficacy of digital mental health technologies (DMHTs) in clinical trials, low uptake and poor engagement are common in real-world settings. Accordingly, digital technology experts or “digital navigators” are increasingly being used to enhance engagement and shared decision-making between health professionals and clients. However, this area is relatively underexplored and there is a lack of data from naturalistic settings. In this paper, we report observational findings from the implementation of a digital navigator in a multidisciplinary mental health clinic in Sydney, Australia. The digital navigator supported clients and health professionals to use a measurement-based DMHT (the Innowell platform) for improved multidimensional outcome assessment and to guide personalized decision-making. Observational data are reported from implementation logs, platform usage statistics, and response rates to digital navigator emails and phone calls. Ultimately, support from the digital navigator led to improved data collection and clearer communications about goals for using the DMHT to track client outcomes; however, this required strong partnerships between health professionals, the digital navigator, and clients. The digital navigator helped to facilitate the integration of DMHT into care, rather than providing a stand-alone service. Thus, collaborations between health professionals and digital navigators are mutually beneficial and empower clients to be more engaged in their own care.

The present study investigates the relationships between a multidimensional, theoretically grounded configuration of high-involvement human resources (HR) practices and turnover intentions. Precisely, it addresses two research questions: What high-involvement HR practices are needed to implement an effective strategy for retaining highly skilled professionals? Do procedural justice, organizational commitment, and citizenship behaviors mediate the effects of high-involvement HR practices on turnover intentions? A survey instrument containing previously validated measures was developed and sent to Quebec members of the Canadian Information Processing Society. Data from 394 respondents were used to test the research model. Key findings reveal that nonmonetary recognition and competency development, and, to a lesser extent, fair rewards and information-sharing practices, are negatively and directly related to turnover intentions. The authors also observed that procedural justice, affective and continuance commitment, and citizenship behaviors partially mediate the effects of high-involvement HR practices on the turnover intentions of highly skilled professionals.

Background and needs Medical educators with simulation fellowship training have a unique skill set. Simulation fellowship graduates have the ability to handle basic and common troubleshooting issues with simulation software, hardware, and equipment setup. Outside of formal training programs such as this, simulation skills are inconsistently taught and organically learned. This is important to address because there are high expectations of medical educators who complete simulation fellowships. To fill the gap, we offer one way of teaching and assessing simulation technical skills within a fellowship curriculum and reflect on lessons learned throughout the process. This report describes the instructional designs, implementation, and program evaluation of an educational intervention: a simulation technology curriculum for simulation fellows. Curriculum design The current iteration of the simulation technical skill curriculum was introduced in 2018 and took approximately 8 months to develop under the guidance of expert simulation technology specialists, simulation fellowship-trained faculty, and simulation center administrators. Kern’s six steps to curriculum development was used as the guiding conceptual framework. The curriculum was categorized into four domains, which emerged from the outcome of a qualitative needs assessment. Instructional sessions occurred on 5 days spanning a 2-week block. The final session concluded with summative testing. Program evaluation Fellows were administered summative objective structured exams at three stations. The performance was rated by instructors using station-specific checklists. Scores approached 100% accuracy/completion for all stations. Conclusions The development of an evidence-based educational intervention, a simulation technical skill curriculum, was highly regarded by participants and demonstrated effective training of the simulation fellows. This curriculum serves as a template for other simulationists to implement formal training in simulation technical skills.

SimGHOSTS introduced Bug Busters to train healthcare simulation technology specialists (HSTSs) as a way to showcase experienced HSTSs’ approaches to technology troubleshooting. This competition functions as a collaborative exchange of technology and operational solutions. It has been stated that Bug Busters is an equivalent to SimWars but for technology specialists. The competition starts with groups of individuals that function in the role of HSTSs. They are given a set of tasks that need to be completed within 10 min prior to a pending simulation scenario. The simulation room is designed with planned technical glitches, equipment that is defective, or inappropriate setup. There are multiple rounds of competition at a group level. In the final round, individual HSTSs from the advancing group complete challenges to win the competition. The number of correct tasks completed is used as the primary score determinant with time being the tie breaker. During each round, a set of distractors is introduced for a time bonus, asking technical or simulation-based questions that might be encountered in daily work. The competition demonstrates the need for HSTSs and provides an innovative way to acknowledge the complexity of their work and assess their skills. To ensure that the field of simulation continues to expand, training opportunities must be provided for all those involved in simulation. Bug Busters is one way to train and encourage “out of the box” thinking for HSTSs.

Empowering Learners: Guidelines for School Library Media Programs (AASL, 2009) charges school librarians “to play a leading role in weaving such skills throughout the curriculum so that all members of the school community are effective users of ideas and information” (p. 46). Providing leadership in technology integration for the purposes of learning is paramount and the responsibility for leading this movement to prepare learners for participating and succeeding in our global society is seemingly placed with school librarians. While school librarians were once the sole person responsible for technology in the schools, the proliferation of technology in education has resulted in the emergence and adaptation of roles and responsibilities, one such role being the instructional technology specialist. This article reports findings on how the presence of an instructional technology specialist can either enable or deter a school librarian enacting a leadership role in technology integration.

Hedge fund managers around the globe have a series of service providers to help them operate their business. Many different types of firms offer services to budding and existing hedge fund managers. Today in the United States, most hedge funds have four different groups of service providers. Each fund manager has a prime broker, a lawyer, an audit firm, and an administrator. In some cases, hedge funds hire outside marketers, compliance consultants, and technology specialists. This chapter explores the role of each of the service providers. The idea is to give a basic but thorough understanding of the function each play in the organization and how an individual can use them to their advantage as they grow and expand their business.

Between 2006 and 2010 the World Bank sought to unmask the role of science, technology, and innovation in Ugandan industry. This report presents insights from this research based on case studies of six sectors: agriculture, health, energy, information and communication technology (ICT), transport, and logistics. Based on more than 80 interviews cutting across Uganda's small and medium-sized enterprises, universities, and government entities, the report's findings are intended to offer the government and its partners in industry increased clarity about how better to harness science, technology, and innovation to propel the economy. Enabling implementation of the recent Uganda national science, technology, and innovation policy is a parallel goal of the report. The policy articulates the government's intent to foster research and development that builds the human capital that Uganda requires for a knowledge-based economy. The case studies from which this report's recommendations are drawn depict a diverse range of experiences across industrial sectors in terms of generating, applying, and adapting science and technology to contribute to Uganda's development. Despite the relatively small size of the country's investments in science and technology, the past 20 years have seen considerable advances in building capacity in science and technology, developing related institutions and human resources, advancing collaboration and communication, and expanding the base of available knowledge. But given Uganda's limited investments in science and technology, policies should prioritize near-term investments that benefit key sectors. This report identifies those near-term investments as well as longer-term ones (three to five years in the future).

A dynamic and vibrant private sector is crucial to economic growth, with firms making new investments, creating jobs, improving productivity, and promoting growth. Entrepreneurial activity is pivotal to the continued dynamism of the private sector, as the generation of new businesses fosters competition and economic growth. This is particularly relevant for Azerbaijan, whose government faces a central challenge to create conditions that will facilitate growth in nonoil tradable sectors. The core objectives of Azerbaijan's development strategy are to diversify the economy away from the oil sector and sustain high employment and growth. Encouraging high-growth entrepreneurship can help Azerbaijan achieve these goals as it moves toward new opportunities in value added and tradable sectors. This study shows that high-growth entrepreneurialism is low in Azerbaijan and that innovative activity among firms is very low. Several factors hinder business growth and entrepreneurship: lack of competition, especially among smaller firms; financial systems that are not conducive to business development. Companies cite high interest rates and risk-averse lending policies as substantial hindrances to expansion. In addition, risk capital is in short supply; and lack of industry-relevant skills. The government could play an important role by removing bottlenecks that impede entrepreneurialism in the general business environment as well as by designing new financial policy instruments that foster entrepreneurship and innovation. In doing so, the government needs to exercise care that the design and management of these instruments prevent capture or corruption and promote efficiency. Lack of competition is an issue in Azerbaijan, particularly for Small and Medium Enterprises (SMEs), which face uneven treatment within the enterprise sector.