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The American Nurses Credentialing Center (ANCC) manages Magnet Recognition Program® certification. Candidates for this certification are required to pass a review comprising six compulsory documents and 84 sets of written documents in five model components as well as an onsite appraisal. The Magnet Recognition Program® for medical institutes is currently regarded as the highest honor in the nursing field. The series of measures necessary to establish a Magnet-recognized hospital is described in this article. Our hospital began preparation for recognition in January 2016, with the application submitted in May 2017. The required measures include establishing a Professional Practice Model, Governance Council, and National Database of Nursing Quality Indicators as well as implementing a mentoring plan. ANCC approved Magnet Recognition Program® recognition for our hospital in May 2020, making ours the first Magnet-recognized hospital in Taiwan. The nursing staff shared their experiences on their Magnet journey. Ma

磁吸認證（Magnet Recognition Program®）是由美國護理認證中心（American Nurses Credentialing Center, ANCC）辦理，需通過五項認證構面之6項必要文件及84條書面文件審查，且完成實地訪查合格的醫療機構，因此可獲頒發「磁吸認證」資格的醫療機構，是全球護理界公認的最高榮譽。本文主要敘述臺安醫院自2016年1月開始籌備，於2017年5月提出磁吸認證申請，並建構磁吸醫院的相關系列措施，如：建立護理專業執業模式（Professional Practice Model）、成立自治小組（governance council）、加入美國國家護理品質指標數據資料庫（National Database of Nursing Quality Indicators）、推動導師計畫（mentoring plan）等，至2020年5月通過ANCC評定為臺灣第一家磁吸認證醫院的歷程，及護理人員分享在邁向磁吸認證的努力經驗，代表該院能提供病人卓越的護理照護，共同營造優質的護理執業環境。

This chapter looks at the importance of mentoring. After defining what a mentor is, it describes key points pertaining to successful mentoring and offers suggestions for mentors or advisors on how to develop a mentoring plan. It briefly discusses some of the literature on mentoring and discusses activities that are important to both mentors and mentees. Finally, it encourages open and frank communications between the mentor and mentee.

IntroductionThe Building on Existing Tools to Improve Cancer and Chronic Disease Prevention and Screening in Primary Care (BETTER) programme trains allied health professionals working in primary care settings to develop personalised chronic disease ‘prevention prescriptions’ with patients. However, maintenance of health behaviour changes is difficult without ongoing support. Sustainable options to enhance the BETTER programme and ensure accessibility to underserved populations are needed. We designed the BETTER Women programme, which uses a digital app to match patients with a trained peer health coach (PHC) who provides ongoing support for health behaviour change after receipt of a BETTER prevention prescription in primary care.Methods and analysisWe will conduct a type 1 hybrid implementation-effectiveness patient-randomised trial. Interested women aged 40–68 years will be recruited from three large, sociodemographically distinct primary care clinics (urban, suburban and rural). Patients will be randomised 1:1 to intervention or wait-list control after receipt of their BETTER prevention prescription. We will aim to recruit 204 patients per group (408 total). Effectiveness will be assessed by the primary outcome of targeted behaviours achieved for each participant at 6 months, consisting of three cancer screening tests (cervical, breast and colorectal) and four behavioural determinants of cancer and chronic disease (diet, smoking, alcohol use and physical activity). Data will be collected through patient survey and clinical chart review, measured at 3, 6 and 12 months. Implementation outcomes will be assessed through patient surveys and interviews with patients, peer health coaches and healthcare providers. An embedded economic evaluation will examine cost per quality-adjusted life-year and per additional health behavioural targets achieved.Ethics and disseminationThis study has been approved by Women’s College Hospital Research Ethics Board (REB), the Royal Victoria Regional Health Centre REB and the University of Toronto REB. All participants will provide informed consent prior to enrolment. Participation is voluntary and withdrawal will have no impact on the usual care received from their primary care provider. The results of this trial will be published in peer-reviewed journals and shared via conference presentations. Deidentified datasets will be shared on request, after publication of results.Trial registration number NCT04746859.

To design, implement, and evaluate the effectiveness of an enhanced peer mentoring program (EPMP) for faculty in emergency medicine aimed at overcoming traditional mentoring challenges. Full time faculty (Clinical Instructor, Assistant, and Associate levels) were placed into peer groups (based upon their primary academic roles) led by senior faculty advisors at the Professor level. Peer groups met at least quarterly from 2012 to 2017. In lieu of a structured curriculum, session topics were informed by individual faculty surveys and peer group consensus. Areas of focus included work-life balance, prioritizing academic commitments, identification of mentors (both within and external to the department and university), networking opportunities, promotions goals, and career satisfaction. Effectiveness of the EPMP was evaluated by academic productivity and advancement over a 5- year period. A total of 22 faculty members participated in the program. There was an increase in promotions to the next academic level, from 3 promotions in the five years before the program to 7 promotions in the five years of the program. Total grant funding increased 3-fold from $500,000 to $1,706,479 from the first year to the last year of the evaluation period. This enhanced peer mentoring program was effective in mitigating many of the traditional mentoring challenges faced by faculty in academia and was successful in improving both academic productivity and advancement.

Recent studies suggested that a large population of high school-aged athletes participate on club sport teams. Despite attempts to document emergency preparedness in high school athletics, the adherence to emergency and medical coverage standards among club sport teams is unknown. To determine if differences in emergency preparedness and training existed between coaches of high school teams and coaches of high school-aged club teams. Cross-sectional survey. Online questionnaire. A total of 769 coaches (females = 266, 34.6%) completed an anonymous online questionnaire regarding their emergency preparedness and training. The questionnaire consisted of (1) demographics and team information, (2) emergency preparedness factors (automated external defibrillator [AED] availability, emergency action plan [EAP] awareness, medical coverage), and (3) emergency training requirements (cardiopulmonary resuscitation/AED, first aid). High school coaches were more likely than club sport coaches to be aware of the EAP for their practice venue (83.9% versus 54.4%, < .001), but most coaches in both categories had not practiced their EAP in the past 12 months (70.0% versus 68.9%, = .54). High school coaches were more likely to be made aware of the EAP during competitions (47.5% versus 37.1%, = .02), but the majority of coaches in both categories indicated that they were never made aware of EAPs. High school coaches were more likely than club coaches to (1) have an AED available at practice (87.9% versus 58.8%, < .001), (2) report that athletic trainers were responsible for medical care at practices (31.2% versus 8.8%, < .001) and competitions (57.9% versus 31.2%, < .001), and (3) be required to have cardiopulmonary resuscitation, AED, or first-aid training ( < .001). High school coaches displayed much greater levels of emergency preparedness and training than coaches of high school-aged club teams. Significant attention and effort may be needed to address the lack of emergency preparedness and training observed in club coaches.

This three-year study aimed to examine how an intervention program that included mentoring alongside documenting and sharing lesson plans (LPs) over a collaborative platform environment contributed to the development of the pedagogical content knowledge of in-service mathematics teachers undergoing their first experience teaching advanced high school mathematics. In the program, 20 experienced teachers (mentors) in 20 high schools accompanied 24 inexperienced teachers (mentees) in the planning, teaching, sharing, and documenting of their advanced mathematics lessons on a specially created, collaborative online platform called RAMZOR and in professional development workshops. The RAMZOR platform enables documenting and sharing LPs and resources. The results indicate that, according to the mentees, the combination of mentoring and collaborative platform led to the development of the professional knowledge required for teaching advanced-level high school mathematics and an increase in their self-confidence, sense of efficacy, and ability to meet curriculum goals.

Background This study aimed to answer the research question: How reliable is ChatGPT in automated essay scoring (AES) for oral and maxillofacial surgery (OMS) examinations for dental undergraduate students compared to human assessors? Methods Sixty-nine undergraduate dental students participated in a closed-book examination comprising two essays at the National University of Singapore. Using pre-created assessment rubrics, three assessors independently performed manual essay scoring, while one separate assessor performed AES using ChatGPT (GPT-4). Data analyses were performed using the intraclass correlation coefficient and Cronbach's α to evaluate the reliability and inter-rater agreement of the test scores among all assessors. The mean scores of manual versus automated scoring were evaluated for similarity and correlations. Results A strong correlation was observed for Question 1 ( r  = 0.752–0.848, p  < 0.001) and a moderate correlation was observed between AES and all manual scorers for Question 2 ( r  = 0.527–0.571, p  < 0.001). Intraclass correlation coefficients of 0.794–0.858 indicated excellent inter-rater agreement, and Cronbach’s α of 0.881–0.932 indicated high reliability. For Question 1, the mean AES scores were similar to those for manual scoring ( p  > 0.05), and there was a strong correlation between AES and manual scores ( r  = 0.829, p  < 0.001). For Question 2, AES scores were significantly lower than manual scores ( p  < 0.001), and there was a moderate correlation between AES and manual scores ( r  = 0.599, p  < 0.001). Conclusion This study shows the potential of ChatGPT for essay marking. However, an appropriate rubric design is essential for optimal reliability. With further validation, the ChatGPT has the potential to aid students in self-assessment or large-scale marking automated processes.

The COVID-19 outbreak has affected the lives of millions of people by causing a dramatic impact on many health care systems and the global economy. This devastating pandemic has brought together communities across the globe to work on this issue in an unprecedented manner. This case study describes the steps and methods employed in the conduction of a remote online health hackathon centered on challenges posed by the COVID-19 pandemic. It aims to deliver a clear implementation road map for other organizations to follow. This 4-day hackathon was conducted in April 2020, based on six COVID-19-related challenges defined by frontline clinicians and researchers from various disciplines. An online survey was structured to assess: (1) individual experience satisfaction, (2) level of interprofessional skills exchange, (3) maturity of the projects realized, and (4) overall quality of the event. At the end of the event, participants were invited to take part in an online survey with 17 (+5 optional) items, including multiple-choice and open-ended questions that assessed their experience regarding the remote nature of the event and their individual project, interprofessional skills exchange, and their confidence in working on a digital health project before and after the hackathon. Mentors, who guided the participants through the event, also provided feedback to the organizers through an online survey. A total of 48 participants and 52 mentors based in 8 different countries participated and developed 14 projects. A total of 75 mentorship video sessions were held. Participants reported increased confidence in starting a digital health venture or a research project after successfully participating in the hackathon, and stated that they were likely to continue working on their projects. Of the participants who provided feedback, 60% (n=18) would not have started their project without this particular hackathon and indicated that the hackathon encouraged and enabled them to progress faster, for example, by building interdisciplinary teams, gaining new insights and feedback provided by their mentors, and creating a functional prototype. This study provides insights into how online hackathons can contribute to solving the challenges and effects of a pandemic in several regions of the world. The online format fosters team diversity, increases cross-regional collaboration, and can be executed much faster and at lower costs compared to in-person events. Results on preparation, organization, and evaluation of this online hackathon are useful for other institutions and initiatives that are willing to introduce similar event formats in the fight against COVID-19.

In this study, the experiences of science teachers who applied the design-based learning (DBL) method in science lessons and received mentoring support towards technology integration were analyzed. Using a nested mixed design, the study included 43 science teachers who participated in a professional development program carried out with a mentoring model in a national project. In the study, face-to-face and online training were given to teachers, and mentoring was provided. Lesson plans and technology integration were evaluated with an online form. It was observed that teachers mainly tried to integrate technology into DBL activities but not as a component of the design process. The teachers integrated technology when teaching DBL STEM activities by using new teaching methods that incorporated instructional technologies. They carried out the integration, especially in the stages of solution development, prototyping/testing, and communication. Teachers who believed that technology supported their professional development recommended improving professional development programs to help overcome the challenges of technology integration.