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\"This book brings professional development out of the industrial age and into the digital age and improves the effectiveness of professional development by taking a continuum, rather than a piecemeal, approach\"-- Provided by publisher.

Background Implementation Science (IS) frameworks facilitate definition of core and optional components of innovations, interventions and programmes, which increases the likelihood of successful implementation and sustainment. We used IS frameworks to characterise a hospital-based interdisciplinary quality improvement learning collaborative (QILC) which was established to develop quality improvement (QI) capability among front-line staff. The aim was to identify factors that supported implementation, potential threats to sustainability and elements that may influence dissemination into other settings. Methods Of five IS frameworks evaluated, two were selected, the Active Implementation Framework (action-oriented, dependent on feedback loops and improvement cycles) and the Consolidated Framework for Implementation Research (enabled definition of core components). The QILC was mapped against the drivers and constructs of each. Results Factors relating to the QILC’s leadership; the generation of tension for change; and the use of both internal and external networks were central features in implementation. Key drivers included the characteristics of front-line ownership, iterative development and tribality of the QILC, each being central to QI methodology. Risks to sustainability included patchy implementation, a requirement for greater alignment with organisational priorities, requirement for coaching and recruitment of additional leaders to support succession planning. Conclusions IS provided frameworks for retrospective analysis of a QI learning collaborative and identified factors that threaten sustainability. This analysis should help guide formative evaluations of similar QI learning collaboratives and offer an organisational framework to facilitate successful replication within different parts of an organisation and across multiple settings.

Background Information and communication technology are playing a major role in ensuring continuity of healthcare services during the COVID-19 pandemic. The pandemic has also disrupted healthcare quality improvement (QI) training and education for healthcare professionals and there is a need to rethink the way QI training and education is delivered. The purpose of this rapid evidence review is to quickly, but comprehensively collate studies to identify what works and what does not in delivering QI training and education using distance learning modalities. Methods Three healthcare databases were searched along with grey literature sources for studies published between 2015 and 2020. Studies with QI training programmes or courses targeting healthcare professionals and students with at least one component of the programme being delivered online were included. Results A total of 19 studies were included in the review. Most studies had a mixed methods design and used blended learning methods, combining online and in-person delivery modes. Most of the included studies reported achieving desired outcomes, including improved QI knowledge, skills and attitudes of participants and improved clinical outcomes for patients. Some benefits of online QI training delivery include fewer required resources, reduced need for on-site instructors, increased programme reach, and more control and flexibility over learning time for participants. Some limitations of online delivery modes include limited learning and networking opportunities, functional and technical problems and long lead time for content adaptation and customisation. Discussion The review highlights that distance learning approaches to QI help in overcoming barriers to traditional QI training. Some important considerations for those looking to adapt traditional programmes to virtual environments include balancing virtual and non-virtual methods, using suitable technological solutions, customising coaching support, and using multiple criteria for programme evaluation. Conclusion Virtual QI and training of healthcare professionals and students is a viable, efficient, and effective alternative to traditional QI education that will play a vital role in building their competence and confidence to improve the healthcare system in post-COVID environment.

Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today's knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High's Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students' abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.-- Provided by publisher

We propose a simple scheme for merging two neural networks trained with different starting initialization into a single one with the same size as the original ones. We do this by carefully selecting channels from each input network. Our procedure might be used as a finalization step after one tries multiple starting seeds to avoid an unlucky one. We also show that training two networks and merging them leads to better performance than training a single network for an extended period of time.

This paper presents IART, a novel inertial wearable system for automatic detection of infringements and analysis of sports performance in race walking. IART algorithms are developed from raw inertial measurements collected by a single sensor located at the bottom of the vertebral column (L5–S1). Two novel parameters are developed to estimate infringements: loss of ground contact time and loss of ground contact step classification; three classic parameters are indeed used to estimate performance: step length ratio, step cadence, and smoothness. From these parameters, five biomechanical indices customized for elite athletes are derived. The experimental protocol consists of four repetitions of a straight path of 300 m on a long-paved road, performed by nine elite athletes. Over a total of 1620 steps (54 sequences of 30 steps each), the average accuracy of correct detection of loss of ground contact events is equal to 99%, whereas the correct classification of the infringement is equal to 87% for each step sequence, with a 92% of acceptable classifications. A great emphasis is dedicated on the user-centered development of IART: an intuitive radar chart representation is indeed developed to provide practical usability and interpretation of IART indices from the athletes, coaches, and referees perspectives. The results of IART, in terms of accuracy of its indices and usability from end-users, are encouraging for its usage as tool to support athletes and coaches in training and referees in real competitions.

Background During the pandemic, China’s control policies shifted from nationwide restrictions to precise control and monitoring, which ended with complete relaxation, presenting unique challenges for nurses. Existing qualitative studies mostly focused on the experiences of frontline nurses in the early stages of the pandemic, but they overlooked the dynamic nature of the role changes and adaptation processes as the pandemic evolved. In-depth research into nurses’ experiences across different control phases is crucial for guiding future training to improve preparedness and policy enhancements. Objective To explore the experiences and challenges faced by frontline nurses in China during different phases of pandemic control policies. It also evaluates their training, reflects on the inadequacies of the training, and discusses how these experiences can inform future training programs while offering recommendations to enhance future emergency preparedness. Methods This study employed a qualitative descriptive design to explore the experiences and insights of nurses during the pandemic, as well as their attitudes toward training. Twenty-four frontline nurses from various hospitals in China were recruited using snowball sampling for in-depth interviews, which spanned two months. Data analysis was conducted using Giorgi’s phenomenological approach, involving coding and theme extraction. Results From a content analysis perspective, five main themes were extracted from different stages of control policies during the pandemic: (1) Nurses’ feelings and responses: including early psychological stress and physical discomfort during the pandemic, adaptation and conflicts in isolation management during the rebound period, and later medical resource shortages. (2) Work achievements: covering a sense of mission, personal growth, and recognition. (3) Difficulties and challenges encountered: including initial workflow issues, resource shortages, critical care management gaps, communication barriers during the rebound period, and a decline in staff morale. (4) Training issues: rushed early training, limited content, lack of process and details during the rebound period, inconsistent standards, and lack of enthusiasm for participation. (5) Training improvement recommendations: suggesting an emphasis on training content, reasonable scheduling of training time, various forms of training, multiple assessment methods, and establishment of human resource reserves. Conclusion These findings reveal the challenges faced by frontline nurses during different phases of the pandemic, emphasizing the necessity of comprehensive and systematic nurse training programs. Recommendations include regularly updating training content, enhancing communication and psychological intervention training, diversifying training formats, establishing a mechanism for continuous learning, and exploring personalized training plans to improve nurses’ preparedness in future public health crises.

Applicable recommendations play a key role in improving training and procedures used in civil protection. Since 1 January 2025, the Law on Civil Protection and Civil Defense has been in force in Poland. It responds to the experience of current threats, including the war in Ukraine, the 2024 floods in Western Poland, the COVID-19 pandemic, and other crises. The Act systemically regulates the problem of building social resilience, which must be developed and applied regarding today’s modern threats. The primary actor in civil protection is the fire brigade system, in which volunteer firefighters are recruited from local communities and act for their benefit. In this context, it is interesting to ask whether and what solutions should be applied in order to improve the effectiveness of the training and exercise system of volunteer fire brigades (TSOs) in the field of civil protection and crisis management. The aim of this investigation was to develop evaluations and applicable recommendations to improve the effectiveness of the training system for volunteer firefighters based on a survey of volunteer firefighters in the Cracow Poviat. Two survey diagnostic techniques were used: expert interviews and questionnaire research. The findings were compared with the results of an analysis of source documents obtained in TSO units. The expert interviews covered all chief fire officers of the municipalities in the Cracow Poviat. The paper begins with an introduction and a systematic literature review. The conclusions consist of the proposal of applicable changes in the scope of basic, specialist, and additional training. Areas of missing training are also identified. The firefighters’ knowledge of crisis management procedures is verified, deficiencies are identified, and applicable changes in the organization of field exercises are proposed.

Purpose – Interdisciplinary healthcare education and collaboration facilitates healthcare quality improvement (QI). Education challenges include cost, logistics and defining the optimum staff-engaging method. The purpose of this paper is to determine the optimum QI educational model and measure its impact using plan-do-study-act (PDSA) cycles. Design/methodology/approach – The authors established an on-site interdisciplinary QI learning collaborative: weekly 30-minute learning sessions close to the working environment; a learning materials Twitter repository; and junior doctor-led QI work streams aligned with surgical directorate quality goals supported by a mentorship network. Delivery style (lectures, workshops and QI project reporting) and learning session content was planned weekly using PDSA cycles and modified using participant feedback (score 0-10). All surgical directorate QI work streams were measured before and at nine months. Findings – From May 2014 to February 2015, there were 32 learning sessions with 266 scores (median 12 weekly, range 5-21). Workshop delivery scored the highest (mean score 9.0), followed by live project reports (mean score 8.8). The surgical QI work streams increased threefold from four to 12, including six junior doctor-led projects. Practical implications – By proactively acting upon feedback, the authors centralised QI measurement and tailored learning sessions to staff needs. Building sustainability involves continually refining learning curriculum and QI work streams, and expanding the mentorship network. Originality/value – The collaborative was established at no additional cost. Twitter is used to promote meetings, facilitate conversations and act as a learning repository. The mentorship framework builds QI and coaching expertise.