The purpose of this study was to explore the experiences and impact of peer-to-peer shadowing as a technique to develop nurse middle managers’ clinical leadership practices. A qualitative descriptive study was conducted to gain insight into the experiences of nurse middle managers using semi-structured interviews. Data were analysed into codes using constant comparison and similar codes were grouped under sub-themes and then into four broader themes. Peer-to-peer shadowing facilitates collective reflection-in-action and enhances an “investigate stance” while acting. Nurse middle managers begin to curb the caring disposition that unreflectively urges them to act, to answer the call for help in the here and now, focus on ad hoc “doings”, and make quick judgements. Seeing a shadowee act produces, via a process of social comparison, a behavioural repertoire of postponing reactions and refraining from judging. Balancing the act of stepping in and doing something or just observing as well as giving or withholding feedback are important practices that are difficult to develop.
Although near-peer role modeling (NPRM) has been suggested as an effective pedagogical intervention for boosting confidence, motivation, and self-efficacy, few studies have examined its connection with learner needs and well-being utilizing an established psychological framework. The present study investigates the pedagogical role of NPRM within English classes in Japanese higher education from the perspective of basic psychological need (BPN) satisfaction and frustration. In this two-phase explanatory mixed methods study, two quantitative scales were utilized to assess the significance of the connections between NPRM and six subcategories of BPN satisfaction or frustration. Subsequently, a qualitative investigation with a more limited sample size was conducted to elucidate and expand upon these associations. The quantitative findings revealed NPRM to be a significant predictor of students’ autonomy and relatedness satisfaction and exhibited a negative correlation with students' autonomy and relatedness frustration. However, no discernible association was observed between NPRM and competence satisfaction or frustration. The qualitative data revealed that the students’ mixed feelings of competence may have stemmed from low confidence and L2 self-concept with some students comparing themselves unfavorably to near-peer role models. The study highlights the need for NPRM interventions to be accompanied by instruction related to learner beliefs or growth mindsets.
Coupling beams between shear walls are one of the key elements for energy dissipation in tall buildings. A representative mathematical model of coupling beam should represent flexure, shear and interface slip/extension mechanisms simultaneously. This goal can be achieved by using either detailed finite element models or by using macro models. This paper presents a review of various macro model alternatives for diagonally reinforced coupling beams in the literature. Three distinct methods have been reviewed in terms of their modeling techniques, the cyclic response overlap and the amount of cumulative plastic energy dissipated based on the results of previously performed tests. Through an analytical study, adequately accurate results can be captured by using macro models, although they are simpler in practice compared to sophisticated micro models. This study shows that, by modifying ultimate shear capacities where concrete material between diagonal bundles is adequately confined, it is possible to capture a more realistic result and a better approximation to the actual responses. It is also concluded that a simpler numerical model for diagonally reinforced coupling beams can be achieved by introducing linear part of slip/extension behavior into elastic part of the beam. It is observed, as a result of this study, that the ratio of effective stiffness to that of the gross cross-sectional one ranges from 0.04 to 0.14 in diagonally reinforced coupling beams depending on the aspect ratio and the beam strength parameters.
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