The relationship between collectivism and climate: a review of the literature

Collectivism is one of the well-researched dimensions of culture that pertains to an individual’s relationship to an in-group. Organisational climate, on the other hand, is predominantly defined as the shared perceptions of employees about their working environment. In spite of the long tradition of both constructs in the literature, the conceptual relationship between collectivism and climate has oftentimes been neglected. This paper explores this relationship by presenting (1) the conceptual overlap between culture and climate; (2) the congruence between collectivism and climate in terms of levels of conceptualisation and analysis; (3) the apparent influence of collectivism on organisational processes and practices that have been the domain of climate studies; and (4) the apparent influence of collectivism on climate outcomes. This paper also offers some recommendations to guide future studies including suggestions to have more empirical investigation to strongly establish the relationship between collectivism and climate, to investigate facets of climate simultaneously, to extend the link between climate and other work outcomes, to engage in multi-level research, and to explore how collectivism influences climate formation and change.

A square peg in a round hole? Approaches to incorporating lifestyle counselling into routine primary health care

Few studies have explored how lifestyle counselling can be integrated into routine practice for primary health care (PHC) clinicians working outside general practice. This paper describes the feasibility of models of lifestyle counselling developed for PHC clinicians working in community health services and the congruence with routine practice. Action research methods were used to develop and implement models of lifestyle counselling in three community health teams. Following a six-month implementation period, semi-structured interviews were conducted with a purposeful sample of participants (n = 30) to explore the appropriateness of implementing risk factor management models in practice. Models were considered appropriate if they fitted the clinician’s philosophy of practice, were relevant to existing work tasks, could easily be integrated into workflow and were perceived as being acceptable to the client. The approach to service delivery and team priorities were also important in influencing which models suited particular teams. Models of lifestyle counselling for PHC clinicians outside general practice should be tailored to the clinicians’ and teams’ way of working and thus may need to be discipline-specific. Engaging PHC clinicians and teams is important in developing models that are acceptable and feasible in everyday practice.

Should I and Can I?: a mixed methods study of clinician beliefs and attitudes in the management of lifestyle risk factors in primary health care

Background
Primary health care (PHC) clinicians have an important role to play in addressing lifestyle risk factors for chronic diseases. However they intervene only rarely, despite the opportunities that arise within their routine clinical practice. Beliefs and attitudes have been shown to be associated with risk factor management practices, but little is known about this for PHC clinicians working outside general practice. The aim of this study was to explore the beliefs and attitudes of PHC clinicians about incorporating lifestyle risk factor management into their routine care and to examine whether these varied according to their self reported level of risk factor management.

Methods
A cross sectional survey was undertaken with PHC clinicians (n = 59) in three community health teams. Clinicians' beliefs and attitudes were also explored through qualitative interviews with a purposeful sample of 22 clinicians from the teams. Mixed methods analysis was used to compare beliefs and attitudes for those with high and low levels of self reported risk factor management.

Results
Role congruence, perceived client acceptability, beliefs about capabilities, perceived effectiveness and clinicians' own lifestyle were key themes related to risk factor management practices. Those reporting high levels of risk factor screening and intervention had different beliefs and attitudes to those PHC clinicians who reported lower levels.

Conclusion
PHC clinicians' level of involvement in risk factor management reflects their beliefs and attitudes about it. This provides insights into ways of intervening to improve the integration of behavioural risk factor management into routine practice.

Nurse academics perceptions of the efficacy of the OSCA tool

The use of Objective Structured Clinical Examination/Objective Structured Clinical Assessment (OSCE/OSCA) has been well documented. How assessors currently view the process, and if the OSCA tool still fulfils the assessment requirements, is unclear. In this study, the beliefs and expectations of assessors towards the assessment tool used in an undergraduate nursing degree to assess clinical skills was investigated. A cross-sectional study used semi-structured interviews and focus groups with 16 lecturers in nursing from a rural Australian university. This represents 65% of the total nurse academic staff employed there. The key issues that the academic staff raised reflect those from previous studies, such as the use of OSCA as formative assessment or a quality check process before the clinical practice. The OSCAs were seen as a good assessment tool, which gave students the opportunity to receive feedback on their performance in relation to clinical skills. The drawbacks identified in relation to the use of OSCAs were that the OSCA was seen as stressful to students. This drawback was thought to be further compounded if there was a lack of congruence regarding essential criteria between assessors. If not adequately addressed these drawbacks will erode the potential the OSCA tool has to foster uniformity, which was one of the main reasons for its implementation. .

An exploration of how clinician attitudes and beliefs influence the implementation of lifestyle risk factor management in primary healthcare: a grounded theory study

Background

Despite the effectiveness of brief lifestyle intervention delivered in primary healthcare (PHC), implementation in routine practice remains suboptimal. Beliefs and attitudes have been shown to be associated with risk factor management practices, but little is known about the process by which clinicians' perceptions shape implementation. This study aims to describe a theoretical model to understand how clinicians' perceptions shape the implementation of lifestyle risk factor management in routine practice. The implications of the model for enhancing practices will also be discussed.

Methods

The study analysed data collected as part of a larger feasibility project of risk factor management in three community health teams in New South Wales (NSW), Australia. This included journal notes kept through the implementation of the project, and interviews with 48 participants comprising 23 clinicians (including community nurses, allied health practitioners and an Aboriginal health worker), five managers, and two project officers. Data were analysed using grounded theory principles of open, focused, and theoretical coding and constant comparative techniques to construct a model grounded in the data.

Results

The model suggests that implementation reflects both clinician beliefs about whether they should (commitment) and can (capacity) address lifestyle issues. Commitment represents the priority placed on risk factor management and reflects beliefs about role responsibility congruence, client receptiveness, and the likely impact of intervening. Clinician beliefs about their capacity for risk factor management reflect their views about self-efficacy, role support, and the fit between risk factor management ways of working. The model suggests that clinicians formulate different expectations and intentions about how they will intervene based on these beliefs about commitment and capacity and their philosophical views about appropriate ways to intervene. These expectations then provide a cognitive framework guiding their risk factor management practices. Finally, clinicians' appraisal of the overall benefits versus costs of addressing lifestyle issues acts to positively or negatively reinforce their commitment to implementing these practices.

Conclusion

The model extends previous research by outlining a process by which clinicians' perceptions shape implementation of lifestyle risk factor management in routine practice. This provides new insights to inform the development of effective strategies to improve such practices.

Is guanxi always good for employee self-development in China? Examining non-linear and moderated relationships

The nature of work and careers in China are constantly evolving as a result of market-oriented economic transition in the country. Increasingly, employees are required to be proactive and self-starting in skill and competency improvement for employability. Employee self-development (ESD) involves considerations embedded in a wide range of relationships including both work and non-work domains. This research draws from social exchange theory and information processing theory to investigate how guanxi, a relational phenomenon unique to traditional Chinese culture, influences ESD. Drawing from the experience of a sample (n = 404) of employees in China, an inverted U-shaped relationship between guanxi and ESD is found, suggesting that initial positive influences of guanxi on ESD diminish after reaching an inflexion point. We also found that these influences are stronger for gender congruent employee-supervisor dyads. The theoretical and managerial implications that too much guanxi is not necessarily good for ESD, particularly in the presence of gender congruence, are also discussed.

A cooperative pedagogical program linking preschool and preparatory teachers: a pilot study

THE TRANSITION TO FORMAL schooling is a significant milestone for young children and their families. Congruence between an early childhood setting and school experience is known to impact on children’s positive start to school. Despite policy efforts at the Victorian state level, preschool educators and Foundation teachers do not have a strong understanding of the curriculum, pedagogical and assessment practices used in the alternate setting. This paper reports on the ‘Alliance Project’ that sought to support preschool educators and Foundation teachers to work cooperatively to better understand each other’s practices. Drawing from sociocultural theory, the Alliance Project employed an interventionist methodology to work with preschool educator and Foundation teacher pairings on a joint planning initiative. Participants on the Alliance Project gained increased familiarity with the alternate setting’s curriculum, pedagogy and assessment practices, and an increased capacity to work cooperatively across both settings to address the needs of transitioning children.

Diversity and difference in young children’s academic experience : an issue for globalization

One view of early childhood education concerns the preparation of young children for their future lives. It is arguedin this paper that issues of preparing young children for future should be addressed in terms of living in the contextof increasing globalization. The paper is based on the academic experiences of young children in China, Americaand New Zealand. The idea is to identify congruence and differences in academic experiences of young children inthese countries and set them in the context of globalization. Drawing on the perspective of transworld experience inglobalization, the paper places diverse learning experiences of young children in an interconnected world.Contemporary early childhood education needs to change in ways that capture contemporary realties.The papertakes the view that a more globally interconnected approach to learning of young children is a contemporary realityin early childhood education. This has implications for attempts to bring out into the open diverse ways ofchildren’s learning and development. These attempts constitute an essential basis on which to provoke thinkingabout the significance of shifting early childhood education from a local orientation to a more encompassing viewof global practice.