7289 research outputs found
Sort by
IMPROVING PHYSICAL LITERACY IN MIDDLE SCHOOL INDIGENOUS AND NON-INDIGENOUS STUDENTS
Get PDFPhysical activity levels in Canadian youth are decreasing. This Organizational Improvement Plan (OIP) focuses on improving physical literacy in middle school Indigenous and non-Indigenous students in a Northern Ontario urban school. The Daily Physical Activity (DPA) policy in Ontario public elementary schools has achieved about 50% fidelity in classrooms since its inception in 2005 (Allison, et al., 2016; Ontario Agency for Health Protection and Promotion, 2015, p. 60). Leading a physically active lifestyle is essential for education outcomes, public health, and general health and wellbeing. Improving physical literacy in youth increases their motivation to be physically active, and through a Quality Daily Physical Education (QDPE) program, can also increase student achievement significantly (Dudley, 2019, October 8; PHE, 2020). Students engaged in physical education programming where learning is prioritized are more motivated to learn across all subjects (Dudley, 2018). From a public health perspective, the urgency for Canadians to become more active has never been more critical. The rate of non-communicated diseases (NCDs) can be reduced significantly by meeting the Canadian Society for Exercise Physiology (CSEP) physical activity guidelines. At the current rate, 50% of non-Indigenous and 80% of Indigenous youth will develop diabetes in their lifetime (Diabetes Canada, 2018). Currently, only 35% of five to seventeen-year-olds, and under 16% of 18-79 year-olds, are meeting CSEP’s physical activity guidelines (ParticipACTION, 2018). This OIP explores how a culturally responsive framework along with community connections are essential in improving physical literacy in middle school Indigenous and non-Indigenous students. Developing physically literate youth is essential for the future of our youth, education system, and public healthcare
Leveraging Technology to Increase Access to Training for Registered Nurses Working Remotely in the Community and Home Health Care Sector
Get PDFRegistered Nurses (RNs) are expected to ensure their professional knowledge and skills are up-to-date in order to be competent and remain in good standing with their licensing body. This Organizational Improvement Plan (OIP) focuses on promoting staff competency by addressing the problem of limited access to training for RNs who work remotely at the Community and Home Care Company (CHCC). A review of the literature suggests that staff training is essential, and there are many benefits to improving staff training, which include increased productivity, efficiency, and enhanced employee knowledge and skills. With an increase in remote employment, an increasing number of organizations, including CHCC, are embracing and adopting more innovative non-traditional approaches to train their employees. The lens through which the OIP is viewed is systems theory, which describes a system as a collection of parts that interact with each other in order to function as a single unit. This OIP is viewed under the theoretic lens of systems theory with the incorporation of two complementary leadership theories, transformational leadership and supportive leadership. Kotter’s (1996) Eight-Stage Model of Organizational Change is used as a framework for the required systems change in this OIP. Three possible solutions were identified, with the ideal option being to offer staff a choice between participation in online or in-person training. This solution includes a change implementation plan that focuses on helping staff become more competent by increasing access to training through the leveraging of technology. The approach to change and change implementation draws on tenets of Kotter’s Eight-Stage Model for leading change, and roots the leadership approach in transformational leadership and supportive leadership approaches. The OIP articulates specific approaches that will help express the need for change, create and implement the change plan, and monitor and evaluate the success of the change plan
ADDRESSING EARLY ATTRITION IN THE NAVY
Get PDFThe Naval Training System (NTS) is the authority for training across the Navy, responsible for trainees until the completion of their on-the-job training (OJT) or ‘apprenticeship’ at sea. An emerging challenge are the rising rates of trainee attrition during OJT. Surveys indicate that trainees are motivated to go to sea, ready to apply their knowledge and skills (NTS, 2016, 2018); however, an increasing number of trainees are opting not to complete their OJT (MP, 2017). With new ships in production and the fleet returned from refit, the modern Navy is facing an unprecedented period of growth and with it, the need for qualified personnel (Defence, 2017a). Some occupations are now considerably under strength, taxing those who remain, while jeopardizing the Navy’s operational capability (MP, 2017). Viewing the problem of early attrition through the lens of critical pragmatism (Forrester, 2013), it is possible to see the strengths and weaknesses of current practices in context, towards solution finding. Incorporating adult learning principles (Knowles, Holton, & Swanson, 2015) through organized and effective socialization processes (Saks & Gruman, 2018), the Navy might inspire the commitment necessary to reverse this trend. As Naval leadership is exercised through strict adherence to order and discipline upheld through customs, traditions, and culture (Defence, 2017a), transformational (Bass & Riggio, 2006) and distributed (Harris, 2014) leadership approaches are utilized. The proposed, multilayered solution includes changes to policy and the requirement for staff capacity building to support a system-wide response, as well as the embarkation of training specialists to aid with implementing change. Devised using Cawsey, Deszca, and Ingols’ (2016) Change Path Model, this plan addresses the need for an amendment to OJT traditions in order to safeguard the Navy’s future
