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The purpose of this paper is to develop a nursing quality indicator (NQI) framework and provide a comprehensive reporting mechanism for nursing care.

Mixed method, including patient records audit, patient experience questionnaire, nurse self-report questionnaire and collecting ward-level information. The sample was 53 patients and 22 nurses.

Outputs from the NQI framework domains offer a more comprehensive understanding of nursing quality compared to when domains are analysed separately. The NQI framework also provides a more inclusive mechanism for assuring nursing care.

Sample size was limited to 53 English-speaking patients who consented to participating in the study.

One design strength was the ability to describe individual patient care across the four domains and subsequently show relationships between nursing knowledge, nursing interventions and patient outcomes/experiences. Additionally, corroborated information from three sources (documentation review, patient and nurse responses) strengthened the conclusion that the NQI framework could provide more comprehensive assurances on nursing quality and identify care improvements.

A higher educational institution evaluates the concept of success in terms of student retention, equal access to education, graduation and at times with the grade point scored by the students. It also applies for accreditation and global ranking to showcase their success rate. It is rarely seen that universities evaluate student’s success in terms of their actual learning. Some universities lay emphasis on creating a collaborative campus climate, supportive mentoring by the faculty members and at times engaging students in a participative manner as a cohort. Rarely do universities monitor the cumulative educational achievements of the students. Retention and graduating batches of students is an essential feature of a higher educational institution but is not a sufficient measure. A college degree proves to be beneficial to the student and is considered useful only when it is valued by society and helps in empowering the students. Universities need to address this issue; they need to create metrics to capture the evidence of quality learning and should try to explore approaches as to how students can broaden their horizon and knowledge base and develop their concept of social responsibility to create a sense of all round wellbeing. With the rise of liberal education, there has been a gradual phasing out of conventional classroom delivered curriculum. The curriculum has become more robust bridging the conventional with applied form of education. This book narrates case studies where academics speaks about strategic frameworks that they have implemented in their classroom based on high impact program design, as well as approaches to mentor and support students as academic program leaders. Authors have demonstrated through their chapters that high impact practice (HIP) can become effective only when it is future focused and teaches skills to students that allow them to develop their social competence and enable them to examine knowledge management with the lens of social wellbeing.

Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview and the research evaluation results of a regional higher education programme delivered to a range of criminal justice workers used on the OPD pathway.

Three modules were developed and delivered; these are (1) enhancing understanding (20 students), (2) formulation and therapeutic intervention (20 students) and (3) relationships, teams and environments (17 students). A mixed-methods study evaluated participant confidence and compassion. Pre, post and six-month follow-up questionnaires were completed. Additionally, a series of focus groups were conducted to gain in-depth qualitative feedback with a cross-section of students across the modules (N = 7). Quantitative data was collected and analysed separately due to the three modules all having different content. Qualitative data was analysed, and a synthesis of qualitative findings was reported from data taken across the three modules.

A total of 52 students participated, drawn from three modules: Module 1 (N = 19); Module 2 (N = 18); Module 3 (N = 15). Confidence in working with people with a personality disorder or associated difficulties improved significantly following completion of any of the modules, whereas compassion did not. Results have been synthesised and have assisted in the future shaping of modules to meet the learning needs of students.

Further evaluation of the effectiveness of educational programmes requires attention, as does the longer-term durability of effect. Further research is required to explore the post-training impact upon practice, and further exploration is required and larger sample sizes to draw definitive conclusions related to compassion.

This unique model of co-production that draws upon the expertise of people with lived experience, occupational frontline and academics is achievable and well received by students and can be reproduced elsewhere.

The positive uptake and results of this study indicate a need for expansion of accessible OPD workforce training opportunities across the UK. Further research is required to explore student feedback and comparisons of effectiveness comparing different modes of training delivery, especially in light of the pandemic, which has forced organisations and higher education institutions to develop more digital and distance learning approaches to their portfolios.

This novel research provides an evaluation of the only higher education credit-bearing modules in the UK focussed solely upon the OPD workforce and aligned with the national drive for non-credit bearing awareness level training “knowledge and understanding framework” (KUF).

The connection between employees’ well-being and performance, although widely studied in organizational psychology, has received much less attention from HRM scholars. The purpose of this paper is to extend the literature by examining the impacts of the multidimensional structure of well-being consisting of psychological, social and health dimensions on employees’ task and contextual performance.

The authors collected data from 281 employees from the New Zealand service sector using a questionnaire survey. Factor analysis was used to determine items that form various facets of well-being and performance constructs. Hierarchical regression analyses were conducted to test the well-being – performance relationship.

The findings show that different facets of well-being differentially contribute to employees’ task and contextual performance. Specifically, the facets of happiness and trust were positively associated with both task and contextual performance, while the effects of life satisfaction and work life balance on task and contextual performance were insignificant. Moreover, work intensification was only associated with task performance, in contrast, job satisfaction and over commitment were only related to contextual performance.

The implications of these findings are two-fold. For researchers, a review and overhaul of the conceptualization and operationalization of well-being in HRM studies is long overdue. For managers, improvements to employees’ job performance and the organization’s health can result from simultaneously enhancing multiple dimensions of employees’ well-being.

This study provides new insights into the complex relationship between well-being and performance by incorporating a multidimensional and multifaceted perspective of well-being and highlighting the distinctive effects of various facets of well-being on different types of employees’ performance.

The behavioral framework presents a logic for understanding the relationships between characteristics of the organization and the HRM system. Drawing on this logic to connect the broader management oriented area of strategy with HRM, a micro-level lens is used to examine how competitive strategies and human resource (HR) practice subsystems cohere to influence employees' role behaviors and performance outcomes.

Online survey data were collected from 301 employees working in the retail trade and hospitality segments of New Zealand's service industry.

Relationships represented in the behavioral model are supported. Specifically, this study finds identifiable differences between the types of HR practices employed and the competitive strategy followed by an organization. Distinguishable sets of HR practices could also be connected to discernible employee role behaviors, which in turn, were related to strategically-aligned performance outcomes. Some commonality in these relationships were evident however.

HR practitioners need to be cognizant of their organization's competitive strategy and ensure the design and messages sent by their HRM system supports the realization of desirable employee role behaviors that promote organizational success. This alignment is supported with job descriptions that clearly articulate to prospective employees the role behaviors required, along with screening processes that support this assessment.

This descriptive, exploratory study presenting data about the alignment between competitive strategies, HR practices, behavioral and performance outcomes contributes to our understanding of contingency arguments and employees' experiences and reactions to HRM. Moreover, by adopting a particularistic focus, this research is able to highlight the salient role of context in SHRM research.

The gender composition of teams remains an important yet complex element in unlocking the success of collaboration and performance in the metaverse. In this study, the authors examined the collaborations of same- and mixed-gender dyads to investigate how gender composition influences perceptions of the dyadic collaboration process and outcomes at both the individual and team levels in the metaverse.

Drawing on expectation states theory and social role theory, the authors hypothesized differences between dyads of different gender compositions. A blocked design was utilized where 432 subjects were randomly assigned to teams of different gender compositions: 101 male dyads, 59 female dyads and 56 mixed-gender dyads. Survey responses were collected after the experiment.

Multilevel multigroup analyses reveal that at the team level, male dyads took on the we-impress manifestation to increase satisfaction with the team solution. In contrast, female and mixed-gender dyads adopted the we-work-hard-on-task philosophy to increase satisfaction with the team solution. At the individual level, impression management is the key factor associated with trust in same-gender dyads but not in mixed-gender dyads.

As one of the pioneering works on gender effects in the metaverse, our findings shed light on two fronts in virtual dyadic collaborations. First, the authors offer a theoretically grounded and gendered perspective by investigating male, female and mixed-gender dyads in the metaverse. Second, the study advances team-based theory and deepens the understanding of gender effects at both the individual and team levels (multilevel) in a virtual collaboration environment.

Aims to present a report of a conference held at London Metropolitan University in June 2006 that presented and discussed the findings of a two‐year research project, funded by the Higher Education European Social Fund. The project investigated the experiences of LGB workers following the introduction of the Employment Equality (Sexual Orientation) Regulation 2003 in the United Kingdom.

The research was a qualitative study carried out in 16 case study organisations, seen as representing “good practice” in the area of employment of LGB workers. The case studies involved: the analysis of company documentation and reports; interviews with 60 management, trade union and LGBT network group representatives, a short survey and in‐depth interviews with 154 LGB employees. The case studies were supplemented by a series of 25 national key informant interviews with individuals in UK organisations representing government, employers, employees, and LGB people charged with disseminating advice and promoting good practice.

Just over half (57.8 per cent) of the LGB respondents were out to everyone at work. A third (33.8 per cent) were out to some people, while 8.4 per cent said that they were out to very few people or nobody at work. The research indicated that equal opportunities and diversity policies which include sexual orientation; the establishment and promotion of same sex benefits; positive employer and trade union signals; the existence of LGBT groups, the presence of LGB colleagues and LGB senior managers can help LGB people come out. However, LGB people may be prevented from coming out by fears about career progression; lack of visible senior LGB staff; temporary employment status; previous negative experiences of discrimination and harassment; desiring privacy; “macho” or religious attitudes/behaviours of co‐workers.

Little research exists in the UK on the experiences of LGB workers, and this is one of the first studies to focus on the experiences of LGB workers following the introduction of legislation to protect workers against discrimination on grounds of sexual orientation in 2003.

The following is an introductory profile of the fastest growing firms over the three-year period of the study listed by corporate reputation ranking order. The business activities in which the firms are engaged are outlined to provide background information for the reader.