teaches on the Bachelor in Education and Post Graduate Diploma in Education (E-Learning) for Massey University. She has spent the last 8 years developing both online and web-supported courses and teaching. Dr Wilson has served as the convener of a national forum, facilitated international online conferences and served on national e-learning projects and has also served on bachelor programme accreditation panels as an e-learning adviser. In 2005/06, she was selected for a national professional development scholarship. AbstractIntroducing new methods of teaching and learning requires an institutional approach to professional development in order to cater for the different levels and requirements of staff. The increase in e-learning use has prompted many institutions to adopt a whole organisation approach to professional development for lecturers. This paper proposes to answer three related questions. How do institutions of vocational education within New Zealand structure their institutional provision of e-learning professional development? What training or other development opportunities are provided by institutions? What do e-learning managers feel are the types of e-learning professional development that work best in terms of lecturer development and support?A literature review was completed and interviews were held with e-learning managers from 13 institutions. The data collected from the interviews were then analysed using a grounded analysis approach. The analysis process yielded concepts that were related to different types of professional development training, information and support. The analysis provided a structure of professional development. Furthermore, the efficiency of the types of e-learning professional development was analysed based on e-learning managers' perception and evaluation models. Professional development with opportunities for skill acquisition and collaboration was deemed the most effective. IntroductionProfessional development has long been perceived as a way to effect change in the educational sector and is used at both the compulsory and post-compulsory stages. There are often centres in tertiary institutions that are charged with all forms of academic and professional development, ranging from short courses to teaching qualifications. In considering an institution's approach to professional development, it is important to determine which forms of professional development are useful in effecting changes to teaching and student outcomes. This paper examines managers' perceptions of professional development approaches with particular focus on e-learning use in the vocational institute sector.

Objective Little is known regarding the specific ways personal protective equipment (PPE) has been used and reused during the coronavirus disease 2019 (COVID‐19) pandemic. The objective of this study was to evaluate the patterns of PPE use and the impact of PPE availability on the attitudes and well‐being of an international population of healthcare workers. Methods This was an online, cross‐sectional survey of healthcare workers. The survey was disseminated internationally using social media, specialty society list‐serves, and email augmented by snowball sampling to healthcare workers who provided direct care to patients with suspected or confirmed COVID‐19. The survey was conducted between April 13 and May 1, 2020. The primary outcome was self‐reported PPE use during aerosol‐generating medical procedures. Other outcomes included PPE use during care for respiratory patients in general, PPE reuse, PPE decontamination, and healthcare worker impressions related to their work and the pandemic. Results A total of 2227 healthcare workers from 23 countries completed the survey. The N95 was the most common respirator among the 1451 respondents who performed aerosol‐generating procedures (n = 1050, 72.3%). Overall, 1783 (80.1%) of providers reported general reuse of PPE, which was similar across US regions but less common in Canada, Italy, and Spain. The most commonly reused item of PPE was the N95 respirator, with the majority of respondents who reused PPE reporting N95 reuse (n = 1157, 64.9%). Of the 1050 individuals who wore an N95 mask while performing an aerosol‐generating medical procedure, 756 (72%) reported re‐using an N95, and 344 (45.5%) reported reuse for >3 days. Qualitative results identified several common themes, including (1) lack of availability of PPE, (2) fear and anxiety as a result of inadequate PPE, (3) potential exposure to family members, and (4) concerns regarding workload and pay. Conclusions This international survey of healthcare workers found that N95 respirators were commonly used to care for patients with respiratory symptoms with and without aerosol‐generating medical procedures. Healthcare workers reported an unprecedented need to reuse PPE that was designed for single‐use, specifically the N95 respirator. The reuse of PPE increased the perceived risk for COVID‐19 infection and harmed mental health.

No abstract

No abstract