Relevant bibliographies by topics / And skills

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  1. Journal articles

Academic literature on the topic 'And skills'

Author: Grafiati
Published: 17 November 2023
Last updated: 12 June 2025

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Journal articles on the topic "And skills"

1

Rost, Detlef H. "Reading comprehension: skill or skills?" Journal of Research in Reading 12, no. 2 (1989): 87–113. http://dx.doi.org/10.1111/j.1467-9817.1989.tb00160.x.

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2

Birchmore, Terry. "SKILLED TEACHING? TEACHING SKILLS." Clinical Psychology Forum 1, no. 12 (1987): 7–9. http://dx.doi.org/10.53841/bpscpf.1987.1.12.7.

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3

TS, Sumaiyah Jamaludin. "Numeracy Skills for Undergraduate Nursing Students’ Clinical Skill Assessment: An Expository Analysis." Nursing & Healthcare International Journal 6, no. 2 (2022): 1–5. http://dx.doi.org/10.23880/nhij-16000261.

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Introduction: Nursing and mathematics are synonymous, particularly in clinical settings. Numeracy skills have been identified as one of the competency elements for outcome-based education in nursing. Studies have shown that undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. These conditions can be eliminated when an effort is made and the effects can be rewarding for nursing students, nursing academics and as well as improving patient care. Aim: This study aimed to address the importance of numeracy skills for undergraduate nursing students’ clinical skill assessment. Method: This study used an expository analysis approach to address the issues of the importance of numeracy skills competency in the clinical skill assessment of undergraduate nursing students. We have analysed the current undergraduate nursing curriculum and clinical skill assessment components. Moreover, we also review the available literature related to numeracy skills competency for nursing students and newly registered nurses. Finding: Numeracy skills are one of the important elements of competencies skills that have been introduced to the current Malaysian undergraduate nursing programme. However, the achievement part of it is still questionable. Evidence has shown that new graduate nurses often lack the numeracy skills needed to enable them to do their jobs safely and effectively in the clinical setting. Among the errors done by the new graduate nurses and nursing students are drug calculation errors and which accounted for 30-40% in the clinical. Conclusion: Numeracy skills competency assessment is vital for undergraduate nursing students who have to make complex calculations and analyse the patient’s situation in their clinical setting. Improving numeracy skills for undergraduate nursing students can reduce medical errors and ultimately improve efficiency in the nursing care towards their patients.
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Nowicka, Magdalena. "Migrating skills, skilled migrants and migration skills: The influence of contexts on the validation of migrants’ skills." Migration Letters 11, no. 2 (2014): 171–86. http://dx.doi.org/10.33182/ml.v11i2.237.

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Notions of skill are geographically and historically specific; migration regimes, professional regulations and national policies influence possibilities of effective validation of migrant knowledge abroad. Migration scholars convincingly demonstrate how migrants actively circumvent national requirements to fit into the dominant culture of the society of residence while preserving their own identities. Yet, without exception, social inequalities research exclusively addresses the integration of migrants into the receiving context, taking skills as a fixed attribute migrants simply ‘bring with them’. I argue that the context of origin of migrants for skill acquisition and validation during the migration process needs to be considered as well. The way skills are defined, acquired and valorised in the country of origin has an influence on how migrants mobilise them in the receiving society and on how they perceive their chances for negotiating strong positions in the labour market of the host country. The article draws on a study of Polish migrants to the UK with secondary and tertiary educational certificates who work in routine or semi-routine occupations.
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Gowri Kusuma, P., and K. S. R. Sarma. "Skill …Skill… Which Skill do I Acquire? ---Skills Requirement for the BANI Environment---." Shanlax International Journal of Management 11, no. 2 (2023): 53–58. http://dx.doi.org/10.34293/management.v11i2.6685.

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We are moving from the information era to innovation era. Knowledge, Skills and Abilities (KSA) are the core for every employee to accomplish the organizational goals during this era. This paper is an exploratory study aimed at identifying the ‘SKILLS’ requirement to meet new-age challenges, and to assess the role of Higher Educational Institutions in imparting those SKILLS. Secondary data is collected through various reports and research works to list out the skills required by the millennials. According to World Skill Council, problem solving, self-management, working with people, technology use and development are some of the Skills among the top Skills of 2025. The emphasis is on the emerging Skills requirement, as the very basic nature of work and meaning of workplace is in transition stage. The rules of the game have changed. The below three questions will provide an insight on the changing workplace scenario. (i) Who does the work? Work could be done by full time or part time employees, gig workers or crowd sourcing. (ii) How the work is done? – Work can be accomplished by using AI, robotics and automation. (iii) When and where work is done? – Work places are no longer traditional brick and mortar settings. They could be fluid work schedules, remote workers or collocated workspace. To embrace this change in the workplace, it is vital for the workforce to equip themselves with a new set of skills. Therefore, this study will explore the skills requirement for the future workplace to thrive in BANI environment. And also make an effort to direct the Higher Educational Institutions in imparting those Skills.
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6

Kraak, Andre. "High Skills: Globalisation, competitiveness and skill formation." Journal of Education and Work 15, no. 4 (2002): 485–88. http://dx.doi.org/10.1080/1363908022000023588.

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7

Wiedemer, Joseph P., Franklin Berkey, Jonathan Adams, and Peter Rainey. "‘Skill-of-the-week’ teaches informal skills." Medical Education 52, no. 11 (2018): 1206–7. http://dx.doi.org/10.1111/medu.13721.

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8

Masterson, Abigail. "Nursing Skills Nursing Skills." Nursing Standard 17, no. 34 (2003): 28. http://dx.doi.org/10.7748/ns2003.05.17.34.28.b33.

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9

Haris, Ikhan, Arfan Arsyad, and Muhammad Sarlin. "How good are the students practicing the Collaborative Problem-Solving Skillsin Mathematics-Based Task? (A Case of Indonesia)." Pedagogika. Studia i Rozprawy 31 (2022): 19–32. http://dx.doi.org/10.16926/p.2022.31.02.

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This study aims to assess the collaborative problem-solving skills of junior high school students on the subject of mathematics using the teaching approach of collaborative problem-solving. The student’s skill in collaborative-problem solving will be the main focus of this study due to this skillis one of the important required skill regarding the Indonesian 2013 curriculum demands. In addition, collaboration-problem solving skill is a mandatory skill that must be given to students in facing global competition. Collaborative problem-solving skills are one of the 21st century skills that not only prioritize knowledge of cognition but must also be together with social attitudes that will make success in a work group. This research was conducted at SMP Negeri 2 Telaga, State Junior High School in Gorontalo Province, Indonesia and was carried out in the academic year 2020/2021.The research method used was a survey with a quantitative approach. The instruments used in data collection were tests. The results showed that the student’s skills were still relatively moderate in using collaborative problem-solving skills, namely building and managing mutual understanding with the value of 11,682, taking action approaches or strategies to solve problems(10,219), and building and managing team organizations with 12,854.
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10

Romy Faisal Mustofa, Romyx, Aloysius Duran Corebima, Endangx Endang Suarsini, and Murni Saptasari. "The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model." Journal of Social Sciences Research, no. 54 (April 6, 2019): 951–56. http://dx.doi.org/10.32861/jssr.54.951.956.

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This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.
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