Relevant bibliographies by topics / Inservice training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Inservice training'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Inservice training"

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Kozleski, Elizabeth B., and Mark Goor. "Inservice Training Day." Intervention in School and Clinic 33, no. 4 (March 1998): 253–55. http://dx.doi.org/10.1177/105345129803300409.

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Rowe, Eleanor L. "Providing Effective Inservice Training." Journal of Continuing Education in Nursing 16, no. 4 (July 1985): 119–20. http://dx.doi.org/10.3928/0022-0124-19850701-05.

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Sommers, Ronald K., and Anthony J. Caruso. "Inservice Training in Speech-Language Pathology." American Journal of Speech-Language Pathology 4, no. 3 (August 1995): 22–28. http://dx.doi.org/10.1044/1058-0360.0403.22.

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Inservice training needs in speech-language pathology were surveyed in two groups: (a) directors of university training programs and (b) supervisors of speech-language services in the schools. Additionally, the number of clock hours of preservice training in basic disorders and information concerning major weaknesses in inservice programs were supplied. Results were related to recent findings of preferences of speech-language pathologists for treatment of speech and language disorders and training needs identified by supervisors of clinical programs. Deficiencies in both preservice and inservice training of fluency disorders appeared to be related to lower preferences of speech-language pathologists to treat these disorders. Characteristics of effective inservice programs to enhance and upgrade speech-language pathologists' knowledge and skills were identified.
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Takahindangen, Roslin, Arwildayanto Arwildayanto, and Arifin Arifin. "PENGARUH PRESERVICE DAN INSERVICE TRAINING TERHADAP PENINGKATAN KOMPETENSI GURU SEKOLAH DASAR." JURNAL PENDIDIKAN GLASSER 7, no. 1 (January 16, 2023): 78. http://dx.doi.org/10.32529/glasser.v7i1.2149.

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Kompetensi guru, diperlukan upaya yang dapat menstimulasi peningkatan kompetensi guru melalui Preservice dan inservice training. Tujuan penelitian ini adalah untuk menganalisis; (1) pengaruh preservice training terhadap peningkatan kompetensi guru Sekolah Dasar di Kabupaten Bolaang Mongondow Utara (2) pengaruh model inservice training terhadap peningkatan kompetensi guru Sekolah Dasar di Kabupaten Bolaang Mongondow Utara (3) pengaruh preservice dan inservice training terhadap peningkatan kompetensi guru Sekolah Dasar di Kabupaten Bolaang Mongondow Utara. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan jenis penelitian explanatory research. Berdasarkan hasil analisis dan pembahasan dapat diartikan sebagai berikut: (1) Preservice training berpengaruh terhadap peningkatan kompetensi guru SD di Kabupaten Bolaang Mongondow Utara. Selanjutnya, model insrvice training berpengaruh terhadap peningkatan kompetensi guru SD di Kabupaten Bolaang Mongondow Utara dengan hasil uji serta preservice dan inservice training memiliki dampak yang signifikan terhadap pengembangan kompetensi guru SD di Kabupaten Bolaang Mongondow Utara dengan hasil uji one sample test diperoleh 0,000 lebih kecil dari 0,05. Dalam rangka peningkatan kompetensi guru dapat digunakan melalui Inservice training.
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Sari, Tri Novita, Syarwani Ahmad, and Rohana Rohana. "Kualitas Kinerja Guru Ditinjau dari Pengaruh Inservice Training." Journal on Education 5, no. 4 (March 31, 2023): 14349–56. http://dx.doi.org/10.31004/joe.v5i4.2468.

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The purpose of this research is to find out and analyze how inservice training has an influence on improving the quality of teacher performance. This research uses quantitative methods and is included in survey research. Data collection techniques in this study were through the dissemination of questionnaires. The sample used in this study was 88 teachers of Madrasah Tsanawiyah in East Prabumulih District. Based on the findings of the study, it shows that inservice training has an influence on improving the quality of teacher performance. Research related to inservice training has never been studied before at the Madrasah Tsanawiyah in Prabumulih City. In addition, the novelty in this study is related to inservice training research conducted after the Covid 19 pandemic. This research contributed to the Head of Madrasah, Islamic Education of the Ministry of Religious Affairs of the Republic of Indonesia, and Teachers.
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Cates, Ward Mitchell, and Patricia A. McNaull. "Inservice Training and University Coursework." Journal of Research on Computing in Education 25, no. 4 (June 1993): 447–63. http://dx.doi.org/10.1080/08886504.1993.10782065.

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Ford, Bridgie Alexis. "Multicultural Education Training for Special Educators Working with African-American Youth." Exceptional Children 59, no. 2 (October 1992): 107–14. http://dx.doi.org/10.1177/001440299205900203.

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Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. The results also reveal that personnel responsible for conducting such inservice programs may lack formal training. Author recommendations include the need for special educators to actively participate in high-quality, ongoing, multicultural education inservice programming conducted by personnel who have been formally prepared.
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Sumarno, Mrs Utari, and Mr Robert Saragih. "PEMBINAAIU TENAGA DOSEN MIPA LPTK MELALUI PELATIHAN DALAM NEGERI." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 1, no. 1 (January 13, 2015): 19. http://dx.doi.org/10.18269/jpmipa.v1i1.399.

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This study present a general view of inservice training dealing with the implementationof subject matter curriculum in the Teacher Education lnstitutions. The curriculum is a corecurriculum developed by the Subject Mafter Team, appointed by the Directorate Generalof Higher Education. The training was rnainly for the matriculation program {type A} atITB (Bandung lnstitute of Technology) and some advanced courses (type Bl. Data collectedfrom the trainees include some studies (i.e., type of inservice training, subject matter,educational backgrounds and positionsl. A positive result is found from 700 trainees selectedfrom 29 Teacher Education lnstitutions and who had aftended the inservice trainingin 5 locations/centers in both type A and Wpe B programs. However, some obstacles werefound also from the trainees, dealing with differences in subject matter backgrounds andEnglish proficiencies. The obstacles were also found in the inservice training including, thetime taken for discussions and repetitions of the pre-requisite materials, and the ineffectivenessof the discussions and individual works.
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Kidd, Larry, and Barbara Smith Michael. "Innovative Teaching/Inservice Strategy — Phase Training." Journal of Histotechnology 8, no. 1 (March 1985): 9–10. http://dx.doi.org/10.1179/his.1985.8.1.9.

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Rooney, Ronald H. "Does Inservice Training Make a Difference?" Journal of Social Service Research 8, no. 3 (November 7, 1985): 33–50. http://dx.doi.org/10.1300/j079v08n03_03.

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Dissertations / Theses on the topic "Inservice training"

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Kemp, Rosslyn J., and n/a. "Teachers' perceptions of the impact of inservice courses and their preferences for particular models of inservice." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060809.171422.

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The need for inservice training of teachers has increased as the nature of schooling changes, and underlying philosophies, structures and theories undergo revision. An understanding of how teachers perceive inservice courses may assist in designing inservice programs which best meet the needs of education systems, schools and individual teachers. This study examined teachers' perceptions of inservice as it affects them in their schools, and their acceptance of different content and structures of inservice models. It also examined different groups within the teacher sample, to establish whether differences in gender, the area of teaching they are involved in, their years of teaching experience, or the number of inservice courses they attend affect their perceptions. The subjects for the study were a group of Kindergarten to Year 12 teachers from randomly sampled schools in the Western Region of New South Wales Department of School Education. The survey was completed by 304 respondents and a randomly selected sub-sample participated in a semi-structured interview. Results of the study shows generally that teachers do value the impact of inservice courses, both in the classroom and on their own sense of professional development, and that they have preferences for particular content and models of inservice courses.
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Cakir, Recep. "Preservice And Inservice Basic Education Computer Teachers&amp." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610130/index.pdf.

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The purpose of this study was to investigate the professional growth of the preservice and inservice Basic Education computer teachers. To understand their professional growth in terms of perception of teaching and competencies about pedagogic and subject matter knowledge, questionnaires were administered to 1,568 preservice teachers and 104 inservice teachers in Turkey. In order to seek answers to this broad purpose, mixed research method including both quantitative and qualitative traditions was used in this study. The researcher employed the questionnaires as the primary data collection tool but since questionnaires were limited in the representation of the whole picture, this study was complemented by interviews, observations and document analysis, which were the qualitative data collection tools. To that end, 33 preservice computer teachers and 12 inservice teachers were interviewed. Besides these, 8 preservice and 4 inservice classroom observations were conducted. Additionally, their lesson plans were analyzed throughout the data collection process. Regarding data collecting procedure, the data collection and analysis procedure includes two phases
the first one is the quantitative phase, in which the research questions focus on basic education computer teachers&
#8217
perceptions about teaching, their pedagogical and subject matter competencies and their views about technology integration into schools. In order to answer the research questions, the researchers developed new questionnaires and adapted from existing instruments by utilizing the literature review and taking expert opinions. After this phase, pilot studies were conducted in order to ensure reliability and validity of the questionnaires. In the second part, which is the qualitative phase, the research questions were addressed for in-depth understanding of preservice and inservice computer teachers&
#8217
perceptions toward teaching, their competencies and their opinions about technology integrations. For this purpose, interviews and observation schedules were prepared under the guidance of experts and with the support of the related literature. Results revealed that preservice and inservice teachers&
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perceptions of teaching were generally positive about computer education. Moreover, their competencies increased throughout years. However, results indicated some negative points in their perceptions and competencies. Pertaining to the measured variables, there significant differences were found among preservice teachers based on their year in the program. Interviews and observations that were conducted to gain in-depth understanding of teachers&
#8217
progress in their professional growth supported the survey results. This study elicited important results for preservice and inservice computer teachers and teacher educators to understand the whole picture of the Basic Education computer teaching. Results of this study, particularly those related to the problems they encounter in the profession, could provide new directions for the Ministry of National Education, the Higher Education Council, and universities.
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Haynes, Dawn (Dawn Marie). "Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278783/.

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The purpose of this study was to test a teacher inservice training model which was designed to increase the number and use of hands-on science activities, increase the number of times teachers teach science, and improve students' perceptions of science.
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Smith, Rebecca Graves. "Inservice training of rural special education professionals using interactive television : a case study /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Best, Michael J. H. "The changing role of the primary headteacher 1988 to 1993 : a post-Education Reform Act case study of a peer support group." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326951.

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Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.

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Harris, Alton Denzil. "Fitmast : a case study of one programme of inservice training for science teachers (biology)." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28057.

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A case study was made of FITMAST (Formal Inservice Training of Mathematics and Science Teachers.), an inservice education programme for science teachers in South Africa. The objectives of FITMAST are: a) to upgrade the academic qualifications of teachers and, b) to improve the teaching competence of the teachers. In the case of FITMAST, equal emphasis was initially placed on the acquisition of both the above aims. However, the recognition that teachers wanted from attending the FITMAST courses, was first-year university credits. Such wishes necessitated an emphasis towards more academic content in order for the University of the Western Cape to grant such credits. Consequently less time was devoted to improving the teaching competencies for the participants; a move that the teachers were critical of for they continued expressing the desire to have their teaching competencies improved. FITMAST is thus caught up in a "Catch 22" situation: an emphasis shift in either direction will have to be made each at the expense of the other. Faced with an apparently unresolvable position, a tension is created insofar as the devotion of time to either of the objectives is concerned. This study, in accepting that the above-mentioned tension exists, will seek to: a) find how this tension and other problems that surrounds FITMAST manifest themselves in the teachers' perceptions and , course experiences, as well as within the views of the administrators and, b) provide in the form of recommendations, a direction for change based on the teachers' course experiences. Four modes of data collection were employed: a) Interviews were conducted with the Biology teachers that attended FITMAST in June 1987. The administrators were also interviewed during that period. b) A questionnaire, constructed from the interview data obtained from the teachers, was mailed to all the Biology teachers that had participated in FITMAST since its inception in 1983. c) Field notes were recorded during the researcher's attendance of the FITMAST session in June 1987. d) Documents with regard to FITMAST were also consulted. The major findings that emanated from this study were: 1) The teachers' expectations of FITMAST were not met by the programme. 2) The amount of course work encountered during a residential session of FITMAST is too much. 3) A sizeable amount of the course work covered in FITMAST might be familiar to the teachers. 4) The distance teaching component merely evaluates the teachers' understanding of the work covered in the residential component. 5) Teachers believe that didactics should form a major part of the FITMAST programme. The following recommendations were made: 1) Prospective participants should be informed about the exact nature of the FITMAST courses primarily through an orientation session in which former participants can share their experiences with the new recruits. 2) The amount of course work covered during the residential session should be reduced. 3) The distance teaching component should become part of the instructional process. 4) The time devoted to didactics should be extended as an urgent response to a strongly expressed need of the teachers to enrich their didactic experiences. The researcher further recommends that a feasibility study be undertaken of an alternative format that is proposed should the distance teaching component become part of the instructional process.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Berkowitz, Rebecca J. "Effects of inservice training on the technology practices and attitudes of physical education teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488196781734997.

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Turpin, Hester Thompson. "Inservice videos in guided reading, writers' workshop and working with words." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1407.

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This project was developed to meet the needs of teachers who have been trained in the components of balanced literacy: reading aloud, shared reading, guided writing, writers' workshop and working with words.
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Bozeka, Jennifer L. "The Professional Development Experiences of Four Nationally Board Certified Teachers of Reading-English Language Arts." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436472967.

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Books on the topic "Inservice training"

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Dunn, Kenneth J. Staff development/inservice. Reston, Va: National Association of Secondary School Principals, 1988.

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Fox-Rose, Joan. Nursing assistant: Inservice training manual. Albany, N.Y: Delmar Publishers, 1999.

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Samuels, Marilyn. Inservice evaluation project. Edmonton, Alta: Alberta Education, 1986.

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Samuels, Marilyn. Inservice evaluation project. [Edmonton, Alta.]: Alberta Education, 1986.

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Froelich, Gary W. HiMAP inservice leaders handbook. Arlington, Ma: COMAP, 1988.

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Washington (State). Legislature. Legislative Budget Committee. K-12 inservice education study. Olympia, Wash: The Committee, 1995.

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Washington (State). Legislature. Legislative Budget Committee. K-12 inservice education study. Olympia, WA (506 16th Ave, S.E., Olymphia 98501-2323): The Committee, 1995.

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Nasso, Jackie. Home care aide inservice training module. Clifton Park, NY: Thomson Delmar Learning, 2005.

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Wallace, Mike. Managing inservice training in primary schools. Bristol: National Development Centre forEducational Management and Policy, 1990.

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Siedow, Marie Dunn. Inservice education: For content area teachers. Newark, De: Internation Reading Association, 1985.

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Book chapters on the topic "Inservice training"

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Ibrahim, Noor Azmi. "Inservice Training in Malaysia for the New Primary Curriculum (KBSR)." In Educational Innovation in Developing Countries, 95–126. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-13104-4_5.

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Pogue, Lucille M., and Richard E. Pogue. "Integrating Computer-Assisted Instruction into Continuing Education and Inservice Training in the Practice Setting." In Nursing and Computers, 588–95. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_79.

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Erdem, Ali Rıza. "Leadership and Management in Instructional Technology in Teacher Education." In Teacher Education, 710–29. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch035.

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This chapter evaluated leadership and management of instructional technology in teacher education. It recalls that training and educating teachers is of great importance to society. Teachers can have either positive or negative effects on students which can impact on society. A lot of models have been produced for training and educating teachers. According to Wallace (1991), the most common models are skill, applied science and reflective models. The management of the equipment dimension of educational technologies in teacher training is the effective use of the available equipment. Information technology used in the inservice training provided for teachers who are officially teachers, and in the preservice training provided for preservice teachers, should be applied at the top level. The leadership in the dimension of the equipment of educational technologies in teacher training is that it is regularly renewed by the state of the art technology. First of all, it is needed to use updated information technology in order to achieve the equipment target used in preservice training for preservice teachers and inservice training for teachers at the top level.
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Erdem, Ali Rıza. "Leadership and Management in Instructional Technology in Teacher Education." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 361–79. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch020.

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This chapter evaluated leadership and management of instructional technology in teacher education. It recalls that training and educating teachers is of great importance to society. Teachers can have either positive or negative effects on students which can impact on society. A lot of models have been produced for training and educating teachers. According to Wallace (1991), the most common models are skill, applied science and reflective models. The management of the equipment dimension of educational technologies in teacher training is the effective use of the available equipment. Information technology used in the inservice training provided for teachers who are officially teachers, and in the preservice training provided for preservice teachers, should be applied at the top level. The leadership in the dimension of the equipment of educational technologies in teacher training is that it is regularly renewed by the state of the art technology. First of all, it is needed to use updated information technology in order to achieve the equipment target used in preservice training for preservice teachers and inservice training for teachers at the top level.
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Witt, Allison, Lu Xu, Aigul Rakisheva, and Sadia Mazid. "Creating Boundary Spaces Through Virtual Global Engagement." In Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education, 303–18. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-7813-4.ch014.

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This chapter explores the theoretical foundation as well as the practice of one model of virtual global engagement for preservice teachers, IGlobal. A virtual, global, teacher-training laboratory centered on the United Nations Sustainable Development Goals (UNSDGs), IGlobal provides online global fieldwork for preservice teachers and professional development for inservice teachers, both domestic and international. Designed specifically for preservice and inservice teachers, IGlobal reimagines virtual learning to create an online international teaching and learning laboratory where all participants gain global awareness, cross-cultural collaboration experience, as well as practice in globally collaborative online teaching and learning.
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Stephenson, Phil. "Right Second Time: TQM in the Inservice Training of Professionals." In Quality Improvement in Education, 135–44. Routledge, 2017. http://dx.doi.org/10.4324/9781351267601-14.

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Mwangi-Powell, Faith N., Julia Downing, Richard A. Powell, Fatia Kiyange, and Henry Ddungu. "Palliative care in Africa." In Oxford Textbook of Palliative Nursing, 1118–29. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199332342.003.0077.

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The agenda for palliative care in Africa the coming years is significant, encompassing the need to overcome government indifference and effect high-level policy change, training for its primarily volunteer cadre as well as orthodox preservice and inservice health workers (to include recruitment, training, and retention issues), improving societal and medical understanding and use of opioids for effective pain management, building effective linkages between relevant stakeholders (e.g. academics, oncologists, pediatricians, those working with the aged, etc.), and developing and utilizing a methodologically rigorous research base to inform service development, policy development, and, ultimately, maximize the quality of patients‘ lives.
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Anderson, Dana McCoy, and Shirley A. Ritter. "Training District Personnel as Peer Consultants and Inservice Leaders: Implementation and Evaluation of a Training Program." In Leadership and Supervision in Special Services: Promising Ideas and Practices, 77–94. Routledge, 2020. http://dx.doi.org/10.4324/9781315791623-6.

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Jackson, Vivian, Charlotte McCullough, and Jan McCarthy. "Managed Care and Child Welfare Practitioner Training Needs." In Managed Care Services, 121–49. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195134292.003.0007.

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Abstract The term “managed care” describes a wide variety of financing and service delivery operations. What all managed care operations have in common is the effort to balance cost, quality, and access. Because multiple human service systems have turned to managed care, child welfare practitioners may find themselves confronted with several different managed care operations for the children within their responsibility. For example, primary health care may be offered through a network of Health Maintenance Organizations (HMOs) that offer limited mental health benefits for acute care. A separate behavioral health carve-out plan may provide both acute care and some extended services for children and families. And finally, the child welfare system itself may use managed care technology to provide some of its services. This chapter will focus on the knowledge and skill requirements for child welfare in a managed care environment. This includes managed care under an auspice apart from child welfare, such as medical and behavioral health services. It also includes changes within child welfare that use managed care technology. This discussion will address both the knowledge and skill requirements of those practitioners at the direct practice level and at the management/executive level. We will consider both pre-service and inservice training needs.
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Kemp, Charles William, Sandra Lee Beam, and Kimberly D. Cassidy. "Improving Literacy Instruction Through University and P12 Partnerships." In Collaborative Models and Frameworks for Inclusive Educator Preparation Programs, 56–69. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3443-7.ch004.

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The Strategic Partnering for Integrated Comprehensive Systems in Education (SPICE Early Literacy Grant) focused on supporting authentic, meaningful, and sustainable university-school district partnerships to promote inclusive models of preparation and personnel development for educators, improving equitable access to high-quality instruction and equitable outcomes for struggling learners and funding development efforts that supported shared inquiry into common problems of practice related to improving reading results for all learners. A Midwestern university's School of Education partnered with a local low-resourced school district whose reading scores based-upon the district report card system in Ohio continue to fall below proficient. By providing Language Essentials for Teachers of Reading and Spelling (LETRS), training to inservice teachers and providing the theory of LETRS during teacher preparation training to preservice teacher candidates, a strong partnership takes place during the clinical field experience.
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Conference papers on the topic "Inservice training"

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Friedman, Edward A., and M. P. Jurkat. "Computers in mathematics: teacher-inservice training at a distance." In Fibers '92, edited by Jacek Maitan. SPIE, 1993. http://dx.doi.org/10.1117/12.139270.

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Pavate, T. V. "Important Aspects Of Technology Transfer - Training Of Inservice Engineers And Scientists - Satellite Remote Sensing." In International Geoscience and Remote Sensing Symposium, 'Remote Sensing: Moving Toward the 21st Century'. IEEE, 1988. http://dx.doi.org/10.1109/igarss.1988.570224.

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Moraes, Pedro Antônio Teodoro de, Vanessa Aparecida Vilas Boas, Maria Isabel Pedreira de Freitas, and Ana Paula de Moraes e. Oliveira Oliveira. "Eficácia das estratégias utilizadas na adesão à higiene de mãos: uma revisão integrativa." In Congresso Científico da Faculdade de Enfermagem da UNICAMP. Universidade Estadual de Campinas, 2022. http://dx.doi.org/10.20396/ccfenf220224760.

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Introdução: A higiene de mãos é uma medida eficaz no controle e combate às infecções. Apesar das evidências apontarem um aumento da higiene das mãos após a implantação da estratégia multimodal, as taxas de adesão permanecem baixas. Objetivo: O objetivo deste estudo foi verificar na literatura as estratégias utilizadas para melhorar a adesão à higiene de mãos e seu impacto a longo prazo. Método: Trata-se de uma revisão integrativa conduzida de acordo com as diretrizes do PRISMA. Os descritores hand hygiene, guideline adherence, health status indicators, risk reduction behavior, inservice training foram combinados utilizando os operadores booleanos “OR” e “AND”, resultando em uma estratégia satisfatória. A busca foi realizada nas bases de dados PubMed, BVS, CINAHL, SCOPUS e EMBASE, totalizando 160 artigos. Foram incluídos estudos de pré e pós intervenção, com desfecho para a taxa de adesão à higienização das mãos e no tempo de duração da resposta, realizado em unidades hospitalares, a partir de 2010. A seleção e análise dos estudos foram realizadas por dois pesquisadores, sendo um terceiro acionado em caso de divergências, com a amostra final composta por 12 estudos. Para análise dos dados dos artigos, utilizou-se o instrumento da Joanna Briggs Institute para estudos quase-experimentais não randomizados. Os principais achados foram sintetizados em tabelas. Resultados: A maioria dos estudos utilizou-se de treinamentos envolvendo palestras ou vídeos. Outras estratégias citadas foram distribuição de cartazes, lembretes e devolutivas às equipes. Instituições que utilizaram mais de uma estratégia obtiveram melhores resultados. Em geral, houve aumento da adesão à técnica imediatamente após as intervenções, porém não se sustentou a médio ou longo prazo. Conclusão: Estratégias multimodais possuem impacto positivo na adesão à higiene de mãos. Estudos futuros para compreensão de barreiras à manutenção do comportamento adquirido serão necessários para implementação de novas abordagens que garantam a incorporação desta prática.
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Doctor, Steven R., and Michael T. Anderson. "Uncertainties in NDE Reliability and Assessing the Impact on RI-ISI." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-25798.

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A major thrust in the past 20 years has been to upgrade nondestructive examinations (NDE) for use in inservice inspection (ISI) programs to more effectively manage degradation at operating nuclear power plants. Risk-informed ISI (RI-ISI) is one of the outcomes of this work, and this approach relies heavily on the reliability of NDE, when properly applied, to detect sources of expected degradation. There have been a number of improvements in the reliability of NDE, specifically in ultrasonic testing (UT), through training of examiners, and improved equipment and procedure development. However, the most significant improvements in UT were derived by moving from prescriptive requirements to performance based requirements. Even with these substantial improvements, NDE contains significant uncertainties and RI-ISI programs need to address and accommodate this factor. As part of the work that PNNL is conducting for the U. S. Nuclear Regulatory Commission, Office of Nuclear Regulatory Research, we are examining the impact of these uncertainties on the effectiveness of RI-ISI programs. One of the primary objectives of in-service inspection, including a RI-ISI program, is to manage potential degradation that may occur, but that had not been foreseen through previous operating experience. However, RI-ISI programs in the U.S are primarily based on history, looking back at past failures in the operating fleet. Therefore, RI-ISI may not adequately manage degradation events that are yet to occur, such as those that may have a long incubation (initiation) time, but a potentially fast growth rate. For this reason, RI-ISI will always be reactive to such failure events. Successful ISI needs to determine what NDE is required, when and how frequently it needs to be applied, how effective the NDE must be and where the NDE needs to be applied. Both flaw detection and accurate characterization need to be addressed. This paper will examine the reliability and uncertainties of NDE, and how these may impact RI-ISI.
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