Journal articles on the topic 'Nursing Study and teaching (Continuing education) Hong Kong'

Economic crises in recent years have exposed the presence of a large number of poorly educated workers who can barely meet the needs of Hong Kong’s knowledge-based economy. In response, in April 2002 the HKSAR Government set up a HK$5 billion Continuing Education Fund to encourage and subsidize those who want to improve themselves through continuing education. This policy presents unprecedented opportunities for continuing professional development (CPD) course providers. To grasp these opportunities, they must act quickly to develop program mixes that match the education needs of potential students and demonstrate excellence in teaching quality by recruiting and retaining well-qualified faculty. As the majority of the courses are designed for those who seek to improve themselves after work, most of the courses are extramural courses conducted by part-time faculty (PTF). Recruitment of PTF raises an employee commitment problem which might affect their performance in teaching and also subsequently the effectiveness of those part-time courses. In addition, the various backgrounds of PTF also might affect the effectiveness of delivering of those CPD courses. So the objectives of this study are to examine the extent of employee commitment of those part-time staff and also the relations of their background towards the employee commitment. A quantitative study was used by applying Wang’s (2004) five-component commitment model to test employee commitment of PTF in Hong Kong. An online questionnaire was used to collect sample data from a population of PTF working at the 450 registered CPD course providers in Hong Kong. The data were analyzed and tested by means of factor analysis, correlation tests and structural equation modeling (SEM). Based on the data collected from 270 respondents, the study suggests that Wang’s five-component model is better than other models for explaining employee commitment in Hong Kong’s CPD industry. All five components of employee commitment of PTF and demographic variables were concluded to have no association with passive continuance commitment, but have varying levels of influences on different components of employee commitment.

Introduction. The formation and implementation of the national teacher growth system (NTGS) in the Russian Federation involves global practices, which are based on effective teacher professional development models. The present research analyses approaches and models used in the training and continuing professional development of teachers in Hong Kong and Finland.The aim of the current article is to identify the meaningful issues of the formation of a teacher growth national system in the context of the best foreign experiences, as well as to reveal the possibilities, which allow applying these effective experiences to Russian realities.Methodology and research methods. In the course of the study, the authors relied on a socio-cultural approach to the organisation of the additional professional pedagogical education, the concept of continuing and non-formal learning throughout life, as well as methodological approaches and methods developed and applied in comparative pedagogy. Understanding and summarising the content of the research materials was carried out on the basis of a comparative retrospective analysis with a search depth of 10-12 years.Results. The analysis of effective models of teacher professional growth and development in Hong Kong and Finland has revealed the following similar positions: strict selection rules and requirements for teaching major and specialties; expanding the component of teaching practice in the learning process; inclusion of the research-based component in training programmes at university and post-graduate levels of teacher professional development; actualisation of the problems concerning specific groups of teachers; creation of continuing (life-long) teacher professional development systems; awareness of the special relevance of “entry into the profession” programmes as a dynamically developing component in the teacher continuing professional growth; creation of specific motivation mechanisms for successful professional teaching activities, which are based on national historical and cultural characteristics and values.Scientific novelty. The main stages, modules, key characteristics of teacher professional development models in Hong Kong and Finland are analysed systematically. The peculiarities of teacher professional development practices, which are widespread in Anglosphere, are revealed in terms of Hong Kong realities. The motivation mechanisms for effective teacher professional activities, which are based on national cultural and historical values, have been described. The similarities and differences in the application of these mechanisms are demonstrated.Practical significance. The results and conclusions of the research undertaken by the authors can be put into the basis for further reforms aimed at the formation and implementation of the teacher growth national system in the Russian Federation. Also, these research findings have important implications to create the mechanisms for adapting teachers to changes and to increase their motivation for continuing professional growth.

<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

Online teaching English as a foreign language to learners from East Asia has become very popular nowadays. It is a result of the intensive socio-economic development of this region's countries, such as Japan, China, South Korea, and Taiwan, which demands new roles of individuals for successful functioning in the current world. Due to following contemporary social changes, reaching the global market and adjusting the educational system to the modern concepts, English has become their obligatory school subject. The need for better language competence implies learning and improving this global language since the early age in East Asia, not only within formal education, but within the informal one as well. The lack of qualified teachers of English language and the use of inadequate teaching approaches and methods in the standard classroom resulted in the need for additional lessons, which numerous online language platforms from this region offer. For this reason, the interest in attending these lessons increased, as well as the interest in teaching English language online. The focus of this research is to introduce the main reasons for online teaching English as a foreign language to learners from East Asia and its advantages, in order to identify general causes of this job's current popularity. It is realized through the achievement of the following aims: 1) the most frequent reasons because of which the individuals decide to teach on platforms for learning English language, which are popular among East Asian learners nowadays, are provided, and 2) the advantages of such teaching environment are examined from the teachers' point of view. This is a cross-sectional study for the purpose of which a survey of 151 respondents worldwide was conducted by means of a self-perception questionnaire. Collected data were analysed by means of SPSS 22.0 program for statistical data analysis. The results indicate that: 1) some of the most frequent respondents' reasons for online teaching English language to learners from East Asia are: flexible work schedule, working at home, getting a job easily, meeting new people and cultures, while 2) from the teachers' point of view, the most common advantages of working in such environment are: feeling comfortable while teaching, flexible work schedule, satisfactory income, contact with foreign countries and cultures and less stressful environment for teaching English language. Taking into account these results, as well as the socio-economic requirements of the process of globalization in East Asia, it may be concluded that the educational concept of Hong Kong "Learning for Life, Learning Through Life" could be the policy of many Asian countries, whose aim is to enable learners to use the English language outside the classroom and learn it in a more flexible and comprehensible way. As long as the focus of teaching is not so much on form, as it is on the language functions (Pan, 2015), there will be the need for additional improvement of the English language in the countries of East Asia. Since the interest for teaching the English language within online platforms is continuing, and there are no considerable difficulties for being employed and adjusting to such work environment, it can be concluded that the future perspective of this job position is definitely guaranteed.

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. 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AbstractSchools have been switching to online learning to ensure students’ learning continuity during the COVID-19 pandemic. However, there is a paucity of studies examining language teachers’ motivations and decisions for continuing online teaching in the future. This study aims at investigating the significant factors influencing language teachers’ motivations and decisions on online teaching. Based on the aim of this study, three research questions guided this study: (1) What was language teachers’ experience of online teaching? (2) What motivates language teachers to teach online after the COVID-19 pandemic? (3) What demotivates language teachers to teach online after the COVID-19 pandemic? Eight language teachers coming from six countries and regions, namely, Australia, Canada, Hong Kong, New Zealand, Russia, and Taiwan, were selected to have two one-on-one semi-structured interviews. The researcher used Social Cognitive Career Theory as a theoretical framework and Interpretative Phenomenological Analysis as the methodology to examine language teachers’ experiences in-depth. This study found that better time management and a positive learning environment are the reasons for continuing online language teaching, while personal beliefs on education and negative teaching outcome expectations are the reasons for stopping online language teaching. The findings can provide insights for the education institutions, school management and policy-makers to devise appropriate strategies to boost language teachers’ motivations to incorporate online teaching in the post-pandemic era.

While technology use is becoming increasingly common in education, teachers remain reluctant to use it and hesitant on how best to incorporate it into their teaching and practice. There is a strong demand from institutions for English language teachers to cope with the changing landscape of teaching in the 21st century. This explorative study investigated Hong Kong tertiary teachers’ beliefs on continuing professional development activities to enhance their teaching. The study had a two-phase research design, with an initial questionnaire (N = 58) followed by semistructured interviews (N = 12) to unpack the participants’ hidden voices. The findings illustrated that most teachers are enthusiastic about professional development activities, though there is a misalignment between what universities value and reward and what teachers see as most beneficial for enhancing their teaching practices. The results suggested that professional development activities should focus on sharing good teaching practice (e.g., informal chats, mentoring) within universities rather than on rewarding attending conferences and on-off, nonintegrated workshops.

AbstractThe General University Requirements (GUR) at The Polytechnic University of Hong Kong (PolyU) has been developed and implemented since the 2012–13 academic year under the reform of education system in Hong Kong. To examine the effectiveness of GUR at PolyU, the present study investigated student’s subjective perception in the academic years of 2012–13 and 2013–14 using the Student Feedback Questionnaires. Results showed that the GUR subjects were generally well-received by the students. Besides, students held different perceptions of different GUR components, and there was improvement in students’ learning experience and staff teaching over time. While there was an increased satisfaction with Language and Communication Requirements subjects, there was a decline in satisfaction with Service Learning subjects.

AbstractThe General University Requirements (GUR) is a component of the new 4-year undergraduate program at The Hong Kong Polytechnic University (PolyU). This study examined students’ views and experiences of the GUR using a qualitative methodology. Written comments of 240 freshmen, sophomores, and senior-year students with reference to open-ended questions on their memorable experiences in the GUR study were collected. The qualitative findings suggested that students generally had positive views on the GUR in terms of its widely adopted active and experiential learning pedagogy, useful and attractive contents, caring teaching staff, and rich learning outcomes. Challenges were also identified for further improvement of the GUR.

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

AbstractProblem-based learning (PBL) is a teaching and learning approach that is widely used in healthcare education. It has similarly been suggested that poetry writing offers students a way to express their feelings and emotions related to clinical issues, medical education, and their relationship with patients. The rhythmic structure and temporal organisation of poetry allow students to remember poetry more easily than prose, suggesting that important and detailed information could be better memorised through poetic text. To report on how poetry writing and reciting was used in a PBL class in nursing to enhance the students’ artistic ability, and on the students’ perspectives on artistry in their learning. This paper presented a part of results of a main educational study where data were collected through lesson observations, reflective notes, and a follow-up interview. A total of 17 Hong Kong students were encouraged to collaborate in groups and write English poems based on a clinical case. A content analysis was conducted on their reflective notes and narratives were extracted from an interview. Although the students learned about cooperation, creativity, thinking, stress management, how to make lively presentations, deep learning, long-term memory, and professional knowledge, they expressed that the above were indirectly related to artistry. Scholars from the fields of both health related disciplines and literature should collaborate in researching and developing some learning and teaching activities which can further enhance the students’ artistic ability so as to let them learn about empathy and understand patients’ sufferings and illness experiences.

Objectives Although the topic of antibiotic misuse is taught in medical schools, interns (fresh medical graduates) still encounter barriers to appropriate antibiotic prescription when they practice in hospitals under supervision. The impact of teaching in medical school, antibiotics stewardship program (ASP), and prescription guidelines was uncertain. This study explored the medical interns’ views on antibiotic use and resistance, and their perceived enablers to appropriate antibiotic prescription. Methods Two focus groups were conducted among medical interns with rotation experiences in different public hospitals of Hong Kong. The identified themes about attitudes to antibiotic resistance and enablers to appropriate antibiotic prescription were further examined by a questionnaire survey with 77 respondents. Results The interns had lower preferences for tackling antibiotic resistance as they feared of delayed prescriptions. Guidelines provided by international evidence-based clinical resources and the interns’ working hospitals were stronger enablers to appropriate antibiotic use than education materials from schools and the government. Qualitative findings revealed that the interns were aware of the existing ASP but doubted its effectiveness as it failed to get the prescribers’ attention. They followed guidelines in their wards but perceived guidelines from local health authorities user-unfriendly. Knowledge from medical school was not very applicable. Varying prescribing practices between hospitals and the densely placed hospital beds made it difficult to prevent the spread of antimicrobial resistance. Conclusions Minimizing delayed prescription is of a higher priority than tackling antibiotic resistance in medical interns’ perspective. Interventions should target guidelines in hospitals and simplify the interface of local guidelines.

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