Journal articles: 'Quality, educational work, clinical and critical reflection'

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Suwedi-Kapesa, Leticia Chimwemwe, Mai-Lei Woo Kinshella, Hana Mitchell, Marianne Vidler, Queen Dube, David M. Goldfarb, Kondwani Kawaza, and Alinane Linda Nyondo-Mipando. "Methodological Insights, Advantages and Innovations Manuscript Title: Lessons Learned in Conducting Qualitative Healthcare Research Interviews in Malawi: A Qualitative Evaluation." International Journal of Qualitative Methods 22 (January 22, 2023): 160940692311536. http://dx.doi.org/10.1177/16094069231153610.

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With the growth of qualitative health research in low- and middle-income countries, local health professionals are increasingly involved in facilitating interviews with their fellow health workers. Understanding the methodological implications of such situations is required to ensure high-quality study findings and to build capacity and skills for interviewers with clinical backgrounds working with limited resources. This article reports a qualitative process evaluation of a study that assessed barriers and enablers of implementing bubble continuous positive airway pressure in Malawi. Findings were summarized through an iterative process of reflection on what worked, what did not work, areas for improvement, structural challenges, negotiating dual roles as nurses and researchers and the professional hierarchy within the health care system. Comprehensive practical training was critical to conducting qualitative research in a health setting. Interviewers were health workers themselves and required skills in reflexivity to effectively probe and navigate interviewing other health professionals, including senior staff. The main challenge in conducting interviews in a resource-limited healthcare setting was time constraints, which were compounded by staffing shortages. Lessons from this qualitative evaluation highlight the importance of training in reflexivity, engaging interviewers as collaborators and reserving adequate time to accommodate healthcare workers’ multiple roles and responsibilities.

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Ekhalov, V. V., A. V. Samoilenko, and I. A. Romanyuta. "TECHNIQUES OF "COMPETITIVE PAIRS" WHILE TRAINING DENTAL DOCTORS." Ukrainian Dental Almanac, no. 1 (March 6, 2019): 37–40. http://dx.doi.org/10.31718/2409-0255.1.2019.07.

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Considering the strategic directions of modern higher education, dominant personality-oriented paradigm, which determines the rejection of understanding the educational process as a path which interns must comply, can be called This paradigm provides a variety of methods and tools that match the individual personality as a subject of education. The purpose of this work is the searching for new paradigms of educational reform and its new models and technologies, innovative approaches, learning and education. Employees of the Academy were customized modification techniques "competing groups" in training doctors ‒ dental interns, whose meaning is "doubles competition." At the same time, three main components of the concept of critical thinking were basis of the systematization of techniques and strategies within this methodology: cognitive (development of mental levels), communicative (development of interactions) and reflexive (the development of professional reflection). The process of learning by this methodology is carried out in three stages: The preparatory stage involves the definition of the purpose and the task of a substantiated motivation. The conditional clinical situation should be in line with the current standard of higher education, which presupposes the presence of normative disciplines. Intern doctors can propose a problematic situation for discussion, based on the great interest in this topic themselves (the theme of the course work, the specifics of the place of future work, etc.), they can choose their "opponent" independently. The condition of the business game is the planned agreement of one member of the group with the other, he must reasonably and correctly proves the opposite. The main stage takes place as an independent work of interns on their task. For a well-grounded objection, doctors-interns should propose a variety of modern methods of clinical, laboratory, instrumental research, the use of certain therapeutic options, hoping for its effectiveness. At this stage, an important work is going on: each intern must receive the data necessary for "competitiveness", find evidence or refutation based on a specific approach to the problem (subjective, facilitarial, holistic, and interactive), which may indicate the implementation of personality-oriented learning . The phases of work with the information are determined: 1) recognition of information; 2) its review; 3) determination of the main; 4) comparison of the main and secondary; 5) information analysis; 6) its synthesis; 7) information characteristics; 8) its application; 9) information evaluation; 10) personal attitude to information. The final stage is the report of each competitive pair, presentation of results and project protection. An important point is the discussion of the results in the presence of all interns in a specialty that is conducted under the guidance of a teacher or a working group. The use of the technique of "competitive couples" in the educational process of interns of dentistry significantly increases the quality of knowledge. Problematic clinical situations form the ability to self-organization cognitive activity, the ability to perform operations of mental activity. The element of competition, the opportunity to reveal its theoretical and practical potential greatly enhances the ability of young colleagues to think clinically. The introduction of stimulating, encouraging, exciting methods in the educational process can remove psychological stress from interns' doctors, encourage them to self-improvement. As a basis that determines the use of the methodology of individual creativity in the practice of working with young colleagues, the humanization of education, as well as self-improvement, is a necessary condition for obtaining the individually required knowledge and skills.

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Pearce, Colby. "An integration of theory, science and reflective clinical practice in the care and management of attachment-disordered children: A Triple-A approach." Educational and Child Psychology 27, no. 3 (2010): 73–86. http://dx.doi.org/10.53841/bpsecp.2010.27.3.73.

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The formation of functional attachments is a critical developmental task of infancy and early childhood. Attachments play a significant role in the development of a child’s enduring beliefs about self, other and world (Attachment Representations). Infants become attached to the people who provide physical and emotional care on a continuous and consistent basis. Quality of care and the infant’s early experiences influence the type of attachment the infant develops. When care is grossly deficient and early experiences are characterised by physical and emotional distress, the infant’s attachment to its caregiver is also disturbed. Children who display markedly disturbed and developmentally inappropriate social relatedness in most contexts, and who have experienced grossly deficient care, might accurately be diagnosed with Reactive Attachment Disorder (RAD) or Disinhibited Attachment Disorder (DAD). Attachment-disordered children pose a substantial care and management challenge to all who care for and work with them in the home and educational contexts. Successful management of these children and the remediation of their attachment difficulties are predicated on understanding what function their apparently antisocial and defensive tendencies serve and approaches that support the development of functional attachments. Key roles are attributed to cortical arousal, attachment representations and beliefs about accessibility to needs provision in the diagnosis and remediation of attachment disorders. Drawing from observations of caregiving practices that promote functional attachments in infancy, strategies are presented for the home and classroom that address elevated cortical arousal levels, promote secure attachment representations and reassure the child regarding accessibility to needs provision.

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Johnson, Gareth J. "Quality, Resistance & Community." Exchanges: The Interdisciplinary Research Journal 6, no. 1 (November 1, 2018): i—v. http://dx.doi.org/10.31273/eirj.v6i1.353.

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This is the editorial for the eleventh edition of Exchanges: The Interdisciplinary Research Journal, published autumn 2018. This issue includes a number of interviews with key figures, two pieces considering issues around Narrating, Nation, Sovereignty and Territory as well as a critical reflection on a community art scholarship educational intervention. This editorial takes a brief look at the role of peer reviewers in supporting the work of Exchanges, and makes a call for more readers of the title to register their interest in supporting this activity. It concludes with acknowledgement and a call for submissions for the next and subsequent volumes of the title.

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Milan, Davi, Richardson Lemos de Oliveira, Cristina Brust, Adriana de Menezes, Claudemir Santos de Jesus, Gislaine Schon, João Batista Lucena, et al. "Brazilian Education, National Education Parameters and Quality for Education." International Journal for Innovation Education and Research 9, no. 11 (November 1, 2021): 364–70. http://dx.doi.org/10.31686/ijier.vol9.iss11.3517.

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Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

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Pluzhnik, I. L., and F. H. А. Guiral. "Modelling a High Quality Education for International Students." Education and science journal 22, no. 6 (August 12, 2020): 49–73. http://dx.doi.org/10.17853/1994-5639-2020-6-49-73.

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Introduction. The strive for high quality of Russian higher education, puts an emphasis on seeking the ways to improve it in the line with the topical Global educational agenda. In the context of this study provision of high quality education is defined as managing students experience in and out of the classroom as an integrative whole which is indispensable for maximising educational outcomes. Though Russian universities have a steady intake of international students on mobility programmes, there are not enough studies modelling the application of these dimensions in Russian academic setting. The current study seeks for the pathways to overcome this gap.Aim. The article is targeted to rethink the strategy of managing high quality education for international students and to work out and test an integrated model for the educational quality enhancement regarding two critical dimensions of their university training in curricular-related and co-curricular areas.Methodology and research methods. Mixed research methods were utilised. Individual interviews and a survey with close-ended and open-ended items were used to find out challenging issues impeding the development of high quality education offered in curricular and co-curricular related dimensions. Classroom observation, peer experts opinions and content analysis of the courses taught and their outcomes evaluation were applied at the University of Tyumen, being 5-100 project participant, to indicate the components, pedagogical toolkit and competencies for high educational quality of international students.Results and scientific novelty. The developed integrated model for high educational quality provision included the main interrelated curricular and co-curricular components of quality enhancement. They involved the designed up-to-date academic Russian course; teacher-student interactive support, socio-cultural and intellectual engagement such as “buddy” scheme studentto-student support, discussion workshops on intercultural awareness of students and teaching staff. Teaching methods of reflection, critical analysis, confirmatory feedback, communities, project-based and action oriented learning, group discussions, language tandems were proposed. Major competencies for international students’ curricular-based and co-curricular educational quality were suggested: critical reading and reflection, academic writing, negotiating, argumentation, logical cohesion, intercultural and cross-cultural awareness, conflict avoidance, tolerance to ambiguity.Practical significance. The integrated model can be applied for road-mapping the action plan of international policy at any university in Russia to provide high quality education for international students.

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Constantinou, Costas S., Panayiota Andreou, Alexia Papageorgiou, and Peter McCrorie. "Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives." Qualitative Research in Education 9, no. 3 (October 28, 2020): 273. http://dx.doi.org/10.17583/qre.2020.5063.

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Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.

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Khamis-Dakwar, Reem, and Anthony DiLollo. "Critical Thinking in Facilitating the Development of Cultural Competence in Speech Pathology: A Training Module Based on a Review of Resources on Arab Americans." Perspectives of the ASHA Special Interest Groups 3, no. 14 (January 2018): 5–18. http://dx.doi.org/10.1044/persp3.sig14.5.

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The importance of critical thinking in training preservice and postservice speech-language pathologists (SLPs) is increasingly acknowledged in the collected works of communication sciences and disorders. Incorporation of critical thinking enhances the quality of clinical decision making, is important for interprofessional practice, and is an essential knowledge in educational services for SLPs at all levels (Finn, Brundage, & DiLollo, 2016). In this article, we propose the need to infuse critical thinking within cultural and linguistic diversity training and recommend the use of literature and instructional activities focused on guiding SLPs in working with Arab Americans to serve this mission. On the basis of existing resources in communication sciences and disorders literature on Arab Americans, we created a study module to target the 3 components of critical thinking: interpretation, evaluation, and metacognition. The first part of the module (Units 1 and 2) is designed to introduce students to critical thinking and facilitate their use of critical thinking in evaluating information presented within speech pathology resources on working with diverse population. The second part, Unit 3, assists learners in reflecting on the impact of their own preconceptions. The last part, Unit 4, facilitates students' understanding of best practices in servicing individuals from diverse populations.

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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. 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Milton, Damian Elgin Maclean, Susy Ridout, Marianthi Kourti, Gillian Loomes, and Nicola Martin. "A critical reflection on the development of the Participatory Autism Research Collective (PARC)." Tizard Learning Disability Review 24, no. 2 (April 1, 2019): 82–89. http://dx.doi.org/10.1108/tldr-09-2018-0029.

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Purpose The Participatory Autism Research Collective (PARC) was initially set up with the purpose of bringing autistic people, including scholars and activists (but not exclusively), together with early career researchers and practitioners who work with autistic people, with the aim being to build a community where those who wished to see more significant involvement of autistic people in autism research could share knowledge and expertise. This paper aims to discuss this issue. Design/methodology/approach This paper explores the development of the PARC network, reflecting upon its activities and ethos within current higher education practices and structures. Findings In supporting autistic individuals in their attempts to establish themselves within academic systems that may not always be considerate or accommodating, the existence of PARC creates a structure with which autistic people can influence social change. PARC serves as a network of support, strengthening the presence of autistic scholars in academia. It also provides a structure through which autistic people are able to demonstrate helpful practices with which to engage more broadly. Originality/value The PARC network is the first autistic-led venture of its kind in the UK to have a sustained impact. PARC is growing to become an important element in the field of autism studies both by supporting emerging autistic academics and by promoting ethical and participatory research methods and practices.

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Beaumont, Jennifer. "Commentary on “A critical reflection on the development of the Participatory Autism Research Collective (PARC)”." Tizard Learning Disability Review 24, no. 2 (April 1, 2019): 90–93. http://dx.doi.org/10.1108/tldr-03-2019-0012.

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Purpose The purpose of this paper is to explore the wider impact of participatory research (PR) on the autistic academic, families and caregivers, and the researcher. Design/methodology/approach This commentary considers participatory methods from the perspective of an autistic female with experience on both sides of PR. Findings The positive aspects of PR outweigh the potential challenges faced, both by the researchers and the participants. Participatory methods are likely to increase the attractiveness of the research to participants. Originality/value Further research is required to explore both the impact PARC’s work has on the autistic academic in the long term, and whether it can yield similar results in alternative areas. In addition to this, consideration needs to be given as to whether the methodologies developed can be used to support a wider range of disabled individuals who are not currently able to access higher education.

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Williamson, Guillermo, Jill Pinkney Pastrana, and Patricia Gómez. "Reflections on a study of Intercultural Education and Participation in Mapuche Communities in the IX Region of La Araucania, Chile." education policy analysis archives 13 (January 12, 2005): 4. http://dx.doi.org/10.14507/epaa.v13n4.2005.

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This analysis focuses on a specific dimension of the "indigenous question" in Chile: that of social participation in educational processes, specifically within the context of the current national education reform. Beginning with new understandings based on the work of the Proyecto de Investigación & Desarrollo, Gestión Participativa en Educación-Kelluwün, this paper analyzes the possibilities and limits of participation, considering the particular framework of institutional structures inherited from the Military Regime, characteristics of the education reform, and the context of current indigenous conflicts for territorial and political rights. The Proyecto Kelluwün, using methods of action research and based on the principles of Paulo Freire, developed diverse experiences oriented to the augmentation of action, dialogue, critical reflection and elevating the social power of the community as an actor able to confront the local government, the aim being the integration of Mapuche culture, language and cosmovision into the curriculum, pedagogy, organization and culture of local schools. Through the understandings generated in the process of engaged research, we interrogate the real possibilities of increasing effective participation in actual contexts--participation, social engagement aimed at attaining the objectives of the quality and equity sought by the current educational reform as well as the expansion of community rights sought by the Mapuche in Chile.

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KOVALENKO, O., O. MOSKALENKO, Yu MOSKALENKO, and L. CHERKASKA. "ASPECTS OF FORMATION OF CRITICAL THINKING OF FUTURE TEACHERS OF MATHEMATICS IN THE PROCESS OF STUDYING PROFESSIONALLY ORIENTED DISCIPLINES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 122–27. http://dx.doi.org/10.33989/2075-146x.2022.29.264280.

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The ability to think critically is an important quality of the individual, but it is now, in the face of social and economic changes, that it becomes essential. Critical thinking is an integrative characteristic, since it involves the generalization, unification and development of a whole range of qualities, skills and socially important features that contribute to the comprehensive harmonious development of the personality. For a future teacher to succeed in his professional activity need, in particular: the ability to perceive new information, to comprehend it, to balance different points of view and to critically comprehend them, the ability to critically understand professional situations, objectively assess their capabilities. For him, criticality is therefore a vital quality that ensures the development of analytical and reflective abilities. Since critical thinking does not automatically arise as a by-product of learning, it is necessary to systematically work on its improvement. Development of critical thinking is a mandatory requirement to the results of the first (bachelor) level of higher education program of the subject specialty 014.04 Secondary Education (Mathematics) in the Poltava V. G. Korolenko National Pedagogical University in terms of formation of general and professional competence of the graduate. An important role in the synthesis of the student’s knowledge in the direction of his needs as a future teacher of mathematics belongs, in particular, to such professionally-oriented bachelor disciplines as «Methods of Teaching Mathematics», «Selected Questions of Methods of Teaching Mathematics», «Elementary Mathematics». In the process of teaching these disciplines, the development of critical thinking occurs in three aspects: sociocultural (through the organization of the educational process in relation to life and professional situations), technological (through the formation of sustained interest, motivation of educational activity, search for information aimed at solving the task, its awareness and reflection), methodical (through a set of methodical methods, providing assessment, self-control, criticism, forecasting). Practical and methodical tasks, which correspond to the areas identified in the research process, are a fundamental basis for the development of critical thinking as an important component of the professional competence of future highly qualified teachers of mathematics.

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Gao, Junde, and Mohd Armi bin Abu Samah. "A DIACHRONIC CASE STUDY OF ENGLISH TEACHERS' ONLINE EMOTION REGULATION." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A45—A46. http://dx.doi.org/10.1093/ijnp/pyac032.063.

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Abstract Background With the deep integration of information technology and teaching, using network platform for teaching reflection has become the only way for teachers' professional development. Through a diachronic case study, this study discusses the characteristics of online reflection and its impact on the professional development of English teachers. In the modern era of constantly paying attention to personal psychological quality, psychological evaluation is not only limited to students, but also has attracted much attention to teachers' personal emotional regulation ability, which is related to whether teachers can correctly and actively guide students' psychology and help them grow healthily. At the same time, this paper analyzes whether teachers will have anxiety and emotional regulation in teaching. Subjects and Methods This study adopts the method of stratified sampling, selects the information of more than 8 months and 8 years from the community as the sample, and uses the methods of content analysis and social network analysis to test the sample text. We take the foreign language listening anxiety scale as the measurement scale, and use Likert scoring method to evaluate the scale. Pearson correlation, standard deviation and statistical significance are combined to illustrate the correlation. T-test of independent samples was used to verify the difference between high anxiety group and low anxiety group. Studies have shown that middle school students generally have anxiety, doubt, tension, pessimism and other emotions in the process of learning English, and different degrees of positive and negative emotions will have a certain impact on patients' cognition and behavior tendency, which is closely related to the development and outcome of cognitive model. At the same time, as a contemporary teaching model, the biological psychological social model also emphasizes the important role of psychological factors in the process of learning and development. Therefore, it is very important to identify students' learning anxiety early and intervene. The positive and negative emotion scale (PA-NAS) is a commonly used evaluation tool in emotion measurement at present. This study introduces it into the beginner population for applicability research. The results show that the scale has good internal consistency, homogeneity, effectiveness and discrimination effectiveness, and can provide a basis for correctly evaluating the positive and negative emotions of affected students. Empirical results show that some personal factors will aggravate the negative emotions of patients. Medical staff should focus on such patients, strengthen evaluation, take targeted intervention measures as soon as possible, effectively improve students' negative emotions, promote students to make behavior changes and improve patients' compliance. Results Content analysis showed that in terms of reflection time, there were annual (May and November) and daily (10 a.m. and 10 p.m.) peaks in information release. In terms of reflection content, English teachers mainly focus on the reflection on classroom teaching and teacher development, followed by the reflection on student development and educational reform, and the reflection on interpersonal relationship is the least. In terms of reflection level, the number of technical and understandable reflection is higher than that of critical reflection. In the technical and understandable reflection, there is more information about classroom teaching, teacher development and student development, while in the critical reflection, there is more information about classroom teaching, teacher development and educational reform. Social network analysis shows that the community is in a recession. Compared with the early period (2014-2017), the number of participants in reflective interaction in the later period (2018-2021) has decreased, the network is more dispersed, the group dynamics is gradually weakened, and all three elements of the community have a recession trend. The study studied the level of self-efficacy and anxiety, and found that compared with male teachers, female teachers' work efficiency and self-efficacy level are much higher. However, there was no significant difference in anxiety level between male and female teachers. In addition, the study also found that there was a negative correlation between job anxiety and teaching quality. There is also a significant negative correlation between job anxiety and self-efficacy. However, it does not have the corresponding statistical significance. Through t-test, univariate and multivariate analysis of variance and regression analysis, we investigated the relationship between job anxiety, self-efficacy and teaching quality of teachers in different regions and genders. Conclusion This study shows that English teachers create new opportunities for professional development by making full use of their existing time, paying attention to classroom teaching, teacher-student development, information exchange, resource sharing and reflective community interactive discussion. It improves teaching knowledge and skills through technical reflection, reconstructs teaching beliefs through comprehensible reflection, examines the interaction between society and education through critical reflection, and finally consciously applies reflection to teaching practice to promote the professional development of English teachers. This study has some implications for understanding the positive impact of network reflection on English teachers' professional development. In the face of English teachers who are about to or have joined the post, teaching philosophy, emotion regulation ability and self-efficacy can be used as comprehensive variables to measure the teaching level. Acknowledgements This paper is a phased research result of key project of the 13th Five-Year Plan of Education science in Gansu Province in 2020: Research on the Design and Use Strategy of Traditional Culture and Unified Compilation Chinese Textbooks (the project approval number is GS [2020] GHBZ189). The author wishes to thank the anonymous reviewers for their insightful comments and suggestions.

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Buro, Hasan H. A. "Wakaf Esensi Solutif Perbaikan Pendidikan: Jawabah Dilema Lulusan Pendidikan Islam Antara Output, Outcome dan Produk." PROGRESSA: Journal of Islamic Religious Instruction 2, no. 1 (February 14, 2018): 63–72. http://dx.doi.org/10.32616/pgr.v2.1.110.63-72.

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Failure and deterioration of Islamic education can be seen from the reflection of infrastructure, funds, quality educators who are far from expectations should, resulting in to create output. wakaf has a positive outlook, if it is well managed to improve the quality and progress of Islamic education in the future. This study aims to describe: how wakaf as the essence of solutive improvement of education which is an answer to the dilemma of education graduates between output, outcome and product. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. Data analysis in this research is done during and after data collection by using descriptive-critical-comparative method, and content analysis method. From the results of the discussion can be summarized as follows: 1) The future success of each learner should be viewed as a product success (education), not just the success of output or outcome. When the learner is graduated, it is the output of the educational institution in which he or she is studying, but the outcome can immediately overcome his or her life to work (not just get a job). And working, developing a career in the field of work that ditekuninya, in relatively quickly he will appear successful as an educational product. 2) To realize this need to change the public perception of the importance of wakaf as a supporter of Islamic education, as in Egypt with its A-Azhar University, and within its own country, Wakaf Pondok Modern Darussalam Gontor Ponorogo, Wakaf Pesantren Tebuireng in Jombang and Waqf Islamic University Indonesia in Yogyakarta.

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Ivanov, Dmitriy O., Yury S. Aleksandrovich, Olga S. Kulbakh, Elena R. Zinkevich, Liliya V. Ditkovskaya, and Konstantin V. Pshenisnov. "The quality of post-graduate training of residents." Annals of the Russian academy of medical sciences 74, no. 5 (December 4, 2019): 333–41. http://dx.doi.org/10.15690/vramn1177.

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Background: The introduction of Federal state standards of higher education has caused the need to study the quality and condition of specialists postgraduate training in the field of health. In 20172019 at St. Petersburg state pediatric medical university a study aimed at examining the satisfaction of residents with educational training at the faculty of postgraduate and additional professional education was hold, the results of which allowed to identify the problem areas of training in order to further adjust the content and organizational aspects of the quality of training of highly qualified specialists in the field of health protection of citizens of Russia. Aims: The estimation of the quality of postgraduate training of specialists in the field of health care based on the pedagogical reflection of their satisfaction with the process of training during the residency. Methods: The study was conducted by means of a questionnaire consisting of a number of questions stated in the form of appeals aimed at obtaining information illustrating the content, organizational, operational and personal resources of postgraduate education of residents. The respondents were asked to rank their responses according to their satisfaction with the quality of education on the scale that ranged from excellent to very poor. The object of the study was 125 graduates completed their professional training at the stage of postgraduate education in residency at various clinical departments. The duration of the study, including the preparation of analytical materials, the organization, and conduct of the survey, the subsequent analysis of the data, totally amounted to two years. The analysis of the survey results allowed to identify the targets of possible correction of informative, organizational, operational and personal aspects of postgraduate training of doctors. Results: The participants of the study were 125 respondents-resident physicians who completed the educational trajectory in various areas of professional training on the basis of clinical departments of pediatric medical university. It should be noted that the distribution of participants in the questionnaire by graduate clinical departments was characterized as uneven, due to the peculiarities of the plan of admission to the residency, social order from the health care institutions of Russia, and finally, individual educational needs and needs of students. The average age of residents is 26 years. As a result of the study, it was possible to identify informative, organizational and personal problem areas of training of residents. In particular, there were problems in the content of professional education, in the level of pedagogical skills of the teaching staff of clinical departments, in the development of professional competencies of residents, in the content of test tasks in certain specialties. Due to the factor analysis of the results, a semantic space was built that reflects the analysis of the satisfaction of graduates of Spbsmu with the quality of training at the stage of residency. Conclusions: Based on the results of the study, it was possible to identify the targets of correctional work, involving the improvement of organizational, informative, technological and personal resources of the educational program of postgraduate training of residents.

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Afanasieva, Olga K., and Olena Shakhova. "DUAL EDUCATION AS A WAY TO SOLVE MODERN PROBLEMS OF UKRAINIAN HIGHER EDUCATIONAL INSTITUTIONS." Development of Management and Entrepreneurship Methods on Transport (ONMU) 76, no. 3 (2021): 104–14. http://dx.doi.org/10.31375/2226-1915-2021-3-104-114.

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High quality education is one of the main aspects that enables graduates to be competitive in the labor market. Competitiveness consists not only of professional knowledge and skills, but also of different qualities, such as resistance to stress, initiative, sociability, application of knowledge in practice and skills for self-organization, just to name a few. Contributing to the development of these qualities creates new difficulties for higher educational institutions (HEI), since in order to do this effectively, it is necessary to use a modern material and technical base and involve first-class specialists with practical experience. The problems of higher education faced by Ukrainian HEI today do not allow students to fulfill their potential in their own universities. Moreover, the qualifications of students after graduation are often not good enough to meet the needs of employers. One of the ways to make the education system more effective for both students and higher institutions is a dual education system. This reserch aims to describe the model of dual education as a tool to solve the main problems faced by Ukrainian universities. The article reveals the differences between the traditional model of education and dual one: acquisition of technical skills, development of critical thinking, learning through experience, and reflection on work practice, solving problems in the work environment, and is thus centered around real-life projects. Also the study shows the approaches to the organization of this type of education, which are inherent in different countries,as well as the advantages that allow dual education to increase the competitiveness of universities in the country and, as a result, their graduates. Based on the experience of Germany, a world leader in the organization of this model of education through the analysis of its basic elements, an algorithm of implementation of concept of a dual education in Ukrainian HEI was developed. Proposed main steps that universities should take to implement dual education (such as creation of a dual education department at universities; forecast of sectoral and regional needs; search for enterprises that are interested in the dual form of education; selection of students for vacant places for dual education; signing a tripartite agreement; curriculum development to combine practical and theoretical knowledge; issuance of an order on the organization of dual education and referral of students to the enterprise during dates; regular monitoring of student work at the enterprise; control of learning outcomes) will allow them to improve the quality of skills of graduates, as well as create more effective relationships with local enterprises and the state.Keywords: dual education, university competitiveness, traditional education, world experience of dual education.

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Rushton, Cynda Hylton, Sandra M. Swoboda, Nancy Reller, Kimberly A. Skarupski, Michelle Prizzi, Peter D. Young, and Ginger C. Hanson. "Mindful Ethical Practice and Resilience Academy: Equipping Nurses to Address Ethical Challenges." American Journal of Critical Care 30, no. 1 (January 1, 2021): e1-e11. http://dx.doi.org/10.4037/ajcc2021359.

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Background Ethical challenges in clinical practice significantly affect frontline nurses, leading to moral distress, burnout, and job dissatisfaction, which can undermine safety, quality, and compassionate care. Objectives To examine the impact of a longitudinal, experiential educational curriculum to enhance nurses’ skills in mindfulness, resilience, confidence, and competence to confront ethical challenges in clinical practice. Methods A prospective repeated-measures study was conducted before and after a curricular intervention at 2 hospitals in a large academic medical system. Intervention participants (192) and comparison participants (223) completed study instruments to assess the objectives. Results Mindfulness, ethical confidence, ethical competence, work engagement, and resilience increased significantly after the intervention. Resilience and mindfulness were positively correlated with moral competence and work engagement. As resilience and mindfulness improved, turnover intentions and burnout (emotional exhaustion and depersonalization) decreased. After the intervention, nurses reported significantly improved symptoms of depression and anger. The intervention was effective for intensive care unit and non–intensive care unit nurses (exception: emotional exhaustion) and for nurses with different years of experience (exception: turnover intentions). Conclusions Use of experiential discovery learning practices and high-fidelity simulation seems feasible and effective for enhancing nurses’ skills in addressing moral adversity in clinical practice by cultivating the components of moral resilience, which contributes to a healthy work environment, improved retention, and enhanced patient care.

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Daly, Alan. "Social Geographies of Educational Leadership." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 17, 2021): 44. http://dx.doi.org/10.24135/pjtel.v3i1.108.

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Educational leaders across the globe are facing a growing set of challenges that include concerns around academic performance, but go well beyond to include the pandemic, equity, climate, and poverty. This is a defining time for leaders to attend to the needs of students in the face of ongoing and developing challenges. Better understanding how educational leaders engage with one another in developing community and accessing timely and context connected information is an important line of investigation during these challenging times. One of most widely used and simplest strategies is engaging communities through communication and collaboration in online spaces which involves accessing just in time information (e.g., news, ideas, approaches) and the exchange of information, knowledge, and strategies. Social media platforms provide multiple opportunities for these exchanges and yet we know very little about how educational leaders are engaging with these platforms. The rise of social media has led to a panoply of online communication spaces or sites, such as Facebook, LinkedIn, and Twitter, wherein individuals can engage into the informal learning with others. Furthermore, a growing number of studies have shown that educational professionals use social media, such as Twitter, to access and share information that helps them and others to face their everyday challenges. Being embedded in their immediate (work) environments, media constitute social opportunity spaces enabling individuals to engage discussions with a wide variety of others and stimulate a process of critical reflection. Consequently, educational leaders can benefit from participating in social media to help them (and their colleagues) in their efforts to engage in high quality practice. However, traditional views of leader activity have constrained work in the space. Leadership is one of the most examined concepts in the education literature, and while the study of online social networks is also gaining interest, the intersection between leadership and online social networks has received limited attention. The key notion underlying most traditional leadership research is that the behaviors or attributes of a leader, typically a person in a formal position, matter for a variety of outcomes. While offering valuable insights, this dominant view of leadership behavior and attributes underestimates the impact of (informal) social networks particularly those in online spaces. Scholars are increasingly recognizing the importance of social processes involved in leading. Leadership in its broadest sense has often been conceptualized as a process of influence toward an outcome. Social relationships through networks may provide leaders with the necessary infrastructure to access resources in achieving outcomes. A social network perspective brings to the fore the dependencies of actors within a social system. This perspective shifts the focus away from individual attributes toward an examination of the ties between individuals, thereby placing leadership directly in the role of a social undertaking. Leadership from a network perspective emphasizes the interdependence of action that are reflected by a network of ties, which may ultimately moderate, influence, or determine the activity and movement of resources such as practices and knowledge.

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Klizaitė, Jūratė, and Renata Arlauskienė. "Students’ Attitude Towards Self-Study: A Case of College Study Programmes in Social Sciences." Applied Research In Health And Social Sciences: Interface And Interaction 12, no. 1 (December 1, 2015): 2–10. http://dx.doi.org/10.1515/arhss-2015-0002.

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Abstract In recent years, the significance of quality in higher education has been emphasised, with special emphasis placed on the opinion of students. The present paper analyses the attitude of college students towards self-study assignments as a factor essential for the development of generic competences, presently related to the widely discussed educational paradigms, such as student-oriented learning, metacognitive study strategies, and holistic personality development. The changes in the educational paradigms and recent fundamental and applied research reveal the importance of student independent work in the study process and the development of abilities necessary for learning, the enhancing of motivation, and the promotion of reflection and critical thinking. A new attitude towards the development of student thinking and the enhancing of their activity has been formed. Students‘ generic abilities necessary for independent work and relevant for the solution of the problems arising in their professional activity in the future (monitoring, organisation, communication, work in a team, etc.), as well as their learning motivation, are different. Student selfstudy activity is a major integral part of college studies, and it has to be appropriately organised, monitored, assessed, and provided with the most important sources of information and technologies. The research aim is to identify the views of college students on self-study assignments in the process of implementation of study programmes in social sciences. The analysis of the outcomes of the student survey and of the research of other authors is expected to lead to the identification of the weaknesses in the organisation of self-study activities and to contribute to the forecasting of the improvement trends and the development of generic competences that integrate individual knowledge, abilities, and attitudes into a whole and and consciously channel them in the chosen direction.

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SHWARDAK, MARIANNA. "THEORETICAL APPROACHES TO DETERMINING THE ESSENCE OF THE CONCEPT “TECHNOLOGIES OF PEDAGOGICAL MANAGEMENT”." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 158–64. http://dx.doi.org/10.25128/2415-3605.20.2.21.

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The article is devoted to the study of the dialectic of essence and definition of the complex category “technologies of pedagogical management”. The relevance of this study is due to the fact that technology in today’s conditions is the key to effective management of educational institutions. Despite the increased interest of the Ukrainian and foreign scholars in the studied issues, in the scientific and pedagogical literature there is no clarity in formulating the components of the key definition and there is no comprehensive definition of pedagogical management technologies, and hence their classification. Accordingly, there has been a need to identify its elements (“management”, “pedagogical management”, “technology”). In the process of research we used such methods as: inductive, deductive, critical analysis, comparison, grouping, classification, generalization. The article clarifies the definition of the term “management”. It was found that in the scientific and pedagogical literature, it is used in various modifications, the main of which are: “management in education”, “educational management”, “pedagogical management”, “school management”. The most common is “pedagogical management”, which is considered as: the science of management of pedagogical systems; organization of work of specialists of the educational institution for realization of the set purpose in the most effective and rational ways; organization of educational institution activities; educational institution management system; a special kind of skill of the head and managerial competence of a person. We came to the conclusion that the technology of pedagogical management is a set of management tools for the successful implementation of strategic directions of development of an educational institution. This set consists of modern methods and tools of effective management; principles, laws and laws of organization and management; psychological methods of creating a favorable educational environment; methods of positive influence on employees of the institution and students; systematic monitoring of the quality of education; marketing of educational services; anti-crisis strategies; professional reflection. Classification of pedagogical management technologies by the following types has been developed: personnel, team-building, effective management technologies, foresight technologies, marketing and anti-crisis technologies.

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Nuryani, Siluh Nyoman Alit, Ida Bagus Putu Arnyana, Ni Nyoman Parwati, Gede Rasben Dantes, and I. Gede Juanamasta. "Benefits and Challenges of Clinical Nurse Educator Roles: A Qualitative Exploratory Study." Open Access Macedonian Journal of Medical Sciences 10, G (January 12, 2022): 38–44. http://dx.doi.org/10.3889/oamjms.2022.7706.

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BACKGROUND: The nurse will successfully apply high quality of care if maintaining their comptencies. The quality of nursing care is dynamic, and competency is needed to be adapted. Besides, The presence of clinical nurse educator (CNE) able to strengthen nurses’ knowledge and skill in the clinical setting. AIM: This study aimed to explore the benefits and challenges of CNEs. METHODS: A qualitative exploratory design was used in this study. Data were collected by focus group discussion with eight CNEs at Sanglah General Hospital Bali. Content analysis was used for analyzing the data. RESULTS: The findings of this study suggest certain advantages for the hospital, such as continuing professional education and becoming a role model. Greater incentive to learn, as well as personal rewards such as increased self-confidence, being appreciated, and trust. A lack of support from management related to educational preparation for this function, the ambiguous role, the necessity to continue giving direct care, and the CNE ratio with the number of nurses is not equal were some of the challenges that arose. CONCLUSION: CNEs serve a critical role in the clinical context. They help nurses with ongoing education and competency maintenance. While numerous excellent outcomes have developed for hospitals and CNEs personally, many of them confront several obstacles in fulfilling their work properly.

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Polyvkan, M. I. "ROLE OF INDEPENDENT WORK IN DEVELOPMENT OF PROFESSIONAL COMPETENCE OF MEDICAL SPECIALISTS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 2 (July 6, 2020): 236–39. http://dx.doi.org/10.31718/2077-1096.20.2.236.

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Current global trends in the medical services market are creating new requirements for the quality of medical training. First of all, graduates of medical educational institutions should be guided in the latest technologies of medical science, be prepared to develop and implement scientific achievements in the system of practical health care. The assistance and quidance of future specialists in acquiring a high level of professional competencies, along with the fostering moral, emotional, and volitional qualities, life values and professional orientation, clinical thinking, are priority tasks of a modern higher medical school. The educational and scientific environment of a medical university provides great opportunities for successful professional and personal growth of specialists, however, the ever-increasing amount of knowledge and information requires the intensification of the learning process, and well-planned and organized tasks for students’ independent work is one of the forms of the effective learning strategy. In the context of the ECTS implementation, this form of learning is able to provide an independent search for the necessary information, creative perception and comprehension of educational material in the classroom and extracurricular time, the development of analytical skills and critical thinking. The effectiveness of independent work depends both on the organization of classes and the nature of the teacher’s influence, and on the self-organization of the student. The key to the success of this learning form also consists in a reasonable ratio between the volumes of class work and independent work, providing the student with the necessary methodological materials for independent work, conducting individual consultations, maintaining motivation among students. The tasks for independent work should include two levels of tasks: basic tasks, which are obligatory for everyone, and more advanced tasks, which based on deep understanding and mastering the basics. The article provides a theoretical justification and some aspects of the practical implementation of students' independent work at the Department of Histology, Cytology and Embryology, Ivano-Frankivsk National Medical University as one of the sources for improving the medical training quality.

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Samala, Renato V., Laura J. Hoeksema, and Colleen Y. Colbert. "A Qualitative Study of Independent Home Visits by Hospice Fellows: Addressing Gaps in ACGME Milestones by Fostering Reflection and Self-Assessment." American Journal of Hospice and Palliative Medicine® 36, no. 10 (March 13, 2019): 885–92. http://dx.doi.org/10.1177/1049909119836218.

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Background:With the rapid growth in the number of fellowship programs in Hospice and Palliative Medicine (HPM), many are in the process of developing ways to demonstrate that fellows are attaining educational milestones. Reflection and self-assessment are key components of 2 Accreditation Council for Graduate Medical Education (ACGME) competencies, practice-based learning and improvement, and systems-based practice, which have both been historically challenging to learn and assess.Objective:This article describes results of a content analysis of narrative data collected from HPM fellows’ self-assessments as they performed hospice home visits independently in a new clinical rotation.Design:This was a prospective qualitative study.Settings/Participants:Eight fellows completed 217 unsupervised hospice home visits from 2014 to 2016.Measurements:Fellows completed weekly self-assessment forms, which captured both clinical visit information and practice data elicited from responses to open-ended reflection prompts.Results:Analysis of 29 self-assessment forms generated 6 themes: patient- and family-centered care, self-efficacy, systems-based care, commitment to doing their best, catalyst for professional growth, and purpose and meaning in work. The fellows recognized numerous barriers distinct to providing care in homes. All fellows felt prepared to perform home visits throughout the rotation and after training.Conclusions:Narrative data collected during the independent home visit rotation provided evidence that HPM fellows detected gaps in their performance, planned for practice improvements in subsequent visits, and valued working within an interprofessional team. Built-in opportunities for fellows to reflect during training are critical in meeting ACGME milestones, and are integral to their professional development.

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Jacomini de Souza, Simoni, and Karina Barreto da Silva. "DE QUEM É A RESPONSABILIDADE PELO FRACASSO ESCOLAR?" POLÊM!CA 18, no. 3 (December 31, 2018): 054–72. http://dx.doi.org/10.12957/polemica.2018.39423.

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Resumo: O presente estudo se constitui de uma reflexão sobre o percurso desenvolvido por professores e alunos de cinco turmas do 6º ano do Ensino Fundamental de BH, no ano de 2017. A partir da discussão dos processos avaliativos e estratégias pedagógicas desenvolvidas pelos professores, buscou-se problematizar o trabalho escolar efetivamente realizado, tendo em vista a necessidade de identificar aspectos que incidem sobre a qualidade do processo educativo. Foi feita a análise dos parâmetros de aprovação e reprovação adotados pelos professores, bem como dos elementos que subsidiaram a decisão do Colegiado Escolar sobre o futuro escolar dos alunos selecionados, confrontando-os com as observações da equipe de coordenação pedagógica. Fundamentando-se nas contribuições de Bernard Charlot, Miguel Arroyo e Maria Helena Souza Patto sobre o fracasso escolar e nas discussões desenvolvidas por Cipriano Luckesi, Philippe Perrenoud e Edgar Morin acerca dos processos de avaliação escolar e da complexidade do processo educativo, espera-se despertar inquietações e explicitar os limites das diferenças ideológicas percebidas no trabalho educativo e contribuir para a construção de uma proposta de trabalho que explicite as diferenças e se comprometa profundamente com a reflexão crítica sobre a própria prática. Os resultados demonstram que a prática profissional ainda está calcada em vícios históricos e culturais que excluem os segmentos mais vulnerabilizados da sociedade e denunciam a irracionalidade de um sistema excludente, classificador, opressor e individualista, contrapondo-se ao discurso da universalização do ensino e do direito a uma educação pública de qualidade.Palavras-chave: Avaliação escolar. Complexidade. Prática profissional.Abstract: The present study consists of a reflection on the course developed by teachers and students of five groups of the 6th grade of BH Elementary School in the year 2017. From the discussion of the evaluation processes and pedagogical strategies developed by the teachers, to problematize the adequacy of the school work effectively carried out, considering the need to identify aspects that affect the quality of the educational process. The analysis of the approval and disapproval parameters adopted by the teachers, as well as the elements that subsidized the decision of the School Collegiate about the students' school future, were compared with the observations of the pedagogical coordination team. Based on the contributions of Bernard Charlot, Miguel Arroyo and Maria Helena Souza Patto on school failure and in the discussions developed by Cipriano Luckesi, Philippe Perrenoud and Edgar Morin on school evaluation processes and the complexity of the educational process, it is expected to arouse uneasiness and to explain the limits of the ideological differences perceived in the educational work and to contribute to the construction of a proposal of work that explains the differences and is deeply committed to the critical reflection on the practice itself. The results show that professional practice is still based on historical and cultural vices that exclude the most vulnerable segments of society and denounce the irrationality of an exclusionary, classifying, oppressive and individualistic system, in opposition to the discourse of universalization of education and law to a quality public educationKeywords: School evaluation. Complexity. Practice.

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Gomes, Ana Allen. "A Course on Cognitive and Behavioural Interventions for Sleep Disorders within a Master Degree Programme in Clinical and Health Psychology." Psychologica 63, no. 2 (December 28, 2020): 159–77. http://dx.doi.org/10.14195/1647-8606_63-2_8.

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Given the prevalence of sleep disorders, the efficacy and effectiveness of behavioural/cognitive interventions, mainly CBT for insomnia, we consider that a course on the topic should be introduced within the psychology master degree programmes. Since 2017/18 we are offering the optional course: Psychological Interventions on Sleep Disorders. The present work summarizes the course syllabus and analyses the students' perceptions regarding the first three editions. One hundred and twenty psychology master degree students have voluntarily registered at the course. End-of-semester online institutional anonymous questionnaires were voluntarily completed. Participants were asked to rate the course in a variety of parameters using a 5-point scale (1=minimum; 5=maximum). Ninety questionnaires were completed. Mean scores on each item (addressing: bibliography/other learning materials; quality of learnings; learning results; non-redundancy concerning other courses; theoretical-practical articulation; students’ active participation in the learning processes; development of analytical and critical reflection/thinking skills; overall self-assessment) ranged between 4.23 and 4.46, items’ mean score = 4.35. Students' perceptions on the first three semesters of the course were clearly encouraging. By offering a course on behavioural interventions for sleep disorders at master degree level, we hope to contribute to increase its delivery in health contexts in the near future.

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Elfimova, M. M. "Understanding and Defining Family Myth as a Discourse." Консультативная психология и психотерапия 30, no. 2 (2022): 8–23. http://dx.doi.org/10.17759/cpp.2022300202.

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Relevance. The proposed theoretical study will, first, clarify the understanding of the phenomenon of the family myth in the context of postmodern development of psychological scientific knowledge. Secondly, it is connected with a demand for psychotechnical renewal of psychological practice focused on constructive interaction of a person in a family, realization of his values, his preferred identity in the conditions of modern realities. The peculiarity of this practice consists in acceptance and understanding of the person’s history without concretization and amplification of the helpless, painful and pathological aspects of this history. Methods. Theoretical analysis of scientific sources, comparative analysis, generalization. Objective. To substantiate the possibility of considering the phenomenon of family myth as a discourse. Conclusions. Presented a new interpretation of the phenomenon of family myth in the context of the narrative approach in psychology. Family myth is defined as a discourse that is reproduced in family communication in the form of beliefs without obvious authorship, excluding their critical reflection, taking control over the behavior of family members in order to maintain the family system homeostasis and meet the criteria of family identification. The proposed variant of interpretation of family myth as a discourse opens up possibilities of psychological work with it in the format of deconstructive listening practice, which is understood as a special type of listening where any life story is seen as an actively constructed story, questioning the immutability of any life narrative. By moving through the mythological construction through a detached (critical) position, thanks to other sign-symbolic constructions, one has one’s own text (narrative) as the preferred story of one’s life.

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Suryani, Lilis. "PENINGKATAN PENGETAHUAN CLINICAL INSTRUKTUR (CI) TENTANG PATIENT SAFETY DI RSUD KARAWANG." PRIMA : PORTAL RISET DAN INOVASI PENGABDIAN MASYARAKAT 1, no. 2 (January 27, 2022): 21–26. http://dx.doi.org/10.55047/prima.v1i2.62.

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Clinical supervisors or Clinical Instructure (CI) are critical to the educational process of students who perform clinical work in hospitals. Nursing students practicing in hospitals may potentially make errors, such as incorrectly administering injectable medicines, resulting in patient losses. Students committed this error when they were not accompanied by a clinical supervisor. From all of the issues that exist in the guidance process activities performed by clinical supervisors at Partners, it has been determined that the following aspects are priorities for improving the quality of Partners clinical supervisors, such as: increased understanding of the role of clinical supervisors, patient safety, implementation in the guidance process for students practicing in hospitals, as well as management understanding. The purpose of this Community Service (PKM) is to increase clinical supervisors' knowledge and role in patient safety at the Karawang Regional General Hospital (RSUD) through training. The model used to deliver this training is a participatory approach that is conducted online due to the fact that it is still in a pandemic condition. Through this training, hospital clinical supervisors' knowledge is increased, which has a good effect on student actions regarding patient safety.

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Farmer, Elizabeth M. Z., Maureen L. Murray, Kess Ballentine, Mary Elizabeth Rauktis, and Barbara J. Burns. "Would We Know It If We Saw It? Assessing Quality of Care in Group Homes for Youth." Journal of Emotional and Behavioral Disorders 25, no. 1 (January 12, 2017): 28–36. http://dx.doi.org/10.1177/1063426616687363.

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This article proposes and examines a parsimonious framework for assessing quality in therapeutic residential care. The synthesized conceptual framework includes four potentially critical domains of quality: setting, staffing, safety, and treatment. Data from a recently completed quasi-experimental study of group homes were used to examine prevalence of various key indicators within each of these domains and to explore relationships between these indicators and youth-level outcomes. Findings suggest that, among this sample of licensed homes in a southeastern state, licensure may be an initial indicator of baseline quality. Beyond this most basic level, utilization of an evidence-informed model (in this case, the teaching family model) was associated with better outcomes. Net of model, findings suggest that positively focused motivational systems, youth’s perceptions of staff’s fairness and helpfulness, provision of age/interest-appropriate toys/books/games, more preservice training, and prohibition of physical restraint were all associated with better outcomes for youth. Additional work is needed to assess the generalizability and utility of this framework for assessing quality in group homes.

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Harrison, Elizabeth, Emily Schmied, Vanessa Perez, Suzanne Hurtado, and Gena Glickman. "311 Can a Brief Sleep Education Training Improve Sleep Quality Among Shipboard Sailors?" Sleep 44, Supplement_2 (May 1, 2021): A124. http://dx.doi.org/10.1093/sleep/zsab072.310.

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Abstract Introduction Sleep disturbance is pervasive among active duty military service members (ADSM) and has serious adverse effects on performance and health. Interventions designed to improve sleep in operational settings are critical to maintain the health and readiness of this at-risk population. The objective of this study is to evaluate a novel sleep education program developed for ADSM. Methods Participants were U.S. Sailors (N=150; 82.7% male, 35.3% <25 years old) assigned to either an intervention (44.7%) or control (55.3%) condition. Intervention participants attended the Circadian, Light, and Sleep Skills program for military personnel (“CLASS-M”). The 30-minute education program was designed to teach ADSM how to maximize sleep quality in operational environments. All participants completed a questionnaire at both baseline and 2 months post-intervention assessing demographics, sleep quality (Pittsburgh Sleep Quality Index; PSQI), sleep-related behaviors, knowledge and motivation. During the follow-up period, participants went underway for 2–8 weeks. Results At baseline, scores were comparable for the PSQI (Control: 8.58±0.35 vs. Intervention: 8.58±0.38), sleep behaviors (12.26±0.35 vs. 11.32±0.38; Range: 0–17), sleep-related knowledge (0.48±0.21 vs. 0.50±0.24; Range: 0–1), and sleep motivation (4.12±0.35 vs. 4.07±0.34; Range: 0–5). A significant group x time interaction indicating benefits for the intervention group were observed on PSQI (F (1,139) = 7.99, p=0.005), knowledge (F (1,139) = 36.54, p<0.001), and behaviors (F (1,139) = 4.75, p=0.03), but not motivation (p>.05). Main effects of group were observed (p<0.05) on PSQI and sleep knowledge only. Conclusion Study results indicate that participation in a brief, educational program prior to deploying may improve ADSM’s sleep quality. Future research is needed to explore mechanisms of intervention effect, and to determine best practices for disseminating such programs force-wide. Support (if any) This work was supported by Defense Health Program 6.7 under work unit no. N1634. The views expressed in this article are those of the authors and do not necessarily reflect the official policy or position of the Department of the Navy, Department of Defense, nor the U.S. Government.

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Olson, Andrew, Joseph Rencic, Karen Cosby, Diana Rusz, Frank Papa, Pat Croskerry, Brenda Zierler, et al. "Competencies for improving diagnosis: an interprofessional framework for education and training in health care." Diagnosis 6, no. 4 (November 26, 2019): 335–41. http://dx.doi.org/10.1515/dx-2018-0107.

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Abstract Background Given an unacceptably high incidence of diagnostic errors, we sought to identify the key competencies that should be considered for inclusion in health professions education programs to improve the quality and safety of diagnosis in clinical practice. Methods An interprofessional group reviewed existing competency expectations for multiple health professions, and conducted a search that explored quality, safety, and competency in diagnosis. An iterative series of group discussions and concept prioritization was used to derive a final set of competencies. Results Twelve competencies were identified: Six of these are individual competencies: The first four (#1–#4) focus on acquiring the key information needed for diagnosis and formulating an appropriate, prioritized differential diagnosis; individual competency #5 is taking advantage of second opinions, decision support, and checklists; and #6 is using reflection and critical thinking to improve diagnostic performance. Three competencies focus on teamwork: Involving the patient and family (#1) and all relevant health professionals (#2) in the diagnostic process; and (#3) ensuring safe transitions of care and handoffs, and “closing the loop” on test result communication. The final three competencies emphasize system-related aspects of care: (#1) Understanding how human-factor elements influence the diagnostic process; (#2) developing a supportive culture; and (#3) reporting and disclosing diagnostic errors that are recognized, and learning from both successful diagnosis and from diagnostic errors. Conclusions These newly defined competencies are relevant to all health professions education programs and should be incorporated into educational programs.

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Mughal, Aamir Abbas, Nadeem Razaq, Muhammad Saif Ullah, Sadia Ikram, Farrukh Sarfraz, and Fahad Sarfraz. "Reflective Practice at a Private Sector Medical College." Pakistan Journal of Medical and Health Sciences 15, no. 10 (October 30, 2021): 3284–86. http://dx.doi.org/10.53350/pjmhs2115103284.

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Introduction: To create both professionally and actually, wellbeing professionals need to construct fundamental aptitudes in reflective practice. Facilitators in general are agree that these skills should be created as portion of educational module for the wellbeing of professional students. The aims were to present reflective practice to third-year medical students and to evaluate the students’ self-perceived reflective aptitudes before and after their reflective exercises. Objective: Using a composed survey, third-year medical students’ perceptions of reflective practice were accumulated before and after their clinic placement. Students moreover completed two reflective writing pieces about their clinical placements. Material and Methods: Study design: Quantitative, Cohort study. Settings: Akhtar Saeed Medical College, Lahore Duration: 1 Year i.e. 1st September 2020 to 30th August 2021. Results: The students’ reflective writing papers were distributed into one of the three categories: non-reflector, reflector and critical reflector. Content investigation of students’ perceptions of reflective practice uncovered nine topics. Eight fundamental topics emerged from students’ proposals for moving forward their reflective capacities. Conclusion: It concludes that student’s issues around the appraisal of reflective writing are discussed, and students’ recommendations for progressing their reflective capacities are displayed. Key words: Reflection in practice, reflective learning, quality assurance

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Macdiarmid, Rachel, Rhona Winnington, and Eamon Merrick. "Exploring case based clinical learning in graduate-entry nursing." Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 18, 2019): 29–30. http://dx.doi.org/10.24135/pjtel.v2i1.57.

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The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Rico, 2012). In 2019 the MNSc was in its first iteration, therefore the three lecturers involved had scope to consider the design and delivery of the learning to best support student understanding and engagement. Together with institutional teaching and learning development mentors we brainstormed different approaches to teaching and learning. There is dearth of evidence regarding the development of clinical reasoning and critical thinking for post-graduate nursing students in Australasia. The aim was to develop teaching approaches that encouraged students to engage with the content and foster the development of critical thinking and clinical reasoning. Meyers and Nulty’s (2009) adoption of Biggs (2003) 3P Model of learning and teaching influenced the development of content across multiple discrete units of study. An evolving case study approach supported with podcasts was developed. The first evolving case study focused on a client with a rural New Zealand address and health status common to his age group and life experience. The podcasts aligned with the weekly development of the case. International content experts participated in topics as varied the management of analgesia, history of consent, and assisted dying and others. To iteratively explore and understand the effectiveness of this teaching approach the authors concurrently undertook research. Informed by educational design research (EDR) methodology we explore the process of constructing an authentic learning experience for students. Educational design research (EDR) evolved from design-based research and is recognised as being practical and eminently suitable to explore a small teaching and learning project (Jetinikoff, 2015; McKenney & Reeves, 2018). The aims of this research were to 1) explore and describe the process of constructing an authentic learning experience enabled by technology; and 2) understand and reflect on student learning using an evolving case-study with podcasted content. The research team is currently undertaking the reflection, adaption, and evaluation stage of the EDR methodology. The results of this and the theory stage will be resented at SoTEL. In this presentation, the analysis of the teaching teams’ reflections will be explored. Key to our discussion with the audience will be sharing our reflections and in turn seeking their advice to explore how to engage students in technology enhanced delivery in a fast-paced course. References: Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.). Maidenhead: Open University Press. Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English. English in Australia, 50(3), 56-60. McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge: https://ebookcentral.proquest.com/lib Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, (5), 565–577. Pellico, L.H., Terrill, E., White, P., & Rico, J. (2012). Integrative review of graduate entry programs. Journal of Nursing Education, 51(1), 29-37. http://dx.doi:10.3928/01484834-20111130-01. Stacey, G. Pollock, K., & Crawford, P. (2016). The rules of the game in graduate entry nursing: A longitudinal study. Nurse Education Today, 36, 184-189. http://dx.doi:10.org/10/1016/j.nedt.2015.09.016

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Peterson, Jane, Margaret Brommelsiek, and Sarah Knopf Amelung. "An Interprofessional Education Project to Address Veterans’ Healthcare Needs." International Journal of Higher Education 6, no. 1 (November 3, 2016): 1. http://dx.doi.org/10.5430/ijhe.v6n1p1.

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Background/Objective: The number of veterans and their families seeking healthcare and support within civilian communities is increasing worldwide. There is a need for healthcare providers to provide sensitive, comprehensive care for veterans with both physical and behavioral health conditions. Many civilian providers are unfamiliar with veterans’ issues and need training on military culture and combat experiences in order to provide compassionate, high quality care. An interprofessional (IPE) course to increase health professional students’ understanding of military culture and the associated health problems of veterans was implemented and evaluated. Methods: An 8-week IPE immersion course was offered for students with clinical experience at a Veterans’ Health primary care clinic and a didactic component. The class content included military culture, behavioral and physical health disorders common among veterans, and the related behavioral and pharmacological treatments. Faculty-led discussions with students in IPE teams used veteran-focused case studies and standardized patients to prepare students to work in IPE teams in the clinical care of veterans. Results: This educational project was evaluated using quantitative surveys and qualitative reflection questions and focus groups. Students scored high for readiness for interprofessional learning pre-course. Post-course students reported valuing the team approach to veterans care and students engaged in high levels of communication and collaboration within the team. Students’ knowledge scores increased related to understanding of military culture and their patient advocate role. Conclusions: Students learned about military culture and the provision of humanistic, high quality care for military veterans in this clinical and didactic immersion IPE course.

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Šajnić, Andreja, Carol Kelly, Sheree Smith, Karen Heslop-Marshall, Malin Axelsson, José Miguel Padilha, Nicola Roberts, et al. "Need and baseline for harmonising nursing education in respiratory care: preliminary results of a global survey." Breathe 18, no. 3 (September 2022): 210172. http://dx.doi.org/10.1183/20734735.0172-2021.

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BackgroundThe COVID-19 pandemic confirmed that respiratory nurses are critical healthcare providers. Limited knowledge is available about appropriate education to prepare nurses to deliver high-quality respiratory care. A survey was developed by the International Coalition for Respiratory Nursing (ICRN) group to identify the need for a respiratory nursing core curriculum.MethodA 39-item survey was distributed to 33 respiratory nursing experts in 27 countries. Questions asked about current roles, perception of need, expectations for a core curriculum project and respiratory content in nursing education in their countries.Results30 responses from 25 countries were analysed; participants predominantly worked in academia (53.3%, 16/30) and clinical practice (40%, 12/30). In total, 97% (29/30) confirmed a need for a core respiratory nursing curriculum. Post-registration nursing programmes at bachelor (83.3%, 25/30) and masters (63.3%, 19/30) levels include internal/medical nursing care; less than half identified separate respiratory nursing content. The core educational programme developed should include knowledge (70%, 21/30), skills (60%, 18/30), and competencies (50%, 15/30), with separate paediatric and adult content.ConclusionSurvey results confirm a wide variation in nursing education and respiratory nursing education across the world, with many countries lacking any formal educational programmes to prepare nurses capable of providing enhanced quality respiratory care. These findings support the need for a core respiratory curriculum. To advance this significant work the ICRN group plans to conduct a Delphi study to identify core curriculum requirements for respiratory nursing education at pre-registration and advanced educational levels to flexibly meet each country's specific educational requirements for recognition of respiratory nursing speciality practice.

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McDonald, Nicholas, and Mohammad Bilal. "Creating Scholarship from Your Daily Work – Tips for Increasing Scholarly Output during Medical Training." Journal of Rawalpindi Medical College 1, no. 1 (June 30, 2022): 2–3. http://dx.doi.org/10.37939/jrmc.v1i1.1992.

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Medical training is a rewarding but challenging time in a physician’s career. Balancing clinical work, staying up-to-date with literature, and managing personal life is time-consuming. To add to this, for those who want to pursue a career as a physician-scientist or conduct outcomes research, it is even more challenging, and the word “research” can sometimes sound intimidating. Therefore, in clinical training programs we now often use the world scholarly activity. Scholarly activity is an essential part of medical training and encompasses many pursuits such as case reports, retrospective studies, quality improvement work, educational curriculum development, patient safety projects, meta-analyses and systematic reviews, prospective studies, and randomized controlled trials. While there are several approaches to maximize your scholarly output during medical training, here we review some tips on how to create scholarship from your day-to-day work. Saw an interesting case: During your training, if you saw an interesting case or a unique presentation of a common clinical presentation or notice a few similar cases, this is an opportunity to publish a case report or case series.1 Several journals also have “image of the month” sections so if there is a striking clinical image, endoscopic, radiographic, or pathological image, you can consider publishing in those sections as well. Core lecture: As part of your clinical training, you are often asked to review a topic or give a lecture on a topic pertaining to your training. In preparation for that, you review extensive literature and prepare a systematic approach to managing or approaching a clinical problem. Since you have already performed an extensive review of literature, this is an opportunity to convert your work into a review article. Partnering with an expert mentor or colleague will likely provide valuable feedback which will improve the chances of a publication. See room for improvement in your clinical work or workflow: During our daily work, we often notice opportunities in the clinical work itself or the related workflow, where there is room for improvement. This is a good opportunity to conduct a quality improvement project.2 The classic quality improvement project revolves around the PDSA cycle (plan-do-study-act). There could be several PDSA cycles before improvement is seen. Quality improvement work can both be presented at regional, national, and international meetings as well as can be published. Questions about a recent article you read: We all read and review recent articles. If there are any questions or points that you need clarification on, this is an opportunity to write a “letter to the editor” to the journal.3 Created or implemented a new curriculum, module, or examination system: The development or implementation of a new curriculum, module or examination, or teaching system falls under the umbrella of educational innovation.4 Systematically sharing your experience at your local institution and lessons learned while implementing it is an opportunity to publish your work and ideas as education-related research.5 Notice a clinical pattern not described in the literature: This provides an opportunity for retrospective research where you can highlight your observations. Oftentimes, these retrospective research projects provide the hypothesis for future clinical trials and prospective studies. In summary, there is no one way to succeed in maximizing your scholarly output during clinical training. The above-mentioned strategies provide some suggestions on how you can convert your day-to-day work into clinical scholarship. This allows you to make your work count twice and in the process, one has the opportunity to refine the skills that will eventually help in conducting future clinical research, i.e. using reference manager software, medical writing, and editing, formatting articles to journal formats and most importantly develop critical thinking.

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Scriabin, Olexiy. "USING PSYCHOLOGICAL TRAININGS IN THE TRAINING OF LAW ENFORCEMENT OFFICERS." Law Journal of Donbass 74, no. 1 (2021): 176–81. http://dx.doi.org/10.32366/2523-4269-2021-74-1-176-181.

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The article presents theoretical approaches to the definition of the concept of «psychological training» and the views of modern scientists on the use of training technologies in the training of law enforcement officers. Today, it is relevant and necessary to use modern psychological trainings for the development of personal and professional qualities of law enforcement officers. Psychological trainings include various methods of work: role plays, discussions, group problem solving, situation modeling, methods of feedback and reflection. The main advantages of the training are: development of a holistic system of such skills and abilities as the organization of positive interpersonal interaction in the community; acquisition of new knowledge about the future profession, development of skills and abilities to perform various types of communicative activities in standard and non-standard professional situations; instilling the ability to think critically and creatively in solving professional problems; analysis and selection of actions in professional situations; formation of personal judgments, assessments of the future profession; as well as teamwork skills. Psychotraining influences the increase of motivation to perform educational tasks and educational process, interests in subjects; contribute to a higher quality of knowledge acquisition and the purchase of new practical skills; adaptation of cadets to the conditions of study in the new social environment; solving a problem of a personal nature. In order to increase the efficiency of the process of education and training of law enforcement officers, as well as to create professionally necessary personal qualities, we propose to use them in the training of psycho-training staff. Such trainings can be: training of development of communicative skills, training of formation of emotional and volitional qualities, training of information security, training of psychological counteraction to information influence, training of formation of moral and psychological qualities, and also psychotraining of development of cases in critical and emergency situations.

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Безкоровайна, Ольга, and Ольга Дищаковська. "INTERACTIVE TEACHING METHODS IN FOREIGN LANGUAGE LEARNING: THEORETICAL ANALYSIS OF THE PROBLEM." Інноватика у вихованні 2, no. 11 (May 30, 2020): 56–62. http://dx.doi.org/10.35619/iiu.v2i11.273.

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The article is devoted to the problem of organization of interactive lessons, emphasizing their important role in improving the quality of education, description the most popular interactive teaching methods (role play, presentation, conversations, brainstorming, projects, podcasting, video files, blogging, round table, discussion, situational analysis) at the English language lessons with students . It is proved that interactive learning is aimed at teaching students to be actively involved in their learning process. There are different ways to create such participation. This is mostly through teacher-student interaction, student-student interaction, the use of audio, video, video hands-on demonstrations, and exercises.Students are encouraged to be active members of the class, thinking on their own, using their brains, resulting in long-term memory retention. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution. Interactive teaching methods, in contrast to the traditional ones, are based on the active interaction of participants in the educational process, and special attention is paid upon students’ interaction with each other. This approach allows teachers: 1) to create a classroom atmosphere that helps to encourage students to ask questions and seek answers, take (as a basis) the following types of training that would facilitate the development of critical thinking and independent acquisition of knowledge, encourage reflection; 2) to apply existing methods to become a thoughtful professional, that means to learn how to observe carefully, identify problems and create new strategies to solve them; 3) to be a model for other students, transfer knowledge to them. It was concluded, that the use of interactive methods in teaching a foreign language to future technicians helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of communication.

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Fairchild, Roseanne, Shiaw-Fen Ferng, and Randi Zwerner. "Authentic leadership practices informed by a rural hospital study." Journal of Hospital Administration 4, no. 2 (March 9, 2015): 54. http://dx.doi.org/10.5430/jha.v4n2p54.

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The purpose of this study was to explore perceptions of work environment characteristics across employee groups in a rural hospital to determine if authentic leadership and management practices were perceived to be actualized in the organization. Creating a healthy work environment through authentic leadership practices is critical to sustaining care quality improvements (QIs) and patient safety. In light of fewer financial and educational resources, an academic-practice partnership provides evidencebased support for administrators in rural hospitals. This mixed methods study involved the following measures: 1) Descriptive cross-sectional survey of hospital employees regarding work environment characteristics (N = 139/188; 74% response rate), yielding statistical power of .95, and 2) multiple qualitative focus groups with employees (N = 37) to explore contextual factors potentially influencing perceptions of work environment. There were statistically significant differences among perceived levels of vitality for hospital administrative staff compared to clinical and ancillary staff (p < .000 – p < .026). Thematic content of qualitative data revealed issues regarding a perceived lack of authentic leadership and management behaviors. Adopting best practices related to QIs may first require a paradigm shift by hospital leadership and management through conscious promotion of mutual trust and healthy work behaviors. An academic-practice partnership can provide data-based insights into work environment characteristics that may need attention so that the hospital administrator may empower staff-driven, collaborative QIs from an evidence-based stance.

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Efimova, G. Z., A. N. Sorokin, and M. V. Gribovskiy. "Ideal teacher of higher school: Personal qualities and socio-professional competencies." Education and science journal 23, no. 1 (January 16, 2021): 202–30. http://dx.doi.org/10.17853/1994-5639-2021-1-202-230.

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Introduction. The increasing pace of knowledge renewal around the world and the unification of teacher requirements are changing the functioning and management of the higher education system. Transformational processes in the socio-economic sphere of Russia entail profound changes and increased requirements for the educational process at all its levels. The quality of education is largely determined by teachers, their level of training, the presence of the necessary personal characteristics and social and professional competencies.The aim of the present article is to consider the approaches of Russian and foreign researchers to the classification of competencies of scientific and pedagogical workers, to determine the range of personal qualities and key socio-professional competencies of scientific and pedagogical workers in educational and research activities.Methodology and research methods. Semi-structured expert interviews were conducted with 84 scientific and pedagogical workers of Tyumen State University, Tomsk State University, St. Petersburg Polytechnic University, St. Petersburg University of Information Technologies, Mechanics and Optics. The choice of universities is determined by their participation in the Project 5-100 (Russian Academic Excellence Project) and high positions in Russian university ratings.Results and scientific novelty. A comparative analysis of research approaches allowed the authors to identify an unstructured list of priority competencies (necessary for educational and pedagogical activities) of scientific and pedagogical workers of higher educational institutions. Since educational activities at the university are aimed at the formation of certain professional competencies and values among students, the priority personal qualities and socio-professional competencies in educational activities include the following: highly specialised skills and general erudition; methodological skills; continuing professional development; motivation for pedagogical work; communication skills; emotional intelligence and stress resistance; charisma, modernity in communication; justice; critical thinking and reflection. Pedagogical activity at universities is closely related to the participation of the lecturer in scientific research. The success of pedagogical activity is largely determined by the following aspects: professionalism and desire to update competencies; operability and self-control; teamwork skills; analytical skills and academic writing skills; inclusion in the world scientific agenda; adherence to scientific ethics. The research novelty lies in the compilation of the structured list of personal qualities and socio-professional competencies of a modern teacher in educational and research activities.Practical significance. Using the presented range of significant competencies of scientific and pedagogical workers, HR managers in universities can implement specific management projects aimed at developing personal qualities and social and professional competencies of employees, make informed decisions in the selection and development ofpersonnel, and personnel changes. The research results can also be employed by scientific and pedagogical workers of universities when building their individual trajectories of professional and personal development.

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Armaou, Maria, Evangelia Araviaki, Snigdha Dutta, Stathis Konstantinidis, and Holly Blake. "Effectiveness of Digital Interventions for Deficit-Oriented and Asset-Oriented Psychological Outcomes in the Workplace: A Systematic Review and Narrative Synthesis." European Journal of Investigation in Health, Psychology and Education 12, no. 10 (October 3, 2022): 1471–97. http://dx.doi.org/10.3390/ejihpe12100102.

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Background: Digital psychological interventions can target deficit-oriented and asset-oriented psychological outcomes in the workplace. This review examined: (a) the effectiveness of digital interventions for psychological well-being at work, (b) associations with workplace outcomes, and (c) associations between interventions’ effectiveness and their theory-base. Methods: six electronic databases were searched for randomised controlled trials (RCT) and quasi-experimental studies. The methodological quality of studies that used randomisation was conducted with the “Cochrane Collaboration’s Risk of Bias” tool, while the “JBI Critical Appraisal Checklist” was used for non-randomised studies. Studies’ theory-base was evaluated using an adaptation of the “theory coding scheme” (TSC). Due to heterogeneity, narrative synthesis was performed. Results: 51 studies were included in a synthesis describing four clusters of digital interventions: (a) cognitive behavioural therapy, (b) stress-management interventions and workplace well-being promotion, (c) meditation training and mindfulness-based interventions, and (d) self-help interventions. Studies demonstrated a high risk of contamination effects and high attrition bias. Theory-informed interventions demonstrated greater effectiveness. Cognitive behavioural therapy demonstrated the most robust evidence for reducing depression symptoms among healthy employees. With the exception of the Headspace application, there was weak evidence for meditation training apps, while relaxation training was a key component of effective stress-management interventions.

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Santos, Álisson Oliveira dos, Alexandre Sztajnberg, Tales Mota Machado, Daniel Magalhães Nobre, Adriano Neves de Paula e. Souza, and Leonardo Cançado Monteiro Savassi. "Desenvolvimento e Avaliação de uma Plataforma Colaborativa Digital para Educação e Tomada de Decisão Médica Baseada em Evidências." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 513–24. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190083.

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ABSTRACT The medical education for clinical decision-making has undergone changes in recent years. Previously supported by printed material, problem solving in clinical practice has recently been aided by digital tools known as summaries platforms. Doctors and medical students have been using such tools from questions found in practice scenarios. These platforms have the advantage of high-quality, evidence-based and always up-to-date content. Its popularization was mainly due to the rise of the internet use and, more recently, of mobile devices such as tablets and smartphones, facilitating their use in clinical practice. Despite this platform is widely available, the most of them actually present several access barriers as costs, foreign language and not be able to Brazilian epidemiology. A free national platform of evidence-based medical summaries was proposed, using the crowdsourcing concept to resolve those barriers. Furthermore, concepts of gamification and content evaluation were implemented. Also, there is the possibility of evaluation by the users, who assigns note for each content created. The platform was built with modern technological tools and made available for web and mobile application. After development, an evaluation process was conducted by researchers to attest to the valid of content, usability, and user satisfying. Consolidated questionnaires and evaluation tools by the literature were applied. The process of developing the digital platform fostered interdisciplinarity, from the involvement of medical and information technology professionals. The work also allowed the reflection on the innovative educational processes, in which the learning from real life problems and the construction of knowledge in a collaborative way are integrated. The assessment results suggest that platform can be real alternative form the evidence-based medical decision-making.

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Santos, Álisson Oliveira dos, Alexandre Sztajnberg, Tales Mota Machado, Daniel Magalhães Nobre, Adriano Neves de Paula e. Souza, and Leonardo Cançado Monteiro Savassi. "Development and Evaluation of a Crowdsourcing Platform for Education and Evidence-Based Medical Decision-Making." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 513–24. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190083.ing.

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ABSTRACT The medical education for clinical decision-making has undergone changes in recent years. Previously supported by printed material, problem solving in clinical practice has recently been aided by digital tools known as summaries platforms. Doctors and medical students have been using such tools from questions found in practice scenarios. These platforms have the advantage of high-quality, evidence-based and always up-to-date content. Its popularization was mainly due to the rise of the internet use and, more recently, of mobile devices such as tablets and smartphones, facilitating their use in clinical practice. Despite this platform is widely available, the most of them actually present several access barriers as costs, foreign language and not be able to Brazilian epidemiology. A free national platform of evidence-based medical summaries was proposed, using the crowdsourcing concept to resolve those barriers. Furthermore, concepts of gamification and content evaluation were implemented. Also, there is the possibility of evaluation by the users, who assigns note for each content created. The platform was built with modern technological tools and made available for web and mobile application. After development, an evaluation process was conducted by researchers to attest to the valid of content, usability, and user satisfying. Consolidated questionnaires and evaluation tools by the literature were applied. The process of developing the digital platform fostered interdisciplinarity, from the involvement of medical and information technology professionals. The work also allowed the reflection on the innovative educational processes, in which the learning from real life problems and the construction of knowledge in a collaborative way are integrated. The assessment results suggest that platform can be real alternative form the evidence-based medical decision-making.

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Survutaitė, Dalia. "PROFESSIONALISM OF EVALUATORS CARRYING OUT EXTERNAL QUALITY ASSESSMENT OF GENERAL EDUCATION SCHOOL ACTIVITY: SITUATION IN LITHUANIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 3, no. 2 (August 25, 2011): 21–30. http://dx.doi.org/10.48127/spvk-epmq/11.3.21a.

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Education and Culture documents (2004) point out that assessment of school activity quali-ty is a mandatory precondition striving for implementation of the Lisbon strategy. EU and national documents (Lithuanian State Long-Term Development Strategy, 2002; State Education Strategy, 2003; Programme of Government of the Republic of Lithuania, 2004; Education Monitoring Pro-cedure 2005;) are implemented in Lithuania on a par with other countries that carry out European education reform; new models for quality management of education as a service are introduced as well as emerging modern culture of self-evaluation and evaluation of activity. The main focus of the methodologies (Internal Audit Methodology for Comprehensive Schools, 2004; External Au-dit of School Management and Educational Proceeding Improvement, 2005; Description of Proce-dure for Internal Quality Audit of Comprehensive School Activity, 2007; Description of Procedure for Internal Quality Assessment of Comprehensive School Activity, 2009) under implementation is laid not on the analysis of documents regulating the activity of the organisation and on imposing punishments but on the quality assessment when the process is observed directly, when there occurs communication with teachers, school learners, school administration, other school staff members, stakeholders and when the outcome is evaluated. External assessment of school activity is carried out in Lithuania through implementation of modern organisational–structural elements. One of the most essential features constructing an ex-ternal school activity assessment system is its constant renewal, which is based on reflection and application of applied research data. External evaluator of school activity is a factor, which deter-mines not only data collection and their interpretation but also improvement of teacher’s activity and change in school culture. Therefore, preparation of external evaluators and their acquired competences call for a particular attention. This article presents the conception of external evaluators’ competences, analyses the opin-ion of Lithuanian teachers regarding competences of evaluators, who carry out activity assessment in Lithuanian general education schools. The roles of external evaluators are described and profes-sionalism of external evaluators is analysed. The article also reveals teachers’ opinions about com-petences of external quality assessment evaluators, which were surveyed applying quality research methods (focus group). Teachers perceive external activity quality assessment conducted in Lithuanian general ed-ucation schools as a very intensive process, where professional evaluators act as an organised team. The whole process is understood as prophylaxis or examination, when a reliable diagnosing of school activity spheres is carried out. The teachers’ survey regarding their opinion about the external assessment of activity quali-ty conducted in their school revealed that the respondents were satisfied with external assessment, which was based on identification of the good sides and strengthening of the good practice. Being rather critical and self–critical, teachers have formed an increased expectation to more intensively feel rhetoric of external evaluators regarding organisation of education process. The respondents long for independent and unbiased expanded comments from evaluators, which would point to the strong spheres of teacher’s educational activity, would disseminate this information in the school community and national education system. External evaluators of general education schools have to meet certain requirements that are defined through qualification requirements and competences that are necessary for an evaluator who aims to improve the school. Formal qualification requirements (higher pedagogical education, experience in pedagogical work, awareness of documents regulating education activity) are satis-fied but problems are faced when principles, values, self–perception and positive attitude to the environment of an evaluator of school activity quality are analysed. Considerate, attentive and discrete evaluators increase the degree of positive while observing, recording and analysing teach-ing/learning processes. The majority of teachers appreciate unbiased and expert evaluation, which is perceived as assessment and enhancement of own activity or that of school as well as encouragement to direct their activity towards renewal. Key words: external evaluator, professionalism, activity quality assessment.

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Lepri, Chiara. "Avant-garde and Experimentalisms in Poetry for Children from Rodari to the Present Day: a Travel between Authors and Works." Rivista di Storia dell’Educazione 7, no. 2 (December 2, 2020): 61–74. http://dx.doi.org/10.36253/rse-9654.

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In 1985 Franco Fortini wrote provocatively that poetry for children does not exist, arguing that it is alien to their ability to fully grasp its expressive significance. However, there had already been the experience of Gianni Rodari, from whose contribution the critical and historiographic reflection on an authorial (and quality) poetic word addressed to childhood cannot be ignored: he had placed linguistic game at the center of poetry for children, combining the lesson of French surrealism with the Italian futurist experience of Palazzeschi and he consciously placed himself along that modern poetic line that sees a flowering of great importance especially in the post-war period. It is a type of poetry that is enriched by the contribution of a playful and divergent dimension and that knows how to speak the language of children: the rhythm, the assonance, the rhyme, but also the associative procedures grafted through the surrealist techniques naturally meet the child animus and at the same time open to an articulated, plural dimension, rich in ethical and political tension. Along this trajectory of linguistic experimentalism masterfully inaugurated by Rodari, the contribution intends to identify the paths of other authors in the proposal of a poetry aimed at children that is innovative and valid on a content and formal level: the reference is to Roberto Piumini and Pietro Formentini in particular, who have recognized, in poetry for children and young people, a vast and welcoming space for exploration and expressive freedom, but also, more recently, to the refined research of poetesses such as Chiara Carminati and Silvia Vecchini, whose poetic production is constantly embellished by a reflective work of undoubted charm and of notable interest for the investigation on a literary, aesthetic, educational level.

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Landoll, Ryan R., Ronald M. Cervero, Jeffrey D. Quinlan, and Lauren A. Maggio. "Primary Care Behavioral Health Training in Family Medicine Residencies:." Family Medicine 52, no. 3 (March 6, 2020): 174–81. http://dx.doi.org/10.22454/fammed.2020.681872.

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Background and Objectives: Primary care behavioral health (PCBH) is a service delivery model of integrated care linked to a wide variety of positive patient and system outcomes. However, considerable challenges with provider training and attrition exist. While training for nonphysician behavioral scientists is well established, little is known about how to train physicians to work efficiently within integrated teams. Methods: We conducted a case study analysis of family medicine residencies in the military health system using a series of 30 to 45-minute semistructured interviews. We conducted qualitative template analysis of these cases to chart programs’ current educational processes related to PCBH. Thirteen individuals consisting of program directors, behavioral and nonbehavioral faculty, and residents across five programs participated in the study. Results: Current educational processes included a variety of content on PCBH (eg, treatment for depression, clinical referral pathways, patient-centered communication), primarily using a mix of didactic and practice-based placements. Resource allocation was seen as a critical contributor to quality. There was variability in the degree to which integrated behavioral health providers were incorporated as residency faculty, such that programs where these specialists were more incorporated reported more intentional curriculum development and health care systems-level content. Conclusions: While behavioral health content was well represented in family medicine residency curriculum, the depth and integration of content was inconsistent. More intentional and integrated curriculum accompanied faculty development and integration of behavioral health faculty. Future research should evaluate if faculty development programs and faculty status of behavioral scientists results in different educational or health care outcomes.

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Chatzimichail, Theodora, and Aristides T. Hatjimihail. "A Software Tool for Exploring the Relation between Diagnostic Accuracy and Measurement Uncertainty." Diagnostics 10, no. 9 (August 19, 2020): 610. http://dx.doi.org/10.3390/diagnostics10090610.

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Screening and diagnostic tests are used to classify people with and without a disease. Diagnostic accuracy measures are used to evaluate the correctness of a classification in clinical research and practice. Although this depends on the uncertainty of measurement, there has been limited research on their relation. The objective of this work was to develop an exploratory tool for the relation between diagnostic accuracy measures and measurement uncertainty, as diagnostic accuracy is fundamental to clinical decision-making, while measurement uncertainty is critical to quality and risk management in laboratory medicine. For this reason, a freely available interactive program was developed for calculating, optimizing, plotting and comparing various diagnostic accuracy measures and the corresponding risk of diagnostic or screening tests measuring a normally distributed measurand, applied at a single point in time in non-diseased and diseased populations. This is done for differing prevalence of the disease, mean and standard deviation of the measurand, diagnostic threshold, standard measurement uncertainty of the tests and expected loss. The application of the program is illustrated with a case study of glucose measurements in diabetic and non-diabetic populations. The program is user-friendly and can be used as an educational and research tool in medical decision-making.

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Kabanova, T. A., P. A. Degtyarev, M. I. Shkerdina, A. P. Kostikov, M. Ya Khalimov, E. V. Tereschenko, and M. A. Babaev. "The Helsinki Declaration on Patient Safety in Anesthesia – Russian Experience: a Questionnaire Survey." Messenger of ANESTHESIOLOGY AND RESUSCITATION 19, no. 4 (August 31, 2022): 69–79. http://dx.doi.org/10.21292/2078-5658-2022-19-4-69-79.

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The objective: to determine the quality of knowledges about the Helsinki Declaration on Patient Safety among Russian anesthesiologists and intensivists and how widely its vision and standards have been adopted in clinical practice.Subjects and Methods. The study design involved the creation of 44-item online and offline questionnaire. The questions were divided into three blocks: personal information, data on hospitals where respondents work, and questions about implementation of the Helsinki protocol in their practice. Some of the questions required open answers. Persons with higher medical education who have completed residency and/or internship in anesthesiology and resuscitation and are working in this field in the Russian Federation were invited to participate in the survey.Results. 140 (21.5%) respondents answered all the question of the questionnaire. Of those surveyed, 76.4% were familiar with the Helsinki Declaration on Patient Safety, but only 17.1% felt they had sufficient knowledge of the concept. 43.6% of the respondents apply the Helsinki Declaration on Patient Safety to their clinical practice, while 49.3% of the respondents had difficulty answering whether they follow the Declaration in their work or not. The study showed a satisfactory level of compliance with mandatory standards for monitoring in the perioperative period but all the EBA-recommended standards are applied in only 23% of the hospitals. 26.4% of the respondents use the Safe Surgery Checklist prepared by the World Health Organization. 58.6% of the respondents use the reporting/notification system for adverse events or critical conditions in the perioperative period.Conclusion. The survey has shown that many of the surveyed anesthesiologists and intensivists have good knowledge of the Helsinki Declaration on Patient Safety and successfully apply it to their clinical practice but some doctors do it unconsciously, not understanding what standards they follow. Organization of additional educational programs could help physicians to improve their knowledge and raise their awareness in order to provide safer patient care. We also suggest introduction of unified checklists and national reporting systems for adverse events or critical conditions in the perioperative period.

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Hovlid, Einar, Geir Sverre Braut, Einar Hannisdal, Kieran Walshe, Oddbjørn Bukve, Signe Flottorp, Per Stensland, and Jan C. Frich. "Mediators of change in healthcare organisations subject to external assessment: a systematic review with narrative synthesis." BMJ Open 10, no. 8 (August 2020): e038850. http://dx.doi.org/10.1136/bmjopen-2020-038850.

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ObjectivesExternal inspections are widely used to improve the quality of care. The effects of inspections remain unclear and little is known about how they may work. We conducted a narrative synthesis of research literature to identify mediators of change in healthcare organisations subject to external inspections.MethodsWe performed a literature search (1980–January 2020) to identify empirical studies addressing change in healthcare organisations subject to external inspection. Guided by the Consolidated Framework for Implementation Research, we performed a narrative synthesis to identify mediators of change.ResultsWe included 95 studies. Accreditation was the most frequent type of inspection (n=68), followed by statutory inspections (n=19), and external peer review (n=9). Our findings suggest that the regulatory context in which the inspections take place affect how they are acted on by those being inspected. The way inspections are conducted seem to be critical for how the inspection findings are perceived and followed up. Inspections can engage and involve staff, facilitate leader engagement, improve communication and enable the creation of new networks for reflection on clinical practice. Inspections can contribute to creating an awareness of the inspected organisation’s current practice and performance gaps, and a commitment to change. Moreover, they can contribute to facilitating the planning and implementation of change, as well as self-evaluation and the use of data to evaluate performance.ConclusionsExternal inspections can affect different mediators of organisational change. The way and to what extent they do depend on a range of factors related to the outer setting, the way inspections are conducted and how they are perceived and acted on by the inspected organisation. To improve the quality of care, the organisational change processes need to involve and impact the way care is delivered to the patients.

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Penman, Joy, Eddie L Robinson, and Wendy M Cross. "Remaining Connected with our Graduates: A Pilot Study." Interdisciplinary Journal of e-Skills and Lifelong Learning 15 (2019): 043–57. http://dx.doi.org/10.28945/4243.

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Aim/Purpose: This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background: The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology: Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution: This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings: Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners: The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers: Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society: It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research: Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.

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Journal articles on the topic 'Quality, educational work, clinical and critical reflection'

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