Journal articles on the topic 'Transition year programme'
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Jeffers, Gerry. "Transition year programme and educational disadvantage." Irish Educational Studies 21, no. 2 (September 2002): 47–64. http://dx.doi.org/10.1080/0332331020210209.
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Clerkin, Aidan. "Personal development in secondary education: the Irish Transition Year." education policy analysis archives 20 (November 26, 2012): 38. http://dx.doi.org/10.14507/epaa.v20n38.2012.
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Secondary education in Ireland includes an optional Transition Year (TY) between the junior and senior examination cycles, when students are typically about 15 years old. Transition Year is an innovative programme, unique to Irish education, which is intended as a non-academic year devoted to personal and social development in the absence of examination pressure. Slightly more than half of the eligible student cohort take part in the programme, with the remainder skipping TY and progressing directly to senior education. Qualitative evidence suggests that TY is generally viewed as a positive experience for students, although competing perspectives regard the programme as a luxury that is no longer worth sustaining. This article discusses the development of the programme and its relevance to the Irish education system, reviews previous and related research, and identifies future directions and areas where further attention is warranted.
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Olweny, Mark. "Introducing sustainability into an architectural curriculum in East Africa." International Journal of Sustainability in Higher Education 19, no. 6 (September 3, 2018): 1131–52. http://dx.doi.org/10.1108/ijshe-02-2018-0039.
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Purpose This paper aims seeks to reflect on the transition of a school of architecture to incorporate sustainability principles as a core part of its undergraduate (Part I) programme. The paper offers a brief overview of the processes undertaken and outcomes of this to an integrated problem-based learning approach and with sustainability at its core changing both knowledge content and pedagogical approaches. Design/methodology/approach Reflecting on the transition to a sustainability-based curriculum, this paper makes use of a mixed methods approach incorporating a review of literature on sustainability in architectural education, pedagogical approaches and epistemology, as well as educational issues in sub-Saharan Africa. The main study made use of an ethnographic approach, including document analysis, interviews, observations and one-on-one informal interactions with students, faculty and alumni. Findings While the transition to a sustainability-based curriculum was achieved, with integrated studio courses at second- and third-year levels, this did not come without challenges. Divided opinions of formal education, linked to preconceived ideas of what constituted architectural education led to some resistance from students and professionals. Nevertheless, the programme serves as testament to what is achievable and provides some lessons to schools seeking to transition programmes in the future. Practical implications The paper contributes to discourses on sustainability in architectural education, examining the transition taken by an architectural programme to incorporate sustainability as a core part of its curriculum. The outcomes of this process provide advice that could be useful to schools of architecture seeking to integrate sustainability into their programmes. Originality/value As the first architecture programme in East Africa to integrate sustainability principles into its programme, this study provides an insight into the processes, experiences and outcomes of this transition. This reflective engagement highlights value of an enabling environment in any transitional process.
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Cunningham, Neil, Vicky O'Neil, Christopher Leng, and Babulal Sethia. "Undergraduate medical education at a district general hospital: facilitating the transition from student to medical professional." MedEdPublish 12 (April 19, 2022): 26. http://dx.doi.org/10.12688/mep.19111.1.
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Background: The transition from student to medical professional represents a major challenge for all medical students. Every intake of newly qualified doctors increases potential risks to patients. In the UK, this is often colloquially referred to as the ‘August Effect’. At one District General Hospital, a ‘Ward-Craft and Bleep Simulation Programme’ was implemented for final year medical students. This aimed to equip students with the procedural knowledge and soft skills to support the transition from undergraduate training to professional working life as a junior doctor. Methods: A series of six, weekly, two-hour workshops which focussed on common clinical problems encountered by newly qualified doctors was delivered to final year medical students (‘Ward-Craft Programme’). Students then participated in a two-hour high fidelity, in-situ, ‘Bleep Simulation Programme. The programme was facilitated by a Clinical Teaching Fellow and evaluated through an anonymous feedback survey Results: 98.9% of students (n=259) agreed, or strongly agreed, that the programme helped them feel more prepared and confident for life as a junior doctor. Participants provided overwhelmingly positive feedback, specifically noting that the programme addressed feelings of confusion, anxiety, and the feeling of being overwhelmed by the work of junior doctor. Conclusions: The Ward-Craft and Bleep Simulation Programme has been positively received by medical students from universities with very different types of learning styles and courses. The replication of similar programmes for final year medical students is a valuable training opportunity for final year medical students and may help mitigate the challenges posed by the ‘August effect’.
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J. M., Ontong, Arendse-Fourie S., and Schonken C. "An examination into the role of a peer academic online mentoring programme during Emergency Remote Teaching at a South African residential university." South African Journal of Higher Education 36, no. 3 (2022): 194–213. http://dx.doi.org/10.20853/36-3-4662.
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For residential universities, the COVID-19 pandemic in the 2020 academic year necessitated the suspension of in-person lectures and a swift transition of classes and other in-person activities to emergency remote teaching (ERT). This included the academic module mentoring programme, cognisant of the potential challenges experienced by first-year students during a period of ERT. The role of an in-person module mentoring programme before ERT was only to provide academic support to first-year students within an introductory financial accounting module to promote student success. This study investigated the role of an academic online mentoring programme for students in an introductory financial accounting module during ERT. A web-based survey was conducted to source the perceptions of both mentors and mentees who participated in an introductory module academic mentoring programme both before and during ERT to analyse whether the role of the academic module mentoring programme had shifted beyond that of academic support in an ERT environment. While academic support remained at the forefront as the main perceived benefit of the online mentoring programme, with the transition to ERT, the findings of this study illustrate an altering role that is more inclusive of additional psychological and peer support and engagement perceived benefits for first-year students who participated in an academic mentoring programme for students in an introductory financial accounting module during a period of ERT. Understanding student perceptions of the value derived for first-year students from an academic online mentoring programme is important in understanding first-year student needs and to provide relevant and applicable training to first-year students to promote student success during ERT. The findings of this study provide insight to institutions and in considering the addition of academic interventions such as offering academic online mentoring programmes during ERT and highlight the perceived value-add from both a mentor and mentee perspective.
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Burrow, Denise. "Transition in Action: Targeting students with difficulties transitioning from Year 8 to Year 9." Kairaranga 6, no. 2 (July 1, 2005): 19–22. http://dx.doi.org/10.54322/kairaranga.v6i2.28.
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Research identifies that a percentage of students are less successful than others in transitioning from Year 8 to Year 9. A positive support programme was developed to target some of these students and help them ease from the nurturing climate within the primary system into the multi-faceted secondary environment.
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Tso, Simon. "Challenges to student transition through a United Kingdom graduate-entry medicine degree programme." Asia Pacific Scholar 5, no. 2 (May 5, 2020): 5–13. http://dx.doi.org/10.29060/taps.2020-5-2/oa2168.
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Background: The transition experience of graduate-entry medicine degree programme students is less well understood as compared to those from undergraduate-entry medicine degree programmes. Aim: This thematic analysis study aimed to explore the transition experience of graduate-entry medicine degree programme students at a United Kingdom medical school. Methods: Twenty-one student volunteers from the University of Warwick 4-year graduate-entry medicine degree programme took part in this study with fourteen participants attended a further follow-up interview. Audio recordings of their semi-structured interviews were transcribed verbatim and analysed thematically. Results: Results revealed three key transition periods within the University of Warwick Medical School’s graduate-entry medicine degree programme. Learning, professional identity development and managing coping strategies were the three key challenging issues dominating their transition experience. Medical students encountered a range of challenging issues throughout their medical school journey that could be categorised under three conceptual themes: challenges associated with the curriculum, challenges associated with their social role and generic life challenges. Conclusions: The findings from this study could be useful to educators and medical schools in enhancing their student support services. It could also be useful to prospective and existing medical students in understanding the realities of undertaking a graduate-entry medicine degree programme.
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McKerlie, Robert Allen, Jennifer Malcolm, Ourania Varsou, Christopher Edward Kennedy, Laura Colgan, Victoria Harper, Wendy McAllan, Andrew Forgie, Paul Rea, and Aileen Bell. "Rapid Transition to Blended Learning." Journal of Perspectives in Applied Academic Practice 9, no. 2 (August 5, 2021): 169–80. http://dx.doi.org/10.14297/jpaap.v9i2.475.
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The University of Glasgow Bachelor of Dental Surgery (BDS) degree programme is a practical clinical professionally regulated discipline. Given the mode of transmission of SARS Cov-2 the dental profession and associated programmes of study have been significantly impacted by the COVID-19 pandemic, necessitating a rapid pivot to online and blended learning. This case study shows how the work of early adopters of technology enhanced learning and teaching (TELT) at the dental school, and a timely staff-student partnership helped to lay the foundations for this pivot in response to the challenges brought about by the pandemic.
A large amount of teaching required modification and adaptation to support remote delivery and, through collaboration, innovation and supported creativity, we were able to produce some very effective models for learning and teaching. To illustrate this, two specific examples have been presented: a novel approach to support the delivery of essential local anaesthesia training for second year dental students using collaborative wikis and online learning; and the use Microsoft Teams to support student integration and a sense of community among our first year dental students through active, small group collaborative learning.
The challenges of the COVID-19 pandemic have provided the opportunity to align the teaching of practical skills with technology and instil a positive shift in institutional practices. The effectiveness of this shift within the BDS degree programme and the impact on the development of our students will remain the focus of the school’s TELT partnership.
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Roselaar, Tjits, and Patty van Bielder. "Preparing adolescent refugees for study and work in the Netherlands: Start-up of an academic pre-Bachelor’s programme." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 139–48. http://dx.doi.org/10.1515/cercles-2019-0008.
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Abstract Since the academic year 2017–2018, the Tilburg University Language Center has been offering an academic pre-Bachelor’s programme for refugee students. This year-long educational programme prepares high-potential refugees for a Dutch- or English-taught Bachelor’s programme at a university. In addition, students prepare for the Dutch Civic Integration Exams. A special part of the pre-Bachelor’s programme is an internship at a company in the Brabant region. This increases the refugees’ chances on the labour market during and after their studies. In this report, the target group and structure of the programme, the way in which the project is financed, and the experiences of the first pilot year are described. The authors also advocate the importance of an academic language and transition year, explain why this task is best assigned to a university language centre, and make recommendations for institutions that want to set up such a language and transition year themselves.
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Jeffers, Gerry. "The Transition Year programme in Ireland. Embracing and resisting a curriculum innovation." Curriculum Journal 22, no. 1 (March 2011): 61–76. http://dx.doi.org/10.1080/09585176.2011.550788.
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Choi, Kathy Y. K. "Supporting transition from primary to secondary school using the Protective Behaviours programme." Educational and Child Psychology 29, no. 3 (2012): 27–37. http://dx.doi.org/10.53841/bpsecp.2012.29.3.27.
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Research has highlighted the potential negative impact of the transition from primary to secondary school (e.g. Galton, Morrison & Pell, 2000). The present study examined whether the transition from primary to secondary school would negatively impact on pupils’ attendance and academic achievement. In addition, it explored whether the Protective Behaviours (PBs) programme (that aims to empower anyone to identify and deal with unsafe situations; Flandreau-West, 1989, cited in Mazzucchelli, 2001) could ease pupil difficulties associated with transition to secondary school and would have a positive effect on achievement and attendance. The study sample comprised 37 Year 7 pupils who did not receive the PBs programme (the control group) and 37 pupils who received the PBs programme at the final half-term of Year 6 (the PBs group). Both groups were matched according to age and gender. The results indicated that both groups of pupils showed a significant increase in unauthorised absence during the first half-term of Year 7; however, this increase was significantly lower for pupils in the PBs group during this period. There was no group difference in achievement over this period. The findings present preliminary evidence in support of the use of the PBs programme as a transition programme in terms of fostering pupils’ resilience against unauthorised absences. Study limitations and suggestions for future research are discussed.
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Naidoo, Ana, Hestie Byles, and Sindi Kwenaite. "Student Support and Transition Through a Buddy Programme to Foster Social Integration." Journal for Students Affairs in Africa 9, no. 2 (December 28, 2021): 47–63. http://dx.doi.org/10.24085/jsaa.v9i2.3698.
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The University of Pretoria (UP) began offering formal academic student support in 2011 when the first faculty student advisor (FSA) was appointed. Although many more FSAs were subsequently appointed, assistance to all the students in need of support remained insufficient. However, financial assistance through the collaboration grant received from the Department of Higher Education and Training in 2018 made it possible to explore new areas of support. The UP was able to pilot four innovations due to the availability of additional funds. These included generic workshops across faculties; the creation of a hub in the library, which served as a common contact point for students requiring assistance; the appointment of peer advisors; and a Buddy Programme for first-year students. This article explains the Buddy Programme as perceived by the senior students who mentored the first-year students. The mentors are known as “big buddies”. Our work on this programme is based on Tinto’s (1975) ideas about social integration. The Buddy Programme was introduced to assist first-year students in their transition from school to university life. This paper highlights the challenges that first-year students faced and it explains how the concepts could become institutionalised once university activities have been normalised in the post-pandemic future.
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Imbert, Clément, and Reynold John. "Transition from master craftsman to engineering degree." South Florida Journal of Development 2, no. 2 (May 17, 2021): 1277–87. http://dx.doi.org/10.46932/sfjdv2n2-012.
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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications (NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Amasuomo, Japo Oweikeye. "Academic performance of Students during transition period before choice of disciplines in Nigeria Certificate in Education (Technical) programme." Cypriot Journal of Educational Sciences 10, no. 3 (September 15, 2015): 192. http://dx.doi.org/10.18844/cjes.v1i1.65.
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The study examined the academic performance of students in the compulsory courses in technical education during the transition period of first and second years of three years Nigeria Certificate in Education (NCE) Technical programme before choosing their disciplines in the third year. The study comprised of 237 students that consisted of Automobile, 22; Building, 8; Electrical/Electronics, 21; Metalwork, 24; and Woodwork, 4 admitted into year one in 2002/2003, 2003/2004 and 2004/2005 academic sessions who transited to third year of the programme in 2004/2005, 2005/2006 and 2006/2007 academic sessions respectively. Data consisted of examination scores for 20 compulsory courses offered by the students and was analyzed with the arithmetic mean, one-way ANOVA and the Scheffe’s test. The study established that, students in Electrical/Electronics discipline performed better than their counterparts who made Automobile, Building, Metalwork and Woodwork as their discipline, and the academic performance of the five groups of students differed significantly.Keywords: academic, performance, transition, specialization.
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Langie, Greet, and Maarten Pinxten. "The Transition to STEM Higher Education: Policy Recommendation – Conclusions of the readySTEMgo-Project." International Journal of Engineering Pedagogy (iJEP) 8, no. 2 (May 2, 2018): 10. http://dx.doi.org/10.3991/ijep.v8i2.8286.
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For Europe to remain at the forefront of scientific and technological devel-opment, the current shortage of persons trained in these fields at secondary and higher education has to be overcome. The readySTEMgo project aims to improve the retention rates of higher education STEM programmes by the identification of at-risk students in an early stage. We successfully identified a number of key skills that are essential for first-year achievement in a STEM programme. Additionally, we investigated which intervention tools can support at-risk students and evaluated their effectiveness. Based on the output of this research project four policy recommendations are formulated.
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Morley, Mary. "An Evaluation of a Preceptorship Programme for Newly Qualified Occupational Therapists." British Journal of Occupational Therapy 72, no. 9 (September 2009): 384–92. http://dx.doi.org/10.1177/030802260907200903.
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Following the introduction of preceptorship as a requirement for most newly qualified practitioners in the National Health Service in the United Kingdom, a preceptorship programme for occupational therapists was designed. This was the first of its kind within occupational therapy and was endorsed by the College of Occupational Therapists. Participation in preceptorship was intended to ease the transition of newly qualified occupational therapists. This paper offers a definition of preceptorship for the profession in the United Kingdom and reports on a small qualitative study that evaluated the extent to which the interventions of the preceptorship programme ameliorated the challenges of transition. The evaluation was conducted within a realist framework. Data were collected by semi-structured interviews from four pairs of newly qualified occupational therapists and preceptors during the pilot year. The findings suggest that the preceptorship programme was successful in supporting the development of new practitioners and that implementation was optimised through strong leadership, a learning culture and positive supervision. This paper contributes to the body of knowledge relating to the transitional experience of occupational therapists and recommends changes to the programme to optimise its effectiveness for practice.
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Velasco, Diana, Alejandra Boni, Carlos Delgado, and Geisler Dayani Rojas-Forero. "Exploring the Role of a Colombian University to Promote Just Transitions. An Analysis from the Human Development and the Regional Transition Pathways to Sustainability." Sustainability 13, no. 11 (May 26, 2021): 6014. http://dx.doi.org/10.3390/su13116014.
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Universities are central organisations that can act as promoters and amplifiers of regional just transitions. In this paper, we analyse how a Colombian regional university, the University of Ibagué (UI), is playing this role through two initiatives: (1) a governance experiment piloted between 2018 and 2019 that constructed an aspirational vision for this university through the definition of eight human capabilities; (2) a formal curriculum regional programme named Peace and Region (P&R) established in 2010 as a service-learning strategy for undergraduates in their final year. To analyse the contribution of these two initiatives towards a just transition, we built a specific analytical framework based on the human development and capability approach and Regional Transition Pathways to Sustainability (RTPS). Exploring both the content and the process of building the list and perceptions of the different actors involved in the P&R programme, we found that both initiatives have a strong directionality that resonates with the normative ambition of a just transition. Moreover, in both processes, people involved have expanded human capabilities, and co-produced holistic and transdisciplinary knowledge through the interaction of academic and non-academic actors. From an RTPS perspective, the programme captures regional complexity and moulds micro-dynamics to socially fair and sustainable paths.
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Ching, Shirley S. Y., Lillian Weiwei Zhang, Gwendoline Yuanyuan Guan, and Kin Cheung. "Challenges of university nursing transfer students in an Asian context: a qualitative study." BMJ Open 10, no. 5 (May 2020): e034205. http://dx.doi.org/10.1136/bmjopen-2019-034205.
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ObjectivesTo explore the social and academic experiences of nursing transfer students’ (NTSs) in an Asian context.DesignA descriptive qualitative study design using focus groups and individual interviews with Chinese NTSs. The data were transcribed verbatim and analysed by using qualitative content analysis.SettingA university offering preregistration nursing programmes in Hong Kong.ParticipantsChinese NTSs studying in a 3-year special pattern within a 5-year Bachelor of Nursing programme in a university in Hong Kong.ResultsFour main categories were identified: ‘expectations about study at the beginning of the programme’, ‘challenges during transition’, ‘coping by prioritising’ and ‘our world is small’. The NTSs had clear goals for becoming professional nurses and consequently aimed at higher academic achievements throughout the study. They anticipated enjoying university life at the beginning of their study; however, the challenges caused by heavy study workloads and transition from passive to independent learning approaches, compounded by the limited time of 3-year study, forced them to develop coping strategies to reconcile and prioritise their preconceived notions, academic pursuits, social engagements and personal well-being. Their high prioritisation of good academic performance confined their university lives to the small world of the academic arena.ConclusionsThe study identified challenges faced by NTSs in adjusting to university study. Suggestions are offered to different stakeholders to address the issues at individual, institutional and government levels so as to enhance NTSs’ learning experiences at university.
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Winiecki, Jan. "Post-Soviet-type economies in transition: What have we learned from the polish transition programme in its first year?" Review of World Economics 126, no. 4 (December 1990): 765–90. http://dx.doi.org/10.1007/bf02707481.
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Dickinson, Pauline, Carolyn Coggan, and Sara Bennett. "TRAVELLERS: A School-Based Early Intervention Programme Helping Young People Manage and Process Change, Loss and Transition. Pilot Phase Findings." Australian & New Zealand Journal of Psychiatry 37, no. 3 (June 2003): 299–306. http://dx.doi.org/10.1046/j.1440-1614.2003.01181.x.
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Objective: This paper outlines the conceptual background and findings from the pilot phase of TRAVELLERS – an early intervention programme designed to enhance protective factors for young people experiencing change, loss and transition events and early signs of emotional distress. The pilot study aimed to determine whether TRAVELLERS was a feasible, acceptable and promising intervention for young people within secondary schools in Aotearoa/New Zealand. Method: The conceptual origins of the TRAVELLERS programme are described in terms of: adolescent mental health concerns; emerging mental health promotion theory and practice; and prevention and early intervention models. The key elements of the TRAVELLERS programme are described. The programme was piloted in two secondary schools, one rural and one urban with 34 participants (females n = 24, males n = 10). Evaluation methods included: review of programme materials; identification of potential selection tools appropriate to Year 9 students; analysis of selection questionnaire; and conduct of feedback from participants, facilitators and parents/caregivers. Results: The TRAVELLERS programme provides a means of identifying and selecting young people who may benefit from participating in an early intervention programme. The programme has achieved a statistically significant reduction in participants’ distress (p < 0.01). Young people were overwhelmingly enthusiastic about most aspects of TRAVELLERS. School personnel reported that TRAVELLERS was an appropriate and acceptable programme to the school. Conclusions: Targeted interventions provided within a supportive school environment can contribute to enhancing protective factors such as personal and interpersonal coping strategies, increased help-seeking behaviour, and young people feeling more positive about themselves and their lives. The pilot programme has been amended and prepared for a two year trial phase in 10 secondary schools during 2002–2003.
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Bartlett, Sophie, Alison Bullock, and Kate Spittle. "‘I thought it would be a very clearly defined role and actually it wasn’t’: a qualitative study of transition training for pharmacists moving into general practice settings in Wales." BMJ Open 11, no. 10 (October 2021): e051684. http://dx.doi.org/10.1136/bmjopen-2021-051684.
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ObjectivePharmacists are increasingly contributing to the skill mix of general practice surgeries to help alleviate pressures faced by UK doctors working in primary care. However, they need support in overcoming barriers to their integration. The purpose of this work was to evaluate a programme designed to support pharmacists’ transition to working in general practice settings. We explored the learning needs of pharmacists’, the barriers and enablers to their integration and provide recommendations based on our results.InterventionA qualitative evaluation of a 1-year transition programme in Wales starting in September 2018 to support pharmacists’ transition to working in general practice settings.Design and settingWe employed an interpretative phenomenological approach involving 10 pharmacists across Wales enrolled on the transition to general practice training programme, and their tutors. Data were collected across two sequential phases: in phase 1 telephone interviews were held with pharmacists midway through their training; in phase 2, focus groups were conducted with both pharmacists and tutors towards the end of the programme.ResultsPharmacists enter general practice settings with a variety of prior experience. The programme provided a framework that pharmacists found helpful to map their experience to but the programme needed to be flexible to individual learning needs. The tutor role was typically regarded as the most valuable component, but interaction with the wider general practice team was critical to ease the transition. Pharmacists encountered a lack of clarity about their role which impeded their integration into the workplace team.ConclusionsA formal programme with a designated tutor can support pharmacists’ transition into general practice settings. The programme’s competency framework facilitated reciprocal understanding of the pharmacist’s role in the team, helped to manage expectations and enhanced collaborative practice. Recommendations to facilitate pharmacist integration into general practice settings are provided.
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Chang, Wing Chung, Vivian Wing Yan Kwong, Emily Sin Kei Lau, Hon Cheong So, Corine Sau Man Wong, Gloria Hoi Kei Chan, Olivia Tsz Ting Jim, et al. "Sustainability of treatment effect of a 3-year early intervention programme for first-episode psychosis." British Journal of Psychiatry 211, no. 1 (July 2017): 37–44. http://dx.doi.org/10.1192/bjp.bp.117.198929.
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BackgroundEvidence indicates that the positive effects of 2-year early intervention services for psychosis are not maintained after service withdrawal. Optimal duration of early intervention in sustaining initial improved outcomes remains to be determined.AimsTo examine the sustainability of the positive effects of an extended, 3-year, early intervention programme for patients with first-episode psychosis (FEP) after transition to standard care.MethodA total of 160 patients, who had received a 2-year early intervention programme for FEP, were enrolled to a 12-month randomised-controlled trial (ClinicalTrials.gov: NCT01202357) comparing a 1-year extension of the early intervention (3-year specialised treatment) with step-down care (2-year specialised treatment). Participants were followed up and reassessed 2 and 3 years after inclusion to the trial.ResultsThere were no significant differences between the treatment groups in outcomes on functioning, symptom severity and service use during the post-trial follow-up period.ConclusionsThe therapeutic benefits achieved by the extended, 3-year early intervention were not sustainable after termination of the specialised service.
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Clerkin, Aidan. "Growth of the ‘Transition Year’ programme nationally and in schools serving disadvantaged students, 1992–2011." Irish Educational Studies 32, no. 2 (June 2013): 197–215. http://dx.doi.org/10.1080/03323315.2013.770663.
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Jeffers, Gerry. "The role of school leadership in the implementation of the Transition Year Programme in Ireland." School Leadership & Management 30, no. 5 (November 2010): 469–86. http://dx.doi.org/10.1080/13632434.2010.513179.
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Campbell, Karen, and Farah McAdam. "Designing and delivering an online transition programme: a practical application of Zepke and Leach's ten proposals for action." Widening Participation and Lifelong Learning 24, no. 2 (July 1, 2022): 107–25. http://dx.doi.org/10.5456/wpll.24.2.107.
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Articulation from college is an established feature of tertiary education in Scotland and is promoted at policy level as a widening participation objective. In Scotland, 28% of university first-degree entrants enter university from college. Additionally, 42% of university first-degree entrants from the most deprived areas (Scottish Index of Multiple Deprivation, Most Deprived quintile) enter via the college route. Building confidence, engagement and belonging in higher education is important for all students but is especially pertinent for students articulating from college who are joining their degree programme in the second or third year of the Scottish four-year honours degree. This means joining an existing cohort of peers with established university knowledge and networks. This paper explores how an on-campus, pre-entry transition programme was re-conceptualised for the online environment to better facilitate an asynchronous mode of learning. Designed to introduce college students with the skills to help them engage and succeed in their degree studies, the programme is targeted at entrants from the 20% most socially deprived areas. By way of evaluation, programme outcomes are mapped to Zepke and Leach's (2010) ten proposals for improving engagement in higher education. Challenges associated with the rapid transformation to an online transition model and how these were addressed are included. The paper offers a student-focused online transition model to manage and support access to engagement in university for college entrants.
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Colver, Allan, Tim Rapley, Jeremy R. Parr, Helen McConachie, Gail Dovey-Pearce, Ann Le Couteur, Janet E. McDonagh, et al. "Facilitating the transition of young people with long-term conditions through health services from childhood to adulthood: the Transition research programme." Programme Grants for Applied Research 7, no. 4 (May 2019): 1–244. http://dx.doi.org/10.3310/pgfar07040.
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Background As young people with long-term conditions move from childhood to adulthood, their health may deteriorate and their social participation may reduce. ‘Transition’ is the ‘process’ that addresses the medical, psychosocial and educational needs of young people during this time. ‘Transfer’ is the ‘event’ when medical care moves from children’s to adults’ services. In a typical NHS Trust serving a population of 270,000, approximately 100 young people with long-term conditions requiring secondary care reach the age of 16 years each year. As transition extends over about 7 years, the number in transition at any time is approximately 700. Objectives Purpose – to promote the health and well-being of young people with long-term conditions by generating evidence to enable NHS commissioners and providers to facilitate successful health-care transition. Objectives – (1) to work with young people to determine what is important in their transitional health care, (2) to identify the effective and efficient features of transitional health care and (3) to determine how transitional health care should be commissioned and provided. Design, settings and participants Three work packages addressed each objective. Objective 1. (i) A young people’s advisory group met monthly throughout the programme. (ii) It explored the usefulness of patient-held health information. (iii) A ‘Q-sort’ study examined how young people approached transitional health care. Objective 2. (i) We followed, for 3 years, 374 young people with type 1 diabetes mellitus (150 from five sites in England), autism spectrum disorder (118 from four sites in England) or cerebral palsy (106 from 18 sites in England and Northern Ireland). We assessed whether or not nine proposed beneficial features (PBFs) of transitional health care predicted better outcomes. (ii) We interviewed a subset of 13 young people about their transition. (iii) We undertook a discrete choice experiment and examined the efficiency of illustrative models of transition. Objective 3. (i) We interviewed staff and observed meetings in three trusts to identify the facilitators of and barriers to introducing developmentally appropriate health care (DAH). We developed a toolkit to assist the introduction of DAH. (ii) We undertook a literature review, interviews and site visits to identify the facilitators of and barriers to commissioning transitional health care. (iii) We synthesised learning on ‘what’ and ‘how’ to commission, drawing on meetings with commissioners. Main outcome measures Participation in life situations, mental well-being, satisfaction with services and condition-specific outcomes. Strengths This was a longitudinal study with a large sample; the conditions chosen were representative; non-participation and attrition appeared unlikely to introduce bias; the research on commissioning was novel; and a young person’s group was involved. Limitations There is uncertainty about whether or not the regions and trusts in the longitudinal study were representative; however, we recruited from 27 trusts widely spread over England and Northern Ireland, which varied greatly in the number and variety of the PBFs they offered. The quality of delivery of each PBF was not assessed. Owing to the nature of the data, only exploratory rather than strict economic modelling was undertaken. Results and conclusions (1) Commissioners and providers regarded transition as the responsibility of children’s services. This is inappropriate, given that transition extends to approximately the age of 24 years. Our findings indicate an important role for commissioners of adults’ services to commission transitional health care, in addition to commissioners of children’s services with whom responsibility for transitional health care currently lies. (2) DAH is a crucial aspect of transitional health care. Our findings indicate the importance of health services being commissioned to ensure that providers deliver DAH across all health-care services, and that this will be facilitated by commitment from senior provider and commissioner leaders. (3) Good practice led by enthusiasts rarely generalised to other specialties or to adults’ services. This indicates the importance of NHS Trusts adopting a trust-wide approach to implementation of transitional health care. (4) Adults’ and children’s services were often not joined up. This indicates the importance of adults’ clinicians, children’s clinicians and general practitioners planning transition procedures together. (5) Young people adopted one of four broad interaction styles during transition: ‘laid back’, ‘anxious’, ‘wanting autonomy’ or ‘socially oriented’. Identifying a young person’s style would help personalise communication with them. (6) Three PBFs of transitional health care were significantly associated with better outcomes: ‘parental involvement, suiting parent and young person’, ‘promotion of a young person’s confidence in managing their health’ and ‘meeting the adult team before transfer’. (7) Maximal service uptake would be achieved by services encouraging appropriate parental involvement with young people to make decisions about their care. A service involving ‘appropriate parental involvement’ and ‘promotion of confidence in managing one’s health’ may offer good value for money. Future work How might the programme’s findings be implemented by commissioners and health-care providers? What are the most effective ways for primary health care to assist transition and support young people after transfer? Study registration This study is registered as UKCRN 12201, UKCRN 12980, UKCRN 12731 and UKCRN 15160. Funding The National Institute for Health Research Programme Grants for Applied Research programme.
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DRANGE, IDA, and NIKLAS JAKOBSSON. "Incentive Effects of Cash Benefits among Young People. A Natural Experiment from Norway." Journal of Social Policy 48, no. 1 (May 24, 2018): 107–25. http://dx.doi.org/10.1017/s0047279418000302.
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AbstractPrior research on active labour market programmes (ALMPs) for young people has revealed either no effect or negative effects on transition rates into employment. In addition to accessing the programme content, participation in ALMPs bestows the right to a supplementary benefit. Yet, the direct effect of this benefit on the use and outcome of ALMPs remains largely unknown. We study the effects of a Norwegian policy that pays much higher benefits to recipients when they reach 19 years of age. This policy provides a natural experimental setting that allows us to utilise the age discontinuity to observe whether young people are more likely to become benefit recipients after their nineteenth birthday, and to estimate the effect of benefits on the labour supply. As age determines the increase in benefits rather than need, it creates a random and exogenous variation in the criteria for allocating cash benefits. We use Norwegian administrative register data that cover all 18 to 19 year olds during the period 2003 to 2012. We find no effect on programme take-up or employment rates. Hence, benefits do not work against the aim of ALMPs and young people's responsiveness to financial incentives cannot explain such programmes’ lack of effects.
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Ng, Kwok W., Fiona McHale, Karen Cotter, Donal O’Shea, and Catherine Woods. "Feasibility study of the secondary level Active School Flag programme: Study Protocol." Journal of Functional Morphology and Kinesiology 4, no. 1 (March 26, 2019): 16. http://dx.doi.org/10.3390/jfmk4010016.
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Taking part in regular physical activity (PA) is important for young adolescents to maintain physical, social and mental health. Schools are vibrant settings for health promotion and the complexity of driving a whole-school approach to PA has not been tested in the Irish school context. The feasibility of the pilot programme of the Department of Education and Skills second level Active School Flag (SLASF) is needed. SLASF is a two year process that consists of the Active School Flag (ASF) certificate programme (year 1) and the ASF flag programme (year 2). This protocol paper is specific to the first year certificate process. Three schools around Ireland were recruited as pilot schools to carry out the year-long SLASF programme with 17 planned actions involving the entire school. Students in the transition year programme have a particular role in the promotion of PA in SLASF. Data collection consists of physical measures, accelerometers, survey data and interviews at the beginning and the end of the academic year. The primary focus on the feasibility of the programme is through process evaluation tools and fidelity checks consisting of implementation of the SLASF programme through whole-school surveys, focus group discussions of key stakeholder groups, as well as one-to-one interviews with a member of management at each school and the SLASF coordinator of the school. Secondary outcomes include PA levels and its social cognitive theories based correlates through physical health measures, surveys carried out pre- and post-intervention, as well as focus group discussions of the students. The results of this study are needed to improve the development of the SLASF through a predetermined stopping criteria and inclusion into systems thinking approaches such as the Healthy Ireland Demonstration Project. Trial Registration: https://osf.io/keubz/register/5771ca429ad5a1020de2872e; Registered 24th September 2018; Clinical Trial Registration: NCT03847831.
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Capes, Alexander, and Peter Rowlett. "Essential Concepts for the First Year of Study for BSc Mathematics." MSOR Connections 16, no. 2 (March 1, 2018): 16. http://dx.doi.org/10.21100/msor.v16i2.702.
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To inform discussion about content for the first year of undergraduate mathematics, a study was completed which reviewed: the A-level Mathematics specification; published literature on the transition from A-level to university mathematics; the second and third year curricula of modules at three English universities with different foci. This aimed to investigate what students might reasonably be expected to have covered when they arrive at university, what happens in practice at the transition to university, and the role of the first year as preparation for later study. Content suggestions focus on calculus, linear algebra and analysis as core topics. There is also evidence of the need to focus on students' understanding of where formulae and solutions originated as well as their ability to produce pieces of academic and mathematical writing. Findings also include suggestion that what happens in the first year, while similar between institutions, does depend on the overall focus of the degree programme.
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Daniels, Natasha, Jerome Sheahan, and Pádraig MacNeela. "Variables affecting first-year student commitment during the transition to college in Ireland." Health Promotion International 35, no. 4 (July 19, 2019): 741–51. http://dx.doi.org/10.1093/heapro/daz069.
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Abstract Third-level student attrition rates internationally are a cause for concern. Thus, student retention and academic success are top priorities for colleges, and students alike. In addition to this, student well-being is a growing public health concern. This study explores the need to incorporate well-being as a predictor in traditionally academically focused models of student persistence during the transition to college. A cross-sectional web-based survey was conducted with 574 first-year students aged 17–22 years attending a university in Ireland to examine the effect of student persistence and well-being variables on student commitment during the transition to college. This study highlights the connection between student academic, social and well-being variables during the transition to college within the fitted models that emerged from the data. Student well-being plays a key role ensuring student persistence during the transition to college. The results support our hypothesis that many student variables have the potential to substantially impact student commitment during the first-year transition to college. These variables include student depression, self-rated health, academic environment, peer connections and perceiving the academic programme to be an appropriate personal choice. It is therefore important for education institutions to acknowledge and address student persistence and student well-being in an integrative way and for traditionally academically focused student retention models to orientate to incorporate student well-being.
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Wilkinson, Chris, Gabrielle Finn, and Paul Crampton. "Responsibility with a Safety Net: Exploring the Medical Student to Junior Doctor Transition During COVID-19." Medical Science Educator 32, no. 1 (December 1, 2021): 121–29. http://dx.doi.org/10.1007/s40670-021-01476-8.
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Abstract Introduction The Foundation Interim Year-one (FiY1) Programme was part of a UK strategy to increase the medical workforce in response to the COVID-19 pandemic. However, the strategy was introduced urgently without evidence. We sought to explore the transition experience of medical student to FiY1 to foundation doctor, with a view to inform future undergraduate education. Methods In this hermeneutic phenomenology study, semi-structured individual interviews were completed with nine foundation doctors who had experience of an FiY1 placement. A template analysis approach was taken, and themes reported. Results Participants reported that FiY1 tended to offer a positive experience of transition as a stepping stone to becoming a foundation doctor. Having a degree of clinical responsibility including the right to prescribe medication with supervision was highly valued, as was feeling a core member of the healthcare team. Participants perceived that FiY1 made them more prepared for the foundation transition, and more resilient to the challenges they faced during their first foundation job. Discussion The FiY1 fostered many opportunities for junior doctors to bridge the transition to foundation doctor. Aspects of the FiY1 programme, such as early licencing and increased team membership, should be considered for final-year students in the future.
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Alder, Emily. "Becoming a student of English: Students’ experiences of transition into the first year." Arts and Humanities in Higher Education 17, no. 2 (January 29, 2016): 185–203. http://dx.doi.org/10.1177/1474022216628303.
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This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. In particular, the study drew on research into academic socialisation and academic literacies to examine students’ accounts of joining first year and their development of student identities. While describing anxieties and concerns about adjusting to the new practices and discourses of English literature at university level, students’ identification with their chosen subject appeared closely implicated in their engagement with university study and their academic identity formation. The study adopted a phenomenographic methodology suited to suggesting interpretative narratives of the experiences of small groups of participants.
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Nonyel, Nkem, and Brian O. Ogbonna. "Capacity-building and collaborative curriculum development: A transition from BPharm to PharmD degree at Nnamdi Azikiwe university in Nigeria." Pharmacy Education 22, no. 4 (December 3, 2022): 131–42. http://dx.doi.org/10.46542/pe.2022.224.131142.
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Introduction: The Nnamdi Azikiwe University (NAU) started its Bachelor of Pharmacy (BPharm) programme in the 2006-2007 academic year. However, NAU’s BPharm curriculum was not clinically focused, and NAU lacked expertise in implementing the clinical pharmacy focus of a Doctor of Pharmacy (PharmD) programme. The NAU pharmacy programme set out to transition from the BPharm curriculum to a new PharmD curriculum. Purpose: The purpose of this article is to describe the capacity-building and collaborative development of the new PharmD curriculum at NAU. In consultation and collaboration with an expert Carnegie African Diaspora. Description: During a six-week visit, the collaborators co-designed a model didactic and experiential PharmD curriculum, harmonised course syllabi and content, and revised the Clinical Clerkship Logbook. Conclusion: The Faculty of Pharmaceutical Sciences applied for and obtained University approval for the PharmD degree as a graduate degree. The National University Commission approved the PharmD programme.
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Maponga, Charles Chiedza, Takudzwa Chikwinya, Ropa Hove, Newman Madzikwa, Fine Mazambara, Stanley M. Midzi, Forward Mudzimu, et al. "Lessons learnt from implementing the Good Governance for Medicines Programme in Zimbabwe." BMJ Global Health 7, no. 1 (January 2022): e007548. http://dx.doi.org/10.1136/bmjgh-2021-007548.
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WHO launched the Good Governance for Medicines (GGM) programme in 2004 with the aim of fighting the problem of corruption in the pharmaceutical sector. Zimbabwe adopted the GGM programme in 2015 and developed its own implementation framework (GGM-IF) in 2017 based on the WHO global guidelines and recommendations. Zimbabwe’s GGM-IF emerged from; (1) home-based expertise, (2) extensive local consultations and (3) effective incorporation into existing institutions. The GGM-IF committed to implementing a focused programme over a 5-year period from 2017 to 2022 with the expressed goal of improving transparency and accountability in the pharmaceutical sector as a key enabler to improve access to medicines. Midway through its projected lifespan, some notable achievements materialised attributed to key success drivers, including mutual collaboration with the Ministry of Health and Child Care’s existing Global Fund supported Quality Assurance Programme. Key challenges faced include limited funding for the programme, a shifting policy environment driven by a political transition and reorientation of priorities in the wake of the COVID-19 pandemic. This manuscript articulates 3-year operationalisation of Zimbabwe’s GGM-IF highlighting the success drivers, implementation challenges and lessons learnt.
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Zulkifli, Juliana, Brad Noel, Deirdre Bennett, Siun O’Flynn, and Colm O’Tuathaigh. "Medical students’ perceptions of professional misconduct: relationship with typology and year of programme." Journal of Medical Ethics 44, no. 2 (August 5, 2017): 133–37. http://dx.doi.org/10.1136/medethics-2016-104003.
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AimTo examine the contribution of programme year and demographic factors to medical students’ perceptions of evidence-based classification categories of professional misconduct.MethodsStudents at an Irish medical school were administered a cross-sectional survey comprising 31 vignettes of professional misconduct, which mapped onto a 12-category classification system. Students scored each item using a 5-point Likert scale, where 1 represents the least severe form of misconduct and 5 the most severe.ResultsOf the 1012 eligible respondents, 561 students completed the survey, providing a response rate of 55%. Items pertaining to disclosure of conflict of interest were ranked as the least severe examples of professional misconduct, and this perception was highest among finalyear students. While ratings of severity declined for items related to ‘inappropriate conduct not in relation to patient’ and ‘inappropriate use of social media’ between years 1 and 3, ratings for both categories increased again among clinical cycle (fourth and final year) students.ConclusionsIncreased clinical exposure during years 4 and 5 of the undergraduate programme was associated with better recognition of the importance of selected professional domains. Disclosure of conflict of interest is identified as an area of medical professionalism that requires greater emphasis for students who are at the point of transition from student to doctor.
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López-Díaz, Álvaro, Rosa Ayesa-Arriola, Victor Ortiz-García de la Foz, Benedicto Crespo-Facorro, and Miguel Ruiz-Veguilla. "M97. PREDICTORS OF TRANSITION TO SCHIZOPHRENIA IN BRIEF PSYCHOTIC DISORDER: FINDINGS FROM A 3-YEAR LONGITUDINAL STUDY IN THE PAFIP COHORT." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S171—S172. http://dx.doi.org/10.1093/schbul/sbaa030.409.
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Abstract Background The category ‘brief psychotic disorder’ (BPD) is defined in the Diagnostic and Statistical Manual of Mental Disorders (DSM) as a short-lived psychotic condition in which delusions, hallucinations, disorganised speech or grossly disorganised or catatonic behaviour are present for at least 1 day but less than 1 month. BPD is a relatively uncommon disease accounting for 2–7% of first-episode psychoses (FEP) and it has been poorly investigated in comparison with other psychotic disorders, probably due to its low prevalence and associated good prognosis. However, FEP patients with BPD have low diagnostic stability at follow-up and a high transition rate (around 55%) to long-lasting psychotic disorders, mainly to schizophrenia. This study explored the proportion of diagnostic transition to schizophrenia after 3 years in a cohort of FEP patients with BPD, to determine whether there were early predictive factors for such transition in this BPD population. Methods A 36-month prospective observational study of patients with first-episode BPD was conducted. The sample included subjects aged 18–60 from the intervention programme of first-episode psychosis non-affective psychosis (PAFIP) of the University Hospital Marques de Valdecilla (Spain). BPD diagnoses were confirmed using the Structured Clinical Interview for DSM-IV (SCID-I) at 6 months following admission into the PAFIP programme. Sociodemographic, premorbid and baseline clinical variables were collected and patients were followed over 3 years while they received treatment in the PAFIP programme. A DSM-IV diagnostic reassessment was performed on those patients who completed the follow-up and subjects were classified according to whether or not they had developed schizophrenia after 3 years. Univariate screening was performed to determine variables eligible for the predictive model, and factors that reached statistical or marginal significance (p ≤ 0.1) were selected for multivariate logistic regression analysis. Significant statistical level was set at 0.05. All statistical evaluation was performed using MedCalc Statistical Software (version 19.0.7). Results Of the 569 patients enrolled in the PAFIP programme between 2001 and 2018, 59 met the criteria for BPD. Of those, 40 (67.8%) completed the 36-month follow-up and 16 (40%) maintained their initial BPD diagnosis. Among the patients who developed other mental disorders by the end of the study period (60%; n = 24), the proportion of transition to schizophrenia was 62.5% (n = 15). Being younger at psychosis onset, living alone, a poor premorbid adjustment, acute onset of psychotic symptomatology, and higher severity of hallucinatory behaviour were variables that showed univariate associations with subsequent development of schizophrenia. A multivariate logistic regression model revealed that transition to schizophrenia was independently significantly associated with younger age at psychosis onset (OR = 0.83, 95% CI 0.69–0.99; p = 0.048), living alone (OR = 14.3, 95% CI 1.09–186.77; p = 0.042) and greater hallucinatory activity (OR = 1.81, 95% CI 1.07–3.07; p = 0.028). Discussion Our main findings were that 37.5% of patients who presented an initial BPD diagnosis developed schizophrenia in the following 36 months. Being younger at psychosis onset, living alone and experiencing greater hallucinatory activity at baseline were independent predictors of diagnostic transition to schizophrenia in this BPD population. Individuals with BPD presenting these risk factors should therefore be targeted for intensive interventions similar to those performed on patients with first-episode schizophrenia.
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Waterlander, Wilma E., Angie Luna Pinzon, Arnoud Verhoeff, Karen den Hertog, Teatske Altenburg, Coosje Dijkstra, Jutka Halberstadt, et al. "A System Dynamics and Participatory Action Research Approach to Promote Healthy Living and a Healthy Weight among 10–14-Year-Old Adolescents in Amsterdam: The LIKE Programme." International Journal of Environmental Research and Public Health 17, no. 14 (July 8, 2020): 4928. http://dx.doi.org/10.3390/ijerph17144928.
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This paper describes the design of the LIKE programme, which aims to tackle the complex problem of childhood overweight and obesity in 10–14-year-old adolescents using a systems dynamics and participatory approach. The LIKE programme focuses on the transition period from 10-years-old to teenager and was implemented in collaboration with the Amsterdam Healthy Weight Programme (AHWP) in Amsterdam-East, the Netherlands. The aim is to develop, implement and evaluate an integrated action programme at the levels of family, school, neighbourhood, health care and city. Following the principles of Participatory Action Research (PAR), we worked with our population and societal stakeholders as co-creators. Applying a system lens, we first obtained a dynamic picture of the pre-existing systems that shape adolescents’ behaviour relating to diet, physical activity, sleep and screen use. The subsequent action programme development was dynamic and adaptive, including quick actions focusing on system elements (quick evaluating, adapting and possibly catalysing further action) and more long-term actions focusing on system goals and/or paradigm change. The programme is supported by a developmental systems evaluation and the Intervention Level Framework, supplemented with routinely collected data on weight status and health behaviour change over a period of five years. In the coming years, we will report how this approach has worked to provide a robust understanding of the programme’s effectiveness within a complex dynamic system. In the meantime, we hope our study design serves as a source of inspiration for other public health intervention studies in complex systems.
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Hedley, Darren, Ru Cai, Mirko Uljarevic, Mathilda Wilmot, Jennifer R. Spoor, Amanda Richdale, and Cheryl Dissanayake. "Transition to work: Perspectives from the autism spectrum." Autism 22, no. 5 (April 7, 2017): 528–41. http://dx.doi.org/10.1177/1362361316687697.
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To improve employment outcomes for adults with autism spectrum disorder, it is necessary to identify factors associated with successful transition to work from the perspectives of the individual and from those who work with or support them. This study involved focus groups with adults with autism spectrum disorder ( n = 9) participating in a 3-year employment and training programme, as well as focus groups with family members ( n = 6), support staff ( n = 7) and co-workers ( n = 6). The aim was to gain better understanding of the experience of transition to work, barriers and also the factors that promote workplace success. Main themes included factors that facilitated success at work ( Enablers), barriers to success ( Challenges) and programme outcomes ( Outcomes). Organisation support, advice from co-workers, supportive leadership, allowance of environmental modifications and presence of a consultant were identified as enablers that most facilitated success at work. Challenges included task-related difficulties, individual factors, social difficulties and distractibility, not managing work-related stress, and being perceived to be too frank. Outcomes were rated as positive and encompassed work-related outcomes, as well as outcomes related to sense of purpose, achieving personal independence and improvements in social relationships, both with work colleagues and within families.
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Khawaja, Sanna, Aditya Bhalla, Viral Patel, Shairana Naleem, Abiola Suleiman, Nira Rangasalen, and Anthony Kenny. "Collaborative acute medical postgraduate–undergraduate simulation: a new multi-modal transition programme for final-year medical students." Future Healthcare Journal 6, Suppl 1 (March 2019): 135–36. http://dx.doi.org/10.7861/futurehosp.6-1-s135.
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Pairman, Sally, Lesley Dixon, Emma Tumilty, Elaine Gray, Norma Campbell, Susan Calvert, Sue Lennox, and Mary Kensington. "The Midwifery First Year of Practice programme: Supporting New Zealand midwifery graduates in their transition to practice." New Zealand College of Midwives Journal 52 (December 1, 2016): 12–19. http://dx.doi.org/10.12784/nzcomjnl52.2016.2.12-19.
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Simane-Netshisaulu, Khathutshelo G., and Maria S. Maputle. "Clinical Practice of Midwifery Graduates During Community Service Placement, Limpopo Province South Africa." Global Journal of Health Science 11, no. 10 (August 16, 2019): 97. http://dx.doi.org/10.5539/gjhs.v11n10p97.
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Midwifery graduates are placed in health facilities for community service during their first year of practice. The purpose of the study was to explore how midwifery graduates experienced their clinical practice during community service placement in Limpopo province. A qualitative study which is explorative and descriptive in nature was conducted in five selected hospitals. Population comprised of all midwifery graduates who have undergone a comprehensive nursing programme regulated by R425 of 19 February 1985, as amended; working in selected hospitals. Non-probability, purposive sampling method was used to select five graduates working in maternity unit of each selected hospital. Sample comprised of twenty-five participants. In-depth face to face interviews were used to collect data. Findings revealed that graduates experienced differences between theory and practice at different levels. Loss of students’ status, high level of responsibility and inadequate clinical learning opportunities made their transition difficult. In conclusion, graduates felt exposed to two different worlds of midwifery practice resulting in frustration and reality shock. Study recommends that midwifery training programme include opportunities to discuss realities of transition period, to enable graduates to deal with midwifery issues in a real and practical situation. Mentors should help graduates to bridge the gap between theory and practice. Structured support programmes should be offered to alley feelings of fear and insecurity resulting from increased levels of responsibility and accountability graduates are faced with.
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Xaviour, Rosemol, and Sruthi M. V. "Students’ perspectives on the mentorship program implemented for first year MBBS students: a cross sectional study." International Journal Of Community Medicine And Public Health 9, no. 5 (April 27, 2022): 2152. http://dx.doi.org/10.18203/2394-6040.ijcmph20221233.
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Background: Medical profession is a transition stage from school life to college life where the students were subjected to vast changes in the syllabus, teaching and learning methods and a new environment with a new set of teachers and friends. As a result, many feel stressed and quite a few had dropped the course. To help the budding medicos Kerala University of Health Sciences has started a Student Support and Guidance Programme under which we the first-year faculty arrange mentoring sessions for the first year MBBS students. The present study was intended to know the effectiveness of mentorship programme implemented for first-year MBBS students. Methods: A cross-sectional study was carried out, among first-year undergraduate medical students of our medical college from January 2019 to June 2019. 110 students out of total 150 returned the filled questionnaire and this data was coded and entered in micro soft excel and analysed using SPSS version 2 software. Results: Overall rating of the mentorship program signalled it as heart-warming for the students. Around 64% of students had an opinion that a mentoring programme is needed for all students. Conclusions: In-depth sessions and more interactions with students might help the institution to harness responsible confident future doctors as they feel they are an asset to the institution and society.
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Ulriksen, Lars, Lene Møller Madsen, and Henriette Tolstrup Holmegaard. "The first-year experience of non-traditional students in Danish science and engineering university programmes." European Educational Research Journal 16, no. 1 (January 2017): 45–61. http://dx.doi.org/10.1177/1474904116678628.
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To understand student drop-out from university, research must explore students’ first-year experiences and the challenges they encounter. This article analyses the first-year experiences of non-traditional students in Danish science and engineering university programmes. Focusing on identity theory and the framework of integration processes provided by Tinto, the article presents the challenges experienced by students from non-academic backgrounds and by students with ethnic minority backgrounds. The analysis presents four themes that are experienced as particularly challenging for the students: (1) a strong career focus which is hard for the students to maintain in their transition into university; (2) how the students from some non-academic backgrounds encounter the challenges they meet with limited resources; (3) how they spend time and resources on their family and how this affects their integration in the programme; and (4) the process of academic and social integration are particularly challenging as they require students to submit themselves to the cultural expectations of their studies, which can be hard to understand for students from families with no prior experiences of academia. The article discusses how these experiences can be understood within an identity framework.
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Peel-Wainwright, Kelly-Marie, Ellen Poliakoff, Emily Smeaton, Estefania Penuela-O’Brien, Hannah Marsden, Jayesha Chudasama, and Adam Danquah. "Mind Your Mind: Involving doctoral clinical psychology students in helping undergraduate psychology students to navigate university life." Psychology Teaching Review 26, no. 2 (2020): 12–18. http://dx.doi.org/10.53841/bpsptr.2020.26.2.12.
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Undergraduate student mental health and wellbeing is becoming an increasingly important topic. In particular, students from backgrounds that have been traditionally underrepresented in higher education may have increased difficulties during the transition to university. Therefore, ‘Mind Your Mind’, a pilot, three-part programme of workshops facilitated by doctoral clinical psychology students to support first year undergraduate psychology students was developed. The workshops were formulation-based and explored ‘social media’, ‘anxiety’ and ‘belonging’. Students generally found the workshops useful and easy to understand, and felt that attending the workshops increased their wellbeing. The programme also provided an opportunity for the clinical psychology students to develop their skills and give something back. Reflections on the development, facilitation and sustainability of the programme are discussed.
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Plenty, Jackie, and David Gower. "The reform of social work practice education and training and supporting practice educators." Journal of Practice Teaching and Learning 12, no. 2 (December 4, 2013): 48–66. http://dx.doi.org/10.1921/jpts.v12i2.289.
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The BA (Hons) Social Work Programme at University Campus Suffolk (UCS) has just completed a full academic year embedding the new Professional Capabilities Framework (PCF) produced by The College of Social Work (TCSW, 2012) and the Standards of Proficiency for Social Work (SoPS) (Health and Care Professionals Council, HCPC, 2012). UCS fully began this process a year ahead of the mandatory requirement for all Higher Education Institutions (HEIs) to introduce these in time for the 2013 -2014 academic year. The new regulatory frameworks were incorporated into the programme to allow an evaluative implementation pilot year and an opportunity for review. This study will set the scene for the important role that practice educators play in social work training and education within the context of recent developments. Despite the disruption created by revision to the teaching and learning on the programme, practice placements and additional training and support required for the social work academics feedback from practice educators and students suggests that the transition was a success. It will also highlight the benefits of the new frameworks in relation to the training and support that was provided, the need for the on-going training and support for practice educators as well as considering lessons to be learned and revisions needed for the next academic year.
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Peterson, Alexandra, and Hannah Monaghan. "Near-peer mentorship: a pilot programme to improve support for new doctors." BMJ Leader 3, no. 1 (February 16, 2019): 11–14. http://dx.doi.org/10.1136/leader-2018-000122.
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IntroductionTransition from medical student to Foundation Year 1 (FY1) doctor is often challenging. New doctors commonly report feeling stressed and unsupported.1–4 In order to improve support for FY1s, we piloted a peer mentorship scheme. We evaluated the impact of having a near-peer mentor in Foundation Year 2 (FY2) in addition to the traditional Educational Supervisor on FY1s’ experience of their first year of practice.Methods190 Foundation Year doctors (FYs) volunteered (95 FY1s, 95 FY2s). FY1-FY2 dyads were assigned according to similar rotation assignments in the FY1 year. Dyads were encouraged to communicate informally as well as meet face-to-face three times over the one-year mentorship period. Feedback was sought regularly via online survey.ResultsResponse to a one-year evaluation survey was 32/95 FY1s, 65/95 FY2s. 94% of respondents reported having both mentor and Educational Supervisor was beneficial. 84.4% of FY1s reported ‘having a peer mentor helped [them] feel supported in the transition from medical student to FY1.' 99% of respondents recommended the programme should continue.The programme is currently running for a second year. 61% of 2017/2018 FY1 participants (58/95) have volunteered as FY2-mentors in 2018/2019.ConclusionsNear-peer mentorship enhances support for FY1 doctors. This intervention was widely accepted and received positive evaluations from participants. We provide a simple, low-cost model that could be replicated and adapted to improve support for doctors in training.
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Cohen, Lynne, Paul Chang, Julie Ann Pooley, and Lisbeth Pike. "A Holistic Approach to Establishing an Effective Learning Environment for Psychology." Psychology Learning & Teaching 7, no. 1 (January 1, 2008): 12–18. http://dx.doi.org/10.2304/plat.2008.7.1.12.
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The impetus for the Enhancing Quality and Learning (EQUAL) programme evolved out of concerns held by the staff in the School of Psychology at Edith Cowan University (ECU) regarding the difficulties encountered by first year psychology students and the subsequent low retention rate of these students in the psychology course. The EQUAL programme focused on easing the transition of high school students into university studies by enhancing the social support networks of commencing students. The programme was designed to be an holistic approach to enhancing a sense of belonging to the School of Psychology and comprised seven components. These are peer mentoring, the formation of learning communities, curriculum reforms, tutor training, orientation, the development of student portfolios and school liaison. EQUAL is now an integral part of the learning experience for all psychology students at ECU. Evaluations of the EQUAL programme indicate greater student satisfaction with the psychology course and increased retention rates.
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Sweeney, Mary-Rose, Anne Kirwan, Mary Kelly, Melissa Corbally, Sandra O Neill, Mary Kirwan, Susan Hourican, Anne Matthews, and Pamela Hussey. "Transition to blended learning: experiences from the first year of our blended learning Bachelor of Nursing Studies programme." Contemporary Nurse 52, no. 5 (July 7, 2016): 612–24. http://dx.doi.org/10.1080/10376178.2016.1197781.
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Visser, Irene. "Schrijfvaardigheid in de Aansluiting Vwo-wo." Toegepaste taalwetenschap in discussie 58 (January 1, 1998): 95–100. http://dx.doi.org/10.1075/ttwia.58.13vis.
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The general writing competence of students entering university in the Netherlands is seen as barely sufficient. Writing programmes in secondary education in the Netherlands are seen as deficient in many respects. Also, since teachers at secondary schools have so far been free to set their own writing standards, students in the first year of university courses generally display a wide range of proficiency in writing. The present situation is, therefore, far from satisfactory. This article presents the findings of interviews held at the University' of Groningen during September and October 1997 on this subject, comparing these with relevant data from research papers and conference reports. It concludes with suggesting a solution to these problems of transition between secondary and academic education: a faculty-wide, systematic academic writing programme.
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Simon, Annette. "Levels of motivation and confidence among first year university learners." TEANGA, the Journal of the Irish Association for Applied Linguistics 23 (July 16, 2019): 45–57. http://dx.doi.org/10.35903/teanga.v23i0.139.
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This paper explores some motivational aspects of foreign language grammar learning. Subjects are Irish first-year university students of German with five years’ previous language learning experience. Findings are presented with regard to learners’ reaction to a dedicated grammar class which was designed in order to assist students in the transition from a primarily memory-based approach to language learning to a cognitive-analytical approach. Two cross-sectional sets of investigations were conducted, one at the beginning of the first semester and the other at the end of the second semester, in which both qualitative and quantitative elicitation instruments (interviews and questionnaires) were used. Results for the questionnaires and the follow-up interviews conducted at the end of semester two of year one reveal that learners reacted positively to the grammar programme and that confidence levels with regard to German grammar learning and usage had increased.