Littérature scientifique sur le sujet « In-service training »
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Articles de revues sur le sujet "In-service training"
Dilley, Carol. « In service training ». Nursing Standard 2, no 7 (14 novembre 1987) : 36. http://dx.doi.org/10.7748/ns.2.7.36.s82.
Texte intégralHolder, Selby. « In-service Training ». Journal of Clinical Engineering 29, no 4 (octobre 2004) : 169. http://dx.doi.org/10.1097/00004669-200410000-00004.
Texte intégralGhavidel, Ali, et Mohammad Safari. « Investigating Effectiveness of In-Service Training Courses : Applications for In-Service Training of Tehran Municipality ». International Letters of Social and Humanistic Sciences 57 (août 2015) : 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.57.1.
Texte intégralJames, Merlin Mary. « Skill Building in Nursing Students during Pre-service Training ». International Journal of Nursing & ; Midwifery Research 04, no 04 (2 février 2018) : 57–59. http://dx.doi.org/10.24321/2455.9318.201745.
Texte intégralLEVY, D. « IN-SERVICE TRAINING FOR ADULT TRAINNG CENTRE STAFF ». Journal of the Institute of Mental Subnormality (APEX) 2, no 3 (26 août 2009) : 25–26. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00109.x.
Texte intégralMcGinley, Patrick, et Brian A. Vickerman. « STAFF IN-SERVICE TRAINING ». Journal of the British Institute of Mental Handicap (APEX) 14, no 1 (26 août 2009) : 30–31. http://dx.doi.org/10.1111/j.1468-3156.1986.tb00345.x.
Texte intégralSnow, Charles W., et Susan H. Creech. « Designing In-Service Training ». Journal of Children in Contemporary Society 17, no 3 (26 mars 1986) : 73–83. http://dx.doi.org/10.1300/j274v17n03_08.
Texte intégralArslantaş, H. İsmail, et Metin Özkan. « TRAINING INSPECTORS` REQUIREMENTS OF IN-SERVICE TRAINING ». e-Journal of New World Sciences Academy 8, no 2 (7 avril 2013) : 179–92. http://dx.doi.org/10.12739/nwsa.2013.8.2.1c0580.
Texte intégralMustafa, Saad Mohammed. « In-Service Training Programs : Iraqi Secondary School EFL Teachers‟ Motivation ». International Journal of Psychosocial Rehabilitation 24, no 5 (25 mai 2020) : 6378–87. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020622.
Texte intégralKaya, Hülya, Burçin Işik et Figen Çalişkan. « Metaphors used by in-service training nurses for in-service training nurses in Turkey ». Journal of Advanced Nursing 69, no 2 (26 avril 2012) : 404–14. http://dx.doi.org/10.1111/j.1365-2648.2012.06019.x.
Texte intégralThèses sur le sujet "In-service training"
Mathekga, Abbey M. « The impact of in-service training the impact of in-service training and cascade model ». Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/99112409X/04.
Texte intégralSafi, Sayedwali. « In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training ». Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.
Texte intégralTEMP
Tam, Lin-chung, et 譚連聰. « The provision of trainer training in the Hong Kong Civil Service : perspectives and the way ahead ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31965052.
Texte intégralParish, Rodney L. « Online In-Service Training versus Traditional Training for Arizona Police Officers ». Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.
Texte intégralArizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.
The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.
The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.
Lewis, Sally. « IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE ». Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.
Texte intégralPh.D.
Education
Education
Education
Lee, Kwan Tat. « Training by objectives in a disciplined service (police) ». Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636953.
Texte intégralSahin, Vildan. « Evaluation Of The In-service Teacher Training Program ». Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607752/index.pdf.
Texte intégralfirst devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML
4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo
lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo
s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.
Ibrahim, Anesee. « Evaluating training effectiveness in the Malaysian public service ». Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2176/.
Texte intégralDzomeku, Veronica Millicent. « Development of a patient-centred in-service training programme for midwives to increase client satisfaction with child-birth care in Kumasi, Ghana ». University of the Western Cape, 2017. http://hdl.handle.net/11394/5620.
Texte intégralBackground: Satisfaction with the care mothers receive during child-birth is known to have a very strong influence on their future use of facility-based care during child-birth. Women and children continue to die from complications associated with pregnancy and child-birth and the majority of the causes that lead to mortality are related to labour and delivery. For this reason it is imperative for mothers to access facility-based child-birth care to receive skilled birth care. Mothers report dissatisfaction with facility-based child-birth care as one of the reasons for home births without skilled attendants. The presence of the skilled birth attendants is known to reduce maternal and neonatal mortality rates because of their ability to diagnose any early complications, and to intervene appropriately. Aim: The aim of the current study was to develop an in-service training programme for midwives to provide patient-centred child-birth care that would increase client satisfaction with child-birth care. Method and findings: The intervention research model by Rothman and Thomas (1994) – Design and development (D & D) – was used as the research framework. Only the first four of the six phases of the D & D model were applied in this study. In the first phase, a situational analysis was done using a qualitative study. The expectations, experiences, and satisfaction with child-birth care of antenatal and postnatal mothers, were explored. The research was conducted in four health institutions within the Kumasi Metropolis. Between 12 and 15 participants were purposively sampled in each hospital. Data were collected by means of individual in-depth interviews using an interview guide and data were analysed using content analysis. The study found that mothers expected to receive respectful care and safe care. Mothers had encouraging experiences and discouraging experiences during their child-birth care. The discouraging experiences did not align with their expectations of care, leading to dissatisfaction with child-birth care. In the second phase of the study an integrative literature review was conducted to identify evidence-based best practices to deal with client dissatisfaction with health care. The integrative literature review indicated that in-service training was commonly used as best-practice to improve health professionals' knowledge, skills and attitudes towards work and consequently to improve health outcomes for patients, including client satisfaction. In the third phase of the study, the in-service training programme to enhance patient-centred care was developed using Chinn and Kramer (2005) guidelines for programme development and steps to programme development by Management Sciences for Health (2012). The fourth phase entailed an assessment of feasibility and usability of the in-service training programme using 6 midwives in a district Hospital. The procedure was guided by the I-Tech Technical Implementation guide (2010). The outcomes of the assessment was used to refine and revise the developed in-service training programme. Conclusion: This study sought to develop an intervention to increase client satisfaction with child-birth care service by engaging the following processes in phases: • Assessing the expectations and experiences of mothers about child-birth care services. • An integrative literature review for evidence-based best practice to tackle client dissatisfaction with health care. • Designing a patient-centred care in-service training programme together with experts in the field of maternal and child health. • As assessment of feasibility and usability of the in-service training programme by means of a pilot test to refine the programme. Recommendations: It was recommended among others that, the study is carried out on a national scale to cover all administrative regions of Ghana. It is further recommended that the study findings and the programme developed form part of the continuous professional assessment course requirement for nurses and midwives.
Tembe, Elias Ogutuh Azariah 1952. « CROSS TRAINING FOR SERVICE OPERATIONS : A COMPARATIVE CASE STUDY OF HOSPITALS ». Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.
Texte intégralLivres sur le sujet "In-service training"
Charmes, Jacques. In-service training in Tunisia. Paris : Development Centre of the Organisation for Economic Co-operation and Development, 1985.
Trouver le texte intégralNational Council for Special Education. INSET Steering Committee. In-service training recommendations. London : N.C.S.E., 1988.
Trouver le texte intégralGee, San. In-service training in Taiwan, R.O.C. Taipei, Taiwan : Chung-Hua Institution for Economic Research, 1988.
Trouver le texte intégralDi, Fuller, dir. Primary INSET : In-service training at work : organising and planning in-service training. Leamington Spa : Scholastic, 1989.
Trouver le texte intégralNAS/UWT, dir. In-service training of teachers. London : NASUWT, 1988.
Trouver le texte intégralService, Northamptonshire (England) Youth. In-Service Training 1989-90. Northampton : Northamptonshire County Council, 1988.
Trouver le texte intégralOxford International Assessment Services Ltd. et Oxford Certificate of Educational Achievement., dir. Approaches to in-service training. Oxford : Oxford International Assessment Services Ltd, 1989.
Trouver le texte intégralWirral. EducationDepartment., dir. School centred in-service training. [Birkenhead] : Metropolitan Borough of Wirral, Education Department, 1986.
Trouver le texte intégralBazalgette, Cary. Media education in-service training. London : BFI Education, 1988.
Trouver le texte intégralBird, Jean. In-service training in public library authorities. London : Library Association, 1986.
Trouver le texte intégralChapitres de livres sur le sujet "In-service training"
Mulili, Benjamin Mwanzia. « Customer Service Training ». Dans Customer Service Management in Africa, 191–204. New York : Routledge, 2020. : Productivity Press, 2020. http://dx.doi.org/10.4324/9780429031342-18.
Texte intégralOpazo, Héctor, et Pilar Aramburuzabala. « Service learning in teacher training ». Dans Embedding Service Learning in European Higher Education, 154–65. Abingdon, Oxon, ; New York, NY : Routledge, 2019. : Routledge, 2019. http://dx.doi.org/10.4324/9781315109053-10.
Texte intégralAdu, A. L. « Staff Development—Recruitment and Training ». Dans The Civil Service in Commonwealth Africa, 90–116. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003407881-6.
Texte intégralAdu, A. L. « Staff Development—Recruitment and Training ». Dans The Civil Service in New African States, 82–108. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003407898-6.
Texte intégralThorsnes, Jørgen, Majid Rouhani et Monica Divitini. « In-Service Teacher Training and Self-efficacy ». Dans Informatics in Schools. Engaging Learners in Computational Thinking, 158–69. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63212-0_13.
Texte intégralTarragó, Ferran Ruiz I., Jordi Vivancos I. Martí et Jordi Baldricr I. Roselló. « XTEC Online In-Service Teacher Training Project ». Dans Learning Technology in the European Communities, 243–50. Dordrecht : Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2672-4_21.
Texte intégralMeshelemiah, Jacquelyn C. A. « Training social workers in anti-trafficking service ». Dans Routledge International Handbook of Human Trafficking, 315–41. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series : Routledge international handbooks : Routledge, 2019. http://dx.doi.org/10.4324/9781315277035-13.
Texte intégralSimón, Cristina. « Telematic Support for In-Service Teacher Training ». Dans Collaborative Learning Through Computer Conferencing, 29–37. Berlin, Heidelberg : Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77684-7_2.
Texte intégralNijkerk, Karel J. « The Development of Training, and the Need for in-Service Training ». Dans Police Selection and Training, 43–55. Dordrecht : Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4434-3_3.
Texte intégralZan, Nuray, et Burcu Umut Zan. « A Supporting Service in Teacher Training : Virtual Newspaper ». Dans Smart Education and e-Learning 2016, 189–201. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_17.
Texte intégralActes de conférences sur le sujet "In-service training"
Lejter de Bascones, Jeanette. « In-service teacher training in Venezuela ». Dans AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37549.
Texte intégralMortari, Luigina, Roberta Silva et Claudio Girelli. « COMMUNITY SERVICE LEARNING EXPERIENCES IN PRE-SERVICE TEACHERS’ TRAINING ». Dans International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1434.
Texte intégralGupta, Abha, et Guang Lea Lee. « SCHOOL-BASED IN-SERVICE TEACHER TRAINING IN LITERACY ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end042.
Texte intégralMiron, Manuela Florentina. « Pre-Service And In-Service Training And Professional Evaluation Of Teachers In Romania ». Dans EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.251.
Texte intégralLahmine, Soufiane, Hassane Darhmaoui, Fatiha Kaddari, Abdelrhani Elachqar et Ibrahim Ouahbi. « EXPERIENCING ITQANE : PRE-SERVICE AND IN-SERVICE DISTANCE TEACHER TRAINING PROGRAM IN MOROCCO ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1881.
Texte intégralZou, Yuze, Shaohan Feng, Jing Xu, Shimin Gong, Dusit Niyato et Wenqing Cheng. « Dynamic Games in Federated Learning Training Service Market ». Dans 2019 IEEE Pacific Rim Conference on Communications, Computers and Signal Processing (PACRIM). IEEE, 2019. http://dx.doi.org/10.1109/pacrim47961.2019.8985096.
Texte intégralSporea, Adelina, et Dan Sporea. « IN SERVICE TEACHERS’ TRAINING BY RUNNING INQUIRY PROJECTS ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0463.
Texte intégralShiino, Takeshi. « Technical Service Training in the “Hi-Tech” Era ». Dans 4th International Pacific Conference on Automotive Engineering. 400 Commonwealth Drive, Warrendale, PA, United States : SAE International, 1987. http://dx.doi.org/10.4271/871243.
Texte intégralHarakchiyska, Tsvetelina. « MEDIA LITERACY IN ELT PRE-SERVICE TEACHER TRAINING ». Dans 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2128.
Texte intégralOtsuki, Mai, et Takashi Okuma. « Service Skills Training in Restaurants Using Virtual Reality ». Dans SA '21 : SIGGRAPH Asia 2021. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3476124.3502251.
Texte intégralRapports d'organisations sur le sujet "In-service training"
Morin, Daniel P. Training Air Service Pursuit Pilots in World War I. Fort Belvoir, VA : Defense Technical Information Center, mars 1997. http://dx.doi.org/10.21236/ada397837.
Texte intégralCheek, Wanda K. Extension Outreach : Basic Sewing 101 for Extension In-Service Training. Ames : Iowa State University, Digital Repository, novembre 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-59.
Texte intégralUdotova, O. A., et G. S. Drapkina. Interactive training manual «Occupational health and safety in the service». Ailamazyan Program Systems Institute of Russian Academy of Sciences, juin 2024. http://dx.doi.org/10.12731/ofernio.2024.25335.
Texte intégralRegan, Jack, et Robin Zevotek. Study of the Fire Service Training Environment : Safety and Fidelity in Concrete Live Fire Training Buildings. UL Firefighter Safety Research Institute, juillet 2018. http://dx.doi.org/10.54206/102376/wxtw8877.
Texte intégralEscrig-Estrems, Anna, et Marta Talavera. Training in comprehensive sexuality education received by pre-service teachers in teacher training institutions : a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, mai 2024. http://dx.doi.org/10.37766/inplasy2024.5.0082.
Texte intégralSinclair, Steven R. Basic Training of Non-Prior Service Personnel in the Reserve Component. Fort Belvoir, VA : Defense Technical Information Center, avril 2003. http://dx.doi.org/10.21236/ada424971.
Texte intégralMarkova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko et Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], septembre 2019. http://dx.doi.org/10.31812/123456789/3270.
Texte intégralVerdisco, Aimee, et Juan Carlos Navarro. Teacher Training in Latin America : Innovations and Trends. Inter-American Development Bank, août 2000. http://dx.doi.org/10.18235/0008798.
Texte intégralBando, Rosangela, et Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, juillet 2014. http://dx.doi.org/10.18235/0011651.
Texte intégralSteinmann, Peter. Can in-service health professional training improve the resuscitation of seriously ill newborns and children in low-income countries ? SUPPORT, 2016. http://dx.doi.org/10.30846/1608152.
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