Bibliografias temáticas / Continuing education

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Literatura científica selecionada sobre o tema "Continuing education"

Autor: Grafiati
Publicado: 4 de junho de 2021
Última modificação: 30 de julho de 2024

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Artigos de revistas sobre o assunto "Continuing education"

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Bokiev, G. O., Shirinboy Sharofovich Olimov e Dustnazar Omonovich Khimmataliev. "Factors Ensuring Continuity Between Higher Education Levels And Continuing Education Courses". American Journal of Social Science and Education Innovations 02, n.º 12 (18 de dezembro de 2020): 115–21. http://dx.doi.org/10.37547/tajssei/volume02issue12-20.

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In this article, in the scientific and pedagogical aspect, it is substantiated that the content of interdisciplinary training programs can increase the effectiveness of education. The article reveals the educational, educational and developmental aspects of interdisciplinary training programs
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Wise, Patricia S. Yoder. "Continuing Education: Continuing Competence". Journal of Continuing Education in Nursing 27, n.º 3 (maio de 1996): 99. http://dx.doi.org/10.3928/0022-0124-19960501-03.

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Wu, Xuelian, Ying Liu, Yingjie Zhang e Lili Ji. "Providing Quality Online Education for Continuing Education". International Journal of Information and Education Technology 6, n.º 2 (2016): 157–61. http://dx.doi.org/10.7763/ijiet.2016.v6.677.

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Dennington, Lloyd J., e Charles S. Elliott. "Continuing Education for Continuing Educators". Journal of Continuing Higher Education 36, n.º 1 (janeiro de 1988): 15–17. http://dx.doi.org/10.1080/07377366.1988.10401128.

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Weingand, Darlene E. "Continuing Education". Journal of Education for Library and Information Science 28, n.º 3 (1988): 232. http://dx.doi.org/10.2307/40311620.

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Weingand, Darlene E. "Continuing Education". Journal of Education for Library and Information Science 25, n.º 3 (1985): 223. http://dx.doi.org/10.2307/40323111.

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Weingand, Darlene E. "Continuing Education". Journal of Education for Library and Information Science 25, n.º 4 (1985): 324. http://dx.doi.org/10.2307/40323172.

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Weingand, Darlene E. "Continuing Education". Journal of Education for Library and Information Science 26, n.º 1 (1985): 56. http://dx.doi.org/10.2307/40323186.

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Weingand, Darlene E. "Continuing Education". Journal of Education for Library and Information Science 33, n.º 4 (1992): 338. http://dx.doi.org/10.2307/40323198.

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Weinsgand, Darlene E. "Continuing Education". Journal of Education for Library and Information Science 26, n.º 2 (1985): 121. http://dx.doi.org/10.2307/40323213.

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Teses / dissertações sobre o assunto "Continuing education"

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Sousa, Carla Valle Rego de. "Continuing education". Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87162.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-21T15:34:55Z (GMT). No. of bitstreams: 0
Levando-se em consideração que os programas de educação continuada parecem reivindicar como sendo estes umas das ferramentas criadoras de oportunidades dadas aos professores para que se expressem de uma maneira mais reflexiva, esta pesquisa tem sido conduzida com os três seguintes propósitos: (1) investigar se os programas de educação continuada podem ser usados como uma ferramenta de ajuda que incentiva, encoraja os professores a refletir sobre sua prática, (2) investigar os principais temas que são discutidos quando do envolvimento dos professores em um processo reflexivo no citado programa, e (3) investigar se o ato de discutir sobre esses temas pode servir de evidência para o fato de que os professores participantes do programa estão passando por um processo de reflexão. Esta pesquisa apresenta através do discurso dos professores as reflexões dos mesmos acerca de sua prática. E estas reflexões estão sendo consideradas como uma conseqüência dos temas discutidos nas reuniões do PECPISC nos anos de 2003 e 2004. Portanto, os dados para este estudo vêm de quatro reuniões que aconteceram no citado programa, e entrevistas com os professores participantes e coordenadores do programa. As reuniões assim como as entrevistas foram observadas e áudio e vídeo gravadas. Os dados analisados revelaram que os professores investigados estavam passando por um processo de reflexão enquanto discutiam sobre as suas principais preocupações, referentes a sua prática, nas reuniões do PECPISC.
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Singleton, Andrew John. "The role of continuing medical education in the continuing education of GPs : changing discourses, continuing practices". Thesis, Brunel University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425780.

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Calhoun, McKenzie L. "ACPE Accredited Continuing Education". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6889.

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Thieme, Paula. "Continuing education of older workers". Doctoral thesis, Humboldt-Universität zu Berlin, Wirtschaftswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17370.

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In den letzten Jahrzehnten führten abnehmende Geburtenraten und die zunehmende Lebenserwartung zur Alterung der deutschen Bevölkerung. Zur Sicherung des Rentensystems wurde das Renteneintrittsalter auf 67 Jahre angehoben. Um die Arbeitsfähigkeit zu erhalten und den technologischen wie organisationalen Wandel zu bewältigen, fordert die Europäische Union zum lebenlangen Lernen auf. Diese Dissertation bietet einen Literaturüberblick und drei empirische Aufsätze, die die Weiterbildungsmotivation älterer Arbeitnehmer auf ihre demographische Relevanz untersuchen und altersspezifische Einflüsse von arbeitsbezogenen Faktoren sowie Altersheterogenität belegen. Der Literaturüberblick erläutert die demografische Relevanz älterer Arbeitnehmer, ihren Altersübergang, ihre Arbeitsmotivation und Weiterentwicklung. Anhand von Querschnittsdaten wird der positive Zusammenhang von Weiterbildungsmotivation mit Arbeitsfähigkeit und dem Weiterbeschäftigungswunsch gezeigt. Die Weiterbildungsmotivation Älterer ist über alle Befragtengruppen hoch, was darauf hin deutet, dass Partizipationsungleichheiten weniger von unterschiedlichen Motivationslagen, sondern von anderen Barrieren abhängen. Eine weitere Analyse identifiziert altersspezifische Unterschiede in Hinblick auf den Einfluss von Arbeitsplatzfaktoren auf die Weiterbildungsmotivation. Es zeigen sich schwache aber signifikante Einflüsse einiger Faktoren. Anhand von Längsschnittdaten lässt sich zunehmende Altersheterogenität in Bezug auf die Zufriedenheit mit dem Leben, Arbeit, Familienleben und Gesundheit feststellen. In der Zusammenfassung ist die Weiterbildungsmotivation älterer Arbeitnehmer hoch, sie wird durch den Arbeitskontext beeinflusst und hängt positiv mit der Arbeitsfähigkeit und dem Weiterbeschäftigungswunsch im Rentenalter zusammen. Übliche Mittelwertanalysen älterer Arbeitnehmer haben nur begrenzte Aussagekraft.
Decreasing birth rates and increasing life expectancy have led to the ageing of the German population during the past decades. To sustain the German retirement system, retirement age is increased to 67 years. The European Union calls for individuals’ lifelong learning to maintain work ability and cope with challenges of technological and organisational change. This dissertation consists of a literature overview and three empirical essays investigating older workers’ motivation to participate in continuing education (MPCE) and its demographic relevance, highlighting age-specific work context influences and providing evidence for older workers’ heterogeneity. The literature overview delineates older workers’ demographic relevance as well as their transition to retirement, work motivation, development opportunities, and education. Second, the analysis of cross-sectional data establishes the relevance of older workers’ MPCE for the policy of prolonging working life by showing the positive relationship with work ability and the desire to work past retirement age. Older workers’ MPCE is high across all respondent groups, implying that inequalities in participation are less a result of varying motivation among subgroups, but of other barriers. Following this, work context-related motivational differences between older and younger workers are identified and analysed. Results show weak but significant influences of some work context factors. The analysis of longitudinal data shows ageing workers’ increasing heterogeneity of life satisfaction and satisfaction with work, family life, and health, corroborating life-span theories. In sum, MPCE is high among older workers. It is influenced by work context, and positively related to work ability and the desire to work past retirement age. Common mean-level analyses of older workers yield only limited informative value.
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Ruf, Mary Kay. "Continuing education for nurse's aides". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2634.

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The purpose of this project was to develop an instructional manual on in-service education for Certified Nurses' Aides. It provides examples of classes for staff developers to use when teaching continuing education classes. Topics covered include caring for the elderly, Alzheimer's disease, infection control, adult cardiopulmonary resuscitation, and end of life care.
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Bhoyrub, Jeewan Prasram. "An investigation of continuing education needs of community nurses and of appropriate continuing education strategies". Thesis, Queen Margaret University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316619.

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Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.

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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals. Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type. Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.
Ed. D.
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Betts, David Philip. "Continuing education in the Cowichan Valley". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ49161.pdf.

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Black, Fiona, e Judy Dunn. "R & D in Continuing Education". Association for Library and Information Science Education, 2005. http://hdl.handle.net/10150/105504.

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This is a PowerPoint presentation (20 slides) on Wednesday January 12, 2005 in Session 4.1: Continuing Education Programs in the U.S. and Canada, sponsored by the Continuing Education SIG at the 2005 ALISE Conference, Boston, MA. The presentation reviews issues of continuing education (CE) from different perspectives. By introducing the experience of the Dalhousie University's Library Science Program in CE, it discusses common problems and highlights some successes. It also advocates collaborative research with other LIS schools and with library associations.
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Devlin, Linda. "Higher education partnerships for continuing professional development in education". Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.

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Livros sobre o assunto "Continuing education"

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American Bar Association. Board of Governors. Administration Committee., ed. Continuing legal education. [Chicago, Ill.?: American Bar Association, Administration Committee], 1994.

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Rona, Gidlow, Scutt Diane e Challen Val, eds. Continuing education module. Lancaster: POSTRAD, 1987.

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Strand, Margaret. Continuing education study. Editado por Hatteberg Stephanie Roy e Minnesota Board of Peace Officer Standards and Training. St. Paul, MN: Minnesota POST, 1994.

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Library, Washington State, ed. Continuing education grants. Olympia, Wash: The Library, 2001.

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Maryland State Board for Community Colleges., ed. Continuing education: Outcomes. Annapolis, MD (914 Bay Ridge Rd., Annapolis 21403): Maryland State Board for Community Colleges, 1988.

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Reinschmidt, J. S. Continuing medical education. [Portland, Or: OHSU School of Medicine], 1997.

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Library, Washington State, ed. Continuing education grants. Olympia, Wash: Washington State Library, 2001.

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International Federation of Accountants. Education Committee, ed. Continuing professional education. New York: The Federation, 1998.

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Stephanie, Summers, Macpherson Colin R, Kennedy Melanie S, American Association of Blood Banks. e Alternative Educational Methods for Continuing Education Technical Workshop (1987 : Orlando, Fla.), eds. Alternative educational methods for continuing education. Arlington, Va: American Association of Blood Banks, 1987.

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Josef, Vysohlid, e Vodoratski V, eds. Continuing education for change. Copenhagen: World Health Organization, Regional Office for Europe, 1990.

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Capítulos de livros sobre o assunto "Continuing education"

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Cormack, Desmond. "Continuing education". In Developing Your Career in Nursing, 99–109. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7274-3_8.

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Quina, Kathryn, e Mary A. Kanarian. "Continuing education." In Teaching a psychology of people: Resources for gender and sociocultural awareness., 200–208. Washington: American Psychological Association, 1988. http://dx.doi.org/10.1037/10066-024.

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Collard, Melanie. "Continuing education". In Torture as State Crime, 123–56. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Crimes of the powerful: Routledge, 2018. http://dx.doi.org/10.4324/9781315456133-5.

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Thiessen, Molly E. W., e Resa E. Lewiss. "Continuing Education". In Ultrasound Program Management, 57–68. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63143-1_6.

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Zahm, Mary, e Kathryn Quina. "Continuing education." In Teaching gender and multicultural awareness: Resources for the psychology classroom., 325–38. Washington: American Psychological Association, 2003. http://dx.doi.org/10.1037/10570-023.

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Luchtefeld, Martin A. "Continuing Medical Education". In The ASCRS Manual of Colon and Rectal Surgery, 965–69. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8450-9_55.

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Luchtefeld, Martin. "Continuing Medical Education". In The ASCRS Textbook of Colon and Rectal Surgery, 901–5. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1584-9_55.

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English, Leona M., e Peter Mayo. "University Continuing Education". In Learning with Adults, 143–55. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_13.

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Allen, Jeff W. "Continuing Medical Education". In The Internet for Surgeons, 58–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-88424-5_10.

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Mann, Karen V. "Continuing Medical Education". In International Handbook of Research in Medical Education, 415–57. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_17.

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Trabalhos de conferências sobre o assunto "Continuing education"

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Legenchuk, Dmitry. "Continuing Education Environment In Developing Students’ Educational Abilities". In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.59.

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Roman, H. T. "Continuing Education And Professional Development". In Electro International, 1991. IEEE, 1991. http://dx.doi.org/10.1109/electr.1991.718236.

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Tavares, Orlanda, Cristina Sin, Sónia Cardoso e Pedro Videira. "BARRIERS TO ADULTS’ CONTINUING EDUCATION". In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0830.

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Earle, Jonathan F. K. "Continuing Education for Practicing Engineers". In ASME 2002 Citrus Engineering Conference. American Society of Mechanical Engineers, 2002. http://dx.doi.org/10.1115/cec2002-4806.

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The professional engineer of the 21st century must have a holistic view of his/her world, and recognize that continuing education is vital for maintenance of professional competitiveness.. Engineering education has generally responded to workforce technology needs which have traditionally changed rather slowly. Today’s professional engineer must be prepared to meet the challenges of an increasingly complex physical, legal, technical, and social climate with which he/she is confronted. Accordingly, today’s engineering education system is structured to prepare graduates for life-long learning, by placing greater emphasis on the learning process. In the 21st century, workforce technology and demands are changing at an extremely rapid pace, and in order to remain current, the modern engineering professional must adapt to those rapid changes. Within this environment, expertise in a single discipline or technology is no longer considered adequate for the professional engineer, since he/she must be comfortable working in multi-disciplinary teams, be capable of integrating a broad range of knowledge, and working across intellectual boundaries. The modern engineer must understand the global marketplace and its working environment, and in so doing develop an international perspective, and be prepared for participation in international projects. He/she must appreciate the issues relating to sustainability, and design accordingly to address the concerns. The engineer is expected to maintain a broad perspective, and be prepared to adjust to the rapid, dynamic changes which are encountered. This paper identifies some of the reasons for the pursuit of continuing education, and reviews options which are available to the practicing engineer in Florida, with particular emphasis on opportunities offered by the University of Florida. Paper published with permission.
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Soeiro, Alfredo, Errol la Grange e Anthony Smith. "Continuing Engineering Education and Sustainability". In TEEM'18: Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3284179.3284266.

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Krigovsky, Peter, e Doctor Wisprayogie. "Continuing Medical Education Incentive Program". In SPE Asia Pacific Health, Safety and Environment Conference and Exhibition. Society of Petroleum Engineers, 2005. http://dx.doi.org/10.2118/96536-ms.

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Smith, K. "Continuing professional development". In IEE Colloquium on Education for Biomedical Science and Engineering. IEE, 1995. http://dx.doi.org/10.1049/ic:19950149.

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Lux, William J. "What is Wrong with Continuing Education?" In 3rd Agricultural Machinery Conference (1987). 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1987. http://dx.doi.org/10.4271/872019.

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Kolesnikova, Nataliya. "SCIENTIFIC SPEECH AS CONTINUING EDUCATION COURSE". In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.131.

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Millahn, K. "EAGE and Continuing Education / Professional Development". In 64th EAGE Conference & Exhibition. European Association of Geoscientists & Engineers, 2002. http://dx.doi.org/10.3997/2214-4609.201405790.

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Relatórios de organizações sobre o assunto "Continuing education"

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Bobkova, E. Educational Platform "Continuing Education". Educational Platform "Continuing Education", novembro de 2018. http://dx.doi.org/10.12731/continuingeducation.

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Amstutz, Richard D., Timothy R. Williams e Michael C. Chisick. Dental Continuing Education Preference Survey. Fort Belvoir, VA: Defense Technical Information Center, junho de 1992. http://dx.doi.org/10.21236/ada253812.

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Hanawalt, Margaret, e Karissa Kilgore. NNMC–DP Continuing Education Summary. Office of Scientific and Technical Information (OSTI), fevereiro de 2022. http://dx.doi.org/10.2172/1846892.

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.2109.

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Zou, Chuan, e Shuyu Hou. A Study of Continuing Education for General Practitioners in China. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, abril de 2023. http://dx.doi.org/10.37766/inplasy2023.4.0043.

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Flottorp, Signe. Do continuing education meetings and workshops for healthcare professionals improve professional practice and healthcare outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160809.

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An important aim of continuing education for healthcare professionals is to improve professional practice so that patients can receive improved healthcare. Educational meetings and printed educational materials are the most common types of continuing education for health professionals. Educational meetings include lectures, workshops and courses. The meetings can be highly variable in terms of content, number of participants, the degree and type of interaction, length and frequency.
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Vivar-Zurita,, Hipólito, e Alberto García-García. Adaptation of official education and continuing professional development in the field of Communication. Revista Latina de Comunicación Social, 2012. http://dx.doi.org/10.4185/rlcs-067-959en.

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Mills, Robert F., Joseph Wingo e Preston Iverson. Cyber Compendium, Professional Continuing Education Course Papers. Volume 2, Issue 1, Spring 2015. Fort Belvoir, VA: Defense Technical Information Center, janeiro de 2015. http://dx.doi.org/10.21236/ada617022.

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Robin Aronow, Robin Aronow. Part II: Continuing linguistic research and developing materials for literacy education in Salasaka Kichwa. Experiment, abril de 2016. http://dx.doi.org/10.18258/6984.

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DiFazio, Ani S., e Paul J. Sticha. Impact of the Army Continuing Education System (ACES) on Soldier Retention and Performance: Database Development. Fort Belvoir, VA: Defense Technical Information Center, junho de 2003. http://dx.doi.org/10.21236/ada415293.

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