Academic literature on the topic 'Newly graduated'
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Journal articles on the topic "Newly graduated"
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Pyrhönen, Veli-Pekka, Sonja Niiranen, and Eila Pajarre. "Newly graduate engineers’ development of expertise and personal competencies." Információs Társadalom 20, no. 2 (2020): 70. http://dx.doi.org/10.22503/inftars.xx.2020.2.5.
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This paper investigates importance and development of expertise and personal competencies of newly graduated engineers according to academic staff members, industrial employers and the graduated engineers themselves. The aim was to discover how graduated engineers perceive the importance of competencies at the time of graduation, and how various competencies have developed during their studies. For such purposes, a national-wide graduate survey was adopted as a basis for research. The results show that engineering degree programmes highlight theoretical foundation rather than generic competencies, whereas industrial employers favor personal competencies and attitudinal factors. Furthermore, according to graduates’ ratings, some competencies have developed more than appears to be necessary at the beginning of their career. These competencies were the most valued in degree programmes. Similarly, some competencies that were least valued in degree programmes were part of the least developed competencies in studies, but also part of the most important competencies for graduates.
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Welk, Blayne, Ron Kodama, and Andrew MacNeily. "The newly graduated Canadian urologist: Over-trained and underemployed?" Canadian Urological Association Journal 7, no. 1-2 (2013): 10. http://dx.doi.org/10.5489/cuaj.188.
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Introduction: There are two prevailing perceptions among urology residents (1) fellowship training is becoming a requirement after residency, and (2) there are few job opportunities after graduation. In this study, we examine postgraduate training patterns and employment choices of urology residents.Methods: All Canadian urology program directors provided a summary of fellowship training and employment of Canadian residents graduating between 1998 and 2009. Logistic regression models were used to detect linear trends.Results: In total, 258 Canadian urology residents graduated over the study period, with a median of 22 (interquartile range 21-22) graduating per year. Of these, 72% completed a fellowship. Of these fellowships, 62% included protected research time. The most common subspecialty area was minimally invasive surgery (MIS)/endourology (39% of fellowships). There was a significant increase in fellowship training over time (p < 0.0001); this was mostly due to an increase in MIS/endourology fellowships. The number of urologists obtaining graduate degrees after medical school has increased significantly over the study period. Almost all graduates are employed. Of the employed graduates in total, 34% are academic urologists. Among all graduates, 50% are practicing within 100 km of their residency site, 16% are practicing in the United States and 22% are in rural practice. There has been no significant change over time in the proportion of residents practicing within 100 km of their training program, practicing rurally, leaving their province of training, practicing in the United States, or choosing academic practice.Conclusions: Fellowship training, especially in MIS/endourology, has become significantly more common. Graduate degrees are more frequently being obtained. We did not find evidence that there has been a significant change in a urology resident’s ultimate ability to obtain employment upon graduation.
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Monrouxe, Lynn V., Alison Bullock, Gerard Gormley, et al. "New graduate doctors’ preparedness for practice: a multistakeholder, multicentre narrative study." BMJ Open 8, no. 8 (2018): e023146. http://dx.doi.org/10.1136/bmjopen-2018-023146.
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ObjectiveWhile previous studies have begun to explore newly graduated junior doctors’ preparedness for practice, findings are largely based on simplistic survey data or perceptions of newly graduated junior doctors and their clinical supervisors alone. This study explores, in a deeper manner, multiple stakeholders’ conceptualisations of what it means to be prepared for practice and their perceptions about newly graduated junior doctors’ preparedness (or unpreparedness) using innovative qualitative methods.DesignA multistakeholder, multicentre qualitative study including narrative interviews and longitudinal audio diaries.SettingFour UK settings: England, Northern Ireland, Scotland and Wales.ParticipantsEight stakeholder groups comprising n=185 participants engaged in 101 narrative interviews (27 group and 84 individual). Twenty-six junior doctors in their first year postgraduation also provided audio diaries over a 3-month period.ResultsWe identified 2186 narratives across all participants (506 classified as ‘prepared’, 663 as ‘unprepared’, 951 as ‘general’). Seven themes were identified; this paper focuses on two themes pertinent to our research questions: (1) explicit conceptualisations of preparedness for practice; and (2) newly graduated junior doctors’ preparedness for the General Medical Council’s (GMC)outcomes for graduates. Stakeholders’ conceptualisations of preparedness for practice included short-term (hitting the ground running) and long-term preparedness, alongside being prepared for practical and emotional aspects. Stakeholders’ perceptions of medical graduates’ preparedness for practice varied across different GMC outcomes for graduates (eg, Doctor as Scholar and Scientist, as Practitioner, as Professional) and across stakeholders (eg, newly graduated doctors sometimes perceived themselves as prepared but others did not).ConclusionOur narrative findings highlight the complexities and nuances surrounding new medical graduates’ preparedness for practice. We encourage stakeholders to develop a shared understanding (and realistic expectations) of new medical graduates’ preparedness. We invite medical school leaders to increase the proportion of time that medical students spend participating meaningfully in multiprofessional teams during workplace learning.
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Yoon, Hyo Jeong, and Sung Hyun Cho. "Geographic Mobility and Related Factors among Newly Graduated Nurses." Journal of Korean Academic Society of Nursing Education 23, no. 3 (2017): 353–62. http://dx.doi.org/10.5977/jkasne.2017.23.3.353.
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Purpose: This study aimed to analyze the mobility of newly graduated nurses from regions where their nursing schools were located to regions where they took up their first jobs, and to identify factors influencing nurses' mobility. Methods: Data from the Graduates Occupational Mobility Survey, collected annually from 2010 to 2014 by the Korea Employment Information Service, were analyzed. The sample consisted of 1,488 graduates and 1,229 nurses who were employed on a full-time basis in hospitals. Multiple logistic regression analysis was conducted to identify factors associated with geographic mobility. Results: Among the nurses working in hospitals, 69.2% had their first jobs in their nursing school regions and 11.3% in their high school regions. Fifty-two percent of the nurses worked in the capital region; 47.2% thereof had moved from a non-capital region. Nurses were more likely to work in their nursing school region when they were female, were older, graduated from a high school located in their nursing school region, graduated from a college (vs. university), had a lower nursing school performance, and expected lower monthly wage, compared with those who left their nursing school region. Conclusion: Education and remuneration policies are required to reduce geographical mobility to the capital region.
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Mugridge, Rebecca L. "Experiences of Newly-Graduated Cataloging Librarians." Cataloging & Classification Quarterly 45, no. 3 (2008): 61–79. http://dx.doi.org/10.1300/j104v45n03_06.
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Rorrer, Ronald. "Hiring the Newly Minted." Mechanical Engineering 133, no. 03 (2011): 35–37. http://dx.doi.org/10.1115/1.2011-mar-3.
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This article discusses Ronald Rorrer’s views of hiring a newly graduate engineer. He recommends that when hiring a newly graduated engineer, one should contact senior design instructors for realistic references. He believes that the senior design sequence, as much as a college course, can reveal the relevant character of an individual with respect to the ability to work with others and to a future work ethic. In fact, there are limitations to the senior design instructor’s view of students. The instructor can fixate on the manufacture of the product, and ignore the overall process of design, working in a team, and finally the production of the design. The senior design instructor will often have a more accurate insight into the students as practical engineers than any other professor.
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Negarandeh, Reza, Hadi Ahmadi Chenari, and Parvin Mahmoodi. "Exploring the Reasons for the Inadequate Clinical Competency in the Newly Graduated Nurses: A Qualitative Study." International Journal of Ayurvedic Medicine 12, no. 1 (2021): 102–8. http://dx.doi.org/10.47552/ijam.v12i1.1747.
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Aim: The most important mission of Healthcare systems is to deliver safe, efficient, and high-quality patient care. Manpower is the key pillar in achieving this goal. Studies show that newly graduated nurses do not have sufficient clinical competence to care for patients. This study aimed to explore the reasons for inadequate competence of newly graduated nurses. Method: The present study is a qualitative study. Participants in this study were 30 individuals, including nursing students, newly graduates nurses, nursing faculties, clinical nurses, nursing managers and deputies for the education of nursing schools who were selected by purposeful sampling method. Data were collected through semi-structured interviews. The data collection continued to data saturation. Data were analyzed using qualitative content analysis in MAXQDA 10 software. Results: Three main categories emerged as reasons for the inadequate clinical competency in the newly graduated nurses i.e. inefficient mechanism of student recruitment, ineffective education, and gloomy outlook for the nursing profession. Conclusion: Training qualified clinical nurses is a dynamic process that requires enrolling the appropriate individuals, preparing a suitable infrastructure to train, training them effectively, providing in-service training, and providing the necessary motivation for professional development in the health care settings.
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Precious, David S. "Welcome newly graduated oral and maxillofacial surgeons." Oral Surgery, Oral Medicine, Oral Pathology and Oral Radiology 113, no. 5 (2012): 569. http://dx.doi.org/10.1016/j.oooo.2012.01.017.
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Rosi, Ivana Maria, Adriana Contiguglia, Kim Randall Millama, and Stefania Rancati. "Newly graduated nurses’ experiences of horizontal violence." Nursing Ethics 27, no. 7 (2020): 1556–68. http://dx.doi.org/10.1177/0969733020929063.
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Background: Horizontal violence, defined in the literature as ‘interpersonal conflict between two nurses at the same hierarchical levels in organizations’, often associated with bullying, affects the well-being of nurses, care recipients and the professional image of nursing and the organization due to increased turnover. One in every three newly graduated nurses is a victim of horizontal violence, although they do not always know how to define it. Aim: To investigate the direct and indirect experiences of horizontal violence in newly graduated nurses as well as to shed light on the phenomenon, on its awareness and recognition. Methods: A qualitative phenomenological study was conducted between September and October 2018 with newly graduated nurses, with a work experience ranging between 6 months and 3 years. The interviews were conducted face-to-face, consisting of a first open general question, followed by semi-structured questions. Ethical considerations: The study was conducted in accordance with the Declaration of Helsinki, and the protocol was approved by the Institution Review Board. Results: From the analysis of the interviews of the 21 participants, four main themes were identified: the ‘enemies’, that is those who exercised violence, the ‘weapons’ used by them to exercise violence, the ‘effects’ and the types of ‘armor’ identified to protect themselves. Discussion: Horizontal violence is rarely recognized by newly graduated nurses, even though our sample had directly or indirectly experienced horizontal violence. Tackling the phenomenon starting from the undergraduate degree courses, focusing on effective support and more protection by the organization leaders were the silent requests that emerged from this study. Conclusion: Preventing horizontal violence is important for nurses’ professional and private well-being, for professional conduct and for the quality of care provided to patients.
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Park, Mihyun, and Cheryl B. Jones. "A Retention Strategy for Newly Graduated Nurses." Journal for Nurses in Staff Development (JNSD) 26, no. 4 (2010): 142–49. http://dx.doi.org/10.1097/nnd.0b013e31819aa130.
Full textDissertations / Theses on the topic "Newly graduated"
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Karlson, Max, and Fredrik Olsson. "Investigating the Newly Graduated StudentsExperience after University." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18133.
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Today’s labor market is teeming with software development jobs, and employeesare needed more than ever. With this statement, one would believe it is easy fora newly graduated student to start their career. However, according to severalstudies, there are specific areas where newly graduated Software Engineeringstudents struggle when beginning their first job. Currently, there is a displace-ment about what the school should focus on when teaching their students. Thiscauses various challenges to arise for newly graduated students when they areinitially starting their career. To address this issue, this study aims to iden-tify whether or not there exists a gap between the education provided by theuniversities, and what is expected from the industry. In accordance with this,the purpose is also the point out which areas might be challenging for newlygraduated students, and highlight how the school and industry can benefit fromthe results of this study.By conducting interviews with both newly graduated student with one to threeyears working experience or personnel responsible for hiring new employees atcompanies, this study will give an insight on which common areas newly grad-uates may struggle with. Although the result specifies several areas which arechallenging to newly graduated students. The greatest challenges which thenewly graduated graduated students faced were areas revolving around softskills. This was in accordance with the opinions of the recruiters. Insinuatingthat these areas are what the school should focus more on. Other differencesbetween the newly graduated interviewee’s opinions and the recruiters are alsohighlighted in the report Several subjects in school could improve its way ofteaching. Furthermore, there are possibilities for companies to better adjusttheir on-boarding of newly graduated. By addressing the challenges which newlygraduated face they can provide their new employees with a better understand-ing of how to properly work and function in the industry today.
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Wangensteen, Sigrid. "Newly graduated nurses' perception of competence, critical thinking and research utilization." Doctoral thesis, Karlstads universitet, Avdelningen för omvårdnad, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6260.
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Sigrid Wangensteen has the recent years been engaged in doctoral studies at Karlstad University in combination with teaching at the bachelor program in nursing at Gjøvik Universtity College. This doctoral thesis is focused on newly graduated nurses, their perception of competence, critical thinking dispositions, research use and their experiences of being a nurse during their first year as a nurse. Qualitative and quantitative methods were used. The very first period of time was experienced as tough but when looking back the newly graduated nurses appreciated the tough time. They described the need for a supportive environment, and gaining competence through managing challenging situations. The leadership role constituted the main difference between being a student and being a nurse. In the quantitative study the nurses perceived their competence as good, rating the Helping role competence category highest and the Ensuring quality competence category lowest. With respect to critical thinking the CCTDI total scores indicated a positive disposition. As regards the CCTDI subscale scores the nurses reported highest values for intellectual curiosity (Inquisitiveness) and lowest for intellectual honesty (Truth-seeking). The nurses reported a positive attitude towards research, but only 24% were classified as research users. Supportive environment was a significant predictor for research use. Critical thinking was a prominent predictor for attitude towards research, for research use and perception of competence. Nurse leaders in clinical practice and nurse educators in nursing education and clinical practice play an important role in nurturing student nurses and newly graduated nurses with respect to critical thinking. There is a need to assess whether teaching strategies meet the requirements of critical thinking and EBP in nursing education.
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Ryan, Susan Elizabeth. "Voices of newly-graduated occupational therapists : stories of practice and education." Thesis, University of East London, 2003. http://roar.uel.ac.uk/3509/.
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In the past thirteen years in England the fields of higher education and healthcare have undergone radical changes that have challenged and changed the previous systems that were in place for the past several decades. These overall changes have mirrored and are being mirrored globally in most developed countries although each country's foundational educational, healthcare and political structures have developed in particular ways. This thesis is set within these contemporary scenes in both education and health. The developing profession of occupational therapy in England [not the UK] is the focus of this study and the experiences and stories of thirteen mature-aged students have been portrayed through narratives. These participants volunteered their time and efforts at a critical point in their professional development. This point surrounded the time of their graduation. The participants comprised two groups from two different schools that followed different learning philosophies; namely, subject-based learning [SBL] and problem-based learning [PBL]. Their stories focussed initially on an in-depth work experience with a client / patient but their subsequent embellishments included insights into their undergraduate educational experiences. The stories resulted from a method using a multi-layered reflective approach. The qualitative data were analysed and interpreted through two distinctly different methods of narrative analysis that opened windows on a person's world and analysis of narratives that opened windows onto a particular culture - that of occupational therapy in England. The narratives were presented against a backdrop of qualitative interpretive research and hermeneutic cycles and were framed against two contemporary frameworks: the artistic / interactive practitioner and a quadrant describing specific ways of practising. These were set within a macro-framework of a global Social- Ecological model. The participants were all successful in their professional entry qualifications and, so, the findings centred on those of congruency of educational fit in the entire learning experience and of subtle educational challenges that could enhance professional education particularly for a non-traditional group such as this one. The findings were also broad and so they have given rise to several avenues for further research.
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Hayter, Karen, and Karen Hayter. "Work Readiness of Newly Graduated Nurses with Implications for Academia and Employers." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624565.
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Background: The transition and retention of newly graduated nurses are worldwide problems. With the nursing shortage and 33-61% of newly graduated nurses leaving their job within the first year, newly graduated nurses need to be work ready. Work readiness of new nurses is a new concept developed in Australia.
Significance: New nurses are a vulnerable population that is dependent upon experienced nurses for knowledge, skills, and socialization into the profession. However, new nurses often experience rudeness, humiliation and conflict influencing professional success, patient care, and retention.
Purpose: To apply the Work Readiness Scale – Graduate Nurses (WRS-GN) to a population of Baccalaureate (BSN) and Master’s Entry into the Profession of Nursing (MEPN) graduates from a southwestern university and determine if there is a relationship between the variables of work readiness, individual experiences of graduates, and the two groups. Research questions included:
1) What is the relationship between work readiness (social intelligence, personal work characteristics, work competence, and organizational acumen) and individual experiences?
2) Do newly graduated BSN and MEPN degree nurses differ on the WRS-GN constructs of social intelligence, personal work characteristics, work competence, and organizational acumen?
Method: Descriptive correlational study with a convenience sample of graduates from a southwestern university. Participants received a survey through their school email account and a message was placed on the Alumni Facebook page.
Results: Thirty participants (9.2% response rate), 93.3% were female, and 76.7% work in Arizona. None of the participants were planning to leave the profession of nursing in the next year. A statistically significant relationship was detected between work competency and length of nurse residency (r=.44, p=0.02) and a negative relationship was detected between personal work characteristics and nurse residency (r=-.41, p=0.02). No relationship was detected between the two groups and constructs of work readiness.
Implications/conclusions: Work readiness is complex. Longer nurse residency is associated with greater work competence. Academia and employers should collaborate and provide courses that enhance the work readiness of newly graduated nurses. The WRS-GN has been tested once in a population of Australian graduate nurses therefore further research is needed to validate the WRS-GN.
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Griffiths, Joanne. "Betwixt and between : professional identity formation of newly graduated Christian youth workers." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/9853.
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For Christian professional youth workers, the transition from student to employee positions them at the interstices of convergent and competing discourses. This thesis argues that Christian youth workers can position themselves within these discourses by articulating an authentic faith integrated with professional practice. This positioning is produced and reproduced by performative expectations and the influence of relations of power. The notion of one, unitary professional identity is deemed futile as Christian professional youth workers mobilize a complex range of identities within a range of liminal spaces. Youth workers are suspended within an extended liminal state, which opens up different possibilities for professionalism within Christian professional youth work. This thesis contributes to knowledge particularly for the sociology of the professions and specifically with regard to training and subsequent employment of those within professional occupations. Theoretically, this thesis develops Turner’s thinking in relation to the three phases of separation, liminality and reincorporation and how they apply to the understanding of transition from training to employment. Turner’s phases appear to be incomplete for the understanding of the particular issues that individuals face in the forming of identity in late modern contexts. His thinking on separation and liminality adopt a more nuanced meaning in that the statuses are not as clearly defined as would be initially thought. Likewise, reincorporation is elusive, since Christian professional youth workers are suspended within a permanent state of liminality. This thesis redeems the notion of professionalism from a secular liberal ideal, allowing spirituality to flourish once again. A Christian professional can, and does, express an authentic sense of self within different discursive domains. The crossing of discursive boundaries allows for creativity and experimentation that enriches faith and professionalism. The two influence each other in productive ways. Professionalism as the profane becomes the sacred through the experiences of Christian professionals. Of course, professionalism becoming sacred is not the domain of the Christian only. This is pertinent for a person of any faith belonging to a professional occupation and seeking to express their faith through their work.
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Varner, Kendra. "Longitudinal Mixed Methods Study of Newly Graduated Nurse and Teacher Sleep Experiences." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162766389031217.
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Kindslätt, Sofia, and Libeck Sara Theliander. "From the known to the unknown future of a newly graduated nurse : a qualitative minor field study in India." Thesis, Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-5243.
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Bakground : A new kind of birthing center, providing a new concept of maternal care is about to open in a city located in the eastern part of India. Being part of a new concept in maternal care and having the opportunity to work at a new advanced multispecialty hospital as well as being a newly graduated nurse can create a lot of expectations in which we aim to explore. Aim : The aim was to explore newly graduated nurse's expectations before the opening of a natural birthing center in the eastern part of India. Method : Qualitative interviews were chosen as a data collecting method. The participants were five newly graduated nurses. A qualitative content analysis with an inductive approach and a manifest content was selected for analyzing the collected data. Findings: Four categories with sub-categories were found. They were Unknown future, In relation with patients and relatives, Opportunities to develop as a nurse and to become a good nurse. Conclusion : In this study it was seen that the nurses felt unsure in their role and about their future. To be able to care for patients and relatives as a newly graduated nurse in a professional manner (and make them feel safe), it is important to have the confidence to feel safe in the nursing role. It is also of importance that the organization allows the nurse to develop by creating attuned climates for this, all to become a good nurse.
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Emanuelsson, Amanda, Victoria Hultberg, and Wilma Fridell. "Why do newly graduated students choose to apply for jobs in small cities? : A Bachelor thesis exploring what newly graduated students consider being an attractive employer in a small city." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105863.
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Background: Employer branding is a concept that describes a company's reputation as a work place. Working with the employer brand can help companies to attract talented employees and also retain them in the company. It is therefore important that companies understand what makes an employer attractive in order to appeal and retain employees. This is important especially for businesses that are located in small cities since it can be challenging for them to attract talent there. Urbanization has led to smaller areas being less populated and that graduated students are least prone to move to these areas. Thus, it is important to make smaller cities and areas more attractive to make the graduates move there. Purpose: The purpose of this thesis is therefore to explore what factors graduated students consider attractive in an employer in a small city. Methodology: This thesis used a qualitative and deductive approach. In order to solve the purpose and answer the research question, eight semi-structured interviews were conducted through Zoom with a non-probability sampling that were chosen by the researchers. However, before conducting the interviews, the researchers did some theoretical research and discovered six factors that represented employer attractiveness (See Figure 1). These factors became the basis of the study and a foundation when constructing the questions for the interviews. Findings: The findings of this thesis showed that the factors that were most important; flexibility, salary, leadership, career possibilities, working culture and recruitment.
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Mhinga, Rirhandzu Sharon. "Critical thinking skills and the workplace : a case study of newly graduated employment seekers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80250.
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Thesis (MPhil)--Stellenbosch University, 2013.<br>AFRIKAANSE OPSOMMING: Die tesis handel oor die volgende:
Hoofstuk 1 dek die agtergrond, probleemstelling en ‘n kort oorsig oor die
vaardigheidsgapings wat opgemerk kan word binne die konteks van die kennis-ekonomie.
Hoofstuk 2 handel oor kernkonsepte, naamlik “kritiese denkvaardighede”, die kenniskonomie
en wersvaardighede.
Hoofstuk 3 sit ‘n gevallestudie uiteen. Dit beskryf die metode wat gekies is, die monster
asook die uitvoering van die projek.
Hoofstuk 4 bied ‘n ontleding aan van die data.
Die laaste hoofstuk bespreek die resultate en hulle implikasies.<br>ENGLISH ABSTRACT: The thesis covers the following chapters
Chapter 1: Background and Research Objectives
This chapter focuses on the background, the problem and its setting and also includes the
overview of the knowledge economy and the existing gap in skills.
Chapter 2: Critical thinking and Employability Skills
The focus is on an introduction and definitions of key concepts, namely critical thinking
skills, the knowledge economy, and employability skills.
Chapter 3: The Case Study
This chapter offers the chosen research method and design, as well as the reasons for
selecting this design, and will describe the methods. The discussion will include the research
approach, sampling and data management.
Chapter 4: Presentation and Discussion of the Findings
The discussion includes data interpretation, specific techniques employed and reasons for
such strategies.
Chapter 5: Aspects of the Skills Gap
This is the final chapter and it discusses the findings, makes recommendations, and concludes
the study.
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Rose, Anna-Karin. "Newly Graduated Nurses’ Experiences Of The Intervention Practitioner Training Nurse. : A Qualitative Interview Study." Thesis, Malmö universitet, Institutionen för vårdvetenskap (VV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42164.
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Aims and objectives: To describe newly graduated nurses’ experiences of the intervention practitioner training nurse. Background: Newly graduated nurses need support to establish the profession. Several studies have shown that the first years in the profession, is the most challenging time. Method: The intervention practitioner training nurse was initiated to empower, and support newly graduates nurses in their professional role. Data were collected through semi-structured interviews with ten newly graduate nurses having experience of the intervention. The data were analysed using qualitative content analysis. Results: The analysis results in the overarching theme; “Organizational prerequisites” The theme consisted of three categories, "Activator" comprised the subcategories compiliating and attractive workplace. This involved that the practitioner training nurse were the activator creating a clear structure and the wards became more attractive workplaces. “Supportive nursing" comprised the subcategories present assistance, emotional support, and patient safety. This involved that practitioner training nurse constituted an important support function and helped to ensure patient safety. “Professional development” comprised the subcategories nurse's competence, feeling of security, and learning. This created the opportunity for professional development. Conclusion: The newly graduate nurses' experience of the intervention shows that the creation of an organisational structure enabled the practitioner training nurse to be an important support and to contribute to professional development. This was accomplished by strategic decision of the hospital management. Relevance to practice: The results of the current study can be transferred to other similar healthcare organizations and can be a support for managers who plan to initiate interventions to empower and support newly graduated nurses.
Books on the topic "Newly graduated"
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Blom, Andreas, and Hiroshi Saeki. Employability and Skill Set of Newly Graduated Engineers in India. The World Bank, 2011. http://dx.doi.org/10.1596/1813-9450-5640.
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Robinson, Harlow. Lewis Milestone. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178332.001.0001.
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This book tells the remarkable personal and professional story of Lewis Milestone (1895-1980), one of the most prolific, creative and respected film directors of Hollywood’s Golden Age. Among his many films are the classics All Quiet on the Western Front, Of Mice and Men, A Walk in the Sun, Pork Chop Hill, the original Ocean’s Eleven and Mutiny on the Bounty, starring Marlon Brando. Born in Ukraine, he came to America as a teenager and learned about film in the U.S. Army in World War I. By the early 1920s he was editing silent films in Hollywood, and soon graduated to shooting his own features. His films were nominated for 28 different Academy Awards during a career that lasted 40 years. Among the many stars whom he directed were Barbara Stanwyck, Ingrid Bergman, Gregory Peck, Errol Flynn, Gary Cooper, Frank Sinatra, Joan Crawford and Kirk Douglas. Providing biographical information, production history and critical analysis, this first major scholarly study of Milestone places his films in a political, cultural and cinematic context. Also discussed in depth, using newly available archival material, is Milestone’s experience during the Hollywood Blacklist period, when he was one of the first prominent Hollywood figures to fall under suspicion for his alleged Communist sympathies. Drawing on his personal papers at the AMPAS library, my book gives Milestone the honored place herichly deserves in the American film canon.
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Lefebure, Leo D. Masao Abe and Comparative Theology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0003.
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A leading form of comparative theology entails commitment to one religious tradition but ventures out to encounter another tradition, with the goal of generating fresh insights into familiar beliefs and practices reliant upon both the tradition of origin and the newly encountered faith tradition. This chapter, based on a graduate course at Georgetown University, examines how Zen Buddhist thinker Masao Abe engages in a dialogue with Western philosophy and Christian theology. Abe interpreted the meaning of the kenosis (emptying) of God in Jesus Christ in Christian theology in light of Mahayana Buddhist perspectives on Sunyata (emptying) and the logic of negation. The chapter includes responses to Abe from various Christian theologians, including Georgetown graduate students.
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Small, Mario Luis. Beyond Named Confidants. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190661427.003.0004.
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This chapter examines whether the graduate students, when talking about their serious personal worries, actually approached their newly named confidants or stuck, instead, to old ones. Three possible expectations about what the students did are discussed: the students will reserve their serious worries for old confidants, or strong ties; they will approach both old and new confidants, strong and weak ties, with their serious worries; or they will not necessarily reserve their serious worries for either old or new confidants, approaching even people they did not name as confidants. The chapter shows that, when faced with their own most serious worries, the students turned to old named confidants, to new ones, and even to people not named at all.
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Hicks, Michael. Buildings and Professors. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039089.003.0002.
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This chapter discusses the beginnings of the Mormon Tabernacle Choir. It first considers the construction of the Salt Lake Tabernacle on April 6, 1852, before turning to the schoolhouse that Brigham Young built to provide vocal lessons for as many as 200 children at a time under the direction of David Calder, who championed a modified form of John Curwen's Tonic sol-fa method. Graduates of the Tonic sol-fa classes sang in concerts in the Salt Lake Theater, the dedication of which featured an anthem, “God Bless Brigham Young,” or “The Saints' National Anthem”; this suggested that the Mormons now saw their society as self-contained, a new “nation” outside the nation they had left. The music to this new anthem was composed by Charles John Thomas, the newly appointed director of the theater orchestra and, on Sundays, of the Tabernacle Choir. The chapter also considers the acoustics of the Salt Lake Tabernacle, the Tabernacle organ, and the appointment of Thomas Griggs as the new Choir conductor on August 19, 1880.
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Reid, Peter H. Every Hill a Burial Place. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813179988.001.0001.
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In 1966, the Peace Corps and Tanzania, both newly established, faced a major international crisis when a Peace Corp volunteer was to be tried in Tanzania on a charge of murdering his wife, also a volunteer. This book examines how each of these entities arrived at this juncture—that is, the founding of the Peace Corps and the path to independence for Tanzania, the trial and its aftermath. Two assessors acted as jury, one a white American working in Tanzania, the other a black Tanzanian who had recently returned from graduate studies in the United States and who had been part of the famous African Airlift that brought Africans to America, including Barack Obama’s father, to study. That program, designed to undercut Russian efforts to lure Africans to the Soviet Union, foreshadowed many of the Cold War conflicts between the United States and Tanzania, including the U.S. role in the Congo, the Vietnam War, and apartheid in South Africa. The book explores how government officials, both American and Tanzanian, private attorneys, friends and relatives of the couple, and witnesses dealt with the complex situation.
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Person, Katarzyna. Warsaw Ghetto Police. Translated by Zygmunt Nowak-Solinski. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754074.001.0001.
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This book shines a spotlight on the lawyers, engineers, young yeshiva graduates, and sons of connected businessmen who, in the autumn of 1940, joined the newly formed Jewish Order Service. The book tracks the everyday life of policemen as their involvement with the horrors of ghetto life gradually increased. Facing and engaging with brutality, corruption, and the degradation and humiliation of their own people, these policemen found it virtually impossible to exercise individual agency. While some saw the Jewish police as fellow victims, others viewed them as a more dangerous threat than the German occupation authorities; both were held responsible for the destruction of a historically important and thriving community. The book emphasizes the complexity of the situation, the policemen's place in the network of social life in the ghetto, and the difficulty behind the choices that they made. By placing the actions of the Jewish Order Service in historical context, the book explores both the decisions that its members were forced to make and the consequences of those actions. Featuring testimonies of members of the Jewish Order Service, and of others who could see them as they themselves could not, the book brings these impossible situations to life. It also demonstrates how a community chooses to remember those whose allegiances did not seem clear.
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Giles, Howard, and Jake Harwood, eds. The Oxford Encyclopedia of Intergroup Communication. Oxford University Press, 2018. http://dx.doi.org/10.1093/acref/9780190454524.001.0001.
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Over 80 entriesThe Oxford Encyclopedia of Intergroup Communication is the first dedicated to this burgeoning field within communication studies. The essays in this collection explore geographic regions, communication processes, theories, and applied areas of interest, all pertaining to how human communication processes are influenced by, and themselves influence, the groups to which we all belong. The project brings together, in an authoritative work, research, theory, and application on well-established, as well as newly explored intergroup communication situations. The new perspectives not covered in earlier works include: • how word order affects social status • how metaphors shape intergroup relations • how sexual orientation is communicated • how interpersonal and intergroup communication intersect • what neuroscience contributes to intergroup communication • and how intergroup communication operates in previously unacknowledged settings such as the military or in the political arena.Given that the “intergroup umbrella” essentially integrates and transcends many of the traditional conceptual boundaries in communication (such as media, health, intercultural, organizational and so forth), the Oxford Encyclopedia of Intergroup Communication provides an intriguing window on to the communicative world of intergroup relations so integral to other social sciences. The encyclopedia will be an essential reference for anyone interested in intergroup communication issues, and particularly research scholars and graduate students.
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Grenander, Ulf, and Michael I. Miller. Pattern Theory. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780198505709.001.0001.
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Pattern Theory provides a comprehensive and accessible overview of the modern challenges in signal, data, and pattern analysis in speech recognition, computational linguistics, image analysis and computer vision. Aimed at graduate students in biomedical engineering, mathematics, computer science, and electrical engineering with a good background in mathematics and probability, the text includes numerous exercises and an extensive bibliography. Additional resources including extended proofs, selected solutions and examples are available on a companion website. The book commences with a short overview of pattern theory and the basics of statistics and estimation theory. Chapters 3-6 discuss the role of representation of patterns via condition structure. Chapters 7 and 8 examine the second central component of pattern theory: groups of geometric transformation applied to the representation of geometric objects. Chapter 9 moves into probabilistic structures in the continuum, studying random processes and random fields indexed over subsets of Rn. Chapters 10 and 11 continue with transformations and patterns indexed over the continuum. Chapters 12-14 extend from the pure representations of shapes to the Bayes estimation of shapes and their parametric representation. Chapters 15 and 16 study the estimation of infinite dimensional shape in the newly emergent field of Computational Anatomy. Finally, Chapters 17 and 18 look at inference, exploring random sampling approaches for estimation of model order and parametric representing of shapes.
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Tufanova, Olga A., and Marianna V. Kaplun. Hermeneutics of Old Russian Literature: Issue 20. А.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2021. http://dx.doi.org/10.22455/horl.1607-6192-2021-20.
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The book is a comprehensive fundamental research on the history of Russian literature of the 11th–17th centuries, reflecting various domestic and foreign schools and trends. The materials are structured into sections depending on the subject, topics and methods of analysis and show both the novelty and the traditional nature of the research problem. The focus is on the scientific problems of codicology, source study, textology, macro- and micropoetics of both manuscript collections and individual monuments of the literature of Old Russia, editions of newly found redactions and previously unknown medieval texts. Analytical and survey research focuses on the problems of interpretation of Old Russian written monuments, the artistic specifics of various genre forms, syncretic phenomena of Old Russian literary and artistic creativity. A number of works have shown a deep interest in the issues of the reception of plots of Old Russian literature in the literature of the 20th–21th centuries, allusions to the medieval texts. The newest original research devoted to the peculiarities of Old Russian writing and manuscript ruling clarifies the issues of the existence of Old Russian books and makes significant adjustments to the established traditional practice of publishing Old Russian monuments. In general, research presented in the book expands and deepens the understanding of the history of the development of Russian medieval literature. The book is addressed primarily to trained readers — medieval scholars, university professors, graduate students and philology students, historians, cultural experts, art historians.
Book chapters on the topic "Newly graduated"
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Lichtenberg, Thomas. "Curriculum globALE: A Global Tool for Professionalising Adult Educators." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.15.
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Curriculum globALE (CG) is a cross-cultural core curriculum for training adult educators worldwide. It was developed jointly by the German Institute for Adult Education (DIE) and DVV International. In five modules, it describes the relevant skills needed to lead successful courses and provides guidance on their practical implementation. Curriculum globALE has been applied in many partner countries and in Germany itself. Evaluation results show that CG is a professionalisation tool for adult educators that can be applied successfully world-wide. Graduates confirm a wide use of the newly acquired competences for their educational work. However, the practical application of CG is also faced with a number of challenges.
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Simaika, Samir, and Nevine Henein. "A Prominent Family." In Marcus Simaika. American University in Cairo Press, 2017. http://dx.doi.org/10.5743/cairo/9789774168239.003.0004.
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This chapter focuses on the education and careers of Marcus Simaika's siblings. According to Marcus, no fewer than three prime ministers were among the graduates of the Coptic Patriarchal School: Boutros Pasha Ghali and Youssef Pasha Wahba, both Copts, and Yehia Pasha Ibrahim, a Muslim. A large number of ministers, heads of administrations, judges, and statesmen also graduated from this school. Marcus's two elder brothers, Abd al-Messih and Rizqallah, both graduated at the top of their class and were sent to the School of Law. They were later transferred to the Mixed Courts and then to the newly established Native Courts. Abdallah, the younger brother of Marcus, went to Montpellier to study law, while his youngest brother Attallah entered the Egyptian State Railways. His sister married her first cousin, Wassef Pasha Simaika.
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Alhashimi, Mukhtar, and Anjum Razzaque. "Employers' Perceptions of Business Graduates." In Global Approaches to Sustainability Through Learning and Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0062-0.ch015.
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Managers claim that fresh graduates are unequipped to meet market demands. This chapter investigates the perception of employers in retail Islamic banks of Bahrain on newly graduated business students. The Singaporean Model of Employability Skills was implemented to ascertain the mean ratings of employability skills in terms of their importance, and the competency of business graduates. This deductive research approach initiated with a literature review that identifies research gap and a model which was tested via a self-administration adopted survey by collected data from 220 senior employees at retail Islamic banks of Bahrain. The systematic of convenience sampling technique was used in selecting 161 samples and the researcher received only 85 completed questionnaire forms. Findings initiate that employers appreciated the importance of teamwork, risk management, and decision-making skills. Their main recommendation was that employers should establish a durable bond with universities to enhance employability skills.
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Garrett, Valerie. "Valuing what you bring to the primary care setting as an experienced or newly graduated counsellor." In Effective Short-Term Counselling within the Primary Care Setting. Routledge, 2018. http://dx.doi.org/10.4324/9780429474071-4.
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Harris, Joy E. "Teaching What We Don’t Know." In Communication Technology for Students in Special Education and Gifted Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch025.
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When newly graduated teachers enter the classroom, they are expected to possess the knowledge to adequately teach students with a wide variety of needs including students with special needs, whether these students perform far above the majority of their peers or lag significantly behind. A disconnect exists, however, between the expectation and the reality. The truth is that most teacher education programs do not provide adequate training to teacher candidates in the area of special needs, and in terms of teaching pre-service educators what technological tools are available to enhance the educational opportunities of students with special needs, there is virtually no training whatsoever. The conclusions from this study come from a random sample (n=60) of National Council for Accreditation of Teacher Education accredited schools and colleges of education in the United States and its territories.
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Miller, James W. "At the Highest Level." In Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0011.
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Principals and coaches from African American high schools in Kentucky began peppering the formerly all-white Kentucky High School Athletic Association (KHSAA) with questions regarding membership. Young acted quickly, and in 1956 Lincoln Institute became one of the first KHSAL members to be accepted into the KHSAA. The KHSAA state tournament had its first African American participants in March 1957, and the KHSAL ceased operations. A dozen African American schools closed after their local school boards submitted plans for integration, and their former students strengthened the teams at some of the newly integrated schools. The Lincoln basketball team faced a rebuilding year in 1955–1956 after John Cunningham and members of the 1955 state championship team graduated. Young hired Walter Gilliard as athletic director, and he succeeded Herbert Garner as head basketball coach the following year.
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"Subjective Probability." In Examining an Operational Approach to Teaching Probability. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3871-5.ch003.
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Subjective probability aims to solve a big problem: how to calculate probability when none of the definitions examined in the previous chapters is applicable. The probability that it will rain tomorrow, that a newly graduated student will find a job, or that a basketball player will pass the basket record are examples of the subjective conception of probability, as they require neither the knowledge of the mechanism that regulates the phenomenon nor the repeatability of the phenomenon. The value attributed depends on the state of information of the person making the assessment. The already mentioned Bayes' Theorem shows how to make probability evaluations and subsequently modify them in the presence of new data. Faced with the vast field of application, there is a very scarce (one would have to say nothing) attention on the part of the teachers who prefer to concentrate the little time dedicated to the subject to more standardized situations.
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Graham, Patricia Albjerg. "Autonomy to Accountability." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0010.
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When is Schooling Complete? At the beginning of the twentieth century most Americans believed they had “completed” their schooling if they finished the eighth grade. Only 6 percent of young people then graduated from high school. Eighth-grade graduation was a major celebration, particularly in rural neighborhoods, with the newly recognized scholars feted and dressed in their best as the photograph of my father’s 1908 Ottertail County, Minnesota, eighth-grade class illustrates. In 1955 a ninth-grade student in my homeroom, when queried how far her father had gone in school, replied confidently, “all the way.” That meant high school graduation in the Deep Creek, Virginia, neighborhood. By the end of the twentieth century, however, that definition had changed radically. “Completing schooling” now means some college at a minimum, with about 66 percent of high school graduates now attending, and increasingly it has meant acquiring a post-graduate degree. These changing expectations for what is considered sufficient schooling have dramatically altered American views of higher education. Once thought the domain of the very few (less than 2 percent of the age group in 1900) and largely peripheral to the economy, colleges and universities occupied a very different position at the beginning of the twenty-first century. They now appeal to a mass population, and they constitute a crucial link in the economy through their research and development activities. Furthermore, unlike 1900 when few foreigners would ever have considered coming to the United States to study, they now attract both students and faculty from all over the world, including some of the most gifted and ambitious. The range of these institutions from the leading research universities, which remain among the best in the world, to “open enrollment” institutions (with no requirements for admission other than paying the tuition), which provide unparalleled access to higher education, is extraordinary. Today the academic overlap between some of the best high schools and some undergraduate institutions is considerable, with high school juniors and seniors flourishing in college classes.
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Jansson, Dag, and Anne Haugland Balsnes. "Dilemmaer i skandinavisk korlederutdanning." In Higher Education as Context for Music Pedagogy Research. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.119.ch9.
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Within higher education, programmes in choral conducting are offered of varying kinds and at different levels, from dedicated programmes to single courses that are embedded in other music programmes. The choral practice field is varied; choral leadership is partly a generic music competence and partly a profession. The variety and social reach of the choral movement suggest that the educational offering in choral conducting should be manifold in type and quantity in order to supply the practice field with qualified conductors. n this chapter we take a renewed look at material from three previous studies: (1) a mapping of Scandinavian choral leader education, based on document analysis and interviews with tutors and newly graduated conductors; (2) a quantitative survey on choral conducting competencies, where more than 600 conductors in Norway, Sweden, and Germany participated; and (3) an interview study of twenty Norwegian choral conductors on their professional careers. Although the findings from these studies were salient enough, the implications for choral conducting education were not equally clear. The point of departure for this chapter is that this is due to a series of difficult trade-offs, and we ask the question: What dilemmas do we face when educating choral conductors, and how might we understand these in light of the composite data? The material is analysed by drawing on established pedagogic categories, Wenger’s theory of communities of practice (1998), Jansson’s competence model for choral conductors (2018), and Varvarigou and Durrant’s discussion framework for choral conducting (2011).
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Kwok, Tsz Kin. "The Bridge to America." In International Student Mobility and Opportunities for Growth in the Global Marketplace. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3451-8.ch010.
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The current mixed method research study explored the acculturative experiences of international graduate students through a summer bridge program known as the webinar. The study was conducted at a comprehensive research university in Philadelphia, Pennsylvania before newly admitted graduate students arrived in the United States. Both quantitative and qualitative results were collected to gain greater insights during their transitional period. The following themes emerged in this study: (1) physiological and psychological needs, (2) sense of belonging, (3) peer-to-peer support, and (4) faculty and professional staff engagement. The themes presented in this study may assist international graduate students with their adjustment timeframe from their home country to the host environment.
Conference papers on the topic "Newly graduated"
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Thulani, Khoza, Abrey Mark, and Smallwood John. "The Integration of Newly Graduated Construction Managers into the South African Construction Industry." In Creative Construction e-Conference 2020. Budapest University of Technology and Economics, 2020. http://dx.doi.org/10.3311/ccc2020-036.
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Yamada, Noriko, Akiko Yokokawa, Daisaku Kashiwakura, Masumi Muramatsu, and Keiko Nakamura. "Changes in Self-Rated Basic Social Skills and Basic Nursing Attitudes of Newly Graduated Nurses." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.87.
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Mansour, Mansour, Maha Al-Madani, Abdulrahman Al-Anati, and Aysar Jamama. "75 Correlational study of perceived organizational empowerment and reported assertive communication skills among saudi newly graduated nurses." In Patient Safety Forum 2019, Conference Proceedings, Kingdom of Saudi Arabia, Ministry of National Guard Health Affairs. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjoq-2019-psf.75.
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Jasim, Wafa. "A Comparative study between Traditional and Innovative school teachers perceptions regarding medical certificate for newly graduated doctors." In Proceedings of the 1st International Multi-Disciplinary Conference Theme: Sustainable Development and Smart Planning, IMDC-SDSP 2020, Cyperspace, 28-30 June 2020. EAI, 2020. http://dx.doi.org/10.4108/eai.28-6-2020.2298250.
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Pailing, Adam, Huma Naqvi, and Harriet Marsland. "55 Establishing a standalone mentorship scheme for newly graduated FYi1s during the COVID-19 pandemic: feedback and experiences." In Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.55.
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Qureshi, SP, D. Jones, J. Skinner, and M. Wood. "19 Challenges to recognising the dying patient in acute care – perceptions of senior and newly graduated scottish doctors." In The APM’s Annual Supportive and Palliative Care Conference, In association with the Palliative Care Congress, “Towards evidence based compassionate care”, Bournemouth International Centre, 15–16 March 2018. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjspcare-2018-aspabstracts.19.
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Lunat, Raees, Qasim Malik, and Reema Akhter. "116 Using ACE FY1 induction course as an intervention to increase confidence in newly graduated doctors before starting foundation year 1." In Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.116.
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Ulusan, Ufuk. "Investigating Conceptual Foundations of Design Ability: An Analysis through the Expressions of the Experiencing Mind." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3126.
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This paper aims to reveal conceptual foundations of design ability based on verbal expressions of students’ insights. A group, which consists of industrial design students who are newly graduated or in their last semester, was interviewed individually. The interviews were based on their experiences and the evolution of skills during four years of undergraduate education. Semi-structured interviews were used as the main data collection method and the data is analyzed using thematic analysis. Chunks of data are coded and codes are categorized under themes in a reductionist manner within several iterations. Three conceptual themes are generated and interpreted. Examples from four creative areas are given in order to broaden the field where the themes may be applied. As the final outcome, a model of fractal triangle simultaneously showing the findings is suggested.DOI: http://dx.doi.org/10.4995/IFDP.2016.3126
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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Ascertaining Affective Domain in Engineering: A New Learning Concept." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50031.
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Engineering Education has always been focusing on the development of technical skills since decades. Technological advancement and digitalization have enabled the educators to implement various teaching pedagogies for the Digital Natives [1]. According to the World Bank report on the employability and skill set of newly graduated engineers in India, the core employability skills like self-discipline, reliability, self-motivation, team work, willingness to learn, flexibility, empathy, understanding and taking instructions for assignments with the weightage of 4.27 and communication skills with the weightage of 4.01 are prioritized much more than the professional skills with the average of 3.91 [2]. The three skills groups identified by The World Bank, partly underpinned by the tripartite conceptualization of learning as cognitive, psychomotor and affective domain of Bloom’s taxonomy are an important source of investigation for teaching learning pedagogy [3]. The engineers always play a critical role in the development of the society which demands from them critical thinking, problem solving, collaboration skills, decision making, communication skills, integrity, realizing human values, being compassionate and accountable etc. These skills enable them to work for the welfare of mankind. Much of the research has emphasized to have such types of skills among the engineers but increased demand and increased number of qualifying engineering graduates have led to poor quality of education and consequently skill shortage. This paper presents a unique pedagogical framework focusing on the development of affective domain among the first year engineering students. The authors ascertain that the cognitive domain has been always emphasized in engineering education, more than the affective domain, albeit affective domain is substantial for engineers. The affective domain, arguably the most complex, [4] is about students’ values, attitude, emotions, appreciation etc. The authors have adopted a new hybrid learning concept offering a conducive, student-centered learning environment that motivates and enhances students’ engagement with their peers, friends, teachers and the institute. This paper discusses a new learning concept, specific to engineering education for the smooth transition of the students to real contributors and life-long learners by acquiring some indispensable 21st century skills.
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Wang, Yin, and Guozhu Chen. "Literature Retrieval Strategies and Skills and Their Help for Newly-Enrolled Graduate Students." In 2009 International Conference on Management and Service Science (MASS). IEEE, 2009. http://dx.doi.org/10.1109/icmss.2009.5304965.
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