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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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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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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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Jacobsson, Mattias, and Henrik C. J. Linderoth. "Newly graduated students’ role as ambassadors for digitalisation in construction firms." Construction Management and Economics 39, no. 9 (2021): 759–72. http://dx.doi.org/10.1080/01446193.2021.1955398.
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Sivberg, Bengt, and Kerstin Petersson. "Self-Image, Self-Values and Interpersonal Values Among Newly Graduated Nurses." Nursing Ethics 4, no. 5 (1997): 407–23. http://dx.doi.org/10.1177/096973309700400507.
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This longitudinal study (1994-1996) used the Gordon Personality Inventory to measure nursing students’ self-image (Gordon A), self-values (Gordon B) and interpersonal values (Gordon C). It was performed with students from three colleges of health in the south of Sweden: Jönköping ( n = 54), Växjö ( n = 24) and Kristianstad ( n = 38). The null hypothesis of the study was that the new academic three-year programme did not have the power to change significantly the students’ self-image and professional values. The hypothesis was tested by paired sample Student’s t-test. The result was that, at Jönköping, self-image changed and increased significantly in the dimensions of ‘cautiousness’ and ‘personal relations’, and decreased in ‘sociability’, and increased in the self-value ‘order’. At Växjö the self-image dimensions of ‘original thinking’ and ‘personal relations’ increased, and, at Kristianstad, the students increased their self-image scores in ‘responsibility’.
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Baker, Omar Ghazi, and Musaad Salem Alghamdi. "Casey-Fink Graduate Experience Survey for Nurses and Preceptors in the Kingdom of Saudi Arabia." Nurse Media Journal of Nursing 10, no. 1 (2020): 76–85. http://dx.doi.org/10.14710/nmjn.v10i1.29056.
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Background: Preceptors play an essential role in supporting new nurses during the transitional period in professional roles. Moreover, graduate nurses experience several challenges during their transitional role from students to professional nurses, despite the considerable relationship between nurses and preceptors.Purpose: The study aims to evaluate the relationship between the experiences of nurses using Casey-Fink Graduate Nurse Experience Survey and the number of preceptors in Saudi hospitals.Methods: A cross-sectional study design was adopted, and Casey-Fink Graduate Nurse Experience Survey was used to collect data from 84 newly graduated nurses. Descriptive and regression analysis was used for data analysis.Results: Results showed that there was no statistically significant relationship between the responses of 5 factors of the Casey-Fink Graduate experience survey and the number of preceptors. Based on the survey, (33.8%) had to stress whereas significant causes of stress were student loans (41.9%), personal relationships (13.5%), living situation (27%), and finances (10.8%).Conclusion: No statistically significant relationship was found between variables including; support, patient safety, communication/leadership, professional satisfaction, and job satisfaction. The significance of preceptorship programs should be considered by the primary health care corporation to support and prepare preceptors of newly graduated and recruited nurses.
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Ferreira, Lis Campos, Rívia Siqueira Amorim, Fellipe Matos Melo Campos, and Rosana Cipolotti. "Mental health and illness of medical students and newly graduated doctors during the pandemic of SARS-Cov-2/COVID-19." PLOS ONE 16, no. 5 (2021): e0251525. http://dx.doi.org/10.1371/journal.pone.0251525.
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Introduction: SARS-Cov-2 virus pandemic causes serious emotional consequences. It has occurred widespread medical courses suspension, and graduations were anticipated. Field hospitals, set up to treat patients with mild to moderate COVID-19, were the main workplaces of newly graduated doctors. Objective: To assess the impact of SARS-Cov-2/COVID-19 pandemic on mental health of medical interns and newly graduated doctors. Method: This is a cross-sectional study performed using a digital platform. Links to forms were sent in two moments: moment 1 (M1), at the beginning of the pandemic, in the first half of April/2020 and moment 2 (M2), after six months of pandemic, in the second half of September/2020. All students from the medical internship and all doctors graduated since 2018 from the three medical schools in Sergipe-NE-Brazil were invited. Results: 335 forms were answered in April and 148 in September. In M1 88.9% considered themselves exposed to excess of information about COVID-19, which was associated with anxiety symptoms (p = 0.04). Long family physical distance was also associated with these symptoms, as increased appetite (p = 0.01), feeling shortness of breath (p = 0.003) and sweating (p = 0.007). Fear of acquire COVID-19 was reported as intense by almost half of participants, and of transmitting by 85.7% in M1. In M2 41.2% reported the death of friends or relatives. Psychiatric illness was described by 38.5% and psychotropic drugs use by 30.1% in M1, especially those who lived alone (p = 0.03) and the single ones (p = 0.01). Alcohol intake was reported by 54.3%, and among doctors graduated in 2020 it increased from 50% in M1 to 85% in M2 (p = 0.04). Conclusion: The pandemic had a negative impact on the mental health of medical students and newly graduated doctors. Exposure to excessive COVID-19 information and family physical distance were associated to anxiety symptoms. Among doctors graduated in 2020, alcohol intake increased during pandemic evolution.
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Mohan, Malu, and T. K. Sundari Ravindran. "Factors affecting “preparedness for practice” among newly graduated dentists – A cross-sectional study." Journal of Global Oral Health 3 (June 23, 2020): 23–33. http://dx.doi.org/10.25259/jgoh_20_2020.
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Objectives: Consequent to the drastic growth that has occurred over the past few decades in the dental education sector, dental profession in India, has also undergone changes. Hence, it is critical to inquire whether the current training that is being offered to dental students is successful in preparing them adequately to meet the challenges of the changing dental profession. We have aimed to assess the level of preparedness for independent dental practice among newly graduated dentists of Kerala and to explore the factors associated with their preparedness. Materials and Methods: This cross-sectional survey was conducted among a random sample of 400 recently graduated dentists from Kerala. We developed and validated a self-administered scale named Preparedness for Practice among Dental Graduates-Scale, PPDG-S, to assess the level of preparedness. The overall preparedness scores were categorized based on the median value of the total score (87) – score less than or equal to the median was considered “low preparedness” (0–87) and score greater than the median (>87) was considered “high preparedness.” The difference in proportion between high and low prepared participants across socio- demographic background, training characteristics, and employment characteristics was assessed and the significance was tested using the Chi-square test. A binary logistic regression analysis was conducted to identify the predictors of preparedness among recent dental graduates. Results: The majority of the participants reported themselves to be in the “low preparedness” category (209, 52.3%) as compared to the “high preparedness” category (191, 47.8%). In the bivariate analysis, five variables were found to have significant differences in their proportions between the high and low preparedness categories – gender, caste, type of training institution, work experience, and frequent job changes. According to multivariate analysis, being trained in a private/cooperative college (as opposed to a public institution) and not possessing continuous work experience of even 1 year in a single job (as opposed to having a continuous work experience) were found to pose significant adjusted risk for the lower preparedness among graduates. Conclusion: The high proportion of our study participants reporting lower preparedness for independent practice, reflect poor self-rating of their employability. This is critical, when we consider the competitive, saturated private practice sector, and unemployment among young dentists. The relatively higher proportion of poor preparedness among the private sector trained graduates when compared to the government college trained graduates is another matter that raises concern.
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Perkins, Danielle E. K. "My Practice Evolution: An Appreciation of the Discrepancies Between the Idealism of Nursing Education and the Realities of Hospital Practice." Creative Nursing 16, no. 1 (2010): 21–24. http://dx.doi.org/10.1891/1078-4535.16.1.21.
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Newly graduated registered nurses face a barrage of physical and mental challenges in their first few years of practice, especially in the hospital setting. This article explores discrepancies between student nurse practice and professional nursing practice and the challenges that new nurses face in bridging the gap between idealistic theory and realistic practice. The author’s subsequent graduate nursing education and continued practice in the field resulted in a personal evolution of practice that elicited a profound sense of appreciation for the field and a desire to share these experiences with other practicing nurses and students.
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Riyanti, Benedicta Prihatin Dwi, and Christiany Suwartono. "Psychometric Evaluation of Newly Developed Self-Assessment of Entrepreneurial Competencies." International Journal of Applied Business and International Management 3, no. 1 (2018): 5–13. http://dx.doi.org/10.32535/ijabim.v3i1.73.
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Entering the ASEAN economic community today, Indonesia activelyencourages the number of entrepreneurs. One of the primary resourcesis from the graduates of the vocational high school. The school needsa strategic way to evaluate the improvement of its entrepreneurship curriculum. Therefore, we designed a self-assessment of entrepreneurial competencies. The authors developed an assessment consists of various soft skill and hard skill competencies. Participants were asked to assess own abilities, according to the statements provided. The participants were 258 graduated vocational students from Yogyakarta and Jakarta. From 137 preliminary items, we took 24 best items. Results showed that three-factor model provided an adequate fit for the data. Business management capabilities, strategic thinking skills in managing the business, and the ability to see the opportunities emerged as first-order factors. The reliability estimation with the internal consistency method involved the Cronbach’s alpha for all subtests showed excellent results. Future studies are still needed to test the predictive power of the test tool to the success of graduateswho becomean entrepreneur.
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Khurram, Aneela, Kausar Pareveen, Muhammad Hussain, Muhammad Afzal, and Farhat Shaheen. "Perception of Competence in Newly Graduated Nurses' and Possible Predictors Influencing their Perception." International Journal of Health, Medicine and Nursing Practice 3, no. 2 (2021): 48–60. http://dx.doi.org/10.47941/ijhmnp.591.
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Purpose: To assess the newly graduated nurses' own perception of competence and to identify possible predictors influencing their perceptions.
 Methodology: A cross sectional descriptive study design. The setting will be the the Lahore School of Nursing, Allied Health Sciences The University of Lahore. Research took 4 months after the approval of synopsis Febrary 2021 to May 2021. One hundard and fifty nursing students of both gender male and female were included in this study.Using SPSS, data analysis was performed. Graphs and tables provided the details.
 Result: Total 150 participants are involved this study32.0% participants belong to 20-25 years of age group, 19.3% participants have 26-30 years of age group, 15.3% participants have 31-35 years of age group, 12.7% participants have 36-40 years of age and 20.7% participants have Above 41 year’s age. 58.0% participants were male and 42.0% female. 28.7% (n=43) participants were 1st year students, 26.7% (n=40) participants were 2nd year students, 26.0% (n=39) participants were 3th year and 18.7(n=28) participants were 4th year students.
 Unique contribution to theory, practice and policy: The newly graduated nurses thought they were the best at assisting patients with coping and delivering ethical, individualized nursing treatment. They thought themselves were the least qualified to evaluate results and contribute to the advancement of nursing care. The newly trained nurses thought they were competent as nurses in particular.
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Strong, Jenny, Leigh Tooth, and Anita Unruh. "Knowledge about Pain among Newly Graduated Occupational Therapists: Relevance for Curriculum Development." Canadian Journal of Occupational Therapy 66, no. 5 (1999): 221–28. http://dx.doi.org/10.1177/000841749906600505.
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In recent years there has been a growing awareness amongst health professionals of the need to prepare undergraduate students more adequately for practice with clients who have pain. Occupational therapists have a central role in enabling such clients to have productive lives despite pain. In this study, an examination was made of the adequacy of preparation for pain practice in graduates from one Australian occupational therapy curriculum. Recent occupational therapy graduates from the University of Queensland, Australia, who responded to a postal survey, obtained an overall 53% correct response rate to a 69-item pain knowledge and attitudes questionnaire. Results indicated the need for further education in this area, especially in the areas of pharmacological management, and pain assessment and measurement. These results were comparable to those obtained from final year occupational therapy students at Dalhousie University in Halifax, Nova Scotia prior to undertaking an elective course about pain. Follow-up interviews with a number of new graduates supported the inclusion of an elective pain course in the undergraduate occupational therapy curriculum at the University of Queensland in Australia.
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López-Entrambasaguas, Olga María, María José Calero-García, Ana María Díaz-Meco-Niño, and José Manuel Martínez-Linares. "Quality Assurance in Nursing Education: A Qualitative Study Involving Students and Newly Graduated Nurses." International Journal of Environmental Research and Public Health 17, no. 1 (2019): 240. http://dx.doi.org/10.3390/ijerph17010240.
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Background: Assuring quality training for future nursing professionals is essential to preserving population health and socio-economic development. Quality assurance in the European Higher Education Area places students in a leading role to transform and improve higher education programs. Therefore, an innovative way of reviewing strengths and weaknesses of the nursing education program of a Spanish university has been developed. Objectives: The aim of this paper was to explore the perceptions and opinions of nursing students and newly-qualified nurses regarding the contents of the nursing curriculum in order to improve its quality. Methods: Descriptive and exploratory qualitative research was carried out involving 12 newly-qualified nurses and 12 student nurses. Semi-structured interviews and focus groups were performed. Results: Based on the thematic analysis, two themes emerged: improving clinical practices and reviewing the theoretical curriculum. Conclusions: Among the improvements suggested by the participants, the most relevant ones were establishing a clear structure of learning contents in the practicum, and redistributing the European Credit Transfer and Accumulation System ECTS credits in various courses of the study program. However, additional evidence is needed prior to proceeding with any changes.
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Woo, Ming Wei Jeffrey, and Stuart Andrew Newman. "The experience of transition from nursing students to newly graduated registered nurses in Singapore." International Journal of Nursing Sciences 7, no. 1 (2020): 81–90. http://dx.doi.org/10.1016/j.ijnss.2019.11.002.
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Nilsson, Jan, Maria Mischo-Kelling, Andrea Thiekoetter, et al. "Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe." Nordic Journal of Nursing Research 39, no. 3 (2019): 159–67. http://dx.doi.org/10.1177/2057158519845321.
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Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor's degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.
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Phoenix, Ann, Afiya Amesu, Issy Naylor, and Kafi Zafar. "Viewpoint: ‘When black lives matter all lives will matter’ − A teacher and three students discuss the BLM movement." London Review of Education 18, no. 3 (2020): 519–23. http://dx.doi.org/10.14324/lre.18.3.14.
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The Black Lives Matter (BLM) movement is generating a new appetite for understanding the ubiquity of systemic racism. In this short piece, a professor and three newly graduated students from different racialized groups reflect on the reproduction of social inequalities in key institutions and on what decolonization means for the nation, not just for education.
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Lofmark, Anna, Bibbi Smide, and Karin Wikblad. "Competence of newly-graduated nurses - a comparison of the perceptions of qualified nurses and students." Journal of Advanced Nursing 53, no. 6 (2006): 721–28. http://dx.doi.org/10.1111/j.1365-2648.2006.03778.x.
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Utomo, Prattama Santoso, Arta Farmawati, James Degnan, Rachmadya Nur Hidayah, Rilani Riskiyana, and Gandes Retno Rahayu. "NEWLY-GRADUATED MEDICAL DOCTORS AS NEAR-PEER TUTORS FOR PREPARING NATIONAL LICENSING EXAMINATION: A CASE REPORT." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 2 (2021): 188. http://dx.doi.org/10.22146/jpki.62407.
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Background: Medical students in Indonesia are required to pass a national licensing examination (e.g., UKMPPD) as a requirement of graduation and to obtain their certificate of competence. Medical schools prepared their students based on their needs and capacity. The preparation might use different teaching approaches. Undergraduate medicine program in Universitas Gadjah Mada conducts a national licensing examination preparation program facilitated by both faculty members and peer tutors. The peer tutors are newly graduated medical doctors who were recruited and trained. The use of trained peer tutors in a structured program to prepare high-stake examination such as a national examination is considered novel. This paper aims to describe a peer-assisted learning (PAL) approach used to prepare medical students in facing a national licensing examination.Case Discussion: A preparation program using faculty and peer tutors was deployed to prepare final-year medical students for facing the Indonesian national licensing examination. The ratio of sessions facilitated by faculty to peer tutors was 1:2. The preparation included CBT and OSCE training. Sessions with faculty used a medium to large class approach while sessions with peer tutors used a small to medium group approach. Through February 2020, 147 students have participated in the program. A questionnaire was developed to measure agreement that the program was successful and if the tutees were satisfied with various aspects of the program. The tutees responded with high rates of satisfaction to most items on the questionnaire (responses for all but one item ranged between 72.1% and 90.5% in favorable agreement or satisfaction). The one exception was CBT preparation where the level of satisfaction was lower (54.4% rated CBT favorably). Participants highly valued the involvement and the performance of peer tutors.Conclusion: The use of near-peer assisted learning for national licensing examination preparation has strong potential. Further study is required to investigate the impact of the peer-assisted national licensing examination preparation program on students’ achievement and clinical practice.
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Andrade, Emmanuel Paiva, João Paulo Ferreira Martins, Siena Alves Costa, Gustavo Naciff de Andrade, and Jean Carlos Machado Alves. "Quando expectativas e percepções não convergem: um estudo sobre adequação curricular à demanda de mercado." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 39 (2018): 11. http://dx.doi.org/10.18265/1517-03062015v1n39p11-18.
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In a world where innovation assumes the strategic role of organizations and countries, the training of people, particularly engineers, is fundamental for debates that present its advantages and disadvantages. The present study will examine what happens to Production Engineering students at the Federal University Fluminense who are newly graduated and/or are about to graduate in relation to the alignment between the expectations of their probable employers and their own perceptions of the acquired knowledge and skills during the course. The research strategy used was the case study, on the one hand we collected data from three companies of different sectors through focal groups which involved the managers responsible for recruitment and selection and, on the other hand, through a survey applied to students under the circumstances of the examination. The results showed that there are significant mismatches between business demand and students’ perceptions of what has been offered to them and what they effectively dominate.
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King-Jones, Malena. "Horizontal Violence and the Socialization of New Nurses." Creative Nursing 17, no. 2 (2011): 80–86. http://dx.doi.org/10.1891/1078-4535.17.2.80.
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This article discusses research on horizontal violence in nursing, focusing on the cycle of horizontal violence within nursing education and how it impacts the socialization of newly graduated nurses. Michel Foucault’s (1969,1980) work is used to provide a framework for understanding the socialization of nurses and for addressing horizontal violence experienced by nursing students, to help them prepare for the work environment.
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Bvumbwe, Thokozani. "Student nurses’ preparation for psychiatric nursing practice: Malawian experiences." Journal of Mental Health Training, Education and Practice 11, no. 5 (2016): 294–304. http://dx.doi.org/10.1108/jmhtep-09-2015-0043.
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Purpose The purpose of this paper is to explore newly graduated nurses’ experiences of their preparation for psychiatric nursing practice in Malawi. Knowledge of how basic or undergraduate nursing training programs prepare nurses for mental health services will inform educators to maximize the teaching and learning processes. Students are a key stakeholder in professional training hence an understanding of their experiences of training programs is critical. Design/methodology/approach A qualitative exploratory study was undertaken. In total, 16 newly graduated nurses with six months work experience at three psychiatric hospitals in Malawi were purposively sampled and recruited into the study. One to one interviews which lasted almost 45 minutes were conducted. Data were analyzed using content analysis. Findings Findings show that training programs fall short in preparing students for psychiatric nursing practice. Participants reported little attention to the specialty as compared to other specialties by educators. Inadequate academic support during practice sessions was highlighted by the majority of participants. Research limitations/implications The study needed to compare the findings with experiences of students who have been allocated to other nursing specialties. Originality/value Psychiatric nursing specialty remains the least preferred career choice for many nursing students. However, preservice nursing education programs are expected to socialize, motivate and prepare students for psychiatric practice as well. It is therefore critical to understand gaps that exist in student preparation for psychiatric nursing services in order to improve mental health training.
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Al-Hattami, Hamood Mohammed. "University Accounting Curriculum, IT, and Job Market Demands: Evidence From Yemen." SAGE Open 11, no. 2 (2021): 215824402110071. http://dx.doi.org/10.1177/21582440211007111.
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University education in different countries, including Yemen, has the burden of providing the proper supply that meets the job market demands, including information technology (IT). In the accounting education context, the qualification of students to the job market regarding IT is still one of the notable issues that seem to have been overlooked in many of the curricula of most universities. This study utilizes the Yemeni context to identify and evaluate the current status of accounting education at Yemeni universities. It mainly focuses on (a) whether the current accounting curriculum meets the job market demands regarding IT and (b) whether the inclusion of relevant IT in the accounting curriculum meets the job market demands. To achieve this, the current accounting curriculum of Yemeni universities was analyzed, and a questionnaire survey was administrated to a large sample of practitioners and newly graduated students. The study provides evidence that the current university accounting curriculum is not in line with market expectations regarding IT due to the full focus on theoretical aspects. The study further confirms that the inclusion of relevant IT in the accounting curriculum could meet the job market demands of IT. The questions related to relevant IT subjects desired in practitioners and newly graduated students showed that general computer skills (e.g., Windows, internet, spreadsheets) were the most desired followed by accounting software, Excel software applications in accounting, E-commerce, and communications software (e.g., Outlook), respectively. The study findings have implications for Yemeni professional accounting bodies, accounting instructors and students, and researchers.
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Maraka, Nida’, and Fadwa Moshashe. "Assessment of Up-Grading Nursing Students’ Knowledge and Practice towards Short Peripheral Catheters (SPCs) Care at Al-Quds University." International Journal of Innovative Research in Medical Science 6, no. 09 (2021): 583–87. http://dx.doi.org/10.23958/ijirms/vol06-i09/1213.
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A short peripheral catheter is a medical device, a plastic tube inserted into a vein. A cross-sectional descriptive study was conducted to assess knowledge and practice towards short peripheral catheter care among first-year up-grading nursing students at Al-Quds University in Palestine. A convenience sample of 90 students filled questionnaires that showed they were newly- graduated with 46.1% having low experience and an inadequate knowledge level and 57.5% having a moderate practice level, with an inverse correlation between knowledge and practice. Sessions in the simulation laboratory about peripheral catheter care should be conducted to enhance quality and safety.
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AL-Dossary, Reem Nassar, Sherien Ragab Abdelsamed Dorgham, and Jestoni Dulva Maniago. "Perceptions of Clinical Decision-Making Skills among Saudi Nursing Students: A Comparative Study." Journal of Health and Allied Sciences NU 09, no. 03 (2019): 091–97. http://dx.doi.org/10.1055/s-0039-3400662.
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Abstract Introduction As complexities in healthcare and medical technology increase, nursing students and newly graduated nurses may often feel less confident and have fewer skills in decision-making than experienced nurses. Objective The main purpose of this article is to explore nurses’ perceptions of their clinical decision-making skills. Materials and Methods A comparative, cross-sectional design was used to conduct a study at a college of nursing in the Eastern Province of Saudi Arabia. The sample consisted of students (n = 139) enrolled in bridging (n = 72) and undergraduate (basic; n = 67) programs. Results Highly statistically significant differences were revealed between students in the bridging program and those in the undergraduate program. Those in the bridging program showed higher mean and median values than did undergraduate students, demonstrating better decision-making skills. Conclusion Students in the bridging program have better decision-making skills compared with students in the baccalaureate program.
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Li, Changliang, and Hui Liu. "Analysis of an Extensible Teaching Mode for Cultivating College Students into Innovative Talents." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (2021): 212. http://dx.doi.org/10.3991/ijet.v16i10.22751.
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The competition between countries is essentially the competition of innovative talents. However, China now faces multiple problems in the cultivation of innovative talents: the talents are weak in innovation ability; the high-level innovative talents are not sufficient; neither the quality or level of talents fully meet the demand of social and economic development. As a result, it is urgent for colleges to renovate the cultivation mode of innovative talents. Focusing on the cultivation of innovative talents majoring in architectural design, this paper thoroughly analyzed the extensible teaching mode for cultivating college students into innovative talents. Firstly, a questionnaire survey on relevant issues was carried out among employers and college graduates. The survey results revealed several problems with the innovative talent training in Chinese colleges, namely, the irrational curriculum design, the narrow scope of training objectives, and the lack of diverse teaching methods. Results verified, the employers are not highly satisfied with the innovative talents, especially the newly graduated ones. These problems are attributable to the weak professional development ability, poor teamwork ability, and insufficient innovation ability. To solve these problems, the authors analyzed and expounded the extensible teaching mode for the cultivation of innovative talents from four aspects: teaching content scope, teaching methods, teaching space, and appraisal. The research findings enrich the evidences of innovative talent training in Chinese colleges, providing a reference for improving the training quality of innovative talents.
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Shnukal, Anna. "Some Language-related Observations for Teachers in Torres Strait and Cape York Peninsula Schools." Australian Journal of Indigenous Education 30, no. 1 (2002): 8–24. http://dx.doi.org/10.1017/s132601110000168x.
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Newly-graduated non-Indigenous teachers who go to remote Torres Strait and Cape York Peninsula (CYP) schools may experience a range of difficulties. This paper makes some observations about one of them: the difficulty of teaching students whose first language is not English and for whom English may well be only one of several languages spoken. Moreover, none of these other languages belongs to the same Indo-European language family as English. The ramifications extend far beyond the intellectual recognition that language, normative modes of thinking and reasoning and social values are interwoven, mutually reinforcing and almost impossible to disentangle.
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Pham, Tham Thi Hong, and Sy Huu Dinh. "Some recommendations for developing Vietnam’s foreign language education policy in the era of the fourth industrial revolution." Vietnam Journal of Education 3, no. 2 (2019): 11–17. http://dx.doi.org/10.52296/vje.2019.36.
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Foreign language education in Vietnam is currently receiving strong support from the authorities, the people and the learners. In recent years, with specific and practical policies, the Ministry of Education and Training of Vietnam has helped improve the foreign language proficiency of Vietnamese youth than before. However, during the implementation process, the results did not reach the set goals. Foreign language proficiency of newly graduated students is not enough to meet the job requirements. This article presents some limitations of the current foreign language teaching policy in Vietnam and give some recommendations to help build a highly effective foreign language policy.
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Mæland, Marie Kvamme, Britt Sætre Tingvatn, Linda Rykkje, and Sigrunn Drageset. "Nursing Education: Students’ Narratives of Moral Distress in Clinical Practice." Nursing Reports 11, no. 2 (2021): 291–300. http://dx.doi.org/10.3390/nursrep11020028.
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Background: Research indicates that newly graduated nurses are often unprepared for meeting challenging situations in clinical practice. This phenomenon is referred to as a “reality shock”. This gap in preparedness may lead to moral distress. The aim of this article is to provide knowledge of moral distress in clinical nursing practice. Methods: Bachelor and further education nursing students were invited to write a story about challenging situations from their own clinical practice, resulting in 36 stories. Analysis was based on hermeneutical reading inspired by a narrative method; therefore, six stories were selected to represent the findings. Results: A finding across the stories is that the students knew the right thing to do but ended up doing nothing. Four themes were related to moral distress: (a) undermining of professional judgement, (b) disagreement concerning treatment and care, (c) undignified care by supervisors, and (d) colliding values and priorities of care. Conclusion: Nursing education should emphasize to a greater extent ethical competency and training for the challenging situations students will encounter in clinical practice.
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Nguyen, Thao, Tien Nguyen, Hai Nguyen, and Dat Truong. "Evaluation of ESP Effectiveness in Faculty of Pharmacy, University of Medicine and Pharmacy at Ho Chi Minh City, Vietnam." MedPharmRes 1, no. 1 (2017): 37–45. http://dx.doi.org/10.32895/ump.mpr.1.1.37/suffix.
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Since 2011, English for Specific Purposes (ESP) curriculum in Faculty of Pharmacy, University of Medicine and Pharmacy at Ho Chi Minh City (Vietnam) has been changed in accordance with pharmaceutical specialization orientation and did apply the active learning-learner centered teaching methods. Our study used three self-administered questionnaires to collect the feedbacks from sophomores, final-year and pharmacist graduating in 2016 in evaluating ESP course effectiveness. Data analyzed with STATA 13 indicated that English lecturers made efforts to organize the active learning activities in ESP class but their target has neither been effective nor met the required students’ needs in academic purposes as well as their occupational purposes. In addition, students’ passivity and lack of apparent motivation made it more difficult to apply the active learning method. Generally, final-year pharmacy students and newly graduated pharmacists, besides their moderate English competence, had a low frequency in using English. It is also found that there exists the relationship between final-year pharmacy students’ frequency of using English, their English competence and pharmaceutical specialization as well as that between English use frequency and occupation.
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Arslangilay, A. Selcen. "Are Turkish Teacher Candidates Ready for Migrant Students?" Journal of Education and Learning 7, no. 2 (2018): 316. http://dx.doi.org/10.5539/jel.v7n2p316.
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The mass migration of Syrians with a high rate of school-age children into Turkey brought together the need for teaching these students Turkish for integrating them into the society and Turkish education system. The Ministry of National Education gave this responsibility especially to Turkish teachers. Therefore, these teachers should have the required pedagogical formation and skills to teach Turkish to these students, as well as intercultural sensitivity and cultural knowledge about them. In this study, 19 newly graduated Turkish teacher candidates from a state university in Ankara from the Turkish Education Department were interviewed with the aim to gather their views about Syrian students, their readiness if they are to teach them and their evaluation of their pre-service education in terms of preparing them to this kind of teaching. The qualitative data were collected via the semi-structured interview form prepared by the researcher and was analyzed with descriptive analysis method. The results show that Turkish teacher candidates do not think they are definitely ready to teach Syrian students. However, they have positive attitudes and believe in themselves that they will do their best to teach them. Teacher training programs should be updated according to the multicultural structure of the schools with Syrian students and these programs should provide the pre-service teachers with the required current information about the student profile in schools.
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Lillis, Steven, Jill Yielder, Vernon Mogol, et al. "Progress Testing for Medical Students at the University of Auckland: Results from the First Year of Assessments." Journal of Medical Education and Curricular Development 1 (January 2014): JMECD.S20094. http://dx.doi.org/10.4137/jmecd.s20094.
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Background Progress testing is a method of assessing longitudinal progress of students using a single best answer format pitched at the standard of a newly graduated doctor. Aim To evaluate the results of the first year of summative progress testing at the University of Auckland for Years 2 and 4 in 2013. SUBJECTS: Two cohorts of medical students from Years 2 and 4 of the Medical Program. Methods A survey was administered to all involved students. Open text feedback was also sought. Psychometric data were collected on test performance, and indices of reliability and validity were calculated. Results The three tests showed increased mean scores over time. Reliability of the assessments was uniformly high. There was good concurrent validity. Students believe that progress testing assists in integrating science with clinical knowledge and improve learning. Year 4 students reported improved knowledge retention and deeper understanding. Conclusion Progress testing has been successfully introduced into the Faculty for two separate year cohorts and results have met expectations. Other year cohorts will be added incrementally. Recommendation Key success factors for introducing progress testing are partnership with an experienced university, multiple and iterative briefings with staff and students as well as demonstrating the usefulness of progress testing by providing students with detailed feedback on performance.
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Frost, Mary E., Dustin C. Derby, and Andrea G. Haan. "Using computer-assisted learning to engage diverse learning styles in understanding business management principles." Journal of Chiropractic Education 27, no. 2 (2013): 141–46. http://dx.doi.org/10.7899/jce-13-1.
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Objective Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.
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Paul, Lissa, Heather Ferretti, Veronica Lee, and Kerry Shoalts. "Teaching in the time of COVID." Book 2.0 11, no. 1 (2021): 81–93. http://dx.doi.org/10.1386/btwo_00045_1.
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This essay arose as a response to teaching the final post-graduate course in the taught master's programme of the Faculty of Education at Brock University (St. Catharine’s Ontario Canada) in the spring and autumn of 2020, just after the onset of the COVID-19 pandemic triggered the complete closures of schools and universities. Three students wrote about their relationships with teaching in the time of COVID. An experienced middle-school teacher discusses how the transition to suddenly homeschooling her five-year-old focused her attention on distinctions between curriculum-driven education and maternal teaching. A newly graduated teacher, concerned about the complete cancellation of extra-curricular sport programmes researches their histories. She discovers the ways in which intercollegiate sport, especially in the United States, transformed what had been healthy competition between undergraduate teams of students into multi-million-dollar businesses driving university revenue streams, eclipsing academic life and exploiting student athletes. In the United States, with academic institutions limiting or prohibiting in-person instruction in 2020-201, basketball and football teams competed. COVID spiked and people died. A nurse-educator, faced with the sudden requirement to remove of all nursing students from their required clinical placements at the onset of the pandemic writes about recalibrating the relationships between virtual experience (including simulations) and practical experience in nursing instruction. Given the vulnerability of clinical placements to sudden closures (SARS in 2003 had been a warning), the nurse-educator explains why it is time to determine which programme components could best be moved online. The contributions by the three students are framed by the professor's own adaptation to an online environment, including her development of asynchronous iMovie instruction combined with short synchronous seminars (with no more than five students at a time) and one-on-one tutorials.
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Battaglia, Lana M., and Catherine A. Flynn. "A review of research about the transition from student social worker to practitioner: Exploring diversity." Journal of Social Work 20, no. 6 (2019): 834–57. http://dx.doi.org/10.1177/1468017319852598.
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Summary With increasing student mobility to and from western host-universities, newly qualified social workers are more likely to enter the field in an unfamiliar context. To examine whether current knowledge appropriately informs education and support for a diversifying cohort of newly qualified social workers in the Australian context, a scoping review was conducted on 53 articles investigating the transition to social work practice. Research conducted over a 45-year period from a broad range of international contexts was included in the review. Findings Findings suggest that current understandings do not reflect the needs or experiences of the present cohort of newly qualified social workers as they transition to social work practice. Rather, study samples, mostly derived from western contexts, are notably homogenous, with most participants described by researchers, as ‘white’. Additionally, there is an assumption that students transition to practice within the same context as their education. Current knowledge therefore does not capture the various ways internationally mobile, newly graduated social workers may transition to practice, or how it is experienced. Applications Findings suggest that further examination is urgently needed on the pathways navigated to practice by diverse and mobile early career social workers. Further consideration of the influences of diversity and mobility on experience is needed, using more inclusive research methods, to capture the variability and complexity of the transition to practice as the profession diversifies and mobilises.
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Heslop, Jim. "A Personal Story of School Development In a Remote Community." Australian Journal of Indigenous Education 24, no. 2 (1996): 12–14. http://dx.doi.org/10.1017/s1326011100002404.
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Between 1978 and 1979 I taught in a number of small newly established schools in some of the communities of what was then referred to as the Central Reserve (now called the Ngaanyatjarra Lands) in Western Australia. I had recently graduated from college and was very uncertain about the content and methodology required to be an effective teacher of Aboriginal students. This general lack of confidence was compounded by my lack of experience in interacting with Aboriginal people, especially those who spoke little English. Moreover, there was no support service from the regional education office in Kalgoorlie (about 1000 kms to the south) and I generally taught in one-teacher situations with little opportunity to share with other colleagues. In general, I found my professional life in the Central Reserve to be quite dissatisfying and disillusioning.
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Trpanier, Amlie, Marie-Pierre Gagnon, Gisle Irne Claudine Mbemba, et al. "Factors associated with intended and effective settlement of nursing students and newly graduated nurses in a rural setting after graduation: A mixed-methods review." International Journal of Nursing Studies 50, no. 3 (2013): 314–25. http://dx.doi.org/10.1016/j.ijnurstu.2012.09.005.
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Braun, Curt C. "Increasing the Breadth of the Human Factors Scientist-Practitioner." Proceedings of the Human Factors Society Annual Meeting 36, no. 6 (1992): 563–65. http://dx.doi.org/10.1177/154193129203600607.
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It has been 40 years since the Department of Defense first commissioned the development of the Human Engineering Guide to Equipment Design. In this, the 40th anniversary year, it is fitting to examine the training of human factors purveyors and provide suggestions for supplemental training where little formal training exists. Review of current human factors education programs reveals that many of the published guidelines are, to a greater degree, being fulfilled. These findings should be encouraging, yet human factors educators, students, and practitioners alike are hesitant to conclude that psychologists or human factors specialists are necessarily complete upon attaining these skills. Many newly graduated human factors practitioners, while competent in human processes, do not possess the skills and background necessary to perform in a variety of domains. The goal of this symposium is to address the issues of human factors training by providing curriculum material designed to build upon fundamental skills.
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Murakami, Yutaka, Yuko Ohno, Miki Nishimura, Michiko Kido, and Kenji Yamada. "Evaluating the Effectiveness of a Vascular Access Imaging Device Used in Training Recently Graduated Nurses." Journal of Robotics and Mechatronics 29, no. 2 (2017): 346–52. http://dx.doi.org/10.20965/jrm.2017.p0346.
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[abstFig src='/00290002/08.jpg' width='300' text='The VAID helps to select proper IV insertion sites' ] Peripheral intravenous (IV) line placement is one of the most invasive and painful procedures performed by nurses. Although it is a common nursing procedure, sufficient and effective skill training is necessary before nurses, especially new nurses, work with patients. Vascular access imaging devices (VAIDs) have been developed and put into use in hospitals. Many studies have been conducted to evaluate the effectiveness of the device in clinical settings such as in neonatal care, pediatric care, emergency care, etc., but the effectiveness of the device in training nurses who have just recently graduated has rarely been reported, especially in Japan. In this paper, we report on a quasi-experimental study that evaluated the effectiveness of the VAID for training recent nursing school graduates to successfully perform IV line placement. Eleven newly registered nurses participated in this study. Their preparations were video recorded for analysis. Students’<span class=”bold”>t</span>-tests were used to compare time and success rates of IV placement with VAID assistance and without it. Furthermore, subjects reported their feelings and the self-evaluation related to VAID use by answering a questionnaire, and their responses were analyzed. The results showed no significant change in the length of time needed nor in the success of peripheral IV line placement when the VAID was used; however, nurses indicated the VAID did help them in deciding where the IV should be inserted. These results suggest that the use of the VAID could be clinically meaningful as an IV training tool and that it could reduce the time needed to select venipuncture sites.
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Breitbach, Anthony P., Darcy L. Downey, and Alfred J. Frager. "The Relationship Between Candidate Psychological Factors and First-Attempt Pass Rate on the Board of Certification Examination." Athletic Training Education Journal 8, no. 1-2 (2013): 10–16. http://dx.doi.org/10.4085/08010210.
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Context Success on the Board of Certification (BOC) examination is necessary to obtain the Certified Athletic Trainer (ATC) credential. First attempt pass rates have historically been an issue in the profession. Objective The purpose of this exploratory study was to examine the impact of coping, locus of control, and academic worry on first-attempt passing rates on the Board of Certification (BOC) examination. Study strategies for the BOC examination were also investigated. Design Survey-based design. Setting Participants were recruited through e-mails sent to Commission on Accreditation of Athletic Training Education–accredited entry-level program directors that were forwarded to recent program graduates, who then accessed the survey instrument via the web link located within the original e-mail. Patients or Other Participants The research sample consisted of 145 newly graduated athletic training (AT) students, who challenged the BOC examination between April and October in 2010. Data Collection and Analysis The survey instrument included three sections of items used to measure the elements of locus of control, coping methods, and academic worry. Analyses explored the relationships between these factors and first-attempt pass rates on the BOC examination. Results Data from this exploratory study suggest that candidates experiencing psychological factors, such as high academic worry, emotion-focused coping mechanisms, and an external locus of control, have a lower first-attempt pass rate on the examination. These candidates also use multiple strategies to prepare for the exam. Conclusions The AT programs might be able to help students better prepare for the BOC examination by addressing these psychological issues and using multiple study strategies and structured preparation activities. Further studies are needed to confirm this finding.
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Utomo, Budi, Roostantia Roostantia, and Indri Safitri. "Analisis Faktor yang Berpengaruh terhadap Tingkat Kelulusan UKDI Dokter Baru Lulusan Fakultas Kedokteran Universitas Airlangga." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 1 (2014): 18. http://dx.doi.org/10.22146/jpki.25193.
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Background: The average passing rate of Airlangga University School of Medicine (accredited A) graduates on the Indonesian Doctor Competence Examinations (UKDI) from Batches 1 to 17 was in the range of 90-95%, which was above the national average. The achievement, however, has declined to approximately 80-85% in Batch 23 - the last UKDI. These school’s new graduates are the product of a series of educational processes within the faculty of medicine: input in the form of student selection, educational process incorporating: educational programs, academic staff, educational resources, learning outcomes assessments, evaluation of educational programs and continuous updates, and the output which are medical doctors passing the UKDI. This study aims at exploring the factors that influence the success of newly graduated doctors to pass the UKDI. The results were expected to be used as considerations for the improvements of materials and teaching methods which referring to the National Competencies for Physician (SKDI).Method: The study was divided into two stages. Observational study design was implemented on the first stage. Second, the analytical observational cross-sectional study design was applied. The unit of analysis was derived from secondary data, a collection of documents of students studying in the School of Medicine Airlangga University and of the UKDI test scores.Results: The analysis results showed that the variable most affecting the passing of UKDI in this study was the GPA at the bachelor stage (OR = 67.44; p=0.001). The mathematical model of the logistic regression is: y = constant + a1x1 + a2x2 +..... + anxn, being y = -8.83 + 67.44 (GPA bachelor). The probability (p) of passing a new doctor of the school on the UKDI examination can be predicted using the formula: p = 1 / (1 + e-y), with e = 2.7 (natural number).Conclusion: The variable most affecting the passing of UKDI in this study was the GPA at the bachelor stage (OR = 67.44; p=0.001).
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Johnson, P. Dale. "Maintaining Know-How." Mechanical Engineering 126, no. 05 (2004): 42. http://dx.doi.org/10.1115/1.2004-may-5.
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This article discusses that plant engineers are set to retire once they learn all the techniques. It seems that most organizations today are promoting the latest engineering and maintenance technologies. A problem that has existed for many years is that engineering students are taught a lot of theory, but little or none of the practicalities of maintenance and repair of equipment. The fault lies with top management of companies. For too many decades, top managements have considered maintenance to be strictly a cost center and a necessary evil that they hope will go away. When newly graduated engineers accept positions in the engineering and maintenance departments of industrial plants, they start learning the practical side of engineering and maintenance. Their employers then spend tens of thousands of dollars and a few years training them before inexperienced engineers can become profitable to their companies. The basics of plant and facility engineering and maintenance apply to all industries. All companies, for the benefit of their bottom lines, should urge colleges to implement a plant and facility engineering curriculum.
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Doumani, Mazen, Adnan Habib, Abrar Alhababi, Ahmad Bashnakli, Enass Shamsy, and Mohammad Zakaria Nassani. "The internship dentists self confidence levels during root canal treatment procedures." International Journal of Dental Research 5, no. 2 (2017): 121. http://dx.doi.org/10.14419/ijdr.v5i2.7948.
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Self-confidence level assessment in newly graduated students is very important to evaluate the undergraduate endodontic courses. Objective: The aim of this study was to get information from internship dentists in Alfarabi dental college related to their confidence levels during root canal treatment procedures.Methods: Anonymous survey forms were sent to 150 internship dentists in Alfarbi dental college. They were asked to indicate their self-confidence level by Lickert’s scoring system ranging between 1 and 5.Results: Removal of broken instruments was determined as a procedure that was not experienced by 25.2% of the dentists. (44.6%) of dentists felt confident about taking radiographs during root canal treatment. 1.9 % of them reported as having very little confidence during retreatment. The irrigation was a procedure in which they felt very confident about (59.2%).Conclusion: The non-practiced endodontic procedure was clearly related to levels of self confidence among internship dentists; this means; a lot of studies in dental school should be performed to determine the weakness points or gaps in undergraduate endodontic courses.
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Paľová, Dana, Anna Czaja, and Martin Vejačka. "Innovative Approach to Education Improvement via Enterprise-Education Collaboration." Quality Innovation Prosperity 22, no. 3 (2018): 68. http://dx.doi.org/10.12776/qip.v22i3.1171.
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<p><strong>Purpose:</strong> The enterprise-education collaboration is a win-win situation. This paper describes how should be used commonly used LMS for enrichment the education process by collaboration students with companies participating on company’s practical problems.</p><p><strong>Methodology/Approach:</strong> We began with a review of literature and official European documents concerned on Europe 2020 strategy, education innovation and analysis of shortcomings of higher education graduates’ skills that are required by companies acting on the labour market. Then was applied pilot test and case study approach to evaluate the usability of designed SP4CE platform.</p><p><strong>Findings:</strong> Within the paper, we identified most missing skills of newly employed graduated, tested the developed SP4CE platform and find out that using this tool is supportive on the development of skills mainly required by employers.</p><p><strong>Research Limitation/implication:</strong> The results of pilot tests and single case study as a research strategy cannot be generalised as universal recommendations for any educational needs. It is important to involve into the platform and its functionality, sustainability assessment for more enterprises and not only collaboration effects but also impact of organizational and personal factors need to be evaluated.</p><strong>Originality/Value of paper:</strong> The paper presents an innovative approach to enterprise-education collaboration and its benefits not only to directly concerned participants but also its impact to whole society.
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Ryan, Patrick J. "A Case Study in the Cultural Origins of a Superpower: Liberal Individualism, American Nationalism, and the Rise of High School Life, A Study of Cleveland's Central and East Technical High Schools, 1890–1918." History of Education Quarterly 45, no. 1 (2005): 66–95. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00027.x.
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At the beginning of the twentieth century about one in twenty American teenagers graduated from high school; by mid century over half of them did so; and today six of seven do. Along with this expansion in graduation, the experiences of high schooling became more significant. Though diversity existed at the school level, by the interwar period most high schools offered courses in “higher” academic subjects (literature, mathematics, and ancient and foreign languages), while they gave large numbers of students a chance to practice music, drama, and other fine arts. Business leaders and educators developed programs in technical-skill training. Courses in household economics, personal hygiene, and sex and reproduction appeared as well. A few schools operated with two shifts: day and night Many maximized their capacity by rotating students between newly constructed gymnasiums, stadiums, fields, swimming pools, showers, cafeterias, laundries, machine shops, laboratories, performance halls, and libraries. Some provided up-to-date diagnostic and preventative medical and psychological services. Others developed vocational guidance. Nearly all established relationships with juvenile justice and youth custody agencies. More than any other institution, the increasingly comprehensive high schools of the twentieth-century redefined the social lives of American youths through teams, clubs, bands, and groups engaged in a long list of contests, games, performances, and other events. Early in the century extracurricular activities began to rival formal class work as the primary focus of secondary schooling. Today there is a joke told from Ohio to Texas, funny for its sad truth. Q: How do you pass a school levy? A: Put football on the chopping-block.
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Montgomery, Judy K., Janet L. Dodd, SallyAnn Giess, and Kamica Barnes. "A 21st Century Communication Sciences and Disorders Program." Perspectives on School-Based Issues 11, no. 2 (2010): 66–70. http://dx.doi.org/10.1044/sbi11.2.66.
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Abstract The focus of graduate programs in communication sciences and disorders has changed greatly in the last decade to reflect changes in society in general. Newly formed graduate programs must account for these societal changes as they prepare students for practice in the 21st century. This article will discuss what is expected of new graduates, how teaching philosophies influence course content, and how a new graduate program in communication sciences and disorders came to be.
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Benzon, Benjamin, Katarina Vukojevic, Natalija Filipovic, Snježana Tomić, and Merica Glavina Durdov. "Factors That Determine Completion Rates of Biomedical Students in a PhD Programme." Education Sciences 10, no. 11 (2020): 336. http://dx.doi.org/10.3390/educsci10110336.
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Purpose: The purpose of this retrospective study is to identify potential predictors of academic success or failure in Doctor of Philosophy (PhD) programmes in the field of biomedicine. Based on these, the policies and structure of academic programmes granting PhD degrees in biomedicine might be improved. Literature review (State of the art): At the present moment, most European and all of the EU doctoral education systems in biomedicine are regulated by the Salzburg principles of the Bologna process. Almost all the programmes formally comply with regulations, but the degree to which rules are applied varies greatly. The European Research Council (ERC) and various stakeholders’ associations, such as the Organisation for PhD Education in Biomedicine and Health Sciences in the European System (ORPHEUS), have recognised this and in their policies, they recommend regular evaluation of PhD programme structures. One such evaluation that was conducted at our institution motivated us to search for quantifiable factors that can help the process of PhD programme structural reform. Since the literature is scarce on this matter, we decided to conduct analysis of our own data and thus study the relationships between recommended EU policies and real-world data. Methods: Biology of Neoplasms is a PhD programme founded under Bologna process rules. It enrols students with Doctor of Medicine (MD), Doctor of Dental Medicine (DMD) or similar degrees in the biomedical field. A large portion of enrolled PhD students work full time in medical practices. A retrospective analysis was conducted on students who enrolled between 2006 and 2017. In order to quantify academic success, outcome measures of graduation (completion) rate, time to graduation, average impact factor of published papers comprising a PhD thesis and the ratio of the latter two were formed. Age, sex, employment institution, mentor experience and tuition subsidy were considered as potential predictors. Results: A total of 124 students were enrolled in the study—38% male. Out of the total, 21 (16.94%) students discontinued the study programme and 22 students graduated (17.7%). The average impact factor (IF) of published papers was 2.66 ± 1.51. Mentor experience (Odds ratio (OR) = 6.7) and student employment in academia (OR = 11.7) were significant predictors of successful graduation. Stricter criteria for graduation had no effect on graduation in newly enrolled students. Likewise, sex, tuition subsidy and age did not affect graduation rates. Surprisingly, time to graduation was not affected by any of the considered predictors. On the other hand, students that were mentored by experienced mentors and employed in academia outperformed their peers in terms of impact factors of publications related to their thesis. Conclusion: Characteristics such as gender, age at enrolment and even tuition paid by the institution do not have a significant impact on completion rate. Experienced mentors and employment in academic institutions seem to be the factors that predict a successful completion of a PhD programme. Furthermore, our results give a quantifiable support to the ORPHEUS and ERC recommendations and policies. These conclusions can be easily applied to any PhD programme formed under the tenets of the Bologna process.
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Hirai, N., M. Kubo, Y. Sakurai, K. Komatsuzaki, and R. Tazawa. "0205 Remote Collection of Daily Life Information for Japanese Residents." Sleep 43, Supplement_1 (2020): A80. http://dx.doi.org/10.1093/sleep/zsaa056.203.
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Abstract Introduction Japanese medical students spend their school days under a dense curriculum. It is often difficult to maintain their healthy lifestyle. After graduation, most of them participate in clinical training programs as residents. It is also difficult to maintain a normal life because they are engaged in different specialized departments every few months. Such an environment is considered prone to mental health problems. In fact, one in four residents are reported to be newly depressed two months after the start of clinical training (Maeno T, et al. 2008). These mental health issues are thought to be affected by changes in daily life, but it is difficult to know such changes. In order to investigate changes in their daily lives, we developed a data collection system related to mental health via the Internet. Methods The subjects were 22 medical students who graduated from our university in March 2017. They were asked to wear activity tracker wrist bands from December 2016. They were also asked to answer the questionnaire on a web site every week as much as possible, and the responses were collected via the Internet together with the activity data. The first eight months of the observation period, including four months before the start of clinical training and four month after the start of clinical training, are divided into four quarters every two months, and the averaged sleep time and responses to the questionnaire in each period were investigated. Results The average number of days that the sleep was effectively recorded during each two months was 28–48. The average number of responses to the questionnaire during each two months was 6.0–7.2. Conclusion Residents in the initial clinical training period should be very busy, but the system we have developed seems to have worked well with them for the first four months after the start of clinical training. Whether this system would work as well a longer period is a further problem. Support This study is supported by KAKENHI 16K01753.
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Jakhelln, Rachel Elise, Kristin Emilie Bjørndal, and Gerd Stølen. "Masteroppgaven – relevant for grunnskolelæreren?" Acta Didactica Norge 10, no. 2 (2016): 193–211. http://dx.doi.org/10.5617/adno.2454.
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UiT Norges arktiske universitet har gjennomført en nasjonal pilot i grunnskolelærerutdanning på masternivå, hvor de første studentene fullførte utdanningen og leverte masteroppgave våren 2015. Denne artikkelen fokuserer på hvilken relevans studentene opplever at masteroppgaven har for den fremtidige profesjonsutøvelsen deres. Å undersøke studentenes oppfatning av masterarbeidet er av betydning, ikke bare fordi masterutdanning blir en nasjonal ordning fra 2017, men også for å utvikle kunnskap om betydningen av forsknings- og utviklingskompetanse for grunnskolelærere. Studiens empiriske materiale er en intervjuundersøkelse med 22 av de 61 første masterstudentene. Undersøkelsen inngår i en longitudinell studie som vil belyse nyutdannedes profesjonslæring i starten av karrieren, og konkret hvordan lærere integrerer kunnskapen fra utdanningen med kunnskap og erfaringer de utvikler som ferske lærere. Resultatene fra denne delstudien viser at masterarbeidet har gitt studentene dybdekunnskap og FoU-kompetanse som er av betydning for den videre profesjonsutøvelsen. Studien viser også at det er betydningsfullt at masteroppgaven har forankring i skolens praksis og bidrar til utviklingen som lærer. Av materialet fremgår det også at studentene fremhever selvstendighet og evne til samarbeid, og de er stolte av masterarbeidet sitt. Resultatene er drøftet opp mot begrepene konseptuell og kontekstuell kunnskap (Afdal & Nerland, 2012; Muller, 2009) og i lys av profesjonsteori. Masterarbeidet synes avgjørende for profesjonsidentiteten, men det vil kreves et systematisk utviklingsarbeid for å kunne gi masterarbeidet kvaliteter som kan støtte opp om studentenes utvikling som profesjonelle lærere. For lærerutdanningene tilsier dette at FoU-kompetanse må gis oppmerksomhet fra første dag i utdanningen.Nøkkelord: grunnskolelærerutdanning, masteroppgave, nyutdannet lærer, FoU-kunnskap, profesjonell identitet, profesjonsidentitet, konseptuell/kontekstuell kunnskapAbstractThe National Teacher Education Curriculum in Norway will from 2017 be taught at master’s level, extending from four to five years. In relation to this, The University of Tromsø, the Arctic University of Norway, in 2010 launched a national pilot program in teacher education: a five year long research-based master’s degree, divided into two programs adjusted to the Norwegian educational system: 1st–7th and 5th–10th grade, from which the first students graduated in the spring of 2015. This article aims to examine the importance the master’s thesis holds for teacher education student’s development of knowledge and future professional work. The analyzed data consist of interviews conducted with 22 of the 61 graduating students from the national pilot program. The study is part of a five-year longitudinal research project, illuminating professional development of newly educated teachers with a master’s degree and in what way knowledge from Initial Teacher Education sustains when encountering the profession. It is important to explore the students’ views of the thesis, not only because the five-year master’s programs will be implemented on a national level, but also because knowledge about the significance of R&D for school teachers is needed. Our analysis shows that the results of the work with the thesis are deep knowledge, R&D competence deemed relevant for teaching, autonomy and interpersonal skills: the students reported feeling proud of their own work. The results are discussed in relation to the concepts contextual and conceptual knowledge (Afdal & Nerland, 2012; Muller, 2009) as well as relating to theories of professionalism. To achieve excellence in a R&D-based program, which can support student teachers’ professional development, a systematic and evolving approach is cruical. For the future development of teacher education at master’s level, this means that R&D competence must be emphasized from day one.Keywords: teacher education, master’s thesis, newly educated teacher, R&D knowledge, professional identity, conceptual/contextual knowledge
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Gutnyk, Maryna. "DEVELOPMENT OF TECHNICAL EDUCATION IN THE CITY OF KHARKOV: THE CONTRIBUTION OF VIKENTII KHOMYCH GERBURT-GEIBOVYCH." Journal of Ukrainian History, no. 40 (2019): 102–11. http://dx.doi.org/10.17721/2522-4611.2019.40.13.
Full textAbstract:
The work of the leading scientist in the field of mechanics – Vikentii Khomych Gerburt-Geibovych is analyzed. He became one of those who, after the successful graduation from the Kharkiv Practical Technological Institute, stayed in this educational establishment as a teacher. In addition, his further activities contributed to the establishment of higher technical education in Ukraine. It should be noted that for a long time the name of this scientist was out of the attention of historians of science and technology. Therefore, taking into account the scientific work by V. Gerburt-Geibovych, as well as the using of archival materials, it is worthwhile the outlining of the results of the scientific activity of this scientist. Information about the future scientist's family is provided. In particular, it is stated that he was from a noble family. The talented graduate of KhPTI was invited to work at this educational institution. It is shown what subjects the scientist taught. Heredity in teaching the course of flour-mill production from the teacher – Professor K. Zworykin to the student – V. Gerburt-Geibovych was traced. The information about the probation of a scientist at the enterprises of Russian Empire is considered. V. Gerburt-Geibovych᾽s formation as a scientist is shown. For example in 1902 the scientist withProfessor G. O. Latyshev, on behalf of the Kharkiv Agricultural Society, became one of the organizersof ploughs testing at Yankivsky Estate of the merchant P.I. Kharitonenko. In order to maintain an appropriate level of knowledge and exchange of information in 1909, the scientist visited the IX congress of flour mills and the 1st All-Russian flour-grinding exhibition held in St. Petersburg in the so-called «salt city». In 1911, the scientist was in a scientific trip in Germany, Switzerland, Belgium and Holland, where he inspected the several mills, elevators and factories that produced machines for mills. The activity of the scientist in the development of a new course of lectures – wood technology is analyzed. His research not only in the field of mechanics but also in botany is shown. The expert work of the scientist, including in the equipping of the salt-making plant and in the designing of mills, is shown. The activity of the scientist at the posts of the deputy chairman of the Student technical society and the chairman of the Committee for the needy students of KhTI are considered. Every month Academic Committee received a request from the students for material assistance. Funds for such payments were provided by citizens from all over the Russian Empire who arranged special evenings, performances for the students of the KhTI, some of them left the wills, where the estates departing in favor of students. The scientist had to consider applications, manage the distribution of funds and made reports. On the pages of «Proceedings of South Russian Association of Technologists» the reports about received funds were published: sponsors were indicated by name and the amount of donations The information about cooperation of V.Gerburt-Geibovych with the Southern Russian Society of Technologists, the editorial office of the «Melnyk» magazine and the edition "People's Encyclopedia" was provided. In particular, in 1910, he published his articles «About the article A.M. Erlanger»,«Effect on the quality of the flour of forced work of roller machines and prepacking», «About the needing of thorough separation of small impurities before the grain delivering to cockler». Next year, in the magazine «Melnyk», he published his article «About cooklers and methods of grain cleaning». It was shown that the scientist was one of the founders of women's polytechnic education in Ukraine. The presence of five daughters in the family became a significant incentive for Vikentii Khomych to open the Women's Polytechnic Institute in Kharkiv. The first years of functioning of this newly created institution are considered. It is alleged that wife of a scientist and one of the daughters graduated from the Women's Polytechnic Institute. In addition, in June 1919 Vikentii Khomych elected the vice-rector of the Kharkov Technological Institute. Emphasis is made on significant stress in the work, which led to a weakening of the scientist's health. Thanks to interviewing of relatives of the scientist, the year of his death was ascertained. Despite a rather short life course, only 48 years old, the scientist has left a distinctive mark in the history of the Kharkiv Technological Institute, which he graduated from. The memory of prominent ancestor remains among his descendants.
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Martin, D., and S. Glover Takahashi. "73. "I just don't want to kill anybody": The first six months of postgraduate trainings." Clinical & Investigative Medicine 30, no. 4 (2007): 69. http://dx.doi.org/10.25011/cim.v30i4.2834.
Full textAbstract:
This paper describes a qualitative study that used focus groups and individual interviews to explore newly graduated medical students’ experience of the first six months of a postgraduate training programme. This study explored the residents’ concerns, changes that occurred and the influences the residents attributed to those changes during the first six months, this paper focuses on the residents’ experience of responsibility during this initial training period. Residents felt there was a huge leap in responsibility when they made the transition from being a medical student to being a doctor, specifically in the areas of knowledge, practice management, and relationships. This paper describes how the residents felt there was a disconnect between their experience of responsibility as a medical student and their experience of responsibility as a doctor. Residents were concerned they lacked the necessary medical experience and expertise for someone wearing the title “doctor”. It was not until residents felt relatively confident that they were not going to harm patients with their knowledge that they were able to begin the process of understanding what it meant to be the family physician, which allowed them to begin identifying with the role of family medicine resident. This process took weeks for some residents and several months for others. This study lays the groundwork for better understanding the transition experience from undergraduate to postgraduate training from the resident’s perspective. This paper focuses specifically on the concerns residents had adjusting to their new responsibilities and the implications this might have for medical educators and curriculum developers. 
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