Context Of Training Research Articles

Construction and validation of a scenario for sedation training in the emergency room for pediatric surgical procedures by in-situ simulation.

sedation and analgesia are fundamental procedures for children undergoing invasive interventions, and complications must be avoided during their implementation. In situ simulation allows, in turn, training in real practice environments to improve the technical and non-technical skills of professionals for such procedures. Although it is a very useful tool, it is often not used due to lack of preparation for its planning and application. develop and validate an in situ simulation scenario in pediatric emergency care using sedation to perform an invasive procedure. descriptive study of construction and content validation of an in situ simulation scenario, using the Delphi method, following the following steps: 1) definition of the problem and selection of experts; 2) development of the initial document; 3) rounds for validation with analysis of responses and feedback (until consensus is reached by the Content Validation Index); 4) final report. Results: The experts indicated suggestions that were duly used and the scenario obtained, in all items, a CVI greater than 80.0%, demonstrating its high validity and reliability. By using experts to validate the scenario, their insights guarantee greater precision and reliability in scenario construction engineering. It is expected that this study will allow the replication of the scenario in different training contexts, facilitating and encouraging professional training based on a scenario model based on best evidence and practices.

Mobile devices for developing nursing students' professional skills: scoping review.

to map the scientific literature on the use of mobile devices to develop the professional skills of nursing students. this was a scoping review guided by JBI recommendations. Six databases and gray literature were included. The selection of studies was carried out through individual and peer assessment. Data were extracted based on an elaborate script and presented in a descriptive, tabular and graphical format. 264 studies were identified, of which 13 comprised the corpus of analysis. The studies were carried out mainly on the Asian continent. Interventions ranged from one to 12 weeks, with a predominance of the use of Apps. The skills addressed were mainly clinical skills, techniques and procedures inherent to nursing practice, followed by decision-making and problem-solving. the studies analyzed not only revealed the potential of mobile devices in the training context, but also highlighted their contribution to improving clinical capabilities, as they offer support for a more dynamic and effective approach to the learning process. The gap in knowledge appears in the still unexplored possibility of integrating different professional skills through a single digital educational tool.

Exploring the relationship between social media marketing activities and customer equity in the training context: a literature review and a case study approach

Exploring the relationship between social media marketing activities and customer equity in the training context: a literature review and a case study approach

Making of intrapreneurial managers: Investigating unethical behavior, risk-taking, and decision-making speed as antecedents

PURPOSE: The entrepreneurship-ethics nexus draws considerable interest from researchers and practitioners with little resolution. Our purpose with this paper is to contribute to the debate by shedding light on the relationship between managers’ attitudes toward unethical behavior and their subsequent entrepreneurial intention (EI) in an emerging economy context. Given the complex and multifaceted interplay between unethical behavior and EI, we extend our investigation by including decision-making speed and attitude toward risk to explain the relationship further. We take a granular approach to facets of unethical behavior to gain deeper insights into the specificity of influences they pose on subsequent behavioral intentions. METHODOLOGY: Primary data were collected from 214 Kosovan managers employed in companies from different industries. Hypothesized relationships were tested by conducting hierarchical regression analyses. FINDINGS: Our results indicate that managers with higher EI are not necessarily unethical overall. We did not find support for the hypothesis that managers with stronger attitudes toward unethical behavior demonstrate higher entrepreneurial intentions. Focusing on dimensions of unethical behavior, we find that managers who favor bribery are more entrepreneurially inclined. Furthermore, we find that managers who are quick decision-makers and risk-takers express higher EI. IMPLICATIONS: Theoretically, we add to the existing body of research on ethics and entrepreneurship by empirically examining the relationship between attitude toward unethical behavior and EI and the viability of the Theory of Planned Behavior as a framework for integrating unethical behavior in entrepreneurship research. Our study affirms the extension of the theoretical and empirical underpinnings concerning ethics and entrepreneurship, contemplating that they are pervasive across contexts. We provide important practical implications for managers, especially in the corporate entrepreneurship and training context. Managers are encouraged to foster an entrepreneurial-friendly environment that abides by ethical standards. Our study also informs policymakers of the importance of formal education on entrepreneurship as a mechanism to enforce ethical awareness in future entrepreneurs and intrapreneurs. ORIGINALITY AND VALUE: This study is among the first attempts to test the relationship between unethical behavior and EI in a managerial sample and non-western context.

A dor na Dança: Identificar tipologias de dor e apontar (algumas) estratégias para as minorar

Aware that the practice of Dance (in training or professional contexts) is associated with episodes of pain or suffering, it is proposed in this arti-cle to understand the contexts of pain in Dance, where the body reveals itself as a fundamental basis and instrument of artistic discourse, to iden-tify the most common types of pain in its practi-tioners and, finally, point out some strategies that are considered good practices to mitigate these pains.

여성폭력 피해자 보호·지원시설 종사자의 성인지 교육 요구와 맥락

This study investigates the needs and context of gender equality training for workers at the protection and support facilities for women affected by gender violence. We employed focus group interviews (FGI) with 20 field workers from various support facilities, exploring the specific contexts in which they need gender training and the particular contents and training methods needed. The findings indicate workers agreed on the importance of continuous gender training, emphasizing the necessity of training that encourages critical reflection on practices that contribute to gender discrimination. They sought knowledge and attitudes to approach victim support with the understanding of social structure. They also desired an open learning community for discussion due to the tension among colleagues and the need for more conversation on the gender-sensitive approach. In terms of method of education, they expected participatory and self-directed learning. Based on this, the study suggests gender equality training that brings the content from the actual experiences of their field. It explores participatory training that uses voices collected from the field as both material and direction for education and analyzes and discusses the social structures underlying the cases. This research provides foundational data for developing professional training programs for the workers that enables more comprehensive support of gender violence victims and offers meaningful insights for social transformation toward gender equality.

Exploring the Resilience of Vocational Training Instructors: Validating Resilience Measurement for Effective Coping in Education and Career Development Challenges

This research presents a comprehensive exploration of vocational training instructors at Training Centers (LPK) in Denpasar, focusing on the validation of the 10-item CD-RISC scale as a measure of resilience. Utilizing SPSS software for discriminant item analysis, the study confirmed the suitability of all scale items, establishing their reliability in assessing resilience within the unique context of vocational training. The calculated corrected item-total correlations indicated a robust relationship between individual items and the overall scale. Cronbach's Alpha coefficients, consistently high at 0.963 both overall and based on standardized items, underscored the internal consistency of the 10-item CD-RISC scale. This research contributes to the understanding of resilience among vocational training instructors, emphasizing the importance of tailored measurement tools for specific contexts. The affirmed reliability of the scale suggests its utility for future research endeavors aimed at enhancing the resilience of vocational training instructors in Denpasar. Beyond academic implications, this study holds practical value for improving training programs and supporting instructors in navigating the challenges inherent in their profession.

Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience

While numerous studies have focused on the learning transfer of in-company training in past decades, relatively few have explored the transfer of knowledge from university studies to the workplace, particularly in the context of nursing. Moreover, profile variables tend to be used to describe the sample but not to explore its effect on learning transfer. This article explores the effect of previous work experience—in health—on the learning transfer factors model among new nurses during their first year of work. A total of 196 nurses with six months to one year of experience, representing various healthcare services in Catalonia, participated in this study. We administered a 53-item questionnaire based on the Model to Evaluate Transfer in Nursing Professionals. Using cluster analysis, we identified three distinct groups: Cluster #1 (Academically unprepared with low self-competence), Cluster #2 (Academically unprepared but moderately self-competent), and Cluster #3 (Highly academically prepared and highly self-competent). Nurses in Cluster #3 exhibited a higher degree of learning transfer. However, we also found an interaction between previous work experience and learning transfer. To analyse these interactions, we applied non-traditional analysis techniques, including network analysis, which revealed significant differences between the models with and without work experience. This study highlights the importance of exploring transfer beyond the traditional in-company training context and identifies previous work experiences as one of the key variables that needs to be carefully examined.

Training of engineers on a bilingual basis: specifics of the English mathematical language

Due to globalization processes in higher education, the use of English as the medium of instruction is becoming more widespread in non-English-speaking countries. Bilingual education is actively being implemented in Ukraine, where professional disciplines are taught in a foreign language, primarily English. This article emphasizes that in bilingual education, the foreign language serves not only as a goal but also as a means of comprehending specialized knowledge. Consequently, the issues related to the nuances of employing a foreign language within specific subject areas, especially when teaching professional disciplines at technical universities, are highly relevant. The article underscores that, at present, only specific aspects of the challenges associated with bilingual higher education have been identified. A comprehensive concept of bilingual professional education in Ukraine has yet to be fully developed. In particular, the methodological and technological foundations for bilingual education in professional engineering and technical disciplines remain underdeveloped. The primary objective of this work is to explore the distinctive features of the English mathematical language within the context of bilingual training for future engineers. The article also analyzes the use of mathematical symbols in acquiring relevant linguistic conventions. It highlights various linguistic aspects of mathematical English texts and conducts a comparative analysis between mathematical and general literary language, examining their shared characteristics and differences. From this perspective, the article delves into the semantic and syntactic aspects of mathematical language, its vocabulary, terminology, and the role of symbols in mathematical expressions. Particular attention is devoted to the use of variables in standard expressions. Various types of variables are identified, including terms, characteristics, and references. The article introduces the concept of “highlighting a form in mathematical language and filling this form with variables”, essentially associating structure with content. The practical application of this concept results in the creation of mathematical templates or clichés, which are utilized in bilingual mathematics education. The article provides examples of such templates and illustrates how they can be employed. Practical experience confirms the effectiveness of this approach, especially when teaching higher mathematics in English to students pursuing engineering and technical specialties. It demonstrates that students can quickly grasp the fundamentals of the English mathematical language through this method

Validation of a GPS Sensor Vest for Predicting Ground Reaction Force

This study presents a novel approach to estimate Ground Reaction Forces (GRFs) during athletic exercises using wearable GPS sensor technology and artificial neural networks (ANNs). GRFs have typically required the utilization of heavy force platforms in carefully controlled laboratory conditions in order to fully comprehend the biomechanical stresses that athletes experience during training and competition. In contrast, this study makes use of wearable sensors' usefulness to capture real-time data in realistic training and gaming contexts. With excellent R2 scores and small Root Mean Squared Error (RMSE) values for a variety of trials, the constructed ANN model demonstrates impressive accuracy. These results demonstrate that the ANN can successfully establish the complex link between GPS sensor data and GRFs, allowing accurate predictions of these forces during dynamic motions. These results demonstrate that the ANN can successfully establish the complex link between GPS sensor data and GRFs, allowing accurate predictions of these forces during dynamic motions. This work highlights the potential for practical sports science applications, providing coaches, athletes, and medical teams with invaluable information about enhancing performance and reducing injury risks.

Do Biometric Analyses and Empathy Training Predict the Development of Empathy?

Many healthcare education programs recognize the importance of empathy in professional practice and, consequently, include empathy training in their curricula. Unfortunately, the literature has not yet demonstrated that empathy training consistently yields greater levels of empathy. This may partly stem from the fact that empathy is frequently measured using (valid and reliable) self-reported scales. These instruments provide a “snapshot” of a respondent’s empathy but provide minimal information about the development of empathy. Applying biometric analyses within the context of empathy training permits collecting additional data that may provide a more developmental evaluation of empathy training. This study empirically examines whether biometric measures are statistically significant predictors of empathy when employed within the context of health-related empathy training. We find that empathy training does not significantly impact self-reported levels of cognitive or affective empathy as measured. However, biometric information collected from individuals who completed empathy training does significantly predict affective (but not cognitive) empathy.

Physical education mentors in initial teacher training: who cares?

PurposeThe broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT).Design/methodology/approachSemi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data.FindingsThe participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits.Originality/valueTeacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.

Affirming Black Joy & homeplace: a call to action for practitioner preparation programs

ABSTRACT Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the lived experiences of Black students, families, and communities. While these critiques may be helpful, we suggest these critiques omit practices and policies that attend to how education could become a homeplace that affirms Black Joy. In order to realize the affirmative possibilities of homeplace, we argue that more attention is needed toward practitioner preparation programs as training sites for building out education as a location for Black Joy. We discuss the current context of preservice teacher and counselor education training and provide tenets of Black Joy and homeplace that can serve as guideposts for more complete critical accounts of antiracism.

Comparing Capabilities ofSimulation Modalities forTraining Combat Casualty Care: Perspectives ofCombat Medics.

Combat casualty care requires learning a complex set of skills to treat patients in challenging situations, including resource scarce environments, multiple casualty incidents, and care under fire. To train the skills needed to respond efficiently and appropriately to these diverse conditions, instructors employ a wide array of simulation modalities. Simulation modalities for medical training include manikins, task trainers, standardized patient actors (i.e., role players), computer or extended reality simulations (e.g., virtual reality, augmented reality), cadavers, and live tissue training. Simulation modalities differ from one another in multiple attributes (e.g., realism, availability). The purpose of this study was to compare capabilities across simulation modalities for combat casualty care from the perspective of experienced military medics. To provide a more complete understanding of the relative merits and limitations of modalities, military combat medics (N = 33) were surveyed on the capabilities of simulation modalities during a 5-day technical experimentation event where they observed medical simulations from industry developers. The survey asked them to rate each of eleven modalities on each of seven attributes. To elicit additional context for the strengths, limitations, and unique considerations of using each modality, we also collected open-ended comments to provide further insight on when and how to use specific simulation modalities. Results showed differences among the simulation modalities by attribute. Cadavers, role play, moulage, and live tissue all received high ratings on two or more attributes. However, there was no modality that was rated uniformly superior to the others. Instead, modalities appear to have unique strengths and limitations depending on the training context and objectives. For example, cadavers were seen as highly realistic, but not very reusable. The study furthers our understanding of simulation modalities for medical training by providing insight from combat medics on the benefits, limitations, and considerations for implementing different modalities depending on the training context. These results may be helpful to instructors in selecting modalities for their programs.

Peer Feedback: Model for the Assessment and Development of Metacognitive Competences in Nursing Students in Clinical Training

Peer feedback serves as a pedagogical methodology that actively engages students throughout their academic journey. Developing metacognitive competences of students in a clinical training context motivates student’s engagement and active participation in the learning and assessment processes as added value for academic success. It is particularly effective in fostering competences that are crucial for future professional practice. This study introduces the design and development of a peer feedback model tailored for the assessment and development of metacognitive competences among nursing students undergoing clinical training, named PEERFEED-EClínico 1.0. The research employs a constructivist case study approach using a multi-method design comprising two stages: Stage 1 (S1) involves development and modeling, conducted through the first and second cycles of participatory action research (PAR); Stage 2 (S2) focuses on validity and feasibility, employing a quasi-experimental study (before and after) to validate the model’s requirements, receptivity, and potential compliance among teachers and students. Data were collected from 2018 to 2021 and involved 163 nursing students and 24 teachers/supervisors enrolled in curricular units related to clinical training during the 3rd and 4th years of their undergraduate nursing degrees. The findings highlight the PEERFEED-EClínico 1.0 model, which features four levels of implementation. The model emphasizes self-knowledge, self-reflection, and self-regulation along with communication, interpersonal relationships, and teamwork, all of which are deemed essential for students’ future professional practice. The peer feedback model promotes a centered student approach, allows the alignment of pedagogical methodologies with international frameworks of quality assurance in higher education, and contributes significantly to nursing education and science knowledge.

Are virtual reality applications effective for construction safety training and education? A systematic review and meta-analysis

Introduction: Virtual reality (VR) gains attention in construction safety training because it allows users to simulate real activities without the risks of real activities. However, a literary work comprehensively describing the effectiveness of VR in construction safety training and education (CSTE) is lacking. Method: This study provides a systematic review of the research related to VR applications for CSTE over the past decade using meta-analysis techniques. Standardized mean differences between traditional training methods and VR training were grouped by measurement. Potential moderators possibly affecting the effectiveness of VR in CSTE were analyzed. Results: Results showed that VR is significantly more effective in construction training and education than traditional methods. The effectiveness of VR was 0.593, 0.432, and 0.777 higher than that of traditional methods for behaviors, skills, and experience measurements, respectively. The training context and mean work experience of trainees were two important moderators that significantly affected the effectiveness of VR in CSTE (p < 0.001). Practical Applications: The presented results suggested the need for targeted development and management of VR technology in the construction industry and the early promotion of VR for general safety training among young, inexperienced construction workers.

Confluences Between Theater and Visual Arts: Van Gogh and Edvard Munch or From Tragedy to Dramaturgy

Between the performing arts and visual arts, for example between theater and painting or graphics, there are multiple interferences, which are not limited to scenography and costume. Cultural references and visual quotes are just two directions of development of modern and contemporary theater. Artists can support plays through images, but they can just as well inspire dramaturgical texts, either through life and professional activity, or through their creation, in itself. From books such as “The Lives of Painters, Sculptors and Architects” signed by Giorgio Vasari or Giovanni Pietro Bellori, or from various works and biographical studies dedicated to artists, we can find out a lot of information that explains or completes what we know or what we can deduce directly from their work, but most of the time those aspects are conjunctural, explaining only the context of the professional training, the orders or the game of chance that led to the realization of their works, as they came to be known. About artists such as Michelangelo, Caravaggio, Claude Monet, Tolouse Lautrec, or more recently about Pablo Picasso and Salvador Dali one can say that they have put themselves in their work, in addition to unparalleled mastery and personality. Rarely, however, there is such a continuity between life and artistic work, as in the case of Van Gogh and Edvard Munch.

Progress in ‘decolonising’ training: The journey so far

The aim of the current study was to evaluate the implementation of an antiracist strategy on a clinical psychology programme, from the perspective of trainees and staff. Two focus groups were conducted, and data analysed together using thematic analysis (Braun &amp; Clarke, 2006). Three main themes captured barriers and facilitators to progress: Values; Experience on the programme; Experience on placement. Plans for further work are shared for consideration in training and practice contexts.

Looking at the impact of digital revolution in school education: considerations and insights

Aim. The necessary renewal of teaching methods and school practices must take into consideration the technologies of the new generations of students, for whom the supremacy of the book and of the alphabetic writing is no longer given for certain. The presence of digital natives paves the way for educators to increase the digital awareness of young people, primarily through the definition of the terms of a new digital literacy. The reflection on the experiences of applying Web 2.0 tools to the educational context highlights the growing importance of participatory culture and informal learning.&#x0D; Methods. An important role is played by an updated use of constructivist and connectivist pedagogical perspectives. Training courses are considered for the person of the e-learning tutor. Among the specific objectives we have the diffusion of Computer Mediated Communication (CMC), the deepening of Web 2.0 environments, the introduction of cooperative work and constructivist management methods of online interaction, the use of moderation techniques in e-learning environment. These objectives refer to the context of teaching, staff training and school organisation.&#x0D; Results. The collected results are processed using computerised statistical and text analysis systems, which highlight the most central themes and the most evident correlations between the emerging evidence. People who follow training courses of this type show greater awareness of the use and usefulness of technologies. They acquire awareness of the challenges posed by the growth of the young generation of digital natives, in terms of activating a new digital literacy.&#x0D; Conclusions. The research also highlights the difficulties and disappointments encountered in dealing with users and with the school authority. Attending training courses of this type significantly underlines the existence of two distinct fundamental methods of approaching the introduction of new media: one of technologising type, in which technologies are seen indicatively as an end, and one of culturalising type, in which technologies are seen as a means.

Technology-enabled higher education academic writing feedback: Practices, needs and preferences

Student and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback on writing. Within the context of academic training, we take a broad view of writing supervision along a continuum that comprises digital feedback on writing assessments at an Australian university. We used a survey comparison of teachers’ and students’ self-reported data to answer the following questions: (1) What digital feedback and assessment practices are reported by teachers and students in Australian higher education? (2) What e-feedback needs are self-declared through teachers’ and students’ self-awareness of assessment practices in that context? (3) What e-feedback preferences are reported by teachers and students? Students and teachers from different academic programmes and levels from social science self-reported their experiences of digital feedback on writing assessments. The quantitative and open-ended responses covered technology-enabled feedback experiences up to PhD supervision. The results on alignment and misalignment of participants’ needs and preferences suggest a need to increase dialogue and incorporate student agency into feedback processes. We discuss further implications for feedback experiences in this context. Implications for practice or policy Programme assessment designers might reconsider policies requiring online collaborative work since teachers and students prefer individual assignments. Assessors might improve digital assessment tools, to increase teacher and student interaction and expediency, without losing individual feedback, in line with unanimous claims that such tools support feedback processes on writing. Course leaders could implement practices buffering the effect of negative feedback because teachers perceive few complaints, but students react badly to negative comments through digital channels.