Curriculum Guide Research Articles

Patient safety in nursing technician training.

to analyze the contents on patient safety in the training of nursing technicians. a documentary study, conducted in three technical nursing courses at a public university in northeastern Brazil, based on the Multi-Professional Patient Safety Curriculum Guide, published by the World Health Organization. we found that, of the 26 subjects in each course, the tracking terms were found in 22 subjects in the A/C courses, 23 in the B course. The topics of the guide with the highest number of terms were the improvement in medication safety, with 85 terms (22.6%), and Infection prevention and control, with 75 terms (20%). The contents do not express the comprehensiveness of patient safety education; some subjects had this focus, while others did not. the documents revealed gaps in the contents related to patient safety and demonstrated that they are addressed only in the course syllabus and discipline plans.

Developing a Mathematics Common Assessment System: Using Data to Drive Instruction

There is an ongoing demand for school and district based educators to connect curriculum, instruction and assessment practices to monitor and increase student achievement. This paper describes the development of a Common Assessment system that connects curriculum, instruction and assessment. It can be implemented from a school based (teacher) or district based perspective. This model addresses the role of curriculum guides, instructional pacing, assessment system selection, test types, professional development and issues related to data disaggregation and dissemination. This model has implications for curriculum development, professional development, instruction and policy articulation.

Acceptability of K12 Senior High School Students Academic Performance Monitoring System for Private Institutions with Decision Support System

The K to 12 Basic Education program uses standards and a competency-based grading system. These are found in the curriculum guides. All grades will be based on the weighted raw score of the learners’ summative assessments. Senior High School Students have been graded on three categories the written work, performance tasks, and quarterly assessments. Technology plays a substantial role in helping teachers in the progress, communication, application, and grading of assessment tasks. The correlational aspect aims to establish the degree to which the variables of on the level of compliance of the developed application affects and influences the level of acceptance of the system as perceived by the respondents. From the level of acceptance of the system when it comes to its performance efficiency is directly affected by the level of compliance of the system in its compatibility and reliability. This means that changes on the identified variables may directly affect the variables on the level of acceptance of the system. The findings of significant difference on the perceptions of the IT expert and the Users on the level of acceptance of the system simply imply that the IT experts and the users does not share similar perceptions on the system. This means that there is a significant difference on the level of acceptance of the system as perceived by the users and the IT experts.

Taqyīm Ta’allum al-Lugah al-Arabiyyah abr al-Intirnit bi Namūżaj Countenence Stake fi Aṡnāi Jāiḥah Kūfīd 19.

This study aims to evaluate about online Arabic language learning at MAN 1 Gunungkidul based on the Decree of the Directorate General of Islamic Education by No. 2791 of 2020 on Emergency Curriculum Guidance at School with the Countenance Stake model. The Data collection techniques are carried out by observation, interview, and documentation. The results of this study are: 1) the learning plan is in the form of RPP content with an online model on Arabic language learning during the Covid-19 Pandemic at MAN 1 Gunung kidul falls into the very good category (84%), 2) the implementation of Arabic learning with online models on Arabic language learning during the Covid-19 Pandemic at MAN 1 Gunungkidul is in very good category (82%), 3) Assessment of Arabic learning with online model on Arabic learning during the Covid-19 Pandemic at MAN 1 Gunungkidul is in the good category (75.26%).

Development of Instructional Material for Practical Research 1

The study aimed to develop a framework for teaching Practical Research and to find out the most appropriate instructional design to use in the development of instructional material for Practical Research 1. It utilized a qualitative research design. The research instrument includes two (2) curriculum guides and forty-five (45) literature searches on the best practices in teaching Practical Research 1. Data analysis used document analysis and thematic analysis. The findings revealed the components of the framework. Among these components are the learning competencies, enhancement/ measurement of prior knowledge, use of instructional material, feedback, and research writing. The most appropriate instructional design for developing the module in Practical Research 1 is the use of 5Es. The 5Es instructional design is used in science instruction and anchored on the principles of constructivism which follows procedural application of knowledge suitable to teaching Practical Research 1 which is deemed science-related. The following recommendations were made: the module in Practical Research 1 should be implemented and evaluated by Grade 11 Practical Research 1 instructors and students; materials containing contents specific to the learner's strand be developed; it is ideal to develop and produce audiovisual materials to add convenience in teaching Practical Research 1, and Practical Research 1 should be taught by teachers who have at least postgraduate units.

The Philippine Education Core Values Paths through the Senior High School English Curricula

Gaps are manifest in instilling the core values among the Filipino basic education students. Thus, this documentary analysis was conducted on the senior high school English-related Curriculum Guides in order to determine how the design of language and literature curricula incorporates being maka-Diyos (godly), makatao (mindful of humanity), makakalikasan (respectful of nature) and makabansa (patriotic) in the competencies. Anchored on Speech Act Theory and Linear Communication Model and guided by the indicators in DepEd Order 8, s. 2015, this study unraveled the paths using four-step systematic coding discussed with two intercoders. Thematic patterning found ‘open’ paths with optional integration and ‘direct’ paths with straightforward core values inclusion in the instruction. The paths also employ the core values as subject of six activities: creating, synthesizing, applying/demonstrating, socialized activities, valuing, and understanding. Findings revealed that direct paths are available for the three values except for ‘makakalikasan’, leaving environmentalism an optional value in senior high school language classrooms. The core values harmonization in all senior high school curricula must therefore be reevaluated. As language and literature are natural resources, it should also be efficiently employed as a roadmap for national transformation.

Advancing leadership in medical radiation sciences: Incorporating systematic leadership education in pre-registration curricula

Advancing leadership in medical radiation sciences: Incorporating systematic leadership education in pre-registration curricula

Challenges of Measurement Education for Rehabilitation Science Graduate Programs

<h3>Research Objectives</h3> To describe barriers to and gaps in rehabilitation science measurement education curriculum. <h3>Design</h3> Survey research. <h3>Setting</h3> Surveys were collected using Qualtrics, an online survey platform. <h3>Participants</h3> Forty-one educators from rehabilitation science graduate programs in the United States and the United Kingdom using snowball sampling. <h3>Interventions</h3> Not Applicable. <h3>Main Outcome Measures</h3> We asked respondents if there was a course dedicated to measurement within their graduate programs, the qualifications of persons teaching the measurement courses, and to identify any barriers to teaching measurement. We also asked respondents to identify the specific measurement properties taught in their courses. <h3>Results</h3> Fifty-four percent (n=22) of respondents reported that they had a course entirely dedicated to measurement, and most educators (47%) had a PhD in rehabilitation science. Fourteen (34%) respondents reported that they perceived no barriers to measurement education. Of those who thought barriers existed (n=27), most selected lack of student interest (n=8), followed by a lack of faculty with measurement expertise (n=6), and no time or space within the curriculum (n=4). All respondents reported that they taught levels of measurement and test-retest reliability within their curriculum, but only 44% taught applied psychometrics topics such as cross-cultural validity. <h3>Conclusions</h3> Given barriers such as lack of student interest or lack of faculty with measurement expertise, it would benefit rehabilitation science graduate programs to have access to established measurement education content and curriculum guides fostered by measurement experts to complement current teaching approaches. We recommend the use of resources such as the Shirley Ryan Ability Lab's Rehabilitation Measures Database to provide such content. <h3>Author(s) Disclosures</h3> All authors declare no conflicts.

Data‐driven optimal PEMFC temperature control via curriculum guidance strategy‐based large‐scale deep reinforcement learning

Data‐driven optimal PEMFC temperature control via curriculum guidance strategy‐based large‐scale deep reinforcement learning

From vision to implementation: Building a national undergraduate paediatric curriculum.

There are many challenges in ensuring medical students learn paediatrics. Medical educators must develop and maintain curricula that meet learners' needs and accreditation requirements. Paediatricians and family physicians, practicing and teaching in busy clinical environments, require Canadian-relevant curricular guidance and resources to teach and assess learners. Students struggle with curricular cohesion, clear expectations, and resources. Recognizing these challenges and acknowledging the need to address them, the Paediatric Undergraduate Program Directors of Canada (PUPDOC) created canuc-paeds, a comprehensive competency-based undergraduate curriculum that teachers and students would actually use. Curriculum development included the following: utilization of best practices in curriculum development, an environmental scan, development of guiding principles, Delphi surveys, in-person meetings, and quality improvement. All Canadian paediatric undergraduate educator leaders and other stakeholders were invited to participate. The curriculum, based on the RCPSC CanMEDS Framework, includes 29 clinical presentations, each with key conditions, foundational knowledge objectives, and learning resources. Essential paediatric-specific physical examination and procedural skills that graduating medical students are expected to perform are identified. Objectives specific to Intrinsic Roles of Collaborator, Communicator, Professional, Leader, Health Advocate and Scholar that can be assessed in the field of paediatrics at the undergraduate level are articulated. The national curriculum has been implemented widely at Canadian medical schools. Online, open-access clinical resources have been developed and are being used world-wide. This curriculum provides overarching Canadian-specific curricular guidance and resources for students and for the paediatricians and family physicians who are responsible for teaching and assessing undergraduate learners.

Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems

State governments are largely responsible for most early childhood education (ECE) policies (e.g., state pre-K, Child Care and Development Fund [CCDF]). However, multiple ECE funding streams and governing agencies within a state can lead to misaligned policies and incoherent systems. Thus, there exists great variability within and across states in ECE policy implementation. In our study we descriptively analyzed nationally, publicly available data to assess alignment within state policy systems on three policy levers often used in K-12 education research: state ECE standards, curricula, and assessment, the latter of which we operationalized as states’ quality rating and improvement systems. Additionally, we examined the extent to which the governance of our focal policy levers is dispersed across, or housed within, different state-level institutions or agencies (i.e., alignment via governance). Our descriptive analyses reveal little and limited alignment between a state's policy levers of standards, curriculum, and assessment, and between state preschool policies—state pre-K and CCDF—with respect to curricular guidance. We also find wide variation in the number of ECE governing agencies within a state. The findings indicate potential for confusion around policies for early learning providers and demonstrate largely misaligned or poorly specified policies that are dispersed at the state level. We hope that researchers will continue to refine this initial model of alignment in the context of a rapidly changing ECE policy field.

K to 12 curriculum reform in the Philippines: towards making students future ready

ABSTRACT This study critically examines the K-12 curriculum reform in the Philippines and suggests ways on how it can move forward. Specifically, three recent curriculum guides (i.e., science, mathematics, and English) were analysed to determine how they fit with the Education 4.0 milieu. Using a curriculum analysis matrix, the findings indicate that these curricula may require conceptual and pedagogical refinements, particularly in the area of constructive alignment, technology integration, and specificity of its components. Potential implementation challenges in terms of instructional delivery, assessment, lesson preparation, school-based initiatives, and commitment of teachers and school leaders to curriculum reform were also discussed. Recommendations for future design, implementation, and studies are offered.

Implementing Student Pharmacist- Led Health Outreach Events at Long-term Care Facilities in a Medically Underserved Community.

To describe the process of creating precepted, student pharmacist-led health outreach events at long-term care facilities and to describe the lessons learned during the implementation process. Yakima, Washington, a medically underserved area. Pharmacy students, supervised by pharmacist preceptors, conducted health outreach events at local long-term care facilities on a rotating monthly basis. These students provided comprehensive medication reviews, blood pressure screenings, and blood glucose screenings. Pharmacists providing medication reviews at long-term care facilities where residents manage their medications can address polypharmacy by identifying medication discrepancies, determining the effectiveness of treatment, and improving patient outcomes. Conducting health outreach events with pharmacy-student involvement includes the added benefit of providing students with the opportunity to gain hands-on experience before beginning their clinical Advanced Pharmacy Practice Experience (APPE) rotations and practice skills described in the American Society of Consultant Pharmacists Geriatric Pharmacy Curriculum Guide and Pharmacist's Patient Care Process. Nineteen health outreach events at long-term care facilities were held, and more than 100 residents participated annually. Students coordinated events successfully after developing a standardized set of questions, which was necessary for planning, and identifying someone to act as an event coordinator, recruiting students and ensuring they were appropriately trained, and creating a monitoring form to be filled in and shared with the participant. Students learned key lessons including naming the events appropriately to avoid confusion, understanding that not all long-term care facilities are alike, deciding how many students to recruit from each cohort to participate in events, optimizing the preceptor-to- student ratio, and ensuring preceptors were thorough in their oversight of students. This work described the implementation of health outreach events conducted by supervised student pharmacists at long-term care facilities. Health outreach events could be conducted by other colleges or facilities to provide important medication review and health screening services for long-term care facilities' residents, as well as providing student pharmacists with opportunities to learn and practice patient-care related skills.

Communicative Language Teaching (CLT) Strategies in Daily Lesson Plans of Oral Communication Teachers and their Alignment to Standards in Curriculum Guide

Communicative Language Teaching (CLT) is an approach that has been the subject of many practitioners and researchers in the field of language teaching and applied linguistics in many countries like the Philippines because of the recent changes and educational reforms, including lessons and curriculum innovations. Anchored to the CLT theory, this study used quantitative-qualitative content analysis of the daily lesson plans of the 7 purposively sampled Senior High School (SHS) language teachers teaching Oral Communication in Context (OCC). This aimed to identify the activities by cluster, assess which activities are CLT strategies, and determine their alignment to standards in the curriculum guide. Results revealed that the strategies used as classified through content analysis, and according to type and frequency included task-completion activity, opinion-sharing activity, mechanical practice activity, information-transfer activity, reasoning-gap activity, information-gap activity, communicative activity, information-gathering activity, fluency activity, accuracy activity, meaningful practice activity, and others. A number of strategies matched the CLT principles and features but vary on their respective percentages in each of the four phases, i.e., Activity-Analysis-Abstraction-Application (4As) of the lesson. These CLT strategies were found to be aligned to the Department of Education’s curriculum guide in terms of content standards, performance standards and assessment types. Implications of the findings to language teaching in the Philippines were drawn.

Place of Food Safety Education in the Philippine K to 12 Curriculum

Cases of school-aged children affected by foodborne diseases (FBD) are frequently reported, and this increasing rate of affected children is attributed to malpractices in food preparation and production. These malpractices are not only committed by the said population but are also done by businesses affiliated to schools and those by the school personnel. Thus, the study investigated the place of food safety education (FSED) topics in the present K to 12 Curriculum of the country. It explored the multiple dimensions of the 2016 curriculum guides (CGs) that contain topics on food handling and preparation. A qualitative design was used in the situational analysis, which utilized various data collection and analysis techniques through participant interview, focus group discussion (FGD), and analyses of documents to provide information about where FSED as a topic is being integrated into the Intermediate (4–6), Junior (7–10), and Senior (11–12) High School subjects. Three food safety experts (FSEs) were purposively selected for the study. All of the FSEs are female and have experience working in the academe and industry. They reviewed and examined the CGs consisting of 600 pages for a period of 5 mo using an evaluation tool. As revealed, out of the 2,426 topic bodies in the assessed CGs, there are only 490 food safety (FS) topics, which only account for 20.20% of the total topics for all the subjects identified to have revealed traces of FS concepts and practices. Also, the CGs have no detailed specifications on the sub-topics to be discussed, FSED is not provided with an adequate learning space in the Philippine curriculum; rather, it is treated in a separate, scattered, and disconnected manner, positioning it at the margins of the curriculum. Therefore, the curriculum should provide a dedicated space focusing on FSED. This way, the identified weaknesses by the research in terms of conceptualization and implementation of FS-related topics could be satisfactorily addressed.

I Can Tell You Stories: Teacher Education during Educational Disruption

This phenomenological case study defined and described College of Education (COE) students’ perceptions of educational disruption during the COVID-19 pandemic and how that disruption shaped their understandings of education. Participants defined educational disruptions as the phenomenon when a plan is created by an individual or school and interrupted by the unplanned with overlapping and intersecting effects along a continuum of physical, social, and emotional well-being that potentially result in individualized trauma. Participants experienced educational disruption through their understandings of: (1) the purpose of education, (2) beliefs about education, (3) curriculum, (4) instruction, (5) assessment, and (6) child guidance and classroom community. Our findings highlight the need for COEs to understand the role of education within community and societies during educational disruptions to meet the needs of diverse students in an ethical and equitable manner. We recommend future studies consider how community-based relationships can inform institutional responses to educational disruptions.

The Impact of a Digital Educational Story Based on Sports on Developing Alphabetical Learning Skills among Jordanian Pre-School Kids in Light of the Covid-19 Pandemic

This study aimed to identify the impact of a digital educational story based on sports on developing alphabetical learning skills among Jordanian pre-school kids in light of the Covid-19 pandemic. The study sample consisted of (29) pre-school kids from the leaders&amp;#39; international schools, &amp;quot;The International Curriculum,&amp;quot; which is affiliated to Al-Qweismeh District&amp;#39;s Directorate in Amman. The study used an Experimental approach; the study sample chosen by intention randomly was divided into two groups: experimental group (14) kids: (7) girls and (7) boys, and control group (15) kids: (7) are boys, and (8) are girls. To achieve the study&amp;#39;s goal, the researchers built a guide for the teacher to implement the experiment; they also built a pre-and post-test consisting of (16) items and provided the Arabic language teacher with digital educational stories based on sport learning the alphabet. The stories include the alphabet lessons: (letter al-ba, letter al-da, letter al-ha, letter al-ain), from the &amp;quot;curriculum in the Arabic language&amp;rdquo; for the academic year 2020/2021. The results of the study showed that there were statistically significant differences in favor of students of the experimental group, which studied the digital educational story in each Alphabet learning skills: Pronunciation, Abstraction, and writing, in the combined skills, and the absence of statistically significant differences attributed to gender, interaction in testing the skills of learning the alphabet together, and in each of the skills of learning the alphabets: (pronunciation, abstraction, writing). In light of the findings mentioned above, the researchers proposed a set of recommendations that include Arabic language curricula guides in digital educational programs based on sports to be used in learning and teaching processes in teaching Arabic.

KREATIVITAS GURU DALAM MENINGKATKAN HASIL BELAJAR SISWA KELAS B PADA MASA PANDEMI RA NAWA KARTIKA DAWU TAHUN PELAJARAN 2020/2021

ABSTRACT The purpose of this study was to identify and describe the form of teacher creativity in an effort to improve student learning outcomes despite being constrained by the pandemic. This research was conducted at RA Nawa Kartika Dawu, precisely in the hamlet of Blimbing, Dawu Village, Paron District, Ngawi Regency. This study uses a qualitative research type with the subject studied by the teacher who teaches at RA Nawa Kartika Dawu with the methods of interview, observation, and documentation. The results of the teacher's creativity research in Improving the Learning Outcomes of Class B Students during the Pandemic Period of RA Nawa Kartika Dawu for the 2020/2021 academic year showed that it was in accordance with the Emergency Curriculum Guide for Madrasahs based on the Decree of the Director General of Islamic Education Number 2791 of 2020. While the form of teacher creativity in improve student learning outcomes of class B actualized on learning strategies, methods applied and learning media used&#x0D; Key Words: Teacher Creativity, Learning Outcomes, Covid-19 Pandemic.

The effect of career guidance on undergraduate medical students' specialty preferences.

To design and implement a career guidance programme for medical students, and to evaluate its effectiveness. The quasi-experimental single-group study was conducted at the College of Medicine, Jouf University, Sakaka, Saudi Arabia, during the 2018-19 academic year. A modified Medical Career Development Inventory covering 5 areas was used to assess how much students' thinking or planning had improved after implementing the designed career guidance programme following Kern's 6 steps for course design. This was done through focussed group discussions. In the second phase, a comprehensive sample comprising 4th and 5th year male and female medical students was enrolled to assess their readiness, planning and choice of specialties, and to compare the same variables post-intervention. Data was analysed using SPSS 22. There were 50 students in the first phase; 30(60%) males and 20(40%) females. In phase II, there were 82 subjects; 47(57.3%) males and 35(42.7%) females. Pre-intervention mean result was 2.60±0.29 which increased post-intervention to 3.16±0.20 (p=0.018), suggesting an improved degree of vocational development. The career guidance programme significantly improved degree of vocational development and readiness to cope with developmental tasks encountered throughout a physician's career.

MANAJEMEN KURIKULUM PENDIDIKAN INKLUSIF

This research is a field research (field reseach) using a naturalistic research approach that aims to determine the management of planning, organizing, implementing and evaluating an inclusive education curriculum. Sources of data in this study are the Principal, Waka Curriculum, Subject Teachers and Counseling Guidance Teachers. Data collection techniques using observation, interviews and documentation. The data validity technique uses data triangulation and data analysis techniques use the Mills and Huberman models. The results showed that curriculum planning used a grass roots approach, which involved all stakeholders in SMPN 1 Sangatta Utara. Organizing the curriculum using the Integrated Curriculum approach, arranging and modifying subjects in an integrated manner. The curriculum implementation uses the TORI model approach, directing students more towards aspects of social change and the teaching system adjusting the needs of special needs students. Curriculum evaluation uses the Educational System Evaluation approach, including inputs (materials, plans, tools), processes and results achieved in a broader sense.