Design Of Education Programs Research Articles

Implementation and evaluation of an oral health education programme for caregivers in nursing homes.

The aim was the design, implementation, and evaluation of an oral health education program for nursing home caregivers. Fifty-five formal caregivers working in the three units of a nursing home were allocated to either a control (n=27) or an intervention group (n=28). A knowledge and attitudes questionnaire about oral health was developed and completed by the caregivers. Then, an education program about oral heath in older people was applied to the intervention group, and the completion of the questionnaire was repeated by both the intervention and control groups. Two months after the intervention, the questionnaire was completed again by the intervention group. Within groups analyses revealed a statistically significant increase in knowledge and attitudes only in the intervention group after the implementation of the education program (P<.001). Between-group analyses showed that the total knowledge and attitudes score in the intervention group were statistically significantly higher than in the control group (P<.001 and P=.02, respectively). In the intervention group, knowledge and attitudes were maintained in the measurement recorded 2 months later (P=.11 and P=.21, respectively). The education program was effective in improving the caregivers' knowledge and attitudes toward nursing home residents' oral health and maintaining them 2 months after implementation.

Caregiver-Centered Care Health Workforce Competencies: Developing Consistent Support for Family Caregivers

Family caregivers [FCGs] are the backbone of the health system. They provide over 80% of the care for people with dementia, chronic illnesses and impairments. Despite evidence of their contributions and consequences of caregiving, support for FCGs has not been a health system priority. Education to prepare health providers to effectively identify, engage, assess, and support FCGs throughout the care trajectory is an innovative approach in addressing inconsistent system of supports for FCGs. We report on development and validation of the Caregiver-Centered Care Competency Framework to help with curricular design and subsequent evaluation of effectiveness of care providers working within healthcare settings to engage and support FCGs. We used a three round modified Delphi approach. An expert panel of 42 international, national, and provincial stakeholders agreed to participate. In the first 2 rounds, multi-level, interdisciplinary participants, rated the indicators in terms of importance and relevance. In the 3rd round consensus meeting, participants validated the six competency domains, including indicators in small group sessions. Thirty-four experts (81%) participated in the round 1, 36 (85.7%) in round 2, and 42 people (100%) in round 3. There was stable consensus across all three rounds, 96.07% of participants rated the indicators as essential or important (Round 1, 95.81%; Round 2, 94.15; Round 3, 98.23%). FCG research has been primarily focussed on educating FCGs to provide care. These competencies will shape the design of educational curricula and interdisciplinary training programs aimed at supporting the health and social care workforce to provide caregiver-centered care.

Does Instruction Improve Older Adults’ Knowledge of Memory Aging?

Memory loss happens in later life. For cognitively healthy older adults, deficits in memory in everyday life may be frustrating, but are less severe compared to the memory dysfunction observed in persons with progressive dementia syndromes, such as Alzheimer’s disease (AD). Normal memory aging has been defined as benign memory deficits due to genuine maturational processes in otherwise healthy older adults. Pathological memory aging has been defined as memory dysfunction due to non-normative factors such as disease or trauma to the brain (Cherry & Smith, 1998). In the present research, we examined the effects of instruction on knowledge of memory aging issues among community-dwelling older adults. Participants ranged in age from 59 to 94 years. All were enrolled in a six-week lecture series on cognition in later life. They completed the Knowledge of Memory Aging Questionnaire (KMAQ: Cherry, Brigman, Hawley, & Reese, 2003) before and after the series. Results indicated that their knowledge of pathological memory aging was greater than their knowledge of normal memory aging, as expected. Importantly, both normal and pathological types of knowledge were impacted by instruction, as post-test scores were higher than pre-test scores for both scales. In addition, a select set of items reflecting ageist views were also impacted by instruction; scores on this subset were significantly improved (less reflective of ageist stereotypes) at the end of the lecture series. Implications for the design of educational programs on adult cognition for community-dwelling older adults are considered.

Family Value Matters: Intergenerational Solidarity and Life Satisfaction of Chinese Older Migrants

The number of older adults who migrate due to family reasons has been increasing rapidly in China in the past decade. However, few empirical studies have focused on this group. This study focused on them and explored the association of intergenerational solidarity with older migrants’ life satisfaction when they were adapting to the new environment. We surveyed 340 older adults who migrated to Nanjing with their children either to help care for the grandchildren or enjoy retirement life. Respondents were recruited from the community. Structural equation modeling was adopted to analyze the associations among intergenerational solidarity, loneliness, aging perception, and life satisfaction. Results showed intergenerational solidarity was negatively correlated with loneliness (r=-0.304) but positively correlated with life satisfaction (r=0.386). Loneliness was linked to lower life satisfaction(r=-0.517). Path analyses showed that loneliness played a partial mediation role on the relationship of intergenerational solidarity and life satisfaction. Aging perception negatively moderated the association between intergenerational solidarity and loneliness, and also negatively moderated the mediating effect of loneliness on intergenerational solidarity and life satisfaction. It is concluded family values played important roles in Chinese older migrants’ mental health. When they migrate to a new city, intergenerational solidarity can help ease their loneliness and subsequently improve their life satisfaction, which finally help them adapt to the new environment. Positive perception towards aging also helps improve their well-being after migration. Based on these findings, we suggest practitioners design education program to promote family values among the family with older migrants.

The use of VR for collaborative exploration and enhancing creativity in fashion design education

ABSTRACT This paper presents the instructional design and development process for a fashion design education programme promoting creativity in a VR (Virtual Reality) environment. We designed the instructional model prototype based on the R2D2 (Recursive, Reflective, Design and Development) instructional design model and the creative thinking process model. The VR environment supported the design sessions, including the collaborative exploration in concept generation. We developed a feasible instructional model prototype using a VR environment through constant cooperative inquiry among instructional design team members. Furthermore, we conducted a multidimensional evaluation to obtain more pedagogical insights to develop an instructional model. Consequently, we could provide new insights into possibilities of using VR in collaborative exploration, promoting creativity, in future fashion design education.

Effects of design education program for young Children using 3D printer on creativity improvement

Effects of design education program for young Children using 3D printer on creativity improvement

Modelo teórico para organizar e compreender as oportunidades de aprendizagem de professores para ensinar matemática

Compreender como se constitui a aprendizagem de professores é uma importante área de pesquisa na formação de professores, com muitas questões em aberto a serem ainda investigadas. Assim, neste artigo, apresentamos um modelo teórico cujo principal objetivo é permitir o desenho de programas de formação de professores, bem como orientar a compreensão das oportunidades de aprendizagem profissional para os professores. Com base em nossos resultados de pesquisa em ensino e aprendizagem de álgebra e em uma revisão de literatura, descrevemos como o modelo foi elaborado e trazemos algumas situações ilustrativas para indicar o modelo “em ação” durante todo o processo de formação de professores. A arquitetura do programa permitiu que os professores experimentassem oportunidades de aprendizagem profissional vinculadas a conhecimentos matemáticos e didáticos sobre padrões e regularidades, bem como a oportunidade de aprender uns com os outros, superando o isolamento causado pelo trabalho diário em suas escolas e levando-os a explorar práticas próximas à própria realidade escolar.

Investigating the Effects of Demographics and Framing on the Robot-Theater Program

While STEAM (Science, Technology, Engineering, Arts and Mathematics) education programs have shown promise in increasing students’ interest in STEM and arts &amp; design fields, the effects of demographic and other contextual factors have not been thoroughly investigated yet. While conducting robot-theater summer youth sessions with forty participants of the TechGirls international summer exchange program, we explored these factors. Participants in teams of four to six students created a script for a theater play that required the use of programmable robots. Results seem to suggest the influence of demographic factors such as nationality, as well as the effect of framing on participant attitudes towards robots and STEAM education. Subsequent validation of these effects in other studies is expected to contribute to refining the design of robot-theater and other STEAM education programs.

Cyberincivility Experience of Korean Clinical Nurses in the Workplace: A Qualitative Content Analysis.

Although clinical nurses use online platforms to acquire health-related information and communicate with other healthcare providers, there are increasing reports on their incivility exposure in cyberspace. However, an in-depth understanding of their cyberincivility experience is lacking. This study aimed to identify Korean clinical nurses’ perception and experience of cyberincivility. A qualitative study was conducted. Twenty clinical nurses from seven private and public hospitals in the Seoul metropolitan area were recruited using purposive sampling. Individual semi-structured interviews were conducted with the nurses from June to September 2019. Conventional content analysis was applied for the interview data analysis. Clinical nurses perceived cyberincivility as disrespectful and condemning behavior as users hide under the shield of anonymity to persecute others without fear of retribution. Four themes regarding participants’ cyberincivility experience emerged: unprofessional behavior, hierarchical communication, lack of respect and morality, and forming an inefficient work environment. The results of this study provide an understanding regarding clinical nurses’ experience of cyberincivility that goes beyond that of previous studies, which mainly focused on students. These results could increase awareness of cyberincivility among clinical nurses, and provide key information for the design of cybercivility educational programs and guidelines to curb cyberincivility, nurture professional online communication, and consequently improve quality of care.

Professional portrait of Teacher of Russian as a Foreign Language: competence-based approach

Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.

Research information encountering and keeping behaviour of post-graduate students of social sciences in an online environment

PurposeLiterature divides information behaviours into two forms: first, interacting information with a purpose in mind and second, encountering accidently in three environments including person to person, analogue and online environment. However, the unique information encountering and encountered information keeping behaviour of social sciences research students of Asian culture in an online environment remained unexplored. Therefore, the present study is designed to investigate the research information encountering and encountered information keeping behaviour of the students of social sciences in an online environment.Design/methodology/approachThe quantitative approach and survey technique were used for the study. The research students were approached using a multi-stage total population sampling technique. In total, 233 returned questionnaires were entered and analysed in SPSS (version 22). Descriptive (frequencies and percentages) and inferential statistical techniques (t-tests, one-way ANOVA, effect sizes, correlations and regression) were applied to meet the objectives of the study.FindingsThe results of the study indicate that the respondents whether male or female, of MPhil or PhD, whichever frequency to use the Internet, often encounter research information. However, those who use the Internet for general browsing encounter more than those who purposively. This makes a change to the model of information encountering that the users encounter information while generally browsing and not only while actively working on foreground information searching. Moreover, the research students prefer to use simple tools on complex software based for keeping the encountered research information. The information if kept properly for use, may be useful in the course of research, ease its tasks and result in increasing the speed of research productivity.Practical implicationsThe present study has theoretical and practical implications. Theoretically first, it fills the literature gap regarding research information encountering and its keeping and second, it came up with a proof that the researcher not only encounter research information while foreground information searching but while generally browsing also. Hence, information encountering model is equally applicable to research students who generally browse. Regarding practical implications, the study identifies that the research students prefer to keep using simple tools. Hence, information literacy instructors, either librarians or continuous education program designers are advised to incorporate instructional programs on the use of complex software-based tools for keeping information.Originality/valueThis is the first study in non-Western countries which investigated the research information encountering behaviour of social sciences MPhil and PhD students. The preferred tools to keep the encountered research information are first time identified in the literature.

Influência dos fatores comportamentais na propensão ao endividamento dos estudantes universitários

Purpose – The purpose of this paper is to analyze the influence of behavioral factors on the propensity for indebtedness of university students.Design/methodology/approach – The study investigated a random sample of 319 students from a private university in São Paulo. Using the Modeling of Structural Equations, the behavioral factors were measured. For the data analysis, descriptive statistics and median difference tests (Mann-Whitney U test) and independence tests (Chi-square test) were performed.Findings – The findings indicate that: a) the behavior factor presents the strongest effect on the propensity to debt; b) the degree of indebtedness is influenced by sociodemographic variables (gender, race, marital status, occupation and income); c) the levels of risk perception, materialism and propensity for indebtedness are the same for indebted and non-indebted groups; d) the levels of financial behavior and rationality differ between indebted and non-indebted groups. Research limitations/implications – The data collection was carried out in a metropolitan region where the cohort surveyed has specific characteristics that make it difficult to generalize the results.Practical implications – These results may be useful in assisting: a) school leaders in the design of educational programs; b) the financial system in the development of financial strategies and products.Social implications – Educational policy makers can take action to improve the most vulnerable groups.Originality/value – The main theoretical contribution of this work was made by the integrated analysis of four different constructs on the propensity for indebtedness of university students: materialism, rationality, financial behavior and risk perception.

Talking money at home: the value of family financial socialization

PurposeThe objective of this study was to empirically examine how family financial socialization affects individuals' financial outcomes, including financial literacy, financial behavior and financial well-being, based on the family financial socialization theory (FFST).Design/methodology/approachUsing a national representative sample of 6,311 US respondents from the 2016 National Financial Well-Being Survey, structural equation modeling (SEM) was conducted to test the hypotheses in this study. Sampling weights were incorporated into the structural model using the maximum likelihood estimation with robust standard errors and a Satorra-Bentler scaled test statistic (MLM estimation).FindingsThis study concludes the effectiveness of family financial socialization by showing that parental financial socialization has significant positive impacts on financial literacy, financial behavior and financial well-being. In addition, parents' education can significantly influence the quality of parental financial socialization.Practical implicationsThe result underscores the importance of financial socialization in the family context and encourages parents to discuss financial matters with their children at home. Detailed implications have been provided to financial educators, practitioners and policymakers to incorporate parental involvement in the design of financial education programs, as well as financial services providers to improve marketing strategies for their banking services.Originality/valueThis research is amongst the first to empirically explore the relationships among parental financial socialization, financial literacy, financial behavior and financial well-being based on the FFST. The study also contributes to the literature by confirming the effects of parental socialization received in childhood on adults' later financial outcomes.

Not So Much about Informality: Emergent Challenges for Urban Planning and Design Education

This paper addresses the challenges faced by planning and design education programmes when focusing on more sustainable ways of dealing with global changes. While the dominant discourse addresses the fact that planning programmes discuss the Global South through the lens of planning theory and practice from the Global North, the proposal is to shift the debate and recognise that, from a complexity perspective, planning problems are not so different from region to region. The argument is that, although the theory has moved on, when discussing conceptual aspects of planning, spatial planning practice is still focused on objects rather than the relationship between them (be they buildings, streets, neighbourhoods or even cities). Assuming that urban territories are not objects and do not develop in a linear way, but rather evolve, the proposal is to reflect on how planning and design education addresses urban evolution. This paper suggests a revision of planning and design approaches to informality, given the participation in recent years of a joint studio in Bandung, Indonesia. The alternative perspective offered here involves a re-examination of concepts and deconstruction of dichotomies. The main findings rely on the interpretation of formalisation processes (in the Global North) through the lens of complexity theory, which has facilitated understanding of today’s informal settlements (in the Global South). It suggests the deconstruction of dichotomies, such as informal versus formal, thus, positing the need for a major shift on planning and design rules that focus less on objects and more on the relationship between them.

A Development of Design Education Program Based on Local Cultural Contents to Promote Creativity of Chinese Children

A Development of Design Education Program Based on Local Cultural Contents to Promote Creativity of Chinese Children

Efectos del programa affective e-learning en el desarrollo de la Competencia Digital en estudiantes del Grado en Educación Primaria

INTRODUCCIÓN. Este artículo presenta los efectos de un programa interuniversitario de especialización en competencias digitales basado en la metodología didáctica de affective e-learning. El programa formativo nace del proyecto I+D+i denominado Evaluación y desarrollo de dos competencias genéricas en estudiantes de primer año del grado de maestro en educación primaria. El grupo de 109 participantes pertenece al título de magisterio de Educación Primaria de las Facultades de Educación de la Universidad de Oviedo, la Universidad de Jaén y en la Universidad de Granada. MÉTODO. Tras el diseño del programa formativo se aplica un cuestionario ad-hoc validado por jueces expertos externos. El instrumento formado por 49 ítems tiene una estabilidad de escala aplicada con un Alfa de Cronbach de 0,786. Este cuestionario se fundamenta en el Marco Común de Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. RESULTADOS. Se demuestran diferencias significativas entre el pretest y el postest en la comprensión y aplicación de habilidades de la competencia digital, en términos de mejora en las destrezas de configuración, uso, autonomía, análisis, búsqueda y cumplimiento de estándares. DISCUSIÓN. Los hallazgos encontrados avalan la efectividad de aplicar un modelo de affective e-learning que se adapte a los conocimientos previos y los distintos ritmos y estilos de aprendizaje del grupo de participantes en su formación universitaria. INTRODUCTION. This article presents effects of interuniversity programme about digital competences specialization, based on affective e-learning methodology. The educational programme originated from I+D+i project denominated Evaluation and development of two generics competences of first year Primary Education students. The group of 109 students belong to Primary Education University degree of Faculties of Oviedo, Jaén and Granada. METHOD. After completing the design of educational programme, it applies an ad-hoc questionnaire validated by external experts. The 49 items tool has a stability of 0,786 Cronbach Alpha. This questionnaire based on Common Framework of Teacher Digital Competence of National Institute of Educational Technologies and Teachers Training. RESULTS. It shows significant differences between pretest and postest on understanding and application of digital competences abilities, in terms of improving skill of configuration, use, autonomy, analysis, search and standards compliance. DISCUSSION. Findings endorse the effectivity of apply an affective e-learning model that adapt to preliminary knowledge and different learning pace and style of student group.

The prevalence of weight-control behaviors and associated factors among adolescent girls in Tehran.

Weight control behavior is a strategy for weight loss or weight gains that range from healthy to unhealthy. This study is aimed to determine the prevalence of weight control behaviors and their related factors in adolescent girls in Tehran. Adolescent girls in the last grade of high school (n=491) that were selected by a multi-stage sampling method completed a cross-sectional survey (2018) in Tehran city in Iran. Data were collected using questionnaires (standard and researcher-made) by the self-report method and analyzed using descriptive and inferential statistics, including Chi-square, independent t-test, and logistic regression. 17.5% of adolescents had healthy, 60.6% had unhealthy, 15.8% had extreme unhealthy weight control behaviors, and 6.1% had no weight control behaviors. 74.8% of adolescents were in the normal body mass index (BMI) percentile. Unhealthy weight control behaviors were observed more than healthy behaviors at all BMI levels. Weight control behaviors had significant relationships with weight control intention (p=0.005), family (p=0.016) and peers (p=0.011) encouragement to weight control, engagement of relatives in weight control behaviors (p=0.016), anxiety (p<0.001), and age (p=0.030). BMI has a positive correlation with body weight satisfaction (p<0.001) and body weight perception (p<0.001). The results of logistic regression showed that increasing anxiety score can increase the possibility of engaging in unhealthy weight control behaviors (odd ratio=1.086, p=0.006). Considering that a significant percentage of adolescents have unhealthy and extreme unhealthy weight control behaviors, and some of these behaviors leave irreversible effects on the health of this age group, design, and implementation of educational programs to prevent such behaviors seem imperative.

Risk Factors for Frequency of Readmission among Heart Failure Patients

The aim of the study was to identify risk factors for frequency of readmission among heart failure patients at Assiut University Hospital. Research design: A descriptive exploratory research design was utilized to conduct this study. Setting: This study was carried out in the cardiovascular medicine department at Assiut University Hospital. sample: The study sample consists of a (100) heart failure patients; ages ranged from 18-65 years old. Tools: Two tools were used; tool one: a patient assessment sheet, tool two: re-admission assessment sheet. Results: Frequency of patients’ readmission in a period of (6) months was (31%), (64.5%) have readmitted once, (29.03%) twice and (6.45%) three times. Highest percent was readmitted within 60 days of discharge (38.7%), (19.4%) readmitted within 30 days of discharge and (19.4%) readmitted within 90 days of discharge. Drug non-compliance, diet poor compliance, uncontrolled diabetes mellitus, ischemia, anemia and worsening left ventricular function were the major risk factors for HF patients’readmission. Conclusion: Frequency of patients’ readmission was (31%). Drug non-compliance, diet poor compliance, uncontrolled diabetes mellitus, ischemia, anemia and worsening left ventricular function were the major risk factors for HF patients ’readmission. Recommendations: Design educational programs for patients with HF to reduce frequency of readmission of those patients.

CxO advisory councils: New approaches in executive education

The purpose of this study was to explore the service experiences of advisory council members engaged in the design, development and implementation of a noncredit executive education program at a large, public university in the mid-Atlantic region of the US that prepares managers for emerging C-suite roles. Thematic analysis of the verbatim transcripts of semi-structured interviews with advisory council members identified personal core values, process expectations, and perceived conditions for council sustainability as the key factors driving advisory council service. Study findings also offer insights about how universities can capitalize on advisory council members’ perspectives around service to strengthen noncredit executive education offerings.

Core competencies for public health medicine: protocol for an Italian inter-society Delphi consensus

Abstract Background Developing core competencies is crucial for the quality of educational curricula in Public Health Medicine (PHM). The postgraduate medical School of Public Health of the University of Pisa developed a core curriculum for PHM specialists (CCV0), adapted from the list of core competencies promoted by the Association of Schools in Public Health of the European Region (ASPHER). Objectives We will apply the Garavalia method, a three-round step-wise Delphi consensus, for adapting the CCV0 to the Italian context. Participants will be enrolled through purposive sampling among the members of the Italian Society of Hygiene, Public Health and Preventive Medicine, aiming at the best possible balance between geographical distribution and professional profiles (PHM residents, academics, and Public Health operators). A sample of representatives of other PHM-related Italian Societies will also be included. Results We will invite 139 participants through e-mail invitations. During round zero, we will collect additional suggested competencies through an open-ended question. We will analyze data qualitatively and integrate the most relevant suggestions with the CCV0, resulting in the CCV1. A subgroup of 64 experts (among PHM residents, academics, and representatives of the included Societies) will participate in the following rounds. The first round will use Likert scales to measure agreement on the appropriateness of the CCV1 competencies. Consensus and agreement will be computed using the RAND/UCLA criteria. The final round will reach out for consensus repeating the same ratings for competencies classified as uncertain, with the help of quali-quantitave summaries of the answers of the first round. The final document (CC2) will report competencies classified as consensus or uncertain, with the corresponding level of consent. Conclusions The CC2 will enable current courses to be assessed and inform the design of future educational programs for Italian PHM residents. Key messages The Delphi method ensures anonymity and a balanced involvement of all stakeholders –including medical residents- in the development of a core curriculum for Public Health Medicine specialists. A consensus on core competencies in Public Health Medicine will enable the evaluation of current training curricula and the development of future educational programs.