Design Of Education Programs Research Articles

Conceptual Approaches to the Advanced Training of Lean Production Staff in Medical Organizations Providing Primary Health Care

The article is devoted to the development of conceptual approaches to training of personnel for the implementation of lean production technologies in medical organizations – one of the modern directions of optimization of primary health care aimed at intensification of activity processes and elimination of resource losses. Conceptual approaches to the nature of content, structuring of the matrix of competences for application in training and professional activity of organizers of lean production, approaches to the professional basis of design of educational programs have been defined.

On the Content of higher technical education curricula abroad: Current Trends (Review)

Researchers consider the discrepancy between university educational programs and engineering practice to be the common problem of higher technical education today. The changes taking place at higher technical school abroad demonstrate the search for solutions of engineering education problems in developed countries. Understanding current trends in the content of higher technical education curricula in those countries will help to identify the most effective ways to solve common problems of engineering education. The article presents the results of the analysis of innovative changes taking place in the higher technical education curricula content abroad nowadays. The research materials were articles in peer-reviewed journals included in the SCOPUS database published from 2009 to 2018, proceedings of conferences held by international engineering communities. The factual basis of the study was the curricula for training engineers at a number of foreign leading universities. As a result of the research, the following innovations in the content of higher technical education curricula were identified: 1) introduction of sustainable development principles into the engineering curricula; 2) the inclusion of modules on the basics of management, entrepreneurship and innovation into the curricula, the creation of interdisciplinary programs leading to double degrees in engineering and management; 3) cooperation of universities with partner enterprises in the development of curricula; 4) the internationalization of engineering curricula, the training of future engineers for global engineering activities. The CDIO approach is considered as an innovative basis for the design of educational programs for future engineers. Those changes in the engineering curricula are aimed at bridging the gap between the contents of engineering educational programs and industrial practice, the development of competencies necessary for successful professional engineering activities, and, as a result, they contribute to improving the quality of higher technical education.

Designed Education Program for Nurses about Immediate and Long Term Nursing Management of Patient with Status Asthmaticus in El-Mobara Hospital at Assiut Governorate

Aim of this study was to evaluate the effect of the designed education program on nurses' knowledge regarding immediate and long term management of patient with status asthmaticus. Design: A Qusi experimental research design was utilized in this study on a convenient sample of 30 nurses working at El -Mobara hospital. Data collection tools was; Nurse's Knowledge Questionnaire sheet, consisted from three parts part 1) demographic characteristics, part 2) knowledge assessment about status asthmaticus and part 3) assessment of immediate and long term management. In addition, designed education program. Results: The majority of them their age ranged from 20 -40 years. Majority of nurses had knowledge regarding care of patients with status asthmaticus at satisfactory level in post-test .while all of nurses had no knowledge regarding nursing care of bronchial asthma in pre-test. The study Concluded that application of designed education program for nurses about immediate and long term nursing management of patient with status asthmaticus was associated with significant improvements of nurses’ knowledge. Therefore, the Researchers Recommended making a standardized written nursing care and training programs for nurses in asthmatic care to ensure high quality of information and care provided based on national and international standards.

The barriers in organizing fieldwork-based learning trips in China: The tourism academics’ perspective

Fieldwork has been widely acknowledged as a useful educational practice. However, many academics are still reluctant to take their students to fieldwork. This study aims at identifying the barriers to conducting student fieldwork as perceived by tourism academics working in tertiary education in China. Data were collected using semi-structured in-depth interviews with 21 academics from twelve different tourism colleges. Using NVivo as an analytical tool, barriers were identified in seven areas: institutional system, academics, organization, accident, site, students, and social environment. The findings indicate that academics are aware of these barriers that prevent them from taking students to fieldwork. The study underlines the educational value attached to fieldwork by academics, informing institutes to formulate policies and strategies to increase academics’ motivation, and teacher educators to design education programs for academics to be able to organize and manage fieldwork-based learning trips.

Analyzing a follow-up needs assessment: Increased use of internet-based APSA educational programs by pediatric surgeons

PurposeNeeds assessment is a critical component of educational program design. Follow-up is important for improvement. Two electronic educational programs, Exam-based Pediatric surgery Educational Reference Tool (ExPERT) and Pediatric Surgery Not a Textbook (NaT), offered by the American Pediatric Surgical Association (APSA) have been functional for over three years, allowing for follow-up assessment. MethodsA 22-question survey was distributed via email to APSA members. Questions included practice demographics, learning preferences and APSA material use. Mann–Whitney analysis was performed (p<0.05). Results294 members responded. 43% were in academic practice with a pediatric surgery fellowship. Top preferences for obtaining/maintaining medical knowledge were national meetings (27%), ExPERT (24%), and the NaT (20%). Comparatively, in a 2014 assessment, electronic programs were less desired (16%). Cost was cited by >1/3 for not subscribing to ExPERT or NaT. Question discussions were often read regardless of response. >86% would subscribe to APSA resources if there were no CME requirement. The most frequently cited knowledge gap was fetal therapy (30%). ConclusionsThis is the first publication documenting increased acceptance of electronic educational platforms for pediatric surgeons. Well-utilized and valued, the data justify and encourage continued development of electronic educational resources. Room for improvement exists in affordability, knowledge gaps, and individualizing curriculum development. Level of evidenceIV

Reconsidering McKenzie's Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing.

Two decades ago, McKenzie’s meta-analysis of literature provided six fundamental elements of adventure education programme design still used to guide research and practice today. While the value of McKenzie’s early work should not be underestimated, adventure education has undergone considerable changes. Adventurous activities are now available in urban and indoor contexts and used to facilitate a growing health and wellbeing agenda. The use of risk as part of adventure education programming has also been critiqued. This paper reflects on contemporary notions of adventure, risk and the emergent narratives emphasising the associated psychological benefits. The Ecological Dynamics framework, along with representative design delivery, are presented as a viable way of building on McKenzie’s work. Both consider how effective outcomes in adventure education programmes are achieved through designs that focus on the unique relationship between the individual and their environment. While McKenzie’s six elements recognise the importance of human relationships, Ecological Dynamics forefronts relational elements, not just between participants but, importantly, the task and the environment. Individual participant needs in relation to their everyday life therefore become the focus of adventure education expanding beyond the traditional long-standing narratives of risk and danger. Through these two important concepts, this paper advocates an approach to the design of adventure representative of a participant’s everyday environment. In this way, adventure education outcomes translate beyond the adventure-specific context and align more holistically with the needs of individual participants while also assuring emphasis on individual health and wellbeing.

Supply-side Antecedents of dropout rates in MBA programs

ABSTRACT The purpose of this paper is to carry out an empirical examination of the supply-side factors influencing dropout rates in MBA programs. We analyze the extent to which the resources and characteristics of the program (content, teaching methodology, course load, class size, partnerships, reputation) influence these rates. A GLM analysis was conducted on data obtained from a final sample of 94 executive MBA programs in Western Europe. The results indicate that several supply side factors significantly affect dropout: intensity of case study learning, number of credits per month, class size, and proportion of lessons given at partner institutions. Several implications for the design and management of higher education programs have been drawn from this research.

Improving Financial Behaviors Through Nudges

Behavioral economics and its concept of nudges are rapidly influencing the design of community-based financial education programs. This article addresses why nudges can be useful tools for effective financial education, explains the different types of nudges introduced by behavioral economics research, presents evidence of their effectiveness from the field, and suggests ways Extension professionals can use these insights in their work. A particular focus is on nudges that are effective for personal financial behaviors.

The design and development of an online education program for families of trans young people

Education programs can help families of trans young people to accept and support a trans family member. However, little has been written about the design and development of such programs. This article seeks to fill this gap in the literature by detailing the design and development of an education program for families of trans young people. A seven-step learner-centered, outcomes-based approach was used as the basis for program design and development. The process also included participatory elements throughout, including input from professionals, families, and trans young people in a consultation and evaluation process. This culminated in the development of an eight-module online education program. The approach presented in this article may be of value to anyone interested in developing an education resource for families of trans young people, and it would be recommended to consider how such an approach could be applied in a specific context. The program also provided an opportunity for involvement from professionals, families, and trans young people in the community, and it would be important for anyone working in the area to consider how such participation could be both enhanced and enabled.

Compositional interaction design—changes in design practice and its implications for teaching and research

ABSTRACTIn this article, we focus on compositional interaction design as an emergent professional practice in interaction design. We propose that compositional interaction design practice can be defined as a practice of knowing, mapping configuring, customizing and connecting elements to form larger compositional wholes. We demonstrate how this practice demands new compositional skills, new methods and a changed division of labours. We suggest that this contemporary practice can be understood in terms of how different computational components are integrated to form interactive products and services. We illustrate this new practice with two concrete examples. Our first example illustrates compositional interaction design at a small scale, whereas our second example illustrates compositional design at a larger scale. We also discuss how this emergent practice relates to other streams of development (e.g. craft-oriented HCI and human-centred design) and we discuss what implications this shift may have to interaction design educational programs aimed at preparing students for this emerging professional practice.

Training of Professional Pedagogues in Modern Socio-Economic Conditions of Higher Education

The article presents the actualization of the methodological base for the design and realization of educational programs for professional training of pedagogues under the socio-economic conditions of the higher education system. The study objective is to identify and describe the principles of the design and realization of educational programs for professional training of pedagogues in modern socio-economic conditions. The main methods of the study include a comparative analysis of scientific literature and modeling. Based on the interdisciplinary comparative theoretical analysis of economical concepts and education system phenomena, the principles of the design and realization of educational programs in modern socio-economic conditions are defined as the result of the study through the means of modeling the processes of professional pedagogues’ training.

Determinants of medication adherence among hypertensive patients using the Pender's health promotion model

BACKGROUND:Poor adherence in treatment and medication is a global issue in curing the chronic diseases such as hypertension. The present study was conducted to identify the factors related with medication adherence among hypertensive patients referred to the health centers of Borujerd based on the Pender's Health Promotion Model (HPM).MATERIALS AND METHODS:This cross-sectional study was conducted on 463 patients who were referred to the comprehensive health centers of Borujerd city by cluster sampling method in 2019. The data were collected using a questionnaire including demographic variables and Pender's HPM constructs. Data were analyzed by SPSS 18 software using Pearson correlation coefficient and linear regression.RESULTS:The mean and standard deviation of the participants' age was 63.29 ± 11.2 years. The results showed that hypertensive patients had a relatively desirable level of medication adherence behavior. Perceived barriers (β = −0.169), perceived self-efficacy (β = 0.196), activity related affect (β = 0.232), and following medication regimen (β = 0.225) were the best predictors of performing the medication adherence behavior. In total, different structures of the HPM explained 42.2% of the variation of medication adherence behavior changes.CONCLUSIONS:According to the findings, the design of educational programs using HPM is recommended to increase the medication adherence among hypertensive patients.

Методологические аспекты перехода к новой организации образовательного процесса

In this paper we explained the selection of methodological foundations of transition to a new educational process organization based on the understanding of the post-non-classical methodology features of pedagogical research. They do not lead to the elimination of methods and cognitive attitudes of classical and non-classical research methodology, but more clearly define their scope. The selected methodological foundations determined the direction of the scientific search for a solution to the problem as follows: understanding the goals of modern education as contributing to the formation of identity (personal and professional) of a person at different stages of his/her life, considering the growing uncertainty of the modern world, which implies focus on the formation of universal human competences; understanding competence as a multifunctional knowledge “pack”, abilities (skills) and relationships that each person needs for a full personal life and professional activity; recognition of multivariance as an essential feature of modern educational process. We found that the new educational process design reflects the emerging trend of the “anthropological transition” in science, which is associated with the emergence of free access to knowledge and responsible attitude to the knowledge application. It is shown that the content design of university educational (and training) programs should be oriented toward the independent design of personalized learning by a student. This idea involves the appeal to personal experiences of teachers and students as a core of educational content affecting all its components by designing an individual student model of educational content expressed in the formed individual set of key competencies of a particular student. We established that the proposed approach to the design of the new educational process is founded on the content design based on the ideas of humanitarian design, determining the probabilistic nature of dynamic learning models design. The term “probabilistic” reflects the uncertainty of pedagogical systems, the dependence of ongoing pedagogical processes on a specific context, and the term “dynamic modeling” is understood as planning (selection) of active teaching methods allowing students to be creatively involved in the educative process.

In-Service and Pre-Service Special Education Teachers’ Perception of NCTM Standards: Implications for Professional Development

Special Education teachers face increasing difficulties when teaching students with Mathematical learning disorders. The purpose of this study was to investigate whether special education pre-service and in-service teachers in a university in the Middle East are receiving proper training to deal with students with disabilities in learning mathematics. A 24-item self-developed questionnaire was distributed to a sample of 95 (N=95) special education pre-service and in-service teachers. The analysis of the data revealed that pre-service teachers had not accomplished sufficient competency in any of the NCTM standards that are necessary for providing meaningful and useful learning experiences to their future students. However, the analysis of the data revealed that in-service teachers had sufficient competencies in all NCTM standards. These results help to contribute in informing the design and implementation of teacher education programs. Implications of these findings are further discussed along with recommendations for further development within the teacher education program for special education teachers.

Дидактический контур формирования способности к разработке показателей эффективности проектов как элемента управленческой культуры будущего специалиста в сфере социально-педагогической деятельности

We substantiate the relevance of didactic design of social and pedagogical education programs aimed at formation of ability to develop project performance indicators as an element of the management culture of a future specialist in the field of social and pedagogical activity. It is noted that the modern social situation requires changes in the sphere of social and pedagogical ac-tivity as an instrument of humanization of society through the implementation of strategies, projects and programs of state policy on childhood, and, therefore, changing direction of higher education of specialists in the field of social and pedagogical activity. We show the necessity of implementing an educational module aimed at developing competence in the field of determining (formulating) quantitative and qualitative results of projects. It is proved that one of the elements of the management culture of specialists in the field of social and pedagogical education is the de-finition (formulation) of quantitative and qualitative results. The concept of “managerial culture of a specialist in the sphere of social and pedagogical education” is characterized. The management culture of a specialist in the field of social and pedagogical education is a strategic resource for the development of a professional. We present the main interpretations of the concept of “efficiency”, show that the formation of an adequate mechanism for evaluating efficiency is impossible without the correct selection and accurate formulation of performance indicators. The stages of development of social project performance indicators are considered. The components of the educational module “Quantitative and qualitative indicators of social project performance” are considered. The data of the entrance survey of students are presented.

Module-Competency Building Approach in Design of the Main Professional Higher Education Program on Ethnocultural Content (as Exemplified by the Main Professional Program of Higher Education 44.03.02 Psychologycal and Pedagogical Education)

Module-Competency Building Approach in Design of the Main Professional Higher Education Program on Ethnocultural Content (as Exemplified by the Main Professional Program of Higher Education 44.03.02 Psychologycal and Pedagogical Education)

По вопросам проектирования и реализации дополнительных общеобразовательных программ для детей с ограниченными возможностями здоровья

По вопросам проектирования и реализации дополнительных общеобразовательных программ для детей с ограниченными возможностями здоровья

Проектирование и технология реализации образовательных программ подготовки кадров высшей квалификации в вузе

The article is devoted to the analysis of approaches to the design and implementation of postgraduate educational programs, which should, firstly, be competitive in the market of educational services, secondly, contribute to the development of the qualities of a researcher that the postgraduates need, and finally, imply a value component in relation to society and the students themselves. The level organization of the educational process in post-graduate school is presented, the conditions are formulated that must be satisfied by the basic clusters of educational programs. The features of integration of systemic and scenario approaches in the training of highly qualified personnel are considered. By way of example, a program of organizing independent work of students in the post-graduate school, its structure and content are presented.

The social side of teacher education: Implications of social network research for the design of professional development

This article provides an overview and synthesis of seven artilces in a special issue focusing on the use of Social Network Analysis to study networks in teacher education. The article uses the Intentional Network Design framework (Baker-Doyle & Yoon, 2018) to explain the outcomes from the studies and analyze the potential for findings from social network research in education to influence future design of teacher education practices and programs.

Innovating a Large Design Education Program at a University of Technology

Over the last half century, design education has diversified and developed considerably, in part in the arts academies, and increasingly in universities and vocational technical education. The TU Delft design program was founded in 1969, and has since grown quickly into a large, university-based, technology-aligned set of programs presently housing 2000 students and 100 academic staff. In the 50 years the Delft program changed due to: (1) changes in societal demand (from products, via services, to the systemic level of societal challenges), (2) the maturing of design as an academic discipline between science and engineering, and (3) international developments of the educational system (e.g., the Bologna agreement). In this paper we describe the development of this program within the broader disciplinary context of TU Delft, and how it brought together engineering, social sciences, and business studies in project-based education. We draw lessons from a unique position, made possible by this large scale and positioning next to engineering sciences. This position supported a large pool of in-house expertise; it fostered an intertwining of education, research, and practices in the industrial and wider societal context. And it also posed challenges of making design education work at a large scale.