Effective In-service Training Research Articles

Knowledge, attitudes, practices and prevalence of hepatitis B and C and hepatitis B vaccination coverage among public sector healthcare workers in Cambodia.

Healthcare workers (HCWs) are a key population at high risk for hepatitis B (HBV) and hepatitis C (HCV) infections. We aim to study HBV vaccination coverage, seroprevalence, knowledge, attitudes, and practices towards HBV and HCV infections among HCWs in public sector in Cambodia. A nationally representative cross-sectional study was implemented in 2019, among Cambodian HCWs. A standardized questionnaire was administered to randomly selected HCWs whose blood was then sampled. We used univariate and multivariate regression to determine predictors of outcomes. Among 755 participants, we found 4.9% positive HBsAg and 2.3% positive anti-HCV Ab. HBV vaccination coverage was 59.3%. Lack of knowledge was found on the route of transmission, HBV vaccination, diagnosis and treatment of HBV and HCV. 67% of HCWs thought that all patients should be screened for HBV and HCV and about 30% of them would refuse to take care of infected patients. 58% of HCWs always recapped the needle after use. In univariate analysis, older age-group (> 50 years) is more likely to have positive anti-HCV (OR: 9.48; 95% CI: 2.36-38.18). HCWs who were younger, female or having higher education or having ever been tested, were more likely to have gotten HBV vaccinated. Multivariate analysis reconfirmed these predictors of getting vaccinated. Study findings indicated an urgent need of a national policy for Cambodian HCWs given the high prevalence of hepatitis among this group. Policy should include an effective in-service training program to improve knowledge and practices, a testing and vaccination program for HCWs and it should emphasize stigma intervention towards people living with HBV/HCV.

Effective Teacher Professional Development: New Theory and a Meta-Analytic Test

Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or commissioning better PD. We set out to remedy this by developing a new theory of effective PD based on combinations of causally active components targeted at developing teachers’ insights, motivating change, developing teaching techniques, and then embedding these changes in teachers’ practice. We test two important implications of the theory using data identified through a systematic review and meta-analysis of 104 randomized controlled trials, finding qualified empirical support for the theory. The main contribution of the article is to provide a testable theory of what makes PD more effective, which can be used to guide future empirical research on this topic.

In-service training for improving the implementation of competency-based curriculum in English foreign language teaching: is planning effective?

PurposeIn Tanzania, in-service training was implemented to facilitate teachers understanding and implementation of the competency-based curriculum in the English language. This study aims to evaluate whether or not the in-service training was effectively planned to achieve its goals.Design/methodology/approachThe study used a narrative research design that focuses on analysing the story of a particular event, object or programme as it occurred in a specific social context. Thirty-two purposefully selected respondents were interviewed, and data were analysed using the thematic approach.FindingsThe study found strengths and weaknesses in the in-service training planning process. The strength included coherence between the need for in-service training and country priority. Moreover, collective participation was promoted since all trainees were English language teachers. Perceived weaknesses included a lack of coherence between training objectives and teachers’ actual needs. Equally, collective participation was limited because trainees taught mixed grades with varied work environments and experiences. Besides, heads of schools were not involved in training planning. Even those tasked with a lead role in cascading training to untrained teachers lacked the confidence and competence to do so.Originality/valueThe study contributes to the body of knowledge by uncovering weaknesses associated with in-service planning in Tanzania. The study calls upon the future planners of in-service training to consider the elements of effective in-service training during the planning and ensure that the views of all stakeholders at the macro and micro levels are assessed for quality programme implementation and better results.

Influence of In-Service Training of Teachers on Teachers’ Motivation in Public Secondary Schools in Chato District, Geita Region, Tanzania

In-service training is an essential component of teacher professional development, which helps teachers to improve their knowledge, skills, and instructional practices. The aim of this paper was to determine the influence of in-service training of teachers on teachers’ motivation in public secondary schools in Chato District, Geita Region, Tanzania. The study used descriptive research design and targeted 140 teachers. A sample size of 103 respondents was attained through the use of Krecjie and Morgan formula. Proportionate and simple random sampling was used to select the 103 teachers while purposive sampling was used to select 6 school chairpersons. Validity was attained by consulting experts in the field of educational management while reliability was tested by pilot testing the research instruments and calculating Cronbach Alpha. A Cronbach value of 0.912 was obtained and thus the instruments was considered reliable. For interviews, the researcher ensured that data collected information did not have any minor errors. Quantitative data was analyzed using frequencies, means and standard deviations while thematic analysis was used to analyze qualitative data. there was a significant positive correlation between in-service training and teachers’ motivation in public secondary schools in Chato District, Geita Region, Tanzania was (r = .587 ; p = .000). This means that at 95% confidence level the r value for in-service training was .587 showing a moderate correlation with teachers’ motivation. The paper concluded that there was a significant positive correlation between in-service training and teachers’ motivation in public secondary schools in Chato District, Geita Region, Tanzania showing that enhanced teacher in-service programs enhances teachers’ motivation. It was recommended that policymakers and educational institutions should invest in effective in-service training programs to support the ongoing professional development of teachers Key words: In-Service; Training, Teachers, Motivation, Public Secondary Schools DOI: 10.7176/JEP/14-9-12 Publication date: March 31 st 2023

A meta-synthesis of research on in-service EFL teachers' needs for inset programs in Türkiye

The professionalization of teachers has become increasingly prevalent in recent years, leading to increased interest in the training, working conditions, and status of educators. This study addresses this interest by examining the in-service education and training (INSET) needs of English as a foreign language teachers in Türkiye. Despite recognizing the importance of in-service interventions for teacher development, educators often express concerns about the shortcomings of existing INSET programs. Key themes and patterns are identified through a meta-synthesis of ten relevant studies conducted between 2010-2021, including methodology, language skills, technology use, instructional practices, classroom environment, and material development. The analysis employs content and thematic analysis methods, enhancing the understanding of effective in-service training for English as a foreign language teachers and contributing to broader discussions on educators' training, working conditions, and status. The findings underscore the significance of designing INSET programs that address specific teacher needs, promote the practical application of new methods, and foster collaboration between the Ministry of National Education and teacher educators for successful implementation.

Examination of Teachers' Knowledge Levels of the Concept of Early Literacy in Terms of Various Variables

The aim of this study is to determine the level of knowledge of primary school teachers about the concept of early literacy, to determine whether this knowledge level differs according to the teachers' gender, the type of school they graduated from and their professional seniority; to reveal the importance of early literacy skills for 1st grade students of primary school and how to increase teachers' early literacy knowledge levels. This research is a descriptive study of the nature of a survey model. In this study, in which quantitative and qualitative research techniques were used together, mixed method was used in data collection and analysis. The study group of the research consists of 52 primary school teachers who teach the 1st grade. While schools were determined through the disproportionate stratified sampling, teachers were determined through simple random sampling. The analysis of the qualitative data was conducted via content analysis while the quantitative data were analyzed via independent group t-test and ANOVA in this study for which data collection was provided via a semi-structured interview form developed by the researchers. Research findings reveal that primary school teachers have low knowledge levels regarding early literacy and their knowledge levels do not vary depending on gender, the type of school they graduated from and professional seniority. In classroom teaching departments, courses with well-prepared content on early literacy should be put in place, effective in-service training activities should be organized on the subject and classroom teachers should be exchanged frequently with their preschool teachers.

Operating Room Nurses’ Knowledge of and Attitudes About Pressure Injury Prevention: A Descriptive Cross-Sectional Study

BACKGROUND: Understanding nurses’ knowledge and attitudes might be important in influencing their behaviors of complying with pressure injury prevention measures in the operating room. PURPOSE: The aim of this descriptive and cross-sectional study was to determine operating room nurses’ knowledge and attitudes about pressure injury prevention. METHODS: This study was performed with 174 nurses working in the operating rooms of 5 hospitals in Istanbul between July and October 2020. The data were collected with the Modified Pieper Pressure Ulcer Knowledge Test-MPPUKT and Attitude Towards Pressure Ulcer Prevention Instrument-APuP and analyzed with parametric and nonparametric tests using the SPSS 20.0 package program. The statistical significance level was accepted as P < .05. RESULTS: The total mean score of the MPPUKT of the operating room nurses was 32.72 ± 6.65, and the knowledge level of only 57.5% of the nurses was considered sufficient (MPPUKT score ≥ 70%); the total mean score of the APuP was 44.67 ± 3.10, and almost all (94.8%) had a satisfactory attitude (≥75%). In addition, there was a significant positive correlation between the knowledge and attitudes of the operating room nurses about pressure injury prevention (P = .000). CONCLUSION: This study has shown that the knowledge level of the operating room nurses was weak and their attitudes were satisfactory. It is recommended to improve the knowledge and attitudes of operating room nurses to prevent pressure injuries through effective in-service training programs.

Understanding The Levels of Productivity of Teachers Who Are Exposed to In-Service Training

The need for increased teacher productivity has become widely recognized, as is the fact that it depends on efficient and effective in-service training. In-service training is founded on the idea that teachers' skills must be strengthened for schools to grow. This study compares the productivity levels of teachers exposed to in-service training and those without training. A field survey was conducted among teachers in selected secondary schools in Akowonjo Education District Lagos-State, Nigeria. A simple random sampling technique was employed for this study, and questionnaires were distributed to 80 subject teachers within the selected secondary schools. Demographic profiling, descriptive statistics, Pearson product-moment correlation, and T-test statistics were used to analyze the data collected. The study's findings demonstrated that teacher productivity is determined by in-service training. The study also revealed that teachers who participate in the training program are more likely to perform well than those who do not. The study concluded that the government should establish a body that will constantly assess and evaluate teachers' productivity levels after training and should always reward them appropriately for excellent performance.

Identifying the Effective Factors influencing In-Service Training of Employees at the Red Crescent Society of Zanjan Province

INTRODUCTION: The present study aimed to identify the factors affecting the effective In-Service training of employees at the Red Crescent Society of Zanjan province. METHODS: This mixed methods research was conducted in two stages. Firstly, the factors affecting the effectiveness of in-service training of employees at the Red Crescent of Zanjan Province were determined through semi-structured interviews with 15 experts in this field (experts and managers of the Red Crescent Society of Zanjan Province). Thereafter, the opinions of 234 Red Crescent employees about these factors were assessed via a Likert scale questionnaire. FINDINGS: Based on the results, the factors affecting the effectiveness of In-Service training among the employees at Red Crescent Society of Zanjan Province included support and supervision, organizational climate and learning organization, change of attitude and thinking, rules and regulations, processes, technical equipment and technology, as well as professional knowledge and skills. CONCLUSION: The results pointed out that, in general, all the factors affecting the effectiveness of training were identified and explained in three categories: structural, behavioral, and environmental.

Teachers’ Perceptions Regarding Factors Affecting Concept Based Learning at Government Schools in Nowshera, Pakistan

Education plays a pivotal role in the development of a country. Here the author did focus on the best teaching methodologies and skills that is concept based teaching so that the student learn conceptually. There should be critical thinking and problem solving skills developed in the students. The main objective of the research study is to explore the perceptions of secondary school teachers regarding factors affecting concept based learning at government secondary schools in district Nowshera. The population of the study is all secondary school teachers at government high schools in district Nowshera. The sample size was 105 secondary school teachers. The primary data was collected through questionnaire. The questionnaire was personally distributed among the teachers and got excellent response from them. The major findings showed the effectiveness of concept based learning and major factors that affecting concept based learning. In light of the said findings, certain major recommendations were made in order to achieve the maximum benefits of the study as secondary school teachers may be encouraged and motivated towards concept based learning techniques. Government school teachers may be given more skills and techniques of teaching and learning through effective in-service training and refresher courses. This study however, successfully plays a very important role in highlighting of the effectiveness of concept based learning and the factors that affecting concept based learning at government secondary schools for boys in district Nowshera. There may be core skills incorporated in the curriculum so that the students may be equipped with the twenty first century skills i.e critical thinking and problem solving, communication and collaboration, creativity and imagination, citizenship, digital literacy and students’ leadership.

An Evaluation of Technological Competences and Technological Tools Usage by Primary School Teachers During COVID-19 Lockdown in Cameroon

The aim of this study is to investigate technological competences and technological tools usage by primary school teachers. The inability of primary school teachers to substitute traditional teaching methods with modern technological tools and applications during COVID-19 motivated the researchers to carry out this study. The study made use of a survey research design. Technology implementation and computer use for instructional teachers sub scales were used to collect data. Related literature was reviewed based on skills and knowledge of teachers and the various technologies used for instruction. The samples were 398 teachers who are teaching using ICT and the simple random sampling method was employed to select these respondents. Data was collected from teacher-respondents using tables, percentages, charts, mean, standard deviations and one sample t-test. The results showed an average level of technological competences possess by primary school teachers and types of technological tools used for teaching and learning. These results indicate that primary school educators and instructors lack the competences to install software on their computers and faced difficulties in using more advanced technologies. The study strongly recommends effective in-service training for teachers, easy access and connection to network services as well as the provision of technical assistance to schools. This will enable teachers to effectively acquire skills and knowledge for technology integration in education. Primary schools and teachers should also be equipped with modern technologies especially during this period of COVID-19.

Patient Safety Attitude of Nurses Working in Surgical Units: A Cross-Sectional Study in Turkey

PurposeTo determine the attitudes of nurses working in surgical units toward patient safety. DesignA descriptive and cross-sectional study. MethodsThe sample in this study was 207 nurses (92% of all the nurses) working in surgical units in a training and research hospital in Turkey, all of whom agreed to participate in this study between April 30 and June 25, 2019. Study data were collected using a demographic characteristics form and the Patient Safety Attitude Questionnaire. Number, mean, SD, percentage calculations, Kruskal-Wallis test, Mann-Whitney U test, and the Spearman correlation test were used to analyze the study data. FindingsThe mean total attitude score of the nurses was 176.30 ± 26.92. Nurses who previously received training on patient safety had statistically higher attitude scores than those who did not (U = 3883.000; P = .01). ConclusionsNurses working in surgical units had a positive attitude toward patient safety, and previous training on patient safety significantly improved their attitude scores. A recommendation is to conduct effective in-service training programs for patient safety in hospitals and to encourage participation by nurses in training programs such as courses and conferences that will result in attitude improvement.

Building capacities of Auxiliary Nurse Midwives (ANMs) through a complementary mix of directed and self-directed skill-based learning\u2014A case study in Pune District, Western India

Auxiliary nurse midwives (ANMs) play a pivotal role in provision of maternal and newborn health at primary level in India. Effective in-service training is crucial for upgrading their knowledge and skills for providing appropriate healthcare services. This paper aims at assessing the effectiveness of a complementary mix of directed and self-directed learning approaches for building essential maternal and newborn health-related skills of ANMs in rural Pune District, India.MethodsDuring directed learning, the master trainers trained ANMs through interactive lectures and skill demonstrations. Improvement and retention of knowledge and skills and feedback were assessed quantitatively using descriptive statistics. Significant differences at the 0.05 level using the Kruskal-Wallis test were analysed to compare improvement across age, years of experience, and previous training received. The self-directed learning approach fulfilled their learning needs through skills mall, exposure visits, newsletter, and participation in conference. Qualitative data were analysed thematically for perspectives and experiences of stakeholders. The Kirkpatrick model was used for evaluating the results.ResultsDirected and self-directed learning was availed by 348 and 125 rural ANMs, respectively. Through the directed learning, ANMs improved their clinical skills like maternal and newborn resuscitation and eclampsia management. Less work experience showed relatively higher improvement in skills, but not in knowledge. 56.6% ANMs either improved or retained their immediate post-training scores after 3 months.Self-directed learning helped them for experience sharing, problem-solving, active engagement through skill demonstrations, and formal presentations. The conducive learning environment helped in reinforcement of knowledge and skills and in building confidence. This intervention could evaluate application of skills into practice to a limited extent.ConclusionsIn India, there are some ongoing initiatives for building skills of the ANMs like skilled birth attendance and training in skills lab. However, such a complementary mix of skill-based ‘directed’ and ‘self-directed’ learning approaches could be a plausible model for building capacities of health workforce. In view of the transforming healthcare delivery system in India and the significant responsibility that rests on the shoulder of ANMs, a transponder mechanism to implement skill building exercises at regular intervals through such innovative approaches should be a priority.

現職教員の再教育に効果的な研修に関する実践的研究 その１ 校内研修におけるRTMaC 授業研究の取り組み

現職教員の再教育に効果的な研修に関する実践的研究 その１ 校内研修におけるRTMaC 授業研究の取り組み

Teaching grammar: issues and challenges

The relationship between teachers’ beliefs and their instructional practices has attracted educational researchers’ attention. The literature on teachers’ beliefs and classroom practices suggests that a sound understanding of those beliefs is extremely helpful in developing and implementing useful programs and effective in-service training. This study explores the complex relationship between the beliefs and practices of teachers from primary schools in Singapore, specifically looking at how instructional strategies are reflections of teacher beliefs on grammar instruction.Overall, the teachers who participated in this survey unanimously agree that grammar is important and has to be taught in primary school. They believe that grammar consists of rules of sentence formation, and the use of accurate tenses, and that grammar should focus on both form and meaning. Explicit discussion of grammatical rules in the classroom is thought to be extremely important in helping students acquire the English language and develop their writing skills.In terms of their classroom practices, the data suggests a more traditional approach of explicit teaching of grammar where rules and sentence structures are first taught to students and brought to their attention.

Educating health professionals to optimise falls screening in hospitals: protocol for a mixed methods study

BackgroundFalls in hospitals remain a major challenge to patient safety. All hospitalised adults are at risk of falling during their inpatient stay, though this risk is not always realised by patients and clinicians. This study will evaluate the outcomes of a hospital clinician education program that teaches clinicians how to screen for falls risk and assign mitigation strategies using clinical reasoning, rather than relying on a standardised falls risk assessment tool (FRAT). The education program aims to increase clinician knowledge, motivation and confidence in screening falls risk and selecting individual falls prevention interventions. Perceptions of the education intervention will also be examined.MethodsParticipants will be a sample of convenience of nurses and allied health professionals from five Australian hospitals. For each hospital there will be two cohorts. Cohort 1 will be clinical leaders who shall receive a three-hour education program on the latest evidence in hospital falls risk assessment and how to implement a new falls screening and management tool. They will also be taught practical skills to enable them to deliver an effective one-hour in-service training session to Cohort 2. Cohort 2 will be recruited from the workforce as a whole and include nurses and other health professionals involved in routine hospital falls screening and prevention.The investigation will be framed on Keller’s Model of Motivational Design and Kirkpatrick’s evaluation framework. It will involve a mixed methods pre and post-test questionnaire design inclusive of semi-structured telephone interviews, to triangulate the data from multiple approaches.DiscussionThis study will quantify the outcomes of a high-quality clinician education program to increase knowledge of evidence-based practice for falls prevention. It is predicted that positive behavioural changes will occur in health professionals, leading to organisational change and improved patient outcomes. Furthermore, the findings from the study will inform the future refinement of educational delivery to health professionals across hospital sites.Trial registrationThe study has also been approved by the Australian New Zealand Clinical Trials Registry: Preventing Hospital Falls: Optimal Screening UTN U1111-1225-8450.Universal Trial Number (UTN): U1111–1228-0041 (obtained 5/2/19).Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12619000200189 (obtained 12/2/19).

Situational Analysis of Labour Turn Out in the Ghanaian Education Sector: The Strides and Preferences

The purpose of the study was to do a situational analysis of teacher turn-out in the Ghanaian education sector. Using a descriptive survey design the study considered the population of education experts including directors, circuit supervisors and the headteachers and teachers of basic education sector. A sample size of 45 respondents, selected through the use of homogenous, purposive, and stratification, sampling techniques. Data were collected with the help of a self-developed questionnaire and interview guide. The information collected was analysed using frequencies and thematic approach. Some push factors include teachers? likeness of the environment, teachers are satisfied with effort within the educational environment. In addition the ease of getting assurances and transfers are the common form of recruitment procedure for the teachers. Also teachers retention and participants characteristics, teacher?s ability to manage the variety of observations and attitudes of people within an environment as well as learning from different types of ideas in a collaborative reflective environment came out strongly as some of the findings. It is concluded and recommended that varied structural factors influenced labor turn out in education sector, effective in-service training is needed to train mentors in the municipality such that teacher can be given effective counselling and mentorship training, reflective collaborative activities need to be encouraged so that teachers can interact with their colleagues in a more worthwhile activities that can promote their professional well-being in the municipality.

English

Regular and effective provision of in-service training for teachers is a necessary practice for the educational development of any country. The provision of effective in-service training and education for special teachers is however bedeviled with many challenges. To appraise the effect and problems of in-service training in Ghana, a survey involving 90 teachers from three schools for the deaf namely: Savelugu, Wa and Gbeogo Schools for the Deaf were sampled in this study. A set of 94 questionnaire and 4 exclusive separate interviews sessions were used to collect data for the study. The data was tallied into frequency tables and percentage distribution tables were generated from MS Excel for further interpretation and discussion. The study revealed that in-service training programmes are few and highly ineffective. There is a general delink between what the special teacher needs and what is provided leading to the little use of knowledge and skills acquired from the training. Lack of material resources, teaching aids, modern equipment and funding opportunities have served as a huge blockage to the provision of effective in-service training and education. In-service training can only be made effective if it is preceded by needs assessment with funding made available for the training of teachers of special schools.   Key words: In-service, education, effect, problems, training, education, deaf, special teacher. &nbsp

Learning-by-Concordance for Family Physicians: Revealing its Value for Continuing Professional Development in Dermatology.

This article was migrated. The article was marked as recommended. Introduction Continuous Professional Development (CPD) is an important part of a physician's professional life. Yet, providing effective in-service training solutions is a persistent challenge for CPD planners. Methods Primary care physicians are frequently confronted with skin lesionsthey feel ill-prepared to manage. A dermatology Learning-by-concordance (LbC) online activity was developed and offered to family physicians for CPD credit. We were interested in finding out whether this online tool was suitable for CPD. Following a pilot phase, the on-line activity was launched and 45 geographically dispersed primary care physicians completed it. They participated in a telephone conference a week later with an expert to discuss outstanding questions. Evaluation was carried out by a survey that was available immediately after the last case. Results Participants found the on-line training tool user friendly and should be implemented on a larger scale. Participants found the dermatology concepts discussed allowed them to increase their knowledge and apply it to their practice. Discussion Among the strengths of LbC is that the learning task resemble those of a primary physician's daily practice. Finally, our study reveals that LbC is easily integrated in busy work schedules and thus is an effective learning solution for CPD.

Mentorship Needs of the Teachers Working in Rural Regions Throughout the Early Years of Their Profession

The purpose of this study is to identify the problems that teachers working in rural regions encounter concerning the Turkish educational system during the years they lack knowledge and experience and to determine their needs for mentorship services. The content analysis method, one of the qualitative research methods, was used in the study. An interview form was prepared by the researchers in accordance with the aims of the study and expert opinions were gathered to check content and face validity. The interview form took its final form according to the opinions of the experts. With respect to the study, 11 teachers working in rural regions were contacted through the purposeful sampling method and their opinions were collected. Interview forms were coded as “G1, G2, G3, …, G11” and transcribed to the computer. The data were analyzed through the content analysis processes. According to the findings of the study; teachers working in rural regions encounter serious problems in time management during the early years of their profession and that the effectiveness of presenting teaching contents decrease due to lack of family participation, low level of student academic achievement, poor physical conditions of the school and insufficient amount of teaching materials. It was also observed that they had problems in administrative operations and official correspondence. Arranging effective in-service training activities and offering mentorship services for inexperienced teachers in rural regions during their early years through a counselor or a mentor who will guide them is crucial in resolving these problems. For the effectiveness of the educational system, it is crucial for teachers, who are working in rural regions during their early years, to benefit from mentorship services in practicing the theoretical knowledge they acquired from their bachelor’s degree.