Full-time Experience Research Articles

Conversation with Raul Caetano

In this occasional series we record the views and personal experience of people who have especially contributed to the evolution of ideas in the Journal's field of interest. Raul Caetano qualified in medicine in Brazil. While retaining close academic and cultural links with his native country, he has developed a career as an alcohol epidemiologist with research positions first in Berkeley,California and then at the University of Texas. He has contributed very widely to epidemiological research on drinking but with a sustained ability to develop the important ethnic dimensions of such studies.

Contextual Factors Influencing the Acute Care Registered Nurse's Response to Alarms

Methods: The study was conducted in two community hospitals in southern California over a 9-week period. Four focus groups were conducted with a total of 28 participants. A tiered schedule approach was used to facilitate concurrent analysis and refinement of the interview questions. Data saturation was achieved after the last focus group. Participants had to have at least one year of full time experience. Each focus group was audiotaped and each tape was transcribed. The transcripts were analyzed for central themes related to alarm response.

Characteristics of Candidates Who Have Taken the Certified Nurse Educator (CNE) Examination: A Two-Year Review

The National League for Nursing's Certified Nurse Educator (CNE) credential is the only professional credential that recognizes excellence in the advanced specialty role of the academic nurse educator. The CNE examination was initially offered in September 2005 to 206 qualified faculty representing 45 states and the District of Columbia. In the two years in which it has been available, 917 candidates have taken the examination, yielding 773 certified nurse educators. Educators with the CNE credential now represent all 50 states and the District of Columbia. Eligibility Criteria The CNE credential requires full-time faculty experience and a masters or doctoral degree in nursing. The two pathways that exist for eligibility are based on educational preparation and faculty experience. To meet the criteria for Option A, nurse educators must have two years or more of full-time employment in the academic faculty role within the past five years. Further, they must possess a master's or doctoral degree in nursing with either a major emphasis in nursing education or nine or more credit hours of graduate-level education courses. Nurse educators who possess a master's or doctoral degree in nursing with a major emphasis in a role other than nursing education are eligible for Option B if they have four or more years of fulltime employment in the academic faculty role within the past five years. Of the CNE candidates, 64.8 percent met Option A criteria, and 35.2 percent met Option B criteria. Demographic Data HIGHEST DEGREE EARNED The highest degree earned by the 917 candidates had nearly even distribution: 34.3 percent of candidates reported holding doctoral degrees; 34.4 percent held master's degrees in nursing with an education focus; and 31.3 percent held master's degrees in nursing with a focus other than nursing education. To determine if the 917 candidates who took the CNE examination during this two-year period were representative of full-time nurse educators who teach in the United States, demographic data were compared to data described in Nurse Educators 2006: A Report of the Faculty Census Survey of RN and Graduate Programs (1). That report notes that nurse educators with doctoral degrees constitute 25.4 percent of the nation's faculty, and those with master's degrees constitute 68.9 percent of faculty. For CNE candidates, the percentages were comparable: 34.3 percent hold doctorates, and 65.7 percent hold master's degrees. (See Figure 1.) [FIGURE 1 OMITTED] [FIGURE 2 OMITTED] [FIGURE 3 OMITTED] [FIGURE 4 OMITTED] PRIMARY TEACHING AREA The Certified Nurse Educator examination is available to eligible candidates who teach in all levels of nursing education: practical, diploma, associate degree, baccalaureate, master's, and doctoral nursing programs. Of the candidates who took the CNE examination, 4.5 percent indicated that they taught primarily in practical nursing programs and 8.8 percent taught in diploma programs. The largest group taught in associate degree programs (39.1 percent), while 36.5 percent taught in baccalaureate programs and 11.0 percent taught primarily at the master's or doctoral level. Figure 2 provides a comparison of reported program types between CNE candidates and national faculty census data (1). It is interesting to note that while those who teach primarily in diploma programs represent 3.9 percent of the nation's faculty, they constitute 8.8 percent of the CNE candidate population. YEARS OF FULL-TIME EXPERIENCE The minimum number of years of full-time experience that a CNE candidate may have is two (within the past five years), provided the candidate possesses a master's or doctoral degree in nursing with an education focus. Of those who took the CNE examination, 23.4 percent indicated having two to five years of full-time experience; 39.5 percent reported 6 to 15 years; 25. …

Studentsʼ Perceptions of a Community-Oriented Primary Care Program

Community-oriented primary care (COPC) is a model of health care delivery that fosters community involvement in the development, implementation, and evaluation of health care services. It is postulated that providing COPC-based training experiences will nurture the ideals of COPC in students and thus promote the use of the model in their future practice settings. The PA Program at the University of Medicine and Dentistry of New Jersey has partnered with the Robert Wood Johnson Medical School Department of Medicine and the New Jersey Primary Care Association to offer an 8-week full-time training experience in COPC. Students rated several elements of the COPC model as well as their attitudes and confidence at the beginning and end of the experience. This report highlights the findings of this evaluation.

Male–female wage differentials in Japan

This paper empirically analyzes the gender wage gap in Japan using a new data set KHPS2004 which contains a wealth of information on the work history of individuals. KHPS2004 enables us to estimate wage functions without overstating individual’s human capital accumulation by work experience especially for females. Neuman-Oaxaca decomposition method is employed to analyze why the gender wage gap appears to exist in Japan. Main reasons as follows. First, full-time work experience and seniority which affect significantly wages is shorter for females than for males. Second, there are significant differences in evaluation of full-time experience between males and females.

Effects of Level II Fieldwork on Clinical Reasoning in Occupational Therapy

SUMMARYObjective. Fieldwork has been described as an educational method that enhances clinical reasoning skills. The purpose of this study was to determine the effects of Level II fieldwork on the development of clinical reasoning skills of undergraduate occupational therapy students.Method. A quasi-experimental pretest-posttest design was used with a convenience sample of 48 undergraduate seniors. All students participated in two 12-week, full-time rotations of Level II fieldwork. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) developed by Royeen, Mu, Barrett and Luebben (2000) was administered the week before the students left for fieldwork and the first day after they returned from fieldwork.Results. Paired t-tests revealed statistically significant differences in pretest and posttest scores for 13 of 26 items on the SACRR. In addition, the overall total score increased from 102.55 to 108.41 (p <. 01).Conclusion. The results suggest 24 weeks of full-time fieldwork experience, in the senior year of an undergraduate occupational therapy curriculum, can significantly facilitate the development of students' clinical reasoning skills.

An evaluation by focus group and survey of a course for Midwifery Ventouse Practitioners

Objective: to evaluate the Midwifery Ventouse Practitioners' (MVPs) Course and the MVPs' perception of its effect on their practice. Design: qualitative and quantitative. Participants: 18 midwives who had completed the MVP course at Bournemouth University 1998–2000. Data collection: focus group ( n=8) and postal questionnaire ( n=18). Findings: important issues were identified by the focus group and informed the development of the questionnaire which achieved a 100% response rate. The mean length of full-time experience as a midwife was 18.6 years (SD 6.8; range 9–33); 11 midwives were based in community maternity units and seven in consultant units. Seventeen of the MVPs had been called to assist 505 women in this capacity; 366 (72%) had an MVP ventouse-assisted birth, 129 (26%) a normal birth and 10 women (2%) needed obstetric assistance. In this regard, there were considerable differences between individual MVPs. The midwives gave high priority to woman–centred values and to the very judicious use of intervention. They felt that the course had increased their confidence in relation to their midwifery practice, in general, and their ability to define fetal position and station, in particular. They reported a high level of confidence when undertaking their first ventouse birth after completing the course. Key conclusions and implications: midwives who have undertaken this course do not appear to expand their role to the detriment of normal midwifery, as had been feared. Even highly experienced midwives value increasing their confidence in relation to vaginal and abdominal examination. Ambulance transfer in the second stage of labour was prevented for at least 109 women. A long-term clinical evaluation of the births to which an MVP has been called is needed.

Are We Marginalized within Academe? Perceptions of Two-Year College Faculty

A sample of 311 faculty at seven community colleges completed survey questions that elicited their ratings of statements about four-year faculty attitudes toward two-year college faculty and about their own perceptions of their status within academe. Respondents with prior full-time faculty experience at a four-year institution were more likely to agree than those without such experience that four-year faculty consider two-year faculty to be on the margins of higher education. Neither group considered themselves to be in a marginal position. The authors discuss the implications of the data and make recommendations for future research.

Experiencing Management: A Comprehensive, "Hands-on" Model for the Introductory Undergraduate Management Course

This article describes an innovative experiential approach to a comprehensive introductory management course, designed to meet the specific needs of undergraduates, whose lack of full-time organizational experience and expectations regarding class-room processes render traditional approaches relatively ineffective. Students in Management 101 design and manage real business and service projects. The model has evolved and been replicated, with over 3,000 students in 87 company project course sections, over the last decade at Bucknell University.

Informal learning—part II: How do managers develop cross‐functional knowledge without planned job rotations?

Performance + InstructionVolume 30, Issue 3 p. 6-10 Article Informal learning—part II: How do managers develop cross-functional knowledge without planned job rotations? William J. Rothwell, William J. Rothwell 1317 Lowell Avenue, Springfield, IL 62704 William J. Rothwell is Management Development Director for The Franklin Life Insurance Co. in Springfield, Illinois. He has 11 years of full-time experience in HRD and 7 years of part-time experience in college teaching. He has authored over 65 articles on employee training, co-authored 5 books on the subject, and authored 5 published training packages.Search for more papers by this authorH. C. Kazanas, H. C. Kazanas 1310 South Sixth Street, Champaign, IL 61820 H.C. Kazanas is a professor of education at the University of Illinois, Urbana-Champaign. He has authored or co-authored more than 80 articles and 10 books, including (with William J. Rothwell) Strategic Human Resource Development (Prentice-Hall, 1989). He has been a consultant in HRD to numerous national and international organizations and agencies.Search for more papers by this author William J. Rothwell, William J. Rothwell 1317 Lowell Avenue, Springfield, IL 62704 William J. Rothwell is Management Development Director for The Franklin Life Insurance Co. in Springfield, Illinois. He has 11 years of full-time experience in HRD and 7 years of part-time experience in college teaching. He has authored over 65 articles on employee training, co-authored 5 books on the subject, and authored 5 published training packages.Search for more papers by this authorH. C. Kazanas, H. C. Kazanas 1310 South Sixth Street, Champaign, IL 61820 H.C. Kazanas is a professor of education at the University of Illinois, Urbana-Champaign. He has authored or co-authored more than 80 articles and 10 books, including (with William J. Rothwell) Strategic Human Resource Development (Prentice-Hall, 1989). He has been a consultant in HRD to numerous national and international organizations and agencies.Search for more papers by this author First published: March 1991 https://doi.org/10.1002/pfi.4170300303Citations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume30, Issue3March 1991Pages 6-10 RelatedInformation

Career Pathways of Chief Student Affairs Officers

This study profiles female and minority chief student affairs officers by comparing and contrasting career characteristics between males and females and between minorities and non-minorities. Female CSAOs differed significantly from males on seven variables: appointed at a younger age attained less education; moved to the top from different-titled previous positions; had different titles; had less full-time experience in student affairs; had less experience in previous position; and were more likely to be in schools under 1,000. There were no differences between minorities and non-minorities on any of the variables.

Ageism in the labor market: estimating earnings discrimination against older workers.

In this paper we attempt to determine the degree to which older persons employed full-time experience a decline in earnings not related to a decline in productivity. We label such a decline in earnings "discrimination." Using panel data for a cohort of men aged 45 to 54 in 1966, we examined trends in earnings between 1966 and 1976 and the effects of labor force experience on earnings controlling for factors related to productivity, such as health, time on the job, and specific occupational training, as well as other factors known to influence earnings levels. Comparing earnings attainment models estimated at both time periods, the effect of experience on earnings was negligible in 1966 but substantial and negative in 1976. By far the largest component in the real earnings decline experienced by these men between 1966 and 1976 was associated with the increase in age-related experience.

Continuity and Discontinuity Between Training and School Experience: Follow-up Studies of Former Students of the Institute of Education

The present report is based on three pilot projects that aimed to explore and describe teachers' perceptions of their training and the transition experience of teachers in the shift from being a student on a teacher training programme to being a full-fledged teacher in the primary or secondary school. The three studies were prompted by the concern for a possible lack of fit, even under the best circumstances, between pre-service training and the work of a full-time teacher in a typical school. In the main, then, this report focuses on the continuity between campus-based training and teaching practice and full-time teaching experience.

The challenge of CAD/CAM education

Colleges and universities are not meeting industry needs for graduates trained in the use or implementation of computer-aided design and manufacturing systems since few schools have experience in t...

Staffing of Emergency Departments

To the Editor.— The skills and teamwork employed in this complex task are improved by practice and repetition, which comes only with a large volume of injured patients (240:1723, 1978). Thirty years of contact with and teaching in various trauma programs have convinced me that the crux of this matter lies in that sentence. Yet, the persons who attempt to operate these services, usually as a peripheral segment of a busy inpatient service, persistently ignore the necessity of such personnel in favor of the more traditional and economically more palatable alternative of rotating groups of basically unsupervised residents. Surely the provision of expert personnel that is available 24 hours a day in the emergency department represents the appropriate staffing of a category 1 emergency department. These people must have at least two years of full-time experience in the triage, resuscitation intubation, and initial evaluation of emergency patients. They must be

The income consequences of the all-doctorate marriage

Income levels and percentage change in 1971–1975 income were regressed on personal and institutional variables for husband and wife doctorates holding full-time academic positions. Results of the composite equation indicate a $1,254 premium associated with being male after controlling for the other variables. Composite results also indicate a negative relationship between income for one spouse and the perceived opportunities for employment of the other spouse. Separate equations for the spouses indicate that this result related only to the wives' perceived opportunities of their husbands' income. By eliminating individuals with education doctorates and substituting the husbands' weights for the wives', the $1,254 differential was partially eliminated. The remaining differential between husbands' and wives' income was due to the greater involvement of the males in consulting and administration, greater involvement of the women in education, and fewer number of years of full-time experience of the wives. Comparison of income changes in both the composite and separate equations indicate that the wives received an 8–9% greater income increase than their husbands.

The Part-Time Game

More and more frequently the Africanist who wins a tenure track position (hereafter termed a “real job”) is the one who offers something besides an impressive area expertise. Prestige universities are rarely hiring, and the few jobs opening up nowadays are usually at four-year colleges and two-year institutions which cannot, or firmly believe they cannot, accomodate full-time Africanists however much they may want African offerings in their programs. Faced with declining numbers of majors and insistent administrative demands for high body counts, or Full-Time-Equivalent (FTE) students, humanities and social science departments and divisions are looking for versatility in the personnel they hire. Teachers must be able to handle both general education courses attractive to underclassmen and a wide range of electives which will simultaneously challenge majors and attract non-majors looking for courses to fill out their schedules. Successful candidates to such positions have often overcome an academic Catch 22 publicized in many job advertisements—applicants seeking their first real job “must have one or two years prior full-time teaching experience”—by playing the part-time game, which has in recent years taken on many of the attributes of formal internship programs in other professions. For all the game’s drawbacks, the candidate for a real job who has played the part-time circuit well enjoys a major advantage over competitors who have not played it at all or who have played it badly, for a few very strong recommendations from superiors at places where a person has taught part-time can put that candidate in the running even for real jobs advertised as demanding prior full-time experience.

The Part-Time Game

More and more frequently the Africanist who wins a tenure track position (hereafter termed a “real job”) is the one who offers something besides an impressive area expertise. Prestige universities are rarely hiring, and the few jobs opening up nowadays are usually at four-year colleges and two-year institutions which cannot, or firmly believe they cannot, accomodate full-time Africanists however much they may want African offerings in their programs. Faced with declining numbers of majors and insistent administrative demands for high body counts, or Full-Time-Equivalent (FTE) students, humanities and social science departments and divisions are looking for versatility in the personnel they hire. Teachers must be able to handle both general education courses attractive to underclassmen and a wide range of electives which will simultaneously challenge majors and attract non-majors looking for courses to fill out their schedules. Successful candidates to such positions have often overcome an academic Catch 22 publicized in many job advertisements—applicants seeking their first real job “must have one or two years prior full-time teaching experience”—by playing the part-time game, which has in recent years taken on many of the attributes of formal internship programs in other professions. For all the game’s drawbacks, the candidate for a real job who has played the part-time circuit well enjoys a major advantage over competitors who have not played it at all or who have played it badly, for a few very strong recommendations from superiors at places where a person has taught part-time can put that candidate in the running even for real jobs advertised as demanding prior full-time experience.

The Wisconsin Omnibus Experiment

Abstract Dissatisfaction with the lack of apparent relevance and integration of the Wisconsin curriculum for beginning graduate students in planning led to experimentation with a structurally more open and flexible committee course dubbed the “Omnibus.” It was a full-time experience of one semester's duration for five faculty members, four teaching assistants, one administrator, and twenty-four students. As an experiment, it stimulated thought about planning, and particularly about education. Though exciting, the Omnibus nonetheless continued many of the bad features of the past while failing to realize completely its potential. Its major accomplishment was to alter the relationship between student and teacher, and in so doing, to give much insight into the nature and necessity of guidance in the educational enterprise.

Effects of an Internship Upon Selected Goals of The Program

MANY COLLEGES and universities offering programs for the educa tion of teachers have in recent years turned to an internship for p r e service teaching experiences for the student. In the internship program, a student who usually is in the last year of his undergraduate program is provided long-term full-time experiences in a school classroom un der the direct supervision of both the classroom teacher and the college coordinator. This may constitute a major portion of a semester's or quarter's work. The student is expected, during the time spent in the classroom, to observe carefully the functioning of the class, parti cipate in a teaching capacity, and to discuss problems of the personnel of the school with the directing teacher and college coordinators. This study was an attempt to evaluate the internship experiences with special reference to: (1) emotional maturity and mental health, and (2) professional attitudes. Specifically, answers to the following questions were sought.