Future Professional Practice Research Articles

Linking Job Autonomy to Work Engagement: The Mediating Role of Challenge Demands

We theorize that job autonomy leads to higher work engagement because it makes employees’ jobs more challenging. Results of a study of 267 employees supported our hypotheses that challenge demands (felt responsibility and cognitive demands) mediate the relationship between job autonomy and work engagement. We differentiated three dimensions of job autonomy (decision-making, scheduling, and method autonomy) and showed that work engagement is affected by decision-making and method autonomy, but not by scheduling autonomy. Moreover, mediating mechanisms varied depending on the type of autonomy. Decision-making autonomy led to work engagement through feelings of responsibility, whereas method autonomy led to work engagement through cognitive demands. Our study offers a new perspective on the challenging potential of job autonomy, thereby advancing our understanding of whether and why job autonomy is linked to work engagement. Implications for future research and professional practice on job autonomy are discussed.

Análisis de las estrategias de evaluación de los aprendizajes de las materias de Fisiología Humana y Aplicada de las Carreras de Educación Física

Ante las nuevas demandas del campo educativo en torno a la enseñanza y el aprendizaje, este estudio tiene por objetivo comprender la valoración de los docentes y los estudiantes sobre las estrategias de evaluación de los aprendizajes utilizadas en las materias vinculadas a la salud de las Carreras de Educación Física de la FaHCE-UNLP, éstas son Fisiología Humana y Fisiología Aplicada. La metodología es mixta, diseño de triangulación concurrente. Para la recolección de datos se utilizaron entrevistas y cuestionarios. Los resultados fueron analizados mediante los programas SPSS y Atlas.ti. La experiencia de estudiantes y docentes indica que la evaluación debería ser formativa, orientada hacia el aprendizaje y, por tanto, continua, formando parte de todo el proceso de aprendizaje y valorándose diferentes tipos de aprendizajes y competencias, útiles para la futura práctica profesional y para la vida personal. Given the new demands of the educational field regarding teaching and learning, this study aims to understand the assessment of teachers and students on the evaluation strategies of learning used in the subjects related to the health of the Careers of Physical Education of the FaHCE-UNLP, these are Human Physiology and Applied Physiology. The methodology is mixed, concurrent triangulation design. Interviews and questionnaires were used for data collection. The results were analyzed using the SPSS and Atlas.ti programs. The experience of students and teachers indicates that the evaluation should be formative, oriented towards learning and, therefore, continuous, being part of the whole learning process and valuing different types of learning and skills, useful for future professional practice and for personal life

Nye læreplaner i utdanningsprogrammet restaurant- og matfag – kompetanse for fremtiden?

Den norske yrkesopplæringen er inne i sin første store reform siden Kunnskapsløftet i 2006. Fra høsten 2020 vil alle læreplanene i det skole- og lærlingebaserte opplæringsløpet oppdateres, og innholdet i disse læreplanene vil bidra til å forme framtidens fagarbeidere. 
 I denne artikkelen tar vi utgangspunkt i nasjonale og internasjonale beskrivelser av hvilke yrkeskompetanser det er behov for i fremtidens arbeidsmarked med særlig vekt på yrkesutøvelse i restaurant- og matfagbransjene. Dette er bransjer som har en stor utfordring med å skaffe tilstrekkelig antall faglærte yrkesutøvere. Spørsmålet om hvilken kompetanse framtidens faglærte i restaurant- og matfagbransjene bør inneha, har derfor stor betydning for både skole og næringsliv.
 Spørsmålet vi undersøker i denne artikkelen er derfor: I hvilken grad er den nye Vg1-læreplanen i utdanningsprogrammet restaurant- og matfag tilpasset fremtidens kompetansebehov slik det beskrives gjennom forskning, styringsdokumenter og sluttkompetansebeskrivelser fra Faglig råd for restaurant- og matfag? 
 Empirien i artikkelen er basert på en kvantitativ spørreundersøkelse som kartlegger yrkesutøvelsen til yrkesutøvere i restaurant- og matfagene og tekstanalyser av sluttkompetansebeskrivelser fra Faglig råd for restaurant- og matfag og den nye Vg1-læreplanen i utdanningsprogrammet restaurant- og matfag. Artikkelens teoretiske fundament hviler i stor grad på styringsdokumenter slik som stortingsmeldinger og NOU’er sammen med nasjonal- og internasjonal forskning om nødvendig arbeidslivskompetanse for fremtidens yrkesutøvere.
 Resultatene viser at det er liten forskjell mellom hva faglærte og ufaglærte yrkesutøvere gjør av arbeidsoppgaver i bedriftene. Betydningen av å være faglært er derfor relativt liten i det daglige arbeidet i bedriftene. I forarbeidene til nye læreplaner i restaurant- og matfag er sluttkompetansen i de ulike yrkene i restaurant- og matfag beskrevet av Faglig råd for restaurant- og matfag(2018) og høringsutkast fra Utdanningsdirektoratet. Analyser viser at kompetansemålene i den nye Vg1-læreplanen i varierende grad er tilpasset nødvendig kompetanse for et fremtidig arbeidsmarked slik denne kompetansen er beskrevet i forskning og styringsdokumenter.

Student Engagement with Community-Based Participatory Food Security Research: Exploring Reflections through Photovoice.

FoodARC is a research hub for community-based participatory research (CBPR) contributing to healthy, just, and sustainable food systems for all. University students, largely from dietetics programs, are engaged as co-learners and research partners. This study explores the contribution of CBPR to student learning on household food insecurity (HFI) and community food security (CFS) and ways to address these issues through practice. Photovoice, an arts-informed 3-phase participatory research process, was used to take pictures that reflected student experiences and insights regarding CBPR. Through a half-day guided discussion, 5 participants shared and discussed their photos and the meanings behind them with other participants and then collectively analyzed and interpreted common themes. Three overarching themes reflecting student learning and development associated with CBPR experiences were identified: students' expanded understandings of HFI and CFS as well as potential solutions to address these issues, their modeling of participatory ways of working, and applications to future professional practices. Student understandings about HFI and CFS through the integration of a community-engaged learning environment like CBPR results in important learning and personal and professional development. Learning is enriched and students are able to imagine their roles in addressing these issues through practice.

School involvement experiences of fathers of children with deafblindness

This pilot study examines the school involvement experiences of fathers of children with deafblindness. Survey data were collected from 25 fathers of children with deafblindness in the United States. Data addressed fathers’ frequency of school involvement activities, roles in their family, satisfaction in their school involvement, resources and knowledge for school involvement, and emotional support. The findings of this study suggest that these fathers may be more likely to be present for formal discussion with their child’s teachers/therapists but less likely to engage in frequent ongoing informal communication with their child’s teacher/therapists. Findings regarding fathers’ satisfaction suggest that fathers may be looking for additional opportunities to volunteer in school settings or to further their knowledge through workshops or training opportunities. Fathers reported having relatively lower levels of time, energy, and resources to help out at their child’s school. Fathers reported that they may be more apt to experience informal supports through their co-parents, family, or friends, than more formal supports from schools or organizations. Exploratory analyses of the associations between these different facets of fathers’ school involvement suggest that greater resources and knowledge for fathers of children with deafblindness may be associated with more frequent school involvement and overall satisfaction regarding school involvement. Implications for future research and professional practice are discussed.

Soft skills and implications for future professional practice: Qualitative findings of a nursing education escape room

BackgroundEducational escape rooms have been shown to improve student content knowledge; however, research about other skills developed during escape rooms is lacking. ObjectivesTo explore baccalaureate nursing students' perceptions of a cardiovascular-themed educational escape room. During the data analysis, researchers uncovered unique findings related to participant soft skill development and implications for participant future professional practice. DesignA basic interpretive qualitative methodology was used. SettingThe study was conducted at a medium-sized, private, not-for-profit university in the Midwest United States. ParticipantsBaccalaureate nursing students who had recently participated in a cardiovascular-themed educational escape room were purposefully recruited. MethodsA total of two focus groups were conducted using a semi-structured focus group guide. Data were analyzed using a conventional content analysis approach with both inductive and deductive components. ResultsFour overarching themes were identified in the data, including game and learner characteristics, learning outcomes, and implications for future professional practice. The theme of implications for future professional practice included two sub-themes: soft skill development and the real-life nature of the activity. ConclusionA nursing educational escape room may be one strategy to enhance student professional practice skills.

On the “Flip Side”: An Autoethnography Utilizing Professional Reflective Practice Skills to Navigate a Medical Experience as the Patient

IntroductionThis autoethnography explores perception of personal role flexibility within health care after a brain tumour diagnosis. The experience provided the possibility of challenging and redefining my role in health care. I draw upon past research, professional capability guidelines, and my experiences as an academic, practitioner, and patient to stimulate debate about patient and practitioner roles and relationships. I also emphasize the importance of reflective practice, effective communication, and patient-centered care in the health care setting, with a goal of improving the experience of patients, practitioners, and academics. MethodThis research uses the personal experience of an academic/practitioner turned patient to explore reflective practice, professional practice, and patient-centered care through autoethnography. ResultsMy personal account identifies the changing roles of self within health care. My account also demonstrates that reflective practice has positively contributed to my personal patient experience. Continuity of care, open communication, and patient-centered care also contributed to creating a positive personal patient experience. DiscussionMerging roles of a practitioner, academic, and patient in an experience of health care provides opportunity for practitioners and academics to gain an authentic, personal account of the patient's perspective, with the goal of enhancing patient and practitioner partnerships/relationships. ConclusionMy role in health care changed after having a personal experience as a patient. This change was professionally confronting and challenged my perception of defined practitioner and patient roles. My personal view of the patient experience and importance of reflective practice may provide connection for practitioners and academics to the patient experience, perhaps informing and shaping future professional practice.

Examining mental health clinical placement quality using a self-determination theory approach

Nursing clinical placements provide a unique opportunity for students to develop and hone the skills and knowledge that will be used upon graduation in their future professional practice. There is an on-going inquiry into elements that may facilitate better leaning outcomes in a variety of teaching and learning settings, including clinical experiences. Using a Self-Determination Theory approach, this study examined whether undergraduate nursing students would benefit from immersion in an autonomy-supportive clinical setting. Using a two-group pre and post-test design, students were classified into either an autonomy-supportive or comparison clinical placement cohort and measured on their learning using the Mental Health Clinical Placement Survey. Results of a repeated measures multivariate analysis of variance indicated a significant difference on some of the measures of learning housed within the Mental Health Clinical Placement Survey with students in the autonomy-supportive group reporting higher scores at the post-test time point. Findings support the value that teaching and learning in an autonomy-supportive setting has, on the skills and educational development of students.

Utilising personal construct psychology and the repertory grid interview method to meaningfully represent the voice of the child in their social relationships

ABSTRACTSince the ratification of the 1981 United Nations Convention on the Rights of the Child (1989) the role of Voice of the Child (VoC) in education has gained significance. Despite various VoC models and methods existing to collect and understand it, it is often critiqued for being tokenistic, rather than meaningful. Personal Construct Psychology (PCP) is a relevant psychological theory which provides a range of methods for exploring VoC. Previous PCP research has utilised art methods to explore primary school pupil’s views about various aspects of their educational experience. The current research sought to extend the application of PCP to explore VoC by employing the repertory grid interview method to represent and understand a sample of Year Five pupils’ opinions and perspectives on their social relationships. The repertory grid interview method was proposed as a method that would lead to meaningful rather than tokenistic VoC.The findings demonstrated that participants had a strong sense of self in relation to others and reported positive social relationships. Relationships with family members were found to be the most reported and hypothesised to be the most important relationships in participant’s social worlds. Participants predominantly utilised the construct categories of ‘extroverted/introverted’, ‘pleasant/unpleasant’ and ‘sympathetic/unsympathetic’ with regards to their social relationships and interactions. These findings are discussed in relation to the argument that repertory grid interviews offer a meaningful rather than tokenistic method for engaging in VoC. Limitations and implications for future research and professional practice are also discussed.

Stavovi studenata pedagogije u Hrvatskoj i Srbiji prema doprinosu studija razvijanju kompetencija za buduće profesionalno delovanje

One of the significant changes in the field of education is the fact that education is increasingly based on outcomes, as well as the adoption of an approach to education oriented towards the development of competences, which implies that in the education process certain knowledge, skills and abilities are acquired, which are then transferred, used and further developed through professional practice. In view of the importance that competences have for future professional practice, the paper presents the results of a study examining the attitudes of pedagogy students in Croatia and Serbia about the contribution of their studies to the development of their professional competences. The sample of the study consisted of 159 pedagogy students, and the findings suggest that students in both countries are relatively satisfied with the competences they have acquired in terms of mastering pedagogical terminology, developing the ability to apply communication skills and the ability to promote multicultural, intercultural and democratic values, acquiring knowledge of the methodology of pedagogical research, and knowledge of the historical and contemporary development of education theory. Students report that over the course of their studies the competences they have acquired the least are those relating to practical work. Since this segment of education ought to be a very important element of the study program, the obtained results suggest the need for a more flexible organization of the program which would be more open to practice, meaning, among other things, that in future an increase in the number of applied courses aimed at preparing students for their future professional practice should be considered. When contemplating the role of studies in the development of professional competences, we should bear in mind that competences are a developmental concept, suggesting that students over the course of their studies acquire the foundations of competences and are prepared for their further development and expansion within a certain contextual framework.

Teaching the Designer of Now: A New Basis for Graphic and Communication Design Education

In this article, I outline the evolution of recommendations for graphic and communication design education towards professional trends and the competencies required for future professional practice. I then identify common challenges for design and design education that are often not considered in these polemics, but have great impact on design education curricula. I will go on to define and discuss three areas of student growth that can respond to challenges within the university and changes in design practice: translation, creation, and articulation.

An Interprofessional Clinical Placement in a Primary Healthcare Setting: A Pilot Study

Purpose: Internationally, and in Australia, interprofessional education (IPE) is becoming typical in primary healthcare delivery and is core to delivering patient-centred care. It is essential that primary healthcare education develop interprofessional capacity in order to produce a skilled workforce. An IPE clinical placement for undergraduate health students was developed and piloted in primary healthcare settings. The aim of this study was to evaluate the impact of the IPE clinical placement in a primary healthcare setting on students’ perceptions of interprofessional education. Method: A pre-post placement validated questionnaire (n=19) indicated overall perceptions of IPE significantly increased over the course of the IPE clinical placement. Results: There was a significant increase in competency and autonomy and understanding of roles over time. There was no significant increase in the reported perception of need for interprofessional cooperation, however there was a significant increase in actual interprofessional cooperation. Conclusion: This was a successful pilot program that warrants further development and research to include longer-term follow up of students’ perceptions towards IPE and analyze whether collaboration and teamwork skills obtained during the IPE primary healthcare experience are transferrable to future professional practice.

THE KNOWLEDGE OF STUDENTS OF THE FACULTY OF MEDICINE AND THE FACULTY OF EMERGENCY MEDICINE ABOUT INTRAOSSEOUS ACCESS

Introduction: Thanks to more and more modern devices, the intraosseous (IO) access is not difficult, however, the proper determination of the place to effectively obtain this route of drug administration without elementary knowledge may be problematic. In case of any sudden health threat, it is necessary to establish vascular access. However, it is not always possible, or it is very time-consuming, and both factors may worsen the patient’s health. In this case, IO access should be considered. This article presents the results of the examination and comparison of the knowledge of students of medicine and emergency medicine about the IO access. The aim: The study aimed to assess the knowledge about IO access and its comparison among students of medicine and emergency medicine. Material and methods: 107 students of medicine and 51 students of emergency medicine participated in the study. The original questionnaire containing 16 questions, including 11 scored, was used as the research tool. Results: Mean percentage of correct answers in students of medicine was 42%, while in students of emergency medicine - 40% correct answers. Conclusions: Both groups of respondents in the conducted study showed a low level of knowledge about IO access. The article draws attention to significant gaps in the education of both groups in the field of basic information of particular practical importance for the performance of the future professional practice.

To see ourselves as others see us: student teacher reflections as articulations of ideology

ABSTRACTWithin teacher education in England, self-reflective practices commonly function as a tool for student development. However, with current philosophical thought tending towards social-constructivism whereby understanding is deeply influenced by social context, the extent to which student teachers can objectively express ‘themselves’ must be carefully considered. This paper presents a philosophical and empirical account of student teacher self-reflection, exploring the extent to which these are personally or contextually defined. Through a discussion of theoretical debates surrounding discourse, I draw on Žižek’s notion of ideology as subjectively maintained and apply a Critical Discourse Analysis to analyse this within individual texts. Student reflections from two contexts are thus analysed and findings highlight stark differences in the educational priorities expressed in these different settings. This implies that students simultaneously adopt conflicting and therefore untenable sets of professional values. By drawing attention to this, I aim to encourage individual resistance where necessary towards healthier future professional practice.

Discussão sobre a inserção de tópicos de relatividade no ensino médio: análise na voz de professores de Física em formação

O presente estudo relata o desenvolvimento, aplicação e avaliação de uma proposta didática para contemplar tópicos da Teoria da Relatividade Restrita e da Teoria da Relatividade Geral no ensino médio. O estudo foi desenvolvido junto a um grupo de estudantes universitários - futuros professores de Física, no interior do Rio Grande do Sul. A problemática abordada parte da necessidade de inserir tais conteúdos no ensino médio e toma como questionamento principal a viabilidade de abordar esses tópicos na organização sugerida, envolvendo situações de aprendizagem condizentes com esse nível de escolarização. Mas especificamente, o objetivo é investigar as contribuições dessa proposta didática como favorecedora da aprendizagem e capaz de estimular os acadêmicos a adotá-la no exercício profissional futuro. Para tanto, utilizou-se uma investigação qualitativa como referencial metodológico, embora também tenha-se usado dados numéricos, mas que foram analisados à luz da interpretação do fenômeno em discussão. Como instrumentos de coleta de dados, o estudo recorre à aplicação de questionários (pré e pós-teste), completando com registros do professor-pesquisador em seu diário de bordo. Os resultados indicam uma significativa evolução nos conhecimentos dos estudantes o que remete a potencialidade da atividade desenvolvida em termos de indícios de aprendizagem.

Twelve tips to offer a short authentic and experiential individual research opportunity to a large group of undergraduate students

Engaging students in research during medical school could contribute to creating an academic attitude among students, which underlies practicing evidence-based medicine in future professional practice. However, attempts to involve undergraduate students in research during medical training remain inadequate. Most medical schools educate large numbers of students at the same time, especially in early phases of medical training. Large scale education on the one hand and individually providing students with authentic research experiences on the other hand is considered not that easy to achieve. Drawing on our own experiences, existing literature and theories we propose twelve tips to design and implement a course in which authentic individual research experiences can be provided to a large group of undergraduate students.

Analogue x digital: Parallel techniques for design learning

Abstract With urban space under the ubiquitous scrutiny of digital visioning technologies, the city is now imaged by means of a pixel grid containing ephemeral, qualitative data presented as colour, brightness and shape. Unlike traditional analogue pictorial representational modes, the digital image is a highly transformable mechanism with an unstable distribution of data across its pixel array. As a consequence, representation in the form of spatial abstraction demands not only a new approach to the learning and implementation of traditional disciplinary drawing practice, but a rethinking of the alignment and cooperative nature of analogue and digital drawing models when applied to effective design development. In a pedagogical context, the transition of spatial representation between analogue and digital modes has profound implications for how the student connects seminal drawing and design processes to both the sensorial realm and the physical experience of lived space. This paper therefore explores the enhancement of tertiary learning in digital and abstract literacy through new drawing techniques. Underpinned by a new relationship between representation and envisioned physical space, the techniques are applied within learning environments in parallel with existing analogue pictorial procedures. By building curriculum for foundational students that provides a framework of linked spatial experiences aligned across analogue and digital domains and coupled with tasks focused on the development of conceptual thinking, it proposes increased student success in future studios and professional practice.

INTERDISCIPLINARIDADE DOS CURSOS DA ÁREA DA SAÚDE DA UPF EM RELAÇÃO ÀS INTERVENÇÕES PRÁTICAS NA EQUOTERAPIA

MELLO, P.C; PILCHER, N.A. e SCORTEGAGNA, H.M. Interdisciplinaridade dos cursos da área de saúde da UPF em relação às intervenções práticas na equoterapia. Revista Científica JOPEF, Vol.28, n.1, pp.44-53, 2019. The Equine Therapy project takes place in a unique and interdisciplinary and multidisciplinary way in which fifty paidex scholarship students and volunteers from health courses such as Physical Education, Nursing, Speech Therapy, Dentistry, Psychology and Veterinary Medicine participate, providing an interdisciplinarity between students / patients treated and transdisciplinarity. establishing connections between the courses, seeking meaningful experiences lived in different situations of knowledge construction linked to the social reality that they will face in the future professional practice in different areas of health. Equine therapy sessions are held on Monday and Wednesday, by the afternoon shift, at the Military Brigade Farm. The subjects assisted in this project are individuals with disabilities, mostly with autism spectrum disorder and cerebral palsy, all belonging to the Passo Fundo community. In total, an average of thirty people with special needs are being served weekly, ranging in age from three to forty-three years old. During the activities, it has been possible to observe the neuropsychomotor development with huge improvement in coordination, rhythm, balance, posture and self-confidence, allowing greater independence and autonomy of those cared for. Currently, three professionals lead the project, a coordinating professor at the University of Passo Fundo, based at the Faculty of Physical Education and Physiotherapy, two other collaborators in the areas of horse riding and care. This project is carried out in partnership with the Autistic Parents and Friends Association (AUMA), Socioeducative Care Center (CASE) and the 3rd RPMON of the Military Brigade. Keywords: Equine Therapy. Autistic Spectrum Disorder. Cerebral Palsy.

Short-Term, Faculty-Led Study Abroad Program in Japan

ContextAlthough cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non–English-speaking countries.ObjectiveThe purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article.BackgroundThe diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non–English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency.Recommendations(s)A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe.Conclusion(s)The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals.

Untapping the potential of soundwalks as participatory methods for co-designing smart cities

Nowadays, the mainstream smart city paradigm relies on uncritical, massive use of technology, deployed with the promise of addressing sustainability challenges affecting large, densely populated cities. Likewise, a scrutiny of literature in the field of environmental noise shows the tendency to exploit technological innovation to implement a noise-based, top-down approach in the evaluation of the acoustic environment, which on the other hand overlooks the health and psychological effects of noise on people. This contribution reflects on this contradiction and discusses how the people-centred soundscape concept and its methods, i.e., the soundwalks, can counterbalance such criticalities informing the smart city paradigm. After providing a brief introduction to soundscape theory and methods, two case studies of soundwalks conducted with the public in Berlin and New York are presented. In conclusion, the studies’ limitations are discussed and recommendations on the potential of soundwalks as participatory methods for co-designing smart cities are provided so as to possibly orientate future research and professional practice.