Quality Of Higher Education Research Articles

Evaluating the Impact of an Educational Intervention on Nursing Labor Support Practices and Cesarean Birth Rates.

Background: Over 30% of births in the United States occur via cesarean section despite increased risks to the birthing person and neonate. Evidence-based nursing practice related to fetal monitoring, patient positioning, and management of the second stage of labor can decrease the incidence of cesarean birth. Objective: The objective is to decrease the cesarean birth rate by 3% in a Midwestern suburban hospital. Methods: Baseline data on demographics, labor interventions, and birth outcomes were collected for 4 weeks (n = 85 births). The intervention included a sample of 24 labor nurses who took a pretest, viewed a narrated PowerPoint on methods to promote vaginal birth, and completed a posttest. Data were then collected for another four weeks (n = 90 births). Results: The mean improvement in posttest scores was 4.792 points, providing strong evidence that this education would result in a score increase between 3.9 and 5.6 with 95% confidence. There was no increase in the number of nursing interventions utilized during labor. The overall cesarean birth rate increased from 18.8% to 28.9%. Conclusions: The education was highly effective in increasing nurse knowledge, but this did not affect a change in nursing practice or cesarean birth rate. Implications for Nursing: High-quality education is not enough to change practice or outcomes. Additional research is needed on barriers that prevent the translation of knowledge into practice.

Gender Digital Divide and Education: A Reflection from the University of Nairobi, Kenya

The use of digital technology safely and effectively is increasingly becoming important. Moreover, since the onset of the COVID-19 pandemic, digital technological skills have continued to transform the educational landscape, bringing a wide range of benefits to both students and teachers. This requires both men and women students and teachers to know how to use digital devices and connectivity tools for high-quality and future-focused teaching and learning processes. The objective of the study was to find out the extent to which gender digital divide exists in the Faculty of Education, University of Nairobi. Findings and information presented and discussed in this paper were obtained from a critical review of relevant literature based on gender and digital technology in education. In addition, using documentary analysis guide statistical data based on the number of women and men in selected Information, Communication and Technology courses was derived from the University of Nairobi’s E-Graduation booklets covering three consecutive academic years; 2020, 2021 and 2022. Descriptive data was computed using frequencies and percentages. Findings reveal that gender digital divide gap is clearly visible, for instance, there were only 6 and 8 men and no women graduates in Masters of Science in Computer Science and Masters in Education Technology respectively. Such gender disparity is likely to impact the number of women pursuing Information Communication and Technology-related careers. There is evidence to show that to some extent, the gender digital divide is a result of gendered-related social norms and stereotypes to poor advocacy of digital technological careers. Thus, there is a need to encourage both men and women students to study Information Communication and Technological courses with the aim of ensuring inclusivity and equitable education for everyone, while developing lifelong learning opportunities as stipulated in Sustainable Development Goals 2030

Assessing Readability of Patient Education Materials on Adult-Acquired Buried Penis.

Adult-acquired buried penis (AABP) is an increasingly prevalent condition characterized by the penis "buried" in prepubic/suprapubic tissue. AABP affects urinary and sexual function, hygiene, and psychosocial well-being. Because many affected individuals are unfamiliar with the condition or hesitant to seek medical help, accessible, high-quality patient education materials (PEMs) are necessary. The American Medical Association recommends that PEMs be written at or below a 6th-grade reading level. This study aimed to assess the readability of the most easily accessible AABP PEMs. After disabling user account information, the top 10 results for "buried penis treatment" from 3 search engines were collected. Academic journal articles, advertisements, and pediatric PEMs were excluded. Plain texts without graphics and extraneous information were copied to the Readability Test Tool (WebFX, Harrisburg, PA) to generate readability scores. Descriptive statistics were used to analyze the data. The top 10 results for each search engine, excluding duplicates, resulted in 12 unique articles. Of 5 readability tests used by the Readability Test Tool, the mean grade level necessary to comprehend resource content was 12.3, or about a 12th-grade level. The mean age estimated for understanding was 17.7, or an age range of 17-18 years old. Complex words comprised on average, 16.6% of a resource's material. This study emphasizes the inadequate readability of current PEMs for AABP. The readability for most accessible materials exceeds the recommended reading level of at or below 6th grade. Providers should aim to publish easily comprehensible online PEMs to promote patient awareness and comprehension.

Here and elsewhere, together: how emerging blended synchronous learning approaches and perceptions can inform teaching guidance and support

ABSTRACT Blended synchronous learning, or BSL, emerged in the early 2000s to signify scenarios where remote students and in-the-room students participate in activities together at the same time. The recent proliferation of hybrid teaching provides an opportunity to redefine this teaching model and reassess its potential for contributing to teaching quality. Likewise, the urgent upskilling of staff cohorts to teach in modes like BSL during the pandemic has highlighted the potential role of academic developers in this realm. Semi-structured interviews with 12 teaching staff within a built environments faculty in Australia explored their experience teaching BSL for the first time, and their perception of support from the authors’ academic development group. Their on-the-ground reflections offer implications for supporting high-quality hybrid teaching at scale and justify consideration for long-term investment in BSL across the sector.

Exploring Haemodialysis Nurses' Perceptions on Kidney Replacement Therapy Modality Education: A Framework Analysis.

Many people with kidney failure start and remain on in-centre haemodialysis treatment despite evidence of improved outcomes with home dialysis. To make an informed modality decision patients must receive frequent, high-quality modality education. This education is inconsistent in the in-centre haemodialysis setting, where patients spend the most time with nurses while receiving haemodialysis treatments. The aim of this study was to examine in-centre haemodialysis nurses' perceptions around modality education for patients receiving in-centre haemodialysis using the COM-B model of behaviour change. We used framework analysis as a research method, applying the COM-B model as a theoretical framework to understand nurses' perceptions of modality education. We interviewed 13 in-centre haemodialysis nurses in a single province in Canada. We completed semi-structured interviews via Zoom, which ranged from 30 to 60 min. Participants reported knowledge deficits, lack of experience or exposure to other dialysis modalities, and lack of resources to support modality education practices. In-centre haemodialysis nurses reported some factors that enhanced modality education, including strong nurse-patient therapeutic relationships and previous experience in other dialysis modalities. Nurses could have a role in modality education but had different views on what this role should be. Nurses faced barriers in modality education such as knowledge deficits, a lack of experience with home modalities, and limited patient teaching resources. Factors that favoured modality education were strong nurse-patient relationships and previous experience with other modalities.

An Investigation of the Quality of Preschool Piano in Weifang

Objective: The study aimed to assess the quality of preschool piano education in Weifang, examining its goals, content, and learning outcomes. It also explored ways to enhance teaching efficacy through improved curricula, resources, and methodologies. Theoretical Framework: The theoretical framework for this study is grounded in educational and developmental theories, emphasizing the role of early childhood music education in fostering cognitive, emotional, and social development. It draws on the principles of constructivism, which highlight active learning through engagement and interaction, and Howard Gardner's theory of multiple intelligences, particularly the musical-rhythmic and bodily-kinesthetic intelligences. These theories support the idea that quality piano education can enhance preschoolers' overall development and learning outcomes. Method: The study employed a mixed-methods approach, combining quantitative and qualitative methods to gather comprehensive data. Questionnaires were administered to parents and piano teachers to collect quantitative data on their perceptions of the quality of preschool piano education. Additionally, interviews with teachers and parents provided qualitative insights into teaching methodologies, challenges, and outcomes. Data were analyzed using descriptive statistics for quantitative data and content analysis for qualitative data, ensuring a thorough understanding of the research problem. Results and Discussion: The study found that preschool piano education in Weifang met expectations, contributing to children’s cognitive, emotional, and social development. It enhanced skills like discipline, confidence, and creativity. Challenges included limited resources, inconsistent teaching methods, and rising demand impacting quality. The findings highlight the need for improved curricula, resources, and teacher training to sustain high-quality instruction. Research Implications: The study underscores the importance of prioritizing quality in preschool piano education by revising curricula, improving teaching resources, and standardizing methodologies. It highlights the need for professional development programs to equip teachers with effective strategies. These implications extend to policymakers, educators, and curriculum developers, emphasizing the role of structured and resourceful piano education in fostering early childhood development. Originality/Value: This study contributes to the existing body of research by focusing on the quality of piano education for preschoolers, a relatively underexplored area in early childhood music education. Its mixed-methods approach provides valuable insights into improving teaching practices, curricula, and resources. The findings offer practical recommendations for enhancing preschool piano education, benefiting educators, parents, and policymakers alike.

Empowering Educators: Overcoming Challenges in Digital Education for Remote Areas

Though obstacles including poor infrastructure, scarce resources, inadequate teacher training, and policy gaps prevent its successful implementation, digital education presents new chances to enhance instruction in remote areas. This essay investigates these challenges and looks at strategies for empowering teachers in areas with limited resources. Using a combination of case studies and literature analysis, the study finds structural challenges, such as inadequate internet connectivity, an absence of digital tools, out-of-date instructional materials, and restricted access to professional development. Challenges including evaluating student achievement, sustaining engagement in online learning settings, and modifying pedagogy for digital forms are also covered. To address these issues, the results emphasize the value of training teachers in digital pedagogy, culturally sensitive education, and inclusive evaluation techniques. Furthermore, strengthening community collaborations, financing infrastructure, and enhancing government support are essential for long-term digital education. The essay ends with practical suggestions, such as offering affordable digital resources, individualized instruction, and comprehensive teacher support. By bridging the urban-rural gap and promoting long-term educational progress, these policies seek to provide fair access to high-quality education in remote communities.

Impact of COVID-19 on the quality of higher education in Pakistan: students’ perspective

Impact of COVID-19 on the quality of higher education in Pakistan: students’ perspective

Relationality in Psychedelic Facilitation Training Programs: The UC Berkeley Case

Psychedelic medicine must embrace high-quality, culturally sensitive, relational, and community-based education of facilitators in order to reduce risks and increase benefits. The University of California, Berkeley Psychedelic Facilitation Certificate Program (UC Berkeley PFCP) aims to provide this training through a mindfully crafted program. This paper outlines the UC Berkeley training model, focusing particularly on the training program’s relational and culturally sensitive approach. This model is one we believe should be adopted by other psychedelic training programs to improve the quality of facilitation and create a robust network of skilled practitioners.

Digital redesign of the radiotherapy course for medical students with ablended learning approach.

Due to the need for high-quality teaching, we present anew blended learning concept combining digital modules, interactive seminars, and clinical experience. Furthermore, we evaluated its acceptance among students. Anew concept for teaching was applied to the radiotherapy module and made available via the Hannover Medical School (MHH) learning management system as part of ablended learning concept with educational films, multimedia learning modules, online seminars, and onsite practical training. The evaluation recorded assessments of the requirement profile, design, and opportunities for skills acquisition; evaluation of the seminar and internship; and questions on the overall assessment. The new concept was applied to four passes in the fourth academic year. Atotal of 152 students completed the radio-oncology learning module, which was evaluated by 46students. Forty students considered the course duration to be appropriate for the material covered, and most students stated that their prior knowledge had been sufficient. The level of difficulty of the content was rated by the students as somewhat too high. The design of the digital course, the opportunity to acquire skills, the seminar course, and the practical course were mostly rated positively. Through digital redesign, ateaching concept can be implemented that combines self-determined learning, professional exchange with doctors, and clinical practice experience. The concept can be transferred to other areas because it combines theoretical knowledge transfer with synchronous teaching and clinical experience. The results of the evaluation show that the students rated the new concept well.

The Policy Collation and Text Analysis of High-quality and Balanced elementary education in China— from the Perspective of the Multiple Streams Theory

High-quality and balanced elementary education is an important issue related to the construction of a strong socialist modernized education country and also meets the needs of the era for Chinese-style modernization. By sorting out the policy texts related to high-quality and balanced elementary education at the national level since the beginning of the new century, and analyzing how high-quality and balanced elementary education enters the policy agenda from the perspective of the Multiple Streams Theory, it is found that key indicators and focal events constitute the problem stream, providing a rational basis for policy suggestions; research results of experts and scholars, and explorations and practices at all levels of government constitute the policy stream, providing feasibility for the policy "broth"; national sentiment and governing philosophy constitute the political stream, promoting the sustainable development of the policy agenda. The concern of the new round of technological revolution for the quality of talent cultivation in elementary education has accelerated the interweaving of the three streams, opening the "policy window" for the high-quality and balanced development of elementary education in China, and the policy agenda for high-quality and balanced elementary education has been established.

Becoming a Mobile Student The Process and Reasons Why Chinese Students Choose Italy

In the context of the internationalization of higher education and the yearly increase in the number of Chinese students in Italy, this paper examines the processes and reasons why Chinese students choose Italy. Using a semi-structured interview with ten English-taught Master's students at the University of Padova in Italy, the study illustrates the reasons why Chinese students choose Italy by focusing on previous mobility experiences and the social embeddedness of the students and incorporating push and pull models from the international student mobility literature. The paper finds that previous successful mobility experiences and the social networks in which students are embedded foster the formation of study abroad perceptions. Economic factors, a novel curriculum, high quality of education, and low entry language requirements were key factors in choosing Italy.

Improved operation efficiency strengthens organizational quality in higher education

This paper examines quality assurance as an effective tool for organizational development, reviewing the theories and history of quality management. After describing the theoretical foundations used in the USA, focusing on heavy industries, it discusses European models such as TQM, ISO and EFQM systems in more detail, then moves on to critical approaches, especially with regard to the applicability and effectiveness of quality assurance in education and higher education. The second half of this paper focuses specifically on quality assurance in higher education, in particular European standards, approaching it from the perspective of internationalisation. In this context, this paper addresses the issues of brain drain, digital campus, stakeholder involvement and student-centredness. Finally, the paper concludes that quality assurance in higher education is not only an essential but a necessary process as well, which can also be the most effective tool for organizational development.

EXPLORING THE PLIGHT OF THE HONEYBEE: USING DATA SENSORS AND CODAP TO SUPPORT EMERGING BILINGUAL LEARNERS IN REASONING ABOUT BIG STATISTICAL IDEAS

Children require access to high-quality statistics education to develop the skills to participate in a technological and data-reliant workforce. This study consisted of a five-lesson integrated STEM unit designed to develop the statistical literacy of 62 6th-grade (11–12 years old) emerging bilingual (EB) learners. Learning was situated in the study of the honeybee, utilising innovative technologies to gather data and support data visualisation and analysis. Lesson study was used to design lessons targeting understandings of distribution, centre, variability, data comparison, informal measures of association and informal inference. This paper reports on the data comparison lesson. It reveals the influential role of digital technologies in highlighting the relevance of statistics in understanding societal issues and developing students’ statistical agency. This qualitative study also revealed that the development of statistical understanding was supported by the use of inclusive pedagogies guided by the principles of universal design and the incorporation of data analysis technologies.

Impact of university teachers’ digital teaching skills on teaching quality in higher education

Impact of university teachers’ digital teaching skills on teaching quality in higher education

Does education increase ethical sensitivity a semi-experimental study

Ethics education plays a crucial role in enhancing the ethical sensitivity of nursing students. This study aimed to assess the impact of an ethics course on the ethical sensitivity levels of nursing students. In this study, one-group pretest-posttest semi-experimental design method is used. The mean total score of the Ethics Sensitivity Scale for Nursing Students before education was determined as 4.93 (neutral), while the mean score increased to 5.62 (significant) after education. There was a statistically significant difference between the pre-education and post-education mean scores of students who reported encountering ethical problems during clinical practice. The findings underscore the importance of ethics education in fostering the ethical sensitivity and awareness of nursing students. They also highlight the need for high-quality ethics education that integrates theoretical knowledge with engaging content, real-life case studies, and practical applications to enhance students’ learning experiences.

Educational Institution Administration Toward Excellence

Background and Aims: Educational institutions need to be effectively managed to foster an environment that supports both high academic achievement and personal development to guarantee that students receive a high-quality education. Effective management also enhances resource allocation, curriculum implementation, and staff morale, all of which contribute to the institution's overall excellence and reputation. This paper aims to collect concepts and principles of educational administration towards excellence. Content from various reliable sources has been analyzed, reasoned, and written academically. Methodology: This study is a study of concepts, theories, and academic documents. The content is analyzed and then presented descriptively according to the objectives. Results: The administrator of education who elevates the quality of the educational establishment, there must be 10 important principles, consisting of 1) The organization's leader must have a clear vision, 2) Focusing on learning as the core, 3) Organizational learning, 4) Giving value to teachers, personnel, and participants, 5) Agility, enthusiasm, 6) Looking to the future, 7) Managing for innovation, 8) Public/social responsibility, 9) Focusing on results and creating value, and 10) Systemic management. Conclusion: Administrators must abide by ten fundamental principles, such as having a clear vision, emphasizing core learning, and valuing all stakeholders, to improve the quality of educational institutions. Together, these values create a progressive, creative, and goal-oriented atmosphere that guarantees systemic and long-term quality in education.

Evaluating Physical Education Quality in Higher Education Using a Picture Fuzzy Decision Framework with Muirhead Mean Operator and MULTIMOORA Method

Evaluating Physical Education Quality in Higher Education Using a Picture Fuzzy Decision Framework with Muirhead Mean Operator and MULTIMOORA Method

Leveraging Observation Research to Improve Instruction for Students With Intellectual Disability: Guidance for Adapting Tools.

Students with intellectual disability benefit from high-quality instruction in reading and mathematics. This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic process of adapting two widely used observation tools initially developed for students with learning disabilities, to address content and instructional practices relevant to classrooms serving elementary students with intellectual disability. Our revised observation tools facilitated more inclusive data collection, taking into account the needs and goals of students with intellectual disability, in addition to their peers for whom the original tool was designed. We offer guidance for researchers and practitioners to make similar adaptations when using research tools intended for other populations or instructional settings.

Advancing Digital Teaching Literacy: The M-PRAE Model for Large-Scale Enhancement of Primary and Secondary School Teachers

High-quality teachers are essential to building a strong educational system, with digital teaching literacy being crucial to their professional development. This study, informed by a review of existing research, addressed the need for enhancing the digital teaching literacy among primary and secondary school teachers. Utilizing the MOOC construction concept (Concept), MOOC teaching content (Content), and MOOC design and development (Development)CCD model and the large-scale capabilities of Massive Open Online Courses (MOOCs), this study developed the M-PRAE model, which encompasses five components: building a MOOC, clarifying improvement problems, supplying digital and non-digital resources, implementing collaborative activities, and conducting multi-dimensional evidence-based evaluations. The M-PRAE model facilitated the development of the “Innovative Application of Digital Teaching” MOOC, which was subsequently implemented with over 2,000 primary and secondary school teachers in Guangdong Province, China, to assess its effectiveness. The results indicate that the M-PRAE model effectively enhances digital teaching literacy among primary and secondary school teachers on a large and contributes to the innovative development of basic education.