Inductive Programming Research Articles

Factors influencing newly graduated registered nurses' voice behaviour: An interview study.

To gain insight into the factors that affect newly graduated registered nurses' voice behaviour. Employees with little work experience may experience difficulties with speaking up. Given that a lack of voice can negatively affect the delivery of safe client care and lower nurses' job satisfaction, it is important to understand which factors facilitate and hinder newly graduated nurses' voice behaviour. A qualitative descriptive study was conducted using semi-structured interviews with 17 newly graduated registered nurses working in inpatient hospital settings. In total, seven factors emerged from our data, which were grouped in four overarching themes. Whether newly graduated nurses speak up depends on (1) their levels of self-confidence, (2) whether they feel encouraged and welcome to speak up, (3) their relationship with the voice target and (4) the content of their voice message. Factors that affect newly graduated nurses' voice behaviour are multifaceted, but mostly centre around time spent in and relationships at the workplace. Nurse managers and colleagues can build an environment that fosters newly graduated nurses' voice behaviour. Specifically, induction programmes, assigning mentors and offering additional training can support newly graduated nurses in developing voice behaviour.

Mentoring in a university-based induction program

While mentoring partnerships between new and more experienced educators have been shown to support early career teachers and improve retention, more research is needed to provide insight into how these mentoring partnerships work. In our study, we draw on sociocultural theory to examine the work of mentors supporting 15 novice teachers serving in high-needs areas across one school district. Using qualitative research methods and inductive analysis, we analyzed survey feedback, interviews with mentors and mentees, and mentoring summary reports collected across one school year. Analysis indicated the importance of the relationship between the mentor and mentee and the ways mentors worked to establish those relationships through stances of appreciation and co-learning. The mentors engaged in a number of mentoring approaches to support their mentees, tailoring these approaches to the needs of their mentee partners. Finally, analysis indicated several tensions related to mentoring.

EXAMINING THE FORMS AND STRATEGIES OF TEACHER INDUCTION PROGRAMMES ORGANISED FOR NEWLY QUALIFIED TEACHERS IN SENIOR HIGH SCHOOLS IN GHANA

<p>The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Findings show that, though an induction was organised for Newly Qualified Teachers, the schools lacked formal principles to guide and regulate the school-based induction programmes. Orientation and a few aspects of mentoring were the components of the induction programmes while continuous professional development activities were totally absent. Again, the whole induction took place within some hours which put Newly Qualified Teachers at a great disadvantage of not acquiring what they need as support. While assistant head teachers and heads of department were key stakeholders responsible for the induction, the latter was Newly Qualified Teachers’ point of call when faced with challenges. Since it is argued that teachers who receive the full components of induction are likely to adopt and implement effective pedagogical approaches, in the absence of formal policy to guide the planning and implementation of induction in Ghana, there is a need for officials at the district and municipal levels to closely monitor Senior High Schools and ensure proper organisation of their induction programmes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0953/a.php" alt="Hit counter" /></p>

Inconvenient truth? How different mentoring approaches impact student–teacher identity development

This research attempted to illustrate how different mentoring approaches impact student-teacher identity development. Mentoring approaches in this study were categorized into transmission-oriented and constructivist-oriented. Guided by the biographical-narrative identity theory, the data in this study were extracted from interviews with four student teachers from Thailand while they were in the teaching practicum. It was found that student teachers who received the constructivist-oriented mentoring perceived themselves as teachers, were more confident about their teaching abilities, and expressed willingness to enter the teaching profession than those who received the transmission-oriented mentoring. Implications for selecting qualified school-based mentor teachers and the urgent need to offer an induction program to support mentors are discussed.

Using the National Teachers’ Standards to Assess the Influence of Induction Programmes on the Professional Growth and Development of Newly Qualified Teachers in Ghana’s Senior High Schools

The connection between theoretical knowledge gained at teacher education institutions and practical skills on field can only be completed by offering NQTs with effective training in the form of induction to help them develop professional knowledge, skills and understanding to confront the expectations of the profession. The absence of formal policy to guide induction in Ghana has resulted in inconsistencies and difficulties in assessing the effect of the programme on NQTs’ professional growth. The study sought to assess the influence of school-based induction programmes on the professional growth and development of NQTs using the National Teachers’ Standards as the assessment yardstick. Descriptive case study design was employed for the study using questionnaire, interview, observation and document analysis as instruments to gather data from forty-two NQTs in three sampled Senior High Schools in Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Data obtained were analysed using inductive and deductive analysis where similar themes and patterns where identified and analysed. The findings of the study show that, professional values and attitudes was the main skill acquired by NQTs attributing to the fact that the induction programme focused on orienting NQTs to understand the general ethics and culture of the profession, rather than serving as a training programme to equip them with on-the job training. Hence, induction had little influence on NQTs’ professional knowledge and professional practices. Even though the training programme was rated as effective in orienting NQTs, it had no influence on their decision to remain in the teaching profession because it was less effective in helping them acquire and utilize professional skills and knowledge. Improving on quality and standards of practice, stakeholders of induction programmes should give NQTs the opportunity to explicitly express what they require as professional support and work towards improving that skill to ensure total growth and development, and survival in the teaching profession. Keywords: Teacher induction programmes, National Teachers’ Standards, Newly Qualified Teachers, Professional growth and development DOI: 10.7176/JEP/13-21-06 Publication date: June 30 th 2022

The Effect Of Beginners Teacher Induction Program (PIGP) On Pedagogic Competency And Professional Competency Of Beginners Teacher

Teachers are professional educators that have a role in the development of education. so that is why important for a teacher to improve their competence. The purpose of this research is to determine the effect of the novice teacher induction program (PIGP) on the pedagogic competence and professional competence of novice teachers. Data collection was done by simple random sampling by distributing google forms. The data is processed using SmartPLS 3.0 software. The results of the analysis show that the acquisition of R square is 0.739 for pedagogic competence, while the acquisition of R square for professional competence is 74.9. The conclusion in this study is that PIGP has a positive and significant effect on the pedagogic competence and professional competence of novice teachers.

Teacher Professional Development During the Pandemic Through the Simultaneous Beginner Teacher Induction Program at SMK Muhammadiyah 1 Ngadirejo

This evaluation research aims to determine; (i) an overview of the implementation of the novice teacher induction program at SMK Muhammadiyah 1 Ngadirejo; (ii) a description of the ability of novice teachers who have participated in PIGP in planning lessons, implementing lessons and assessing student learning outcomes in Temanggung Regency during the pandemic. This type of research is qualitative that leads to field research (field research). The research was conducted in a naturalistic manner, with the researcher as the main instrument. The research process was carried out by conducting direct field observations/observations, interviews with school principals, waka curriculum, Islamic religious education teachers and waka students who were used as purposive samples of the research object. And to strengthen the opinion, the literature analysis method (library research) is used, namely the study of various scientific sources such as scientific articles in the form of journals, books, and other literature in accordance with the studies discussed. The results showed that (i) The description of the novice teacher induction program at SMK Muhammadiyah 1 Ngadirejo in terms of planning and preparation for the novice teacher induction program was well implemented. (ii) An overview of the implementation of the novice teacher induction program at SMK Muhammadiyah 1 Ngadirejo which is well implemented n. (iii) The description of the implementation of the novice teacher induction program at SMK Muhammadiyah 1 Ngadirejo in terms of the ability of teachers who have participated in PIGP in adapting to the work climate and school culture, planning lessons, implementing learning and assessing student learning outcomes very well during the pandemic.

PB1765: EFFICACY OF A NEW INDUCTION REGIMEN IN THE TREATMENT OF EARLY T-CELL PRECURSOR ACUTE LYMPHOBLASTIC LEUKEMIA.

Background: There is no standard induction chenotherapy for adult acute lymphoblastic leukemia. Early T-cell precursor acute lymphoblastic leukemia (ETP-ALL) has poor response to standard intensive chemotherapy, high risk of recurrence and poor prognosis. Aims: To explore the appropriate induction program to improve the remission rate and prolong the survival period. Methods: A total of 21 newly diagnosed patients with ETP-ALL who received induction chemotherapy with different regimens in the Second Affiliated Hospital of Chongqing Army Military Medical University (Xinqiao Hospital) from January 2017 to December 2020 were retrospectively analyzed for efficacy and main adverse reactions.The initial diagnosis of ETP-ALL was based on the results of bone marrow cytology and flow cytometry immunophenotype. Results: The 21 patients included 14 males and 7 females, with a median age of 27(16-57) years. Among them, 7 patients received PCIOD program and 14 patients received VTLP like program.Among the 7 patients who received PCIOD, 5 patients achieved cytological response (71.43%), and 2 patients were MRD negative (28.57%).In VTLP-like regimen, 7 patients (50%) had cytological remission, of which 1 patient (7.14%) was MRD negative.Major adverse reactions: bone marrow suppression, granulocytopia with fever and septicemia were the major adverse reactions after chemotherapy.Among the 7 patients with PCIOD, 3 patients developed pulmonary infection, including 1 patient with sepsis (klebsiella pneumoniae), while 5 patients with VTLP-like regimen developed pulmonary infection, 3 patients with sepsis, and 2 patients with acute pancreatitis.It did not increase the incidence of major adverse events compared with conventional regimens.There was no treatment-related mortality in any of the patients. Summary/Conclusion: ETP-ALL induced remission rate is low, malignant degree is high, prone to early recurrence and short survival.PCIOD regimen can improve the complete response rate and MRD conversion rate of ETP-ALL patients, and does not increase the treatment-related mortality. However, due to the small number of cases, it needs to be further confirmed by multi-center, randomized controlled studies.

What happens after edTPA?

The teacher certification process can be overwhelming for early-career educators. Negotiating teacher identity, completing fieldwork hours, and navigating institutional expectations can stress the most resilient teacher candidates. These pressures are further compounded as teacher certification assessments, such as the edTPA, introduce additional hurdles to achieving state licensure. This study approaches these obstacles by examining the stories of a diverse group of 14 early-career teachers as they reflect on completing edTPA and their current teaching practices. Through social constructivist perspectives and professional learning continuum framing, we interpreted narrative data to examine early-career teacher discussions of completing edTPA and developing pedagogical practices. These 14 teachers elucidated that the collaborative nature of their preparation program was integral to their completing the assessment, that the program approach to completing the portfolio assessment positioned them to think reflexively about their practice, and that the skills and tools used on edTPA remained useful to them throughout their early-career teaching. We suggest ways that preparation programs can interpret this teacher certification policy as an instructional touchpoint and can limit the gatekeeping capabilities of certification exams through collaboration, building capital, and supporting reflective portfolios. This work has implications for policymakers in teacher education and induction programs.

Novice teachers and embracing struggle: Dialogue and reflection in professional development

This article explores the challenges shared by novice teachers in a year-long series of professional development workshops, which were designed to help novice teachers notice, unpack, and respond to the difficulties they were encountering in the first three years of teaching. The authors analyzed the data generated during the Oral Inquiry Process workshops to identify common challenges shared by the novice teachers who participated in this study and the nuances within them. Findings pointed to two common categories of struggle: reconciling theory and practice in standardized schools and managing relationships with veteran teachers. Nuances within these challenges included tension flowing from standardization, pacing constraints, and navigating complex relationships with veteran teachers. The authors argue that developing a nuanced understanding of the challenges novice teachers encounter is a vital first step in structuring teacher induction programs to respond to the needs of the teachers they serve. Working from the findings of the study, the authors offer recommendations for structuring professional development programs designed to help novice teachers embrace struggle through dialogue about and reflection upon the particular challenges created by their teaching contexts.

Improving Capacity and Consent to Treatment Recording, Park House Hospital

AimsRe-audit for adherence of all inpatient wards at Park House Hospital to Trust Consent to Treatment policy. Improve hospital compliance to Trust Consent to Treatment policy. Reduce prescribing errors. Improve trainee confidence and knowledge of Consent to TreatmentMethods•Cross sectional audit.•Data collected between 8th and 12th November 2021•All wards in Park House Hospital•5 patient records and medication charts reviewed per ward.•Proforma used.•Data analysed using Excel.•Interactive teaching on Consent to Treatment delivered by Dr McKnight to Core Psychiatry Trainees on 3rd July 2020.•Dr McKnight presented the original audit data and consulted the Pharmacists and Consultants to assess and improve ward systems for recording Consent to Treatment. (26th May and 30th April 2021).•Dr McKnight presented to Greater Manchester Mental Health, Mental Health Act and Mental Capacity Act Quality Improvement Group (30th June 2020).Results•No wards had 100% capacity forms documented, kept in medication charts and uploaded to Paris.•7/9 wards had 100% compliance for completing T2/3/S62 forms.•6/9 wards had 100% compliance rate for retaining the T2/3/S62 forms in the medication charts.•78% T2/3/S62 forms were uploaded to PARIS.•80% medication charts matched T2/3 forms.When Dr McKnight asked trainees, “Do you feel confident with your knowledge of consent to treatment” only 24% answered yes, 35% answered no and 41% a little.When asked, “Do you check Consent to treatment forms before prescribing?” 32% answered yes, 24% no, 34% sometimes and 10% that they didn't know what they were.During the post-teaching quiz, trainees were asked, “Has this teaching session improved your knowledge and confidence regarding Consent to Treatment?” 91% answered yes, 0% answered no and 9% answered a little.Discussion with Consultants and Pharmacists concluded that it may be beneficial for wards to include Capacity to Consent and Consent to Treatment within ward round proformasConclusion•The two main concerns of the initial audit and re-audit, relate to Treatment Capacity and Consent forms compliance and prescribing.•New trainees rotate into the Trust every 6 months and levels of knowledge surrounding Consent to Treatment varies depending on trainee experience. Trainees require teaching on Consent to Treatment as part of their induction and teaching programme.•Based on the multidisciplinary nature of ensuring compliance to Consent to Treatment the authors propose monthly ward auditing of Consent to Treatment, which they believe will lead to better compliance rates across the hospital.

Assessing the Feasibility of Migration Policy from LPG Stoves to Induction Stoves in Indonesia

Energy subsidy is a common policy in developing countries to protect poor people. Yet, the policy can become a budget burden such as LPG subsidy for cooking in Indonesia, reaching US$ 3.9 billion in 2018. In this study, we analyze the feasibility of the induction program currently proposed the Ministry of Energy and Mineral Resources, and the State-owned Electricity Company. We use multiple approaches involving energy equivalence measurement, LPG consumption survey, input-output analysis, and feasibility analysis on both government and household perspective. Our analysis results that the policy can significantly reduce the energy cost for cooking on poorer households while relatively wealthy household undergoes higher energy costs for cooking because many of them are still using the subsidized LPG 3 kg cylinder. For them, the energy cost of the induction stove will be lower than the energy cost of the unsubsidized LPG 12 kg cylinder

Psychiatric Induction Programme in Fife

AimsTo improve the Psychiatry induction for DiTs in Fife.MethodsThe purpose of induction is to provide Doctors in Training (DiT) with a smooth, supported transition between roles. Delivered well, it will promote confidence and also provide a thorough grounding in the key requirements of the role and clarity regarding sources of help.A recent report, commissioned by the GMC, identified the key areas which should be covered in induction. The findings demonstrated a clear link between inadequate inductions to the impact on doctors’ well-being and patient safety issues.A questionnaire was issued to DiTs completing Psychiatry inductions in August and December 2021. Questions focused on the following key areas highlighted in the GMC report: •Gaining access to workplace settings and systems•Physical orientation of workplace•Team inductions•Daytime role and out of hours working and rotas.•Familiarisation with common cases/procedures that doctors may deal with in this speciality: risk management, use of the MHAResultsQuestionnaire Results: Key Issues highlightedAugust 2021 •FY2 to ST6 inducted together: differing experience levels•Differences in site inductions (psychiatry is spread across 3 hospitals in Fife)•Issues obtaining swipe cards/keys•IT access for emails and various computer systems delayed•Computer systems training not doneDecember 2021 •Lack of psychiatry experience of FY2s•Continued IT access issues initiallyConclusionIn September 2021, a working group was established comprising DiT representatives and those responsible for induction. The August 2021 results were disseminated and key improvements were identified in areas covered by the clinical induction: •An improved induction check list universal for all sites.•Induction documents for each role detailing responsibilities and useful information.•Integration of IT training.The December results highlighted improvements in many areas but continued a theme of concerns for FY2s starting in Psychiatry. The transition to this speciality is a significant adjustment as it operates differently to most specialities, requiring different skills and knowledge.Plans have been made to provide simulation events which would give DiTs practical experience in a safe environment of various topics e.g., risk management in psychiatry. Additionally, there are plans to revise induction for speciality trainees.

Improving the Training Experience of International Medical Graduates (Imgs): A Survey of Psychiatry Trainees in the Yorkshire & Humber Deanery (West/East/North)

AimsThere are over 72 000 licensed IMGs in the UK who fill up crucial shortages in the NHS and provide diversity. In 2020 there were more IMGs than local graduates joining the General Medical Council register with over half (54%) identifying as Black and Minority Ethnic doctors. There are ongoing and extensive conversations about the best approach to tackle differential attainment between IMGs and local graduates. The aims were to identify what the perceived differences were between local graduates and IMGs in various domains and recognise what measures could be taken to improve the issues identified.MethodsThis survey utilised the Typeform survey software to ask 23 questions and was left open for 3 months. Participation in the survey was voluntary and anonymized and included feedback from both Core Trainees and Higher Trainees. Initial emails, texts and chats with the survey link and reminders were sent to the Medical Education departments and trainee groups. The qualitative and quantitative data from all 33 respondents were analysed.Results90.9% (30) of participants felt there were issues of differential attainment between IMGs and local graduates and felt that the gaps in differential attainment could be addressed by mentoring, networking, IMG lead roles, education of trainers and better support systems. 57.6% (19) of IMGs stated that they had felt bullied, undermined, treated unfairly, or intimidated; with only 29% (9) attempting to challenge this due to the fear of retribution, concerns about accountable, cultural and communication barriers. All respondents felt induction programmes, focusing on IMGs and cultural diversity would be helpful for all trainees, with 93.9% (31) of respondents recommending that more education was needed for trainers. 57.6% (19) stated that they had considered relocating outside the UK after training because they felt they would be better valued elsewhere. 90.9% (30) suggested that a book for IMGs would be a welcomed development. 87.9% (29) recommended that having IMG leads was important for offering well-being support, play a safeguarding role, offer pastoral care, and contribute to induction and education; with 68.8% (22) recommending the person was a College trainer.ConclusionThese findings highlight several challenges IMGs training in the UK face and must navigate to be successful. A greater awareness of their hurdles is critical to maximising what potentials lie within. As the numbers of IMGs within the system continue to rise, there is an even greater need to support and address the concerns this survey underscores.

Impact of prolonged one or more natural menstrual cycles on the outcomes of ovulation induction intrauterine artificial insemination pregnancy: a single-centre, retrospective study in China

ObjectivesWe determined if the time interval between two ovulation induction intrauterine artificial insemination (IUI) treatment cycles should be extended by one or more natural menstrual cycles in patients undergoing successive...

Staff Training Needs Assessment for Development of Employees at Alternative Learning and Adult Education and Vocational Training, Zanzibar

The study's major goal was to look at the Department of Alternative Learning and Adult Education in Zanzibar's staff training needs assessment for employee development. This research was carried out in the Urban Western Region, at the Department of Alternative Learning in Stone Town, Unguja. The survey included 132 Zanzibar's Department of Alternative Learning and Adult Education employees. A case study design was employed to enable the researcher to concentrate on gathering enough information in the Department of Alternative Learning and Adult Education. Collected data from questionnaires were analyzed through descriptive design to provide a deep understanding of the phenomena through frequency tables, while interviews data were analyzed through thematic analysis. This study shows that all of the factors used for TNAs, such as training, sponsorship, time, and strategic planning, encourage the development of TNAs and staff performance. 45.2 percent of respondents strongly agreed that strategic planning promotes TNA and helps to improve employee performance. In the second objective, various TNA procedures were found to be friendly and familiar to the majority of employees; 57.3 percent of respondents strongly agreed that providing an incentive induction program is a foundation of TNA and employee performance, while several benefits were discovered within the department after an assessment of their training needs, such as career development or future orientation. Moreover, the study revealed that (55.6%) of respondents strongly agreed that TNA is capable enough to enhance the succession plan and staff performance at the department. The study recommended that the government assist the Department of Alternative Learning and Adult Education with budget revisions, employment, sponsorship, and the provision of a training needs assessment specialist who can advise the department on how to reform TNA activity, as well as the development of a comprehensive strategic plan for the effective implementation of identified programs.

Study of effect of induction programme among phase I MBBS students

In India, students enter medical profession at the age of 17-19 years. At such tender age, this cohort of students has dissimilar psychological characteristics such as fear of ragging, feeling of homesickness, peer pressure, parental pressures, language problems, and adjustments to hostel life and food. In such a psychological state, they are expected to understand and appreciate the medical subjects. The health professional will understand their responsibilities with regards to quality service delivery in their work station. The aim and objective of the study was to evaluate the feedback of Induction Programme in newly entered medical undergraduate programme. 199 students participated in this one day program held on 1/10/2018.Their feedback was obtained by a pre-designed and pre-validated questionnaire on a five-point Likert scale. 199 students responded in feedback on induction on varied criterias of induction programme. It is therefore important to give newly appointed lecturers the best possible start in the teaching profession since their input is vital for promoting learning. A study in 2017 was done by Patel J on 107 students with the feedback about orientation program, whereas all the 112 students gave feedback on foundation course.

Using Peircean abduction to understand teacher mentoring

Lesson observation is frequently used in teacher induction programmes to support newly-qualified teachers in their reflection and classroom enquiry. This article uses an elaboration of Peirce’s abduction to illustrate how the post-observation conversation supports a teacher’s reflection on her teaching, and in particular, her teaching of language to young children. It shows that abduction involves an expert-like intuition, where the interaction and co-enquiry with the advisor was crucial. The analytical framework used is based on six modes of abductive reasoning or inference that deal with potential or possibility, three modes of induction dealing with actuality, and one mode of deduction focusing on rules and regulations. In a context of lifelong learning, with emphasis on teacher learning across the professional lifespan, the article shows how newly-qualified teachers can be supported in using abductive reasoning and engage in worthwhile classroom enquiry. The article contributes to edusemiotics, a recently developed direction in educational theory that explores the philosophical specifics of semiotics in educational contexts.

Creating a Pilot Welcome Programme to Support the Transition from Student Midwife to Midwife

The transition from student midwife to midwife is an exciting and sometimes anxious time. The need for a robust inclusive preceptorship and induction programme has been highlighted as essential in supporting this transition, yet there is currently no recognised ‘best practice’ model for this. This article discusses the creation of a pilot Welcome Programme to support student midwives during this transition period and into their new role as midwives.

Automated transpilation of imperative to functional code using neural-guided program synthesis

While many mainstream languages such as Java, Python, and C# increasingly incorporate functional APIs to simplify programming and improve parallelization/performance, there are no effective techniques that can be used to automatically translate existing imperative code to functional variants using these APIs. Motivated by this problem, this paper presents a transpilation approach based on inductive program synthesis for modernizing existing code. Our method is based on the observation that the overwhelming majority of source/target programs in this setting satisfy an assumption that we call trace-compatibility: not only do the programs share syntactically identical low-level expressions, but these expressions also take the same values in corresponding execution traces. Our method leverages this observation to design a new neural-guided synthesis algorithm that (1) uses a novel neural architecture called cognate grammar network (CGN) and (2) leverages a form of concolic execution to prune partial programs based on intermediate values that arise during a computation. We have implemented our approach in a tool called NGST2 and use it to translate imperative Java and Python code to functional variants that use the Stream and functools APIs respectively. Our experiments show that NGST2 significantly outperforms several baselines and that our proposed neural architecture and pruning techniques are vital for achieving good results.