Need For In-service Education Research Articles

Program stručnog usavršavanja za novozaposlene nastavnike u visokoškolskom obrazovanju - kritička analiza slučaja Alžira

The need for in-service education of teachers, particularly newly-recruited ones, cannot be underestimated. There is a constant need for teachers to obtain new knowledge about curricula, psychology, and pedagogy, and analyze and conduct new research regarding teaching and learning. Consequently, the Algerian authorities have attempted to introduce a comprehensive in-service training program targeting novice teachers aimed at raising their efficiency in the profession. This study aims to examine and evaluate the in-service program for newly-recruited teachers at the tertiary level organized by the Ministry of Higher Education and Scientific Research between 2016 and 2020, and offers suggestions on how to remedy and improve the current program to increase teachers' professional skills in Algeria. To achieve this aim, the views and suggestions of newly recruited teachers from different faculties of the University of El-Oued Algeria regarding the issue of in-service training were investigated. The current study is descriptive, and a structured questionnaire was administered to fifty (50) teachers, the cohorts of 2016/17 and 2017/18. The results demonstrated that the current in-service training program should be subjected to successive modifications based on teachers' professional needs.

A Qualitative Study on Nurse Educators' Perceptions Regarding Challenges and Strategies of Nursing Education and Practice in Guyana and India

This study aimed to explore the perspectives of nurse educators regarding the challenges and strategies of nursing education and practice in Guyana and India. The study was a qualitative design that used a convenient and purposive sample of 15 Nurse educators (eight participants from Guyana and seven from India). Ethical permission was obtained to conduct this study from the appropriate IRBs in Guyana and India. The subjects were given prior information regarding the study's purpose, objectives and methodology. Each interview lasted between 30 and 45 minutes and was audiotaped. Audiotapes were subsequently transcribed verbatim. Interview data were analyzed using the R Computer Qualitative Data Analysis (RQDA) software program. The grounded theory and inductive thematic analysis was used. The study's findings supported the literature that nurses were working in a low resource environment. The challenges of nursing education included lack of adequate and qualified faculty, inadequate teaching and learning resources, lack of conducive environment for learning, and inadequate curricular reviews. Additionally, lack of professional image, scope, autonomy and advocacy, poor salaries, limited opportunities for leadership roles at the policymaking level, inadequate clinical experiences, need for in-service education and maintaining professional standards were indicated as challenges of nursing practice. Addressing the shortage of human and material resources and upholding professional values and standards are the critical strategies. The data supported that the government policies, regulatory frameworks, and funding models that foster collaboration was pivotal in addressing nursing education and practice demands. The findings reiterated that quality education is one of the critical prerequisites for generating a quality nursing workforce.

Evaluating nurses’ knowledge regarding dosage calculation at Civil Hospital, Karachi

Background: Appropriate therapeutic care and management is primarily based on the knowledge of dosage calculation and associated skills. The objective of this study was to determine the awareness of staff nurses working in a tertiary care hospital regarding the dose calculation.
 Methodology: A pre-and post-test interventional study was conducted at a Civil Hospital, Karachi over a sample of 50 staff nurses working in different departments. The data was collected using an assessment tool containing 20 items to evaluate the drug dosage calculation skills and knowledge of the staff nurses. The assessment test was taken once initially after enrollment and then an extensive interventional training regarding the dosage calculation was provided to each nurse which was followed by a post intervention assessment test. The results were then rated on the basis of knowledge scores both before and after intervention i.e. 1-5 (poor), 6-10 (satisfactory), 11-15 (good) and 16-20 (excellent). Data was analyzed using SPSS Version 21.0.
 Results: A total of 50 nurses participated in this study, of which 44% were males and 56% were females. The nurses had better knowledge both pre & post-test regarding the intravenous medication as compared to the oral for e.g. the nurses of neurosurgery department obtained a mean pre-test score of 4.2±0.8 (oral) and 10.1±2.4 (Intravenous), while the mean post -test were 4.7±0.7 (oral) and 14.6±0.7 (Intravenous). Another point of concern was the dosage calculation in pediatrics department was compromised both for oral and intravenous 2.8±1.7 (pre-oral) and 6.5±1.2 (post-intravenous) increased to 4.6±0.7(post-oral) and 13.6±1.8 (post-intravenous). Moreover, 18% of nurses had poor knowledge of dosage calculation as rated on the pre-test assessment while based on the post-test score none of the nurses had poor knowledge, majority was labeled as having improved knowledge of dosage calculation after interventional training.   
 Conclusion: Overall, the study reveals that the majority of the staff nurses lack adequate knowledge and skills related to drug dosage calculations. There is a dire need for in-service education to enhance the knowledge and skills of staff nurses related to drug dosage calculations.   

Perceptions, attitudes, and current practices regards delirium in China: A survey of 917 critical care nurses and physicians in China.

The purpose of this study is to assess the knowledge, attitudes, and managements regarding delirium of intensive care nurses and physicans, and to assess the perceived barriers related to intensive care unit (ICU) delirium monitoring in China. A descriptive survey was distributed to 1156 critical care nurses and physicians from 74 tertiary and secondary hospitals across Shandong province, China. The overall response rate was 86.18% (n = 917). The majority of respondents (88%) believed that deirium was associated with prolonged mechanical ventilation, and 79.72% thought delirium was associated with prolonged length of hospitalization. Only 14.17% of respondents believed that delirium was common in the ICU setting. Only 25.62% of the respondents reported routine screening of ICU delirium, and only 15.81% utilized Confusion Assessment Method for Intensive Care Unit screening tools. “Lack of appropriate screening tools” and “time restraints” were the most common perceived barriers. 45.4% of the participants had never received any education on ICU delirium. In conclusion, most nurses and physicians consider ICU delirium to be a serious problem, but lack knowledge on delirium and monitor this condition poorly. The survey infers a disconnection between the perceived significance and current monitoring of ICU delirium. There is a critical unmet need for in-service education on ICU delirium for physicians and nurses in China.

Análise das variáveis ambientais em salas cirúrgicas: fontes de contaminação

Objective: To analyze the environmental variables that contribute to the occurrence of surgical site infection in patients undergoing elective surgery in a charity hospital. Method: This is a descriptive, observational, cross-sectional study with quantitative approach conducted between 2011 and 2012. Results: Twenty-three surgeries of various specialties, with average duration of 54 minutes, ere analyzed. The lowest average air temperature and humidity in the operating room occurred at 140 minutes: 21.3 °C temperature and 29% humidity. There was an average of 5.69 people in the room, and the average of entrances and exits was 4.34 people. The door was open 12.6 times and remained open for 11.89 minutes, on average. Caps, masks and shoes were used inadequately by those present in the room. Conclusion: It is evident that many activities in the operating room are performed inappropriately, reinforcing the need for in-service education.

Links Between Teachers' Beliefs and Their Practices in a Science and Technology Museum Visit

There is a growing body of research examining the impact of science field trips on pupils' learning in science education and the factors that influence their success. However, there is a limited number of studies that focus on the way teachers' beliefs influence their practices in an informal science-learning venue. This research aimed to investigate teachers' practices, when they plan, implement and comment upon the outcomes of a school visit to a science and technology museum in relation to their beliefs regarding the value of informal education, ways of supporting learning in an informal science-learning venue and the importance of familiarity with the venue. We studied 14 primary and secondary education teachers with respect to a visit they conducted with their class to a science and technology museum within a case-study approach. Interviews with the teachers, both prior to and after the school visits, and observations of the field trips were used to collect and verify our data. We applied a mixed analytical process, both inductive and deductive, to reveal different relations between teachers' beliefs and practices. Results show that there are close links between teachers' beliefs regarding the value of informal education and the learning processes within informal settings that influence their goals, roles and actions before, during and after the school visit. These results are discussed in light of teachers' need for in-service education regarding informal science education.

Perception of classroom and branch teachers working in primary schools towards in-service education

The need for in-service education for teachers is recognized by all who are concerned with improvement of school practice. A successful in-service education involves many different kinds of activities. This study aims to determine the perceptions of classroom and branch (social studies, science and technology, foreign language, physical education etc) teachers working in primary schools in Canakkale, Turkey towards in-service education. Accordingly, out of 189 teachers attending in-service education held by Ministry of Education, 92 teachers were presented a scale which consisted of 12 problems and were required to choose 4 of them which they believed were the most annoying ones. In this way, 368 problems were designated by teachers. When the most frequent problems were analyzed, the top-three problems were: “there are no attractive activities”, “people in charge do not have necessary qualifications” and “In-service education activities are impractical”. On the other hand, when the least frequent problems were analyzed, the period between the application and implementation of the in-service education is too long, and the refusal of the application by the higher authorities due to various reasons (planlessness, farness, negligence etc) were designated as the least discomforting problems by the teachers. Furthermore, a significant correlation was not obtained among the teachers due to gender, experience and branches.   Key words: Classroom teacher, branch teacher, in-service training, problems of teachers.

Food Safety Inservice Educational Needs of Agriculture Teachers

The purpose of this census study was to determine the food safety inservice educational needs of agriculture teachers in Iowa. The population for this study was all of the 211 agriculture teachers in the state out of which 161 were accessible. The response rate was 54.03% of the accessible population and 41.23% of the total population. Eleven food safety topics were identified with input from experts in agricultural education, food science and human nutrition, and animal science, as well as some input from the agriculture teachers themselves. The teachers were asked to rate the extent of their perceived need for inservice education on each topic on a six–point Likert–type scale. The findings indicated that these teachers needed more inservice education on all of these topics. Teachers indicated a greater need for inservice education focusing on foodborne illnesses, food safety, bacterial contamination, food irradiation, food processing, and pesticide pollution. Hence, these topics were identified as the critical professional development areas in food safety. It was recommended that all of the topics be included in the food safety inservice programs for agriculture teachers, with priority given to the identified critical professional development areas.

Long-term care nurses' knowledge of end-of-life care.

Long-term care (LTC) facilities usually contract with hospice agencies to provide palliative (comfort) care to their terminally ill residents, yet only 1% of nursing home residents enroll in hospice care. Integrating hospice services with nursing home services presents many challenges. One of the most critical challenges is the lack of education in palliative care among physicians, licensed nurses, and certified nursing assistants in LTC settings. A study of 164 licensed nurses from 24 LTC facilities in north central Texas found deficiencies in their knowledge of palliative care. The mean score on the Palliative Care Quiz for Nursing was 12.3 of a possible 20 (62%, SD = 2.7). Implications for practice include a critical need for in-service education on end-of-life content for practicing LTC nurses and integration of such content in all curricula for future nurses.

A COMPARISON OF THE INSERVICE EDUCATION NEEDS OF TWO COHORTS OF BEGINNING MINNESOTA AGRICULTURAL EDUCATION TEACHERS

This study sought to identify the common and unique in-service education needs of year 2000 and 2001 cohorts of beginning agricultural education teachers who had completed one semester of teaching. The study assessed the perceptions of beginning teachers regarding the importance of, and their competence with 59 professional competencies using a revised instrument originally designed by Garton and Chung (1996). The in-service education needs for each cohort were determined using the mean weighted discrepancy scores for each competency and categories of competencies. The results revealed the beginning teachers from both cohorts viewed the listed competencies as important for their survival and success, although they believed they were only somewhat competent in implementing the competencies. The program design and management and teaching and classroom management categories of professional competencies were the categories with the highest need for in-service education for both cohorts. Further analysis revealed that except for the program and design category of competencies, the two cohorts had differing in-service education needs for the professional teaching competencies within the teaching and classroom management, leadership and SAEP development, and technical agriculture categories. Therefore, it was recommended that assessments of teacher in-service needs continue to be conducted with each new cohort of beginning agricultural education teachers.

Personal professional profiles.

This article reports the results of a study into the use of personal professional profiles by nurses, midwives and health visitors in an NHS trust. The author discusses factors in profile development, compares profile use between grades and attempts to identify the need for in-service education and support for profile development.

An Assessment Of The Inservice Needs Of Beginning Teachers Of Agriculture Using Two Assessment Models

The purpose of the study was to identify and prioritize the inservice needs of beginning teachers of agriculture in the state of Missouri. The target populations for the study consisted of beginning agriculture teachers in Missouri during the 1994-95 academic year (N=37) and members of the Joint State Staff in Agricultural Education, which included teachers educators and state supervisor (N=16). Census populations were used. The Borich needs assessment model was used to assess the perceived level of importance and competence of beginning teachers regarding 50 professional competencies. A quadrant analysis utilizing discrepancy scores from beginning teachers and the Joint State Staff for each of the 50 professional competencies was also performed. From the results of the Borich needs assessment model, 12 competencies were identified as having a greater need for inservice education. As a result of the quadrant analysis model, 16 competencies were identified as having a greater need for inservice education. In general, the inservice needs identified using the Borich needs assessment model corresponded with the inservice needs identified by the quadrant analysis model.

Nurses' reflections on problems associated with decision-making in critical care settings.

The present study investigated nurses' perceptions of the problems associated with their decision-making in critical care settings. This paper reports a survey of 230 Australian practising critical care nurses. In responses to a set of structured questions concerning various difficulties in making decisions, it was found that between 22 and 56% of nurses reported to be experiencing difficulties on a weekly or more frequent basis "due to knowledge base', "lack of time to make decisions', "lack of time to implement decisions', and "personal values conflicts with other staff'. Nearly one-third (30.3%) of the respondents indicated that they disagreed with other staff who were responsible for making decisions in their units on at least a weekly basis. The nurses were also invited to comment in writing on their concerns in a variety of areas. Major sources of nurse dissatisfaction included: treatment decisions for patients with poor prognoses; disharmony with medical staff concerning decision autonomy issues, especially with junior doctors; time constraints on nursing care: the demands of new intensive care technology upon the nurses' knowledge bases; and the need for in-service education to address this problem. The paper concludes with arguments for the use of in-depth interviews to further study these issues.

THE INSERVICE NEEDS OF BEGINNING TEACHERS OF AGRICULTURE AS PERCEIVED BY BEGINNING TEACHERS, TEACHER EDUCATORS, AND STATE SUPERVISORS

The purpose of the study was to identify and prioritize the inservice needs of beginning agriculture teachers in the state of Missouri. The target populations for the study consisted of beginning (first- and second-year) agriculture teachers in Missouri during the 1994-95 academic year (N=37) and members of the Joint State Staff in Agricultural Education, which included teacher educators and state supervisors (N=16). Census populations were used. An instrument, using the Borich needs assessment model, was developed to assess the perceived level of importance and perceived level of competence of beginning teachers regarding 50 professional competencies. Twelve of the 50 professional competencies were identified by the beginning teachers as having a greater need for inservice education. The technical agriculture competencies were ranked lower in priority for inservice when compared to professional competencies in the areas of instruction, program planning and evaluation, and program administration. In general, the ranking of the inservice needs by the beginning teachers did not correspond with the rankings of the inservice needs as perceived by teacher educators and state supervisors.

“Oh, No, Not Another Hand-Washing In-Service!”

The need for in-service education is constant in the 1990s. To meet the mandates of federal and accreditation bodies, organizations must be prepared to conduct required education. In an environment where healthcare organizations are being asked to do more with less, education dollars are at a premium. There is also the need to be creative to heighten the interest of the staff in what might otherwise be considered a boring topic. Our annual in-service program on hand-washing and infection control was scheduled to present the required information, but this time we had fun and the participants paid attention. The message was received and the home health agency met its requirements and those imposed by outside regulatory and accrediting organizations.

Communication Skills for Continuing Education in Nursing

Good communication is a vital element in the delivery of quality nursing care, while poor communication can lead to lawsuits and avoidable patient death. This research surveyed 132 hospital nurses in the Midwest to determine their communication education while in school, the availability of continuing education programs related to communication, and the most important communication skills in nursing. The results indicate a great need for inservice education on communication.

The questioning skills of nursing instructors.

The analysis of the 30-minute audiotapes of post-clinical conferences recorded for this study clearly demonstrated the need for inservice education in the instructional skill required to conduct post-clinical conferences. While the nursing knowledge and expertise of the instructors was evident, many conferences consisted of a student recital of tasks performed and a description of a patient's diagnosis, medications and treatment. Such enumeration of data does little to foster the cognitive processes required to nurse. An instructional skill of documented importance in post-clinical conferences is that of asking thought-provoking, stimulating questions. While both students and teachers perceive this skill to be highly desirable, there is substantiated evidence that nursing instructors generally lack this the cognitive level of questions posed by nursing instructors during post-clinical conferences.

The Extern Program: An Approach to Counselor Renewal

Counselor education programs must respond to the need for inservice education for practicing, school counselors. The Extern Program described here is designed to provide inservice education through didactic, experiential learning activities implemented on a one weekend per month schedule for nine months. The weekend training involves new developments in the field of counseling, problem solving with a focus on concerns brought to the sessions by the counselors, and new developments in the behavioral sciences outside education. Each weekend is divided into eight phases as follows: (1) didactic input with the topic related to the field of counseling; (2) synthesis and discussion of didactic input with small‐group interaction; (3) participant problem solving with small‐group interaction; (4) group problem solving with large‐group discussion and synthesis; (5) didactic input with the topic relevant to counselor education; (6) synthesis and discussion of didactic input with small group interaction; (7) didactic input with the topic being behavioral science developments outside education; and (8) synthesis and discussion of didactic input with small‐group interaction. An evaluation plan is also discussed.

Innovation in curriculum: An overview

Innovation in curriculum is gaining its thrust from a new set of value priorities—humanism, concern for racial and socioeconomic minorities, support of pluralism and diversity, increased interest in affective development, education for the very young, and legitimization of the search for value. These priorities are coupled with new understandings of how learning takes place, which cast the learner in an active, responsible, self-actualizing role and, at the same time, support the development of precise, highly organized sets of learning materials designed to achieve clearly defined objectives as efficiently as possible. Implications of these factors are examined in relation to curriculum design, instructional materials, professional roles, and the need for in-service education.

Focal points: Foundations of mathematics for elementary schools: an in-service project

Rare indeed today is the school system that does not recognize a need for in-service education in mathematics for its elementary school teachers. Rare indeed, too, is the school system that is not seeking some means to satisfy this need effectively.