Opportunities For Further Training Research Articles

Tracing Rwandan TVET Graduates’ Competences and Employability with their Potential Employers’ Satisfaction

The government of Rwanda set its development agenda with a focus on transforming the country from a predominantly agrarian to a knowledge-based and service-driven economy by the year 2020. The role of WDA in strengthening linkages between education and employment is imperative for sustainable economic development. However, the relationship between education and employment cannot be ascertained without conducting a tracer study. It’s against this background that a tracer study about the employment status of TVET graduates across the trades/ disciplines was needed to assess their employability and the employers’ levels of satisfaction with the graduates’ competencies in the various agencies where the latter are employed, an in-depth assessment of how graduates assess themselves concerning the relevance and quality of their training and the labor market demands and research-based recommendations on what curriculum changes TVET institutions could be adapted to enhance the competence and employability level of the TVET graduates. We found that the employment rate of IBT graduates was quite impressive, as 70.1% of the graduates were employed, and the average earning per month was 63,592 Rwf. In addition, findings reveal that most respondents (64.9%) reported having spent less or equal to 3 months before they got employment, 14.4% indicated 4-6 months, and 15.2% reported 7-12 months. Regarding employer satisfaction of IBT graduates, competencies, 90.6% noted that they were delighted with the graduates’ work. This directly implies their level of performance on the job. However, some of the following challenges were highlighted. These included high student-teacher ratios, insufficient time for training, lack of meaningful network, and lack of job-related information and opportunities for further training.

138 Supporting Early-Career Faculty Grant Proposals through Narrative Development Training: A Proposal Narrative Development Program for Early-Career Faculty

OBJECTIVES/GOALS: Faculty pursuing their first independent research grants often struggle to express their ideas in a concise, compelling way. Thus, we developed the “Research and Scholarship Storytelling Bootcamp” to equip these faculty with narrative development skills applicable across disciplines and mechanisms. METHODS/STUDY POPULATION: Early-career researchers who were preparing either their first NIH R-series application or an NSF CAREER award proposal were invited to participate. Enrollment was limited to 20 participants. Those accepted learned the “And-But-Therefore” narrative framework by reading a short book and attending 4 synchronous lectures. Between sessions, they applied the framework by drafting abstracts and Specific Aims/Project Summary documents and reviewing their fellow participants’ work. We assessed participants' comfort with storytelling, perceptions of preparedness, and confidence regarding funding chances, before and after the program using a visual analog scale (max 100 points) and calculated Cohen’s d to evaluate the effect size of any changes. RESULTS/ANTICIPATED RESULTS: Thirty people applied for 20 slots, indicating strong demand. Eleven NIH applicants and 9 NSF applicants enrolled. Before the program, participants rated their comfort with storytelling at 45 ± 25, their preparedness at 39 ± 24, and their funding confidence at 39 ± 26. Nine total participants completed all sessions, assignments, and surveys. Completion rates were comparable for NIH- and NSF-targeting participants. After the program, completing participants reported increases in their comfort with storytelling (68 ± 14 post vs 32 ± 20 pre, d = 1.46), perceived preparedness (64 ± 20 post vs 48 ± 26 pre, d=0.58), and confidence in funding chances (56 ± 19 post vs 40 ± 27 pre, d=0.75). DISCUSSION/SIGNIFICANCE: This program was the first of its kind for multidisciplinary early-career faculty at our institution. The program successfully achieved its objectives for those who completed all activities. Future analysis of survey comments and proposal success rates will reveal barriers to full program engagement and opportunities for further training.

Job Attribute Preferences of Sexual Minority People: The Role of Past Discrimination and Safe Havens

Building on research on discrimination, occupational segregation, and labor market inequalities that are rooted in sexual orientation, this study examines how previous negative experiences of discrimination and positive experiences of “safe havens”—workplaces that protect employees from discrimination—are associated with job attribute preferences of sexual minority people. Based on data from a German online convenience sample (N = 1197 sexual minority respondents), this study focuses on five job attribute preferences: high income, good promotion prospects, opportunities for further training, interesting work, and LGB-friendly work climate. The results suggest the high importance of an LGB-friendly work climate for sexual minority people. Furthermore, the results show that discriminatory experiences are positively associated with the importance of an LGB-friendly work climate for sexual minority people in an early career stage. However, safe havens are positively associated with the importance of an LGB-friendly work climate for sexual minority people. Finally, results suggest little evidence for an association between discrimination, safe havens, and general job attribute preferences. Differences between career stages highlight the importance of this variable in further research on the career trajectories of sexual minority people.

Sustainable Improvements in Diagnostic Capabilities of Plant Health Practitioners through Short In-Service Training

Many growers rely on good agricultural extension services to successfully grow their crops. Correct field diagnoses of plant health problems are an essential starting point. However, some agricultural extension workers may have had limited capacity building in field diagnosis during their agricultural education, and many may have had limited or no continuing education possibilities during their advisory work life. As a result, errors may occur in the course of diagnosis of plant health problems with devastating consequences. The objective of this study, therefore, was to assess the value of short and inexpensive in-service training that is intended to improve the quality of field diagnosis of plant health problems. Eight groups of agricultural extension workers totaling 165 participants were trained during a 3-day-long intensive course in the diagnosis of plant health problems as part of the plant doctor training in the Plantwise program in Burundi (44 ± 9 years of age, 14 ± 10 years of experience in agriculture and 8 ± 7 years in extension; 10% females). Empirical data from before-versus-end and after-course analyses revealed that such courses can indeed increase knowledge and skills in field diagnosis by 20 ± 8% points during the training and by 9 ± 4% points when having worked for 8 to 19 months after training. The level of variability among extension workers was also reduced by 0.8 ± 1% points pre-course versus end-course, and by 1.1 ± 0.3% points from pre- versus post-course. Interestingly, there seemed little to no influence of work experience in agricultural extension on the quality of field diagnosis of plant health problems. More advanced educational levels only slightly improved the diagnosis quality of extension workers; gender played no role; younger workers performed slightly better than older ones. This may indicate a lack of opportunities for further training as part of continuing adult education. Our results suggest regularly repeated in-service training for agricultural practitioners may be beneficial. Investments in such training seem worthwhile since better diagnoses can lead to more appropriate pest management advice and judicious use of pesticides.

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Liability for chronic working time violations in medicine: when does the risk of fines and imprisonment loom?

Against the background of the changes in the collective bargaining agreement-for municipal hospitals in the version of January1, 2021, and for university hospitals in the version of March7, 2020-this article deals with the legal consequences of chronic violations of the German Working Hours Act in medicine, but especially in surgical specialties such as urology. It includes an overview of current law and sanctions for violations and highlights responsibilities as well as exceptions. It is important to clarify the distribution of responsibilities with regard to working hours in the institution concerned in order to avoid fines and, in the worst case, imprisonment. It should also be clear who is liable in specific cases for persistent working time violations. When changing duty models, it is important to bear in mind that this can lead to a considerable deterioration in the opportunities for further training and education of physicians, meaning that in the long term the compatibility of further training in line with working hours can only be achieved with sufficient staffing of the hospitals. In some cases, this is diametrically opposed to economic interests in the health care system and thus presents an almost insoluble dilemma. In the view of the working group, structural changes in the diagnosis-related group (DRG)-based inpatient sector are needed in the near future.

Forage agronomists are needed in animal science departments.

Ruminants serve a valuable role in sustainable agricultural systems, specifically in the conversion of renewable resources from grasslands, pasture, and other by-products into high-quality human food. Recognizing forage and grasses are grown on 25% of arable land, suitable agronomic practices for management of grazing livestock are necessary for the economic sustainability of the livestock enterprise, whereas at the same time, minimizing water and soil erosion. Demographics of undergraduate animal science students have changed over the last several years with more students from urban backgrounds and with interests other than traditional animal agriculture. Thus, continued emphasis on education programs supporting grazing livestock industries becomes that much more important. In addition, newer technologies to measure production on range and pastureland have emerged, thereby increasing opportunities for further training and education. Based on an email assessment of 10 land grant institutions, typically one MS student/yr and one PhD student/3 to 4 yr graduates with an advanced degree in forage agronomy. Overall budget reductions which impact operational costs, internal funding for research projects and graduate student stipends, force universities to focus in areas with the best chance of monetary return. Challenges with funding faculty positions outside of a department’s emphasis area typically result in the question “Should forage agronomy students be trained in Departments of Animal Science or Agronomy/Plant/Soils Sciences?” It could be argued that either department is the best fit. Forage agronomy requires training in the basics of plant and soil science, but the application of those sciences within a Department of Animal Science relates more to animal science/production than to traditional crop production such as cereal grains. Animal science departments must communicate the meaningful context of forage agronomy in an active learning environment developing students’ ability to critically think and solve problems. Those providing technical expertise to livestock producers can no longer make recommendations based solely on production efficiency and profitability. Instead, best management practices must include the impact of grazing livestock on the environment and environmental sustainability. Cooperative agreements between departments should be discussed to adequately support student development in this critical subject matter.

Applying Principles of Implementation Science to Aging Programs and Policies

Implementation science, defined by NIH as “the scientific study of the use of strategies to adopt and integrate evidence-based health interventions,” continues to grow within research, education, and practice-based settings. Building on principles from organizational psychology, intervention science, health economics, and health services research, implementation science aims to explore how, and under what conditions, evidence-based interventions are successfully implemented and sustained in real-world settings. Applying implementation science to aging programs and settings may help to accelerate the translation of effective programs and policies into practice. This interdisciplinary symposium will provide an introduction to key principles and applications of implementation science. The first three presentations will focus on largescale spread of interventions while the last two presentations will focus on broader applications of implementation science. The first two presentations will focus on adapting interventions from delivery in one setting or population to another. The third presentation will discuss the role of implementation strategies in scaling an intervention from a controlled research setting into a large integrated healthcare system. The third presentation will focus on the intersection of implementation science and policy. The final presentation will discuss the role of implementation science in alleviating health disparities and advancing health equity. Each presentation will utilize examples from ongoing research studies to demonstrate principles. The session will close with an interactive discussion on the role of implementation science within aging, including challenges and considerations for aging programs, policies, and populations as well as opportunities for further training and education.

Challenges for Nurses in Providing Patient-Centered Care in Rural Primary Health Care Clinics in Nigeria

Globally, patient-centered care has become the focus of the healthcare system. It is imperative to note that during a global pandemic crisis, patient-centered care principles seek to empower partnering approaches in Primary Health Care (PHC), and have recently gained prominence in nursing practice and applied nursing research. However, nurses are faced with challenges in achieving the desired results in the PHC system. Thus, the study aimed to explore the factors that influence PCC utilization in the PHC facilities in Nigeria. A qualitative exploratory-descriptive design was used for this study. Data collection was conducted with the nurses from PHC facilities through individual interviews. Data saturation was achieved with 35 participants from 30 PHC facilities in Osun State, Nigeria, using a purposive sampling technique. All interviews were audio-recorded, later transcribed verbatim, and analyzed using the thematic analysis approach. NVivo 12 software was used for data management. The results from this study were categorized into two factors: Organizational factors and individual factors. Six themes that emerged from the study include inadequate management support, insufficient opportunities for further training, work overload and time constraints, health personnel readiness to use PCC, dearth enthusiasm for change, and poor nurses’ Accountability. The study shows that nurses encountered diverse challenges in providing patient-centered care. To improve the quality of healthcare delivery in the PHC facilities, there is a need to reinforce adequate management support, education, continued training, and the internal motivation of nurses to achieve transformative health outcomes in the community.

Working Together: An Introduction to Palliative Care for the Medical Interpreter (QI634)

•Identify a framework for a training session about palliative care for medical interpreters.•Describe quantitative and qualitative evaluation methods for a training session about palliative care for medical interpreters.•Demonstrate how to integrate medical interpreters into the palliative care interdisciplinary team. Approximately 63 million Americans speak a language other than English at home and yet, there is a paucity of research and growing interest in the topic of medical interpreters in palliative care. The purpose of this project was to work together with interpreters to develop an interactive session about palliative care. Our interdisciplinary team consisted of certified medical interpreters and palliative care physicians. We identified champions within our interpreter department leadership and conducted a needs assessment survey of interpreters within our health system to develop a training that best addresses the needs. We then developed a training curriculum with three sections: introduction to palliative care and palliative care vocabulary, interpreting skills applied to palliative care, and beliefs and emotions in interpreting for palliative care. We also encouraged the interpreters to share their practical and emotional experiences interpreting for palliative care. Furthermore, we empowered interpreters by acknowledging current shortcomings in interactions between palliative care teams and interpreters and shared practical tips on how to improve integration of interpreters within the palliative care team. We gathered quantitative and qualitative data and feedback from the session using pre- and postsession quizzes and surveys. The training session was attended by 28 interpreters who represented four spoken languages and American Sign Language. Using pre- and postsession quiz scores and paired t-test analysis, we demonstrated a statistically significant improvement in palliative care knowledge posttraining. We also garnered written feedback which was entirely positive and indicated a desire to continue these training sessions. Moving forward, we will continue to improve integration of interpreters into the palliative care interdisciplinary team by educating palliative care teams on practical aspects of working with interpreters. We will also provide opportunities for further training and emotional support for interpreters, with hopes to improve cultural competency within palliative care.

Higher cue utilization in driving supports improved driving performance and more effective visual search behaviors

IntroductionOnce qualified, drivers rarely receive objective feedback concerning their performance. This is especially the case in the context of cognitive skills such as situation assessment. The aim of this study was to test the construct validity of an online assessment of motor-vehicle driver cue utilization that forms the foundation for situation assessment. Method: Seventy-one undergraduate Psychology students with broadly comparable driving experience completed a motor-vehicle driving version of EXPERTise 2.0, an online tool that enables inferences concerning the utilization of cues based on responses to task-related stimuli. They also completed a simulated driving task while fitted with an eye tracking device, during which a range of hazards were presented with participants’ responses recorded. Results: The results indicated that higher cue utilization was associated with fewer driving errors and collisions, fewer visual fixations, and fewer saccades in comparison to participants with lower cue utilization. Conclusion: The results provide support for the construct validity of EXPERTise 2.0 as an effective measure of cue utilization in the context of driving. Practical applicationsProviding comparative feedback to drivers concerning their development of situation assessment skills may provide opportunities for further training and development, thereby reducing the likelihood of motor-vehicle accidents.

НАЦІОНАЛЬНІ СТАНДАРТИ ТА МОДЕЛІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ФАХІВЦІВ У КРАЇНАХ ЄВРОПЕЙСЬКОГО СОЮЗУ

The article analyzes the standards of professional training of specialists in the countries of the European Union. The models and structure of professional future teachers training in France are described. The stages of professional training of specialists, in particular, secondary school teachers in France, are highlighted: a stage of general university training; a stage of professional training combined with theoretical classes; a stage of professional training, which includes didactic training and pedagogical internship; a stage of continuing education that provides opportunities for further training and self-improvement. A description of the standards for teacher training in the United Kingdom of Great Britain and Northern Ireland is presented. It is noted that the most common model for future teacher training in the United Kingdom of Great Britain and Northern Ireland is the parallel model. The program of the parallel model includes the following sections for the future teacher training: general (basic) courses (compulsory for all applicants of education); psychological and pedagogical cycle of disciplines (studying of these disciplines is supplemented by various types of pedagogical practice); one or two subject courses; professional courses. It is determined the skills that a teacher must possess in accordance with the National Standard of a qualified teacher, in particular, the ability to plan and determine the strategic objectives of training for all class students; the ability to determine the requirements for the student’s learning outcomes; the ability to find the methods and content of the students’ learning activities according to their level; the ability to take into account different cultural, national, ethnic, religious, gender, other characteristics and needs of students; the ability to work in a team; the ability to work with parents; the ability to plan students’ extracurricular activities. It is mentioned that the national standard of a qualified teacher of England and Wales contains of three sections: professional values in the teacher’s activity (Professional Values and Practice); Knowledge and Understanding; Teaching. The main content of the teacher training program in Ireland is considered.

Knowledge Workers and Job Satisfaction: Evidence from Europe

This article analyzes the determinants of job satisfaction among knowledge workers (KWs). Data from a representative sample of 14,096 employed workers from the European Social Survey (2010) are used for an empirical analysis drawing on multiple binary logistic regression models. Job satisfaction among KWs in 21 EU countries is found to be explained better by non-financial characteristics than by monetary rewards. Career advancement opportunities, flexible work schedules, colleague support, and work–family relations, as well as job security, emerge as central in explaining job satisfaction among KWs in our sample. Unlike the case for other workers (OWs), opportunities for further training and career experience are not determinants of job satisfaction among KWs. Management divisions in companies employing KWs would be well-advised to take these points into account.

Health worker attrition at a rural district hospital in Rwanda: a need for improved placement and retention strategies

IntroductionThe shortage and maldistribution of health care workers in sub-Saharan Africa is a major concern for rural health facilities. Rural areas have 63% of sub-Saharan Africa population but only 37% of its doctors. Although attrition of health care workers is implicated in the human resources for health crisis in the rural settings, few studies report attrition rates and risk factors for attrition in rural district hospitals in sub-Saharan Africa.MethodsWe assessed attrition of health care workers at a Kirehe District Hospital in rural Rwanda. We included all hospital staff employed as of January 1, 2013 in this retrospective cohort study. We report the proportion of staff that left employment during 2013, and used a logistic regression to assess individual characteristics associated with attrition.ResultsOf the 142 staff employed at Kirehe District Hospital at the start of 2013, 31.7% (n=45) of all staff and 81.8% (n=9) of doctors left employment in 2013. Being a doctor (OR=10.0, 95% CI: 1.9-52.1, p=0.006) and having up to two years of experience at the hospital (OR=5.3, 95% CI: 1.3-21.7, p=0.022) were associated with attrition.ConclusionKirehe District Hospital experienced high attrition rates in 2013, particularly among doctors. Opportunities for further training through Rwanda’s Human Resources for Health program in 2013 and a two-year compulsory service program for doctors that is not linked to interventions for rural retention may have driven these patterns. Efforts to link these programs with rural placement and retention strategies are recommended.

The Impact of Senai's Vocational Training Programme on Employment, Wages, and Mobility in Brazil: What Lessons for Sub Saharan Africa?

The paper investigates to what extent the Brazilian SENAI system of vocational training could be a role model for easing the substantial challenges African countries face to tackle rising urbanization, high youth unemployment, and a skills gap. We first discuss relevant features of the SENAI and associated training systems as they developed over time. Subsequently, we show that the SENAI system offers opportunities for further training across the educational and race distribution as well as how the system does not appear to reach the poorest parts of the population and leaves women under represented. We then study the returns of the SENAI and other training systems on labour market outcomes and find that the S-System promotes employment prospects for all groups and the wage premia are substantial for young males, but much lower for older workers, and very low for women. SENAI also appears to promote regional migration.

Psychiatry trainees confidence as teachers, perceptions of supervisor support and opportunities for further training.

To investigate psychiatry trainees' confidence in their role as teachers, their perceptions of support and preferences for a program to support this role. Psychiatry trainees in New South Wales (NSW) (Australia) in the first three years of psychiatry training (N = 118) were invited to complete a survey which included demographic data, self-assessment of teaching confidence and perceptions of support for teaching. A total of 63% (N = 74) agreed to participate. Overall, 62% percent of participants regarded teaching as an important part of their role, 46% felt supported in the role by their training supervisors, but only 18% regularly discussed their teaching role in routine supervision. Psychiatry trainees viewed teaching as part of their role. They reported a low level of formal training in teaching skills and perceived a low level of support from supervisors. Registrar training needs to address trainees' competencies in a range of teaching skills along with supervisor support. Further research is required to assess the impact of a teaching program on teaching performance and learner outcomes.

Experiences of Racial Microaggression Among Migrant Nurses in the United Kingdom

In this article, we explore the experiences of racial microaggression among migrant nurses in the United Kingdom. Eleven migrant nurses kept a reflective diary for 6 weeks to record and reflect on their experiences of living and working in the United Kingdom. The diary entries were then thematically analyzed. The results suggest that migrant nurses experienced racial microaggression from patients and colleagues through racial preferences and bullying. Institutional racism also hindered their opportunities for further training and promotion. As a result, some experienced feelings of anger, frustration, and even paranoia. Despite the negative consequences of racial microaggression on their emotional well-being, incidents were downplayed as trivial because of their vague and subtle nature. To encourage better multicultural interactions in the workplace, supportive organizational infrastructures need to be in place to enhance diversity awareness and to improve mechanisms for reporting and dealing with cases of racial microaggression.

How do primary health-care practitioners identify and manage communication impairments in preschool children?

Communication impairments (CIs) in preschool children are common and can have long-term adverse consequences if not detected and treated early. This study investigated the knowledge, training and practice of primary health-care practitioners in the identification and management of CIs in preschool-aged children. A cross-sectional survey of 277 primary health-care practitioners in the Inner West and South West Sydney was undertaken. The majority of practitioners surveyed understood the importance of early identification of CIs. Eight per cent ofpractitioners correctly identified all of the 'red flags' for verbal and non-verbal communication. The majority (80%) correctly described the management of a typical case presentation. Two-thirds of practitioners reported using a tool in their practice for developmental surveillance, but the quality of surveillance tools was variable. One-third felt their training in this area was poor and 90% indicated they would like further training. Barriers to referral included waiting times, availability and cost of services. We concluded that primary health-care practitioners are aware that CIs are significant and they need to be identified early. There are opportunities for further training and promoting high-quality developmental surveillance in primary care. In addition, there are broader health system issues that include promotion of an integrated response to the detection and management of CIs.

Incentivos para atraer y retener personal de salud de zonas rurales del Perú: un estudio cualitativo

The study aimed to identify the main incentives for attracting and retaining health workers in rural and remote health facilities in Ayacucho, Peru. In-depth interviews were performed with 80 physicians, obstetricians, nurses, and nurse technicians in the poorest areas (20 per group), plus 11 health managers. Ayacucho lacks systematic policies for attracting and retaining human resources. The main incentives, in order of relevance, were higher wages, opportunities for further training, longer/permanent contracts, better infrastructure and medical equipment, and more staff. Interviewees also mentioned improved housing conditions and food, the opportunity to be closer to family, and recognition by the health system. Health workers and policymakers share perceptions on key incentives to encourage work in rural areas. However, there are also singularities to be considered when designing specific strategies. Public initiatives thus need to be monitored and evaluated closely in order to ensure the intended impact.

Perceptions of preparation for further training: how our medical schools prepare graduates and the perceived factors influencing access to training

To investigate the specific factors that graduates perceive to influence their success in obtaining primary training in a chosen field. The New South Wales Medical Registration Board provided data on doctors who were registered to practise between 1995 and 2006. A brief, paper-based survey was sent to a random selection of 2000 doctors. Doctors' self-reported perceptions on the impact of demographic details, specialty training applied for, university training and other factors on opportunities for further training after medical school. Of the 375/1915 doctors (19.6%) who responded, most had completed a 6-year undergraduate degree from the University of Sydney, University of NSW or University of Newcastle, and most were at registrar level. Of 242/321 doctors (76%) who had applied for a training position, 240 (99%) had been accepted. The support of a mentor was considered the most positive influence on meeting long-term career goals (255/318 [80%]). Learning how to communicate with patients was valued as the most helpful aspect of medical school (270/318 [85%]). The personal attributes of graduates were considered more influential in achieving career goals and accessing further training than perceived features of a medical program. This suggests that more emphasis and research should be devoted to selecting the most appropriate candidates, rather than restructuring medical curricula to meet a presumed need for more content knowledge before graduation.