Organizational Learning Activities Research Articles

School socioeconomic compositional effect on shadow education participation: evidence from Japan

While shadow education, organized learning activities outside formal school, has grown greatly around the world, the relationship between formal schooling and shadow education has not been well investigated. This study is therefore intended to empirically test whether formal education’s structure (i.e. tracking) affects students’ shadow education participation by utilizing a nationally representative dataset consisting of 10th-grade students in Japan. Results of multilevel logistic regression analyses show school socioeconomic compositional and cross-level interaction effects on shadow education participation: students in high-socioeconomic status (SES) schools are more likely to seek shadow education lessons than those in schools of lower SES; and higher SES students tend to take shadow education lessons, especially when in high-SES schools. Additionally, the study finds that the school composition effect becomes relatively weak when extra lessons are free of charge, highlighting the importance of family economic capital to obtain additional learning opportunities.

Practice Uncertainty: Changing Perceptions

Practice uncertainty is inevitable in health care, and there are many contextual factors that can lead to either good or bad outcomes for patients and health care providers. Practice uncertainty is not a well-established concept in the literature, perhaps because of the predominant empirical paradigm and the high value placed on certainty within current health care culture. This study was conducted to explore practice uncertainty and bring this topic into the foreground as a first step toward practice evolution. A shift in the perception of practice uncertainty may change the way in which practitioners experience this phenomenon. This process must start with nursing educators recognizing and acknowledging this phenomenon when it occurs.

Effect of Continuing Education: Do Attendees Implement the Tools That Are Taught?

Educators are being challenged to show how participants implement in practice the objectives and outcomes of what they learn in professional development activities. Continuing education (CE) departments are being called on to document that the offerings are making a difference in practice. Participants described efforts to implement mindfulness processes after a CE workshop on managing the unexpected. A mixed-methods approach was used. Qualitative and quantitative data were used to assess whether participants implemented mindfulness practices that they learned during a CE workshop. This pilot study used an e-mail survey and focused interviews. Participants self-assessed the use of practices taught at a CE workshop and identified barriers and aids to implementing practice change. Focused interviews elicited examples and provided more information about the barriers and facilitators of change that can assist with future program planning. CE can change practice in health care organizations. Additional research is needed to document best practices in CE to effect change in practice.

Autonomy, Conformity and Organizational Learning

There is often said to be a tension between the two types of organizational learning activities, exploration and exploitation. The argument goes that the two activities are substitutes, competing for scarce resources when firms need different capabilities and management policies. We present another explanation, attributing the tension to the dynamic interactions among search, knowledge sharing, evaluation and alignment within organizations. Our results show that successful organizations tend to bifurcate into two types: those that always promote individual initiatives and build organizational strengths on individual learning and those good at assimilating the individual knowledge base and exploiting shared knowledge. Straddling the two types often fails. The intuition is that an equal mixture of individual search and assimilation slows down individual learning, while at the same time making it difficult to update organizational knowledge because individuals’ knowledge base is not sufficiently homogenized. Straddling is especially inefficient when the operation is sufficiently complex or when the business environment is sufficiently turbulent.

The nature of teacher engagement at an online high school

AbstractLittle research has examined the critical components of successful K‐12 online schools, due in part to the theoretical focus of current frameworks on higher education rather than characteristics of K‐12 online learners and environments. Using K‐12 online research, this paper examined teaching presence as explained by the Community of Inquiry framework and identified additional teacher roles that needed stronger emphasis. We termed the new construct teacher engagement. Teacher engagement was shown to be helpful in describing and identifying effective teacher practices at the Open High School of Utah (OHSU), a successful online charter school. Through a series of 22 interviews with over half of the OHSU faculty, it was found that teachers worked to improve student outcomes by (1) designing and organizing learning activities, (2) facilitating discourse with students and parents, (3) providing students with one‐on‐one instruction, (4) nurturing a safe and caring learning environment, (5) motivating students to engage in learning activities and (6) closely monitoring student behavior and learning. These six elements describe the core of teacher engagement.

Continuing Education and Self-Assessment of Knowledge of Nurse Leaders

The rapid increase in the scope and quality of knowledge in the health care field requires continuing education for nurses, especially nurse leaders. A survey was conducted among 296 nurse leaders from 15 hospitals, accounting for 87% of all hospital nurses in Slovenia. The survey showed that participation in continuing education was lowest among younger nurse leaders, those with lower leadership positions, and those employed at medium-sized general hospitals and specialized (nonpsychiatric) hospitals. The total number of continuing education hours did not affect self-assessment of knowledge among nurse leaders. Slovenia's experiences in this area indicate that greater attention must be paid to an equal distribution of continuing education programs among the various groups of nurse leaders. Additionally, it is important to monitor the quality of program implementation.

The Study of Activity in Older ICU Patients: An Integrative Review

The purpose of this study was to review relevant literature on activity of older critically ill patients, including activity interventions conducted in this population, with a focus on activity measurement and technology. Literature published between 1996 and 2012 was reviewed using keywords older adults, inactivity, mobility, progressive mobility, rehabilitation, ambulation, early mobilization, ICU (intensive care unit), and accelerometry using CINAHL, MEDLINE, and the Cochrane Database of Systematic Reviews. Previous relevant research is discussed and includes intervention and nonintervention studies. Although studies have demonstrated the benefits of early mobilization in the ICU setting, this research has not focused on the high-risk older adult ICU population, nor has it addressed how best to quantify these clinical activities. Current technologies, such as accelerometry, may assist in measuring patient activity and in mobilizing high-risk patients during acute, critical illness.

Öğretmenlerin Performans Görevlerini Hazırlarken ve Uygularken Karşılaştığı Sorunlar

AbstractThe aim of study is to determi nate the difficulties of teachers in preparation and implementation of performance task. This study was carried out with 25 teachers (5 science and technology, 5 primary, 5 mathematic, 5 so- cial science and 5 Turkish teachers] who working at elementary schools in Artvin. Sample of study is selected randomly. Case study research method was used in the study. Data gathered with interview, observation and documentary data collection tolls. Obtained data were analyzed with content analyses method. At the end of the study, it is ascertained that teachers do not determine appropriate topics for students' level and appropriate criteria for topics and have i nsufficient knowledge about how prepared rubrics. Besides, it is seen that teachers encounter some difficulties such as crowded classroom, insufficient ti me for assessment, insufficient learning environment and technological opportunity and they do not do objective assessment.Key WordsPrimary Teaching Curriculum, Measurement and Assessment, Alternative Assessment, Performance Assessment, Performance Task, Teachers' Difficulties.Curriculum composed of four dimensions such as aim, content, organization of learning activities and evaluation (Demirel, 2008). While determining aims and contents of curriculum, it is benefited from educational philosophy and also as composing organization of learning activities of curriculum it is made use of educational psychology (Cepni & Cil, 2010). In Turkey, while behaviorist approach was considered in the past, now cognitive approach is adopted in curriculums (Cepni & Cil, 2010). It is seen that this preference is effective to changing of teaching methods and techniques in organizations of learning activities and measurement and assessment approaches in evaluations component of curriculums.Measurement and assessment have important role that determine to development of students' cognitive, affective and psychometric skills, resolve to learning deficiencies of unsuccessful students and motivate to successful students (Semerci, 2007). Measurement and assessment is used different purpose in different phases of instructional activities. These assessment types are diagnostic assessment (Pluss, 2002; Wright, 2001), formative assessment (Bryant & Timmins, 2002; Metin & Biricci, 2009; Metin & Ozmen, 2010a) and summative assessment (Birgin, 2003; Pluss, 2002; Wright, 2001). Summative assessment have commonly used in education systems.Summative assessment is sufficient that students are classified into successful or unsuccessful or de- termining whether students learn some knowledge and skills in units or not (Calik, 2007). Validity of summative assessment which only assessed to stu- dents' outputs is reviewed together new curriculum and chancing of learning approach is effected to changed measurement and assessment approach (Fourie & Van Niekerk, 2001).New curriculum have been defended that opportu- nity of multi-type assessment is presented by stu- dents in order to demonstrating their knowledge, skills and attitude (Milli Egitim Bakanligi [MEB], 2005). It is impossible that this situation is carried out by summative assessment. So, it is adopted to alternative assessment instead of summative assess- ment in the new curriculum. One of the differences of alternative assessment from summative assess- ment is the assessment of student performance. This mentions the importance of performance as- sessment.Performance assessment tries to establish what students can do as district from what he/his knows (Mehrens, 1992). It focuses on doing something, not merely knowing, and on process as well as product (Linn & Gronlund, 2000). Performance assessments are defined as concrete and authentic tasks that require students to do something with their knowledge and skills, such as give a demonstration or presentation, or write a report (Nitko, 2004; Shavelson, 1994). …

Teaching art with artworks: Pre-service primary teachers’ aesthetic preferences

Abstract In many countries, generalist teachers and not art specialists teach art in primary education. This article examines the range of pre-service primary school teachers’ aesthetic preference and explores what kind of artworks they would most likely choose for organizing learning activities for children, as well as reasons that influence their choices. The kind of artworks they choose will likely have an effect on their pupils’ understandings of art. A mixed methodology research study was carried out with 91 pre-service primary school teachers in Cyprus. The data indicate that the participants had a rather limited understanding of art and reflected a narrow range of ideas and values. Although many participants did not perform non-reflective judgments about artworks, their strong attraction to colours and notions of realism entwine with expression implied that popular culture ideas and modernism ideas about art would be largely reflected in their teaching, thus denying children with encounters with other forms of art.

Impact Factors of Nursing Journals: What Nurses Need to Know

Impact factors (IFs) are scores based on the frequency with which articles in a journal have been cited in other journals during a 2-year or 5-year period. Impact factors vary across disciplines and even within fields because of differences in citing behaviors, types of publications, and other factors. Nurses need to understand IFs and the implications for them as authors, particularly in light of the small number of nursing journals with IFs. This article describes journal IFs, the current state of IFs for nursing journals, and considerations in selecting a journal for submission of an article.

Sexuality in Nursing Homes: Practice and Policy

Older adults' sexuality and sexual expression are often overlooked in nursing home and residential care settings. Despite cultural beliefs that this population is asexual, sexual activity occurs frequently among residents in long-term care. This study, using written survey instrumentation, examines the scope of resident sexuality, staff reactions to sexual behavior, and the policies and guidelines used in 91 nursing homes to address residents' sexual activity. Eighty-five percent of respondents reported that sexual activity had occurred in their homes, and staff reactions to sexual activity were based on general guidelines. Many responses indicated that sexual expression of residents was considered non-normative. Issues of consent, especially concerning residents with dementia, and residents' right to privacy were addressed using existing general policies. Survey results demonstrate a need for specific policies and staff training regarding sexual expression to be developed with the input of nurses, family members, and residents.

Use, Knowledge, and Attitudes Toward Evidence-Based Practice Among Nursing Staff

Little information is known about the use, knowledge, and attitudes toward evidence-based practice (EBP) among nurses in a large academic hospital. This cross-sectional, descriptive study examined the knowledge, attitudes, and use of EBP by nurses at a large academic, Magnet(®)-designated medical center. Data were collected from 593 nurses who completed the Clinical Effectiveness and Evidence Based Practice Questionnaire between November 2011 and March 2012. Statistical analyses included correlations and multivariate analysis of covariance. Most nurses (96%) reported that they were aware that an EBP and Research Council existed. The average scores were highest on the Attitudes subscale, followed by the Knowledge/Skills and Practice subscales. Continuing education for nurses makes a difference in nurses' attitudes, knowledge, and use of EBP in practice. Participation in EBP and research educational activities or Council meetings may affect EBP culture in a large academic medical center.

Improving Antipsychotic Agent Use in Nursing Homes: Development of an Algorithm for Treating Problem Behaviors in Dementia

Many issues related to safety and quality care emerge from reports that nearly one in three nursing home residents is treated with antipsychotic medication, a rate that exceeds levels that led to nursing home reform more than 2 decades ago. Atypical antipsychotic medications have become the mainstay of treatment for behavioral problems among residents with dementia, despite federal "black box" warnings about health risks and research demonstrating their limited effectiveness. The purpose of this article is to briefly describe a dissemination research project designed to increase appropriate antipsychotic prescribing for older adults with dementia. A step-wise problem-solving algorithm designed to reduce unnecessary psychotropic medication use is described. Formative evaluation results provided by nursing home personnel are reviewed. Discussion focuses on nursing home culture as an important influence on the adoption of evidence-based practices and changes needed to promote use of behavioral interventions in dementia care and reduction of reliance on antipsychotic medications.

Risk Evaluation and Mitigation Strategies for Older Adults with Persistent Pain

The U.S. Food and Drug Administration issued Risk Evaluation and Mitigation Strategies for certain analgesic agents, but all medicines for older adults warrant risk-reduction considerations. Although not all older adults have pain, a higher prevalence of persistent pain exists in this population. Nursing actions are needed to minimize the negative impact persistent pain, analgesic agents, or both have on physical, mental, and social functioning. Practices vary considerably, ranging from failing to use analgesic agents for older adults with considerable pain to exposing them to potentially life-threatening toxicities, overdoses, or drug interactions. Older adults tend to be more vulnerable to side effects and drug interactions due to differences in drug distribution, metabolism, and elimination; thus, vigilant assessment and monitoring is needed to mitigate risks whenever analgesic agents are used. This review delineates these vulnerabilities while informing clinicians of the strategies needed to promote safe, effective use of medications when treating pain in older adults.

Educating Australian Registered Nurses in Comprehensive Health Assessment: A Pilot Study

Physical and mental health problems are interconnected, and registered nurses need to be competent in performing comprehensive physical and mental health assessment. This article reports on a pilot evaluation of education in comprehensive health assessment and clinical judgment for registered nurses enrolled in a master of nursing program. Observation and interview data were collected from nine teaching staff and students. Analysis resulted in three themes: reconstructing specialty knowledge, integrating revised knowledge into practice, and expanding practice. Students and staff navigated a process of deconstructing existing specialty knowledge and reconstructing knowledge to incorporate a revised understanding of comprehensive assessment. Although there were barriers to implementing this process in practice, students reported that their extended understanding expanded their assessment practices and influenced some colleagues' practices. There is a need for continuing education in comprehensive health assessment for registered nurses as well as investigation of the translation of this knowledge into practice.

Medication Adherence among Older Adults with Schizophrenia

Older adults with schizophrenia are a growing segment of the population, yet their physical and mental health status is extremely poor. This article presents findings from a qualitative study that explored the understanding older adults with schizophrenia have of their physical health status. The study was conducted among 28 older adults with schizophrenia from a variety of settings using semi-structured interviews and participant observation. Self-management of psychiatric and non-psychiatric medications and its effect on participants' health status was one of the central themes that emerged from the study. Different styles of medication adherence were identified and factors associated with each style are presented. The findings provide insights into the design of clinical interventions aimed at promoting medication adherence among older adults with schizophrenia.

To Use or Not to Use: A Literature Review of Factors that Influence Family Caregivers’ Use of Support Services

Many family caregivers of frail older adults postpone or decline accessible and affordable services such as respite, despite their acknowledgement of unmet needs for support and time away from the burdens and stress of caregiving. How caregivers perceive their need for services, and the factors that influence their decisions to use or not to use services, remain poorly understood. This article reviews the literature on family caregiving and the complex interrelated factors that influence caregivers' choices regarding support services. It organizes these factors into four areas: (a) service characteristics, (b) personal predisposing factors that affect perceived need, (c) experiential coping and decision-making patterns, and (d) relational factors. It also examines the implications of this evidence for nursing assessments and interventions with frail older adults and their family caregivers.

A Multi-State Assessment of Employer-Sponsored Quality Improvement Education for Early-Career Registered Nurses

Increasing participation of registered nurses (RNs) in quality improvement (QI) is a promising strategy to close the health care quality chasm. For RNs to participate effectively in hospital QI, they must have adequate QI knowledge and skills. This descriptive study assessed employer-sponsored QI education and RNs' preparedness across a wide range of QI steps and processes. RNs from 15 U.S. states who were employed in hospitals and were initially licensed to practice in 2007 to 2008 were surveyed. Fewer than one third of respondents reported being very prepared across all measured QI topics. More than half reported receiving zero hours of training in these same topics in the last year. Lack of educational offerings on the topic was the top reason respondents gave for not obtaining QI training. The QI education offered by employers to RNs could be substantially improved. Nurse educators play a critical role in making these improvements.

Educational Strategies for Rural New Graduate Registered Nurses

Rural health care facilities are geographically remote, tend to be small, and often possess limited resources. Although newly graduated registered nurses are important to the work force of many rural communities, maintaining a formal preceptorship/mentorship program within a rural hospital may prove difficult as a result of limited resources. Unfortunately, the new graduate may become overwhelmed by the many expectations for clinical practice and the facility can experience high turnover rates of new graduate hires. This article explores the unique traits of the rural hospital and the new graduate nurse as well as the pros and cons of a formal preceptorship program within a rural setting. Constructivist learning theory is used to develop practical teaching strategies that can be used by the preceptor and the new graduate. These strategies are inexpensive, yet effective, and are feasible for even the smallest of facilities.

Nursing Grand Rounds: The North Queensland, Australia, Experience

There are multiple opportunities and options to improve nurses' engagement with research and evidence-based practice. Nursing grand rounds, in their various guises, are one such initiative. A large regional health service in North Queensland, Australia, introduced nursing grand rounds in late 2010 as a professional development activity. This article discusses the success of the initiative, as evaluated by the attendees and as assessed by members of the organizing group. One notable aspect of the initiative is that it allows both nurses working in small rural and remote facilities and nurses working in the regional city to participate in the presentations. Aspects of the initiative that require continued consideration to ensure the sustainability of nursing grand rounds are identified.