Program Development Process Research Articles

International R&D Collaboration for a Global Aging Society: Focusing on Aging-Related National-Funded Projects.

An international research and development (R&D) collaboration for aging-related projects is necessary to alleviate the severe economic/healthcare/humanitarian challenges of a global aging society. This study presents a practical/systematic framework that enables the provision of information on the research goals, the status of science and technology, and action plans of aging-related program development processes. We used data on aging-related national-funded projects from the United States of America, the European Union, the United Kingdom, Japan, and Korea. We collected data on 6318 national-funded projects, subsequently designating research fields to each project. By analyzing the content of the projects, their representative research fields, and the associated keywords, we assessed the general goals of six different research fields. To recognize the current scientific capabilities of these research fields, we divided the projects by clusters. We provided information on research organizations, specific goals (i.e., project title), project periods, and the funding related to the projects. These may be used by stakeholders in various governments/institutions/industries during future discussions regarding the establishment of an international R&D collaboration strategy. The approach we proposed may facilitate the linkage between knowledge and action during strategy development by maximizing scientific legitimacy, developing consensual knowledge, and minimizing diverging opinions among stakeholders.

Using the principles and approaches of flexible methodology (agile) in the planning and implementation of the educational process

The educatonal program development process is challenging with many stakeholders: students, teachers, parents, administrators, employers, and the government. Each stakeholder has compettve priorites; Quality, risk, resources and costs limitaton. Large complex projects require the management of a skilled and experienced project manager. It is the preparaton of curricula for joint internatonal educatonal programs with the use of Agile tools and technologies. The main "customer" in this program is a student, and the ultmate goal of each project within the program-the competence of the student in the labor market afer receiving the diploma. Therefore, this program can be considered difcult, and it is constantly evolves, because the demands of the labor market of China is constantly changing and developing.

Humanistic education in surgery: a "patient as teacher" program for surgical clerkship.

Surgeons are frequently perceived by medical students to be uncompassionate, resolute and individualistic. Surgical education often prioritizes teaching and learning approaches that perpetuate these perceptions. In other specialties, engaging patients in education has shown promise in refocusing attention from the technical and procedural aspects of care toward the humanistic and social aspects. Despite proven favourable outcomes for both patients and students in many clinical areas, a "patient as teacher" approach to surgical education has yet to be adopted widely in Canada. A patient as teacher program was developed for surgical clerks at the University of Toronto with the goal of emphasizing the humanity of the patient, the psychosocial impact of a surgical diagnosis of breast cancer on patients and their families, and the social and humanistic roles for surgeons in providing patient-centred care. We report on the program's development process and pilot session.

An Investigation of the Turkish Preservice Teachers’ Attitudes Towards Individualized Education Program Development Process

The purpose of the current study was to investigate the attitudes of preservice teachers who study at Turkish universities towards the development process of an individualized education program (IEP). The participants of the study were composed of 304 teachers who were all seniors at the faculties of education in the 2019-2020 academic year. The data were collected through the attitude determination scale (ADS) towards the IEP development process developed by Tike (2007). The scale contained 3 dimensions and 15 items. A Principal Component Analysis revealed a 3-factor structure of 15 items with a 61,39% of the total variance explained. In order to determine the internal consistency a reliability test was implemented and the Cronbach Alpha coefficient for the 3 factors was found as .67. The collected data were analyzed through a statistical analysis program. In order to determine a possible significant difference between the participants’ genders, previous interaction with inclusive students, taking inclusive education classes and their attitudes towards IEP development process, an independent variables t-test was implemented. To determine whether there exists a significant difference according to the participants’ knowledge of the regulations regarding inclusive education a one-way ANOVA was implemented. When a difference was revealed Tukey test was implemented to determine the differentiation and check the difference between the mean scores. At the end of the study, a statistically significant difference was found regarding the participants’ genders, taking inclusive education classes and knowledge of the regulations regarding inclusive education while no statistically significant difference was found according to their previous interaction with inclusive education. Keywords: Individualized education program (IEP), preservice teachers, attitude DOI: 10.7176/JEP/11-16-11 Publication date: June 30th 2020

Web-based experiential learning strategies to enhance the evidence-based-practice competence of undergraduate nursing students

BackgroundEvidence-based practice (EBP) is considered a key competence for practicing high-quality and safe nursing. However, undergraduate nursing programs continue to provide traditional classroom teaching strategies that have limitations in facilitating the development of critical competences for engaging in EBP in real clinical contexts. Objective and designThe purpose of this study was to develop a web-based experiential learning program aimed at improving the engagement and experience of nursing students in EBP. A quasi-experimental research with non-equivalent control-group with non-synchronized design was used to describe the process of program development and the innovative learning method, and discuss the outcomes of the program. MethodsThe experimental group was exposed to a web-based experiential learning program, while the control group received traditional learning with written material. Self-reported EBP scores (knowledge and skills, attitude, and practice) and clinical-questioning confidence were evaluated to assess the effects of the program. ResultsThe result showed that web-based experiential learning strategies were effective in significantly improving the EBP knowledge and skills score (F = 12.29, p = .001) and the score for confidence in asking clinical questions (F = 12.14, p = .001). The attitudes toward EBP (F = 0.75, p = .389) and practice score (F = 3.22, p = .076) did not show a significant difference between the experimental group and the control group. ConclusionThe web-based experiential learning was found to be an effective method for enhancing the EBP competence of nursing students. Based on the study results, we suggest using web-based experiential learning to supplement the traditional learning method or as the mainstream learning method for nursing students.

Development of Forest-based Health Promotion Program forVulnerable School Children

Purpose: The purpose of this study was to develop a forest-based health promotion program for vulnerable school children. Methods: The specific process for program development involved establishing a program goal, assessing the needs of the participants, analyzing existing programs and constructing a forest-based program. Results: Each session of the program, which consisted of a total of 10 sessions, included 40 to 50 minutes of indoor education for children''s physical and psychosocial health and 60 to 70 minutes of forest experience activities with nursing student mentors. For the application of the program, guidelines for mentor selection and prior education, physical environment check, children''s safety, criteria for evaluation of the program effects and operation of the program were developed. Conclusion: This study presents the specific procedures and contents for developing a forest- based program for vulnerable school children. The results of this study will provide useful data to develop a community-based program to promote the physical and psychosocial health of vulnerable school children.

Ege Üniversitesi Tıp Fakültesi Öğrenci ve Öğretim Üyesi Değerlendirme Formları ile Yapılan Ölçümlere İlişkin Geçerlilik - Güvenilirlik

Introduction Program evaluation in medical education provides data that guide the program development process. It is expected that evaluation instruments are valid, reliable and low-cost, and useful for obtaining opinions of different groups such as student, teacher or graduate. Program evaluation has been a crucial component of program development in Ege University School of Medicine since 2001. Materials and Methods In this methodological design type study, reliability and validity of the results, obtained by updated students’ and teachers’ evaluation forms, were assessed. Cronbach alpha coefficient was calculated for assessing internal consistency reliability. Item content validity ratios were calculated in an expert panel. Exploratory factor analysis was implemented for determining construct validity. Interrater agreement and interrater reliability related to interpretation and use of the judgments of different observers were analyzed. Consistency was examined by a two-way mixed-effect model at 95% confidence interval, for calculating the intraclass correlation coefficient (ICC) related to interrater reliability. ResultsCronbach alpha coefficients that were over 0,7, except for Second and Third Year Student Block Evaluation Form, corroborated the internal consistency reliability for updated student and teacher evaluation forms. In construct analysis, student forms, except the Second and Third Year Block Evaluation Form were found to have a one-dimension construct, while teacher forms were determined to have a three-dimensions construct.Reliability of measurement of Factor II of Second and Third Year Block Student Forms and Factor III of Teachers’ Evaluation Forms was not corroborated as the interrater agreement and reliability coefficients were below acceptable levels. Results of this study revealed the evidences that support the validity and reliability of measurements done by the current evaluation forms used in the program evaluation system of Ege University School of Medicine, and also detected the points to be paid attention while interpreting and using the results of the measurements.

BUILDING COMPETITIVE SHARED LEADERSHIP TO IMPROVE THE PERFORMANCE OF SOUTH SUMATERA PROVINCE GOVERNMENT

The performance of the South Sumatra Provincial Government is reflected in the quality of innovation, program development, public services, and administrative processes related to the task and function of improving people's welfare. Performance productivity is measured by reducing poverty, increasing economic growth, and increasing local income. One of the improvements in performance is the work of middle level management in addition to the work of other levels of top management and low management. This study will answer the question of what factors can significantly to improve the performance of the government of South Sumatra Province. This paper will examine the factors of self-efficacy and affective commitment which are seen as determinants of improving the performance of the government of South Sumatra province, because it is one of the advantages of human resources and is a productive added value. However, previous studies on self-efficacy and affective commitment provide evidence that these two factors produce inconsistent research findings or gaps. Therefore empirically recommends that the effect of self-efficacy and affective commitment to improve performance requires further research to be justified. To resolve the gap of self-efficacy and affective commitment to the performance of the government of South Sumatra province, researchers adopted the theory of goal setting with the concept of competitive leadership with good organizational indicators, applying technology, sustainable work programs, and developing wider networks as a result of efficacy self and affective commitment can henceforth be used to improve organizational performance. The sample was used 108 respondents who held administrative positions with SEM LISREL 9.30 data processing. This conceptual model is expected to prove thatcompetitive shared leadership that is influenced by self-affication and affective commitment significantly improves the performance of the government of South Sumatra province.

Preschool Teachers’ Evaluation of the Current Preschool Education Programme

This research aimed to identify teachers’ knowledge on the preschool education programme as it is substantial for the programme development process (Gole and Temel, 2015). The checking teachers’ practical approaches to programme regularly provide in depth information about the practicability of the programme. Therefore, this research focused on forty preschool teachers in a county of Osmaniye in order to determine teachers’ knowledge on the programme. For this reason, two different methods were used to collect the data over a year gap so as to cross-check their responses, which are group interviews and survey as mixed method (Cohen, Manion, and Morrison, 2011). As a result, the research shows that there are some conflicts to be solved in terms of practicability of the programme such as having a centralised programme, lack of information on programme and beliving in that they can achieve everything without reading the programme. Thereofore, an action list for future is suggested to be considered.

Development Management and Project Management: Contrast or Complement?

The subject of this research is the process of developing software for automated control systems. The object of research is the means of organizing software development. A generally recognized promising direction for increasing the efficiency of the use of organizational and technical systems is the automation of their management. A significant share of the effectiveness of any complex technical system is provided by its software. This primarily applies to the application software. The development of application programs is fraught with certain difficulties, primarily of an organizational nature. The generalized analysis showed that in world practice there is a fairly wide range of tools for organizing the program development process. These tools are proposed to be divided into two large groups with respect to the attitude to the process and the degree of detail on "project management tools" and "development controls". Each of the tools is effective for certain conditions of software development. The review article analyzes the factors affecting the effectiveness of the use of a particular tool, synthesized proposals on the expediency of using various control systems in different conditions of the development process. The analysis showed that for the conditions of the development of applied software for automated decision support systems, the most effective is the integrated use of process control automation tools.

Collaboration and Context in the Design of Community-Engaged Research Training.

Collaboration between academic researchers and community members, clinicians, and organizations is valued at all levels of the program development process in community-engaged health research (CEnR). This descriptive study examined a convenience sample of 30 projects addressing training in CEnR methods and strategies within the Clinical and Translational Science Awards (CTSA) consortium. Projects were selected from among posters presented at an annual community engagement conference over a 3-year period. Study goals were to learn more about how community participation in the design process affected selection of training topics, how distinct community settings influenced the selection of training formats, and the role of evaluation in preparing training participants to pursue future health research programming. Results indicated (1) a modest increase in training topics that reflected community health priorities as a result of community (as well as academic) participation at the program design stage, (2) a wide range of community-based settings for CEnR training programs, and (3) the majority of respondents conducted evaluations, which led in turn to revisions in the curricula for future training sessions. Practice and research implications are that the collaboration displayed by academic community teams around CEnR training should be traced to see if this participatory practice transfers to the design of health promotion programs. Second, collaborative training design tenets, community formats and settings, and evaluation strategies should be disseminated throughout the CTSA network and beyond. Third, common evaluative metrics and indicators of success for CEnR training programs should be identified across CTSA institutions.

Development of a Living Lab for a Mobile-Based Health Program for Korean-Chinese Working Women in South Korea: Mixed Methods Study.

BackgroundKorean-Chinese (KC) women make up the largest group of female migrants in South Korea. To prevent and manage chronic diseases in middle-aged KC women working full time, it is necessary to develop health promotion programs that utilize an online platform because such a platform would allow individuals to participate in health promotion interventions at their convenience.ObjectiveThis study aimed to develop a living lab for a mobile-based health (LLm Health) program focused on improving the physical activity and cultural adaptation of KC women workers.MethodsWe used a mixed methods design. Living lab principles were factored into the LLm Health program, including the use of multiple methods, user engagement, multistakeholder participants, real-life settings, and cocreation. The program was developed using the 4 steps of the intervention mapping method: needs assessment, setting of objectives, identification of intervention strategies, and intervention design. Needs assessment was conducted through a literature review, focus group interviews with a total of 16 middle-aged KC women, and an online survey related to health promotion of migrant workers given to 38 stakeholders. KC middle-aged women participated in the early stages of program development and provided the idea of developing programs and mobile apps to enhance physical activity and acculturation. The mobile app developed in the program was validated with the help of 12 KC women and 4 experts, including 3 nursing professors and a professor of physical education. They were asked to rate each item based on content, interface design, and technology on a 4-point scale using a 23-item Smartphone App Evaluation Tool for Health Care.ResultsThe LLm Health program comprised a 24-week walking program using Fitbit devices, the mobile app, and social cognitive interventions. The mobile app contained 6 components: a step counter, an exercise timer, an online chat function, health information, level of cardiovascular risk, and health status. The cultural aspects and lifestyles of KC women were accommodated in the entire process of program development. The content validity of the mobile app was found to be 0.90 and 0.96 according to the 12 KC women and 4 experts, respectively.ConclusionsThe mobile app was found to be valid and acceptable for KC women. The living lab approach was a useful strategy for developing a culturally adaptive LLm Health program for KC women workers, leading to their active participation in the overall research process, including needs assessment, program composition, and pre-evaluation.

Conducting the Needs Assessment #2: Using Needs Assessments in Extension Programming


 
 
 
 
 
 
 This second publication in the Conducting the Needs Assessment series provides Extension educators and other service providers with a foundational underpinning of how the needs assessment fits within the program planning process. Both formal and nonformal educators seeking to develop and deliver an educational program must first be informed of what their audience lacks in order to develop the right curriculum or training, and therefore conducting a needs assessment is a priority in the program development process. This new publication of the UF/IFAS Department of Agricultural Education and Communication was written by Matthew Benge and Laura Warner.https://edis.ifas.ufl.edu/wc347
 
 
 
 
 
 

PURSUING AGE-FRIENDLY UNIVERSITY PRINCIPLES AT A MAJOR UNIVERSITY: LESSONS IN GRASSROOTS ORGANIZING

Rapid population aging presents opportunities for higher education to address major aging-related public issues facing society that have a direct impact on students, faculty, and both local and global communities. Students in virtually all disciplines will be working within the context of an aging society post-graduation and need to be prepared as they make career choices and enter the workforce. Further, faculty and staff are not only aging themselves but may be caregivers, which has an impact on health, income and productivity. Michigan State University (MSU) is now addressing these needs through a new program guided by Age-Friendly University (AFU) principles called AgeAlive that grew out of five years of grassroots organizing. Large-scale, research-intensive institutions present special challenges to pursuing AFU status but the lessons learned by AgeAlive may help any organization that wishes to become more age friendly. This session will review AgeAlive’s path to a recognized program with a clear vision, a strategic plan, two crosscutting goals including AFU designation, and five focus areas with initiatives in each area. Tools to help achieve these goals include an inventory of aging-related activity on campus and a virtual hub for networking and information exchange. Key steps in the program development process will be described as will recommendations related to choosing a model, cultivating champions, making decisions based on data, and building infrastructure. It will allow others to understand what challenges they may face and potential approaches to minimizing and overcoming these challenges in their own AFU journey.

Opinions of Scholars on the 2018 Social Studies Teacher Training Program

The aim of the research was to investigate the 2018 social studies teacher training curriculum and evaluate it within the framework of lecturers’ opinions. This research employs a qualitative research approach . Within the scope of this research, documents related to the topic were investigated and semi-structured interviews were held with participants attending workshops during the development process of the revised program with the aim of confirming data obtained from the documents. Questions related to problems in the data obtained from documents and interviews were analyzed with descriptive and content analysis techniques together to obtain answers. The research findings revealed the changes to the revised social studies teacher training program curriculum encompass only the content dimension in the program development process. Data obtained from interviews with lecturers contributing to the preparation of the curriculum support this finding. This study reveals that the difficulties that occurs during implementation of old curriculum will persist during the implementation process for the 2018 social studies teacher training program.

Accelerating Adolescent Vocabulary Growth: Development of an Individualized, Web-Based, Vocabulary Instruction Program.

Purpose Improving vocabulary knowledge is important for many adolescents, but there are few evidence-based vocabulary instruction programs available for high school students. The purpose of this article is to describe the iterative development of the DictionarySquared research platform, a web-based vocabulary program that provides individualized vocabulary instruction, and to report the results of 2 pilot studies examining the feasibility of implementation and potential effectiveness with high school students. Method We describe our theory of change and 5 phases of iterative development. In Phases 1 and 2, we evaluated the initial implementation of DictionarySquared and revised the instructional materials. In Phase 3, we conducted a feasibility study involving 169 high school students who used the program for 4 weeks. Student usage data and feedback from teachers were used to guide program revisions in Phase 4. In Phase 5, we examined potential effectiveness for 264 high school students who were assigned to use the program for 1 semester. Results Results of the Phase 3 study indicated that implementation of the program was feasible, although usage was below assigned levels. Results of the Phase 5 study indicated that the duration of active program usage significantly predicted posttest vocabulary scores on the proximal assessment after controlling for pretest standardized vocabulary scores. Analyses using propensity score matching revealed positive, but nonsignificant, gains on standardized assessments between pre- and posttests. Conclusion Together, the results of early-stage pilot studies are promising and suggest that a more rigorous test of efficacy is warranted. Successful implementation of the DictionarySquared research program, as well as lessons learned from the program development process, will expand the range of evidence-based treatment options that clinicians and educators can use to improve adolescent vocabulary and reading comprehension skills. Supplemental Material https://doi.org/10.23641/asha.9765161.

Conducting the Needs Assessment #1: Introduction

An integral step in the program development process is identifying the needs of a community. Educators seeking to develop and deliver an educational program must first be informed of what their audience lacks in order to develop the right curriculum or training. This initial publication in the Conducting the Needs Assessment series provides a brief introduction to the planning, implementation, and prioritization of needs within a community or specific clientele group. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Matthew Benge, Amy Harder, and Laura Warner. https://edis.ifas.ufl.edu/wc340

Backwards Design and Program Level Approaches to Coach Development in Higher Education

Because there is no single governing sport body in the United States devoted to coaching education, coaching requirements can vary greatly state-to-state and between organizations within the same state. Therefore, it often is up to club programs or universities to devise individual curriculum for coaching education. For those responsible for coaching education, utilizing backwards design can ensure programs meet the learning and professional development needs of coaches. In backwards design, identifying coaches’ needs and creating program-level learning outcomes occurs prior to specific content selection. Additionally, backwards design encourages instructors to select assessments and learning activities that align with the program-level learning outcomes. In this article, a group of faculty describe their experience utilizing backwards design in creating a college/university certificate program focused on sport coaching. Specifically, a description of the following is included: (a) the process used to create program-level learning outcomes, (b) how to emphasize the program-level learning outcomes throughout the program’s coursework, and (c) a specific example from one course in the curriculum. Finally, we provide lessons learned throughout the process and recommendations for program development in hopes that coach developers can utilize this process in designing their own curricula.

Analysis of aerial photo for estimating tree numbers in oil palm plantation

Oil palm is one of the many plant species in Indonesia as a large-scale plantation commodity. In precision agriculture, detecting the vegetation in plantation was a first and crucial step prior to addressing further objectives such as counting plants for monitoring or detecting canopy diameter of the tree for yield estimation. Monitoring and census covering the number of trees and tree conditions in the oil palm plantation is always carried out periodically, which takes time and the number of workers in the area of palm oil plantation. In this study focused on the development of methods that can be applied to accelerate the process of calculating palm trees in plantations using image processing, Unmanned Aerial Vehicle (UAV) and Graphic User Interface (GUI) technology. The planned process of program development is composed of four steps: (1) shooting the aerial picture of the plantation by UAV, (2) User interface for trees counting development, (3) validation result on the program. The procedure of data analysis is mainly focused on separating several image objects with different color compositions for separation into the object label form through the process of erosion, deletion, deletion until calculations can be made directly from the user interface program. Calculation evaluation of the results obtained from the program that has been develop obtained the success tree detection compared with number of tree actual data from the program rate of 96.13% and the accuracy of tree recognition that shown the correction tree detection from the program of 95.5%. Trials on several trees for diameter estimation with different plant ages resulted in Root Mean Square Error (RMSE) of 2.2917 cm and Mean Absolute Percentage Error (MAPE) of 0.1796%.

Exploring problem decomposition and program development through block-based programs

Although teachers need to assess computational thinking (CT) for computer science education in K-12, it is not easy for them to evaluate students’ programs based on the perspective. The purpose of this study was to investigate students’ CT skills reflected in their Scratch programs. The context of the study was a middle school coding club where seven students voluntarily participated in a five-week coding activity. A total of eleven Scratch programs were analyzed in two aspects: problem decomposition and program development. Results revealed that students demonstrated proper decompositions of problems, which supported program development processes. However, in some cases, students failed to decompose necessary parts as their projects got sophisticated, which resulted in the failure or errors of programs. Regarding program development, algorythmic thinking had been identified as the area to be improved. Debugging and evaluation of programs were the necessary process students needed to practice. Implications for teaching CT skills were discussed.