Professional Development Research Articles

The needs to foment values in professional nursing technical training

Introduction: the nursing professional expresses in his performance the essence of the social value of health in his functions of comprehensive care.Objective: to argue the behavior of ethical values ​​in nursing education at a technical level. Methods: the synthesis analysis method was used to understand the phenomena present in the study of the process of formation in values The induction and deduction was used to move from the particular knowledge to the general one. Development: from the data collected was obtained regularities and conclusions was issued. Values ​​concepts expressed by different authors are expressed and as from 1960 the scientific community began to alert and address those problems that affect the interests of the community. Nursing career curricula are designed from a perfect approach from the ethical and humanistic concept. The values ​​contained in the current curriculum maya and those that the author's criteria should be incorporated are expressed and from the documentary analysis to the curriculum of the nursing training and the accumulated experiences, in the context of Medical Education, the lack of values ​​required by this type of health technician was identified. It is argued.Conclusion: the need to incorporate the values ​​of fellowship and communication in the integral formation of the curriculum of the nursing students, for which, preparation and methodological work is required, starting from the design an educational strategy with the faculty of this training

Assessing Teacher Competences and Their Impact on Inclusive Education for Children with Developmental Difficulties in Kosovo

In Kosovo, the inclusion of special education needs (SEN) in regular classrooms is growing, yet teachers often lack the necessary preparation. Effective management requires competency, inclusive training and development. This study explored the relationship between teacher competences, inclusive education training, and professional support in managing classrooms with children with SEN in Kosovo. We employed a mixed-methods approach, distributing structured questionnaires to 57 elementary and secondary school teachers and conducting a literature review. Descriptive statistics revealed that 98.20% of children receiving special education services had impairments, indicating a robust commitment to addressing SEN. The emphasis was on early intervention, as evidenced by the creation of 96.50% Individualized Education Plans (IEPs) in the first grade and the active analysis of previous program data by 87.70% of teachers. A chi-square test found a significant correlation between training in inclusive education and teachers' proficiency in managing inclusive classrooms (p-value < 0.01). However, 8.80% of teachers reported limited data access, highlighting the need for further training and support. IEP goals often prioritized social skills (12.10%) and adaptive behavior (11.8%), emphasizing the necessity of thorough educator preparation. The study underscores the critical role of inclusive education training in enhancing teacher competency. Although most SEN children receive necessary services, challenges like restricted data access require solutions through continuous professional development. Hypothesis testing showed professional support significantly boosts teacher confidence in inclusive practices (p-value < 0.05), emphasizing continuous training.

The Annual Canadian Sociological Association Conference 2023. Research Cluster: Sociology of Housing

From May 29 to June 2, 2023, the Annual Conference of the Canadian Sociological Association was held at York University in Toronto, where various academic, research, educational, and administrative topics were discussed. The conference was part of the Congress of the Canadian Federation for the Humanities and Social Sciences and attracted speakers and attendees from Canada and other countries. Notably, for the first time since 2003, a research cluster focusing on the sociology of housing was presented, which had been initiated within the association at the end of 2021. Participants included scientific and pedagogical professionals, students, practitioners, and independent researchers, who engaged in two sections dedicated to sociological studies of housing and homelessness. Discussions covered a range of topics including chronic homelessness among women, mobile homelessness, the risk of homelessness among youth, attitudes towards the homeless, housing conditions of different social groups, and housing precarity. Special attention was given to state housing policy and the federal 'Housing First' strategy, the outcomes of which are subject to debate. The reports presented by the Sociology of Housing Research Cluster are of great interest to researchers focusing on housing issues in liberal democratic countries, including Canada, and to sociologists interested in developing housing sociology in Russia based on international experiences.

History education in Portugal (a 25-year overview)

This article aims to root history education in Portugal, which is interlinked with Isabel Barca’s efforts to enhance the discussion about the relationship between history, history epistemology and situated cognition. By the late 1990s, history education had begun to be taught at the University of Minho under the influence of the Anglo-Saxon paradigm, mainly Lee, Ashby and Shemilt’s ideas. Important milestones were, in the 2000s, the creation/coordination by Isabel Barca of: (1) an academic master’s degree related to history teaching; (2) the HiCon projects (2003–11), focused on deepening knowledge about Portuguese teachers’ and students’ historical thinking and historical consciousness; and (3) the Jornadas Internacionais em Educação Histórica (International Journeys of History Education), conceived to share results with national and international researchers, and that contributed to building bridges with other academies, namely in Brazil. History education has influenced Portuguese history curricula since 2001 (apart from the years 2011–2015, when there was a right-wing shift), and has inspired the competencies in history oriented to develop students’ historical thinking. As the new curricula and paradigms in history teaching were challenging to school teachers, Barca has inspired the Portuguese History Teachers Association to promote several scientific events and continuing professional development since the 2000s. This was how her workshop classroom model based on history education (the ‘aula-oficina’) became known among teachers, and contributed to practice changes in schools. Through the years, Portuguese history educationalists have continued to deepen knowledge in this area, and to share the results in national and international academic communities, and also with school teachers.

A systematic review of training for mainstream mental health professionals working with people with intellectual disabilities and mental health needs

Purpose Policy in the UK and many other countries states that mainstream mental health services should be accessible to people with intellectual disabilities (ID). The purpose of this paper is to systematically review training and development needs assessments and delivered training and development for professionals working in mainstream mental health services who may work with people with IQ. Design/methodology/approach A systematic search of four databases (Web of Science; PsychInfo; PubMed; CINAHL) over the period of 2011–2023 was used. Papers were included if they described training or development delivered to, or specific training or development needs analyses of, mainstream qualified staff to support working with adults who have an ID. Findings Two papers were found that described training and development initiatives and six that described training and development needs analysis, five of these papers originated from Australia and were part of the development of a comprehensive workforce competency framework. Research limitations/implications Training and development approaches for mainstream mental health services to facilitate the support of people with IQ should be systematically developed and trialled. Originality/value To the best of the authors’ knowledge, this is the first study to review training and training needs analysis in this area since 2012. The review finds only a small number of papers in what is an important area for service development.

Using genre analysis to design formative assessment in higher education

ABSTRACT Formative assessment (FA) is universally recognised as key to supporting student learning and success in higher education (HE). Despite this, summative assessment dominates HE students’ studies. We join an increasing call for more focus on formative assessment and propose an original professional development (PD) approach to help HE teachers design formative assessment tasks, using the concept of genre knowledge. Data from pre-workshop questionnaires, in-workshop activities and post workshop interviews demonstrate genre knowledge to be an effective heuristic to identify task requirements. This genre knowledge helps teachers design FA tasks which scaffold final summative assessments through focused development of specific areas of genre knowledge. We make recommendations on how teachers and trainers can use genre knowledge to raise awareness of and provide support for designing FA tasks which enhance student learning and success.

Breakthrough cancer pain management: mixed-methods study of health care professionals

ObjectivesKnowledge gaps in defining, diagnosing, educating health practitioners and treatment options hinder breakthrough cancer pain (BtCP) management. A systematic review revealed a lack of clarity on health professional derived definitions,...

Our Unrealized Imperative: Integrating Mental Health Care into Hospice and Palliative Care.

The field of Hospice and Palliative Medicine (HPM) has its roots in the principles, promulgated by Dame Cicely Saunders, that patient and family are the unit of care and that comprehensive integration of physical, psychological, social, and spiritual care is necessary to address suffering in all its dimensions. Although we aspire to provide comprehensive care for our patients, most hospice and palliative care (HPM) physicians lack basic competencies for identifying and managing patients with psychological distress and mental health distress and disorders, a growing segment of our clinical population. In this article, I argue that we are not living up to the founding values of our field in how we practice, how we educate our trainees, our research, and in how we pursue our own professional development as faculty. The history of our field, the nature of our clinical workforce, the culture of PC, and our educational programs all contribute to our current practice model, which is not adequate to meet the mental health needs of our patients. I propose strategies to address these challenges focused on enhancing integration between psychiatry/psychology and HPM, changes in fellowship education and faculty development, addressing the stigma against people with mental health diagnoses, and addressing system and cultural challenges that limit our ability to provide the kind of comprehensive, integrative care that our field aspires to.

PENDAMPINGAN PEMBUATAN 4D BOOK UNTUK MENINGKATKAN SOFTSKILL MAHASISWA ASRAMA UNIVERSITAS NEGERI MALANG

One technology that is developing rapidly now is Augmented Reality (AR) technology. AR is a technology that combines/combines the virtual world with the real world by projecting virtual objects in real-time reality. This means that AR is a technology that can display information from the virtual world into the real world via smartphones, webcams, cameras, computers, or special glasses. Referring to the description above, AR can be integrated into learning activities, especially in making teaching materials or books for students. With current developments in technology, it is necessary to digitize teaching materials or books by integrating AR technology. Universitas Negeri Malang (UM) is a state university in the city of Malang whose output is to produce/produce professional prospective educators (teachers). One of the facilities provided by the UM campus is student dormitories. The dormitory residents at Campus 2 of the UM tend to be students studying primary school teacher education (PGSD). As a prospective teacher, especially a prospective elementary school teacher, of course you need to develop your soft skills that can support your profession as a prospective teacher. As a prospective teacher, of course, you are expected to be able to always be adaptive to developments over time and increasingly sophisticated technology. Therefore, as campus residents within the UM student dormitory, it is necessary to provide assistance to improve soft skills that have not been accommodated/facilitated in lectures. One of the soft skills needed to become a teacher who is adaptive to technological developments is assisting in making books or teaching materials that integrate AR-4D.

Mobile security awareness of university students in Hong Kong: demographics and education

PurposeThis research investigates mobile security awareness among university students in Hong Kong, who increasingly rely on mobile devices for their daily activities and academic needs. This research seeks to inform targeted educational strategies and policies to enhance mobile security practices among young adults, particularly in regions similar to Hong Kong, where mobile usage is extensively integrated into everyday life.Design/methodology/approachUtilizing an online survey, this research assessed the mobile security awareness of 407 university students from Hong Kong. The Mann-Whitney U-test and other statistical methods were employed to analyze differences in security awareness based on demographic factors such as IT background, gender, educational level and participation in mobile security courses.FindingsThe research revealed a generally high level of mobile security awareness compared to similar research in other regions. It also highlighted that despite no significant difference in awareness between genders, students from IT-related fields or those who participated in mobile security courses exhibit higher awareness levels. These findings underscore the impact of focused education and training on enhancing mobile security awareness.Originality/valueThis research contributes to the limited but growing body of literature on mobile security awareness from the end-user perspective, particularly among university students in the Asia Pacific region. It offers valuable insights for governments, educators and corporate policymakers worldwide, providing a basis for integrating mobile security education into broader academic and professional training programs.

Developing a Pilot Curriculum to Enhance Undergraduate Student Well-Being.

The purpose of this article is to describe the development and implementation of a program to improve well-being in undergraduate students and promote positive transitions into the workplace. College students experience anxiety, depression, and impaired coping, which were exacerbated during the COVID-19 (coronavirus disease 2019) pandemic. As students transition into their career, it is imperative they develop positive coping strategies and resiliency to manage workplace stress. The Personal Leadership Collective (PLC) is designed as a four-semester series for third- and fourth-year nursing and business students. Four themes guided the activities: awareness, connection, agility, and growth. Students participated in asynchronous online learning modules and in-person activities. Fourth-year students who completed the series served as peer mentors to third-year students. The program is undergoing formal evaluation. Anecdotal feedback from participants is positive. The PLC is a program that could enhance professional development in undergraduate students. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Transition experiences of UK junior doctors who leave clinical practice to pursue careers in medical education: a qualitative study

ObjectivesThe increasing complexity and scale of medical education in the UK demands increasing numbers of medical educators. A small proportion of educators are qualified doctors, but did not reach completion...

Shifting trends in communicative English language teaching in Icelandic compulsory schools

This paper maps shifts in English language teaching in compulsory schools since curricular changes in 2007 and again in 2011/2013. The primary purpose of the current study is to examine the status of English language teaching from the perspective of active teachers. The secondary aim is to inform the development of teacher education programmes at the University of Iceland and improve English teacher preparation for those entering or working in the compulsory education system. When earlier surveys were conducted – a large-scale ministry survey in 2005/2006 and a smaller follow-up survey in 2007– teaching English was heavily influenced by the preparation of students for the final state exams, with a strong focus on reading comprehension, writing, and grammar. The National Curriculum Guide 2011/2013 introduced the fundamental pillars of education and competences as the base for teaching and assessment. Through a quantitative survey carried out in 2022, the researchers collected responses from 7th- and 10th-grade teachers about their access to, and usage of, teaching and learning materials, teaching practices, approaches to assessment, teachers’ professional development, and the use of English in the classroom. The response rate was 53% and a total of 156 teachers participated. The results show that traditional, textbook-based teaching methods are still prevalent, although oral communication skills receive increased emphasis. Cultural competences and learning skills need to receive substantial attention if they are to meet the requirements of the National Curriculum 2011/2013. The use of the target language (English) in the classrooms should increase, while the purposeful use of L1 Icelandic is still relevant in foreign language classrooms. Overall, communicative language teaching seems to be gaining ground.

Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms

As education reforms prioritize comprehensive skills over traditional knowledge transmission, the limitations of the "one-size-fits-all" teaching approach have become evident. Theoretical frameworks, including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Gardner's multiple intelligences theory, provide valuable insights for tailoring instructional strategies to individual learning needs. This study explores the integration of child development theories into primary education, addressing the diverse cognitive, emotional, and social needs of students in contemporary classrooms. This research highlights innovative teaching methods grounded in these theories that can enhance student learning outcomes and support teachers' professional development. While the study identifies potential challenges in implementing these theories, particularly in resource-limited environments, it underscores the necessity for adaptable and innovative practices. Future research should focus on empirical studies to evaluate the practical applications of these theories across diverse educational settings, aiming to improve teaching effectiveness and student engagement.

Teacher perceptions about the reputation of technical and vocational education and training in Ghana

PurposeThis study examines the perceptions of technical and vocational education and training (TVET) teachers about the factors that influence the reputation of TVET in Ghana.Design/methodology/approachQuantitative and qualitative data were collected from 680 TVET teachers in Ghana using a survey instrument that included an open-ended section that required participants to provide written comments. The quantitative data gathered were analysed by way of the fuzzy analytic hierarchy process (FAHP), while the written narratives of participants were evaluated using thematic analysis. The quantitative and qualitative data analysed were subsequently integrated using a four-stage pillar integration process (PIP), which included listing, matching, checking and pillar building.FindingsThe findings show that TVET teachers’ perceptions regarding the factors influencing the reputation of TVET in Ghana include investment in infrastructure and learning resources; collaboration between TVET institutions and industries; public perceptions of TVET prospects; occupational standards; testing and certification; pedagogical approaches; students’ academic coping abilities; gender and equity considerations and labour market information requirements. Furthermore, state policies regarding student access, funding models, curriculum reform, investment in TVET teacher education and professional development as well as the remuneration, motivation and working conditions of TVET teachers, significantly influence the reputation of TVET in Ghana.Originality/valueThis study contributes to the scholarly discourse on the reputation of TVET and how the sector could be improved to attract more learners who can contribute meaningfully to the development of Ghana. The findings illustrate how human capital theory and the concept of reputation in its expansive form, which includes social factors, culture, time and space, are jointly linked to skills development, employability, and public acceptance of TVET. To address the issues concerning the reputation of TVET, this study recommends, among others, that issues concerning student access, gender and equity and collaborations between TVET institutions and industry should be improved.

Cross-Sectional Survey Analysis of Institutional Research Partnerships in Complementary and Integrative Health: Identifying Barriers and Facilitators.

Objective: Collaboration between complementary and integrative health (CIH) institutions and research-intensive (R1) institutions has been successfully undertaken in the United States, resulting in federally funded research projects, educational programs, and faculty development. The aim of this cross-sectional survey study was to explore the barriers and facilitators to establishing and maintaining such collaborative partnerships. Methods: A 32-question survey was sent to participants recruited through author contacts and resources, literature review, and database searches. Participants were required to be researchers and affiliates who attempted, completed, or had current collaborative endeavors involving CIH and R1 institutions. Data were collected in the research electronic data capture (REDCap) system and descriptive quantitative and qualitative data analysis was undertaken. Results: A total of 26 unique entries were included in the final data analysis; four of which were paired entries (one from an R1 institution and one from a CIH institution) to make up two dyad data collections. Eighty-one percent of the participants had senior leadership roles at CIH institutions representing five CIH disciplines-East Asian medicine (acupuncture and Traditional Chinese Medicine), chiropractic medicine, massage therapy, naturopathy, and yoga. Collaborative research projects were often (>38%) in response to specific project funding mechanisms. Over 60% of the collaborations also included educational activities and faculty development. Collaborations resulted in multiple different types of benefits to both institutions but were not without associated challenges. Conclusion: Collaborations between R1 and CIH institutions can be cooperative, productive, and mutually beneficial. Funding mechanisms supporting R1 and CIH collaboration increase CIH research productivity as well as the development of innovative research methodology to study the real-world practice of CIH therapies, whole systems, and whole person health. CIH researchers would greatly benefit from such funding, allowing access to research infrastructure, professional development, and the provision of protected time to conduct research.

Examining the Perceived Roles of Educational Planners in Shaping Pupils' Academic Performance in Dodoma Municipality, Tanzania

This study examines the roles of educational planners in shaping pupils' academic performance in Dodoma Municipality, Tanzania. The study aims to address two main specific objectives namely identifying strategies employed for enhancing pupils’ academic performance and assessing the challenges faced by educational planners in achieving the goals. An interpretive paradigm guided the study, using a qualitative approach with an exploratory case study design. The target population included 2600 teachers and 37 educational officers in Dodoma municipality. However, from the total population of 2637 only 15 participants were purposively sampled to participate in the study. Data were analyzed using content analysis with the aid of Atlas.ti software; and ethical approval was granted by the Directorate of Research, Publications, and Innovation at the Open University of Tanzania. The findings revealed that the strategies employed by educational planners to improve pupils' academic performance include curriculum development and implementation, teacher training and professional development, resource allocation and infrastructure development, monitoring and evaluation, stakeholder engagement, policy evaluation and implementation, and promoting equity and inclusion. Despite these efforts, several challenges hinder the effectiveness of these strategies. These challenges include economic constraints, inadequate resources, demographic factors, socio-cultural influences, technological gaps, and the need for enhanced teacher capacity building. In conclusion, while educational planners in Dodoma Municipality have implemented strategies aimed at improving academic outcomes, significant challenges remain. Addressing these barriers is essential for sustainable improvement. The study recommends aligning the curriculum with local contexts, expanding teacher training opportunities, particularly in modern pedagogies, and increasing community involvement in educational planning. Additionally, it is crucial to address resource allocation and infrastructure disparities, particularly in rural areas, to ensure that all pupils benefit from improved educational opportunities.

Leveraging strategic human resource management to enhance English and mathematics education outcomes: Students’ perspective

Improving educational outcomes in subjects such as English and mathematics remains a significant challenge for educators and policymakers. Strategic Human Resource Management (SHRM), which aligns human resource practices with organizational goals, has proven effective in business sectors but is less explored in educational contexts, especially from students’ perspectives. Existing studies often focus on teacher development, overlooking direct impacts on student performance. This research addresses the gap by examining how SHRM influences students’ performance in English and mathematics, incorporating student feedback to assess SHRM’s effectiveness. In the quantitative study, 200 students were analyzed to explore the relationship between SHRM practices and academic outcomes. The findings indicate that SHRM significantly affects student performance, with high predictive relevance and explanatory power in both subjects. The results suggest that strategic HR practices, such as professional development, performance management, and resource allocation, are critical to academic success. These insights provide valuable implications for educators and policymakers, highlighting the importance of integrating strategic HR management into educational frameworks to enhance curriculum design and resource distribution. The study demonstrates the broad applicability of SHRM across different academic disciplines, suggesting a need for comprehensive HR strategies that focus on both teacher and student performance. Future research should explore how SHRM influences educational outcomes and identify contextual factors that moderate its impact, enhancing effective HR practices in diverse academic settings.

Patients' Experiences of Healthcare Professionals' Competence in Digital Counselling in Healthcare Settings-A Qualitative Systematic Review.

To critically appraise and synthesise qualitative evidence about patients' experiences of healthcare professionals' competence in digital counselling in healthcare settings. A qualitative systematic review. The review followed the Joanna Briggs Institute methodology for systematic reviews of qualitative evidence. The review included studies that focused on patient experiences of healthcare professionals' competence in digital counselling and were published in English, Finnish or Swedish, with no time limits. Study selection, quality appraisal and data extraction were performed by two independent reviewers. Findings from the studies included were pooled using the meta-aggregation method. Eight databases (Web of Science, CINAHL, Scopus, PsycArticles, Medic, Medline (Ovid), EBSCO Open Dissertations and MedNar) were systematically searched on 25 September 2023. Sixteen studies (published between 2009 and 2023) were included in the review, from which 42 findings were extracted and organised into eight categories based on their meaning. Three synthesised findings were identified: (1) Competence to provide efficient digital counselling, (2) competence to support patient self-management during digital counselling and (3) competence in establishing a reciprocal relationship in digital counselling. The evidence from the review can be used to support healthcare professionals' competence in digital counselling. It was found that competence in digital counselling includes the competence to provide digital counselling that is efficient and enables counselling to be implemented in health care, supports patients to self-manage and establishes a reciprocal counselling relationship in a digital environment. Recognising healthcare professionals' competence in digital counselling can enhance their motivation and professional growth, potentially improving the quality of services and patient outcomes. These findings can inform the development of healthcare education, fostering the training of more competent healthcare professionals and digital counsellors. The review was undertaken and reported using the PRISMA guidelines. PROSPERO CRD42024499509. No Patient or Public Contribution.

Made for or Made by? A Qualitative Investigation into the Diverse Practices and Roles of Medical Congress Participants.

Medical congresses play a pivotal role in the continuing medical education of healthcare professionals (HCPs), particularly in light of the rapid advancements in medical knowledge and technology. Notwithstanding, little is known about the internal dynamics of such events and how they contribute to the learning processes in communities of health professional practice. This study aims to uncover and elucidate what motivates HCPs to participate in medical congresses and how they experience their participation through a qualitative study. Attending six in-person medical congresses in Western Europe in 2023, we collected data through a combination of ethnographic methods including 69 in-situ interviews, 17 in-depth interviews, and extensive participant observations. We analyzed the role of the physical environment, participant motivation, interdisciplinarity, and participant diversity for medical congress attendance, ultimately identifying four types of congress participants: Explorers, Newcomers, Drivers, and Updaters, each characterized by unique patterns of professional experience and engagement within the professional communities. Our findings elucidate the complex motivational landscape of medical congress participants, where the desire for learning is routinely complemented by the pursuit of peer recognition. Our insights and the qualitative typology of medical congress participants introduced have the potential to optimize continuous medical education and shape the structure of future medical congresses by shedding light on the evolving needs of HCPs in diverse medical fields.