Professional Development Training Research Articles

Nurses' experiences and perspectives regarding evidence-based practice implementation in healthcare context: A qualitative study.

To explore nurses' experiences and perspectives about evidence-based practice (EBP) implementation in the healthcare context. A qualitative descriptive study design using focus group discussions (FGDs). Sixty-four nurses who purposefully selected and worked at various healthcare organizations in Bisha Governorate, Saudi Arabia, were included. Eight FGDs were used to obtain data using open-ended questions. The collected data underwent inductive qualitative content analysis. Two main categories were extracted: experiences and perspectives towards EBP. The experiences category emerged into four sub-categories: familiarity with concepts and benefits, steps, dissemination sources of EBP and sources of EBP knowledge, while perspectives towards the EBP category included four sub-categories: application of EBP in clinical practice, barriers, facilitators and EBP application methods. The participants experienced being in a non-supportive and non-encouraging atmosphere which results from a lack of organizational commitment to EBP implementation and illuminates the complexities involved in the integration process. The nurses' experience with EBP indicated that there was limited support for the implementation of this approach. Furthermore, they experienced varying barriers to EBP implementation. They viewed EBP as a complex technique as they lacked knowledge and skills related to the formulation of research questions, and retrieving, applying and disseminating of EBP in clinical practice decision-making. That is due to barriers pertinent to the individual, organizational and patient factors. The key to successfully implementing an EBP in nursing practice is to promote professional development, comprehensive and continuous training, a culture of change, organizational support and motivation. Through the construction and provision of ongoing educational interventions and mentoring programmes about EBP, healthcare organizations and nursing leadership may develop a comprehensive strategy to encourage staff nurses' participation in the EBP process. This is to enhance nurses' experiences and perspectives towards the EBP approach and overcome the barriers to effective implementation. Patients or the general public were not involved in the design, analysis or interpretation of the data in this study.

Tech-Driven Transformation: Improving English Language Instruction With Technology

This article focuses on exploring the transformational impact of technology on English Language Teaching (ELT) in the 21st century. The progress of educational technology and its role is facing challenges confronted by traditional ELT methods. The technologies include virtual reality, audio listening tools, video software tools, grammar tech, mobile applications, and personalized learning. Utilizing technology in language education enhances instruction, practice, and evaluation, as per the World-Readiness Standards for Learning Languages. Technology can support language learners as they use the target language in an interactive, meaningful way. Language educators are responsible for the planning, instruction, assessment, and facilitation of any language course, influencing technology to support language learning. This article emphasizes the need of the significance of teachers’ professional development, digital literacy, and pedagogical training for effective technology incorporation. Augmented Reality (AR) and Virtual Reality (VR) technologies are revolutionizing language education by offering immersive and interactive experiences that engage learners in ways which are unimaginable. Finally, the article emphasizes that by implementing technology considerately, educators can produce inclusive and lively learning environments that empower learners with essential language skills for the digital age.

Preparing Preschool Educators to Monitor Child Progress

The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multitiered systems of support. Organizations representing the field of early childhood education have embraced this focus on progress monitoring to include all children, regardless of ability or disability. To understand how to effectively prepare preschool educators to engage in progress monitoring practices, we conducted a systematic review of the literature. Results of repeated and extended search methods identified only four studies. We present our findings and stress the need for researchers and funding agencies to work toward establishing a rigorous body of literature devoted to professional development and teacher training surrounding progress monitoring.

Личностно-профессиональное развитие педагога как фактор реализации потенциала неуспешных одаренных школьников

Background. The study of personal characteristics and cognitive needs of the intellectually gifted students with underachievement in school is relevant for the scientific substantiation of the personal and professional development programs and training for the teachers to interact with such pupils. Objective. Theoretical and methodological analysis of new scientific data on the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as the psychological and pedagogical basis for developing teacher training for interaction with such students; empirical study of motivational and personal characteristics of intellectually gifted schoolchildren with different academic achievement. Study Participants. The empirical study involved 460 intellectually gifted students in grades 5–10 in Moscow schools, 74–80 people in each cohort. Methods. Theoretical and analytical review of new scientific publications on the peculiarities of the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as well as their psychological and pedagogical support by teachers. The empirical study implemented the diagnostics complex including tests of cognitive abilities, questionnaires of achievement motivation, academic and general self-esteem (adapted by the author: Shcheblanova, 2006), parametric statistical methods for the data processing. Results. The analysis of the school teachers' ideas about self-efficacy in teaching gifted students demonstrated their insufficient professional readiness to work with such pupils. Recent scientific publications review highlighted the important aspects of the modern understanding on differentiated approach to the identification and education of intellectually gifted children taking into consideration the new data on the variability of giftedness manifestations and trajectories of its development in the programs for the personal and professional development of teachers. Conclusions. The study provides theoretically and empirically substantiated basis for developing teacher professional and personal training for effective interaction with intellectually gifted students, and namely, — understanding the peculiarities of not only cognitive, but also motivational and personal development of students with high abilities and varying academic achievement as well as the need of psychological and pedagogical support for intellectually gifted underachievers.

Teacher professional development training: Utilizing child-centered play therapy skills in the classroom.

Teacher professional development training: Utilizing child-centered play therapy skills in the classroom.

HyFlex teaching experience and reflections in K-12

This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in ‘HyFlex lesson plan development,’ participated. Data were collected through lesson plans, pre- and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well-trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students’ higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.

Development and validation of the Quran – Science, Technology, Engineering, Art, And Mathematics (Q-STEAM) module

<p>This study evaluates the content validity of the Quran-science, technology, engineering, art, and mathematics (Q-STEAM) module, designed to integrate Quranic approach with STEAM (Science, Technology, Engineering, Art, and Mathematics) education. This integration aims to enhance mathematics understanding while fostering Islamic character. The integration of the Quran in this module is dominated by mathematics to deliver the Quran and mathematics with the Quran. The module was designed using Borg and Gall's research method. Ten experts, who are specialists in the domains of mathematics education, STEAM education, Islamic education, and Indonesian language, assessed the module. The assessment resulted in high validity scores, where the results indicated that the content validity index for the Q-STEAM module falls within the range of 83–100%. The instrument used in this research is the content validity form. The experts agreed that the contextual problem should be set at the beginning of the module so that the contextualization of learning can be realized and that learners should be familiarized with triggering questions to stimulate thinking and recall concepts that have been learned. Similarly, the experts explained that the module should be structured according to the students' developmental trajectories to help students understand the context. This module has designed learning that integrates Quranic verses in every engineering design process (EDP) step in completing the project. This module can be used as a reference in professional development training for teachers in courses for mathematics education.</p>

Inovasi Pedagogis melalui pelatihan penulisan bahan ajar Bahasa Inggris berbasis Cross Cultural Understanding

Teaching materials based on Cross Cultural Understanding (CCU) are educational resources that provide information on cross-cultural understanding, presenting reading texts complemented with questions and learning activities focused on the cultural contrasts between Indonesia and foreign countries. The innovation of teaching materials for pedagogical purposes is crucial in the learning process. Hence, this activity aims to assist high school English teachers in Lubuklinggau through a Cross Cultural Understanding approach, enabling them to develop effective teaching materials. This initiative highlights the importance of cultural understanding in English language teaching, with an emphasis on contrasting local and target cultures. Involving 40 teachers from 23 schools, the training included presentations on cultural integration, the CCU concept, examples of CCU-based teaching materials, and the creation of questions oriented towards High Order Thinking Skills (HOTS). The results indicate that the training significantly enhanced the teachers' understanding and skills in integrating cultural aspects into English language teaching materials, as well as their awareness of the importance of cross-cultural sensitivity. This is reflected in the high satisfaction rates, with 87.5% of the participants affirming that the training content met their needs and 90% feeling they had directly benefited. This study underscores the significance of CCU training in professional development for teachers and highlights the necessity for more inclusive and culturally sensitive educational approaches in both global and local contexts

Maximizing Primary School Teachers’ Content-Based Knowledge in English through Professional Development Training

Maximizing Primary School Teachers’ Content-Based Knowledge in English through Professional Development Training

Teachers' Experience of ICT Training for Professional Development

This article discusses on teachers' experience of Information and Communication Technology training for their professional development and in teaching and learning in the context of Nepal. It also discusses the policy documents which are brought to train the teachers focusing on the use of ICT in teaching and learning highlighting the problems that appear to implement the IT policies and teachers' professional development. It also examines the teachers' knowledge of ICT and their perception of using it in teaching. This study was based on a qualitative interpretive design that follows the semi-structured interviews with the participants and observation of schools to find out the teachers' experiences of using technology for their professional development and the availability of IT resources, and tools at schools. The findings indicate that most of the teachers are not trained in ICT for their professional development and some of the teachers have taken TPD training in which there is not any association of information and communication technology. Teachers are so curious to learn Technology for their professional development but the lack of teacher training is the main problem. This study was carried out to find out the existing practices of using new technology for professional development which resulted in teaching and learning. Although this is a small study, this provides insights to fill the gap between training policy and the problems that exist at the practice level which will be helpful to improve education in Nepal.

Enhancement of Access to Primary Education under Implementation of School Education Sector Plan & Roadmap for Sindh 2019-2024 Perceptions of Head Master's District Umerkot, Sindh

This study aimed to examine the status of implementation of the School Education Sector Plan & Roadmap for Sindh 2019-2024 and its relevance for enhancing access to education at the primary level education through the perception of school headmasters of the selected district. The study employed a qualitative research method. Within qualitative research, a phenomenological approach was employed. The findings revealed that certain activities seemed lacking implementation viz, a baseline survey of out-of-school children, clustering of schools, continuous professional development training, whereas, majority of them, entailing enrolment campaigns for school-age children registration transport facilities and infrastructure ECE and upgradation stayed there executed. Recruitment, training of newly recruited teachers, and alternative arrangements of education in emergency seemed outstanding achievements of the sector plan in opening closed schools and continuing education in emergency, partly supplementing enhancement of access to education, whereas the COVID-19 pandemic appeared to be a daunting challenge, affecting the education sector as whole. Spirit of ownership follow-up and monitoring aspects of the implementation activities were found to be the major gaps in the plan implementation. The study recommended grassroots stakeholders’ involvement in the development and execution of sector plans, district and taluka-level implementation and monitoring mechanisms.

Assessment of Computer Literacy of the College Faculty of Nueva Ecija University of Science and Technology Gabaldon Campus

This study aimed to assess the computer literacy levels of the college faculty of Nueva Ecija University of Science and Technology – Gabaldon Campus. A total of 36 instructors from multiple non-computing departments participated in the study. The researcher assessed the levels in terms of computer skills, software use, and routine computer use. The study utilized the descriptive method of research using survey questionnaires that has six parts: general operations of computers, communication and internet, word processing, spreadsheet, graphics, and general technology application. After collecting the data needed, the data were tabulated, analyzed, and interpreted. The findings showed that the college faculty of the Nueva Ecija University of Science and Technology- Gabaldon Campus have limited skills in regards to general computer applications, communication, and the internet but are very proficient with word processing and spreadsheet. Moreover, the study found evidence that there should be a professional development training programs for instructors to incorporate computer technology as a classroom tool and means of managing instruction.

Determining the Professional Development Needs of Primary School Teachers Working in Science and Art Centers

Science and Art Centers (SACs) are educational institutions affiliated with the Ministry of National Education that focus on the education of gifted individuals. In SACs, primary school teachers are responsible for implementing specialized and enriched curricula designed for gifted students in 2nd, 3rd, and 4th grades. The professional development needs of primary school teachers at SACs differ from those in regular primary schools.. However, it is essential for teachers to continue their professional development throughout their tenure and actively participate in in-service training activities. Recognizing the significance of continuous professional development in the teaching profession, this study aims to identify the areas where primary school teachers at SACs require professional development and provide recommendations for incorporating these needs into future professional development activities. The research data for this study were collected using the Classical Delphi Technique. Academicians working in the field of Classroom Education or Special abilities, who conduct research on gifted individuals, and primary school teachers who work with gifted students participated in this data collection process. The data obtained were analyzed through descriptive analysis and content analysis. The study revealed that primary school teachers working at SACs require professional development training in various content areas, including recognizing gifted students, understanding relevant legislation, implementing enriched and differentiated education for gifted individuals, exploring education-teaching models, and fostering family involvement in the educational process. Based on these identified needs, it is strongly recommended that policy makers develop and implement professional development programs specifically tailored to primary school teachers employed at SACs.

Perspectives of Healthcare Providers in Maternal and Child Health Services in BokeoProvince, Lao People’s Democratic Republic: A Qualitative Study

In Bokeo province, Lao People’s Democratic Republic, the high rates of poverty and poor health outcomes are striking. According to data collected from the Lao government, the area has a high mortality rate among mothers and children under five years old. Consequently, there is an urgent need for significant enhancements in maternal and child health (MCH) services. This study aims to investigate the perspectives of healthcare providers on the MCH situation, difficulties, challenges, and potential solutions for the growth and implementation of MCH services. We conducted in-depth interviews with 45 healthcare providers from varying healthcare system levels using qualitative methods. The key findings are as follows: Healthcare providers demonstrate a strong understanding of MCH policies, acknowledgment of national objectives, and dedication to personal growth. However, significant obstacles exist, including access barriers for ethnic minorities, transportation complications, inadequate healthcare personnel, and insufficient equipment and infrastructure. Healthcare providers have also indicated a need for more training and opportunities for professional development to improve MCH outcomes. To enhance MCH outcomes in Bokeo province, addressing these challenges and supporting healthcare providers in their quest for self-improvementis essential. The findings of our study can aid in creating targeted interventions and policies to improve MCH outcomes in Bokeo province and similar regions. By focusing on critical areas such as antenatal care, skilled birth attendance, postnatal care, immunizations, nutrition, family planning, health education, and access to healthcare, we can strive towards improved health outcomes and reduced mortality rates.

Региональная система научно-методического сопровождения педагогических работников и управленческих кадров образовательных организаций общего образования

The effectiveness of the education system in general and general education in particular depends on highly qualified teaching staff carrying out educational activities. A high level of professional training of pedagogical staff implies their continuous professional development (training). In order to create an effective system of ad-vanced training for teachers and school leaders, it is necessary to have a comprehensive system of scientific and methodological support for this activity. Relevance of the problem under study. The relevance of the devel-opment of the system of support for the professional development of teaching staff is due to the lack of a uni-fied approach to the organization of the activities of methodological support services, as well as insufficient scientific methodological justification of this activity, the lack of connection between science and practice. Mate-rials and methods of research. Analysis of normative legal acts on the problem; official websites of federal and regional executive authorities managing in the field of education; analysis of domestic and foreign academic research on the problem. The results of the research and their discussion. The comparative analysis of the im-plementation of the system of scientific and methodological support of professional activity of teachers and school managers was carried out; the main directions of activity for the improvement and development of the system of scientific and methodological support of professional activity of teaching staff were determined; the system of professional development of teaching staff in educational organizations of general education was proposed.

Strategi Kepala Madrasah dalam Meningkatkan Kualitas Pendidikan: Studi Kasus pada MI Muhammadiyah Dukuh, Watulimo, Trenggalek

This article discusses a research aimed at understanding the strategy of the Head of Madrasah Ibtidaiyah Muhammadiyah Dukuh in the Watulimo Subdistrict, Tenggalek Regency, with the goal of improving the quality of education. Despite facing limitations in the number of students (40 students) and personnel (10 teachers), the madrasah has successfully maintained its level of quality and continues to receive positive interest from the community. The research also aims to identify challenges that arise during the implementation of the strategy and formulate solution-oriented steps to overcome these obstacles, with the objective of ensuring that the applied strategy achieves optimal results. The research methodology employed is a descriptive-qualitative approach, using observation, interviews, and documentation methods for data collection. The findings indicate that the strategy implemented by the madrasah head involves a series of stages, starting from communication management and analysis of the internal and external environment of the madrasah, formulation of strategies based on coordination with internal elements of the madrasah and input from the community, to the implementation and evaluation of the strategy. Identified obstacles involve inhibiting factors such as limited facilities and infrastructure, as well as a shortage of experts proficient in flagship programs. The solution-oriented efforts include optimizing the use of existing facilities and infrastructure, enhancing the quality of educators through teacher professional development training, and involving active participation from the community in flagship activities. With these steps, it is hoped that the applied strategy can be executed optimally, overcome emerging challenges, and produce optimal educational quality. As an added value, the excellence of Madrasah Ibtidaiyah Muhammadiyah Dukuh lies in the extracurricular activity of Volleyball. This activity serves as a flagship program attracting the local community, with outstanding achievements such as securing the First Place in the Trenggalek Regency Volleyball Championship.

MODELS FOR PREDICTING THE RISK OF DISSATISFACTION OF GENERAL PRACTITIONERS-FAMILY DOCTORS WITH WORK IN PRIMARY HEALTH CARE CENTERS

The aim of the study was to determine the model for predicting the risk of dissatisfaction of general practitioners (GPs) with their work in primary health care centers based on the results of a questionnaire.
 Materials and methods. A survey of 89 GPs was conducted using a questionnaire to determine job satisfaction. Each question of the questionnaire was evaluated by the respondents on the Likert total ratings on a 5-point scale. Job satisfaction was assessed at 4 and 5 points, dissatisfaction at 1-3 points.
 The logistic regression analysis was used to build a model for risk prediction of GPs’ job dissatisfaction. To assess the degree of each factor influence in the logistic regression model, the odds ratio (OR) and its 95 % CI (confidence interval) were calculated. Receiver Operating Characteristic analysis was used to assess the quality of the logistic regression model. The analysis of the research results was carried out using the license package the statistical analysis package MedCalc v.19.4.1 (MedCalc Software Inc, Broekstraat, Belgium, 1993-2020).
 The results show that 76.06 % of GPs are satisfied with their work. The vast majority are satisfied with the attitude of the management staff, fellow GPs, patients, opportunities of professional development and advanced training, work schedule, working conditions, and team spirit. At the same time, more than half of GPs (54.92 %) are dissatisfied with the comfort of business relations with other subspecialists, 36.61 % of doctors are dissatisfied with the salary, 40.84 % believe that the salary does not correspond to the efforts made, and 45.07 % think that additional financial compensation does not affect the quality of medical care provided. The method of stepwise inclusion/exclusion of variables was used to select a set of features for the multivariate logistic regression model. As a result of this method, 2 factors were selected: a sense of pride in work and working conditions. We established that the more a GP is proud of his chosen specialty and the better working conditions he has, the less dissatisfied he feels with his work. We determined the sensitivity of the model as 76.5 % (95 % CI: 50.1 % – 93.2 %), the specificity as 85.2 % (95 % CI: 72.9 % – 93.4 %), and the diagnostic accuracy as 83.1 % (CI: 72.3 % – 91 %).
 Conclusions. In the personnel management system of health care institutions, it is necessary to consider many different factors of GPs’ satisfaction with their work, including salaries, relationships with colleagues, patients, the opportunities of professional development, the attitude of management staff, a sense of respect, and working conditions. Forecasting the risk of GPs’ dissatisfaction with their work must be carried out taking into account the presence of doctors’ subjective sense of pride in their work and working conditions.

Teachers’ Professional Development Training for Their Professionalism

The Teacher Professional Development (TPD) program is a dynamic initiative dedicated to nurturing the professional growth of educators, ultimately enhancing their efficiency. This article focuses on the study and analysis of the implementation status of TPD programs in Nepal in comparison to the policy guidelines of the TPD framework 2015 and aims to improve the implementation of TPD programs for the utilization of resources. The main strength lies in investing in teachers’ training that will ultimately lead to improved teaching and learning conditions in Nepali classrooms. Although the results show that the program is well adapted for the professional development of Nepali teachers, there are many gaps in the various stages of program implementation, which could make the TPD program more effective in transferring training to the classroom. It doesn't seem to be effective in translating the TPD policies into practices. This study also paved the way for further research to improve the transfer of training to classroom practices.

Continuous Professional Development and Teachers Improved Pedagogical Skills in Secondary Schools in Gulu City

Teachers require improved pedagogical skills and quality for teaching in schools. Continuous Professional Development (CPD) training allows teachers to think more deeply about issues that might come up in the classroom and how they can be resolved. CPD ensures all school staff have the knowledge and skills to support students and help them with their day-to-day roles. Dedicating time to CPD is vital to ensure every staff member learns and grows within their role. The objective of the study is to determine whether Continuous Professional Development improve teachers’ Pedagogical skills in teaching. The study used a cross-sectional survey design. Both qualitative and quantitative research paradigms were used to collect and present data from 14 schools. 14 Headteachers, 14 Deputy Headteachers, 14 Directors of Studies and (336) Teachers were targeted. Data was analysed using Statistical Package for Social Sciences (SPSS) version 18.0 for both inferential and descriptive statistics. The findings revealed that 90% of the teachers agreed that Continuous Professional Development is a teacher training approach that aims at improving teachers’ pedagogical skills in secondary schools. The study concludes that continuous professional development is a vehicle for administrators’ and teachers’ improvement; it helps teachers enhance and acquire new ideas and skills and build confidence and competencies in teaching in secondary schools. It is recommended that CPD requires some restructuring of teachers’ work in schools to support new learning opportunities. School administrators need to develop policies and practices that provide necessary resources such as time, facilities, tools, and incentives

A Study on the Development of Professional Training in Physical Education in Colleges and Universities under Information Technology

Abstract The deep integration of technology and college sports professional training can effectively stimulate the enthusiasm of students for sports training and, to a certain extent, reduce the danger of professional training. This paper first introduces the virtual reality technology under information technology to build a virtual sports training framework, and through virtual sports training, can effectively realize the immersive training of participants. Secondly, we use LiDAR to obtain point cloud data for the virtual scene of college sports professional training and reconstruct the virtual scene using the Poisson surface 3D reconstruction algorithm. Based on the OpenPose human posture estimation algorithm, the training movements of students in the virtual scene are identified, which helps coaches to better formulate standardized training movements. Finally, to verify the effectiveness of the method given in this paper in college physical education training, a series of quantitative analyses was carried out. The results show that the training loss of the Poisson surface 3D reconstruction algorithm is about 0.087 after 180 rounds of iteration, the verification accuracy is about 87.62%, and the training loss of the OpenPose algorithm is about 0.04% when the number of iterations reaches about 130 times. After using VR technology to carry out professional training in sports, the score of students in the experimental group in terms of active learning interest is 4.487±0.324 points, which is about 1 point higher than that of the control group. Virtual reality technology can effectively promote the innovation and reform of sports professional training in colleges and universities, enhance the student’s interest in learning sports training, and provide a guarantee for improving students’ physical quality.