Students Of Professional Master Research Articles

Exploration and Practice of Master's Degree Training in Materials and Chemical Engineering Under the Background of Industry-education Integration

Under the background of rapid social development in the new era, the international environment is complex and changeable, and the world is experiencing major changes unprecedented in a century, which puts forward higher requirements for the training quality of professional master's students. Under the background of integration of industry and education, this paper analyzes the problems revealed in the current training process of master's students in materials and chemical engineering, and explores the improvement of the training mode of master's students in materials and chemical engineering and the optimization of the quality supervision system of postgraduate education, so as to improve the training quality of professional master's students.

Professional Master's Athletic Training Students' Career Influences Part I: Perceptions of Athletic Training

Context As athletic training education transitions to a professional master's degree, understanding the perceptions professional master's athletic training students have of athletic training is important. Objective To examine second-year professional master's students' perceptions of the athletic training profession, a career in the profession, and identify the factors that influence their perceptions. Design Convergent mixed methods. Setting Online surveys and individual phone interviews. Patients or Other Participants A total of 80 second-year professional master's students (63 female, 13 male, 4 no response, age = 24.63 ± 2.29 years), who were enrolled in the final semester of their program in the spring of 2019, completed the online survey. Ten survey respondents completed the follow-up phone interviews. Data Collection and Analysis A survey instrument and a semistructured interview guide were developed to answer the research questions. Both were validated externally by 3 independent researchers using a content-validity indexing tool. The data from the survey and interviews were woven together and merged to provide 1 comprehensive results section. Trustworthiness was established using triangulation, member checks, memos, and peer debriefing. Results Three higher-order themes emerged from the data: (1) perceptions of the athletic training profession: lack of appreciation and awareness for the profession from others, rewarding profession, and dynamic profession; (2) perceptions of a career in athletic training: low pay, long hours and inconsistent schedules, and inability to have work-life balance; (3) factors influencing perceptions: clinical experiences and interactions with athletic trainers. Conclusions Second-year professional master's athletic training students developed positive and negative perceptions about the profession and a career in the profession during their professional education experiences. The factors identified were professional socializing agents and should be considered when designing clinical education experiences.

Professional Master's Athletic Training Students' Career Influences Part II: Short-Term and Long-Term Career Intentions

Context As athletic training education continues to evolve to a professional master's degree, understanding the career intentions of students preparing to graduate from professional master's programs is essential. Objective To examine the career intentions of second-year professional master's athletic training students and identify the factors that influence their intentions. Design Convergent mixed methods. Setting Online surveys and individual phone interviews. Patients or Other Participants A total of 80 second-year professional master's students (63 women, 13 men, 4 no response, age = 24.63 ± 2.29 years) who were enrolled in the final semester of their program in spring 2019 participated in the online survey. Ten survey respondents participated in follow-up phone interviews. Data Collection and Analysis An online survey was designed and administered to answer the research questions. Semistructured phone interviews were conducted as a follow-up to the survey to gain further insight into the research questions. The data from the survey and interviews were woven together and merged to provide a comprehensive display of results. Triangulation, member checks, memos, and peer debriefing were completed for trustworthiness. Results Two higher-order themes emerged from the data: career progression and factors influencing career intentions. We identified 3 lower-order themes for career progression: short-term career plans, concerns over lack of experience, and long-term career plans. Two lower-order themes were identified for factors influencing career intentions: clinical experience and mentorship. Conclusions Second-year professional master's athletic training students have short-term and long-term career plans. Their career intentions were influenced by past clinical experiences and the mentorship received from their clinical preceptors and faculty members during their professional education. Unfortunately, many students were having difficulty obtaining positions after graduation due to a lack of professional experience. As a result, some turned to internship or residency positions to gain experience.

A narrative approach to building computational capacity for climate change impact assessment in professional master's students

Anderson et al., (2021). A narrative approach to building computational capacity for climate change impact assessment in professional master's students. Journal of Open Source Education, 4(46), 100, https://doi.org/10.21105/jose.00100

Burnout Levels and Mood States Among Athletic Training Students in Professional Master's Programs

Context Professional master's athletic training students are at high risk for changes in mood state and an increase in burnout levels during an academic semester due to stressors including academic workload, clinical expectations, and/or research projects, among other factors. Objective To determine mood states and burnout levels among professional master's students during the middle and end of an academic semester. Design Cross-sectional study. Setting Online survey. Patients or Other Participants The sample consisted of first and second year professional master's students (males = 11, females = 30, age = 23.39 ± 1.44 years) who attended Commission on Accreditation of Athletic Training Education accredited athletic training programs. Interventions The independent variable was time (midsemester and end of semester). We sent the link to the online survey via e-mail to program directors and asked them to forward it to all students in the professional master's programs they led. Main Outcome Measure(s) The dependent variables were the subsets of burnout (depersonalization [DP], personal accomplishment, and emotional exhaustion [EE]) along with the overall mood state score. We used the modified 22 item Maslach Burnout Inventory and the modified 40 item Profile of Mood States. Results Burnout scores from the personal accomplishment subscale of the Maslach Burnout Inventory were statistically different between the 2 time points ({\rm{\chi }}_1^2 = 5.765, P = .016) in comparison to DP ({\rm{\chi }}_1^2 = 0.027, P = .869) and EE ({\rm{\chi }}_1^2 = 1.256, P = .262). For Profile of Mood States scores, the composite total mood disturbance score was not statistically different between the 2 time points ({\rm{\chi }}_1^2 = 0.200, P = .655). Conclusions Our findings indicated that, as a whole, high level stressors were reported from lack of personal accomplishment. Clinically, mood states were reported to not change from midsemester to end of the semester.

Examining Initial Perceptions of Transition to Clinical Practice from the Perspective of Professional Master's Students

Context Newly credentialed athletic trainers are expected to be independent practitioners capable of making their own clinical decisions. Transition to practice can be stressful and present challenges for graduates who are not accustomed to practicing independently. Objective Explore the perceptions of professional master's students as they prepare to experience role transition from students to autonomous clinical practitioners. Design Qualitative study. Setting Nine higher education institutions. Patients or Other Participants Fourteen athletic training students (7 male, 7 female, age = 25.6 ± 3.7 years) participated. Main Outcome Measure(s) Participants completed a semistructured interview over the phone which focused on the perception of preparedness to enter clinical practice. All transcribed interviews were analyzed using a general inductive approach. Multiple-analyst triangulation and peer review were used to ensure trustworthiness. Results We found themes for facilitators and challenges to transition to autonomous clinical practice. Students felt prepared for independent practice due to (1) mentoring networks they had developed, (2) exposure to the breadth of clinical practice, and (3) autonomy allotted during clinical education. Potential challenges included (1) apprehension with decision making and (2) a lack of confidence. Conclusions Our findings suggest graduates from professional master's programs, although ready for clinical practice, may require more time and exposure to autonomous practice to build confidence. Professional master's program administrators should work to provide clinical education experiences that expose students to a wide variety of clinical situations (patients, settings, preceptors) with appropriate professional role models while providing decision making autonomy within accreditation standards.

Employees’ Expectation and Organizational Silence

Aim: The study investigated the relationship between employees’ expectation (EE) and organizational silence (OS). Design/Methodology: A survey of one hundred and eight (108) working class Professional Master Students was carried out eliciting responses through a self- constructed instrument that has Cronbach alpha of 0.864 and 0.825 reliability values for employees’ expectation and organizational silence respectively. Both Pearson product moment correlation and multiple regressions statistics were used to test the stated research hypotheses. Findings: It was found that employees’ expectations have a strong positive and statistically significant relationship with organization silence. The indices of employee expectations: employee control (EC), employee ownership (EO) and employee appreciation (EA) separately correlate positively and significantly with organization silence. The study also showed that they are strong predictors of organizational silence except employee control that is somewhat a weak predictor. In combination however, employee expectation is a strong, positive and significant predictor of organizational silence. The influence of employees’ expectations of control, appreciation and ownership explained 30.5% of organization silence. Conclusion/recommendation: The study established that the types of organization silence are not limited to the three existing one of quiescent, acquiescent and pro-social but also include accrual benefits. Also, the motives for organization silence of resignation, fear and other-oriented, were extended to include self-oriented benefits. Research implications: Organization scholars, business owners and researchers should seek for the expectations of the employees as they contribute to change and work related improvement in the quest to stem the tide of silence behaviour climate in business organization.

The Impact of Self-Esteem on the Attitudes Towards Homosexuality

Diversity is part of our everyday lives. It is present everywhere, so it is present in health care settings also. The medical staff serves all the patients, regardless their gender, their race, their religion, regardless their economic status, sexual orientation, political beliefs, etc. It is very important for the medical staff to accept and respect the diversity. In this way, the quality of offered services will be the same for all the people. Having good attitudes towards homosexual individuals is one of the ways of accepting and respecting human diversity. One of the sources of good attitudes towards homosexuality is the having good self-esteem. The paper aims to analyze the impact of self-esteem on the attitudes toward homosexuality of heterosexual students of Professional Master in Nursing, branch of the Faculty of Natural Sciences. It is used the technique of questionnaire. The measuring instruments are: a)Self-Esteem Scale (Rosenberg, 1965), b)Attitudes Toward Sexual Orientation: An Adaption of Herek’s ATLG Survey (the adaption is made by Benjamin J. Stefonik). The data collected from the questionnaire was analyzed by means of the SPSS program, variant 20. In the study, we had the participation of 77 heterosexual students of Professional Master in Nursing, 40 students frequent the first academic course and 37 students are at the second academic course. The paper concluded that there is positive correlation between heterosexual students’ self-esteem and their attitudes towards homosexuality (Sig.= 0.083). Their self-esteem is not too positive and their attitudes towards homosexuality are not good. The students prejudice the homosexual individuals. It is very important the improvement of self-esteem and the improvement of the attitudes toward homosexuality of heterosexual students of Professional Master in Nursing, branch of the Faculty of Natural Sciences. The improvement of their self-esteem and their attitudes toward homosexuality will influence the quality of their work. There are defined the main strategies in order to improve students’ self-esteem and their attitudes toward homosexuality.

The Impact of Self-Esteem on the Attitudes Towards Homosexuality

Diversity is part of our everyday lives. It is present everywhere, so it is present in health care settings also. The medical staff serves all the patients, regardless their gender, their race, their religion, regardless their economic status, sexual orientation, political beliefs, etc. It is very important for the medical staff to accept and respect the diversity. In this way, the quality of offered services will be the same for all the people. Having good attitudes towards homosexual individuals is one of the ways of accepting and respecting human diversity. One of the sources of good attitudes towards homosexuality is the having good self-esteem. The paper aims to analyze the impact of self-esteem on the attitudes toward homosexuality of heterosexual students of Professional Master in Nursing, branch of the Faculty of Natural Sciences. It is used the technique of questionnaire. The measuring instruments are: a)Self-Esteem Scale (Rosenberg, 1965), b)Attitudes Toward Sexual Orientation: An Adaption of Herek’s ATLG Survey (the adaption is made by Benjamin J. Stefonik). The data collected from the questionnaire was analyzed by means of the SPSS program, variant 20. In the study, we had the participation of 77 heterosexual students of Professional Master in Nursing, 40 students frequent the first academic course and 37 students are at the second academic course. The paper concluded that there is positive correlation between heterosexual students’ self-esteem and their attitudes towards homosexuality (Sig.= 0.083). Their self-esteem is not too positive and their attitudes towards homosexuality are not good. The students prejudice the homosexual individuals. It is very important the improvement of self-esteem and the improvement of the attitudes toward homosexuality of heterosexual students of Professional Master in Nursing, branch of the Faculty of Natural Sciences. The improvement of their self-esteem and their attitudes toward homosexuality will influence the quality of their work. There are defined the main strategies in order to improve students’ self-esteem and their attitudes toward homosexuality.

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

Context:Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking.Objective:To determine professional master's athletic training students' perceptions regarding how they were prepared to transition to practice as clinicians.Design:Qualitative study.Setting:Professional master's athletic training programs.Patients or Other Participants:Sixteen students, 8 program directors, and 5 faculty members from professional master's athletic training programs.Main Outcome Measure(s):An online questionnaire was distributed via Qualtrics and analyzed using an inductive technique. Participants responded to a series of open-ended questions related to the structure and curricular offerings of their respective programs. We secured trustworthiness through multiple analyst triangulation and peer review.Results:We found that both students and faculty identified clinical education as the major facilitator in the socialization process used to prepare students for the transition into clinical practice. Three further subthemes emerged: (1) Both stakeholder groups felt that students gained experience through diverse and immersive clinical education experiences; (2) Preceptors provided mentorship; and (3) Students developed confidence to enter clinical practice as a result of these supported experiences.Conclusions:Professional master's programs provide clinical education experiences designed to help athletic training students gain the skills and confidence necessary to become autonomous practitioners. The diversity and mentorship contained within these experiences facilitates confidence and preparedness.

Sociology by Teachers, Senior Students and Professional Master Students for Teaching

This research is about the role of sociology according to literature, my experience and a questionnaire. The result about it is that the majority of the respondent’s estimate about sociology. The answers are connected mostly with the impact of sociological knowledge in making them more courageous in certain situations, defining their individual characteristics, seeing what type of individual they are, discovering new things that they wish and possibly use them, analyzing all the phases of the personal development, making them more optimistic, braver, and more communicative in many aspects, knowing themselves better and make a challenge to it, knowing your best friend better, creating a new concept on them, their character and behavior, you know yourself better, life experience has learned me much more; learning by doing, learning from mistakes, learning different cultures of living, etc. Study sociology is very important. It must be a compulsory subject at our pre-university curriculum.

Avaliação de carga de trabalho em alunos de pós-graduação em engenharia de produção: um estudo exploratório

ResumoOs resultados educacionais estão ligados à carga de trabalho do estudante que, por sua vez, sofre influência de fatores individuais e do contexto institucional. Contudo, no âmbito da pós-graduação brasileira, e mais especificamente no caso da Engenharia de Produção, pouco é conhecido sobre a intensidade dessa carga de trabalho, fatores contribuintes e meios de gerenciá-la. Este estudo tem como objetivo realizar uma avaliação exploratória da carga de trabalho em estudantes de Pós-Graduação em Engenharia de Produção. A avaliação foi realizada em um curso nacional de excelência na área, por meio de: entrevistas semiestruturadas com três alunos, aplicação de um questionário (NASA-TLX adaptado) respondido por trinta e três alunos; reunião de feedback dos resultados dos questionários aos alunos. Os dados indicaram que a carga de trabalho é alta e similar entre as diferentes modalidades do curso: mestrado profissional, mestrado acadêmico e doutorado. Além disso, foi possível identificar o alto nível de frustração entre alunos do mestrado profissional, o alto nível de esforço no mestrado acadêmico, a grande demanda mental do doutorado, e a maior demanda temporal para quem exerce outras atividades profissionais além dos estudos. Dentre os fatores contribuintes nesta alta carga de trabalho, foi identificada a falta de acompanhamento do orientador, a realização de trabalhos acadêmicos não diretamente ligados ao projeto de pesquisa, a alta exigência imposta pelos estudantes a si mesmos e o medo de não finalizar o trabalho.