Professional Practice Course Research Articles

Construction of an Evaluation Indicator System for Civic and Political Applications in Professional Practice Courses Based on CIPP: Taking the VBSE Practical Training Course as an Example

This study takes the virtual business society environment (VBSE) practical training course as a case study and applies the theoretical framework of the context, input, process, product (CIPP) model to construct an evaluation indicator system for the application of civic and politics in professional practice courses. The context evaluation is measured from the support of the VBSE practical training course into course civic and politics, teachers’ cognition, and the integration of course objectives; the input evaluation is measured from the matching degree of teachers’ civic and political competence, and the matching degree of teaching resources; the process evaluation is measured from the degree of implementation of civic and politics teaching and the degree of students’ acceptance; and the product evaluation is measured from the degree of impact of civic and politics teaching.

Unveiling the benefits of reflective learning in professional legal practice

ABSTRACT This paper delves into the transformative power of reflection in a postgraduate course focused on professional legal practice. With a dual focus on the learning and professional aspects of reflection, this paper sheds light on the advantages of incorporating reflective practices within legal education. Specifically, it explores the use of reflective writing for assessment purposes at King's College London and examines the broader application of reflection within the MSc Law and Professional Practice course. Drawing on practical experiences and insights gained from the implementation of reflection, the paper offers valuable lessons and recommendations for educators seeking to leverage reflective learning in legal education.

A landscape of practice approach to enhance employability: insights from domestic and international postgraduates

PurposeDrawing on a theoretical framework of sustainable career ecosystem theory, our paper aims to consider how domestic and international postgraduates can enhance their employability through participation in a landscape of practice.Design/methodology/approachThe study employed an exploratory, longitudinal case study design to capture students' lived experiences on an 18-month Master of Professional Practice course at a higher education institution in New Zealand. The data collection procedure involved field note observations (months 1–4), a focus group (month 13) and narrative frames (months 16–18). The sample was domestic students from New Zealand (n = 2) and international students from Asia (n = 5).FindingsOne’s participation in multiple communities of practice represents their landscape of practice and a commitment to lifewide learning. Through participation in various communities of practice, domestic and international students can enhance their employability in three ways: (1) boundary encounters to develop social capital, (2) transcending contexts to enhance cultural capital, and (3) acknowledging the development of psychological capital and career agency.Originality/valueOur work offers one of the earliest empirical validations of sustainable career ecosystem theory. Expressly, communities of practice represent various contexts whereby employability capital is developed over time. Additionally, the postgraduate students themselves are portrayed as interconnected and interdependent actors, presenting a novel framing of such dependencies at the micro-level of the ecosystem. The practical implications come from informing universities of the value of a landscape of practice to enhance the employability of domestic and international students in preparation for sustainable careers and to promote the sustainability of the career ecosystem.

The effectiveness of using the role-playing technique in the professional practice course with groups to build the capacities of master's students

The effectiveness of using the role-playing technique in the professional practice course with groups to build the capacities of master's students

Exploring the Path of Cultivating Employability of Medical College Students under Practice Orientation

With the continuous development of the medical industry, the employment situation of medical specialty college students is also gradually intensifying. Therefore, how to improve students' employability and competitiveness through a practice-oriented approach has become a problem that needs to be solved in medical specialty education. This paper proposes a four-point strategy based on practice orientation: providing rich internship and practical training opportunities, carrying out diversified scientific research projects, setting up relevant professional practice courses, and cultivating students' professional ethical qualities, to provide medical students with a perfect program for cultivating their employability and promoting the development and innovation of the medical specialty.

Evaluation of Practice Courses in Preschool Education Based on CIPP Evaluation Model

Based on the CIPP evaluation model, this paper conducts a comprehensive evaluation of preschool professional practice courses in four aspects: project context evaluation (Context evaluation), input evaluation (Input evaluation), process evaluation (Process evaluation), and outcome evaluation (Product evaluation) To promote curriculum reform.

Investigation of Contribution Levels of Rhetoric and Professional Practice Courses to Student Development (Ondokuz Mayıs University Faculty of Theology Example)

Bu çalışmada, “Hitabet ve Mesleki Uygulama” derslerinin Ondokuz Mayıs Üniversitesi (OMÜ) İlahiyat Fakültesi öğrencilerinin gelişimlerine katkı düzeyleri incelenmektedir. Araştırmanın amacı, “Hitabet ve Mesleki Uygulama (HMU)” derslerinin öğrenci gelişimlerine katkı düzeylerini belirlemektir. Bu kapsamda araştırmanın ana problemi, bu derslerin öğrenci gelişimine katkılarının bugüne dek bilimsel bir araştırmaya konu edilmemiş olmasıdır. Bu durum, araştırmanın hem özgünlüğünü hem de önemini ortaya koymaktadır. Araştırmanın örneklemi, OMÜ İlahiyat Fakültesi 4. sınıf ve mezunlardan oluşan 393 öğrencidir. Çalışmada nicel araştırma türlerinden tarama (survey) modeli kullanılmıştır. Çalışmanın verileri araştırmacılar tarafından geliştirilen anket formu ile elde edilmiştir. Verilerin analizinde frekans analizi tekniği kullanılmıştır. Bu sonuçlar, HMU derslerinin OMÜ İlahiyat Fakültesi öğrencilerinin mesleki, kişisel ve sosyal gelişimlerine katkı sağladığını, iletişim becerilerini geliştirdiğini, sorumluluk üstlenme kabiliyetlerini artırdığını, öz güven kazanmalarına yardımcı olduğunu ve mezuniyet sonrası hedefleri açısından faydalı bilgiler içerdiğini göstermiştir.

Analysis of the construction and reform path of preschool education professional practice courses in the context of computer big data

Abstract This paper first uses the big data adaptive learning system to facilitate students’ mastery of knowledge points, improve their learning performance, and stimulate their interest in learning. Then, the practical curriculum of preschool education is realized through curriculum facilities, curriculum objectives, curriculum content, curriculum organization and implementation, and curriculum evaluation. Next, the QFD entity model for quality assurance of preschool education personnel training is established. The realistic basis for the construction of the model is also elaborated, and the conceptual framework of the QFD model for quality assurance of higher education personnel training is proposed and comprehensively analyzed. The results show that the cooperative group learning approach is more favored by students, up to 64.44% in the practical courses. The number of graduates who chose to work in early education and other industries increased by 10%. It shows that improving students’ personal comprehensive quality can adapt to society’s comprehensive demand for professionals.

The application of "four self-confidence" ideological elements in the practical courses of information majors

In the major of information theory, the practical course is an important part of the professional training program, and the combination with the ideology of the course should not be ignored. This paper analyzes the current teaching situation of the practical courses of information theory majors, discusses the importance of combining the practical courses with the course thinking and politics, how to explore the "four self-confidence" thinking and politics elements of the information majors, and the methods of integrating the thinking and politics elements of the information majors' practical courses, so as to ensure that the teaching objectives of the information majors' practical courses are taken as the starting point and are naturally and appropriately integrated with the course thinking and politics. The purpose is to ensure that the teaching objectives of the information professional practice courses are the starting point, to naturally and appropriately integrate the content of thinking and politics education, to achieve the purpose of "thinking and politics in the curriculum" to educate people throughout the whole process, and then to build a new pattern of "big thinking and politics".

Integrating open science education into an undergraduate health professional research program.

Open science (OS) is a global movement focused on improving research equity, reproducibility, and transparency of research outputs in publicly funded research. While OS education in academia is becoming more common, examples of health sciences librarians providing OS training are not. This paper describes how a librarian collaborated with teaching faculty and a research program coordinator to integrate an OS curriculum into an undergraduate professional practice course and assess students' perceptions of OS after participating. A librarian developed an OS-specific curriculum for an undergraduate professional practice course in Nutrition. This course is part of the First Year Research Experience (FYRE) program, which is integrated into 13-week undergraduate courses to introduce students to core elements of the research process in their first year of study by carrying out a research project. The OS curriculum included an Introduction to OS class, a requirement that students share their research outputs in the Open Science Framework, and an assignment asking students to reflect on their experience learning about and practicing OS. Twenty-one of 30 students consented to having their reflection assignment undergo thematic analysis. Students indicated transparency, accountability, accessibility to research outputs, and increased efficiency as positive attributes of OS. The time commitment, fear of being scooped, and concerns over having research be misinterpreted were considered negative attributes. 90% (n=19) of students indicated that they intend to practice OS in the future. Based on strong engagement from the students, we believe that this OS curriculum could be adapted to other undergraduate or graduate student contexts where a research project is required.

The Application of Multimedia and Deep Learning in the Integration of Professional and Innovative Education in Colleges

In this paper, the authors study the assessment of professional practice courses in the integrated education of specialization and innovation, and use the multimedia and deep learning technology to complete the action recognition of students in practice courses. Firstly, the skeletal features are extracted from multimedia video data by Openpose algorithm, which is used for subsequent classification while ensuring privacy; then the LSTM method is used to recognize typical motions in student practice, and the average recognition result exceeds 89%; finally, practical application tests are conducted for laboratory and office scenes, and the results illustrate that the proposed framework performs well in the tests with recognition rate exceeding 80%. The algorithm framework provides a new idea for the curriculum setting and evaluation method of professional practice education, and gives data guarantee for their integration and innovation education.

Research on the Construction of First Class Professional Clustering Based on OBE-CDIO Education Concept

With the continuous growth of various software technologies in China, there are still many problems in the practice teaching of software design in China universities. Facing up to these problems, many students majoring in software design have not been fully trained in many abilities and qualities, cannot adapt to the requirements of work and lack core competitiveness. With the rapid growth of science and technology in today's world, the demand of enterprises for innovative and applied talents is increasing. As the core concept of engineering education professional certification, achievement-oriented is the starting point of tertiary education teaching design, and it is also the correct direction of pursuing excellent education with students' learning output as the guidance. In order to meet the needs of enterprises, tertiary education should pay more attention to the ability training of college students during their school days. Aiming at the problems existing in the practical teaching of software design courses, aiming at cultivating students' abilities at different levels and comprehensive quality, this article probes into the construction of practical teaching system of software design courses under the concept of OBE-CDIO. In-depth analysis of the needs of society, market and enterprises, focusing on ability training, positioning the teaching objectives of professional practice courses. Taking the software design major as an example, this article studies the idea of first-class professional clustering construction based on OBE-CDIO education concept.

A brief analysis of introducing curriculum ideological and political elements into "Mapping Practice of Auto Parts"

The article focuses on the new requirements of integrating curriculum ideological and political elements into the professional practice course of "Automotive Parts Mapping Practice", proposes feasible curriculum ideological and political elements, establishes the course teaching concept of ideological and political element integration, and discusses the new teaching mode different from the traditional practice course, striving to integrate professional knowledge education, ideological and political education, and students' practical ability training. The course aims to integrate professional knowledge education, ideological and political education and the cultivation of students' practical skills, and comprehensively promote the construction of the teaching content, curriculum system, teaching methods, teaching means, teaching conditions and teaching staff of Mapping Practice of Auto Parts, so as to lay a solid practical foundation for the revitalization of Chinese automotive industry and the cultivation of China's own manufacturing technology engineers for the first line of automotive production.

Discussion on the Training Mode of Mechanical Talents Oriented by Innovation and Entrepreneurship under the Background of New Engineering

Under the background of new engineering, higher requirements have been put forward for the training of application-oriented undergraduate mechanical professionals. Students not only need to have solid basic knowledge and application technology of mechanical related theories, but also need to have certain innovation and entrepreneurship ability. This paper analyzes the current new engineering under the background of innovative entrepreneurial ability oriented applied undergraduate mechanical professional personnel training mode related problems, put forward the strengthening innovation entrepreneurship education and mechanical professional course integration, reasonable advance innovative entrepreneurial ability oriented mechanical professional practice course teaching reform, teaching fusion, improve teachers and students innovative entrepreneurial consciousness of a series of new engineering background to innovative entrepreneurial ability oriented talent training strategy, in order to provide reference for the cultivation of innovation and entrepreneurship ability of applied undergraduate mechanical majors under the background of new engineering.

Research on the Construction of Practical Course System of Physical Education Major

The curriculum system of physical education professional practice course is an important link for physical education professionals to apply the theory they have learned and practice, and is the key to cultivate qualified talents. With the advancement of teachers' earnest work, the requirement of practice link is also more and more strict, and the problems of practice teaching link over the years are initially highlighted. In this paper, the author for many years in charge of the practice of class management, the problems in the process of practice in mastering accurately, and realistic to real earnest analysis of the problems existing in the practical course system, and corresponding solutions are given to solve the physical education curriculum system to carry out the problems existing in the professional practice lesson, contribute to training qualified physical education professionals.

Student Professional Practice Management Information System At UIN Raden Fatah Palembang

Professional Practice (Internship) is one of the mandatory subjects in the Information Systems Study Program. Activities that occur during the implementation of the Professional Practice course are still conventional and not paperless. Moreover, there are several obstacles, such as students having difficulty finding a place for practical work because the study program does not yet have a list of companies that can do this activity. Moreover, it is also difficult for the Study Program to monitor whether students carry out activities appropriately. So that the Information Systems study program requires a Management Information System, which can assist the study program in carrying out practical work activities. The Management Information System built is web-based and uses the Waterfall method. From the research results, Management Information Systems assist students in registering and collecting reports; the study program makes it easier to assess and monitor students and makes document management easier.

CULTIVATING STEWARDSHIP IN THE NEXT GENERATION OF DESIGNERS: EMPLOYING AN EXPERIENTIAL CASEBASED METHOD USING LIVING BUILDING PROJECTS

ABSTRACT The urgency of addressing climate change challenges architectural educators to employ methods for cultivating stewardship in emerging designers by integrating a broad array of performance domains into the curriculum. Voices from the Field is an experiential applied professional practice course that employs cases pursuing high performance building certifications to demonstrate the interrelationship of technical, organizational, behavioral, and operational domains during the process of taking buildings from concept to realization. This study contributes to the literature on teaching with case-based pedagogical methods by employing qualitative data analysis of four sets of course deliverables produced by students who studied two Living Building Challenge (LBC) projects. The findings indicate that students gained an understanding of the integrated nature of design, and an awareness of the necessity of “Backwards Design” and “Tactical Materiality” to meet contemporary climate challenges. Additionally, students increased their understanding of the strategies, attitudes, and behaviors necessary to apply their sustainable ideals to real-world dilemmas in order to build a more just and sustainable society.

Research on the Integration of VR Virtual Technology into Nursing Practice Teaching

With the continuous improvement of the modern medical system, the medical technology has been rapidly improved, which can provide patients with higher quality medical services. Nursing is an important part of medical services, and any colleges and universities have opened nursing majors. In order to improve the teaching quality of nursing majors, VR virtual technology has gradually begun to be applied in practical teaching, which has greatly changed the practical teaching mode of nursing majors. On the other hand, it also promote the improvement of the quality of practical teaching. Therefore, this paper will conduct in-depth research and analysis on the integration of VR virtual technology into the teaching of nursing professional practice courses, and summarize some measures based on practical teaching experience to provide reference and experience for other colleges and universities.

The Impact of Covid-19 on First Year Undergraduate Nuclear Medicine Students' Practical Skills Training.

RATIONALE: Clinical placement is an important component of any undergraduate nuclear medicine program. For first year students, it is an introduction to clinical nuclear medicine which helps them better understand the profession as well as consolidate their learning to date. At The University of Newcastle, Australia part of the clinical placement course includes radiopharmacy laboratory sessions in a simulated environment to develop necessary skills and confidence. Due to the Covid-19 pandemic, restrictions were put in place that meant that clinical placements for first year students were cancelled and time in the radiopharmacy laboratory was reduced from two hours to one hour per session. The aim of this study is to evaluate whether a clinical alternative portfolio in lieu of clinical placement was effective in increasing the students' knowledge and skills in nuclear medicine practice and if specifically developed instructional videos for preparation of the radiopharmacy laboratories compensated for the reduced time. METHODS: A paper-based survey was given to the 50 students enrolled in the first-year professional practice course. This survey containing 56 questions consisted of both open questions and closed Likert-scale questions about the changes to the radiopharmacy laboratories and the clinical alternative portfolio in two separate sections. Quantitative and qualitative analysis was performed on the resulting data. RESULTS: There was a 94% response rate to the survey. The majority of students watched the preparatory radiopharmacy videos at least once and strongly agreeing that each video adequately prepared them for the associated lab session. Just over half (51%) of the students though the reduced time in the lab was sufficient to complete the required tasks. The majority of students agreed that the modules included in the clinical alternative portfolio increased their knowledge of nuclear medicine practice. CONCLUSION: In spite of the restrictions put in place due to Covid-19, the learning outcomes of the first-year nuclear medicine professional practice course were met. The preparatory videos for the radiopharmacy laboratories and the clinical alternative portfolio was positively received and gave the students a good introduction to clinical nuclear medicine.

Learning from Online Professional Practice in Higher Education in the Covid-19 Knowledge Economy

There has been a sea change in the pressures on higher education institutions (HEIs) with the advent of internet technologies, pressure on universities to ‘deliver value for money’ and the Covid-19 pandemic (‘the pandemic’). Before the pandemic some commentators predicted that over 50% of colleges and universities in the United States may close or go bankrupt within a decade (Dover, 2021) and arguably, pressures on universities have intensified as many have been forced to deliver education purely online. This paper examines postgraduate professional practice courses (that include a work placement) for international students in the context of these challenges. It explains why such courses are important for helping students with their employability and how such courses help provide ‘value for money’ and reviews literature about this. Also, the paper explains and discusses learning trends from reflective reports of students and compares what was learnt in the past with learning experiences of students in the first year of the Covid-19 pandemic. It also includes personal reflections of a tutor who taught professional practice through the first year of the Covid-19 pandemic. The paper concludes that similar skills and competencies have been learnt by professional practice students. However, in the pandemic, the students and tutor faced challenges that mirror the challenges faced in organisations. These include: greater unemployment/pressures in employment, challenges of social isolation/mental strength and the increased importance of resilience. This meant that a larger percentage of students in the Covid-19 pandemic failed to get work placements but that all the students on the course learnt similar skills and attributes to students on the same course in previous years. Hence, the courses are valuable for equipping students for the challenging work environments – even during a pandemic.