Quality Of Higher Education Research Articles

The right care in the right place: a scoping review of digital health education and training for rural healthcare workers

BackgroundDigital health offers unprecedented opportunities to enhance health service delivery across vast geographic regions. However, these benefits can only be realized with effective capabilities and clinical leadership of the rural healthcare workforce. Little is known about how rural healthcare workers acquire skills in digital health, how digital health education or training programs are evaluated and the barriers and enablers for high quality digital health education and training.ObjectiveTo conduct a scoping review to identify and synthesize existing evidence on digital health education and training of the rural healthcare workforce.Inclusion criteriaSources that reported digital health and education or training in the healthcare workforce in any healthcare setting outside metropolitan areas.MethodsWe searched for published and unpublished studies written in English in the last decade to August 2023. The databases searched were PubMed, Embase, Scopus, CINAHL and Education Resources Information Centre. We also searched the grey literature (Google, Google Scholar), conducted citation searching and stakeholder engagement. The JBI Scoping Review methodology and PRISMA guidelines for scoping reviews were used.ResultsFive articles met the eligibility criteria. Two case studies, one feasibility study, one micro-credential and one fellowship were described. The mode of delivery was commonly modular online learning. Only one article described an evaluation, and findings showed the train-the-trainer model was technically and pedagogically feasible and well received. A limited number of barriers and enablers for high quality education or training of the rural healthcare workforce were reported across macro (legal, regulatory, economic), meso (local health service and community) and micro (day-to-day practice) levels.ConclusionsUpskilling rural healthcare workers in digital health appears rare. Current best practice points to flexible, blended training programs that are suitably embedded with interdisciplinary and collaborative rural healthcare improvement initiatives. Future work to advance the field could define rural health informatician career pathways, address concurrent rural workforce issues, and conduct training implementation evaluations.Review registration numberOpen Science Framework: https://doi.org/10.17605/OSF.IO/N2RMX.

Managing knowledge to enable learning individuals with intellectual and developmental disabilities: the missing piece on knowledge management

PurposeThis study aims to present a qualitative analysis of how higher education institutions (HEIs) faculties manage knowledge to facilitate the learning and engagement of individuals with intellectual and developmental disabilities.Design/methodology/approachThis study uses a qualitative research design to collect responses from 39 HEI faculties to understand how they manage knowledge to facilitate learning in individuals with intellectual and developmental disabilities. Data collection tools comprised a set of predetermined questions, soliciting written responses.FindingsCoding of the collected data confirmed that there was a knowledge management process in HEIs for enabling higher education of individuals with intellectual and developmental disabilities. A total of six themes emerged, clarifying the knowledge management process. The four components of this process were creation, storage, sharing and use. In addition to the four process-related themes, two other themes that emerged were barriers to knowledge creation and supportive culture. This covers the relevant aspects of the set-up around the knowledge management process in HEIs trying to improve the higher education of individuals with intellectual and developmental disabilities.Originality/valueThere is a need to improve the education of individuals with intellectual and developmental disabilities, which requires effective knowledge management. This paper reveals details of the steps in the knowledge management process relevant to this aim. This is a unique contribution, providing a basis for future research and the introduction of required knowledge management practices by HEIs dedicated to providing high-quality education to students with intellectual and developmental disabilities.

IMPLEMENTATION OF PEDAGOGICAL MEANS OF DIFFERENTIATION AND INDIVIDUALIZATION AS A BASIC CONDITION FOR AN INCLUSIVE APPROACH IN TEACHING HETEROGENEOUS COLLECTIVES IN PRIMARY EDUCATION

The research focuses on the current trend of increasing the quality of education, which brings with it increased demands on teacher competences in the implementation of differentiated instruction for primary students from the very beginning of schooling. The key subject of the research investigation is the inclusive concept of differentiated instruction, which represents a complex modification of the educational content, process, product and evaluation of the educational process. According to the Strategies of Educational Policy of the Czech Republic until 2030+, ensuring comparable and high-quality teaching in primary schools by introducing internal differentiation and individualization is a key strategy for improving the quality of teaching of heterogeneous collectives. However, teachers are not sufficiently prepared for this reality and there is very little relevant literature. Using a qualitative research design that includes participant observation and semi-structured interviews with seven teachers from three regions of the Czech Republic, this paper seeks to systematically map the implementation of these pedagogical strategies in the years 2021-2023 with first and second year primary students in the subjects of Czech language and mathematics. A multi-case study of seven teachers presents a longitudinal study of the implementation of differentiated teaching strategies with a focus on its inclusive concept, which is reflected in all components of the educational process. This dissertation highlights the urgent need for further research in this critically important area, especially in light of the lack of exploration of pedagogical means of differentiation and individualization in the Czech research field.

A Study of the Current Status of Inclusive Education Literacy Development Among College Normal Students Majoring in Early Childhood Education—Taking Province G in China as an Example

Inclusive early childhood education is a major trend globally in the pursuit of equitable and high-quality preschool education, and it is an indispensable part of building a high-quality education system in China. Developing an excellent teaching workforce in inclusive early childhood education is key to improving the quality of preschool integration, and pre-service training is particularly crucial. This study focuses on preschool education major students in G Province, China, using a questionnaire survey method to assess the levels of various dimensions of inclusive education literacy among these students, identify existing issues, draw research conclusions, and provide recommendations. The results indicate that students have a high level of understanding of inclusive education concepts, but their knowledge and skills are relatively low. There are significant differences in inclusive education literacy levels among students from different school tiers and grades, with junior college students scoring higher than undergraduate college students. Additionally, there are no significant differences in inclusive education literacy based on gender or whether students have had face-to-face contact with exceptional children. The findings of this study can serve as a valuable resource for the pre-service training of early childhood teachers in inclusive education literacy.

P067 HOME BLOOD PRESSURE MEASUREMENTS ARE NOT PERFORMED ACCORDING TO GUIDELINES AND STANDARDIZED EDUCATION IS URGENTLY NEEDED: A MIXED-METHODS STUDY AMONG AUSTRALIAN ADULTS

Background and Objective. Home blood pressure (BP) measurement should be undertaken according to guideline recommendations to ensure accurate BP measurement. Patient education is required to provide knowledge and skills for home BP measurement. However, little is known about how BP is measured at home and what education is provided to patients, which was the aim of this study. Methods. A 30-item survey (n=350) and interviews (n=34) among Australian adults who measure BP at home (June–December 2023). Survey questions included steps taken and education received for home BP measurement. Interviews were conducted among a purposive sample to explore survey topics in detail. Results. No participants reported always undertaking home BP measurement according to all the guideline recommendations (Figure 1). However, most participants measured BP seated (n=316, 90%), with the cuff on a bare arm (n=269, 77%) and legs uncrossed (n=232, 66%). In addition, most participants recorded their BP measurements (n=280, 80%) and reported them to a medical professional (n=232, 79%). Interview participants reported measuring BP in an ad-hoc manner, using different steps each time they measure BP at home. “I [measure BP] at different times of the day after doing different things”. Only 37% (n=112) participants received education for home BP measurement. Interview participants who received education described healthcare practitioners giving verbal instructions for BP measurement. However, there were no differences in performing home BP measurement according to guideline recommendations between participants that received education and those that did not. In the absence of education, many interview participants described mimicking BP measurement methods of their healthcare provider. “I do it the way I’ve seen them do it”. Conclusions. This study found that home BP measurement is not performed according to guideline recommendations and standardised, high-quality education is rarely delivered on how to measure BP at home. These findings highlight an urgent need for effective education strategies to support high-quality home BP measurement to appropriately inform BP management.

Abortion Education for Medical Students in an Era of Increased Abortion Restrictions.

Following the Supreme Court's decision in Dobbs v Jackson Women's Health in June 2022, many states restricted or banned abortion. Medical educators have focused on how this change impacts abortion training for residents, but schools must also adapt undergraduate medical education. Medical schools provide the foundation for future physicians' knowledge and attitudes on abortion. Comprehensive, high-quality abortion education for all medical students is essential for the future of abortion care. Here, we present how education champions can lead curricular improvements in abortion education in the preclinical, clerkship, and postclerkship phases of undergraduate medical education.

Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development

ABSTRACT Objectives Although a principal’s instructional vision is recognized as important for schoolwide improvement efforts, little is known about how principals conceive of mathematics instruction or how professional learning opportunities shape their instructional vision. This article explores principals’ conceptions of mathematics instruction after participating in learning experiences designed to support the development of a vision of high-quality instruction. Methods Through a design-based research approach, we created classroom-based learning experiences for six elementary school principals to develop their vision of high-quality mathematics instruction in the context of a research-practice partnership. Transcripts from the learning experiences and follow-up interviews were analysed qualitatively. Results Findings illustrate nuances in participating principals’ conceptions of mathematics instruction and how their role shaped their vision. Principals attended to the importance of the teacher in actively shaping learning experiences, but were less consistent in describing other dimensions of high-quality instruction such as mathematics tasks. Findings suggest that principals’ conceptions aligned with features of high-quality instruction to the extent they were discussed or elevated during the professional learning experience. Conclusions Our analysis highlights the importance of considering principals’ unique perspectives in professional development around high-quality mathematics instruction and has implications for future practice-embedded principal learning opportunities.

Formation of communicative competence of massage therapists with visual impairments: A research study

BackgroundCommunicative competence for massage therapists with visual impairments is an important aspect in ensuring their successful integration into the profession and society. However, visually impaired massage therapists face numerous barriers to effective communication during their education, hiring process, and professional employment. AimTo study why communicative competence is important for students with visual impairments; to research features of communication of persons with visual impairments; to identify barriers and effective strategies for formation of communicative competence in the educational process. DesignA qualitative descriptive study with focus groups and semi-structured interviews. SettingsHigher education institution in Lviv (Ukraine) offering a nursing programme for students with visual impairments. ParticipantsThree groups of respondents, namely visually impaired alumni of Lviv Medical Academy, Ukraine (n = 6), alumni's employers and co-workers (n = 4), and experts in the education of visually impaired persons (n = 11), participated in the research. MethodsTwo focus groups and in-depth semi-structured interviews were used to collect data. Interviews were transcribed verbatim and thematic coding was used to analyze transcripts. ResultsFive themes arose: significance of communication for nurse massage therapists with visual impairments; features of communication of persons with visual impairments; barriers to communication of persons with visual impairments; tools and approaches to improve communicative competence of massage therapists with visual impairments; ineffective methods in teaching communication to visually impaired students. ConclusionsCommunication barriers faced by visually impaired nursing students include isolation in specialized institutions, parental hypervigilance, and the challenge of establishing eye contact, which impedes reading nonverbal cues. To enhance communicative competence, it is essential to implement interactive teaching methods, involve students in various activities, ensure educational accessibility, and adopt an individualized and empathetic approach. Both inclusive and special education have advantages and disadvantages. It is recommended to advocate for a “reasonable accommodation” model to ensure high-quality education for visually impaired massage therapists.

Optimizing faculty resource allocation in higher education: A mathematical model for strategic planning

This paper introduces a new mathematical model aimed at improving how faculty resources are allocated in higher education institutions. The model takes into account the complexities of student enrollment, teaching quality, and program offerings. It provides a structured method to estimate faculty needs, including both Ph.D. holders teaching core courses and teaching assistants or lecturers managing practical courses, labs, and related tasks. By considering factors such as class sizes, faculty workloads, and student enrollment patterns, the model offers useful insights for academic planning. Two case studies from Hafr Al Batin University illustrate the model's practical value and flexibility. These examples show how the model can support informed decision-making, helping to maintain a balance between student numbers and teaching quality. The paper concludes by highlighting the importance of data-driven planning in the changing field of higher education, suggesting future research directions, and positioning the model as a key tool for improving the management and administration of higher education. The main goal is to ensure a high-quality education for students while making efficient use of resources.

ADAPTING KIRKPATRICK’S MODEL FOR EVALUATING PROFESSIONAL EDUCATIONAL PROGRAMS IN TOURISM WITHIN HIGHER EDUCATION

In the context of rapidly changing geopolitical dynamics and constant evolution in the tourism sector, the effectiveness of educational programs in tourism has become critically important for preparing professionals capable of adapting to new challenges. This article focuses on the use of the Kirkpatrick Model as a strategic tool for evaluating and improving professional higher education programs in tourism. Based on four levels of evaluation — reaction, learning, behavior, and results — the model is adapted to the specifics of educational programs in the field of tourism, offering a comprehensive analysis methodology. The aim of adapting the Kirkpatrick Model is to diagnose and address the vulnerabilities of educational programs, refine curricula, and introduce innovative courses that meet both current and projected sector needs. This approach is particularly relevant in the light of the rapidly changing requirements of the tourism industry, where it is crucial not only to provide up-to-date knowledge but also to develop students’ skills in critical thinking, adaptation, and innovative problem-solving. Applying to the Kirkpatrick Model to university programs in tourism ensures not only high quality of education but also its relevance and practical orientation. This paves the way for creating a new generation of tourism professionals, prepared to work effectively in the conditions of global competition and changing market demands. Such an approach not only improves educational programs but also enhances the international competitiveness of graduates, which is a key factor for success in the modern tourism industry.

TRAINING FOR LECTURERS AT PTKK IN PRODUCING SCIENTIFIC RESEARCH AND PUBLICATIONS

This training aimed to enhance the functional position of lecturers by improving their research and publication skills, which in turn contributes significantly to the overall quality of higher education. The program focused on building independent learning capabilities and offering new experiences and knowledge through a qualitative approach utilizing the Research and Development (R&D) model. The primary beneficiaries of this program were 24 lecturers from two higher education institutions (Perguruan Tinggi Keagamaan Kristen - PTKK). The activities included structured training, workshops, and mentoring sessions, employing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results of this program were highly positive: 1) The training model employed proved to be more engaging and effective, significantly enhancing participant interest compared to previous trainings; 2) The research and scientific publications produced by the lecturers saw a substantial increase, indicating the effectiveness of the ADDIE-based training model; 3) Participants demonstrated improved understanding of the critical importance of research and publication in advancing their academic careers, which directly impacts their ability to progress in their functional positions.

Academic Integrity in Special Education Schools: Exploring the Perception of Visually Impaired Students

Academic integrity is important for any special education institution and its stakeholders to continue providing students with visual impairments with a high-quality education. Visually impaired students receiving special education in their respective institutions keenly observe their educational system. The study aimed to inquire about the status of academic integrity through visually impaired students’ perception in their respective institutes of special education in Punjab. This study used an explanatory type of research through a qualitative approach. An independently created semi-structured interview served as the data collection instrument. Three (03) experts in the field validated the instrument. A thorough literature review was conducted to verify the questionnaire's reliability. According to the study questions, six major themes emerged from the data analysis. The study’s findings revealed that visually impaired students consider their classmates a reliable source for sharing information during class assessments. This study recommends that teachers of visually impaired students should be trained enough to develop quality academic skills among visually impaired students to get rid of cheating in exams through copying or taking help from anyone.

SOLUTIONS TO PROBLEMATIC SITUATIONS AS AN INTERACTIVE LEARNING TOOL AND FOR THE DEVELOPMENT OF STUDENTS THINKING

This article underscores the significance of problem-based learning, which fosters students’ multidisciplinary thinking, in achieving educational objectives. Problem-based learning is a pedagogical approach aimed at acquiring non-standard knowledge. It can be implemented at various stages of a lesson or topic study: introduction of new material, its reinforcement, assessment of knowledge, conclusion of the topic, and fostering competitive scenarios, among others. It is crucial to consider the content of the material, students’ age characteristics, and their academic proficiency level. However, due to its time-intensive nature, frequent utilization poses risks in terms of potentially compromising the integrity of the curriculum. As illustrated by our experience in implementing problem-based learning on “Biological Polymers” and “Protein Structure,” the unique aspect of this approach lies in its departure from traditional teaching methods reliant on rote memorization. Instead of simply imparting pre-packaged knowledge, it advocates for knowledge acquisition through a methodical exploration of cause-and-effect relationships via a series of logically structured questions, thereby fostering the development of students’ ability to draw conclusions. The learning outcomes specified are essential for students to excel in research and project work, as well as for facilitating high-quality instruction during pedagogical practice and subsequent professional endeavors.

KONSEP MEMBANGUN BRANDING IMAGE UNTUK MENINGKATKAN KEPERCAYAAN TERHADAP LEMBAGA PENDIDIKAN ISLAM

This study delves into the concept of building a branding image to enhance public trust in Islamic educational institutions. In today’s competitive educational environment, it is vital for these institutions to not only provide high-quality education but also establish a strong, positive brand identity that resonates with their core values. Utilizing a qualitative research approach with phenomenological methods, the study uncovers that effective branding strategies go beyond mere promotion; they involve management practices that demonstrate integrity, transparency, and a steadfast commitment to educational excellence. The research findings indicate that Islamic educational institutions that successfully manage their branding can significantly enhance public trust, bolster their competitive position globally, and contribute to shaping a generation grounded in moral integrity and academic excellence. By understanding and implementing these branding strategies, these institutions can effectively communicate their values, meet community needs, and ensure their continued relevance and success in an increasingly competitive global educational landscape.

Factors Predicting the Quality of Care Among Nurses in Tertiary Hospitals in Fiji: A Cross-sectional Study

Quality of care by nurses is a key factor in determining the success of healthcare delivery around the globe, which is impacted by a shortage of nurses, excessive workloads, and unfavorable working conditions, including in the Republic of Fiji Islands. Using the Quality Health Outcome Model, this descriptive-predictive, cross-sectional study examined the quality of care and its predictors among 744 Fijian registered nurses from three tertiary hospitals. Instruments for data collection were the Demographic Data Sheet, the Quality of Care Scale, the Participation in Decision Making Scale, the Relational Coordination Survey, the Perception of Organizational Change Scale, the Job Satisfaction Scale, and the Organizational Commitment Questionnaire. Descriptive statistics and logistic regression analysis were applied to analyze the data. This study’s findings are informative and offer a glimmer of hope since 72.58% of participants perceived the overall quality of care as good/excellent, indicating a positive baseline. Two factors, relational coordination and job satisfaction, significantly affected the perception of the quality of care. The study model explained 8.90% of the variance in quality of care, with relational coordination being the strongest predictor. These findings provide a clear path to improvement. A comprehensive model should be developed and tested to better understand the factors predicting Fiji’s quality of care before it can be used to design an effective intervention. Developing nursing skills, improving good communication and work environments, and providing high-quality education and training among nurses can significantly improve the quality of care. In addition, support from the government for appropriate medical equipment, recruitment and retention strategies for nurses, and promotion of standard of care from the Ministry of Health and Medical Services are recommended to enhance the quality of care, further bolstering this hopeful outlook. Further Fijian nursing research is clearly needed on this topic in the future.

Assessing the Quality of Teaching and Learning in Higher Education: Perspectives from a South African University

This research investigates the notions of quality teaching and learning at Mandela University, centering on lecturers and students as pivotal stakeholders. Using Schindler et al.’s model, the study explored how these internal groups perceive quality in higher education (HE). A qualitative, participative, and visual methodology, inspired by the Mmogo-method® and grounded in social inclusion theory, was employed. This approach fostered an interactive environment for a collective understanding of HE quality through collaboration and participation. The results revealed differing views between lecturers and students on what defines quality. Lecturers viewed it as an action-oriented process, emphasizing tangible elements such as inputs, outputs, policies, and strategic areas. In contrast, students perceived quality more subjectively, focusing on intangible aspects, particularly the attitudes within the lecturer-student relationship. The practical implications of the study suggest the potential for a comprehensive evaluation process to foster a quality-driven culture at Mandela University. It underscores the significance of collaboration, communication, cooperation, and meaningful engagement among all stakeholders during both development and implementation phases. Although the context’s influence on defining quality in HE was not markedly different, notable references included Africa’s challenges and the graduates’ commitment to their communities. Overall, this study redefines perceptions of quality in higher education, highlighting the essential role of stakeholder involvement in nurturing a quality-focused institutional culture. By embracing diverse perspectives and committing to continuous improvement in teaching and learning, it proposes enhancing the overall quality of higher education at Mandela University. Keywords: Quality assurance; Higher Education, Teaching, Learning, Mandela University

Construction and application of a high-quality smart classroom education simulation platform in a cloud system environment

Construction and application of a high-quality smart classroom education simulation platform in a cloud system environment

The Path of Cultivating Teaching Skills of History Teacher Trainees under the Background of "New Teacher Training" — Taking Lingnan Normal University as an Example

To cultivate excellent teachers in the new era, Guangdong Province has put forward the construction strategy of "New Teacher Training", aiming at cultivating high-quality teachers, improving the teacher training team, and constructing a teacher education model with Guangdong characteristics under the impetus of education reform. Lingnan Normal University, as one of the lists of Guangdong Province's national innovation experimental zones and co-construction units, has achieved remarkable results in constructing the "New Teacher Training". Taking Lingnan Normal University as an example, the author analyzes the new challenges in the context of the construction of a "New Teacher Training" mainly from the current situation of teaching skills training for history teacher trainees, the reflection on the training objectives, the existing problems and the training strategies, and reflects on the path of history teacher trainees' teaching skills training during the change of education.

Research on the problems and countermeasures of education and training of left-behind women in rural areas under the background of rural revitalization

As China’s urbanization process accelerates, it has become common for rural men to go out to work and women to stay at home. The implementation of China’s rural revitalization strategy is in dire need of a large amount of high-quality human capital, and education and training are an important way to improve human capital and empower left-behind women. Starting from the background of China’s rural revitalization, this study focuses on the education and training of rural left-behind women, a topic that has received less attention. Through in-depth interviews and participatory observation, we analyzed the factors affecting rural left-behind women’s participation in education and training, as well as the problems that exist in China’s rural education and training process, and proposed strategies to solve them. The study found that education level, traditional attitudes, economic income, knowledge of education and training, and mental health are important factors affecting the participation of left-behind women in education and training in rural China. At the same time, there are some problems in the process of education and training, such as a single main body of supply and training methods, a lack of teachers, and a lack of management, etc., which affect the development of education and training, and thus also the promotion of rural revitalization.

Barriers to postgraduate education in primary dental care: a qualitative study

ObjectivesPostgraduate education for primary care dentists offers numerous benefits in terms of advancing clinical skills and career opportunities, culminating in improved treatment and patient outcomes. There is a strong desire amongst primary care dentists to enhance skills and provide contemporaneous evidence-based dentistry, accredited by higher educational qualifications. However, significant barriers hinder their pursuit of further training and career advancement. The aim of this study is to explore the barriers to undertaking formal postgraduate education for dental practitioners working in primary dental care. Exploration of these perceptions should help to identify further areas of study to help alleviate some of these obstacles, enabling more primary care dentists to access postgraduate education and improve patient care. MethodA qualitative study was undertaken through individual narrative interviews with primary care dental practitioners (n = 20) with varying levels of experience and located across the UK. All interviews were conducted using a study guide, transcribed and analysed thematically. ResultsThe participants indicated that there is a strong desire to undertake postgraduate study amongst primary care dental practitioners. Significant barriers were identified, with three major themes emerging:1.Personal Cost: Time constraints and accessibility, Financial Burden, Family Commitments.2.Business Viability: Business time constraints, Inability to use Enhanced Skills, Remuneration systems.3.Business Culture and Team Dynamics: Stage of Career, Current Practice Business Model, Leadership and Vision.These barriers appear to be multifaceted and interconnected, however participants also identified significant opportunities to address them. ConclusionStudy participants identified a range of personal and professional barriers to undertaking postgraduate dental education whilst working in primary dental care. Practitioners working within predominately NHS orientated practices perceived more professional barriers than those in private practice. The majority of participants indicated their preference for hybrid models of education which would work around clinical commitments. Further research and engagement with stakeholders should be undertaken to help reduce these barriers.