Educational Requirements Research Articles

Exploring Knowledge, Skills, and Abilities Needed for Army Pharmacist Readiness Using the Nominal Group Technique.

The purpose of this study was to conduct a general educational needs assessment to identify deficiencies in current Army pharmacy education while projecting future educational requirements based on changes in pharmacy practice and evolving demands of military medicine. Twelve pharmacists participated in a facilitated discussion using the nominal group technique. Data were analyzed using quantitative and qualitative methods to establish consensus. Member checking was used to verify and validate the findings. Participants generated 190 knowledge, skill, and ability (KSA) statements over 3 sessions. Twenty-one statements achieved consensus. Four consensus statements were skills, 7 were knowledge, and 10 were abilities. KSAs were categorized into pharmaceutical care, military, logistics, or legal domain based on a thematic analysis. With modernized, relevant KSAs, the Army can measure and train a ready pharmacy force. Individual Critical Tasks augmented with KSAs are one potential approach we recommend as a strategy to improve Army pharmacist health profession education.

Social and political correlates of adult and dependent-child COVID-19 vaccination behavior in rural America

ObjectiveThis paper describes the individual-level correlates of self and dependent-child COVID-19 vaccination behavior among adults in rural America. MethodsWe draw on the data from a large-scale survey of rural Americans conducted in 2022, after most Americans had the opportunity to receive the vaccination easily and freely. The survey yielded an analytic sample of 841 adults and 530 adults with dependent children. We fit a series of linear probability models predicting vaccine refusal and full vaccination for adult respondents and vaccine refusal and full vaccine coverage among their dependent children. Predictors of interest include political party, social and economic conservatism, race and ethnicity, age, education, and workplace vaccine requirements. ResultsWe find political party, ideology, education, and work requirements were significant (p <.05) drivers of rural adults’ vaccination behavior, and that the correlates of vaccine refusal and full vaccination largely mirrored one another among adults. For dependent children, few of our focal predictors are associated with vaccination. Politics played a lesser role in children’s vaccination than for adults, and older parents were the least likely to refuse vaccines for their children. Race and ethnicity had inconsistent associations across outcomes and model specifications. ConclusionThis analysis presents important evidence on the drivers of COVID-19 vaccine behaviors among rural American households. Documentation of vaccination behaviors in settings when vaccines are widely available can isolate demand- from supply-side factors and thus inform future public health crises.

Application of augmented reality for crime scene investigation training and education

The role of the crime scene investigator is complex, and investigators need to be able to conduct multiple frequently performed tasks. Appropriate training and education are critical to impart the crime scene investigator with the necessary capabilities. For a range of reasons, including the COVID-19 pandemic and the need for multi-disciplinary capabilities, training and education requirements have evolved in recent times to be more flexible and accessible.The skills of a crime scene investigator can be broadly categorised into two types of fundamental skills: decision-making and psychomotor skills. Both these skills need to be taught and assessed within training and education programs. The most common approach to impart these skills is by incorporating a crime scene simulation facility; however, not everyone has access to these facilities. Furthermore, crime scene staff often undertake refresher courses and are required to complete proficiency assessments. Conducting these activities in a dedicated crime scene simulation facility is time consuming and costly. Virtual tools have been developed in recent years to address this, but these tools only assess decision-making skills and not psychomotor skills.This paper argues that the implementation of augmented reality (AR) technology should be considered in crime scene investigator training and university education, because it can provide significant advantages when paired with conventional methods of training and education. When appropriately managed, AR can provide an avenue of training where both decision-making and psychomotor skills can be addressed simultaneously, while providing a more flexible and accessible approach. The implementation of AR has the potential to significantly improve the standards of teaching, resulting in better equipped crime scene investigators.The paper will explore how AR has the potential to improve accessibility of training, increase safety, enhance the student experience, enhance collaboration and feedback through connectivity and potentially reduce cost. This paper will also provide an insight into what would need to be considered before implementing AR technology into crime scene investigation training and education alongside current approaches. It is argued that the inclusion of AR into the current training and education arsenal provides significant benefits that are worthy of exploration.

Challenges And Strength: A Scoping Review On Online Assessment Practices In Healthcare Professions

Objective: The objective of this scoping review is to carry out a systemic search of published articles to identify and explore the strengths and challenges encountered by students, teachers, and administrative staff in the realm of online assessment, particularly in the context of the ongoing challenges posed by the Coronavirus pandemic, taking into consideration the needs and requirements in online education. Method: This review adhered to the Arksey and O’Malley framework, incorporating data from four databases. It focused on studies related to online assessment during and after the COVID-19 pandemic within the past three years. A total of 11 articles met the inclusion criteria, and the QualSyst appraisal tool was applied for methodological assessment. The synthesis of data resulted in the presentation of findings, reflecting the contemporary evolution of online assessment methodologies. Result: Diverse challenges and strengths associated with online assessment were identified and categorized based on the roles of students, teachers, and administrative staff. Students faced challenges like internet connectivity and distractions, while faculty dealt with increased screen time and invigilation difficulties. Similarly, administrative staff had a heavier workload, however, students appreciated transparency, faculty valued reduced marking loads, and IT staff saw fewer cheating chances and the benefit of recording availability for review. Conclusion: This scoping review serves as a valuable resource for medical schools, offering insights into the challenges and strengths of online assessment during and post the COVID-19 pandemic. The adaptation of diverse modalities is poised to enhance the popularity and effectiveness of online assessment in the future years. Keywords: E-learning, Digital evaluation, Online assessment, Synchronous, Asynchronous.

Drug-related physician continuing medical education requirements, 2010–2020

IntroductionThe crisis of drug-related harm in the United States continues to worsen. While prescription-related overdoses have fallen dramatically, they are still far above pre-2010 levels. Physicians can reduce the risk of overdose and other drug-related harms by improving opioid prescribing practices and ensuring that patients are able to easily access medications for substance use disorder treatment. Most physicians received little or no training in those subjects in medical school. It is possible that continuing medical education can improve physician knowledge of appropriate prescribing and substance use disorder treatment and patient outcomes. MethodsDescriptive legal review. Laws in all 50 states and the District of Columbia were searched for provisions that require all or most physicians to receive either one-time or continuing medical education regarding controlled substance prescribing, pain management, or substance use disorder treatment. ResultsThere has been a rapid increase in the number of states with relevant requirements, from three states at the end of 2010 to 42 at the end of 2020. The frequency and duration of required education varied substantially across states. In all states, the number of hours required in relevant topics is a small fraction of overall required continuing education, an average of 1 h per year. Despite recent shifts in the substances driving overdose, most requirements remain focused on opioids. ConclusionWhile most states have now adopted continuing education requirements regarding controlled substance prescribing, pain management, or substance use disorder treatment, these requirements comprise a small component of the required post-training education requirements. Research is needed to determine whether this training translates into reductions in drug-related harm.

Igniting the Fire of Discovery: Creating Partnerships between Research, Education, and Practice.

In the 28th H.P. Maley Lecture, Stacey Dusing, PT, PhD, FAPTA, shares a perspective on the importance of clinician-scientists in bridging the chasm that currently exists between scholarship and clinical practice. Describing herself as a clinician-scientist, or a qualified health care professional who functions mainly as a career scientist with the other portion of time dedicated to clinical practice, Dusing highlights the potential impact of limited training for clinician-scientists in the physical therapy profession and its impact on the future of physical therapy. She challenges all physical therapists to consider the impact of Commission on Accreditation in Physical Therapy Education requirements on scholarship and the lack of requirement for clinical practice, while also recognizing that training programs for clinician-scientists are quite limited. Reviewing some historical data and highlighting possible areas for growth, Dusing calls physical therapists to action in 4 areas. Impact. This paper calls all physical therapists, especially educators and administrators, to consider the role of clinician-scientist in promoting physical therapy and knowledge translation. The author challenges the profession to consider whether we are helping to train or embed clinician-scientists in our clinical workplaces to promote knowledge translation. Suggestions are made to improve research and clinical training programs to increase the number of clinician-scientists in physical therapy.

Analysis of education and previous nursing experience of certified PNPs in the United States

BackgroundEducational programs to prepare nurse practitioners (NPs) were historically built upon foundational nursing experience. Originally prepared as certificate programs in 1965, the educational requirements for nurse practitioners (NPs) rapidly shifted from certificate programs to the Master's degree (DellaBella, 2015; Fairman, 2008). As Doctor of Nursing Practice (DNP) degree programs increase in number, it is unknown whether this foundational nursing experience has changed, or if it differs by certification type for pediatric nurse practitioners (PNPs). This study aimed to evaluate the educational preparation and prior nursing experience of primary care and acute care certified PNPs. MethodsA national survey of members of the Pediatric Nurse Practitioner Certification Board (N = 17,530) was completed (Mudd et al., 2022). A sub-analysis of this data was conducted (n = 1974). Results: There was no statistical evidence among either primary or acute care PNPs of an association between previous nursing experience and type of degree preparation (Master's or DNP). There was only a weak association between educational preparation and experience among acute care nurse practitioners. Most respondents were prepared at the Master's level, and 85% of all respondents had >1 year of nursing experience prior to returning for additional PNP education. DiscussionThis study adds to the literature as it describes the educational preparation and foundational nursing experience of primary and acute care PNPs. It can serve as a benchmark as the move to the DNP continues for Advanced Practice Registered Nurse preparation.

Семиотическая диагностика целей преподавания философии в педагогическом образовании

Modernization of domestic education and global diversification of pedagogical education make it relevant to analyze the role and place of the subject ‘Philosophy’ in order to diagnose new goals for teaching this discipline. Based on the methodological innovation of the semiotic approach proposed by I.V. Melik-Gaykazyan, the correspondence between the semantics of universal competencies and the pragmatics of the formation of individual trajectories for the training of future teachers is established. This correspondence captures the navigational role of philosophy, firstly, in the development of basic academic disciplines, and, secondly, in understanding the continuity of their curricula. The implementation of this role will not happen naturally, since the domestic tradition of university philosophy has its own characteristics, which are retrospectively indicated in the article. The retrospection emphasizes the context in which S.I. Gessen formulated his well-known thesis that pedagogy is an applied philosophy. This thesis is of essential importance for determining the role and place of teaching philosophy for the future teacher training, and also remains relevant in the situation of modern diversification of the goals of pedagogical education. The purpose of teaching philosophy is the propaedeutics of the development of special courses devoted to modern theories and the actual practice of education. At the same time, the actual practice of education takes place in social conditions that transform behavioral and ethical norms, therefore, the goals of teaching philosophy in the context of pedagogical education include explaining intellectual traditions and the limits of their effectiveness in order to find ways to solve situational problems generated by modern communication tools and systems. These situational problems are formed under the influence of multiple factors, and therefore, to solve them, it is necessary to understand the essence of transdisciplinarity. The simultaneous multiplicity of communications and the variability of their formats in specifi c psychological and pedagogical conditions make the modern understanding of theessence of the mediatization phenomenon relevant. Modern requirements for education to ensure the training of unique specialists fixes the need for the formation of tolerance, which is a condition for the implementation of inclusive education. The listed principles of modern philosophical anthropology andpost-non-classical methodology – tolerance, mediatization, transdisciplinarity, multidimensionality – coincide with those competencies which formation can be led by the teaching of philosophy.

5 Finger Hypnotic Intervention Can Reduce The Stress Of NursesProfessional Students That Will Take The Exam

The average Indonesian Nurse Competency Examination (UKNI) graduation at one of the private universities in Pekanbaru City is still around 80-95%, while UKNI graduation is a graduation requirement for professional student education. Students expressed anxiety in facing UKNI coupled with the experience of many seniors who participated in UKNI more than 2 times (re-takers). The purpose of this community service activity was to overcome the anxiety of professional nurse students in preparation for facing UKNI. This community service activity uses a consultation and counseling approach to the Nurse’s students, totaling 32 people. The intervention carried out was 5-finger hypnosis and psychological consultation with UKNI for 5 working days. Anxiety score assessment using the DASS instrument. The results of this activity obtained a decrease in the anxiety level of nursing profession students by 13.06. This shows that the 5-finger relaxation intervention can be used as an alternative to overcome the anxiety of nursing profession students facing UKNI. It is hoped that nursing education institutions will be able to make a 5-finger hypnosis intervention as a form of consultation to overcome the anxiety of nursing professional students facing UKNI.

Beyond the Test Score: The Broader Use of MUET in Malaysian Higher Education

The present study seeks to explore the test use and consequences of the Malaysian University English Test (MUET), a high-stakes university entry test in Malaysia that is used as an entry requirement for undergraduate education in Malaysia. It is deemed important to look into the consequences, particularly its washback associated with the use and interpretation of MUET as these consequences need to be understood in relation to the context in which the test is being implemented. Evaluation of large-scale assessment programs that are implemented to enhance educational quality involves investigating both their intended and unintended consequences. Therefore, this study sets out to examine both the intended and actual use and consequences of the MUET. Participants of this study include MUET test developers and students who have already taken the MUET and are currently situated in a diverse educational environment. A qualitative method was employed by means of document analysis and focused-group discussion. It was found that MUET has an impact in academic contexts as the students’ experience of taking MUET has improved their proficiency in English as well as their motivation to learn English.

Empowering Future Teachers with Media and Literacy Skills

In the contemporary digital era, proficiency in navigating and critically evaluating information stands as a fundamental requirement for prospective educators. This study delves into the execution of the project titled "Empowering future teachers with media and literacy skills," aimed at fostering media literacy among students enrolled in the Faculty of Education at Aleksandër Moisiu University, Durrës. The project strategically employs dynamic interventions to instill media literacy skills in students, with the primary objective of arming participants with the essential competencies to responsibly navigate the intricate media landscape. Consequently, this contribution aims to foster a more informed and media-savvy society. Key objectives to attain this overarching goal encompass the enhancement of critical thinking, promotion of peer education, creation of valuable educational resources, and community engagement through interactive methodologies. This study investigates the project's impact on participants, drawing insights from the perspectives of 73 students enrolled in the Faculty of Education at UAMD.&#x0D; &#x0D; Received: 26 February 2024 / Accepted: 15 March 2024 / Published: 23 March 2024

Mobile Phone Usage Pattern of Women of Santal Tribe in West Bengal, India

The phenomenal rise of mobile phones in the country can be ascribed to the construction of a wide network and diverse mobile phone services available to users from all walks of life. The greatest success of the mobile phone revolution can be explained by its increasing density and remotest reach where no roads exist or people struggle for basic healthcare facilities. It has become a ubiquitous part of life. This commonplace instrument has become an important communication tool in the modern world. With 52,963 residents, West Bengal makes up 5.8% of the state’s total population and 5.01% of all tribal people in the country. Santal, which shares common states of habitation with West Bengal, Jharkhand, Odisha, Bihar, and Tripura, is the third most populous tribe after Bhil and Gond. The usage patterns of women of Santal tribe in West Bengal, India, served as the basis for this study. The Singur block in West Bengal’s Hooghlydistrict served as the study’s location. Ten Santal tribal women in the age range of 18 to 38 were chosen in total. We conducted in-depth interviews with every participant. It was discovered that women of all ages owned mobile phones, either from self-affordance purchases or inheritance from male family members. They use their phones for various reasons, such as making calls and chatting on social media platforms like WhatsApp, but mostly for their own or their children’s educational requirements

VẬN DỤNG CHỦ ĐỀ STEM TRONG DẠY HỌC THEO DỰ ÁN Ở HỌC PHẦN THỰC TẬP ĐIỆN TỬ

The trend of educational innovation from a content approach to a competency approach raises the need to innovate teaching methods. For new innovation, learners need guidance and supports in practical activity. The ultimate goal of project-based learning is specific circuit, for applying knowledge to solve daily problems. Teaching STEM topics is to improve knowledge and skills in science, technology, engineering, and mathematics for learners. For Electronic Practice course, lessons are structured as projects to meet the requirement of STEM education. The article suggests that the knowledge and skills acquired through project-based teaching surpass those obtained through traditional teaching methods. In addition, it proposes experimenting with implementing project-based STEM method in the Electronics Practice course with three lessons specifically designed by integrating individual lessons. The STEM project-based teaching process for the lesson “Design and Assemble the regulator Power 5V DC” is presented, analyzed, and designed with completely new questionnaires. This will be a reference for lecturers while teaching the Electronics Practice course to innovate teaching methods to keep up with current development speed.

Subject matter knowledge in Primary Education teacher training

INTRODUCTION. The article questions a basic problem of didactics: the relevance of subject matter knowledge as a quality requirement in teacher training. Subject matter knowledge is assumed to be necessary to facilitate student learning and education. Specifically, it is understood as a requirement for teachers to be able to carry out didactic designs and developments that facilitate meaningful learning experiences and strengthen the conceptual structure of students. The objective of the research is to know if future Primary Education teachers and preservice Primary Education teachers have an adequate knowledge of subject matter knowledge. METHOD. To answer the objective, the type and organization of their knowledge is examined through concept maps, evaluating the productions with validated structural and semantic rubrics. RESULTS. The results show that, in general, teachers have a very poor organization of subject matter knowledge, with a weak didactic potential. DISCUSSION. Likewise, the data indicate that there are insignificant differences between the concept maps of teachers in training and those made by practicing teachers, which reflects a similar andcyclical knowledge structure. The conclusions point to the low and limited impact of teacher education programs on pre-service teachers’ acquisition of subject matter knowledge, even though it is understood as a general didactic requirement for teacher education and, for the development of quality teaching.

THE ROLE OF ARTIFICIAL INTELLIGENCE IN THE FUTURE OF BUSINESS EDUCATION

The paper aims to showcase the technological advancements in artificial intelligence and to highlight its significance in the realms of business and management. Additionally, the research addresses the anticipated requirements of business education in the future. In the paper, various definitions of artificial intelligence have been examined, including those provided by high-ranking expert groups such as the Organization for Economic Cooperation and Development (OECD), the Council of Europe, and the European Commission. Additionally, we have formulated our own definition. We define artificial intelligence as systems capable of exploring external data to achieve specific goals. These systems have the capacity to learn and autonomously perform tasks, reaching near-superhuman performance across a broad spectrum of activities. In our research, focusing on areas such as fraud detection will allow you to consider both the risks and opportunities associated with AI. Artificial intelligence holds immense potential to reshape the economy, foster the emergence of new industries and business models, enhance productivity, and elevate the overall standard of living. By automating routine tasks, it liberates time, allowing individuals to concentrate on more creative endeavors. As the significance of addressing these emerging challenges grows, business education must play an increasingly vital role in preparing students. Consequently, business programs should concentrate on enhancing students' understanding of the tools and techniques prevalent in the modern business environment. The ultimate objective is to cultivate leadership skills, empowering students to employ these tools and techniques for critical analysis of business challenges and opportunities. This, in turn, equips them to make compelling recommendations and decisions, ultimately enhancing organizational performance. Keywords: Artificial Intelligence(AI),Business Education, Hypercompetitive Environment.

Factors and Conditions for the Manifestation of Proactive Behavior in Children Participating in the NTI-Club Movement

The article is devoted to the study of the types, features, conditions and factors of proactive behavior (agency) of children engaged in various practices of the NTI-Club Movement of Russia. The empirical basis for qualitative sociological analysis was the materials (transcripts) of 53 interviews conducted with schoolchildren participating in the NTI-Club Movement from 2019 to 2022. It is shown that the majority of respondents manifest different levels and forms of agency, including "autonomous", when the subject becomes the initiator of proactive action and "cooperative", manifested in the form of searching and joining a team of like-minded people, or creating organized teams and groups. The main factors contributing to the formation of proactive behavior are the favorable educational environment, the support of the immediate environment, primarily family and parents, as well as classmates, friends and teammates. An important role is that of a mentor, a professional in his field, which consists in introducing the child to certain resources where he/her can independently search for information, inspire and motivate the child. It was important to reveal the detached parental position, which leads to two possible variants of the child's development: either unwillingness to do anything, or development and implementation despite the lack of parental support. The main external barriers hindering the implementation of agency are the school, which puts forward formal educational requirements, as well as the strictly controlling, limiting position of parents. Internal barriers are lack of motivation, uncertainty and fear of the future, as well as the need to overcome one's own inertia. The important fixation of the interview was the idea about two basic motives for the development of proactive behavior (agency). One is a focus on personal well-being, and the other is a public good, which as a rule do not contradict each other, can complement each other, be implemented jointly.

THE FUNDAMENTAL ISSUE OF CONTINUING EDUCATION IN SPEECH THERAPY

Studies in medicine and sciences are constantly changing with the advancement of research and new discoveries. Continuing education in a field such as speech pathology is crucial for this reason. Most developed countries, like the United States of America and countries in Europe, make education after graduation mandatory and enforce restrictions on licenses in order to encourage people to renew them. Armenia, however, does not. For example, The American Speech-Language-Hearing Association (ASHA) requires all certificate holders (CCC-A and CCC-SLP) to maintain their ASHA Certificates of Clinical Competence and their CCC-SLP by taking additional courses every few years. Countries outside of the United States, such as Canada and Australia, have similar requirements of completing extra hours of practice and education in order to maintain the speech-language pathologist license. &#x0D; Armenia also does not have a higher board or association that legally monitors and audits speech pathologists after graduation, but they should work to establish one in order to encourage and enforce speech pathologists to complete the requirements necessary to continue their practice. Armenia is trying to modernize and change the medical education system in order to advance their professional development and allow for the international mobility of healthcare workers, but they should also work to set requirements like these for the speech therapy field in Armenia. Continuing professional development allows for cardinal information that might have been forgotten over the years after graduating or receiving a license to be reviewed and recollected. With the introduction of new technologies and methods, speech pathologists need to be informed of the new ways of practice through their continuing education requirements. Speech pathologists in Armenia can use the opportunity of continuing education to learn how to use new methods such as Armav and incorporate them into their own practices.

Education, educational mismatch and occupational status: an analysis using PIAAC data

The aim of this paper is to estimate the effect of longer schooling on the probability of entering a high-skill job and analyse whether the size of this effect depends on the (mis)match between the education attained by workers and the education required by the jobs. We use PIAAC data to estimate a multinomial logit model that predicts the odds of working in each occupational category and then simulate how these probabilities change for workers who have completed one more year of education, broken down by whether or not this additional year matches the educational requirements of the job. Our results suggest that, as observed from wages estimated according to an ORU equation, better education is positively associated with better jobs but the increased probability of getting a high-skill job as a result of completing one more year of education is greater for required than for mismatched education. The results differ notably by gender, with women being the ones who benefit most from an increase in education, especially in the absence of educational mismatch. These trends are observed whatever the institutional context, but we also found noteworthy differences by country.

Higher Learning as a Conduit to Healthy Living: A Review of Physical Activity and Health Education Courses Offered and Required at Historically Black Colleges and Universities

ABSTRACT Most college students do not engage in adequate physical activity. Physical education requirements (PERs) are often viewed as a potential solution to physical inactivity within this population as these courses provide opportunities for students to be physically active and/or become educated about healthy lifestyles. The potential benefits of these courses are particularly salient for Black college students who face many health disparities. The purpose of this study was to examine the health education and physical activity course offerings and requirements at Historically Black College and Universities (HBCUs). We examined the online course catalogs of all four-year accredited HBCUs in the United States (N = 86) to determine if they 1) offered and/or 2) required their students to take any health education or physical activity courses. Overall, 81 of the four-year HBCUs in this study (94%) at least offered their students a physical activity or health education course, although only 42 schools (48.8%) required either course for graduation. The remaining 44 institutions (51.1%) did not require their students to take a health education or physical activity course for graduation. PERs appear to be more prevalent at HBCUs compared to non-HBCUs; however, there has been a reduction in PERs across all institutions alike over the past few decades. Future studies should explore whether higher PERs at HBCUs are associated with Black students’ actual physical activity behaviors. HBCUs are presented with a unique opportunity to support the health behaviors and knowledge of Black college students.

Exploring the Multi-modal Path of the Concept of Ideological and Political Theories Teaching in All Courses in College English Teaching

The ideological and political course meets the requirements of education in the new era and plays an important role in training diversified and high-quality talents in colleges and universities.The integration system of college English courses and ideological and political courses is conducive to the implementation of multi-level learning English teaching from the two levels of language and humanistic quality,so as to realize the combination of professional courses and ideological and political elements,which is of great significance for improving the comprehensive quality of students.