Training Institutions Research Articles

Implementation of Service Learning in Malaysian Higher-Educational Institutions: A Literature Review

Service Learning activities are increasing in Malaysia and have been implemented by many parties. Many higher education institutions (HEI) contribute to the communities by organizing service-learning programmes. The service learning activities measure students' personalities who do community voluntary work with total commitment without demanding rewards. The implementation of service learning needs to comply with the elements of service learning: personal growth, civic learning and academic enhancement. In Malaysia, higher education institutions include universities, colleges, and teacher training institutes. There are various methods of implementing service learning, such as community services, volunteer activities, and charity programmes that involve students during their studies. Service Learning frameworks are guidelines for planning and doing the Services Learning activities. This study will clarify the implementation of Service Learning by higher-educational institutions in Malaysia involving universities and Institut Pendidikan Guru (IPG).

Dual prostacyclin infusions: A case report of a patient symptom-driven transition from high-dose intravenous epoprostenol to subcutaneous treprostinil for the treatment of pulmonary arterial hypertension.

In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. A case of successful transition from high-dose epoprostenol to high-dose subcutaneous treprostinil for treatment of pulmonary arterial hypertension (PAH) is reported. PAH is a chronically progressive disease characterized by pulmonary artery luminal narrowing that causes increased pulmonary artery pressures leading to right ventricular failure. Parenteral prostacyclin analogues, such as epoprostenol and treprostinil, are direct vasodilators and are cornerstones of therapy for patients with severe disease that have been proven to reduce mortality and increase exercise tolerance. These agents must be administered continuously via intravenous or subcutaneous devices and are high-risk medications due to their potent vasodilatory actions. Chronic use of these medications requires constant attention from both providers and patients because of potential complications including central venous catheter infection, thromboembolism, therapy interruptions, and other undesirable consequences. This case report describes management of a 35-year-old male patient on high-dose outpatient intravenous epoprostenol (101ng/kg/min; dosing weight, 47kg) for treatment of PAH who was admitted to the hospital with a malfunctioning central venous catheter. Surrounding manipulation of the central catheter, the patient experienced an ischemic stroke that led to cognitive disability resulting in a lack of ability to manage his previously used home infusion device. The patient was successfully transitioned from intravenous epoprostenol to subcutaneous treprostinil (discharge dose, 200ng/kg/min) over 5 days by infusing both medications simultaneously and adjusting doses based upon patient-reported symptoms. This successful transition from high-dose epoprostenol to high-dose subcutaneous treprostinil demonstrates the importance in considering patient-specific factors during high-risk medication transitions, the value of a patient-directed flexible prostacyclin transition plan, and the benefit of institutional training and education in ensuring the safe use of parenteral prostacyclin analogues.

Variables Influencing Participants’ Choice of Training Institutions for Training Program

This study compares variables influencing Participants’ choice of training institutions for participant program in Kathmandu Valley. Choice of training institutions for training program is taken as dependent variable. Costs, locations, academic career goal, training institutions affiliations and environment are independent variables. The primary sources of data are utilized to reach the opinions of respondents with respect to choice of training institution for training program in Kathmandu Valley. The survey is based on one hundred respondents. To obtain the purpose of the study, structured questionnaires are framed. The regression models are projected to trial the significance and impact of variables affecting choice of the training institutions for training program in Kathmandu Valley. The result shows that location, environment and Training Academic affiliation are positively connect to choice of training institutions for training program. It signifies that better the environment and Training Academics affiliation higher would be the choice of liked training institutions. The result also shows that more proper the location of the training institutions, greater is the chance of selecting the training institutions for training program. The regression result shows the cost, environment and training institutions affiliation have positive impact on choice of training institutions for training program. In the same manner, the beta coefficients for carrier goal and locations have significant positive impact of the selecting training institutions for training program, which is significant at 5 percent level of significance. Overall, the selecting of training institutions for training program in Kathmandu Valley is affected by the carrier goals followed by the location.

Structural model of repeating purchase in training institute: the effect of satisfaction, price, and service quality

Structural model of repeating purchase in training institute: the effect of satisfaction, price, and service quality

Constructing a Competency Training Index System in Public Health Emergencies for Community Nurses.

A competency training index system was designed in public health emergencies for community nurses. The purpose of this approach is to provide community nurses with guidelines for standardized training programs on how to respond to public health emergencies. Through semi-structured interviews, a literature review, and team discussion, the first draft of competency training index system in public health emergencies for community nurses was formed. The Delphi method was used for two rounds of expert consultation to screen, modify and determine indicators. Finally, the analytic hierarchy process was utilized to calculate the weights of indicators at all levels. A total of 15 expert consultants were included. The effective recovery rate of the two rounds of expert consultation questionnaire was 100%, the expert authority coefficient was 0.880, 0.887, and the Kendall coordination coefficient was 0.172 and 0.171 (p < 0.001). Expert opinions have determined that the final revised competency index system in public health emergencies for community nurses training consists of 2 primary indicators, 10 secondary indicators, and 46 tertiary indicators. The study has developed a competency training index system in public health emergencies for community nurses. This system can serve as a foundation for standardized training in community health service institutions. It is characterized by its high demand, scientific approach, reliability, and rationality.

La Construcción y consolidación de la paz: acciones en el marco de la responsabilidad social de las mipymes en colombia

This article is the result of one of the objectives formulated in the research project, developed between the Minuto de Dios University Corporation - UNIMINUTO, Bogotá headquarters, the ITM Higher Education Institution of Medellín and the National Institute of Professional Technical Training - INFOTEP of San Juan del César (La Guajira), which seeks to propose Corporate Social Responsibility (CSR) strategies for MSME that encourage the linkage of these organizations to peace-building actions from the territory. It starts from the question: What are the actions within the framework of social responsibility, carried out by MSME, that enable the construction and consolidation of Peace in their territories? The reference places, the Metropolitan Area of Medellín, the municipality of San Juan del César and the municipality of Aguazul (Casanare), were taken into account as analysis scenarios. The topic of Social Responsibility for MSME is framed, in an analytical and descriptive manner, in the components presented by the ISO 26000 standard (ISO, 2010), and the lines of action formulated in the 2016 Peace agreement between the government of President of Colombia, Juan Manuel Santos and the extinct FARC Guerrilla (today the Comunes party) in Colombia. Based on the findings obtained, the business actions that are formulated in a CSR Plan must seek to deepen their relationship with the environment, positively impacting a stable and lasting construction of peace.

The Strategic Aspects of Functional Position Development in Diy Local Government

Developing competence and distributing human resources within the state civil apparatus (ASN) is crucial for enhancing their professionalism. This study aimed to identify constraints and alternative strategies for developing competence in functional positions within the Yogyakarta Special Region Government (DIY). Using a qualitative descriptive analysis, the research highlighted several obstacles in functional position development, including limited training types, budget constraints, scheduling conflicts, and insufficient information about available training. Training institutions responsible for developing the competence of functional officials must adhere to legal requirements, particularly those holding accreditation from the relevant Guiding Agency. Collaboration with universities or accredited training institutions is also necessary, particularly in education. Additionally, there is a need to ensure that competent teaching staff are available for specific types of functional training. To address these challenges, the selection of training types must align with a mapped-out understanding of the competency needs of functional officials in the DIY Regional Government. By considering these needs, the government can better target the development of its human resources, ensuring that functional officials receive the appropriate training to fulfill their roles effectively. These steps will help overcome current barriers and support ASN's long-term professionalism and competence in functional roles.

Veterinary neurology residency training in Europe-A survey on preparation and plans.

Difficulties in recruitment of veterinary specialists to academia is an ongoing problem for university teaching hospitals. The aim of this study was to determine the proportion of veterinary neurology specialists that plan to work in academia after their residency training and identify the main factors that may influence that decision. An electronic survey was distributed to European College of Veterinary Neurology (ECVN) residents in training and those that completed their residencies within the previous 12 months. Despite similar numbers of residents training in clinical practice and academic institutions, most respondents (79.7%) planned to work in private practice. The most influential factors for deciding future workplace were quality of life, salary, location, and the number of other specialists (with specialists in subjects other than neurology viewed as more important than neurologists) working in the same institution. The most common reasons for not choosing academia were low compensation, excessive bureaucracy, and high administrative workload compared to private clinical practice. Academic institutions need to review support for academic staff and provide stronger mentorship to overcome these problems and ensure provision of high-quality undergraduate teaching in veterinary neurology as well as promoting advancement of the field through basic and applied research.

Knowledge of newborns’ mothers on breastfeeding during covid-19, hiv and tuberculosis infection attendee in selected hospitals

Background: Two-thirds of the HIV mothers planned to breastfeed their infants while one-third opted for formula feeding; same as during Tuberculosis or COVID-19 infection. What would be the mother do during breastfeeding? Whether the mother could breastfeed their newborn or not. For that it is necessary to assess the level of knowledge of newborns mother on breastfeeding during COVID-19, HIV and Tuberculosis. Methods: It was a descriptive type of cross sectional study was conducted at Maternal and Child Health Training Institute, Azimpur, Dhaka from 1st January to 31st December 2021. Mother of newborns who are willing to participate were conveniently selected. Around 289 sample was selected. Pre tested semi structured questionnaire was used to collect the data. Level of knowledge was measured by knowledge score. Each question of knowledge carries one (01) mark. Each correct answer had 1 mark and incorrect answer had 0 mark. 1-11 score (&lt;60%) was categorized as fair knowledge; 12-15 score (60-79%) was categorized as good knowledge and 16-20% score (80% and above) had very good knowledge. Results: Age and knowledge of whether TB-positive mothers may breastfeed have an association (2=4.488, p = 0.034); age and knowledge of whether HIV-positive mothers can breastfeed have an association (2=9.632, p = 0.002). There is a correlation between occupation and knowledge of whether mothers who have COVID 19 positive status can breastfeed (5.044; p=0.046), as well as a correlation between occupation and knowledge of whether mothers who have TB positive status (9.365; p=0.002). Family income has a correlation with knowledge of whether mothers who are COVID 19 positive, HIV positive, or TB positive can breastfeed (2=17.695, p = 0.0001), COVID 19 positive mothers have a correlation with knowledge of whether they can breastfeed (2=7.511, p = 0.006), and HIV positive mothers have a correlation with knowledge of whether they can breastfeed (2=8.675, p = 0.003). Education level and awareness of whether COVID 19 positive mothers can breastfeed are correlated (2=10.315, p = 0.001), as are knowledge of whether TB positive mothers can breastfeed (2=10.880, p = 0.001). Conclusion: Develop targeted educational programs for mothers based on their demographic characteristics, such as age, occupation, and education level. JOPSOM 2023; 42(1):40-47

Agricultural science preservice teachers implementation of practical activities through video-based observations

Practical activities are essential for promoting experiential learning and preparing future teachers to effectively convey complex concepts, particularly in agricultural science education. Teacher training institutions strive to equip prospective teachers with the requisite knowledge and skills necessary to successfully implement the curriculum in their future teaching endeavors. This study aimed to evaluate preservice agricultural science teachers in their ability to integrate practical activities into their classrooms using easily accessible and locally available resources to teach agricultural science content that requires hands-on engagement from learners. This qualitative study involved six preservice agricultural science teachers in their third year of the Bachelor of Education in secondary education honors program at the International University of Management in Namibia. Preservice teachers were asked to record a 10-15-minute videos of them enacting agricultural science during their four weeks school-based studies (also known as teaching practicum). Video observations revealed that teachers effectively utilized readily available materials to explain concepts in agricultural science in the topic of soil in which they were primarily asked to concentrate on in any grade of their choice. Additionally, the teachers engaged with syllabus-based content appropriately, demonstrated enthusiasm in presenting the material, and exhibited a strong command of the language used as the medium of instruction.

Current issues of conducting classes on fire training of police officers under martial law

The article addresses pertinent issues related to conducting firearms training sessions for police officers in conditions of a state of war. The authors analyze significant aspects of this activity, including teaching methods and techniques, personnel training specifics, as well as challenges and threats that may arise during armed conflicts. The main focus is on practical recommendations aimed at enhancing the effectiveness of police training for operating in conditions of a state of war. The article analyzes changes and modifications in the methodology of teaching and studying fire training in institutions of higher education with specific conditions of study, subordinated to the Ministry of Internal Affairs of Ukraine under martial law, which would take into account all aspects of the application and use of firearms and ensure high- quality training of students of higher education for actions in stressful and dangerous situations. The authors explore the practical-tactical possibilities of conducting firearms training sessions, comparing them with regulated and recommended regulatory acts. It is established that existing methods do not correspond to the real conditions of firearms application. Special attention is given to the issues of modern methods of firearms usage and changes in teaching methodology to increase proficiency. Features and methods of teaching fire training in higher education institutions with specific training conditions of the Ministry of Internal Affairs of Ukraine are outlined, as well as innovations in this field of training are indicated. A separate view is focused on the need for modern material and technical support, since the solution to the problem of police training requires a comprehensive approach, which includes the provision of the necessary resources for conducting specialized classes, both in closed rooms and on appropriately equipped modern training grounds, and support in the development of professional skills. Also, the authors emphasize the need to improve the legal training of personnel to provide them with a clear understanding of the laws and regulations related to the use of weapons.

MLA Research Training Institute (RTI) 2018 and 2019: participant research confidence and program effectiveness.

The article reports on an assessment of the effectiveness of the MLA Research Training Institute (RTI) for the years 2018 and 2019. The RTI is a year-long continuing education research methods training and support program for health sciences librarians. The study focuses on assessing RTI participants' research confidence after program completion and compares these results with their perceptions of workshop/program performance and learning outcomes. In addition, the authors discuss how the findings were applied to inform and improve the program. The study used a 26-item questionnaire, RTI Research Confidence Questionnaire, to gather information on participants' self-reported research confidence before the workshop, immediately after the workshop, and one year after the workshop to determine statistically significant differences. Differences in research confidence were identified by using three nonparametric statistical tests. Additional workshop and program surveys were used to corroborate the research confidence findings. Post-workshop and one-year-after-workshop research confidence ratings were significantly higher than pre-workshop levels for years 1 and 2. A comparison of median ratings between years 1 and 2 showed significant increases in research confidence for nine items in year 2. Participants' positive perceptions of workshop/program effectiveness and learning outcomes corroborated these findings. Overall assessment findings indicated that RTI training helped participants understand, use, and apply research skills to conduct research. Findings also revealed that participants' heightened research confidence persisted at least 12 months postintervention. The RTI Research Confidence Questionnaire proved effective for rigorously assessing and improving the RTI program. This study enhances the currently limited evidence on evidence-based approaches for assessing and improving research instruction for librarians.

Gender dynamics in nursing profession: impact on professional practice and development in Tanzania

BackgroundGender disparity has long been noted in nursing, a predominantly female-dominated profession. However, recently the increase in the number of male nurses disproves the existing belief that nursing is exclusively a female profession. Even though the studies have reported changing gender trends in nursing, the information is not sufficient and the effects of the changing trend on professional practice and professional development have not been explored. Therefore this study aims to assess the influence of gender in nursing on professional practice and development in Tanzania.MethodsThis was an analytical Hospital-Based Cross-sectional Study Design, conducted at four hospitals in Dar es Salaam, with 580 nurses between 20th May and 20th June 2024. Proportionate sampling was used to determine the required number of participants from each of the four facilities. Moreover, systematic random sampling was used to recruit participants from each facility. The validated questionnaire was used to obtain data, which were analyzed through descriptive and inferential statistics.ResultsAmong seventy items that measured professional practices, sixty three items indicated good professional practices among female nurses compared with their male counterparts male. On the association of gender in nursing to professional practice and development, the findings revealed no significant association between gender in nursing and professional practice (χ2 = 1.384; P = 0.239). Moreover, the item analysis revealed that male nurses have professional development in three items similar to female nurse who had shown professional development on other three items. Through binary logistic regression, male nurses were 0.528 (OR) times less likely to have good professional development than their female counterpart (P < 0.001; 95% CI: 0.379, 0.737). Several social demographic factors were found to be associated with professional practice and development.ConclusionIt was found that professional practice does not depend on gender in nursing, because the practice was optimal across both genders. Nurse’s self-image of nursing, facility factors, and professional development influence their professional practice. Moreover, gender in nursing is associated with professional development, indicating the existence of gender stereotypes in the distribution of opportunities between male and female nurses. The study recommends extending this cross-sectional study to nonclinical settings such as training institutions.

Adequacy of Pharmacovigilance Training in the Health Professional Training Institutions in Uganda: Training Gaps and Opportunities for Improvement

Adequacy of Pharmacovigilance Training in the Health Professional Training Institutions in Uganda: Training Gaps and Opportunities for Improvement

Webometric analysis of the visibility, reach and impact of food science research publications: institute of agricultural research and training, ibadan (1972-2023)

This study evaluated the visibility, reach and impact of Food Science research publications from the Institute of Agricultural Research and Training (IAR&amp;T) in Ibadan, Nigeria, over the period 1972-2023. Utilizing webometric analysis, data were collected from Google Scholar, Research Gate, and Scopus, focusing on citation metrics, article counts, and online engagement. A total of 745 scholarly articles across various food science disciplines, including Food Microbiology, Human Nutrition, Meat Science, Nutritional Biochemistry, and Food Science Technology and Biotechnology, were analyzed. The study incorporated log file data from the 14 food scientists’ profiles, examining a total of 9,392 cited works. These citations were derived from materials indexed by Google Scholar (5,221 citations), Research Gate (3,358 citations) and Scopus (813 citations). Findings revealed that Food Science Technology and Biotechnology had the highest number of articles and citations, with 257 articles (64.4% of total) on Google Scholar and 3,108 citations (60% of total). Research Gate showed 171 articles (65% of total) with 2,249 citations (67% of total), while Scopus recorded 52 articles (63% of total) with 449 citations (55.2% of total). A paired t-test measuring the evolution of access and growth in published works indicated a statistically significant increase (p &lt; 0.05) across all specializations in Food Science. Citations for Food Science/Technology and Biotechnology rose from 19 (1%) in 1972-1997 to 3,089 (99%) in 1998-2023, highlighting substantial growth in visibility and usage. The geographical distribution analysis showed that Africa had the highest citation metrics, followed by Europe, North America with Asia and South America having relatively lower impact. The study underscores the critical role of digital platforms in enhancing research impact and suggested that improved dissemination strategies are needed, particularly for areas with lower reach such as food Microbiology. These findings provided valuable insights for researchers aiming to enhance the visibility and impact of scientific research in food Science.

Increasing maritime cybersecurity awareness through game-based learning

Abstract Increased connectivity, digitalization and emerging autonomous operations within the maritime sector are paving the road for new cybersecurity risks. Such risks are not just a technical concern, as effective awareness and training programs play an important role in increasing the knowledge of relevant cyberattacks and defences, thereby improving security practices among stakeholders. Serious games have emerged as an engaging method to train individuals, effectively communicate an understanding of emerging cybersecurity threats and promote cybersecurity culture and hygiene. This paper delves into the development process of an asymmetrical strategy game for the maritime sector. The game uses a red versus blue paradigm to educate players about critical assets of maritime operations and how they can be exploited. The novelty of this work has been to design a gameplay based on actual incidents that for instance shipping companies have been facing up until today and likely future events. We employ a design science research methodology to ensure problem relevance and utility for practitioners. The game has been designed towards a demography of students from maritime education and training institutions and professionals working in the maritime sector but should be appealing to others looking to expand their comprehension of the maritime cybersecurity intricacies as well. The game serves as a pedagogical learning tool for elevating cybersecurity awareness, preparedness and response in the maritime digitalization sphere.

Gender-focused Training for Non-university Teachers in Spain, through Social Media

The growth of social media has been suggested as a potential tool for teacher training and development. This study aims to identify patterns of SM use in the ongoing education of non-university teachers in Spain from a gender perspective. The research was based on a survey conducted between November 2021 and January 2022 involving 462 male and female non-university teachers. The data presented in this work reveals differences between teachers based on gender and associated patterns. It also highlights variables contributing to a better understanding of SM use and responsible use among female and male teachers. This study emphasizes teachers' role in implementing strategies to increase SM use among the studied population in Spain. This role requires promoting the dissemination and access to scientific knowledge from educational centres, training institutions, and university academic institutions. Actions should focus on providing relevant scientific content in appropriate and attractive formats to increase the use of SM as a continuous training resource.

Addressing malnutrition through inclusive nutrition and early childhood development (ECD) services: A review of the contribution of a research and training institution in Rwanda.

Addressing malnutrition through inclusive nutrition and early childhood development (ECD) services: A review of the contribution of a research and training institution in Rwanda.

Achieving Sustainable Digital Transformation in TVET Institutionsthrough Enterprise Architecture

The approachof Enterprise Architecture (EA) inTechnical and Vocational Education and Training (TVET) institutions holds significant potential for the institution's digital transformation. This study explores key factors to sustain digital transformation in TVET Institutionsusing a Systematic Literature Review (SLR) and semi-structuredinterviews. The SLR provides a comprehensive overview of existing literature on EA in educational contexts, focusing on its role in aligning institutional goals with industry requirements. Common themes and research gaps identified through this review setthe stage for empirical investigation. Interviews with IT administrators, academia, and expertsoffer practical insights into the challenges and opportunities associated with EA implementation in TVET institutions, validating findings from the literature and uncovering unique contextual factors relevant to TVET institutions in Malaysia. The thematic analysis highlights several key factors, namely,management support and their involvement, a clear business vision and goal strategy, and the adoption of emerging technologiessuch as Artificial Intelligence and the Internet of Things towardssustainable digital transformationin TVET institutions. The findings indicate that a well-implemented EA framework can significantly drivethe digital transformationof TVET institutions, leading to better-prepared graduates and a more adaptable workforce. This study provides a detailed analysis of the key factorsto sustain digital transformation in TVET Institutionsand offers practical recommendations for policymakers and educational leaders. The insights gained can guide future initiatives aimed at the digital transformationof TVET institutions, contributing to a more competitive and responsive educational sector in Malaysia.

Telehealth Education in Athletic Training

Context: Within the broad telehealth education literature, there are numerous case studies and position statements from various associations of model practices. Little is known about how athletic training is addressing telehealth education. Objective: To determine how athletic training education programs teach, assess, and structure telehealth content. Design: Cross-sectional study Setting: Online survey instrument Patients or Other Participants: An institutional athletic training faculty member from 82 athletic training programs in the United States. Data Collection and Analysis: The survey contained the validated Telehealth Evaluative Content in Higher Education (TECHE) instrument, which consisted of descriptive items focused on how education programs teach, assess, and deliver telehealth education content. Data were cleaned and basic descriptive statistics were calculated. Results: Of the program faculty that responded, 49% (n=39) reported that their program includes telehealth content. Specifically, 19 programs (49%) taught about the knowledge, skills, and abilities using multiple presentations across the curriculum (42%, n = 8) ,including techniques such as class discussions (68%, n = 13) and lectures (63%, n = 12). For assessment, 17 programs (44%) included simulations (65%, n = 11) evaluated most commonly by faculty (82%, n = 14). Only 14 (36%) programs created telehealth clinical experiences including practice with simulated patients throughout all the domains of telehealth skills. When programs included telehealth clinical experiences, they mainly focused (28%, n = 16) on orthopedics and (26%, n = 15) on primary care experiences. Discussion: The development of telehealth content should be based on model practices and delivered across multiple curriculum presentations. Assessment should incorporate various perspectives and utilize different methods. Practice opportunities with classmates and simulated patients that require interpersonal communication, data gathering, and patient education should be developed. Conclusion: While a slight majority of programs do not teach telehealth content, those that do teach telehealth utilize various strategies. Most program faculty use simulations conducted by faculty to assess orthopedic and primary care telehealth content.