Understanding Of Professional Knowledge Research Articles

Factors influencing the optimal selection of central venous access devices: A qualitative study of health care team members’ perspectives

ObjectiveThis study aimed to explore health care team members’ understanding of the factors influencing the optimal selection of central venous access devices (CVADs). MethodsThe data of the study was collected using semi-structured interviews. Twenty-six hospital medical staff (four hospital manager, 15 head nurses, 7 nurse) with experience in peripheral or central catheterization from four regions (Northern China, Southern China, Northwest China, and Qinghai-Tibet China) in China were interviewed between June and October 2021. Content analysis was used to analyze the data. ResultsThe results revealed five themes and 14 sub-themes. Patients: concerns, resources, requirements, and evaluation (security concerns, support resources, life requirements, evaluation among patients); nurses: awareness, knowledge, and popularizing methods (awareness of intravenous therapy, understanding of professional knowledge, forms of popularizing methods); doctors: support and involvement (support for decision-making, involvement in intravenous work); hospital managers: authority, quality control and continuing education (management of catheterization authority, quality control of intravenous infusion, investment in continuing education) and environment: differences and commonalities (differences in social support, and current commonalities). ConclusionNurses and other healthcare team members’ understanding, selection, use, and recommendation of CVADs have an indirect effect on patients’ decision-making. Therefore, hospital managers and government departments can indirectly strengthen medical team cooperation and improve learning education in order to improve the safety of patients receiving intravenous infusions.

Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education

ABSTRACT In the Nordic countries, teacher education programmes are shifting towards a research-based design, thus placing new expectations and requirements on teacher educators. In this study, we aim to explore teacher educators’ understanding of professional knowledge in research-based teacher education. We interviewed 16 Norwegian and six Finnish teacher educators. The teacher educators’ views of professional knowledge could be divided into two main categories – academic characteristics and personal characteristics – and three dichotomies were discussed: educational sciences versus subject sciences, research versus teaching and collaboration versus autonomy. Teacher educators come from various backgrounds and bring different experiences into teacher education. Thus, their understanding of professional knowledge in research-based teacher education seems to be dichotomous and multifaceted. The dichotomies that were uncovered and the tensions between them provide the foundation for further development of teacher education in Norway and Finland.

Visual search characteristics of precise map reading by orienteers.

This article compares the differences in eye movements between orienteers of different skill levels on map information searches and explores the visual search patterns of orienteers during precise map reading so as to explore the cognitive characteristics of orienteers’ visual search. We recruited 44 orienteers at different skill levels (experts, advanced beginners, and novices), and recorded their behavioral responses and eye movement data when reading maps of different complexities. We found that the complexity of map (complex vs. simple) affects the quality of orienteers’ route planning during precise map reading. Specifically, when observing complex maps, orienteers of higher competency tend to have a better quality of route planning (i.e., a shorter route planning time, a longer gaze time, and a more concentrate distribution of gazes). Expert orienteers demonstrated obvious cognitive advantages in the ability to find key information. We also found that in the stage of route planning, expert orienteers and advanced beginners first pay attention to the checkpoint description table. The expert group extracted information faster, and their attention was more concentrated, whereas the novice group paid less attention to the checkpoint description table, and their gaze was scattered. We found that experts regarded the information in the checkpoint description table as the key to the problem and they give priority to this area in route decision making. These results advance our understanding of professional knowledge and problem solving in orienteering.

Teaching Model Reform of Performance Management Course Based on the Theory of Constructivism

As the core course of human resource management major, performance management course is highly practical. Based on the theory of constructivism, combining with the practical requirements of enterprise performance management and constructing simulation situation of enterprise performance management, which can make the students understand theory with practice, get better understanding of professional knowledge and master the relevant skills. From the essence of organizational performance simulation method, the performance of communication as an example, the article introduces the operational ideas about constructivism concept in the teaching of performance management, and summarizes the teaching mode experience in organizational context simulation during the performance management teaching process.

The impact of Every Child Matters on trainee secondary teachers' understanding of professional knowledge

This study is concerned with the way in which the introduction in England of Every Child Matters (ECM), a mandatory framework for the well‐being of all pupils, has created new intraprofessional and interprofessional expectations about the development of professional knowledge for pre‐service secondary school teachers. In the light of current literature, the paper seeks to establish whether ECM for secondary teachers provides a simple reconciliation between subject expertise and the facilitation of human learning or a much more profound challenge to the development of values‐based autonomous professional knowledge. The research undertaken using questionnaires and interviews with cohorts of trainee secondary teachers between 2005 and 2008 aims to identify the impact of ECM on the development of their pre‐service professional knowledge. The data demonstrate a degree of movement in emphasis from an organic, values‐based understanding to a propositional, skills‐based understanding of professional knowledge. It is argued that this movement in emphasis is, to some degree, related to the instrumental implementation of a social justice policy that may have contributed to the weakening of the intrinsic relationship between teachers' values, ownership of professional knowledge and pupil well‐being. The study concludes that the challenge for teacher educators is to find the critical questions and pedagogies to counter the view that professional knowledge is simply the acquisition of strategies, skills and safeguarding knowledge that ensures accountability and legality in the classroom.