RN-to-BSN Students' Quality Improvement Knowledge, Skills, Confidence, and Systems Thinking.

Science.gov (United States)

Trent, Peggy; Dolansky, Mary A; DeBrew, Jacqueline Kayler; Petty, Gayle M

2017-12-01

Little evidence demonstrates that RN-to-baccalaureate nursing (BSN) graduates have met The Essentials of Baccalaureate Education for Professional Nursing Practice-specifically, evidence of the graduates' organizational and systems leadership related to quality care and patient safety. This BSN Essentials reflects the QSEN quality improvement (QI) competency. The purpose of this pilot study was to develop and test an assessment strategy to measure RN-to BSN students' QI competence and their perception of QI knowledge and skills. Students (N = 59) from six RN-to-BSN programs participated in a Qualtrics survey e-mailed during the last semester of their program. The majority of students (60%) reported that they did not experience QI content in their program. Scores on QI knowledge, skills, and systems thinking were low, yet the students self-reported that they were confident in their ability to perform QI. This pilot study provides an assessment strategy to measure students' competence related to QI. Nursing education has an opportunity to integrate and measure QI competence to ensure that nurses have the knowledge and skills to continually improve patient care. [J Nurs Educ. 2017;56(12):737-740.]. Copyright 2017, SLACK Incorporated.

Kangaroo Care Education Effects on Nurses' Knowledge and Skills Confidence.

Science.gov (United States)

Almutairi, Wedad Matar; Ludington-Hoe, Susan M

2016-11-01

Less than 20% of the 996 NICUs in the United States routinely practice kangaroo care, due in part to the inadequate knowledge and skills confidence of nurses. Continuing education improves knowledge and skills acquisition, but the effects of a kangaroo care certification course on nurses' knowledge and skills confidence are unknown. A pretest-posttest quasi-experiment was conducted. The Kangaroo Care Knowledge and Skills Confidence Tool was administered to 68 RNs at a 2.5-day course about kangaroo care evidence and skills. Measures of central tendency, dispersion, and paired t tests were conducted on 57 questionnaires. The nurses' characteristics were varied. The mean posttest Knowledge score (M = 88.54, SD = 6.13) was significantly higher than the pretest score (M = 78.7, SD = 8.30), t [54] = -9.1, p = .000), as was the posttest Skills Confidence score (pretest M = 32.06, SD = 3.49; posttest M = 26.80, SD = 5.22), t [53] = -8.459, p = .000). The nurses' knowledge and skills confidence of kangaroo care improved following continuing education, suggesting a need for continuing education in this area. J Contin Educ Nurs. 2016;47(11):518-524. Copyright 2016, SLACK Incorporated.

Integrating chronic care with primary care activities: enriching healthcare staff knowledge and skills and improving glycemic control of a cohort of people with diabetes through the First Line Diabetes Care Project in the Philippines

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Grace Marie V. Ku

2014-10-01

Full Text Available Background: This study investigated the effects of integrating primary chronic care with current healthcare activities in two local government health units (LGHU of the Philippines on knowledge and skills of the LGHU staff and clinical outcomes for people with diabetes. Design: Integration was accomplished through health service reorganization, (redistribution of chronic care tasks, and training of LGHU staff. Levels of the staff's pre- and post-training diabetes knowledge and of their self-assessment of diabetes care-related skills were measured. Primary diabetes care with emphasis on self-care development was provided to a cohort of people with diabetes. Glycosylated hemoglobin (HbA1c and obesity measures were collected prior to and one year after full project implementation. Results: The training workshop improved diabetes knowledge (p<0.001 and self-assessed skills (p<0.001 of the LGHU staff. Significant reductions in HbA1c (p<0.001, waist–hip ratio (p<0.001 and waist circumference (p=0.011 of the cohort were noted. Although the reduction in HbA1c was somewhat greater among those whose community-based care providers showed improvement in knowledge and self-assessed skills, the difference was not statistically significant. Conclusions: Primary care for chronic conditions such as diabetes may be integrated with other healthcare activities in health services of low-to-middle-income countries such as the Philippines, utilizing pre-existing human resources for health, and may improve clinical endpoints.

The knowledge and skills gap of medical practitioners delivering ...

African Journals Online (AJOL)

The knowledge and skills gap of medical practitioners delivering district hospital ... and quality health services, and also for guiding appropriate undergraduate, ... The uneven skill and knowledge base in aspects of HIV/AIDS management ...

Integrating fundamental movement skills in late childhood.

Science.gov (United States)

Gimenez, Roberto; Manoel, Edison de J; de Oliveira, Dalton Lustosa; Dantas, Luiz; Marques, Inara

2012-04-01

The study examined how children of different ages integrate fundamental movement skills, such as running and throwing, and whether their developmental status was related to the combination of these skills. Thirty children were divided into three groups (G1 = 6-year-olds, G2 = 9-year-olds, and G3 = 12-year-olds) and filmed performing three tasks: running, overarm throwing, and the combined task. Patterns were identified and described, and the efficiency of integration was calculated (distance differences of the ball thrown in two tasks, overarm throwing and combined task). Differences in integration were related to age: the 6-year-olds were less efficient in combining the two skills than the 9- and 12-year-olds. These differences may be indicative of a phase of integrating fundamental movement skills in the developmental sequence. This developmental status, particularly throwing, seems to be related to the competence to integrate skills, which suggests that fundamental movement skills may be developmental modules.

ICT Knowledge and Skills Among Students of Library and ...

African Journals Online (AJOL)

ICT Knowledge and Skills Among Students of Library and Information Science in Umaru ... Information Manager (The) ... The aim of the study is to investigate Information and Communication Technology (ICT) knowledge and skills amongst the ...

Interdisciplinarity to Integrate Knowledge in Engineering

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Stella Abreu

2017-06-01

Full Text Available This paper is an extension of work originally presented at the 2nd International Conference of the Portuguese Society for Engineering Education and aims to describe an interdisciplinarity teaching experiment involving three subjects of the scientific area of Mathematics and a fourth one in the area of Management. Using only one project, the students developed skills, in an integrated way, in the fields of the subjects involved. The structure of the project is described in detail. It is shown how the knowledge obtained in the different subjects is needed and how it connects together to answer the proposed challenges. We report the progress of the students’ work, the main difficulties and the skills developed during this process. We conclude with a reflection on the main problems and gains that may arise in similar projects.

The Role of Knowledge Creation and Its Dimensions in Management Skills of Managers of Tabriz University of Medical Sciences

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Mohammad-Ali Hemmati

2016-01-01

Full Text Available ​Background and Objectives : The purpose of this study was to study the role of knowledge creation and management skills of managers in Tabriz University of Medical Sciences. Material and Methods : This was a descriptive correlational study. The statistical population consisted of all managers (140 managers in Tabriz University of Medical Sciences. Census sampling method was used due to limited statistical population. The data were collected through management skills and knowledge creation questionnaire developed by Goudarzi (2002. The reliability was 0.933 and 0.792 respectively using Cronbach's alpha. The validity of the questionnaire was verified by management faculty members. Pearson correlation and multiple regression analysis were used to analyze the data. Results : Results showed that there was a positive relationship between knowledge creation and management skills of the managers. In addition, there was a positive and significant relationship between the management skills indicators (human, conceptual and technical and the knowledge creation variables. Multiple regression results indicated that the knowledge creation dimensions had a predictive role in human, perceptual and technical skills. A significant relationship between knowledge creation and management skills of managers indicated that managers should have access to the up-to-date knowledge to promote it in order to execute it at all levels within the organization to improvement staff and organization creativity. Conclusion : The results demonstrated that the enhancement of organizational knowledge creation and its dimensions lead to improvement of management skills.  Managers need to have dynamic capabilities to move towards knowledge creation and make the best use of available and potential resources of the organization to achieve these capabilities and identify, acquire, apply, integrate and combine the information, knowledge and skills.

Food and Culinary Knowledge and Skills: Perceptions of Undergraduate Dietetic Students.

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Cooper, Marcia J; Mezzabotta, Leanne; Murphy, Joseph

2017-03-01

The objective of the current study was to examine food and culinary skills and knowledge of dietetic students. An online bilingual survey was created using Survey Monkey TM to explore the skills, knowledge, and perceptions of undergraduate dietetic students regarding food and cooking. Chi-square and logistic regression analyses were used to compare skills and knowledge of food and culinary concepts. The final sample included second- (n = 22) and third-year (n = 22) students within the Baccalauréat specialisé en sciences de la nutrition program at the University of Ottawa. There were no significant differences (P > 0.05) on 3 of 4 skills (preparing a cake, whipping egg whites, or baking a yeast bread) or knowledge concepts (fold, baste, braise, grill, and poach) amongst second- and third-year students. Third-year students perceived more skill in preparing a béchamel sauce. There was a trend for third-year students (59%) to have higher food and cooking skills and knowledge compared with second-year students (32%). Perceived knowledge and confidence was proportional with the academic year, whereas overall knowledge and skills of food and culinary concepts were moderate among both groups of students. This research suggests that more dedicated time may need to be spent on food and cooking competencies in undergraduate dietetic education.

Review of The Behavioral Health Specialist in Primary Care: Skills for Integrated Practice.

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Harsh, Jennifer

2016-03-01

Reviews the book, The Behavioral Health Specialist in Primary Care: Skills for Integrated Practice edited by Mary Ann Burg and Oliver Oyama (see record 2015-46891-000). The editors and the chapter authors of this useful book provide insight into the skills and knowledge needed to do integrated behavioral health in primary care. The most beneficial part of the book is the layout of the chapters, and the authors do a great job of articulating the clinical components of care. Behavioral health and medical providers in practice or in training could greatly benefit from reading this book. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Entrepreneurial Integration Skills

DEFF Research Database (Denmark)

Bauer, Florian; Schriber, Svante; King, David R.

2016-01-01

on 116 acquisitions, we find that entrepreneurial integration skills can display both advantages and disadvantages. While it helps to realize expected and serendipitous synergies, it can also trigger employee uncertainty due to decreased transparency. In supplementary analysis, we show measures...

Social skills knowledge and performance among adolescents with bipolar disorder.

Science.gov (United States)

Goldstein, Tina R; Miklowitz, David J; Mullen, Kimberley L

2006-08-01

This study investigated social skills deficits among adolescents with bipolar disorder. Adolescents with DMS-IV bipolar disorder (n = 18) and their parents completed social skills assessments when they were experiencing minimal mood symptoms. The control group (n = 18) consisted of adolescents with no history of psychiatric disorders. Participants and their parents rated the adolescents' social performance using the Matson Evaluation of Social Skills with Youngsters. We measured the adolescents' knowledge of appropriate social skills using the Interpersonal Negotiation Strategy Interview. Raters 'blind' to psychiatric status rated the adolescents' responses and their social interactions with an examiner during the assessment. Adolescents with bipolar disorder displayed significantly more social skills performance deficits than controls. No significant differences emerged between the groups in social skills knowledge. Ratings of social interactions with the examiner failed to distinguish bipolar from control teens, but raters were successful in guessing the psychiatric status of the participants. These findings indicate that bipolar adolescents lag behind their peers in social skills performance, but not social skills knowledge. Results support the hypothesis that difficulties with emotion regulation interfere with the consistent exhibition of appropriate social behaviors.

Kansas nurse leader residency programme: advancing leader knowledge and skills.

Science.gov (United States)

Shen, Qiuhua; Peltzer, Jill; Teel, Cynthia; Pierce, Janet

2018-03-01

To evaluate the effectiveness of the Kansas Nurse Leader Residency (KNLR) programme in improving nurses' leadership knowledge and skills and its acceptability, feasibility and fidelity. The Future of Nursing Report (Institute of Medicine, 2011) calls for nurses to lead change and advance health. The 6-month KNLR programme was developed by the Kansas Action Coalition to support nurses' leadership development. Nurses (n = 36) from four nursing specialties (acute care, long-term care, public health and school health) participated in the programme. The adapted Leader Knowledge and Skill Inventory was used to assess leadership knowledge and skills. Programme acceptability, feasibility and implementation fidelity also were evaluated. The programme completion rate was 67.7% (n = 24). Programme completers had significantly improved self-assessed and mentor-assessed leadership knowledge and skills (p leaders are critical for successful transition into management positions. © 2017 John Wiley & Sons Ltd.

Physiology knowledge plays a role when novices learn technical echocardiography skills

DEFF Research Database (Denmark)

Nielsen, Dorte Guldbrand; Gøtzsche, Ole; Eika, Berit

2010-01-01

Purpose: Little is known about factors of relevance for achieving technical skills of echocardiography (TTE); one of the essential skills defined by the European Society of Cardiology Core Curriculum. In an earlier study we have shown that there is a strong correlation between physiology knowledge...... and interpretation skills of intermediately trained echocardiographers. This study investigates the role of physiology knowledge in the development of echocardiographic technical expertise. Methods: Forty-five physicians (15 novices, 15 intermediates and 15 experts) were evaluated on technical skills. Participants...... of echocardiography relevant physiology knowledge. Results: A strong and significant correlation between expertise level and technical checklist scores was found (r = .76, p

Do knowledge, knowledge sources and reasoning skills affect the accuracy of nursing diagnoses? a randomised study.

Science.gov (United States)

Paans, Wolter; Sermeus, Walter; Nieweg, Roos Mb; Krijnen, Wim P; van der Schans, Cees P

2012-08-01

This paper reports a study about the effect of knowledge sources, such as handbooks, an assessment format and a predefined record structure for diagnostic documentation, as well as the influence of knowledge, disposition toward critical thinking and reasoning skills, on the accuracy of nursing diagnoses.Knowledge sources can support nurses in deriving diagnoses. A nurse's disposition toward critical thinking and reasoning skills is also thought to influence the accuracy of his or her nursing diagnoses. A randomised factorial design was used in 2008-2009 to determine the effect of knowledge sources. We used the following instruments to assess the influence of ready knowledge, disposition, and reasoning skills on the accuracy of diagnoses: (1) a knowledge inventory, (2) the California Critical Thinking Disposition Inventory, and (3) the Health Science Reasoning Test. Nurses (n = 249) were randomly assigned to one of four factorial groups, and were instructed to derive diagnoses based on an assessment interview with a simulated patient/actor. The use of a predefined record structure resulted in a significantly higher accuracy of nursing diagnoses. A regression analysis reveals that almost half of the variance in the accuracy of diagnoses is explained by the use of a predefined record structure, a nurse's age and the reasoning skills of `deduction' and `analysis'. Improving nurses' dispositions toward critical thinking and reasoning skills, and the use of a predefined record structure, improves accuracy of nursing diagnoses.

Do knowledge, knowledge sources and reasoning skills affect the accuracy of nursing diagnoses? a randomised study

Directory of Open Access Journals (Sweden)

Paans Wolter

2012-08-01

Full Text Available Abstract Background This paper reports a study about the effect of knowledge sources, such as handbooks, an assessment format and a predefined record structure for diagnostic documentation, as well as the influence of knowledge, disposition toward critical thinking and reasoning skills, on the accuracy of nursing diagnoses. Knowledge sources can support nurses in deriving diagnoses. A nurse’s disposition toward critical thinking and reasoning skills is also thought to influence the accuracy of his or her nursing diagnoses. Method A randomised factorial design was used in 2008–2009 to determine the effect of knowledge sources. We used the following instruments to assess the influence of ready knowledge, disposition, and reasoning skills on the accuracy of diagnoses: (1 a knowledge inventory, (2 the California Critical Thinking Disposition Inventory, and (3 the Health Science Reasoning Test. Nurses (n = 249 were randomly assigned to one of four factorial groups, and were instructed to derive diagnoses based on an assessment interview with a simulated patient/actor. Results The use of a predefined record structure resulted in a significantly higher accuracy of nursing diagnoses. A regression analysis reveals that almost half of the variance in the accuracy of diagnoses is explained by the use of a predefined record structure, a nurse’s age and the reasoning skills of `deduction’ and `analysis’. Conclusions Improving nurses’ dispositions toward critical thinking and reasoning skills, and the use of a predefined record structure, improves accuracy of nursing diagnoses.

Recognition of Knowledge and Skills at Work: In Whose Interests?

Science.gov (United States)

Berglund, Leif; Andersson, Per

2012-01-01

Purpose: Work-place learning takes place in many settings and in different ways, resulting in knowledge and skills of different kinds. The recognition process in the work place is however often implicit and seldom discussed in terms of recognition of prior learning (RPL). The aim of this paper is to give examples of how the knowledge/skills of…

Cardiopulmonary resuscitation knowledge and skills of registered nurses in Botswana.

Science.gov (United States)

Rajeswaran, Lakshmi; Ehlers, Valerie J

2014-01-01

In Botswana nurses provide most health care in the primary, secondary and tertiary level clinics and hospitals. Trauma and medical emergencies are on the increase, and nurses should have cardiopulmonary resuscitation (CPR) knowledge and skills in order to be able to implement effective interventions in cardiac arrest situations. The objective of this descriptive study was to assess registered nurses’ CPR knowledge and skills. A pre-test, intervention and re-test time-series research design was adopted, and data were collected from 102 nurses from the 2 referral hospitals in Botswana. A multiple-choice questionnaire and checklist were used to collect data. All nurses failed the pre-test. Their knowledge and skills improved after training, but deteriorated over the three months until the post-test was conducted. The significantly low levels of registered nurses’ CPR skills in Botswana should be addressed by instituting country-wide CPR training and regular refresher courses

TEACHING INTERPERSONAL SKILLS

DEFF Research Database (Denmark)

Andersson, Niclas

2009-01-01

of the examination. This study aims at presenting and reviewing a practical approach to teaching of interpersonal skills, referred to as the Social Risk Analysis, which has been applied and integrated into the curriculum of two engineering courses. The Social Risk Analysis encourages and imposes a critical review......In addition to the traditional learning outcomes for technical disciplinary knowledge, the CDIO-syllabus also specifies personal and interpersonal learning outcomes. The argument for teaching interpersonal skills rest upon the team-based working environment that is typical for engineers, where...... knowledge and skills in teamwork, leadership, and communications are highly required. Thus, the practice of interpersonal skills need to be implemented in engineering teaching, not only in terms of learning objectives, but realised in practical teaching activities and as an integrated part...

Health information technology knowledge and skills needed by HIT employers.

Science.gov (United States)

Fenton, S H; Gongora-Ferraez, M J; Joost, E

2012-01-01

To evaluate the health information technology (HIT) workforce knowledge and skills needed by HIT employers. Statewide face-to-face and online focus groups of identified HIT employer groups in Austin, Brownsville, College Station, Dallas, El Paso, Houston, Lubbock, San Antonio, and webinars for rural health and nursing informatics. HIT employers reported needing an HIT workforce with diverse knowledge and skills ranging from basic to advanced, while covering information technology, privacy and security, clinical practice, needs assessment, contract negotiation, and many other areas. Consistent themes were that employees needed to be able to learn on the job and must possess the ability to think critically and problem solve. Many employers wanted persons with technical skills, yet also the knowledge and understanding of healthcare operations. The HIT employer focus groups provided valuable insight into employee skills needed in this fast-growing field. Additionally, this information will be utilized to develop a statewide HIT workforce needs assessment survey.

Providing oral care in haematological oncology patients: nurses' knowledge and skills

NARCIS (Netherlands)

Potting, Carin M. J.; Mank, Arno; Blijlevens, Nicole M. A.; Donnelly, J. Peter; van Achterberg, Theo

2008-01-01

In the international literature, the most commonly recommended intervention for managing oral mucositis is good oral care, assuming that nurses have sufficient knowledge and skills to perform oral care correctly. The aim of the present study was to investigate if knowledge and skills about oral care

Providing oral care in haematological oncology patients: nurses' knowledge and skills.

NARCIS (Netherlands)

Potting, C.M.J.; Mank, A.; Blijlevens, N.M.A.; Donnelly, J.P.; Achterberg, T. van

2008-01-01

In the international literature, the most commonly recommended intervention for managing oral mucositis is good oral care, assuming that nurses have sufficient knowledge and skills to perform oral care correctly. The aim of the present study was to investigate if knowledge and skills about oral care

Skills, rules and knowledge in aircraft maintenance: errors in context

Science.gov (United States)

Hobbs, Alan; Williamson, Ann

2002-01-01

Automatic or skill-based behaviour is generally considered to be less prone to error than behaviour directed by conscious control. However, researchers who have applied Rasmussen's skill-rule-knowledge human error framework to accidents and incidents have sometimes found that skill-based errors appear in significant numbers. It is proposed that this is largely a reflection of the opportunities for error which workplaces present and does not indicate that skill-based behaviour is intrinsically unreliable. In the current study, 99 errors reported by 72 aircraft mechanics were examined in the light of a task analysis based on observations of the work of 25 aircraft mechanics. The task analysis identified the opportunities for error presented at various stages of maintenance work packages and by the job as a whole. Once the frequency of each error type was normalized in terms of the opportunities for error, it became apparent that skill-based performance is more reliable than rule-based performance, which is in turn more reliable than knowledge-based performance. The results reinforce the belief that industrial safety interventions designed to reduce errors would best be directed at those aspects of jobs that involve rule- and knowledge-based performance.

Student self-reported communication skills, knowledge and confidence across standardised patient, virtual and traditional clinical learning environments.

Science.gov (United States)

Quail, Michelle; Brundage, Shelley B; Spitalnick, Josh; Allen, Peter J; Beilby, Janet

2016-02-27

Advanced communication skills are vital for allied health professionals, yet students often have limited opportunities in which to develop them. The option of increasing clinical placement hours is unsustainable in a climate of constrained budgets, limited placement availability and increasing student numbers. Consequently, many educators are considering the potentials of alternative training methods, such as simulation. Simulations provide safe, repeatable and standardised learning environments in which students can practice a variety of clinical skills. This study investigated students' self-rated communication skill, knowledge, confidence and empathy across simulated and traditional learning environments. Undergraduate speech pathology students were randomly allocated to one of three communication partners with whom they engaged conversationally for up to 30 min: a patient in a nursing home (n = 21); an elderly trained patient actor (n = 22); or a virtual patient (n = 19). One week prior to, and again following the conversational interaction, participants completed measures of self-reported communication skill, knowledge and confidence (developed by the authors based on the Four Habit Coding Scheme), as well as the Jefferson Scale of Empathy - Health Professionals (student version). All three groups reported significantly higher communication knowledge, skills and confidence post-placement (Median d = .58), while the degree of change did not vary as a function of group membership (Median η (2)  communication skill, knowledge and confidence, though not empathy, following a brief placement in a virtual, standardised or traditional learning environment. The self-reported increases were consistent across the three placement types. It is proposed that the findings from this study provide support for the integration of more sustainable, standardised, virtual patient-based placement models into allied health training programs for the training of

Interpretation of Radiological Images: Towards a Framework of Knowledge and Skills

Science.gov (United States)

van der Gijp, A.; van der Schaaf, M. F.; van der Schaaf, I. C.; Huige, J. C. B. M.; Ravesloot, C. J.; van Schaik, J. P. J.; ten Cate, Th. J.

2014-01-01

The knowledge and skills that are required for radiological image interpretation are not well documented, even though medical imaging is gaining importance. This study aims to develop a comprehensive framework of knowledge and skills, required for two-dimensional and multiplanar image interpretation in radiology. A mixed-method study approach was…

Pharmacists' and general practitioners' pharmacology knowledge and pharmacotherapy skills

NARCIS (Netherlands)

Keijsers, Carolina J P W; Leendertse, Anne J; Faber, Adrianne; Brouwers, Jacobus R B J; de Wildt, Dick J; Jansen, Paul A F

Understanding differences in the pharmacology knowledge and pharmacotherapy skills of pharmacists and physicians is vital to optimizing interprofessional collaboration and education. This study investigated these differences and the potential influence of work experience. The pharmacology knowledge

Managing heterogeneous knowledge: A Theory of External Knowledge Integration

NARCIS (Netherlands)

Kraaijenbrink, Jeroen; Wijnhoven, Alphonsus B.J.M.

2008-01-01

Knowledge integration has been theorised at the levels of organisations and inter-organisational dyads. However, no theory exists yet of the integration of knowledge from an organisation's environment. This paper addresses this void in the literature by presenting a theory of external knowledge

Knowledge integration by thinking along

NARCIS (Netherlands)

Berends, J.J.; Debackere, K.; Garud, R.; Weggeman, M.C.D.P.

2004-01-01

Organizing depends on the integration of specialized knowledge that lies distributed across individuals. There are benefits from specialization, and, yet, the integration of knowledge across boundaries is critical for organizational vitality. How do organizations benefit from knowledge that lies in

Impact of a Multifaceted and Clinically Integrated Training Program in Evidence-Based Practice on Knowledge, Skills, Beliefs and Behaviour among Clinical Instructors in Physiotherapy: A Non-Randomized Controlled Study.

Directory of Open Access Journals (Sweden)

Nina Rydland Olsen

Full Text Available Physiotherapists practicing at clinical placement sites assigned the role as clinical instructors (CIs, are responsible for supervising physiotherapy students. For CIs to role model evidence-based practice (EBP they need EBP competence. The aim of this study was to assess the short and long term impact of a six-month multifaceted and clinically integrated training program in EBP on the knowledge, skills, beliefs and behaviour of CIs supervising physiotherapy students.We invited 37 CIs to participate in this non-randomized controlled study. Three self-administered questionnaires were used pre- and post-intervention, and at six-month follow-up: 1 The Adapted Fresno test (AFT, 2 the EBP Belief Scale and 3 the EBP Implementation Scale. The analysis approach was linear regression modeling using Generalized Estimating Equations.In total, 29 CIs agreed to participate in the study: 14 were invited to participate in the intervention group and 15 were invited to participate in the control group. One in the intervention group and five in the control group were lost to follow-up. At follow-up, the group difference was statistically significant for the AFT (mean difference = 37, 95% CI (15.9 -58.1, p < 0.001 and the EBP Beliefs scale (mean difference = 8.1, 95% CI (3.1 -13.2, p = 0.002, but not for the EBP Implementation scale (mean difference = 1.8. 95% CI (-4.5-8.1, p = 0.574. Comparing measurements over time, we found a statistically significant increase in mean scores related to all outcome measures for the intervention group only.A multifaceted and clinically integrated training program in EBP was successful in improving EBP knowledge, skills and beliefs among CIs. Future studies need to ensure long-term EBP behaviour change, in addition to assessing CIs' abilities to apply EBP knowledge and skills when supervising students.

The knowledge and the use of psychological skills of anger ...

African Journals Online (AJOL)

The knowledge and the use of psychological skills of anger management skills at the ... Methodology: This study is a cross-sectional and descriptive research, ... Data analysis was performed with descriptive statistics (mean, frequency, ...

Segments of marketers based on a perceived importance of marketing knowledge and skills

OpenAIRE

Vesna Žabkar; Maja Hosta

2009-01-01

The purpose of this article is to define and empirically verify a range of knowledge and skills which are necessary in order to segment marketers, based on their perceptions of the importance of such marketing knowledge and skills. To empirically verify the importance of marketing knowledge and skills, a 28-item measurement instrument was developed. Responses from 235 marketing vice-presidents, marketing directors, sales directors or company presidents/owners in Slovenia were obtained (an 11....

Exploration of student's creativity by integrating STEM knowledge into creative products

Science.gov (United States)

Mayasari, Tantri; Kadarohman, Asep; Rusdiana, Dadi; Kaniawati, Ida

2016-02-01

Creativity is an important capability that should be held to competitive standards in the 21st century in entering the era of information and knowledge. It requires a creative generation that is able to innovate to meet the challenges of an increasingly complex future. This study examines the student's creativity level by integrating STEM (Science, Technology, Engineering, and Mathematics) knowledge to make creative products in renewable energy (solar energy). Total respondents in this study were 29 students who take applied science course. This research used qualitative and quantitative method (mixed methods), and used "4P" dimension of creativity to assess student's creativity level. The result showed a creative product is influenced by STEM knowledge that can support student's creativity while collaborating an application of knowledge, skills, and ability to solve daily problems associated with STEM.

An Investigation of the Life Skills Knowledge among Female Students of Tehran City Universities

Directory of Open Access Journals (Sweden)

K. Khushabi

2008-10-01

Full Text Available Introduction & Objective: The present research designed to examine the life skills knowledge of female college students in Tehran city.Materials & Methods: The work was a descriptive study. The statistical population consist all female college students in Tehran, and the sampling was cluster mode. The primary data recruited by a researcher made inventory to the knowledge of the individuals about the life skills. The collected data analyzed with descriptive and inferential statistics. Results: Results suggested that 9.3% of the subject group had a modest awareness of life skills; 47.5% had an average awareness and 43.2% were at high level in such skills. Also the results showed that there was a significant difference between educational course of the students and level of life skill knowledge (p<0.05, but not in demographical and knowledge of life skills. Conclusion: The results points to importance of life skills education in college contexts. With regarding that nearly 9% of the students had little knowledge and as results indicated that there is a negative correlation between low awareness of life skills and mental health; and also direct correlation between low awareness of life skills and expressing high risk behaviors, it is recommended to make and prepare effective programs in this field.

Skill-based immigration, economic integration, and economic performance

OpenAIRE

Aydemir, Abdurrahman

2014-01-01

Studies for major immigrant-receiving countries provide evidence on the comparative economic performance of immigrant classes (skill-, kinship-, and humanitarian-based). Developed countries are increasingly competing for high-skilled immigrants, who perform better in the labor market. However, there are serious challenges to their economic integration, which highlights a need for complementary immigration and integration policies.

Neither Basic Life Support knowledge nor self-efficacy are predictive of skills among dental students.

Science.gov (United States)

Mac Giolla Phadraig, C; Ho, J D; Guerin, S; Yeoh, Y L; Mohamed Medhat, M; Doody, K; Hwang, S; Hania, M; Boggs, S; Nolan, A; Nunn, J

2017-08-01

Basic life support (BLS) is considered a core competence for the graduating dentist. This study aimed to measure BLS knowledge, self-efficacy and skills of undergraduate dental students in Dublin. This study consisted of a cross-sectional survey measuring BLS knowledge and self-efficacy, accompanied by a directly observed BLS skills assessment in a subsample of respondents. Data were collected in January 2014. Bivariate correlations between descriptive and outcome variables (knowledge, self-efficacy and skills) were tested using Pearson's chi-square. We included knowledge and self-efficacy as predictor variables, along with other variables showing association, into a binary logistic regression model with BLS skills as the outcome measure. One hundred and thirty-five students participated. Almost all (n = 133, 98.5%) participants had BLS training within the last 2 years. One hundred and four (77%) felt that they were capable of providing effective BLS (self-efficacy), whilst only 46 (34.1%) scored >80% of knowledge items correct. Amongst the skills (n = 85) subsample, 38.8% (n = 33) were found to pass the BLS skills assessment. Controlling for gender, age and skills assessor, the regression model did not identify a predictive relationship between knowledge or self-efficacy and BLS skills. Neither knowledge nor self-efficacy was predictive of BLS skills. Dental students had low levels of knowledge and skills in BLS. Despite this, their confidence in their ability to perform BLS was high and did not predict actual competence. There is a need for additional hands-on training, focusing on self-efficacy and BLS skills, particularly the use of AED. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Using a Multimedia Tool to Improve Cardiac Auscultation Knowledge and Skills

Science.gov (United States)

Stern, David T; Mangrulkar, Rajesh S; Gruppen, Larry D; Lang, Angela L; Grum, Cyril M; Judge, Richard D

2001-01-01

OBJECTIVE Today's medical school graduates have significant deficits in physical examination skills. Medical educators have been searching for methods to effectively teach and maintain these skills in students. The objective of this study was to determine if an auscultation curriculum centered on a portable multimedia CD-ROM was effective in producing and maintaining significant gains in cardiac auscultatory skills. DESIGN Controlled cohort study PARTICIPANTS All 168 third-year medical students at 1 medical school in an academic medical center. INTERVENTIONS Students were tested before and after exposure to 1 or more elements of the auscultation curriculum: teaching on ward/clinic rotations, CD-ROM comprehensive cases with follow-up seminars, and a CD-ROM 20-case miniseries. The primary outcome measures were student performance on a 10-item test of auscultation skill (listening and identifying heart sound characteristics) and a 30-item test of auscultation knowledge (factual questions about auscultation). A subset of students was tested for attenuation effects 9 or 12 months after the intervention. RESULTS Compared with the control group (1 month clinical rotation alone), students who were also exposed to the CD-ROM 20-case miniseries had significant improvements in auscultation skills scores (P auscultation knowledge beyond the miniseries alone (P auscultation skills. Students' auscultation knowledge diminished one year after the intervention, but auscultation skills did not. CONCLUSION In addition to the standard curriculum of ward and conference teaching, portable multimedia tools may help improve quality of physical examination skills. PMID:11722691

Writing a bachelor thesis generates transferable knowledge and skills useable in nursing practice.

Science.gov (United States)

Lundgren, Solveig M; Robertsson, Barbro

2013-11-01

Generic skills or transferable skills have been discussed in terms of whether or not skills learned in one context can be transferred into another context. The current study was aimed to explore nurses' self-perceptions of the knowledge and skills they had obtained while writing a Bachelor's thesis in nursing education, their experience of the extent of transfer and utilization in their current work. Responding nurses (N=42) had all worked from 1 to 1.5 years after their final examination and had completed a questionnaire that was structured with open-ended questions. Only five nurses reported that they were unable to use any of the knowledge and skills they had obtained from writing a thesis. A majority of the nurses (37/42) could give many examples of the practical application of the skills and knowledge they had obtained. Our findings indicate that writing a thesis as part of an undergraduate degree program plays a major role in the acquisition and development of knowledge and skills which can subsequently be transferred into and utilized in nursing practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

Supporting international development through the integration of relevant 'soft-skills' into geoscience education

Science.gov (United States)

Gill, Joel C.

2014-05-01

Geologists have an important role to play in international development, improving disaster risk reduction and access to clean water, sanitation, infrastructure, and natural resources. That geologists can contribute to international development is well established. Less so, however, is an understanding of the 'soft' skills required to do this effectively. The fight against global poverty requires an integrated and interdisciplinary approach, demanding a host of skills other than technical geology. Factors such as cultural understanding, cross disciplinary communication, diplomacy, community mobilisation and participation are all aspects that, if lacking, may result in a project failing to have maximum impact. Whilst project success may be highly dependent on these skills and aspects of knowledge, opportunities to develop them throughout a geologist's education are not common. Through a discussion of two case studies (based on water and hazards work), this study seeks to demonstrate the value of an integrated approach and the skills that geologists should invest in at an early stage of their career. It proceeds to examine a range of practical ways by which geology students can develop these skills during and after their education. A number of these opportunities are currently being utilised by Geology for Global Development (GfGD), a not-for-profit organisation working in the UK to support young geoscientists to make a long-term and effective contribution to international development.

Effects of Student Skill Level on Knowledge, Decision Making, Skill Execution and Game Performance in a Mini-Volleyball Sport Education Season

Science.gov (United States)

Mahedero, Pilar; Calderón, Antonio; Arias-Estero, José Luis; Hastie, Peter A.; Guarino, Anthony J.

2015-01-01

The purpose of the paper was to examine the effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball Sport Education season. Forty-eight secondary school students from two classes participated in a 12 lesson season. Knowledge, decision-making and skill execution (components of game…

Transdisciplinary knowledge integration : cases from integrated assessment and vulnerability assessment

NARCIS (Netherlands)

Hinkel, J.

2008-01-01

Keywords: climate change, integrated assessment, knowledge integration, transdisciplinary research, vulnerability, vulnerability assessment.
This thesis explores how transdisciplinary knowledge integration can be facilitated in the context of integrated assessments and vulnerability

Association of cardiopulmonary resuscitation psychomotor skills with knowledge and self-efficacy in nursing students.

Science.gov (United States)

Roh, Young Sook; Issenberg, S Barry

2014-12-01

Effective cardiopulmonary resuscitation (CPR) skills are essential for better patient survival, but whether these skills are associated with knowledge of and self-efficacy in CPR is not well known. The purpose of this study was to assess the quality of CPR skills and identify the association of the psychomotor skills with knowledge and self-efficacy at the time of CPR skills training. A convenience sample of 124 nursing students participated in a one-group posttest-only study. The quality of CPR psychomotor skills, as assessed by structured observation using a manikin, was suboptimal. Nursing students who performed correct chest compression skills reported higher self-efficacy, but there was no association between CPR psychomotor skills and total knowledge. Rigorous skills training sessions with more objective feedback on performance and individual coaching are warranted to enable mastery learning and self-efficacy. © 2013 Wiley Publishing Asia Pty Ltd.

"Exploring knowledge-user experiences in integrated knowledge translation: a biomedical investigation of the causes and consequences of food allergy".

Science.gov (United States)

Dixon, Jenna; Elliott, Susan J; Clarke, Ann E

2016-01-01

Food allergy is a serious public health problem in Canada and other high-income countries, as it is potentially life threatening and severely impacts the quality of life for individuals and their families. Yet, many questions still remain as to its origins and determinants, and the best practices for treatment. Formed to tackle these very questions, the GET-FACTS research study centers on a novel concept in biomedical research: in order to make this science useful, knowledge creation must include meaningful interactions with knowledge-users. With this, knowledge-users are present at every stage of the research and are crucial, central and equal contributors. This study reflects on the early part of that journey from the perspective of the knowledge-users. We conducted interviews with all non-scientist members of the GET-FACTS steering committee, representing Canadian organizations that deal with patient advocacy and policy with regards to food allergy. Steering committee members had a clear sense that scientists and knowledge-users are equally responsible for putting knowledge into action and the importance of consulting and integrating knowledge-users throughout research. They also have high expectations for the GET-FACTS integrated process; that this model of doing science will create better scientists (e.g. improve communication skills) and make the scientific output more useful and relevant. Our work highlights both the unique contributions that knowledge-users can offer to knowledge creation as well as the challenges of trying to unify members from such different communities (policy/advocacy and biomedical science). There remains a real need to develop more touch points and opportunities for collaboration if true integration is to be achieved. Despite the obstacles, this model can help change the way knowledge is created in the biomedical world. ᅟ. Despite the burden of food allergic disease many questions remain as to its origins, determinants and best

Factors shaping how clinical educators use their educational knowledge and skills in the clinical workplace: a qualitative study.

Science.gov (United States)

Kumar, Koshila; Greenhill, Jennene

2016-02-18

In order to consolidate their educational knowledge and skills and develop their educational role, many clinicians undertake professional development in clinical education and supervision. It is well established that these educationally-focussed professional development activities have a positive impact. However, it is less clear what factors within the clinical workplace can shape how health professionals may use and apply their educational knowledge and skills and undertake their educational role. Looking through the lens of workplace affordances, this paper draws attention to the contextual, personal and interactional factors that impact on how clinical educators integrate their educational knowledge and skills into the practice setting, and undertake their educational role. Data were gathered via a survey of 387 clinical educators and semi-structured interviews with 12 clinical educators and 6 workplace managers. In this paper, we focus on analysing and reporting the qualitative data gathered in this study. This qualitative data were subject to a thematic analysis and guided by theoretical constructs related to workplace affordances. Three key themes were identified including contextual, personal and interactional factors. Contextual elements referred to organisational structures and systems that impact on participants' educational role, how participants' clinical education role was articulated and configured within the organisation, and how the organisation shaped the educational opportunities available to clinicians. Personal factors encompassed clinicians' personal motivations and goals to teach and be involved in education, develop their own educational skills and function as a role model for students. Interactional factors referred to the professional interactions and networks through which clinicians shared their educational knowledge and skills and further consolidated their profile as educational advocates in their workplace. There are a number of

Intellectual skills needed for the effective learning and application of chemical knowledge

OpenAIRE

Drummond, Helen P.; Selvaratnam, Mailoo

2009-01-01

Many students' difficulties in learning and applying chemical knowledge are associated with their being incompetent in a few widely applicable intellectual skills and strategies. This paper discusses the results of a study that was done to test first year university students' competence in some types of intellectual skills that are important in chemistry. The skills tested include language skills, mathematical skills, graphical skills, three-dimensional visualization skills, information proce...

Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review.

Science.gov (United States)

Boruff, Jill T; Harrison, Pamela

2018-01-01

This scoping review investigates how knowledge and skills are assessed in the information literacy (IL) instruction for students in physical therapy, occupational therapy, or speech-language pathology, regardless of whether the instruction was given by a librarian. The objectives were to discover what assessment measures were used, determine whether these assessment methods were tested for reliability and validity, and provide librarians with guidance on assessment methods to use in their instruction in evidence-based practice contexts. A scoping review methodology was used. A systematic search strategy was run in Ovid MEDLINE and adapted for CINAHL; EMBASE; Education Resources Information Center (ERIC) (EBSCO); Library and Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); and Proquest Theses and Dissertations from 1990 to January 16, 2017. Forty articles were included for data extraction. Three major themes emerged: types of measures used, type and context of librarian involvement, and skills and outcomes described. Thirty-four measures of attitude and thirty-seven measures of performance were identified. Course products were the most commonly used type of performance measure. Librarians were involved in almost half the studies, most frequently as instructor, but also as author or assessor. Information literacy skills such as question formulation and database searching were described in studies that did not involve a librarian. Librarians involved in instructional assessment can use rubrics such as the Valid Assessment of Learning in Undergraduate Education (VALUE) when grading assignments to improve the measurement of knowledge and skills in course-integrated IL instruction. The Adapted Fresno Test could be modified to better suit the real-life application of IL knowledge and skills.

Going beyond Language: Soft Skill-ing Cultural Difference and Immigrant Integration in Toronto, Canada

Science.gov (United States)

Allan, Kori

2016-01-01

This article traces how a language and soft skills training approach to Canadian immigrant integration emerged with Canada's shift towards a post-industrial tertiary economy. In this economy, soft skills index characteristics of ideal workers that fit the needs of Canada's post-Fordist labour regime. It examines how skills' training is not viewed…

Educational Assessment Knowledge and Skills for Teachers

Science.gov (United States)

Brookhart, Susan M.

2011-01-01

The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards…

Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills

Science.gov (United States)

Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir

2017-01-01

This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of…

Representation and integration of sociological knowledge using knowledge graphs

NARCIS (Netherlands)

Popping, R; Strijker, [No Value

1997-01-01

The representation and integration of sociological knowledge using knowledge graphs, a specific kind of semantic network, is discussed. Knowledge it systematically searched this reveals. inconsistencies, reducing superfluous research and knowledge, and showing gaps in a theory. This representation

Technical knowledge and skills development in the informal sector in Kenya: The case of custom tailors

Science.gov (United States)

Apunda, Edwinah Amondi; de Klerk, Helena M.; Ogina, Teresa

2017-06-01

Custom tailors working in the informal sector in Nairobi, Kenya, mainly acquire technical skills through undertaking traditional apprenticeships (TAs). However, most of these tailors are semi-skilled, produce low-quality products and are often poorer than their formally trained counterparts. This qualitative case study explores the aspects of technical skills and knowledge which tailoring apprentices develop, and the factors which influence these outcomes. The findings show that apprentices do acquire basic technical skills for immediate application to ongoing tailoring activities (such as how to take body measurements, draft patterns, and cut, sew and finish constructed garments). However, apprentices do not acquire the technical knowledge that underpins the trade. Most master tailors who have completed TAs lack technical knowledge and have no access to technical skills upgrading. This perpetuates the cycle of basic and limited technical skills transfer to apprentices, poor performance and poverty among tailors. Both apprentices and master tailors expressed concern over knowledge limitations in TAs and a need to access further training to improve skills and acquire knowledge of the trade. The authors of this article argue that, technically and pedagogically, skilled master tailors are critical to improving training quality. Complementary training in theoretical knowledge is also important in improving apprentices' technical skills and understanding of the trade. Inclusion of TAs in government policy may help ensure sustainable improvement of skills.

The relation between 21st-century skills and digital skills: A systematic literature review

NARCIS (Netherlands)

van Laar, Ester; van Deursen, Alexander Johannes Aloysius Maria; van Dijk, Johannes A.G.M.; de Haan, Jos

2017-01-01

Innovation starts with people, making the human capital within the workforce decisive. In a fast-changing knowledge economy, 21st-century digital skills drive organizations' competitiveness and innovation capacity. Although such skills are seen as crucial, the digital aspect integrated with

The relation between 21st-century skills and digital skills : A systematic literature review

NARCIS (Netherlands)

van Laar, Ester; van Deursen, Alexander Johannes Aloysius Maria; van Dijk, Johannes A.G.M.; de Haan, Jos

2017-01-01

Innovation starts with people, making the human capital within the workforce decisive. In a fast-changing knowledge economy, 21st-century digital skills drive organizations' competitiveness and innovation capacity. Although such skills are seen as crucial, the digital aspect integrated with

A comparison of medical and pharmacy students' knowledge and skills of pharmacology and pharmacotherapy.

Science.gov (United States)

Keijsers, Carolina J P W; Brouwers, Jacobus R B J; de Wildt, Dick J; Custers, Eugene J F M; Ten Cate, Olle Th J; Hazen, Ankie C M; Jansen, Paul A F

2014-10-01

Pharmacotherapy might be improved if future pharmacists and physicians receive a joint educational programme in pharmacology and pharmacotherapeutics. This study investigated whether there are differences in the pharmacology and pharmacotherapy knowledge and skills of pharmacy and medical students after their undergraduate training. Differences could serve as a starting point from which to develop joint interdisciplinary educational programmes for better prescribing. In a cross-sectional design, the knowledge and skills of advanced pharmacy and medical students were assessed, using a standardized test with three domains (basic pharmacology knowledge, clinical or applied pharmacology knowledge and pharmacotherapy skills) and eight subdomains (pharmacodynamics, pharmacokinetics, interactions and side-effects, Anatomical Therapeutic Chemical Classification groups, prescribing, prescribing for special groups, drug information, regulations and laws, prescription writing). Four hundred and fifty-one medical and 151 pharmacy students were included between August 2010 and July 2012. The response rate was 81%. Pharmacy students had better knowledge of basic pharmacology than medical students (77.0% vs. 68.2% correct answers; P students had better skills than pharmacy students in writing prescriptions (68.6% vs. 50.7%; P students had similar knowledge of applied pharmacology (73.8% vs. 72.2%, P = 0.124, δ = 0.15). Pharmacy students have better knowledge of basic pharmacology, but not of the application of pharmacology knowledge, than medical students, whereas medical students are better at writing prescriptions. Professional differences in knowledge and skills therefore might well stem from their undergraduate education. Knowledge of these differences could be harnessed to develop a joint interdisciplinary education for both students and professionals. © 2014 The British Pharmacological Society.

Food Consumers' Views of Essential Food Knowledge and Skills for All Consumers

Science.gov (United States)

Burton, Melissa; Riddell, Lynn; Worsley, Anthony

2018-01-01

Purpose: Food education in secondary schools can provide adolescents with essential food knowledge and skills required for healthy, independent living. The purpose of this paper is to identify food-related knowledge and skills that Australian consumers believe are required for all consumers, and to identify their demographic and psychographic…

Do knowledge, knowledge sources and reasoning skills affect the accuracy of nursing diagnoses? a randomised study

NARCIS (Netherlands)

Paans, W.; Sermeus, W.; Nieweg, R.M.; Krijnen, W.P.; van der Schans, C.P.

2012-01-01

ABSTRACT: BACKGROUND: This paper reports a study about the effect of knowledge sources, such as handbooks, an assessment format and a predefined record structure for diagnostic documentation, as well as the influence of knowledge, disposition toward critical thinking and reasoning skills, on the

Predictors of Knowledge and Image Interpretation Skill Development in Radiology Residents.

Science.gov (United States)

Ravesloot, Cécile J; van der Schaaf, Marieke F; Kruitwagen, Cas L J J; van der Gijp, Anouk; Rutgers, Dirk R; Haaring, Cees; Ten Cate, Olle; van Schaik, Jan P J

2017-09-01

Purpose To investigate knowledge and image interpretation skill development in residency by studying scores on knowledge and image questions on radiology tests, mediated by the training environment. Materials and Methods Ethical approval for the study was obtained from the ethical review board of the Netherlands Association for Medical Education. Longitudinal test data of 577 of 2884 radiology residents who took semiannual progress tests during 5 years were retrospectively analyzed by using a nonlinear mixed-effects model taking training length as input variable. Tests included nonimage and image questions that assessed knowledge and image interpretation skill. Hypothesized predictors were hospital type (academic or nonacademic), training hospital, enrollment age, sex, and test date. Results Scores showed a curvilinear growth during residency. Image scores increased faster during the first 3 years of residency and reached a higher maximum than knowledge scores (55.8% vs 45.1%). The slope of image score development versus knowledge question scores of 1st-year residents was 16.8% versus 12.4%, respectively. Training hospital environment appeared to be an important predictor in both knowledge and image interpretation skill development (maximum score difference between training hospitals was 23.2%; P radiology residency and leveled off in the 3rd and 4th training year. The shape of the curve was mainly influenced by the specific training hospital. © RSNA, 2017 Online supplemental material is available for this article.

Do knowledge, knowledge sources and reasoning skills affect the accuracy of nursing diagnoses? : a randomised study

NARCIS (Netherlands)

Paans, Wolter; Sermeus, Walter; Nieweg, Roos; Krijnen, Wim P.; van der Schans, Cees P.

2012-01-01

BACKGROUND: This paper reports a study about the effect of knowledge sources, such as handbooks, an assessment format and a predefined record structure for diagnostic documentation, as well as the influence of knowledge, disposition toward critical thinking and reasoning skills, on the accuracy of

Preparing the Future Dental Hygiene Workforce: Knowledge, Skills, and Reform.

Science.gov (United States)

Fried, Jacquelyn L; Maxey, Hannah L; Battani, Kathryn; Gurenlian, JoAnn R; Byrd, Tammi O; Brunick, Ann

2017-09-01

With the health care delivery system in transition, the way in which oral health care services are delivered in 2040 will inevitably change. To achieve the aims of reduced cost, improved access, and higher quality and to advance population wellness, oral health care will likely become a more integrated part of medical care. An integrated primary care system would better meet the needs of an increasingly diverse and aging U.S. population with uneven access to health care services. By 2040, trends suggest that a smaller proportion of dental hygienists will work in traditional solo dental offices; many more will practice with multidisciplinary health care teams in large-group dental and medical practices and in a variety of non-traditional community settings. This integration will require changes in how dental hygienists are educated. To shape the skill sets, clinical judgment, and knowledge of future practitioners, current dental hygiene curricula must be reexamined, redirected, and enhanced. This article examines some of the factors that are likely to shape the future of dental hygiene practice, considers the strengths and weaknesses of current curricula, and proposes educational changes to prepare dental hygienists for practice in 2040. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

An Integrated Knowledge Management System

Directory of Open Access Journals (Sweden)

Vasile Mazilescu

2014-11-01

Full Text Available The aim of this paper is to present a Knowledge Management System based on Fuzzy Logic (FLKMS, a real-time expert system to meet the challenges of the dynamic environment. The main feature of our integrated shell FLKMS is that it models and integrates the temporal relationships between the dynamic of the evolution of an economic process with some fuzzy inferential methods, using a knowledge model for control, embedded within the expert system’s operational knowledge base.

Attitude, Knowledge and Skill of Medical Students Toward E-Learning Kerman University Of Medical Sciences

Directory of Open Access Journals (Sweden)

Okhovati M

2015-04-01

Full Text Available  Aims: According to the development of e-learning and its high efficiency on the development of Iran’s universities, level of knowledge and the attitude of the students to this modern method of education and indeed students’ skills in using it needed to be assessed to improve the quality and quantity of universities’ education. This study aimed to determine the attitude, knowledge and skill of medical students toward e-learning at Kerman University of Medical Sciences.  Instrument & Methods: In this descriptive cross-sectional study that was performed in 2013, 196 students of Kerman University of Medical Sciences were selected using proportional stratified sampling method. The research instrument was a valid and reliable questionnaire. Data were analyzed using Pearson correlation coefficient, ANOVA and independent T tests by SPSS 19 software.  Findings: The level of knowledge and skill of the students toward e-learning was “moderate” and their attitude was “high”. There were significant relationships between knowledge and skill (p=0.001 r=0.82 and also knowledge and attitude (p=0.001 r=0.37 but there was no significant relationship between skill and attitude (p=0.35 r=0.82. The scores of knowledge and skill were significantly different according to sex, but attitude had no significant difference with sex.  Conclusion: Kerman University of Medical Sciences’ students have a positive attitude to e-learning but according to their moderate knowledge and skills, performing this method of learning is not welcomed in this university.

Determinants of the accuracy of nursing diagnoses: influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills.

Science.gov (United States)

Paans, Wolter; Sermeus, Walter; Nieweg, Roos; van der Schans, Cees

2010-01-01

The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills. Copyright 2010 Elsevier Inc. All rights reserved.

Restrictive mechanism for safety behaviors and safety attitudes. An analysis focusing on confidence in skills and knowledge

International Nuclear Information System (INIS)

Fujita, Tomohiro

2017-01-01

This paper investigates the relationship between confidence in skills and knowledge, and safety behaviors and safety attitudes in industrial organizations. According to previous studies, the influence of individual factors such as confidence in skills and knowledge about safety behaviors and attitudes is not as large as that of organizational factors such as leadership and open communication. However, it is possible that having more skills and knowledge contributes to giving workers a better ability to identify perceived hidden risks leading to injuries and accidents in industrial organizations than among those who have fewer skills and less knowledge. Therefore, this study carried out surveys in 2015 and 2016 targeting workers in the energy industry, and reconsidered the relationship between them by adding unexplored factors such as age and work motivations to the existing model. Multivariate analysis revealed that confidence in skills and knowledge have a negative impact on safety behaviors and attitudes, and aging and work motivations have a positive impact on confidence in skills and knowledge. Then, these results suggest that confidence in skills and knowledge which increases along with aging has a restrictive mechanism for safety behaviors and attitudes. Future studies should cover multidimensional aspects of skills and knowledge and focus on the complex relationship between an organization and groups and individuals in the organization. (author)

Knowledge Integration Reconceptualized from an Integrationist Perspective

OpenAIRE

Taxén, Lars

2012-01-01

The concept of knowledge integration remains on precarious ontological and epistemological grounds. Hence, the purpose of this contribution is to suggest a reconceptualization of knowledge integration from the integrationist perspective proposed by the English linguist Roy Harris. In this view, all knowledge is internally generated by the human capacity for sign-making and hence, knowledge arises from creative attempts to integrate the various activities of which human are capable of. Integra...

The Socially Skilled Teacher and the Development of Tacit Knowledge

Science.gov (United States)

Elliott, Julian G.; Stemler, Steven E.; Sternberg, Robert J.; Grigorenko, Elena L.; Hoffman, Newman

2011-01-01

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life.…

Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

Science.gov (United States)

Harr, Nora; Eichler, Andreas; Renkl, Alexander

2014-01-01

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

Challenges of knowledge integration in small and medium enterprises

Directory of Open Access Journals (Sweden)

Kavoos Mohannak

2014-03-01

Full Text Available This study attempts to develop a better understanding of the challenges of knowledge integration (KI within the innovation process in Small and Medium Enterprises (SMEs. Using several case studies, this study investigates how knowledge integration may be managed within the context of innovation in SMEs. The research places particular focus on identifying the challenges of knowledge integration in SMEs in relation to three aspects of knowledge integration activities, namely knowledge identification, knowledge acquisition, and knowledge sharing. Four distinct tasks emerged in the knowledge integration process, namely team building capability, capturing tacit knowledge, role of knowledge management (KM systems, and technological systemic integration. The paper suggests that managing knowledge integration in SMEs can be best managed by focusing on these four tasks, which in turn will lead to innovation.

Knowledge integration, teamwork and performance in health care.

Science.gov (United States)

Körner, Mirjam; Lippenberger, Corinna; Becker, Sonja; Reichler, Lars; Müller, Christian; Zimmermann, Linda; Rundel, Manfred; Baumeister, Harald

2016-01-01

Knowledge integration is the process of building shared mental models. The integration of the diverse knowledge of the health professions in shared mental models is a precondition for effective teamwork and team performance. As it is known that different groups of health care professionals often tend to work in isolation, the authors compared the perceptions of knowledge integration. It can be expected that based on this isolation, knowledge integration is assessed differently. The purpose of this paper is to test these differences in the perception of knowledge integration between the professional groups and to identify to what extent knowledge integration predicts perceptions of teamwork and team performance and to determine if teamwork has a mediating effect. The study is a multi-center cross-sectional study with a descriptive-explorative design. Data were collected by means of a staff questionnaire for all health care professionals working in the rehabilitation clinics. The results showed that there are significant differences in knowledge integration within interprofessional health care teams. Furthermore, it could be shown that knowledge integration is significantly related to patient-centered teamwork as well as to team performance. Mediation analysis revealed partial mediation of the effect of knowledge integration on team performance through teamwork. PRACTICAL/IMPLICATIONS: In practice, the results of the study provide a valuable starting point for team development interventions. This is the first study that explored knowledge integration in medical rehabilitation teams and its relation to patient-centered teamwork and team performance.

Life threatening arrhythmias: Knowledge and skills among nurses ...

African Journals Online (AJOL)

Conclusion: Although the majority of the participants scored highly in their level of knowledge regarding life threatening arrhythmias, they scored poorly in most of the observed skills when identifying and treating this patient group. It is important that hospital administration take into consideration the identified areas of ...

Life threatening arrhythmias: Knowledge and skills among nurses ...

African Journals Online (AJOL)

User

this study was to assess knowledge and skills of nurses in identifying life ... Much of the literature considers ventricular tachycardia, ventricular fibrillation, ... In critical care settings, bedside nurses play a critical role in arrhythmia identification and ..... Lambert, V.A. & Lambert, C.E. (2008) Nurses' workplace stressors and ...

Integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves diagnostic skills and visual-spatial ability

Energy Technology Data Exchange (ETDEWEB)

Rengier, Fabian, E-mail: fabian.rengier@web.de [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology, Im Neuenheimer Feld 110, 69120 Heidelberg (Germany); Häfner, Matthias F. [University Hospital Heidelberg, Department of Radiation Oncology, Im Neuenheimer Feld 400, 69120 Heidelberg (Germany); Unterhinninghofen, Roland [Karlsruhe Institute of Technology (KIT), Institute for Anthropomatics, Department of Informatics, Adenauerring 2, 76131 Karlsruhe (Germany); Nawrotzki, Ralph; Kirsch, Joachim [University of Heidelberg, Institute of Anatomy and Cell Biology, Im Neuenheimer Feld 307, 69120 Heidelberg (Germany); Kauczor, Hans-Ulrich [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology, Im Neuenheimer Feld 110, 69120 Heidelberg (Germany); Giesel, Frederik L. [University of Heidelberg, Institute of Anatomy and Cell Biology, Im Neuenheimer Feld 307, 69120 Heidelberg (Germany); University Hospital Heidelberg, Department of Nuclear Medicine, Im Neuenheimer Feld 400, 69120 Heidelberg (Germany)

2013-08-15

Purpose: Integrating interactive three-dimensional post-processing software into undergraduate radiology teaching might be a promising approach to synergistically improve both visual-spatial ability and radiological skills, thereby reducing students’ deficiencies in image interpretation. The purpose of this study was to test our hypothesis that a hands-on radiology course for medical students using interactive three-dimensional image post-processing software improves radiological knowledge, diagnostic skills and visual-spatial ability. Materials and methods: A hands-on radiology course was developed using interactive three-dimensional image post-processing software. The course consisted of seven seminars held on a weekly basis. The 25 participating fourth- and fifth-year medical students learnt to systematically analyse cross-sectional imaging data and correlated the two-dimensional images with three-dimensional reconstructions. They were instructed by experienced radiologists and collegiate tutors. The improvement in radiological knowledge, diagnostic skills and visual-spatial ability was assessed immediately before and after the course by multiple-choice tests comprising 64 questions each. Wilcoxon signed rank test for paired samples was applied. Results: The total number of correctly answered questions improved from 36.9 ± 4.8 to 49.5 ± 5.4 (p < 0.001) which corresponded to a mean improvement of 12.6 (95% confidence interval 9.9–15.3) or 19.8%. Radiological knowledge improved by 36.0% (p < 0.001), diagnostic skills for cross-sectional imaging by 38.7% (p < 0.001), diagnostic skills for other imaging modalities – which were not included in the course – by 14.0% (p = 0.001), and visual-spatial ability by 11.3% (p < 0.001). Conclusion: The integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves radiological reasoning, diagnostic skills and visual-spatial ability, and thereby

Integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves diagnostic skills and visual-spatial ability

International Nuclear Information System (INIS)

Rengier, Fabian; Häfner, Matthias F.; Unterhinninghofen, Roland; Nawrotzki, Ralph; Kirsch, Joachim; Kauczor, Hans-Ulrich; Giesel, Frederik L.

2013-01-01

Purpose: Integrating interactive three-dimensional post-processing software into undergraduate radiology teaching might be a promising approach to synergistically improve both visual-spatial ability and radiological skills, thereby reducing students’ deficiencies in image interpretation. The purpose of this study was to test our hypothesis that a hands-on radiology course for medical students using interactive three-dimensional image post-processing software improves radiological knowledge, diagnostic skills and visual-spatial ability. Materials and methods: A hands-on radiology course was developed using interactive three-dimensional image post-processing software. The course consisted of seven seminars held on a weekly basis. The 25 participating fourth- and fifth-year medical students learnt to systematically analyse cross-sectional imaging data and correlated the two-dimensional images with three-dimensional reconstructions. They were instructed by experienced radiologists and collegiate tutors. The improvement in radiological knowledge, diagnostic skills and visual-spatial ability was assessed immediately before and after the course by multiple-choice tests comprising 64 questions each. Wilcoxon signed rank test for paired samples was applied. Results: The total number of correctly answered questions improved from 36.9 ± 4.8 to 49.5 ± 5.4 (p < 0.001) which corresponded to a mean improvement of 12.6 (95% confidence interval 9.9–15.3) or 19.8%. Radiological knowledge improved by 36.0% (p < 0.001), diagnostic skills for cross-sectional imaging by 38.7% (p < 0.001), diagnostic skills for other imaging modalities – which were not included in the course – by 14.0% (p = 0.001), and visual-spatial ability by 11.3% (p < 0.001). Conclusion: The integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves radiological reasoning, diagnostic skills and visual-spatial ability, and thereby

Effectiveness of a short-course in improving knowledge and skills on evidence-based practice

Directory of Open Access Journals (Sweden)

Jiménez-Villa Josep

2011-06-01

Full Text Available Abstract Background To assess the effectiveness (change in knowledge and skills measured by the Fresno test of a short course in Evidence Based Practice (EBP carried out in a group of family medicine residents Methods Before-after study. Participants' were 152 Family Medicine residents in their second year of the training programme. Settings were Primary Care Teaching Units in Catalonia. Intervention was comprised of a four half-day training course designed to develop the knowledge and skills required to practice evidence-based care. The main outcome measure was change in EBP knowledge and skills, measured using the Spanish version of the Fresno test (score range, 0-212 Results The mean difference between pre-test and post-test was 47.7, a statistically significant result with 95% CI of 42.8-52.5 (p Conclusions The study provides evidence for responsiveness to changes in knowledge and skills in EBP after an educational intervention.

COGMIR: A computer model for knowledge integration

Energy Technology Data Exchange (ETDEWEB)

Chen, Z.X.

1988-01-01

This dissertation explores some aspects of knowledge integration, namely, accumulation of scientific knowledge and performing analogical reasoning on the acquired knowledge. Knowledge to be integrated is conveyed by paragraph-like pieces referred to as documents. By incorporating some results from cognitive science, the Deutsch-Kraft model of information retrieval is extended to a model for knowledge engineering, which integrates acquired knowledge and performs intelligent retrieval. The resulting computer model is termed COGMIR, which stands for a COGnitive Model for Intelligent Retrieval. A scheme, named query invoked memory reorganization, is used in COGMIR for knowledge integration. Unlike some other schemes which realize knowledge integration through subjective understanding by representing new knowledge in terms of existing knowledge, the proposed scheme suggests at storage time only recording the possible connection of knowledge acquired from different documents. The actual binding of the knowledge acquired from different documents is deferred to query time. There is only one way to store knowledge and numerous ways to utilize the knowledge. Each document can be represented as a whole as well as its meaning. In addition, since facts are constructed from the documents, document retrieval and fact retrieval are treated in a unified way. When the requested knowledge is not available, query invoked memory reorganization can generate suggestion based on available knowledge through analogical reasoning. This is done by revising the algorithms developed for document retrieval and fact retrieval, and by incorporating Gentner's structure mapping theory. Analogical reasoning is treated as a natural extension of intelligent retrieval, so that two previously separate research areas are combined. A case study is provided. All the components are implemented as list structures similar to relational data-bases.

Advancing nursing practice: redefining the theoretical and practical integration of knowledge.

Science.gov (United States)

Christensen, Martin

2011-03-01

The aim of this paper is to offer an alternative knowing-how knowing-that framework of nursing knowledge, which in the past has been accepted as the provenance of advanced practice. The concept of advancing practice is central to the development of nursing practice and has been seen to take on many different forms depending on its use in context. To many it has become synonymous with the work of the advanced or expert practitioner; others have viewed it as a process of continuing professional development and skills acquisition. Moreover, it is becoming closely linked with practice development. However, there is much discussion as to what constitutes the knowledge necessary for advancing and advanced practice, and it has been suggested that theoretical and practical knowledge form the cornerstone of advanced knowledge. The design of this article takes a discursive approach as to the meaning and integration of knowledge within the context of advancing nursing practice. A thematic analysis of the current discourse relating to knowledge integration models in an advancing and advanced practice arena was used to identify concurrent themes relating to the knowing-how knowing-that framework which commonly used to classify the knowledge necessary for advanced nursing practice. There is a dichotomy as to what constitutes knowledge for advanced and advancing practice. Several authors have offered a variety of differing models, yet it is the application and integration of theoretical and practical knowledge that defines and develops the advancement of nursing practice. An alternative framework offered here may allow differences in the way that nursing knowledge important for advancing practice is perceived, developed and coordinated. What has inevitably been neglected is that there are various other variables which when transposed into the existing knowing-how knowing-that framework allows for advanced knowledge to be better defined. One of the more notable variables is

ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

Science.gov (United States)

ACPA College Student Educators International, 2011

2011-01-01

The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

Effects of a Web-based course on nursing skills and knowledge learning.

Science.gov (United States)

Lu, Der-Fa; Lin, Zu-Chun; Li, Yun-Ju

2009-02-01

The purpose of the study was to assess the effectiveness of supplementing traditional classroom teaching with Web-based learning design when teaching intramuscular injection nursing skills. Four clusters of nursing students at a junior college in eastern Taiwan were randomly assigned to experimental and control groups. A total of 147 students (80 in the experimental group, 67 in the control group) completed the study. All participants received the same classroom lectures and skill demonstration. The experimental group interacted using a Web-based course and were able to view the content on demand. The students and instructor interacted via a chatroom, the bulletin board, and e-mail. Participants in the experimental group had significantly higher scores on both intramuscular injection knowledge and skill learning. A Web-based design can be an effective supplementing learning tool for teaching nursing knowledge and skills.

10 CFR 1046.15 - Training and qualification for security skills and knowledge.

Science.gov (United States)

2010-01-01

... knowledge. 1046.15 Section 1046.15 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) PHYSICAL PROTECTION OF... knowledge. (a) DOE contractors shall only employ as protective force personnel individuals who successfully... and Qualification for Security Skills and Knowledge,” to this subpart. The DOE contractor shall...

Knowledge, attitude and skills regarding sports medicine among ...

African Journals Online (AJOL)

A study was conducted among football players and team doctors in the football super league in Malawi to determine the level of knowledge, skills and attitude in sports medicine. One hundred football players and thirteen team doctors were involved in the study. Standardised questionnaires were used to collect data in an ...

Relationship between Procedural Tactical Knowledge and Specific Motor Skills in Young Soccer Players

Directory of Open Access Journals (Sweden)

Rodrigo Aquino

2016-11-01

Full Text Available The purpose of this study was to investigate the association between offensive tactical knowledge and the soccer-specific motor skills performance. Fifteen participants were submitted to two evaluation tests, one to assess their technical and tactical analysis. The motor skills performance was measured through four tests of technical soccer skills: ball control, shooting, passing and dribbling. The tactical performance was based on a tactical assessment system called FUT-SAT (Analyses of Procedural Tactical Knowledge in Soccer. Afterwards, technical and tactical evaluation scores were ranked with and without the use of the cluster method. A positive, weak correlation was perceived in both analyses (rho = 0.39, not significant p = 0.14 (with cluster analysis; and rho = 0.35; not significant p = 0.20 (without cluster analysis. We can conclude that there was a weak association between the technical and the offensive tactical knowledge. This shows the need to reflect on the use of such tests to assess technical skills in team sports since they do not take into account the variability and unpredictability of game actions and disregard the inherent needs to assess such skill performance in the game.

Knowledge and Skills Transfer between MBA and Workplace

Science.gov (United States)

Prince, Melvin; Burns, David; Lu, Xinyi; Winsor, Robert

2015-01-01

Purpose: This paper aims to use goal-setting theory to explain the transfer of knowledge and skills between master of business administration (MBA) and the workplace. Design/methodology/approach: Data were obtained by an online survey of MBA students enrolled in at four US graduate business schools. These were a public and private institution in…

KNOWLEDGE AND SKILLS OF PROFESSIONALS IN INVESTOR RELATIONS

Directory of Open Access Journals (Sweden)

Andreja Hašček

2017-01-01

Full Text Available Management of investor relations is of utmost importance for a company that raises capital for its operations and projects in the capital market. Investor relations is a function through which the company develops investor confidence in the company and its business operations by establishing a continuous flow of information from the company to the investors on the basis of which investors can make an informed decision about investing in that company, and a flow of information from the investors to the company on the basis of which the company can draw conclusions on the requirements, needs and expectations of investors. Since this is an interdisciplinary function of the company, professionals with a broad range of knowledge and skills work in investor relations. This paper identifies the required knowledge and skills that are minimally required in order for a person in investor relations to be able to fulfil the basic task of this function, the purpose of which is to develop investor confidence in the company and its business operations in order to secure access to investor capital for the company.

How Does Knowledge Promote Memory? The Distinctiveness Theory of Skilled Memory

Science.gov (United States)

Rawson, Katherine A.; Van Overschelde, James P.

2008-01-01

The robust effects of knowledge on memory for domain-relevant information reported in previous research have largely been attributed to improved organizational processing. The present research proposes the distinctiveness theory of skilled memory, which states that knowledge improves memory not only through improved organizational processing but…

An Integrated Model of Knowledge Acquisition and Innovation: Examining the Mediation Effects of Knowledge Integration and Knowledge Application

Science.gov (United States)

Dahiyat, Samer E.

2015-01-01

The aim of this research is to empirically investigate the relationships among the three vital knowledge management processes of acquisition, integration and application, and their effects on organisational innovation in the pharmaceutical manufacturing industry in Jordan; a knowledge-intensive business service (KIBS) sector. Structural equation…

Knowledge, attitude and performance of academic members regarding effective communication skills in education.

Science.gov (United States)

Sharifirad, Gholam R; Rezaeian, Mohsen; Jazini, Akram; Etemadi, Zinat S

2012-01-01

Communication is the most important part of any educational process, the aim of which is to transfer or exchange ideas and thoughts. It would be provided appropriately if academic members had the communication skills. Considering the important role of academic members in the educational process, in this study, the knowledge, attitude and performance of academic members of School of Health, Isfahan University of Medical Sciences, were investigated with regard to effective communication skills. In this descriptive-analytic study, all academic members of the School of Public Health, Isfahan University of Medical Sciences, were studied during the second academic semester of 2006-2007. The data were collected by a valid and reliable three-part questionnaire including knowledge (8 questions and maximum score of 8), attitude (31 questions and maximum score of 155) and observational communication skills checklist (20 questions and maximum score of 20). The obtained data were analyzed by calculating central indices using SPSS software. The mean knowledge score of studied people in terms of communicational skills, attitude and performance were 4.1 out of 8, 114.4 out of 155 and 16.3 out of 20, respectively. Although the information of the participants of this study in terms of communication skills was not sufficient, they seemed to have a positive attitude and relatively acceptable performance in communication skills.

[Integrated skills laboratory concept for undergraduate training in internal medicine].

Science.gov (United States)

Nikendei, C; Schilling, T; Nawroth, P; Hensel, M; Ho, A D; Schwenger, V; Zeier, M; Herzog, W; Schellberg, D; Katus, H A; Dengler, T; Stremmel, W; Müller, M; Jünger, J

2005-05-06

An amendment to the German medical curriculum in April 2002 will place basic practical skills at the centre of medical training. We report here on the implementation and evaluation of an obligatory, tutor-guided, and integrated skills laboratory concept in the field of internal medicine. To test the effectiveness of a skills laboratory training on OSCE performance a pilot study was carried out. The experimental group, of 77 students, participated in seven sessions of communication training, skills laboratory training, and bedside teaching, each lasting one and a half hours. The control group of 66 students had as many sessions but was only offered bedside-teaching. The evaluation of acceptance of skills' training as well as the related increase in individual competence is on-going (summer term 2004: n = 176 students). The integrated skills laboratory concept was rated at 3.5 (SD = 1.2) on a 5-point scale and was acknowledged as practice-oriented (M = 4.2; SD = 1.0) and relevant for doctors' everyday lives (M = 3.6; SD = 1.1). Increased levels of competence according to individual self-evaluations proved to be highly significant (p<.001), and results of the pilot study showed that the experimental group had a significantly better OSCE performance than the control group (p<.001). This pilot study shows that curriculum changes promoting basic clinical skills are effective and lead to an improved practical education of tomorrow's physicians. The integrated skills laboratory concept is well accepted and leads to a relevant increase in competence in the practice of internal medical. The presented skills laboratory concept in internal medicine is proving to be a viable and efficient learning tool.

[To strengthen the education on basic knowledge and skills of neuro-ophthalmology].

Science.gov (United States)

Zhang, Xiao-jun; Wang, Ning-li

2011-12-01

Basic knowledge and skills are cornerstone of the diagnosis and treatment of neuro-ophthalmology diseases in ophthalmology practice. Due to the interdisciplinary features of neuro-ophthalmology, neuro-anatomy, neuro-physiology related to eyes, neuro-image and neuro-electrodiagnosis, these should be included in the education for the ophthalmologist. Special attention should be paid to training on capability of logically thinking in neuro-ophthalmology. Multiple ways can be used for the education of ophthalmologists and neurologists for the enhancement of basic knowledge and skills of neuro-ophthalmology in China.

Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review.

Science.gov (United States)

Codeanu, Tudor A; Celenza, Antonio; Jacobs, Ian

2014-12-01

An increasing number of people are affected worldwide by the effects of disasters, and the United Nations International Strategy for Disaster Reduction (UNISDR) has recognized the need for a radical paradigm shift in the preparedness and combat of the effects of disasters through the implementation of specific actions. At the governmental level, these actions translate into disaster and risk reduction education and activities at school. Fifteen years after the UNISDR declaration, there is a need to know if the current methods of disaster education of the teenage population enhance their knowledge, knowledge of skills in disasters, and whether there is a behavioral change which would improve their chances for survival post disaster. This multidisciplinary systematic literature review showed that the published evidence regarding enhancing the disaster-related knowledge of teenagers and the related problem solving skills and behavior is piecemeal in design, approach, and execution in spite of consensus on the detrimental effects on injury rates and survival. There is some evidence that isolated school-based intervention enhances the theoretical disaster knowledge which may also extend to practical skills; however, disaster behavioral change is not forthcoming. It seems that the best results are obtained by combining theoretical and practical activities in school, family, community, and self-education programs. There is a still a pressing need for a concerted educational drive to achieve disaster preparedness behavioral change. School leavers' lack of knowledge, knowledge of skills, and adaptive behavioral change are detrimental to their chances of survival.

The development of learning competency and skills for the 21st century to integrate "TPCK" of world life with local environment in students grade 11

Science.gov (United States)

Jedaman, Pornchai; Kinboon, Nittayaporn; Suksup, Chareon; Kinboon, Wutcharapong

2018-01-01

The teaching strategies of append were the technological pedagogical content knowledge; TPCK. This description knowledge in a content to corresponds of a effective teaching. This article aims to address the relevance of; 1) the learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment in the students grade 11, 2) the effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in the students grade 11 were the passing score of a percentage 80 upwards (EI.), and 3) the attitudes for learning activities in the students grade 11. The study employed both quantitative and qualitative approaches for 9teachers of third schools were the participatory action research (PAR) in collecting data including a instructional, a testing, and a questionnaire surveywith 33 students grade 11 of Phuwiengwittayakom school. The participants werecluster random sampling. The data analysis of descriptive statistical, percentage, mean average, standard deviation. The findings in the study were to learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment on TK, PK, CK, and TCK at a excellent levels (X¯ = 3.62, 3.57, 3.54, 3.51) respectively, and PCK, TPK,TPCK at a good levels (X¯ = 3.36, 3.23, 3.17) respectively. The effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in 30 students grade 11 were the passing score (EI.) of a percentage at 90.91. The attitudes for learning activities in the students grade 11 at a high levels (X¯ =3.29). In addition of the students grade 11 to understanding of the importance were a local learning resources including the value integrating technology of the knowledge technology and to choose the right were create of an effective information.

DETERMINANTS OF THE ACCURACY OF NURSING DIAGNOSES : INFLUENCE OF READY KNOWLEDGE, KNOWLEDGE SOURCES, DISPOSITION TOWARD CRITICAL THINKING, AND REASONING SKILLS

NARCIS (Netherlands)

Paans, Wolter; Sermeus, Walter; Nieweg, Roos; Van der Schans, Cees

2010-01-01

The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used

Determinants of the accuracy of nursing diagnoses : influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills

NARCIS (Netherlands)

Paans, Wolter; Sermeus, Walter; Nieweg, Roos; van der Schans, Cees

2010-01-01

The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used

Towards an Integrative Model of Knowledge Transfer

DEFF Research Database (Denmark)

Turcan, Romeo V.; Heslop, Ben

This paper aims to contribute towards the advancement of an efficient architecture of a single market for knowledge through the development of an integrative model of knowledge transfer. Within this aim, several points of departure can be singled out. One, the article builds on the call of the Eu......This paper aims to contribute towards the advancement of an efficient architecture of a single market for knowledge through the development of an integrative model of knowledge transfer. Within this aim, several points of departure can be singled out. One, the article builds on the call...... business and academia, and implementing the respective legislature are enduring. The research objectives were to explore (i) the process of knowledge transfer in universities, including the nature of tensions, obstacles and incentives, (ii) the relationships between key stakeholders in the KT market...... of the emergent integrative model of knowledge transfer. In an attempt to bring it to a higher level of generalizability, the integrative model of KT is further conceptualized from a ‘sociology of markets’ perspective resulting in an emergent architecture of a single market for knowledge. Future research...

Analysis of a Knowledge-Management-Based Process of Transferring Project Management Skills

Science.gov (United States)

Ioi, Toshihiro; Ono, Masakazu; Ishii, Kota; Kato, Kazuhiko

2012-01-01

Purpose: The purpose of this paper is to propose a method for the transfer of knowledge and skills in project management (PM) based on techniques in knowledge management (KM). Design/methodology/approach: The literature contains studies on methods to extract experiential knowledge in PM, but few studies exist that focus on methods to convert…

Exploring EFL Learners' Perceptions of Integrated Skills Approach: A Grounded Theory

Science.gov (United States)

Tajzad, Maryam; Ostovar-Namaghi, Seyyed Ali

2014-01-01

This qualitative study aims at exploring EFL learners' perceptions of the integrated skills approach to language teaching. To this end, the researchers presented the integrated skills approach to a group of 30 participants and interviewed those who were willing to share their views and experience with the researchers. The researchers used grounded…

The influences of attributes, skills and knowledge of managers on refurbishment project performance

Science.gov (United States)

Ishak, Nurfadzillah

2018-02-01

Recently, the momentum on the growth of national building industry shows the increasing of the demand in refurbishment works becomes a trend spreading over the Malaysia. However, the potential of these activities normally related with the complexity in technical aspect compared to new build schemes. It will be reflecting on the unsatisfactory project performance. A competent manager is required to have the appropriate attributes, skills and knowledge in able to perform all the duties associated with managing the refurbishment building projects. Therefore, this paper is to identify the most appropriate attributes, skills and knowledge that required for managers to indicate the relationship between the influences on the refurbishment projects performance. This finding is indicate the importance of development the personal attributes, skills, and knowledge of managers and adds as benefit of raising the profile and image of managers in refurbishment building industry through a dissemination of the findings.

Faculty Communication Knowledge, Attitudes, and Skills Around Chronic Non-Malignant Pain Improve with Online Training.

Science.gov (United States)

Donovan, Anna K; Wood, Gordon J; Rubio, Doris M; Day, Hollis D; Spagnoletti, Carla L

2016-11-01

Many physicians struggle to communicate with patients with chronic, non-malignant pain (CNMP). Through the use of a Web module, the authors aimed to improve faculty participants' communication skills knowledge and confidence, use of skills in clinical practice, and actual communication skills. The module was implemented for faculty development among clinician-educators with university faculty appointments, outpatient clinical practices, and teaching roles. Participants completed the Collaborative Opioid Prescribing Education Risk Evaluation and Mitigation Strategy (COPE-REMS®) module, a free Web module designed to improve provider communication around opioid prescribing. Main study outcomes were improvements in CNMP communication knowledge, attitudes, and skills. Skills were assessed by comparing a subset of participants' Observed Structured Clinical Exam (OSCE) performance before and after the curriculum. Sixty-two percent of eligible participants completed the curriculum in 2013. Knowledge-based test scores improved with curriculum completion (75% vs. 90%; P communication skills on the OSCE improved after the curriculum (mean 67% vs. 79%, P = 0.03). Experienced clinician-educators improved their communication knowledge, attitudes, and skills in managing patients with CNMP after implementation of this curriculum. The improvements in attitudes were sustained at six months. A Web-based curriculum such as COPE-REMS® may be useful for other programs seeking improvement in faculty communication with patients who have CNMP. © 2016 American Academy of Pain Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Relationship between Trained Preceptors' Knowledge and Skills and Student Nurses' Academic Success

Science.gov (United States)

Woodruff, David W.

2017-01-01

The lack of consistency in preceptors' knowledge and skills results in inconsistent preparation of student nurses. The purpose of this study was to examine the relationship between nurse preceptors' knowledge and skills and student nurses' academic success, as defined by better student learning. A quantitative, correlational survey method was used…

Integrating Study Skills and Problem Solving into Remedial Mathematics

Science.gov (United States)

Cornick, Jonathan; Guy, G. Michael; Beckford, Ian

2015-01-01

Students at a large urban community college enrolled in seven classes of an experimental remedial algebra programme, which integrated study skills instruction and collaborative problem solving. A control group of seven classes was taught in a traditional lecture format without study skills instruction. Student performance in the course was…

A Motor-Skills Programme to Enhance Visual Motor Integration of Selected Pre-School Learners

Science.gov (United States)

Africa, Eileen K.; van Deventer, Karel J.

2017-01-01

Pre-schoolers are in a window period for motor skill development. Visual-motor integration (VMI) is the foundation for academic and sport skills. Therefore, it must develop before formal schooling. This study attempted to improve VMI skills. VMI skills were measured with the "Beery-Buktenica developmental test of visual-motor integration 6th…

Fuzzy knowledge bases integration based on ontology

OpenAIRE

Ternovoy, Maksym; Shtogrina, Olena

2012-01-01

the paper describes the approach for fuzzy knowledge bases integration with the usage of ontology. This approach is based on metadata-base usage for integration of different knowledge bases with common ontology. The design process of metadata-base is described.

Skills and knowledge of informatics, and training needs of hospital pharmacists in Thailand: A self-assessment survey.

Science.gov (United States)

Chonsilapawit, Teeraporn; Rungpragayphan, Suang

2016-10-01

Because hospital pharmacists have to deal with large amounts of health information and advanced information technology in practice, they must possess adequate skills and knowledge of informatics to operate efficiently. However, most current pharmacy curricula in Thailand barely address the principles and skills concerned with informatics, and Thai pharmacists usually acquire computer literacy and informatics skills through personal-interest training and self-study. In this study, we aimed to assess the skills and knowledge of informatics and the training needs of hospital pharmacists in Thailand, in order to improve curricular and professional development. A self-assessment postal survey of 73 questions was developed and distributed to the pharmacy departments of 601 hospitals throughout the country. Practicing hospital pharmacists were requested to complete and return the survey voluntarily. Within the 3 months of the survey period, a total of 805 out of 2002 surveys were returned. On average, respondents rated themselves as competent or better in the skills of basic computer operation, the Internet, information management, and communication. Understandably, they rated themselves at novice level for information technology and database design knowledge/skills, and at advanced beginner level for project, risk, and change management skills. Respondents believed that skills and knowledge of informatics were highly necessary for their work, and definitely needed training. Thai hospital pharmacists were confident in using computers and the Internet. They realized and appreciated their lack of informatics knowledge and skills, and needed more training. Pharmacy curricula and training should be developed accordingly. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Sharing skills and knowledge to confront real-world problems | CRDI ...

International Development Research Centre (IDRC) Digital Library (Canada)

Sharing skills and knowledge to confront real-world problems ... because 1.3 billion people cannot read English, and only 163 million people (a fraction ... childhood obesity in urban areas, caused by increases in junk food and lack of exercise.

Integrated knowledge translation: digging deeper, moving forward.

Science.gov (United States)

Kothari, Anita; Wathen, C Nadine

2017-06-01

Integrated knowledge translation has risen in popularity as a solution to the underuse of research in policy and practice settings. It engages knowledge users-policymakers, practitioners, patients/consumers or their advocates, and members of the wider public-in mutually beneficial research that can involve the joint development of research questions, data collection, analysis and dissemination of findings. Knowledge that is co-produced has a better chance of being implemented. The purpose of this paper is to update developments in the field of integrated knowledge translation through a deeper analysis of the approach in practice-oriented and policy-oriented health research. We present collaborative models that fall outside the scope of integrated knowledge translation, but then explore consensus-based approaches and networks as alternate sites of knowledge co-production. We discuss the need to advance the field through the development, or use, of data collection and interpretation tools that creatively engage knowledge users in the research process. Most importantly, conceptually relevant outcomes need to be identified, including ones that focus on team transformation through the co-production of knowledge. We explore some of these challenges and benefits in detail to help researchers understand what integrated knowledge translation means, and whether the approach's potential added value is worth the investment of time, energy and other resources. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Pharmacy executive leadership issues and associated skills, knowledge, and abilities.

Science.gov (United States)

Meadows, Andrew B; Maine, Lucinda L; Keyes, Elizabeth K; Pearson, Kathy; Finstuen, Kenn

2005-01-01

To identify challenges that current and future pharmacy executives are facing or will face in the future and to define what skills, knowledge, and abilities (SKAs) are required to successfully negotiate these challenges. Delphi method for executive decision making. Civilian pharmacy profession. 110 pharmacists who graduated from the GlaxoSmithKline Executive Management Program for Pharmacy Leaders. Two iterations of the Delphi method for executive decision making separated by an expert panel content analysis. Round 1--participants were asked to identify five major issues they believed to be of greatest importance to pharmacy leaders in the next 5-10 years and name specific SKAs that might be needed by future leaders to successfully deal with those issues. An expert panel reviewed the issues, classified issues into specific domains, and titled each domain. Round 2-participants rated the SKAs on a 7-point scale according to their individual assessment of importance in each domain. For Delphi rounds 1 and 2, response rates were 21.8% and 18.2%, respectively. More than 100 total issue statements were identified. The expert panel sorted the issues into five domains: management and development of the pharmacy workforce, pharmacy finance, total quality management of work-flow systems, influences on the practice of pharmacy, and professional pharmacy leadership. Five of the top 15 SKAs-and all four highest ranked items--came from the professional pharmacy leadership domain, including ability to see the big picture, ability to demonstrate the value of pharmacy services, ability to lead and manage in an ethical manner, and skills for influencing an organization's senior leadership. Through successful integration of communication skills, critical thinking, and problem solving techniques, future public-sector pharmacy executives will be better equipped to effectively position their organizations and the profession for the challenges that lie ahead.

Improving Nurses' Peripheral Intravenous Catheter Insertion Knowledge, Confidence, and Skills Using a Simulation-Based Blended Learning Program

Science.gov (United States)

Keleekai, Nowai L.; Schuster, Catherine A.; Murray, Connie L.; King, Mary Anne; Stahl, Brian R.; Labrozzi, Laura J.; Gallucci, Susan; LeClair, Matthew W.; Glover, Kevin R.

2016-01-01

Introduction Peripheral intravenous catheter (PIVC) insertion is one of the most common invasive procedures performed in a hospital, but most nurses receive little formal training in this area. Blended PIVC insertion training programs that incorporate deliberate simulated practice have the potential to improve clinical practice and patient care. Methods The study was a randomized, wait-list control group with crossover using nurses on three medical/surgical units. Baseline PIVC knowledge, confidence, and skills assessments were completed for both groups. The intervention group then received a 2-hour PIVC online course, followed by an 8-hour live training course using a synergistic mix of three simulation tools. Both groups were then reassessed. After crossover, the wait-list group received the same intervention and both groups were reassessed. Results At baseline, both groups were similar for knowledge, confidence, and skills. Compared with the wait-list group, the intervention group had significantly higher scores for knowledge, confidence, and skills upon completing the training program. After crossover, the wait-list group had similarly higher scores for knowledge, confidence, and skills than the intervention group. Between the immediate preintervention and postintervention periods, the intervention group improved scores for knowledge by 31%, skills by 24%, and decreased confidence by 0.5%, whereas the wait-list group improved scores for knowledge by 28%, confidence by 16%, and skills by 15%. Conclusions Results demonstrate significant improvements in nurses' knowledge, confidence, and skills with the use of a simulation-based blended learning program for PIVC insertion. Transferability of these findings from a simulated environment into clinical practice should be further explored. PMID:27504890

Pharmacists' knowledge and interest in developing counseling skills relating to oral contraceptives.

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Amin, Mohamed E K

2016-04-01

Possessing correct therapeutic information on oral contraceptives is an important prerequisite for the provision of sound advice to women who are using these products. This study examines Egyptian pharmacists' knowledge of pharmacotherapeutic aspects of oral contraceptives as well as interest in developing skills in providing counseling on oral contraceptive pills. Community pharmacies throughout Alexandria, Egypt. A cross-sectional survey was self-administered by a random sample of community pharmacists in Alexandria, Egypt. Five multiple choice questions likely to arise when counseling women on oral contraceptives were constructed. Questions covered compatibility with breastfeeding, precautions, health risks and managing missed pills of oral contraceptives. Using ordered logistic regression, a model was estimated to predict pharmacists' interest in developing skills in providing counseling on oral contraceptives. Pharmacists' aggregate scores for knowledge questions and pharmacists' interest in developing skills in providing counseling on oral contraceptive pills. Of the 181 approached pharmacists, 92 % participated. Twenty one pharmacists (13 %) did not know the correct answer to any question, 122 (73 %) answered one-two correctly, 23 (14 %) answered three-four correctly. No pharmacist answered all five questions correctly. For pharmacists' interest in developing skills in providing counseling on oral contraceptives, the percentage values for answers were: not interested at all (10.2 %), slightly interested (27.0 %), somewhat interested (23.4 %), interested (30.0 %) and extremely interested (9.6 %). Pharmacists' interest in developing skills in providing counseling on oral contraceptives was significantly associated with the number of women who requested advice from the pharmacists on oral contraceptives (OR 1.54, CI 1.24-1.91). In terms of the learning method of preference, percentage values for answers were: attending a workshop (4 %), online course (18

The evolution of integration: innovations in clinical skills and ethics in first year medicine.

Science.gov (United States)

Brunger, Fern; Duke, Pauline S

2012-01-01

Critical self-reflection, medical ethics and clinical skills are each important components of medical education but are seldom linked in curriculum development. We developed a curriculum that builds on the existing integration of ethics education into the clinical skills course to more explicitly link these three skills. The curriculum builds on the existing integration of clinical skills and ethics in first year medicine. It refines the integration through scheduling changes; adds case studies that emphasise the social, economic and political context of our province's patient population; and introduces reflection on the "culture of medicine" as a way to have students articulate and understand their own values and moral decision making frameworks. This structured Clinical Skills course is a model for successfully integrating critical self-reflection, reflection on the political, economic and cultural contexts shaping health and healthcare, and moral decision making into clinical skills training.

Cognitive and Developmental Influences in Visual-Motor Integration Skills in Young Children

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Decker, Scott L.; Englund, Julia A.; Carboni, Jessica A.; Brooks, Janell H.

2011-01-01

Measures of visual-motor integration skills continue to be widely used in psychological assessments with children. However, the construct validity of many visual-motor integration measures remains unclear. In this study, we investigated the relative contributions of maturation and cognitive skills to the development of visual-motor integration…

Untangling knowledge creation and knowledge integration in enterprise wikis

DEFF Research Database (Denmark)

Beck, Roman; Rai, Arun; Fischbach, Kai

2015-01-01

A central challenge organizations face is how to build, store, and maintain knowledge over time. Enterprise wikis are community-based knowledge systems situated in an organizational context. These systems have the potential to play an important role in managing knowledge within organizations......, but the motivating factors that drive individuals to contribute their knowledge to these systems is not very well understood. We theorize that enterprise wiki initiatives require two separate and distinct types of knowledge-sharing behaviors to succeed: knowledge creation (KC) and knowledge integration (KI). We...... examine a Wiki initiative at a major German bank to untangle the motivating factors behind KC and KI. Our results suggest KC and KI are indeed two distinct behaviors, reconcile inconsistent findings from past studies on the role of motivational factors for knowledge sharing to establish shared electronic...

Simulation-based ureteroscopy skills training curriculum with integration of technical and non-technical skills: a randomised controlled trial.

Science.gov (United States)

Brunckhorst, Oliver; Shahid, Shahab; Aydin, Abdullatif; McIlhenny, Craig; Khan, Shahid; Raza, Syed Johar; Sahai, Arun; Brewin, James; Bello, Fernando; Kneebone, Roger; Khan, Muhammad Shamim; Dasgupta, Prokar; Ahmed, Kamran

2015-09-01

Current training modalities within ureteroscopy have been extensively validated and must now be integrated within a comprehensive curriculum. Additionally, non-technical skills often cause surgical error and little research has been conducted to combine this with technical skills teaching. This study therefore aimed to develop and validate a curriculum for semi-rigid ureteroscopy, integrating both technical and non-technical skills teaching within the programme. Delphi methodology was utilised for curriculum development and content validation, with a randomised trial then conducted (n = 32) for curriculum evaluation. The developed curriculum consisted of four modules; initially developing basic technical skills and subsequently integrating non-technical skills teaching. Sixteen participants underwent the simulation-based curriculum and were subsequently assessed, together with the control cohort (n = 16) within a full immersion environment. Both technical (Time to completion, OSATS and a task specific checklist) and non-technical (NOTSS) outcome measures were recorded with parametric and non-parametric analyses used depending on the distribution of our data as evaluated by a Shapiro-Wilk test. Improvements within the intervention cohort demonstrated educational value across all technical and non-technical parameters recorded, including time to completion (p technical and non-technical skills teaching is both educationally valuable and feasible. Additionally, the curriculum offers a validated simulation-based training modality within ureteroscopy and a framework for the development of other simulation-based programmes.

The role of industry: Knowledge and skills

International Nuclear Information System (INIS)

Casimir, H.B.G.

1988-01-01

The author deals with the great progress made in technological disciplines within society in past generations. They have been the results of basic research, but there is often a lag of from 5 to 30 years between when the basic research was done, and when the technological application is truly developed. High technology uses the results of basic research, but much of this research can be very old at the time it is applied. This can be the result of missing technology between the first results and the application, or the lack of application minded effort on the part of industial science. Work in industry has drawn on a broad array of basic disciplines. Occasionally the opposite is also true, where industrial work is used in the research laboratory. In this case there is often a very short time gap, because the research scientist is always on the lookout for products which can solve particular problems for him, and obviate the need to solve these problems before concentrating on the basic research he is working on. Progress in fundamental research depends on the knowledge and skills of modern industry. That knowledge and skill exist and will continue to grow, thanks to academic research. Academic research aims primarily at discovering or creating new phenomena and at understandin them. Industrial research aims at applicable results. But nonapplicability is neither a necessary nor a sufficient criterion for inherent beauty and value

Knowledge, attitudes and management skills of medical practitioners regarding weight management

OpenAIRE

Vangile B. Mkhatshwa; Gboyega A. Ogunbanjo; Langalibalele H. Mabuza

2016-01-01

Background: Overweight and obesity have become a global problem. Health professionals are poorly prepared in weight management, which has an effect on their attitudes and management skills with regard to overweight and obese patients.Aim and setting: To assess the knowledge, attitudes and management skills of medical practitioners regarding weight management at Odi District Hospital, Gauteng Province, South Africa.Methods: We conducted a cross-sectional study on 48 medical practitioners at Od...

Retention of knowledge and skills in pediatric basic life support amongst pediatricians.

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Binkhorst, Mathijs; Coopmans, Michelle; Draaisma, Jos M T; Bot, Petra; Hogeveen, Marije

2018-05-07

Retention of resuscitation skills is usually assessed at a predefined moment, which enables participants to prepare themselves, possibly introducing bias. In this multicenter study, we evaluated the retention of knowledge and skills in pediatric basic life support (PBLS) amongst 58 pediatricians and pediatric residents with an unannounced examination. Practical PBLS skills were assessed with a validated scoring instrument, theoretical knowledge with a 10-item multiple-choice test (MCQ). Participants self-assessed their PBLS capabilities using five-point Likert scales. Background data were collected with a questionnaire. Of our participants, 21% passed the practical PBLS exam: 29% failed on compressions/ventilations, 31% on other parts of the algorithm, 19% on both. Sixty-nine percent passed the theoretical test. Participants who more recently completed a PBLS course performed significantly better on the MCQ (p = 0.03). This association was less clear-cut for performance on the practical exam (p = 0.11). Older, attending pediatricians with more years of experience in pediatrics performed less well than their younger colleagues (p basic life support (PBLS) in daily practice. Poor retention of skills supposedly accounts for this incompetence. Without regular exposure, resuscitation skills usually deteriorate within 3 to 6 months after training. • Examination of resuscitation skills usually takes place after training. Also, in most studies evaluating retention of skills, participants are tested at a predefined moment. Inasmuch as participants are able to prepare themselves, these assessments do not reflect the ad hoc resuscitation capabilities of pediatricians and residents. What is New: • In this study, pediatricians and pediatric residents had to complete an unannounced PBLS exam at variable time intervals from last certification. Retention of PBLS skills was rather poor (pass rate 21%). • The PBLS skills of older, attending pediatricians with many

Skill Dependent Audiovisual Integration in the Fusiform Induces Repetition Suppression

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McNorgan, Chris; Booth, James R.

2015-01-01

Learning to read entails mapping existing phonological representations to novel orthographic representations and is thus an ideal context for investigating experience driven audiovisual integration. Because two dominant brain-based theories of reading development hinge on the sensitivity of the visual-object processing stream to phonological information, we were interested in how reading skill relates to audiovisual integration in this area. Thirty-two children between 8 and 13 years of age spanning a range of reading skill participated in a functional magnetic resonance imaging experiment. Participants completed a rhyme judgment task to word pairs presented unimodally (auditory- or visual-only) and cross-modally (auditory followed by visual). Skill-dependent sub-additive audiovisual modulation was found in left fusiform gyrus, extending into the putative visual word form area, and was correlated with behavioral orthographic priming. These results suggest learning to read promotes facilitatory audiovisual integration in the ventral visual-object processing stream and may optimize this region for orthographic processing. PMID:25585276

Skill dependent audiovisual integration in the fusiform induces repetition suppression.

Science.gov (United States)

McNorgan, Chris; Booth, James R

2015-02-01

Learning to read entails mapping existing phonological representations to novel orthographic representations and is thus an ideal context for investigating experience driven audiovisual integration. Because two dominant brain-based theories of reading development hinge on the sensitivity of the visual-object processing stream to phonological information, we were interested in how reading skill relates to audiovisual integration in this area. Thirty-two children between 8 and 13 years of age spanning a range of reading skill participated in a functional magnetic resonance imaging experiment. Participants completed a rhyme judgment task to word pairs presented unimodally (auditory- or visual-only) and cross-modally (auditory followed by visual). Skill-dependent sub-additive audiovisual modulation was found in left fusiform gyrus, extending into the putative visual word form area, and was correlated with behavioral orthographic priming. These results suggest learning to read promotes facilitatory audiovisual integration in the ventral visual-object processing stream and may optimize this region for orthographic processing. Copyright © 2014 Elsevier Inc. All rights reserved.

Local Knowledge, Academic Skills, and Individual Productivity: An Alternative View.

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Balfanz, Robert

1991-01-01

Henry M. Levin finds Balfanz's article a dispassionate attempt to explore the connections between workplace performance and curriculum reform. Educational reform efforts often misinterpret and simplify the relationship between informal knowledge, academic skills, and individual productivity. Consequently, the U.S. public's productive capacity is…

Knowledge-sharing Behavior and Post-acquisition Integration Failure

DEFF Research Database (Denmark)

Gammelgaard, Jens; Husted, Kenneth; Michailova, Snejina

2004-01-01

AbstractNot achieving the anticipated synergy effects in the post-acquisition integration context is a serious causefor the high acquisition failure rate. While existing studies on failures of acquisitions exist fromeconomics, finance, strategy, organization theory, and human resources management......, this paper appliesinsights from the knowledge-sharing literature. The paper establishes a conceptual link between obstaclesin the post-acquisition integration processes and individual knowledge-sharing behavior as related toknowledge transmitters and knowledge receivers. We argue that such an angle offers...... important insights toexplaining the high failure rate in acquisitions.Descriptors: post-acquisition integration, acquisition failure, individual knowledge-sharing behavior...

Proper Consumption of Sugary Drinks and its Association with Adolescent Girls’ Knowledge and Skill

Directory of Open Access Journals (Sweden)

Ali Ramezankhani

2017-02-01

Full Text Available Background: Changes in the nutritional behaviors from consumption of traditional nutriments to intakes of high energy, concerned in powering the increasing problem in adolescents and children's obesity. The current study intended to evaluate Proper consumption of sugary drinks and its association with adolescent girls’ knowledge and skill in Shahr-e-kord city, Iran.Materials and Methods: This was a cross-sectional study carried out on girl's students in Shahr-e-kord city. Using random sampling method and based on sampling size formula, a total of 308 of the girls students were randomly selected from the schools and were registered into the study. Then they received a research-made questionnaire containing questions about the knowledge, skill and Food Frequency Questionnaire (FFQ. The collected data were analyzed using SPSS version 18.0 by ANOVA, and Pearson correlation coefficient.Results: The mean age of the participating adolescent girls was 13.86 ± 1.3 years old. The mean score for knowledge was 36.53 ± 21.87 and the mean score for the skill of preparing and consumption of sugar free drinks was 35.77 ± 24.67. The average amount of daily consumption of sugary drinks among studied adolescent girls was 2.95 glasses.There was a direct significant association between students’ knowledge and skill (P = 0.002, r = 0.182, There was also a significant reverse association between adolescents’ skill(P = 0. 006 r = -0.228 and knowledge (P = 0. 05 r = -0.322 with consumption of sugary drinks.Conclusion: According to the findings of this study, to increase the consumption of valuable foods and improving adolescents’ nutritional habits, more attention should be paid to the health education and promotion and by using effective relevant patterns and theories.

Effects of nursing process-based simulation for maternal child emergency nursing care on knowledge, attitude, and skills in clinical nurses.

Science.gov (United States)

Kim, Sunghee; Shin, Gisoo

2016-02-01

Since previous studies on simulation-based education have been focused on fundamental nursing skills for nursing students in South Korea, there is little research available that focuses on clinical nurses in simulation-based training. Further, there is a paucity of research literature related to the integration of the nursing process into simulation training particularly in the emergency nursing care of high-risk maternal and neonatal patients. The purpose of this study was to identify the effects of nursing process-based simulation on knowledge, attitudes, and skills for maternal and child emergency nursing care in clinical nurses in South Korea. Data were collected from 49 nurses, 25 in the experimental group and 24 in the control group, from August 13 to 14, 2013. This study was an equivalent control group pre- and post-test experimental design to compare the differences in knowledge, attitudes, and skills for maternal and child emergency nursing care between the experimental group and the control group. The experimental group was trained by the nursing process-based simulation training program, while the control group received traditional methods of training for maternal and child emergency nursing care. The experimental group was more likely to improve knowledge, attitudes, and skills required for clinical judgment about maternal and child emergency nursing care than the control group. Among five stages of nursing process in simulation, the experimental group was more likely to improve clinical skills required for nursing diagnosis and nursing evaluation than the control group. These results will provide valuable information on developing nursing process-based simulation training to improve clinical competency in nurses. Further research should be conducted to verify the effectiveness of nursing process-based simulation with more diverse nurse groups on more diverse subjects in the future. Copyright © 2015 Elsevier Ltd. All rights reserved.

Interprofessional Simulations Promote Knowledge Retention and Enhance Perceptions of Teamwork Skills in a Surgical-Trauma-Burn Intensive Care Unit Setting.

Science.gov (United States)

George, Katie L; Quatrara, Beth

The current state of health care encompasses highly acute, complex patients, managed with ever-changing technology. The ability to function proficiently in critical care relies on knowledge, technical skills, and interprofessional teamwork. Integration of these factors can improve patient outcomes. Simulation provides "hands-on" practice and allows for the integration of teamwork into knowledge/skill training. However, simulation can require a significant investment of time, effort, and financial resources. The Institute of Medicine recommendations from 2015 include "strengthening the evidence base for interprofessional education (IPE)" and "linking IPE with changes in collaborative behavior." In one surgical-trauma-burn intensive care unit (STBICU), no IPE existed. The highly acute and diverse nature of the patients served by the unit highlights the importance of appropriate training. This is heightened during critical event situations where patients deteriorate rapidly and the team intervenes swiftly. The aims of this study were to (1) evaluate knowledge retention and analyze changes in perceptions of teamwork among nurses and resident physicians in a STBICU setting after completion of an interprofessional critical event simulation and (2) provide insight for future interprofessional simulations (IPSs), including the ideal frequency of such training, associated cost, and potential effect on nursing turnover. A comparison-cohort pilot study was developed to evaluate knowledge retention and analyze changes in perceptions of teamwork. A 1-hour critical event IPS was held for nurses and resident physicians in a STBICU setting. A traumatic brain injury patient with elevated intracranial pressure, rapid deterioration, and cardiac arrest was utilized for the simulation scenario. The simulation required the team to use interventions to reduce elevated intracranial pressure and then perform cardiac resuscitation according to Advanced Cardiac Life Support guidelines. A

The assessment of knowledge and learning in competence spaces: The gain-loss model for dependent skills.

Science.gov (United States)

Anselmi, Pasquale; Stefanutti, Luca; de Chiusole, Debora; Robusto, Egidio

2017-11-01

The gain-loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well-graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills. © 2017 The British Psychological Society.

Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

Science.gov (United States)

Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

2012-04-01

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels. Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations, teachers-designed students' assignments, and developers-designed students' assignments. We documented different challenges teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges. Developing teachers' assessment knowledge (AK) was found to be the highest stage in teachers' professional growth, building on teachers' content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use of assignments designed by teachers as an instrument for determining their professional growth.

Assessment of nurses’ cardiopulmonary resuscitation knowledge and skills within three district hospitals in Botswana

Science.gov (United States)

2018-01-01

Background Nurses are usually the first to identify the need for and initiate cardiopulmonary resuscitation (CPR) on patients with cardiopulmonary arrest in the hospital setting. Cardiopulmonary resuscitation has been shown to reduce in-hospital deaths when received from adequately trained health care professionals. Aim We aimed to investigate nurses’ retention of CPR knowledge and skills at district hospitals in Botswana. Methods A quantitative, quasi-experimental study was conducted at three hospitals in Botswana. A pre-test, intervention, post-test, and a re-test after 6 months were utilised to determine the retention of CPR knowledge and skills. Non-probability, convenience sampling technique was used to select 154 nurses. The sequences of the test were consistent with the American Heart Association’s 2010 basic life support (BLS) guidelines for health care providers. Data were analysed to compare performance over time. Results This study showed markedly deficient CPR knowledge and skills among registered nurses in the three district hospitals. The pre-test knowledge average score (48%) indicated that the nurses did not know the majority of the BLS steps. Only 85 nurses participated in the re-evaluation test at 6 months. While a 26.4% increase was observed in the immediate post-test score compared with the pre-test, the performance of the available participants dropped by 14.5% in the re-test 6 months after the post-test. Conclusion Poor CPR knowledge and skills among registered nurses may impede the survival and management of cardiac arrest victims. Employers and nursing professional bodies in Botswana should encourage and monitor regular CPR refresher courses. PMID:29781687

Assessment of nurses' cardiopulmonary resuscitation knowledge and skills within three district hospitals in Botswana.

Science.gov (United States)

Rajeswaran, Lakshmi; Cox, Megan; Moeng, Stoffel; Tsima, Billy M

2018-04-12

 Nurses are usually the first to identify the need for and initiate cardiopulmonary resuscitation (CPR) on patients with cardiopulmonary arrest in the hospital setting. Cardiopulmonary resuscitation has been shown to reduce in-hospital deaths when received from adequately trained health care professionals.  We aimed to investigate nurses' retention of CPR knowledge and skills at district hospitals in Botswana.  A quantitative, quasi-experimental study was conducted at three hospitals in Botswana. A pre-test, intervention, post-test, and a re-test after 6 months were utilised to determine the retention of CPR knowledge and skills. Non-probability, convenience sampling technique was used to select 154 nurses.The sequences of the test were consistent with the American Heart Association's 2010 basic life support (BLS) guidelines for health care providers. Data were analysed to compare performance over time.  This study showed markedly deficient CPR knowledge and skills among registered nurses in the three district hospitals. The pre-test knowledge average score (48%) indicated that the nurses did not know the majority of the BLS steps. Only 85 nurses participated in the re-evaluation test at 6 months. While a 26.4% increase was observed in the immediate post-test score compared with the pre-test, the performance of the available participants dropped by 14.5% in the re-test 6 months after the post-test.  Poor CPR knowledge and skills among registered nurses may impede the survival and management of cardiac arrest victims. Employers and nursing professional bodies in Botswana should encourage and monitor regular CPR refresher courses.

PENTINGNYA PERANAN SKILL DAN MENU KNOWLEDGE WAITER/WAITERS TERHADAP KEPUASAN PELANGGAN DI FOOD AND BEVERAGE SERVICE DEPARTEMENT

Directory of Open Access Journals (Sweden)

Fitria Earlike AS

2016-11-01

Full Text Available The Background of this research from the topic is the lack of waiter/ waitress�s skills and menu knowledge when doing the food and beverage services. The purpose of this research is to know the importance of waiter /waitress�s skills and menu knowledge toward guest satisfaction. Method of the research was descriptive qualitative which was collected data by using interview, observation, documentation, quitionare and study of literature. The rusult shows that guests� satisfaction are decreased and proved by the respondents quitionare result which shows that the guests are not satified with the waiter/ waitress skills and menu knowledge.

Nurses' knowledge and skills in providing mental health care to people living with HIV/AIDS in Malawi.

Science.gov (United States)

Chorwe-Sungani, G

2013-09-01

Nurses are the majority of health-care professionals who frequently come in contact with people living with HIV/AIDS (PLWHA). However, most health workers such as nurses lack competence and confidence in dealing with the mental health problems (MHPs) of their clients in Malawi. The study aimed at exploring nurses' levels of knowledge and skills in providing mental health care to PLWHA. The study used a descriptive quantitative survey design. Ethical approval and permission were granted by relevant authorities to conduct the study. A convenient sample of 109 nurses was used. They gave written consent and completed self-administered questionnaires. Descriptive statistics namely: means, frequencies and percentages were used to analyse data. The findings suggest that nurses who care for PLWHA lack knowledge and skills to deal with MHPs of these people. Many participants (53.2%, n = 58) lacked knowledge and skills to care for PLWHA who have MHPs. Nurses are potentially essential human resource for dealing with MHPs of PLWHA in Malawi. Unfortunately, some nurses lack the necessary knowledge and skills to deal with MHPs. Nurses must be equipped with adequate knowledge and skills so that they are able to deal with MHPs of PLWHA. © 2013 John Wiley & Sons Ltd.

A web-based knowledge management system integrating Western and Traditional Chinese Medicine for relational medical diagnosis.

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Herrera-Hernandez, Maria C; Lai-Yuen, Susana K; Piegl, Les A; Zhang, Xiao

2016-10-26

This article presents the design of a web-based knowledge management system as a training and research tool for the exploration of key relationships between Western and Traditional Chinese Medicine, in order to facilitate relational medical diagnosis integrating these mainstream healing modalities. The main goal of this system is to facilitate decision-making processes, while developing skills and creating new medical knowledge. Traditional Chinese Medicine can be considered as an ancient relational knowledge-based approach, focusing on balancing interrelated human functions to reach a healthy state. Western Medicine focuses on specialties and body systems and has achieved advanced methods to evaluate the impact of a health disorder on the body functions. Identifying key relationships between Traditional Chinese and Western Medicine opens new approaches for health care practices and can increase the understanding of human medical conditions. Our knowledge management system was designed from initial datasets of symptoms, known diagnosis and treatments, collected from both medicines. The datasets were subjected to process-oriented analysis, hierarchical knowledge representation and relational database interconnection. Web technology was implemented to develop a user-friendly interface, for easy navigation, training and research. Our system was prototyped with a case study on chronic prostatitis. This trial presented the system's capability for users to learn the correlation approach, connecting knowledge in Western and Traditional Chinese Medicine by querying the database, mapping validated medical information, accessing complementary information from official sites, and creating new knowledge as part of the learning process. By addressing the challenging tasks of data acquisition and modeling, organization, storage and transfer, the proposed web-based knowledge management system is presented as a tool for users in medical training and research to explore, learn and

Developing Curriculum: Knowledge and Skills Essential for an International Salesforce.

Science.gov (United States)

Ruhland, Sheila K.

A study explored the additional knowledge and skills an international salesforce needs based upon 95 respondents from Wisconsin manufacturing companies. Six areas were evaluated by sales representatives involved with international sales and marketing to identify the education and training needed within the next 3 years by the work force. Four…

From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows.

Science.gov (United States)

Roze des Ordons, Amanda L; Doig, Christopher J; Couillard, Philippe; Lord, Jason

2017-04-01

Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings. In 2014-2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods-including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians-supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum. CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback. More detailed accounts of fellows', patients', and family members' experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.

Community/public health nursing faculty's knowledge, skills and attitudes of the Quad Council Competencies for Public Health Nurses.

Science.gov (United States)

Joyce, Barbara L; Harmon, Monica; Johnson, Regina Gina H; Hicks, Vicki; Brown-Schott, Nancy; Pilling, Lucille; Brownrigg, Vicki

2018-05-02

A multisite collaborative team of community/public health nursing (C/PHN) faculty surveyed baccalaureate nursing faculty to explore their knowledge, skills, attitudes, and application of the Quad Council Competencies for Public Health Nurses (QCC-PHN). (1) Evaluate the knowledge, skills, and attitudes of the 2011 QCC-PHN by academic C/PHN faculty; (2) Evaluate the application of 2011 QCC-PHN by C/PHN faculty in the clinical practicum for undergraduate baccalaureate C/PHN students; and (3) Determine if a significant difference existed in the knowledge for each domain. A mixed methods descriptive research design was used to answer three specific hypotheses related to the study objectives. A convenience sample of 143 faculty teaching C/PHN in baccalaureate schools of nursing completed an online survey. ANOVA was used to determine the difference between knowledge, skills, attitudes, and application of nursing faculty regarding the QCC-PHN based on years of nursing experience, C/PHN experience, and nursing specialty preparation. Participants' qualitative comments for each domain were analyzed for themes. C/PHN nursing faculty are described and differences in knowledge, skills, and attitudes delineated. A statistically significant difference was found in skills based on years of experience in C/PHN and in the application of the competencies based on nursing specialty preparation. Variations in knowledge of the QCC-PHN are identified. Ten recommendations are proposed for key skill sets and necessary preparation for faculty to effectively teach C/PHN in baccalaureate schools of nursing. © 2018 Wiley Periodicals, Inc.

Non-genetic health professionals' attitude towards, knowledge of and skills in discussing and ordering genetic testing for hereditary cancer.

Science.gov (United States)

Douma, Kirsten F L; Smets, Ellen M A; Allain, Dawn C

2016-04-01

Non-genetic health professionals (NGHPs) have insufficient knowledge of cancer genetics, express educational needs and are unprepared to counsel their patients regarding their genetic test results. So far, it is unclear how NGHPs perceive their own communication skills. This study was undertaken to gain insight in their perceptions, attitudes and knowledge. Two publically accessible databases were used to invite NGHPs providing cancer genetic services to complete a questionnaire. The survey assessed: sociodemographic attributes, experience in ordering hereditary cancer genetic testing, attitude, knowledge, perception of communication skills (e.g. information giving, decision-making) and educational needs. Of all respondents (N = 49, response rate 11%), most have a positive view of their own information giving (mean = 53.91, range 13-65) and decision making skills (64-77% depending on topic). NGHPs feel responsible for enabling disease and treatment related behavior (89-91%). However, 20-30% reported difficulties managing patients' emotions and did not see management of long-term emotions as their responsibility. Correct answers on knowledge questions ranged between 41 and 96%. Higher knowledge was associated with more confidence in NGHPs' own communication skills (r(s) = .33, p = 0.03). Although NGHPs have a positive view of their communication skills, they perceive more difficulties managing emotions. The association between less confidence in communication skills and lower knowledge level suggests awareness of knowledge gaps affects confidence. NGHPs might benefit from education about managing client emotions. Further research using observation of actual counselling consultations is needed to investigate the skills of this specific group of providers.

Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration

Science.gov (United States)

Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Ridwan, Achmad

2017-08-01

The paper portrays the first year of two-year study in integration Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning. The research focused on developing 21st-century skills of chemistry students in secondary schools. The 21st-century skills as a set of abilities that students need to develop in facing the future challenge which involves learning, literacy, and life skills. The study was conducted in two secondary schools both public and private school in topics of hydrocarbon, petroleum, solubility, and acid base in year 10 and 11. The qualitative methodology was applied to explore the students' learning experiences and understanding the research context. Data was collected through observation, interview, reflective journal, and 21st-century rubric. The STEAM approach was integrated through modification of project-based learning model. The students had opportunities to develop their own projects by integrating chemistry and STEAM principles to their project. The results show that students have developed their critical and creative thinking, problem-solving skills, collaboration and argumentation skills, leadership and responsibility, information and literacy skills. The researchers faced the challenges of integrating STEAM within the chemistry curricula, empowering students, and managing the teaching and time resources. Students have started to challenge their critical and creative thinking within the existing learning environments. Integrating STEAM into chemistry learning has developed students' 21st-century skills in those three areas. Teachers also learned to develop their competencies for being facilitators and agents of change, in addition to skills development in dealing with students' differences.

The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

Science.gov (United States)

Cotabish, Alicia; Dailey, Debbie; Robinson, Ann; Hughes, Gail

2013-01-01

The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of…

Career-Oriented Performance Tasks in Chemistry: Effects on Students Integrated Science Process Skills

OpenAIRE

Allen A. Espinosa; Sheryl Lyn C. Monterola; Amelia E. Punzalan

2013-01-01

The study was conducted to assess the effectiveness of Career-Oriented Performance Task (COPT) approach against the traditional teaching approach (TTA) in enhancing students’ integrated science process skills. Specifically, it sought to find out if students exposed to COPT have higher integrated science process skills than those students exposed to the traditional teaching approach (TTA). Career-Oriented Performance Task (COPT) approach aims to integrate career-oriented examples and inquiry-b...

Declarative memory and skill-related knowledge: Evidence from a case study of amnesia and implications for theories of memory.

Science.gov (United States)

Gregory, Emma; McCloskey, Michael; Ovans, Zoe; Landau, Barbara

2016-01-01

Theoretical and empirical studies of memory have long been framed by a distinction between declarative and non-declarative memory. We question the sharpness of the distinction by reporting evidence from amnesic L.S.J., who despite retrograde memory losses in declarative knowledge domains, shows sparing of declarative knowledge related to premorbid skill (e.g., playing an instrument). We previously showed that L.S.J. had severe losses of retrograde declarative knowledge across areas of premorbid expertise (e.g., artists of famous works) and everyday knowledge (e.g., company names for logos). Here we present evidence that L.S.J. has sparing of what we call skill-related declarative knowledge, in four domains in which she had premorbid skill (art, music, aviation, driving). L.S.J.'s pattern of loss and sparing raises questions about the strict separation between classically-defined memory types and aligns with a recent proposal by Stanley and Krakauer [2013. Motor skill depends on knowledge of facts. Frontiers in Human Neuroscience, 7,1-11].

Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience

Science.gov (United States)

Williams, Laurel Lyn

2009-01-01

Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents…

Promoting collaboration skills on reflection concept through multimedia-based integrated instruction

Science.gov (United States)

Hermawan, Hermawan; Siahaan, Parsaoran; Suhendi, Endi; Samsudin, Achmad

2017-05-01

Multimedia-Based Integrated Instructions (MBI2) has been developed to promote the collaboration skills on reflection concepts turn into more real and meaningful learning. The initial design of MBI2 in the form of a multimedia computer that allows users to explore the concept of the overall reflectance of the light through the conceptual and practical aspects that have been developed. MBI2has been developed to promoteone of the skills that the 21st-century skills to students'junior high school that is collaboration skill in order to compete in the future life. The ability to collaborate is divided into five aspects, namely contributions, time management, problem-solving, working with others and research techniques. Research methods utiliseed in this study is an exploration and instructional development 4D model (define, design, develop and disseminate). Based on data analysis, it can be concluded that the development of integrated multimedia-based instruction (MBI2) on the concept of reflection through the 4D developing model was effectively to enhance collaboration skills of students'junior high school.

Elements of Teacher Communication Competence: An Examination of Skills, Knowledge and Motivation to Communicate.

Science.gov (United States)

Rubin, Rebecca B.; Feezel, Jerry D.

In an effort to assess the communication skills of prospective teachers, a study examined the role of three pedagogical domains in speech communication instruction--skill, knowledge, and motivation. Fifty student teachers were tested using the Personal Report of Communication Apprehension (PCRA; McCroskey l977), the Communication Competency…

Anaesthetists' knowledge of cardiopulmonary resuscitation | Ogboli ...

African Journals Online (AJOL)

Background: Cardio-Pulmonary Resuscitation (CPR) is an integral part of an anaesthetist's knowledge and practice. In Nigeria, these skills are taught mainly during medical school and postgraduate training. Objectives: The study sought to assess the knowledge of anaesthetists about CPR. Methodology: A structured ...

Behavior, nutrition and lifestyle in a comprehensive health and disease paradigm: skills and knowledge for a predictive, preventive and personalized medicine.

Science.gov (United States)

Trovato, Guglielmo M

2012-03-22

Health and disease of individuals and of populations are the result of three groups of risk factors: genetics, environment and behavior. Assessment, interventions and tailored changes are possible with integrated approaches more effective if respectful of individuals and different cultures. Assessment tools and integrated interventional strategies are available, but widespread knowledge, skills and competence of well trained individual Medical Doctors still lack. Mediterranean diet is an appropriate reference paradigm because encompasses consistent research background, affordable sustainability, widespread comprehensibility and attractiveness inside a cultural framework of competences and skills in which the Medical Doctors can personally manage the need of prediction (early diagnosis), prevention (intervention on healthy persons) and tailored therapy and follow-up for patients. This profile is flexible and adjustable according to specific needs and preferences due to different economic and ethno-cultural milieus. It can enhanced through on-site/e-learning Continuous Medical Education (CME), by training and using friendly and affordable equipments.

An active learning curriculum improves fellows' knowledge and faculty teaching skills.

Science.gov (United States)

Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

2017-01-01

Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

Overcoming Knowledge Gaps in Postmerger Integration

DEFF Research Database (Denmark)

Alaranta, Maria Eliisa; Martela, Eero

2012-01-01

Over 50% of mergers and acquisitions (M&As) fail, mainly because of integration problems. In such integrations, much of the experiential (learning-by-doing) knowledge critical for running the business becomes redundant or is lost. However, we know virtually nothing about what type of mechanisms...

Confidence, knowledge, and skills at the beginning of residency. A survey of pathology residents.

Science.gov (United States)

Hsieh, Cindy M; Nolan, Norris J

2015-01-01

To document the pathology learning experiences of pathology residents prior to residency and to determine how confident they were in their knowledge and technical skills. An online survey was distributed to all pathology residency program directors in the United States, who were requested to forward the survey link to their residents. Data were obtained on pathology electives, grossing experience, and frozen section experience. Likert scale questions assessed confidence level in knowledge and skills. In total, 201 pathology residents responded (8% of residents in the United States). Prior to starting residency, most respondents had exposure to anatomic pathology through elective rotations. Few respondents had work-related experience. Most did not feel confident in their pathology-related knowledge or skills, and many did not understand what pathology resident duties entail. Respondents gained exposure to pathology primarily through elective rotations, and most felt the elective experience prepared them for pathology residency. However, elective time may be enhanced by providing opportunities for students to increase hands-on experience and understanding of resident duties. Copyright© by the American Society for Clinical Pathology.

Management Information Systems Students' Perception of Skills and Competencies - Towards Knowledge Based Community

Directory of Open Access Journals (Sweden)

Alev ELÇİ

2016-12-01

Full Text Available The increasing usage of Information and Communication Technologies in official borders of our business lives, starting from e-government and e-commerce applications, spreading towards our daily personal lives has made it difficult to ignore the importance of Management Information Systems (MIS. MIS, initially taught as a course in different disciplines, has now started to develop as a standalone interdisciplinary academic program in higher education. Besides curriculum standards suggestions and necessary skills and competencies for MIS education identified by academic and professional organizations, students' perceptions in these topics are also important. Thus while developing towards knowledge based community, the aim of this research is to identify MIS students' perceptions of essential skills and competencies in their educational, proffesional and personal lives. The sample group of this study are the students that are a member of social media MIS groups. The gathered quantitative data has been analyzed by an online survey. As a result, it has been evident that students find that information technical skills and competencies are crucial. The skills required for transition to knowledge based community; global working, multicultural, social responsibility, civic awareness, equal opportunity, gender and environmental awareness comes later.

The 21st century skills with model eliciting activities on linear program

Science.gov (United States)

Handajani, Septriana; Pratiwi, Hasih; Mardiyana

2018-04-01

Human resources in the 21st century are required to master various forms of skills, including critical thinking skills and problem solving. The teaching of the 21st century is a teaching that integrates literacy skills, knowledge, skills, attitudes, and mastery of ICT. This study aims to determine whether there are differences in the effect of applying Model Elliciting Activities (MEAs) that integrates 21st century skills, namely 4C and conventional learning to learning outcomes. This research was conducted at Vocational High School in the odd semester of 2017 and uses the experimental method. The experimental class is treated MEAs that integrates 4C skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis uses Z-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying MEAs that integrates 4C skills and conventional learning to learning outcomes. Classes with MEAs that integrates 4C skills give better learning outcomes than the ones in conventional learning classes. This happens because MEAs that integrates 4C skills can improved creativity skills, communication skills, collaboration skills, and problem-solving skills.

Catalogue of knowledge and skills for sleep medicine.

Science.gov (United States)

Penzel, Thomas; Pevernagie, Dirk; Dogas, Zoran; Grote, Ludger; de Lacy, Simone; Rodenbeck, Andrea; Bassetti, Claudio; Berg, Søren; Cirignotta, Fabio; d'Ortho, Marie-Pia; Garcia-Borreguero, Diego; Levy, Patrick; Nobili, Lino; Paiva, Teresa; Peigneux, Philippe; Pollmächer, Thomas; Riemann, Dieter; Skene, Debra J; Zucconi, Marco; Espie, Colin

2014-04-01

Sleep medicine is evolving globally into a medical subspeciality in its own right, and in parallel, behavioural sleep medicine and sleep technology are expanding rapidly. Educational programmes are being implemented at different levels in many European countries. However, these programmes would benefit from a common, interdisciplinary curriculum. This 'catalogue of knowledge and skills' for sleep medicine is proposed, therefore, as a template for developing more standardized curricula across Europe. The Board and The Sleep Medicine Committee of the European Sleep Research Society (ESRS) have compiled the catalogue based on textbooks, standard of practice publications, systematic reviews and professional experience, validated subsequently by an online survey completed by 110 delegates specialized in sleep medicine from different European countries. The catalogue comprises 10 chapters covering physiology, pathology, diagnostic and treatment procedures to societal and organizational aspects of sleep medicine. Required levels of knowledge and skills are defined, as is a proposed workload of 60 points according to the European Credit Transfer System (ECTS). The catalogue is intended to be a basis for sleep medicine education, for sleep medicine courses and for sleep medicine examinations, serving not only physicians with a medical speciality degree, but also PhD and MSc health professionals such as clinical psychologists and scientists, technologists and nurses, all of whom may be involved professionally in sleep medicine. In the future, the catalogue will be revised in accordance with advances in the field of sleep medicine. © 2013 European Sleep Research Society.

Language as skill

DEFF Research Database (Denmark)

Chater, Nick; McCauley, Stewart M.; Christiansen, M. H.

2016-01-01

occurs on-line. These properties are difficult to reconcile with the 'abstract knowledge' viewpoint, and crucially suggest that language comprehension and production are facets of a unitary skill. This viewpoint is exemplified in the Chunk-Based Learner, a computational acquisition model that processes...... incrementally and learns on-line. The model both parses and produces language; and implements the idea that language acquisition is nothing more than learning to process. We suggest that the Now-or-Never bottleneck also provides a strong motivation for unified perception-production models in other domains......Are comprehension and production a single, integrated skill, or are they separate processes drawing on a shared abstract knowledge of language? We argue that a fundamental constraint on memory, the Now-or-Never bottleneck, implies that language processing is incremental and that language learning...

ERP measures of partial semantic knowledge: left temporal indices of skill differences and lexical quality.

Science.gov (United States)

Frishkoff, Gwen A; Perfetti, Charles A; Westbury, Chris

2009-01-01

This study examines the sensitivity of early event-related potentials (ERPs) to degrees of word semantic knowledge. Participants with strong, average, or weak vocabulary skills made speeded lexical decisions to letter strings. To represent the full spectrum of word knowledge among adult native-English speakers, we used rare words that were orthographically matched with more familiar words and with pseudowords. Since the lexical decision could not reliably be made on the basis of word form, subjects were obliged to use semantic knowledge to perform the task. A d' analysis suggested that high-skilled subjects adopted a more conservative strategy in response to rare versus more familiar words. Moreover, the high-skilled participants showed a trend towards an enhanced "N2c" to rare words, and a similar posterior temporal effect reached significance approximately 650 ms. Generators for these effects were localized to left temporal cortex. We discuss implications of these results for word learning and for theories of lexical semantic access.

Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice

Science.gov (United States)

Jackson, Denise

2015-01-01

Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students…

Improving Nurses' Peripheral Intravenous Catheter Insertion Knowledge, Confidence, and Skills Using a Simulation-Based Blended Learning Program: A Randomized Trial.

Science.gov (United States)

Keleekai, Nowai L; Schuster, Catherine A; Murray, Connie L; King, Mary Anne; Stahl, Brian R; Labrozzi, Laura J; Gallucci, Susan; LeClair, Matthew W; Glover, Kevin R

2016-12-01

Peripheral intravenous catheter (PIVC) insertion is one of the most common invasive procedures performed in a hospital, but most nurses receive little formal training in this area. Blended PIVC insertion training programs that incorporate deliberate simulated practice have the potential to improve clinical practice and patient care. The study was a randomized, wait-list control group with crossover using nurses on three medical/surgical units. Baseline PIVC knowledge, confidence, and skills assessments were completed for both groups. The intervention group then received a 2-hour PIVC online course, followed by an 8-hour live training course using a synergistic mix of three simulation tools. Both groups were then reassessed. After crossover, the wait-list group received the same intervention and both groups were reassessed. At baseline, both groups were similar for knowledge, confidence, and skills. Compared with the wait-list group, the intervention group had significantly higher scores for knowledge, confidence, and skills upon completing the training program. After crossover, the wait-list group had similarly higher scores for knowledge, confidence, and skills than the intervention group. Between the immediate preintervention and postintervention periods, the intervention group improved scores for knowledge by 31%, skills by 24%, and decreased confidence by 0.5%, whereas the wait-list group improved scores for knowledge by 28%, confidence by 16%, and skills by 15%. Results demonstrate significant improvements in nurses' knowledge, confidence, and skills with the use of a simulation-based blended learning program for PIVC insertion. Transferability of these findings from a simulated environment into clinical practice should be further explored.

Semantic Health Knowledge Graph: Semantic Integration of Heterogeneous Medical Knowledge and Services

Directory of Open Access Journals (Sweden)

Longxiang Shi

2017-01-01

Full Text Available With the explosion of healthcare information, there has been a tremendous amount of heterogeneous textual medical knowledge (TMK, which plays an essential role in healthcare information systems. Existing works for integrating and utilizing the TMK mainly focus on straightforward connections establishment and pay less attention to make computers interpret and retrieve knowledge correctly and quickly. In this paper, we explore a novel model to organize and integrate the TMK into conceptual graphs. We then employ a framework to automatically retrieve knowledge in knowledge graphs with a high precision. In order to perform reasonable inference on knowledge graphs, we propose a contextual inference pruning algorithm to achieve efficient chain inference. Our algorithm achieves a better inference result with precision and recall of 92% and 96%, respectively, which can avoid most of the meaningless inferences. In addition, we implement two prototypes and provide services, and the results show our approach is practical and effective.

Influence of Previous Knowledge, Language Skills and Domain-specific Interest on Observation Competency

Science.gov (United States)

Kohlhauf, Lucia; Rutke, Ulrike; Neuhaus, Birgit

2011-10-01

Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is often regarded as `just looking' rather than a basic scientific skill. As observation is one of the main research methods in biological sciences, it must be considered as an independent research method and systematic practice of this method is necessary. Because observation skills form the basis of further scientific methods (e.g. experiments or comparisons) and children from the age of 4 years are able to independently generate questions and hypotheses, it seems possible to foster observation competency at a preschool level. To be able to provide development-adequate individual fostering of this competency, it is first necessary to assess each child's competency. Therefore, drawing on the recent literature, we developed in this study a competency model that was empirically evaluated within learners ( N = 110) from different age groups, from kindergarten to university. In addition, we collected data on language skills, domain-specific interest and previous knowledge to analyse coherence between these skills and observation competency. The study showed as expected that previous knowledge had a high impact on observation competency, whereas the influence of domain-specific interest was nonexistent. Language skills were shown to have a weak influence. By utilising the empirically validated model consisting of three dimensions (`Describing', `Scientific reasoning' and `Interpreting') and three skill levels, it was possible to assess each child's competency level and to develop and evaluate guided play activities to individually foster a child's observation competency.

Adolescent Mothers' Self-Esteem and Role Identity and Their Relationship to Parenting Skills Knowledge.

Science.gov (United States)

Hurlbut, Nancy L.; Culp, Anne McDonald; Jambunathan, Saigeetha; Butler, Patrice

1997-01-01

Investigates the relationship between adolescent mothers' (N=24) self-esteem and their knowledge of parenting skills. Findings indicate that self-esteem is a good indicator of the adolescent mother's parenting. Significant correlations arose between the mother's baseline self-esteem and her knowledge about role reversal, empathy, developmental…

Integrated learning: Ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

Directory of Open Access Journals (Sweden)

Nora eHarr

2015-06-01

Full Text Available In teacher education, general pedagogical and psychological knowledge is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge and general pedagogical and psychological knowledge with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately-taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable pedagogical and psychological knowledge and greater simultaneous application of pedagogical and psychological knowledge and pedagogical content knowledge. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times.

Information Professional or IT Professional?: The Knowledge and Skills Required by Academic Librarians in the Digital Library Environment

Science.gov (United States)

Raju, Jaya

2017-01-01

As library and information science (LIS) becomes an increasingly technology-driven profession, particularly in the academic library environment, questions arise as to the extent of information technology (IT) knowledge and skills that LIS professionals require. The purpose of this paper is to ascertain what IT knowledge and skills are needed by…

Integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves diagnostic skills and visual-spatial ability.

Science.gov (United States)

Rengier, Fabian; Häfner, Matthias F; Unterhinninghofen, Roland; Nawrotzki, Ralph; Kirsch, Joachim; Kauczor, Hans-Ulrich; Giesel, Frederik L

2013-08-01

Integrating interactive three-dimensional post-processing software into undergraduate radiology teaching might be a promising approach to synergistically improve both visual-spatial ability and radiological skills, thereby reducing students' deficiencies in image interpretation. The purpose of this study was to test our hypothesis that a hands-on radiology course for medical students using interactive three-dimensional image post-processing software improves radiological knowledge, diagnostic skills and visual-spatial ability. A hands-on radiology course was developed using interactive three-dimensional image post-processing software. The course consisted of seven seminars held on a weekly basis. The 25 participating fourth- and fifth-year medical students learnt to systematically analyse cross-sectional imaging data and correlated the two-dimensional images with three-dimensional reconstructions. They were instructed by experienced radiologists and collegiate tutors. The improvement in radiological knowledge, diagnostic skills and visual-spatial ability was assessed immediately before and after the course by multiple-choice tests comprising 64 questions each. Wilcoxon signed rank test for paired samples was applied. The total number of correctly answered questions improved from 36.9±4.8 to 49.5±5.4 (pability by 11.3% (psoftware into undergraduate radiology education effectively improves radiological reasoning, diagnostic skills and visual-spatial ability, and thereby even diagnostic skills for imaging modalities not included in the course. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Identification of green skills acquisition in Indonesian TVET curricula

Science.gov (United States)

Setiawan, Agus

2017-09-01

Recently, many countries have put the focus on green growth which specifically aims at achieving a resilient, low-carbon, and resource-efficient economy model that leads to higher quality of life. Environmental pollution and climate change are negatively affecting the sustainability of various economical activities across the world, with Indonesia being one of them. To mitigate the environmental problems, the existing economy should be shifted to a greener economy model which will create green jobs and greening the existing occupation in the industries. Green jobs require workers with green skills. Therefore, development of green skills in TVET institutions is urgently needed. By referencing the existing green skills frame work, green skills acquisition has not been clearly integrated into the existing Indonesian TVET curriculum. However, approach to integrate green skills into TVET curriculum can be carried out through the development of hard skills and soft skills in the domain of knowledge, abilities, and attitudes where green skills is an imparting of both hard skills and soft skills.

The Impact of Organizational Knowledge Integrators on Cooperative R&D Projects

DEFF Research Database (Denmark)

Bulathsinhala, Nadika

2014-01-01

This paper addresses the fact that R&D projects that incorporate external knowledge sources not only depend on the number of sources, but also on integrating the right source. An organizational knowledge integrator has a natural interest due to its position in the value chain and the technology...... phase to pull the knowledge from earlier phases of development closer towards commercialization. The aim of the paper is to examine if organizational knowledge integrators in R&D projects have a positive impact on innovative performance compared to projects that do not involve a knowledge integrator...

Investigation of the Knowledge and Skill of Proper Consumption of Fruit and Vegetables among Shahrekord Adolescent Girls

Directory of Open Access Journals (Sweden)

Ali Ramezankhani

2016-10-01

Full Text Available Background: The life style is formed and stabilized in adolescence. Since consumption of fruits and vegetables may affect the risk of chronic diseases, their low consumption during adolescence is very important. Knowledge and skill is considered as one of the main determinants of this behavior. This study aimed to investigate the Knowledge and skill of proper consumption of fruit and vegetables among adolescent girls in Shahrekord, Iran. Materials and Methods: This study was a descriptive-analytic investigation conducted on high school girls in Shahrekord city during 2013 to 2014. 308 female students were selected randomly from 8 high schools and a researcher made questionnaire was used to collect the demographic, Knowledge and skill related data. Validity and reliability of the questionnaire was evaluated by internal consistency method (Cronbach's alpha = 0.70, Cronbach's alpha= 0.76, respectively. The collected data was analyzed by SPSS-21 software. Results: The mean age of students was 13.86 ± 1.3 years. There was no statistically significant association between consumption of fruit and vegetables and fathers’ education level, mothers’ job and parents’ age. However, there was a significant association between fathers’ job and adolescents’ skill of fruit and vegetables consumption (P< 0.05. In addition, a significant association between mothers’ education level and adolescents’ knowledge and skill of fruit and vegetables consumption was observed (P

Assessing Learner Perception of Corporate E-Learning Knowledge and Skill Development

Science.gov (United States)

Hewitt, Jason C.

2017-01-01

Given corporations increasing reliance on the use e-learning modules for their employees assumed learning and development, this study sought to understand the perceptions and experiences of individual's who undergo e-learning modules as attempts to increase their knowledge and skills to be successful in their work assignments in a corporate…

Teaching and Assessing Engineering Professional Skills

Directory of Open Access Journals (Sweden)

Ali M. Al-Bahi

2013-05-01

Full Text Available Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.

Helping Mothers Survive Bleeding After Birth: retention of knowledge, skills, and confidence nine months after obstetric simulation-based training.

Science.gov (United States)

Nelissen, Ellen; Ersdal, Hege; Mduma, Estomih; Evjen-Olsen, Bjørg; Broerse, Jacqueline; van Roosmalen, Jos; Stekelenburg, Jelle

2015-08-25

It is important to know the decay of knowledge, skills, and confidence over time to provide evidence-based guidance on timing of follow-up training. Studies addressing retention of simulation-based education reveal mixed results. The aim of this study was to measure the level of knowledge, skills, and confidence before, immediately after, and nine months after simulation-based training in obstetric care in order to understand the impact of training on these components. An educational intervention study was carried out in 2012 in a rural referral hospital in Northern Tanzania. Eighty-nine healthcare workers of different cadres were trained in "Helping Mothers Survive Bleeding After Birth", which addresses basic delivery skills including active management of third stage of labour and management of postpartum haemorrhage (PPH). Knowledge, skills, and confidence were tested before, immediately after, and nine months after training amongst 38 healthcare workers. Knowledge was tested by completing a written 26-item multiple-choice questionnaire. Skills were tested in two simulated scenarios "basic delivery" and "management of PPH". Confidence in active management of third stage of labour, management of PPH, determination of completeness of the placenta, bimanual uterine compression, and accessing advanced care was self-assessed using a written 5-item questionnaire. Mean knowledge scores increased immediately after training from 70 % to 77 %, but decreased close to pre-training levels (72 %) at nine-month follow-up (p = 0.386) (all p-levels are compared to pre-training). The mean score in basic delivery skills increased after training from 43 % to 51 %, and was 49 % after nine months (p = 0.165). Mean scores of management of PPH increased from 39 % to 51 % and were sustained at 50 % at nine months (p = 0.003). Bimanual uterine compression skills increased from 19 % before, to 43 % immediately after, to 48 % nine months after training (p = 0

Renewing skills and integrating new generations

International Nuclear Information System (INIS)

Hautemule, M.; Cassingena, J.

2017-01-01

The French nuclear industry is made up of 2500 enterprises of any size from family businesses to large groups via medium-sized enterprises and start-ups. In order to face new projects and to ensure the continuity and preservation of technical know-how and to develop skills, nuclear industry as any high-tech industry invests a lot of money in training. In 2017 the needs of training for EDF, AREVA and CEA employees summed up to 370 million euros representing 4.5 millions hours of technical training. In CEA, EDF and AREVA, colleges of experts have been created. For instance the knowledge of EDF experts specialised in the design of the first generation of reactors is very useful to prepare the dismantling of these reactors. In CEA, an average of 15 years are necessary to train an expert and 4 levels of expertise have been defined. AREVA has implemented in its staff management a tool to detect the risk of losing a specific skill and to prevent this loss by a provisional policy of recruitment. (A.C.)

The Effects of an Interactive Nursing Skills Mobile Application on Nursing Students' Knowledge, Self-efficacy, and Skills Performance: A Randomized Controlled Trial.

Science.gov (United States)

Kim, Hyunsun; Suh, Eunyoung E

2018-03-01

Clinical nursing practice is important because it helps nursing students experience realities of clinical nursing that cannot be learned through theoretical education. This study aimed to evaluate the effect of an interactive nursing skills mobile application for nursing students. Sixty-six senior nursing students were randomly assigned to experimental or control groups. The experimental group used an interactive nursing skills mobile application for 1 week. The control group was provided with a mobile application containing noninteractive nursing video contents for 1 week. Before (pre-test) and 1 week after (post-test) using the mobile application, participants' knowledge of clinical nursing skills, self-efficacy of nursing practice, and nursing skills performance were assessed. The experimental group showed a significantly higher value for knowledge after 1 week of treatment via their mobile application than the control group (t = 3.34, p = .001). In addition, they showed significantly improved self-efficacy before and after intervention (t = 2.46, p = .017) than the control group. The experimental group's nursing skills performance was also significantly enhanced after intervention (t = 7.05, p mobile application with systematic contents was an effective method for students to experience practical nursing skills. Developing and applying a mobile application with other nursing contents that can be effectively used across all range of nursing students is recommended. Copyright © 2018. Published by Elsevier B.V.

Quality Improvement Initiative on Pain Knowledge, Assessment, and Documentation Skills of Pediatric Nurses.

Science.gov (United States)

Margonary, Heather; Hannan, Margaret S; Schlenk, Elizabeth A

2017-01-01

Pain treatment begins with a nurse’s assessment, which relies on effective assessment skills. Hospital settings have implemented pain assessment education, but there is limited evidence in pediatric transitional care settings. The purpose of this quality improvement (QI) initiative was to develop, implement, and evaluate an evidence-based pain education session with 20 nurses in a pediatric specialty hospital that provides transitional care. Specific aims were to assess nurses’ knowledge and attitudes of pain, and evaluate assessment skills based on nurses’ documentation. A prospective pre-post design with three assessments (baseline, post-intervention, and one-month follow-up) was used. The Shriner’s Pediatric Nurses’ Knowledge and Attitudes Regarding Pain questionnaire and an electronic health record review were completed at each assessment. There was significant improvement in nurses’ knowledge and attitudes of pain after the education session (F[2,6] = 50.281, p nurses significantly increased from 43.1% at baseline to 64.8% at post-intervention, and 67.7% at follow-up (χ²[2] = 20.55, p Nursing interventions for pain increased significantly, from 33.3% at baseline to 84.0% at post-intervention, and stabilized at 80.0% at follow-up (χ²[2] = 8.91, p = 0.012). Frequency of pain reassessments did not show a statistically significant change, decreasing from 77.8% at baseline to 44.0% at post-intervention and 40.0% at follow-up (χ²[2]= 3.538, p = 0.171). Nurses’ pain knowledge and documentation of assessment skills were improved in this QI initiative.

Community senior first aid training in Western Australia: its extent and effect on knowledge and skills.

Science.gov (United States)

Lynch, Dania M; Gennat, Hanni C; Celenza, Tony; Jacobs, Ian G; O'Brien, Debra; Jelinek, George A

2006-04-01

To define the extent of Senior First Aid training in a sample of the Western Australian community, and to evaluate the effect of previous training on first aid knowledge and skills. A telephone survey of a random sample from suburban Perth and rural Western Australia; and practical assessment of first aid skills in a subsample of those surveyed. 30.4% of respondents had completed a Senior First Aid certificate. Trained individuals performed consistently better in theoretical tests (p=0.0001) and practical management of snakebite (p=0.021) than untrained. However, many volunteers, both trained and untrained, demonstrated poor skills in applying pressure immobilisation bandaging and splinting the limb adequately despite electing to do so in theory. Overall knowledge and performance of first aid skills by the community are poor, but are improved by first aid training courses.

Evaluating the impact of an intensive education workshop on evidence-informed decision making knowledge, skills, and behaviours: a mixed methods study.

Science.gov (United States)

Yost, Jennifer; Ciliska, Donna; Dobbins, Maureen

2014-01-17

Health professionals require a unique set of knowledge and skills in order to meet increasing expectations to use research evidence to inform practice and policy decisions. They need to be able to find, access, interpret, and apply the best available research evidence, along with information about patient preferences, clinical expertise, and the clinical context and resources, to such decisions. This study determined preferences for continuing education following an intensive educational workshop and evaluated the impact of the workshop on evidence informed decision making (EIDM) knowledge, skills, and behaviours. An explanatory mixed methods, longitudinal study design was implemented among a convenience sample of various health care professionals attending the workshop. EIDM knowledge, skills, and behaviours were quantitatively measured at baseline and six month follow-up, with EIDM knowledge and skills measured additionally immediately following the educational workshop (post-test measurement). To determine participants preferences for continuing education, data were collected using quantitative survey (post-test measurement) and qualitative (individual telephone interviews after six-month follow-up) methods. EIDM knowledge and skills increased significantly from baseline to immediately following the intervention [5.6, 95% CI (3.7, 7.4), P skills and EIDM behaviours (r = 0.29, P 0.069 and r = 0.24, P 0.136, respectively). Over time there was a shift in preferences for timing and frequency of online continuing education strategies. Willingness to participate in continuing education, however, remained evident. An intensive educational workshop shows promise for increasing EIDM knowledge and skills. Increasing EIDM knowledge and skills may promote the capacity of health professionals to use research evidence when making practice and policy decisions and, in turn, lead to positive patient outcomes.

Adolescent mothers' self-esteem and role identity and their relationship to parenting skills knowledge.

Science.gov (United States)

Hurlbut, N L; Culp, A M; Jambunathan, S; Butler, P

1997-01-01

The purpose of this study was to investigate the relationship between the adolescent mother's self-esteem and her knowledge of parenting skills. Erikson's psychosocial theory provided the basis for the general hypothesis that the adolescent mother's global self-esteem will correlate with her parenting skills knowledge. The findings reported here support the conclusion that self-esteem is a good indicator of the adolescent mother's parenting. There were significant correlations between the mother's baseline self-esteem and her knowledge about role reversal, empathy, developmental expectations, and corporal punishment. The data also supported the hypothesis that adolescent self-esteem is developmentally continuous. Using Erikson's theory, it was argued that the adolescent mother's parenting is at risk if she has not had the opportunity to achieve her role identity, which is a prerequisite for the parenting stage of generativity.

Effect of First Aid Education on First Aid Knowledge and Skills of Commercial Drivers in South West Nigeria.

Science.gov (United States)

Olumide, Adesola O; Asuzu, Michael C; Kale, Oladele O

2015-12-01

Prompt prehospital care is essential for improving outcomes of road crash victims; however, this service is sub-optimal in developing countries because Emergency Medical Services (EMS) are not readily available. Training of lay responders in first aid has been suggested as a means of filling this gap in settings with inadequate EMS. This study was conducted to determine the effect of first aid training on the first aid knowledge and skills of commercial drivers. A before-and-after study was conducted among 128 commercial drivers (62 intervention and 66 controls) selected by multi-stage sampling. Drivers' first aid knowledge and skills were assessed at baseline, immediate, and three months post-intervention. The intervention involved a 2-day training session in first aid. Repeated measures ANOVA was used to test for differences in respondents' pre- and post-intervention scores over the three assessment points. Mean first aid knowledge scores for intervention drivers were 48.9% (SD=12.0), 57.8% (SD=11.2), and 59.2% (SD=9.0) at baseline, immediate, and three months post-intervention. Corresponding scores for the controls were 48.3% (SD=12.8), 39.2% (SD=15.3), and 46.8% (SD=15.3). Mean first aid skill scores for intervention drivers were 17.5% (SD=3.8), 80.7% (SD=8.3), and 72.3% (SD=16.8). Scores for control drivers were 16.5% (SD=4.5), 16.3% (SD=4.7), and 20.4% (SD=9.1), respectively. Repeated measures ANOVA showed significant differences in first aid knowledge and skills scores over the three phases. Independent t-test revealed significant differences in scores between the intervention and control groups post-intervention. The training led to significant improvement in first aid knowledge and skills of intervention drivers. This confirms that lay responders can be trained in provision of first aid. The slight drop in skills scores, which occurred three months post-intervention, highlights the need for periodic refresher trainings to be conducted for the drivers in

Programming Not Required: Skills and Knowledge for the Digital Library Environment

Science.gov (United States)

Howard, Katherine

2010-01-01

Education for Library and Information professionals in managing the digital environment has been a key topic for discussion within the LIS environment for some time. However, before designing and implementing a program for digital library education, it is prudent to ensure that the skills and knowledge required to work in this environment are…

The Mental Health Nurse Incentive Program: desirable knowledge, skills and attitudes from the perspective of nurses.

Science.gov (United States)

Happell, Brenda; Palmer, Christine; Tennent, Rebeka

2011-03-01

To enhance the understanding of the skills and attitudes of mental health nurses working in the Australian Mental Health Nurse Incentive Program. The Mental Health Nurse Incentive Program places qualified mental health nurses alongside community-based general practitioners, private psychiatric practices and other appropriate organisations to provide clients with mental health conditions with a more integrated treatment plan. An exploratory, qualitative approach was undertaken, given the paucity of relevant research in this area. Exploratory individual interviews were conducted with ten mental health nurses working in this scheme. Data analysis was organised and managed using QSR NVivo qualitative analysis software. Respondents identified specific skills and attitudes required for practice under the Mental Health Nurse Incentive Program. Eight areas of skill and attitude were identified as essential for mental health nurses working in this field. This study highlights that many of these skills and attitudes are specific to the setting where mental health nurses are working. Mental health nurses working under this programme have a role to play in the dissemination of knowledge about their practice. More needs to be done by governments and other institutions to ensure that general practitioners and other health professionals understand the role played by mental health nurses in the provision of care. The extent to which the Mental Health Nurse Incentive Program becomes a sustainable strategy to promote quality and accessible mental health care will depend to some degree on the capacity to identify the skills and attitudes necessary for practice. The findings presented in this paper provide a significant contribution to articulating the essential characteristics required for this area of practice. © 2011 Blackwell Publishing Ltd.

Improving basic math skills through integrated dynamic representation strategies.

Science.gov (United States)

González-Castro, Paloma; Cueli, Marisol; Cabeza, Lourdes; Álvarez-García, David; Rodríguez, Celestino

2014-01-01

In this paper, we analyze the effectiveness of the Integrated Dynamic Representation strategy (IDR) to develop basic math skills. The study involved 72 students, aged between 6 and 8 years. We compared the development of informal basic skills (numbers, comparison, informal calculation, and informal concepts) and formal (conventionalisms, number facts, formal calculus, and formal concepts) in an experimental group (n = 35) where we applied the IDR strategy and in a Control group (n = 37) in order to identify the impact of the procedure. The experimental group improved significantly in all variables except for number facts and formal calculus. It can therefore be concluded that IDR favors the development of the skills more closely related to applied mathematics than those related to automatic mathematics and mental arithmetic.

Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

Science.gov (United States)

Misu, La; Ketut Budayasa, I.; Lukito, Agung

2018-03-01

This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.

Knowledge management: Preserving skills and expertise for nuclear industry

International Nuclear Information System (INIS)

Urjan, Daniel; Havris, Alexandru

2003-01-01

All healthy organizations generate and use knowledge. As organizations interact with their environments, they absorb information, turn it into knowledge and take action based on it in combination with their experiences, values and internal rules. Without knowledge, an organization could not organize itself; it would be unable to maintain itself as a functioning enterprise. Like any highly technical endeavor, the use of nuclear technology relies heavily on a vast accumulation of knowledge - volumes of scientific research, engineering analysis, operational data, regulatory reviews and many other types of technical information - combined with a complex assortment of people with the requisite educational background, expertise and acquired insight to apply that body of knowledge safely and effectively. Methods must be found to better capture this enormous body of nuclear experience. Today's nuclear workforce needs to document knowledge and then mentor the new nuclear scientists to build upon it, rather than having to re-create it. The latest studies have shown that at present NPPs cannot be replaced by other kinds of electric sources and in no case by renewable ones in an efficient manner. Therefore it is necessary to carefully manage knowledge gathered in the nuclear field during the years and to keep on the nuclear safety research, education and training to ensure and upgrade safe and reliable operation of existing and future nuclear facilities. Having in mind the complexity of this issue of global concern, this presentation tries to provide a brief overview of what knowledge management is and how it can help organizations to preserve knowledge, skills and expertise, particularly for the nuclear environment. What are the challenges of nuclear knowledge management and who should lead knowledge management efforts are also some of the issues covered in the presentation. (authors)

Assessment of knowledge and skills about growth monitoring amongst multipurpose workers in an ICDS project.

Science.gov (United States)

Kapil, U; Sood, A K; Gaur, D R; Bhasin, S

1991-08-01

Knowledge and skills amongst 34 multipurpose workers working in an ICDS project about growth monitoring was assessed using interview technique. All workers had correct knowledge about rationale of growth monitoring. A total of 73.5% and 94.1% had knowledge that flattened growth curve indicates no weight gain and descending growth indicates decrease in weight, respectively.

Exploring the skills, knowledge and attitudes of successful female entrepreneurs in Ghana

Directory of Open Access Journals (Sweden)

Samuel C.K. Buame

2013-02-01

Full Text Available The Indigenous Ghanaian woman entrepreneur, this study found exhibits many similarities with their counterparts in other countries in terms of their personality traits. However, they differed in other aspects such as their educational backgrounds and modes of entrepreneurial skills acquisition. Through their entrepreneurial activities the women have made substantial contributions to the economic growth of Ghana in terms of innovation, job creation, and reduction in poverty and unemployment. Using a survey methodology, this study concludes that to succeed as a female entrepreneur in Ghana, one requires some specific knowledge, skills and attitudes.

Impact of a Vascular Neurosurgery Simulation-Based Course on Cognitive Knowledge and Technical Skills in European Neurosurgical Trainees.

Science.gov (United States)

Zammar, Samer G; El Tecle, Najib E; El Ahmadieh, Tarek Y; Adelson, P David; Veznedaroglu, Erol; Surdell, Daniel L; Harrop, James S; Benes, Vladimir; Rezai, Ali R; Resnick, Daniel K; Bendok, Bernard R

2015-08-01

To assess microsurgical and diagnostic cerebral angiography modules and their corresponding objective assessment scales as educational tools for European neurosurgical residents at the European Association of Neurosurgical Societies Resident Vascular Neurosurgery course, which was held in Prague, Czech Republic, on September 2013. Microsurgical skills and cerebral angiography are fundamental skills in vascular neurosurgery. There is a need to develop a simulation-based curriculum focusing on these skills for neurosurgical trainees worldwide. The course consisted of 2 modules: microanastomosis and diagnostic cerebral angiography. In addition to an initial screening survey, each module was divided into 3 components: 1) a before didactic cognitive knowledge and technical skills testing, 2) a didactic lecture, and 3) an after didactic cognitive knowledge and technical skills testing. We compared the trainees' cognitive and technical scores from the before and after testing phases. Wilcoxon sum rank test was used to test statistical significance. The knowledge test median scores increased from 63% and 68% to 80% and 88% (P technical proficiency. Copyright © 2015. Published by Elsevier Inc.

Designing Cognitively Diagnostic Assessment for Algebraic Content Knowledge and Thinking Skills

Science.gov (United States)

Zhang, Zhidong

2018-01-01

This study explored a diagnostic assessment method that emphasized the cognitive process of algebra learning. The study utilized a design and a theory-driven model to examine the content knowledge. Using the theory driven model, the thinking skills of algebra learning was also examined. A Bayesian network model was applied to represent the theory…

Updating polytechnic teachers' knowledge and skills through teacher design teams in Ghana

NARCIS (Netherlands)

Bakah, M.A.B.; Voogt, Joke; Pieters, Julius Marie

2012-01-01

While teachers and administrators in polytechnics in Ghana have categorically expressed the growing need for the former’s knowledge and skills to be updated in the era of polytechnic transformation, little attention has been paid to the subject. This study reports a professional development

Knowledge, Skills and Competencies of Hospitality Companies in the South Moravian Region

Directory of Open Access Journals (Sweden)

Klapalova Alena

2013-06-01

Full Text Available In 2009, a survey focused on barriers to entrepreneurship among managers and/or owners of companies in the hospitality industry in the South Moravian Region was carried out (Klapalová,2011 at the College of Business and Hotel Management in Brno. Results of this survey revealed that knowledge together with skills and competencies was considered to be the biggest barrier to sustainable successful entrepreneurship of these companies and this perception wasalso confirmed by Spearman’s correlations analysis with statistically significant coefficient at the 0.05 level (Spearman’s rho=0.214, p=0.18, when analyzing the relation to financial performanceof companies. The issue of knowledge was not investigated deeper in the survey but it raised several questions for further research. This paper offers preliminary and partial results of an inquiry done during the autumn and winter 2011 and spring and summer 2012 which takes up the previous survey from 2009 with the aim to explore the types of knowledge, skills and competencies perceived as the most important for company success and as the most missing in nowadays entrepreneurship of inquired companies. Three relationships of knowledge categories were analysed: relation to the age and size of companies and relation to the indicators of financial performance. The findings have several managerial implications, both for business practice and educational organisations.

How the integration of traditional birth attendants with formal health systems can increase skilled birth attendance.

Science.gov (United States)

Byrne, Abbey; Morgan, Alison

2011-11-01

Forty years of safe motherhood programming has demonstrated that isolated interventions will not reduce maternal mortality sufficiently to achieve MDG 5. Although skilled birth attendants (SBAs) can intervene to save lives, traditional birth attendants (TBAs) are often preferred by communities. Considering the value of both TBAs and SBAs, it is important to review strategies for maximizing their respective strengths. To describe mechanisms to integrate TBAs with the health system to increase skilled birth attendance and examine the components of successful integration. A systematic review of interventions linking TBAs and formal health workers, measuring outcomes of skilled birth attendance, referrals, and facility deliveries. Thirty-three articles met the selection criteria. Mechanisms used for integration included training and supervision of TBAs, collaboration skills for health workers, inclusion of TBAs at health facilities, communication systems, and clear definition of roles. Impact on skilled birth attendance depended on selection of TBAs, community participation, and addressing barriers to access. Successful approaches were context-specific. The integration of TBAs with formal health systems increases skilled birth attendance. The greatest impact is seen when TBA integration is combined with complementary actions to overcome context-specific barriers to contact among SBAs, TBAs, and women. Copyright © 2011 International Federation of Gynecology and Obstetrics. Published by Elsevier Ireland Ltd. All rights reserved.

The use of isiXhosa children’s poetry as a tool to integrate literacy, mathematics and life skills in Foundation Phase: Grade R-3

Directory of Open Access Journals (Sweden)

Nozuko Gxekwa

2017-12-01

Full Text Available Literature helps us understand and make sense of the world around us. It is a part of education, which broadens one’s mind about how to understand, transfer knowledge and provide meaningful and authentic learning. Thus, this article aims to highlight how some elements of isiXhosa children’s poetry can be used to help pre-service teachers to teach and integrate mathematics and life skills with literacy in Foundation Phase (FP. This approach of using poems for integration strengthens concepts and skills in more than one subject area. The theoretical framework that informed the article is integrative learning. The data in this article were generated through non-participant classroom observations and non-structured interviews with the participants of the study and the researchers adopted the interpretative phenomenological analysis method for data analysis. This article was prompted by findings of lack of understanding of integrative teaching and learning and lack of teaching resources in isiXhosa to enhance integrative teaching and learning in FP intervention undertaken with 25 first year isiXhosa-speaking FP students.

Digital Immigrants: An Exploration of Their Technological Knowledge and Skill Sets

Science.gov (United States)

Walker, Benjamin

2012-01-01

This instrumental case study explored the knowledge and skill set levels of adult learners over the age of 35 with an emphasis in emerging educational technologies. The case study focused on EdD students in four cohorts at the Drexel University Center for Graduate Studies in Sacramento, CA. This research sought to answer the following research…

Subjective Assessment of Croatian Dental Medicine Students on Their Knowledge and Skills in Prosthodontics

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Vlaho Brailo

2017-01-01

Full Text Available Objectives: The aim of the study was to establish the subjective perception of dental medicine students’ knowledge and skills in prosthodontics and to determine both how their perception changed during their study, by gaining clinical experience. Also, the aim was to investigate if there were any socio-demographic factors that influenced students’ perception. Methods: The research, based on an anonymous survey for dental medicine students was carried out at the School of Dental Medicine, University of Zagreb in 2015. YES/NO/DO NOT KNOW questions were used for assessment of students’ knowledge, and a 50 mm visual analog scale was used for assessment of their abilities and skills. The Chi-square test, t-test for independent samples, analysis of variance and the Pearson’s correlation coefficient were used for statistical data analysis. Results: Students’ response (4th, 5th and 6th year of study to the study amounted to 71,3 %. The results showed that clinical experience and the number of correct answers from knowledge assessment increased with the year of study. Students with completed dental laboratory technician school took statistically significantly larger number of impressions and fabricated a significantly larger number of fixed restorations. Additionally, the results showed a significantly higher level of agreement with the statements about their perception of knowledge and skills. Conclusion: Students’ perceptions on learning positively correlated with the number of completed semesters in prosthodontics and the students’ own clinical experience.

Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

Science.gov (United States)

Roh, Young Sook; Kim, Sang Suk

2015-07-01

Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, Plearning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.

Gaps in the knowledge and skills of Portuguese mothers associated with newborn health care

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Alexandrina Maria Ramos Cardoso

2018-05-01

Full Text Available ABSTRACT Objectives: assess mothers’ parenting knowledge and skills associated with the parental competence health promotion and monitoring for newborns and infants aged up to six months and determine the key characteristics of mothers who are better prepared for parenting. Method: cross-sectional study conducted in three health centers belonging to a Local Health Unit in the Northern Region of Portugal. Data was collected using clinical interviews conducted with pregnant women or mothers with a child aged up to six months. The tool used contained 21 child health promotion and monitoring indicators associated with different assessment moments: pregnancy, 1st/2nd week, 1st/2nd month, 3rd/4th month, and 5th/6th month. Results: we assessed the knowledge and skills of 629 women. Learning needs were identified for each of the indicators. The mothers who were better prepared for parenting tended to have a higher level of schooling, resided with the child’s father, had other children, had planned pregnancy, and intended to breastfeed. Conclusions: the results showed that knowledge and skills were lacking for each of the periods assessed by this study. First-time single mothers whose pregnancy was unplanned and who did not prepare themselves for parenthood may be considered a vulnerable group.

DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION

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Mohammad Imam FARISI

2016-01-01

Full Text Available Recently, technology has become an educational necessity in global-digital era. Facing these phenomena, social studies (SS should make innovations related to changes of 21st-century skills and learning paradigm, which is characterized by the principles of disclosure of information, computing, automation, and communication. Technology integration into SS learning is one of the learning innovations in the global-digital era, and powerfully supports the National Council for Social Studies (NCSS as stated in their visions: meaningful, powerful, value-based, challenging, and active. It also strongly supports the development of three core skills of the 21st-century, including learning and innovation skills; information, media and technology skills; life and career skills that developed in partnership with the Partnership Forum for 21st-Century Skills (P21. This paper examines and describes academics evolution toward a commitment and further developments in research; 21stcentury skills map for the SS; and the implications for developing teachers’ competences and teachers’ education curriculum.

Integrating Veterinary Subject Expertise With Information Literacy Expertise to Teach and Assess the Student Skills in Evidence-based Veterinary Medicine

Directory of Open Access Journals (Sweden)

Heather Moberly

2017-05-01

Full Text Available A 2015 survey of veterinary educators at AVMA accredited veterinary colleges indicated use of a wide variety of teaching modalities and a broad disparity among colleges about the amount of EBVM skills taught and their place in the curriculum. Evidence in learning theory suggests that teaching the skills of EBVM requires consideration of ways to optimise the transfer of skills from the didactic or pre-clinical to the clinical setting. We partnered to successfully integrate asking a clinical question, searching the literature, appraising the literature, and applying evidence to the clinical question to make a clinical recommendation in a pre-clinical, 2nd year, course (pharmacology and two 4th year clinical rotations (Small Animal Dermatology and Food Animal. We use lecture and paired work to introduce identifying knowledge gaps and writing background and PICO questions. Searching the biomedical literature is taught in hands-on labs with lecture followed up with open tutorial hands-on lab opportunities. Students initially work in small groups to learn critical appraisal using a literature evaluation form we created, and then learn to apply the evidence in order to make a clinical recommendation. We will report on the learning activities, assignments, rubrics, and student outcomes. Teaching materials are Creative Commons licensed and will be distributed. We will also describe challenges and recommendations for integrating EBVM skills into other disciplines.

Curriculum providing cognitive knowledge and problem-solving skills for anesthesia systems-based practice.

Science.gov (United States)

Wachtel, Ruth E; Dexter, Franklin

2010-12-01

Residency programs accredited by the ACGME are required to teach core competencies, including systems-based practice (SBP). Projects are important for satisfying this competency, but the level of knowledge and problem-solving skills required presupposes a basic understanding of the field. The responsibilities of anesthesiologists include the coordination of patient flow in the surgical suite. Familiarity with this topic is crucial for many improvement projects. A course in operations research for surgical services was originally developed for hospital administration students. It satisfies 2 of the Institute of Medicine's core competencies for health professionals: evidence-based practice and work in interdisciplinary teams. The course lasts 3.5 days (eg, 2 weekends) and consists of 45 cognitive objectives taught using 7 published articles, 10 lectures, and 156 computer-assisted problem-solving exercises based on 17 case studies. We tested the hypothesis that the cognitive objectives of the curriculum provide the knowledge and problem-solving skills necessary to perform projects that satisfy the SBP competency. Standardized terminology was used to define each component of the SBP competency for the minimum level of knowledge needed. The 8 components of the competency were examined independently. Most cognitive objectives contributed to at least 4 of the 8 core components of the SBP competency. Each component of SBP is addressed at the minimum requirement level of exemplify by at least 6 objectives. There is at least 1 cognitive objective at the level of summarize for each SBP component. A curriculum in operating room management can provide the knowledge and problem-solving skills anesthesiologists need for participation in projects that satisfy the SBP competency.

Peer-Led Culinary Skills Intervention for Adolescents: Pilot Study of the Impact on Knowledge, Attitude, and Self-efficacy.

Science.gov (United States)

Oakley, Amanda R; Nelson, Sarah A; Nickols-Richardson, Sharon M

To assess the impact and feasibility of a culinary skills intervention for adolescents led by peer educators compared with adult educators. Adolescents (aged 11-14 years) were randomized to peer educator (n = 22) or adult educator (n = 20) groups and attended 2 2.5-hour culinary skills lessons addressing knife skills, cooking methods, and recipes. Knowledge, attitude, and self-efficacy measurements were completed before and immediately after the intervention and at 3 and 6 months after the intervention. Fidelity checklists assessed the feasibility of program delivery. Differences within and between groups over time were assessed using ANOVA. Adolescents (n = 42) increased knowledge (3.7 ± 2.6 points [mean ± SD]; P culinary skills program for adolescents that increases knowledge. To affect attitude and self-efficacy, additional training of peer educators may be needed. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Exploring Perceptions of University Students Pertaining to Grades over Knowledge and Skills

Science.gov (United States)

Hasnain, Asma; Bhamani, Shelina

2014-01-01

The aim of the research was to study the phenomenon surrounding the perspective of university students preferring grades to knowledge and skills. Three currently enrolled participants were selected from different private universities of Karachi. Participants' interviews were examined through thematic analysis. The findings suggested that students…

Non-technical skills assessment for prelicensure nursing students: An integrative review.

Science.gov (United States)

Pires, Sara; Monteiro, Sara; Pereira, Anabela; Chaló, Daniela; Melo, Elsa; Rodrigues, Alexandre

2017-11-01

In nursing, non-technical skills are recognized as playing an important role to increase patient safety and successful clinical outcomes (Pearson and McLafferty, 2011). Non-technical skills are cognitive and social resource skills that complement technical skills and contribute to safe and efficient task performance (Flin et al., 2008). In order to effectively provide non-technical skills training, it is essential to have an instrument to measure these skills. An online search was conducted. Articles were selected if they referred to and/or described instruments assessing non-technical skills for nurses and/or prelicensure nursing students in educational, clinical and/or simulated settings with validation evidence (inclusion criteria). Of the 53 articles located, 26 met the inclusion criteria. Those referred to and/or described 16 instruments with validation evidence developed to assess non-technical skills in multidisciplinary teams including nurses. Although articles have shown 16 valid and reliable instruments, to our knowledge, no instrument has been published or developed and validated for the assessment of non-technical skills of only nurses in general, relevant for use in high-fidelity simulation-based training for prelicensure nursing students. Therefore, there is a need for the development of such an instrument. Copyright © 2017 Elsevier Ltd. All rights reserved.

The effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students

Science.gov (United States)

Pholphuet, Preedaporn; Kanyaprasith, Kamonwan; Khumwong, Pinit; Praphairaksit, Nalena

2018-01-01

The purpose of this research was to investigate the effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students. Two 10th grade classrooms consisting of 63 students were obtained by purposive sampling then one was assigned as an experimental and the other as a control group. The cooperative learning was integrated into 5E inquiry model for the experimental group in addition to the normal 5E inquiry model in the control group. A 5-level rating scale questionnaire was used for data collection both before and after the experiment. Furthermore, a descriptive journal from each student was added to the study after the researchers realized a significant difference in the teamwork skill of each group. Data from questionnaires were analyzed using descriptive statistics and inferential statistics. The results showed that the experimental group had a significantly higher score of interpersonal skills when compared to the control group (ptime management, the outcome of the work, the process of the work and the attitude of the students. The students in the experimental group demonstrated more creative ideas and were more likely to listen to other student ideas. The students in experimental group were less competitive and were more open in sharing and helping others. In conclusion, the addition of cooperative learning in to the usual 5E inquiry learning, not only help the students to achieve the knowledge but also help develop good interpersonal skills.

Testing Students under Cognitive Capitalism: Knowledge Production of Twenty-First Century Skills

Science.gov (United States)

Morgan, Clara

2016-01-01

Scholars studying the global governance of education have noted the increasingly important role corporations play in educational policy making. I contribute to this scholarship by examining the Assessment and Teaching of twenty-first century skills (ATC21S™) project, a knowledge production apparatus operating under cognitive capitalism. I analyze…

Integrating ergonomic knowledge into engineering design processes

DEFF Research Database (Denmark)

Hall-Andersen, Lene Bjerg

Integrating ergonomic knowledge into engineering design processes has been shown to contribute to healthy and effective designs of workplaces. However, it is also well-recognized that, in practice, ergonomists often have difficulties gaining access to and impacting engineering design processes...... employed in the same company, constituted a supporting factor for the possibilities to integrate ergonomic knowledge into the engineering design processes. However, the integration activities remained discrete and only happened in some of the design projects. A major barrier was related to the business...... to the ergonomic ambitions of the clients. The ergonomists’ ability to navigate, act strategically, and compromise on ergonomic inputs is also important in relation to having an impact in the engineering design processes. Familiarity with the engineering design terminology and the setup of design projects seems...

The usefulness of the surgical knowledge and skills acquired via the university curriculum for doctors' medical practice several years after graduation.

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Zyluk, Andrzej; Puchalski, Piotr; Szlosser, Zbigniew

2015-01-01

Teaching surgery during university curriculum comprises transferring theoretical knowledge traditionally and simultaneously acquiring manual skills, i.e., suturing, stitch removal, limb immobilization, catheterization, and assisting operations. Observations of doctors several years after graduation led to the reflection that teachers' ideas about surgical knowledge and skills that are useful in daily practice frequently fail to meet the facts of the case. The objective of this study was to determine which part of the surgical knowledge and skills taught via the university surgical curriculum proved to be useful in the daily practice of young doctors. A custom-made questionnaire was designed and mailed to 200 randomly chosen doctors who had graduated from the medical faculty at the authors' university 5 to 6 years previously. The questionnaire comprised 9 items concerning the knowledge and skills that proved to be the most useful in participants' daily practice, regardless of their specialty. A total of 64 completed questionnaires were returned (32% of 200 sent) and were the subject of analysis. The most useful knowledge in daily practice was that acquired from general surgery, followed by oncological and vascular surgery. The most useful was knowledge about the rational interpretation of clinical symptoms and signs acquired from examination of the patient, followed by arriving at an accurate diagnosis through logical analysis, and next developing "oncological sensitivity" to diagnosing neoplasms. The most effective teaching model was specialized outpatient clinic rounds, followed by training manual skills on a model and classical ward-round teaching. The most frequently learned (acquired) manual skills were removal of stitches, rectal examination, and examination of the abdomen. Of these skills, the most useful in daily practice appeared to be removal of stitches, catheterization of the urinary bladder, and wound suturing. Learning and practicing manual skills

Contribution entrepreneurial knowledge, skills competence, and self-efficacy to student entrepreneurship readiness of multimedia expertise at vocational high school in Malang

Science.gov (United States)

Islami, Pio Arfianova Ftirizky; Elmunsyah, Hakkun; Muladi

2017-09-01

This study aims to determine the contribution of entrepreneurship knowledge, skills competence, and self-efficacy to entrepreneurship readiness. The design used in this research using a quantitative approach and knowledge test techniques using regression analysis. The number of samples in this study as many as 181 students. The results showed that there was a significant contribution between entrepreneurship knowledge to entrepreneurship readiness. There is also a significant contribution between the skills competence to entrepreneurship readiness and there is a significant contribution between self-efficacy to entrepreneurship readiness. Futhermore, there is a significant contribution simultaneously between entrepreneurship knowledge, skill competence; self-efficacy to entrepreneurship readiness.

Integrated Measurement of Crew Resource Management and Technical Flying Skills

Science.gov (United States)

1993-08-01

This report presents the findings of a study designed with two objectives: to produce a prototype performance : measurement instrument (PMI) that integrates the assessment of Crew Resource Management (CRM) and technical flying : skills and to investi...

Knowledge representation for integrated plant operation and maintenance

DEFF Research Database (Denmark)

Lind, Morten

2010-01-01

Integrated operation and maintenance of process plants has many advantages. One advantage is the improved economy obtained by reducing the number of plant shutdowns. Another is to increase reliability of operation by monitoring of risk levels during on-line maintenance. Integrated plant operation...... and maintenance require knowledge bases which can capture the interactions between the two plant activities. As an example, taking out a component or a subsystem for maintenance during operation will require a knowledge base representing the interactions between plant structure, functions, operating states...... and goals and incorporate knowledge about redundancy and reliability data. Multilevel Flow Modeling can be used build knowledge bases representing plant goals and functions and has been applied for fault diagnosis and supervisory control but currently it does not take into account structural information...

Residents as teachers: psychiatry and family medicine residents' self-assessment of teaching knowledge, skills, and attitudes.

Science.gov (United States)

Brand, Michael W; Ekambaram, Vijayabharathi; Tucker, Phebe; Aggarwal, Ruchi

2013-09-01

Residents are one of the prime sources of information and education for medical students. As an initial step in supporting residents as teachers, a baseline self-assessment of residents' knowledge, skills, attitudes, and values related to teaching was conducted among psychiatry and family medicine residents to compare and improve their confidence and skills as teachers. Psychiatry residents (N=12) and family medicine residents (N=23) completed self-assessments of their knowledge, skills, attitudes, and values related to teaching. Residents also were asked to list steps used in the One-Minute Preceptor process and estimate the time each spent in teaching. Descriptive summary statistics were used for four main areas related to teaching; t-test and chi-square analyses were conducted to ascertain whether there was a significant difference in resident groups. In the current study, the perceived amount of time spent for teaching patients was significantly higher among family practice residents, whereas no group differences were found for time teaching medical students, peers, community members, non-physicians, or others. However, family medicine residents rated themselves higher than psychiatry residents in their understanding of their roles in teaching medical students and teaching patients. Also, family medicine residents' self-reported teaching skills were more advanced (82.4%) than psychiatry residents' (54.2%). They most likely applied at least two different teaching methods in inpatient and outpatient settings, as compared with psychiatry residents. No significant group differences were found in the other 15 items assessing teaching knowledge, skills, attitudes, and values. Results indicate that residents' knowledge, skills, attitudes, and values regarding teaching varies across institutions and training programs. The psychiatry residents in this study do not clearly understand their role as educators with patients and medical students; they have a less clear

Ethnic Differences for Public Health Knowledge, Health Advocacy Skills, and Health Information Seeking Among High School Students: Community Agents of Change.

Science.gov (United States)

Kratzke, Cynthia; Rao, Satya; Marquez, Ruben

2018-03-06

Although adult health advocacy programs have been examined in communities, little is known about integrated adolescent health advocacy programs in high schools. The purpose of this study was to examine the health advocacy program impact and ethnic differences among high school students. Using a cross-sectional study, high school students participating in the school-based program completed evaluation surveys. The program domains included upstream causes of health, community assets, and public health advocacy. Bivariate analyses were conducted to examine ethnic differences for public health knowledge, health advocacy skills, and health information seeking behaviors. Using thematic analysis, open-ended survey item responses were coded to identify themes for students' perceptions of community health. Non-Hispanic (n = 72) and Hispanic high school students (n = 182) in ten classes reported owning smartphones (95%) and laptops (76%). Most students (72%) reported seeking online health information. Non-Hispanic students reported significantly higher health advocacy skills for speaking with the class about health issues, identifying community services, or creating health awareness at school than Hispanic students. Non-Hispanic students were more likely to seek health information from fathers and television than Hispanic students. Hispanic students were more likely to seek health information from hospital or clinic staff than non-Hispanic students. Emergent themes included health advocacy skills, community awareness, and individual and community health changes. High schools benefit from integrating health advocacy programs into the core curriculum. Adolescents gain important skills to improve their individual health and engage in changing community health.

Integrating knowledge and knowledge processes: A critical incident study of product development projects.

NARCIS (Netherlands)

Kraaijenbrink, Jeroen

2012-01-01

Various scholars have argued that knowledge processes in organizations are integrally linked in practice. The extant literature though treats them separately and thereby disregards the interactions and tensions between them. A result of this way of studying knowledge processes is that little is

Mediation Game When the Conflict Can Be Fun to Learn--A Legal Skill Learning Tool: The Integration of Knowledge Management, Learning Theory and Serious Game Concept

Science.gov (United States)

Luengvilai, Chainarong; Yodmongkol, Pitipong

2016-01-01

Legal justice in Thailand has been shifted to restorative justice for reasons. But Thai law schools have not been changed to promote lawyering skill learning opportunities due to various obstacles and limitations caused by existing legal educational policies, law curriculum's structure, knowledgeable instructors, and learners' characteristics. As…

The Effects of an Interactive Nursing Skills Mobile Application on Nursing Students' Knowledge, Self-efficacy, and Skills Performance: A Randomized Controlled Trial

Directory of Open Access Journals (Sweden)

Hyunsun Kim, MSN, RN

2018-03-01

Full Text Available Purpose: Clinical nursing practice is important because it helps nursing students experience realities of clinical nursing that cannot be learned through theoretical education. This study aimed to evaluate the effect of an interactive nursing skills mobile application for nursing students. Methods: Sixty-six senior nursing students were randomly assigned to experimental or control groups. The experimental group used an interactive nursing skills mobile application for 1 week. The control group was provided with a mobile application containing noninteractive nursing video contents for 1 week. Before (pre-test and 1 week after (post-test using the mobile application, participants' knowledge of clinical nursing skills, self-efficacy of nursing practice, and nursing skills performance were assessed. Results: The experimental group showed a significantly higher value for knowledge after 1 week of treatment via their mobile application than the control group (t = 3.34, p = .001. In addition, they showed significantly improved self-efficacy before and after intervention (t = 2.46, p = .017 than the control group. The experimental group's nursing skills performance was also significantly enhanced after intervention (t = 7.05, p < .001, with a significant difference in the degree of improvement (t = 4.47, p < .001. Conclusion: The interactive learner-centered nursing education mobile application with systematic contents was an effective method for students to experience practical nursing skills. Developing and applying a mobile application with other nursing contents that can be effectively used across all range of nursing students is recommended. Keywords: interactive learning, mobile applications, nursing education, nursing student, practical nursing

Diffusion of knowledge and skills through labour markets: Evidence from the furniture cluster in Metro Cebu (the Philippines)

NARCIS (Netherlands)

Beerepoot, N.

2008-01-01

A skilled and flexible labour force is often given recognition as one of the key features of industrial clusters of similar enterprises. In clusters of small enterprises, knowledge and skills are not embedded in firms, but in the local labour force and the movements of a skilled and flexible labour

Integración de saberes para el desarrollo de la competencia comunicativa Integrating knowledge to foster communicative competence

Directory of Open Access Journals (Sweden)

Lourdes de la Caridad Cabrera Reyes

2017-05-01

Full Text Available The paper describes the findings of a research intended to foster the communicative competence of first year students of bachelors in Education and Language Teaching. The study of the bibliography allows the construction of a framework related to the integration of knowledge, by examining documents it was possible to establish the integrative nucleus, and modeling allows the design of the proposal, whereas the procedures of the action-research approach lead the practical introduction of the proposal and controlling its results. The paper offers the integrative nucleus for communicative competence training, the definition and proposition of comprehensive lesson needed to pursue it and the impact of the proposal on a sample of students with low levels of communicative competence. Keywords:verbal communication, language instruction, language skills, language enrichment.

Integrating critical Web skills and content knowledge: Development and evaluation of a 5th grade educational program

NARCIS (Netherlands)

Kuiper, E.; Volman, M.L.L.; Terwel, J.

2008-01-01

Although the Web is almost omnipresent in many children's lives, most children lack adequate Web searching skills as well as skills to process and critically evaluate Web information. In this article, we describe and evaluate an educational program that aimed at acquiring Web skills in the context

Conducting Psychological Assessments in Schools: Adapting for Converging Skills and Expanding Knowledge

Science.gov (United States)

Bowles, Terry; Scull, Janet; Hattie, John; Clinton, Janet; Larkins, Geraldine; Cicconi, Vincent; Kumar, Doreen; Arnup, Jessica L.

2016-01-01

In this paper we argue for a revision of the knowledge, skills and competencies of school psychologists and specialist teachers. Evidence-based practice of psychologists and teachers, the accountability movement, and calls for improved service delivery have led to changes in the practice of both professions. The changes in technology and the…

Continuous Enhancement of Science Teachers' Knowledge and Skills through Scientific Lecturing.

Science.gov (United States)

Azevedo, Maria-Manuel; Duarte, Sofia

2018-01-01

Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools. We evaluated the effectiveness of a training activity consisting of lectures covering environmental and health sciences conducted by scientists/academic teachers. The outcomes of this educational study were evaluated using a survey with several questions about environmental and health scientific topics. Responses to the survey were analyzed before and after the implementation of the scientific lectures. Our results showed that Basic and Secondary schools teachers' knowledge was greatly improved after the lectures. The teachers under training felt that these scientific lectures have positively impacted their current knowledge and awareness on several up-to-date scientific topics, as well as their teaching methods. This study emphasizes the importance of continuing teacher education concerning knowledge and awareness about health and environmental education.

Enhancing health policymakers' information literacy knowledge and skill for policymaking on control of infectious diseases of poverty in Nigeria.

Science.gov (United States)

Uneke, Chigozie Jesse; Ezeoha, Abel Ebeh; Uro-Chukwu, Henry; Ezeonu, Chinonyelum Thecla; Ogbu, Ogbonnaya; Onwe, Friday; Edoga, Chima

2015-01-01

In Nigeria, one of the major challenges associated with evidence-to-policy link in the control of infectious diseases of poverty (IDP), is deficient information literacy knowledge and skill among policymakers. There is need for policymakers to acquire the skill to discover relevant information, accurately evaluate retrieved information and to apply it correctly. To use information literacy tool of International Network for Availability of Scientific Publications (INASP) to enhance policymakers' knowledge and skill for policymaking on control of IDP in Nigeria. Modified "before and after" intervention study design was used in which outcomes were measured on target participants both before the intervention is implemented and after. This study was conducted in Ebonyi State, south-eastern Nigeria and participants were career health policy makers. A two-day health-policy information literacy training workshop was organized to enhance participants" information literacy capacity. Topics covered included: introduction to information literacy; defining information problem; searching for information online; evaluating information; science information; knowledge sharing interviews; and training skills. A total of 52 policymakers attended the workshop. The pre-workshop mean rating (MNR) of knowledge and capacity for information literacy ranged from 2.15-2.97, while the post-workshop MNR ranged from 3.34-3.64 on 4-point scale. The percentage increase in MNR of knowledge and capacity at the end of the workshop ranged from 22.6%-55.3%. The results of this study suggest that through information literacy training workshop policy makers can acquire the knowledge and skill to identify, capture and share the right kind of information in the right contexts to influence relevant action or a policy decision.

An exploration of knowledge integration problems in interdisciplinary research teams

NARCIS (Netherlands)

Bayerl, P.S.; Steinheider, B.

2009-01-01

The integration of function-specific expertise into a shared knowledge base is a crucial, but complex process for success in interdisciplinary teams. This paper presents an empirically derived typology of knowledge integration problems and links their occurrence to degree of heterogeneity and

The Effects of Kinetic Structure on Knowledge About and Performance of a Psychomotor Skill: Teaching Students to Use the Compound Microscope

Science.gov (United States)

Simmons, Ellen Stephanie

1977-01-01

Investigates effects of method of presentation and structure on secondary student's acquisition of knowledge and psychomotor skills in teaching use of the compound microscope. Psychomotor skills and knowledge acquisitions were both found to be directly related to high structure and separated presentations. (SL)

The effect of science learning integrated with local potential to improve science process skills

Science.gov (United States)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study.

Science.gov (United States)

Shah, Sameena; Andrades, Marie; Basir, Fasia; Jaleel, Anila; Azam, Iqbal; Islam, Muhammad; Ahmed, Rashida

2016-01-01

Evidence highlights a lack of communication skills in doctors leading to dysfunctional consultations. To address this deficit, a private medical college instituted curricular reforms with inclusion of a longitudinal communication skills program. A pilot study was undertaken to evaluate the effectiveness of this program by comparing the consultation skills of medical students of this college with a medical college without a communication skills program. A 4-station Objective Structured Clinical Examination (OSCE) was conducted in the third and final year. Mann-Whitney U-test was used to compare the difference in the distribution between OSCE stations total and construct scores. At the end of the third year, 21 (31.34%), students of the study site (medical college 1 [college with integrated longitudinal communication skills program]) and 31 (46.26%) students from the comparison site (medical college 2 [comparable college without communication skills program]) consented. Medical college 1 achieved a significantly higher overall mean total station score of 68.0% (standard deviation [SD] =13.5) versus 57.2% (SD = 15.4) (P skills in an undergraduate curriculum positively impacted consultation skills. Community-based training and faculty development are required to develop effective patient-centered consultation skills.

Continuing Education Effects on Cultural Competence Knowledge and Skills Building among Health Professionals

Directory of Open Access Journals (Sweden)

Marla B. Hall

2013-08-01

Full Text Available Racial and ethnic minority health data from a national perspective indicates there is much to learn in the public health workforce about the ongoing health disparities crisis. This suggests a level of urgency to assist our public health professionals in obtaining specific skills sets that will assist them in working better with vulnerable populations. The purpose of this research is to assess cultural competence knowledge and programmatic skill sets, utilizing an explorational case study, of individuals employed within an urban public health department. In order to effectively evaluate these constructs, a quantitative research approach was employed to examine participants’ knowledge and competencies of the subject matter. This data was further analyzed to determine if continuing education participation and training was correlated to the levels of culturally competent practice engagement and self-reported confidence. In addition, researchers obtained data on the availability of employer sponsored training opportunities. The data suggested when health professionals engage in cultural competence education, their level of awareness of unique characteristics between ethnic and racial minorities increased. Those who exhibited the healthiest behaviors, as it relates to effectively working with diverse populations, had a heightened sense of knowledge related to culture and healthcare services. Continuing education in cultural competence is an essential strategy for improving public health employees’ effectiveness in working with diverse clients and reducing racial and ethnic health disparities. As the finding illustrated, training programs must incorporate educational components which foster skill building to enable subsequent culturally appropriate clinical interactions.

Integrating Indigenous Knowledge in Climate Risk Management in ...

International Development Research Centre (IDRC) Digital Library (Canada)

27 mars 2008 ... Integrating Indigenous Knowledge in Climate Risk Management in support of Community Based Adaptation. Traditionally, African farmers have used indigenous knowledge to understand weather and climate patterns and make decisions about crop and irrigation cycles. However, increased variability ...

Academic Admission Requirements as Predictors of Counseling Knowledge, Personal Development, and Counseling Skills

Science.gov (United States)

Smaby, Marlowe H.; Maddux, Cleborne D.; Richmond, Aaron S.; Lepkowski, William J.; Packman, Jill

2005-01-01

The authors investigated whether undergraduates' scores on the Verbal and Quantitative tests of the Graduate Record Examinations and their undergraduate grade point average can be used to predict knowledge, personal development, and skills of graduates of counseling programs. Multiple regression analysis produced significant models predicting…

Knowledge and psychomotor skills of nursing students in North Cyprus in the area of cardiopulmonary resuscitation.

Science.gov (United States)

Dal, Umran; Sarpkaya, Dilek

2013-07-01

Objective : The aim of the study was to determine the cardiopulmonary resuscitation (CPR) knowledge and skill levels of nursing students in North Cyprus. Methods : The study design was quasi-experimental and longitudinal. A questionnaire was applied to the students before the CPR lecture. Then the students were informed about adult CPR by the researchers and all of the students practiced CPR on a Resusci-Anne manikin. One and six months after this training the same questionnaire and skills checklist of CPR were applied. Results : Eighty three third year students of nursing participated in the study. While the average CPR knowledge score of these students was 9.3 ± 2.9 out of 23 before the lecture, this average increased to 17.0 ± 1.8 one month after the CPR lecture and decreased by two points back to 14.9 ± 3.8 after six months. Skill score of the students one month after the CPR skills training was 18.4 out of 21, and that this average decreased to 13.8 after six months (p<0.05). Nursing students tend to forget theoretical and applied CPR training after couple of months. Hence there is a need for continuous CPR training and education and repeating the skills at regular intervals even after they have graduated to ensure sustainability in the CPR skills.

Wikis: Developing pre-service teachers’ leadership skills and knowledge of content standards

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Angelia Reid-Griffin

2016-03-01

Full Text Available In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge, skills and dispositions of beginning teacher leaders. Our findings indicate the pre-service teachers' overall satisfaction with demonstrating leadership through collaborative practices. They were successful in these new roles as teacher/collaborator within the context of communication about content standards. Though the candidates participated in other collaborative tasks, this effort was noted for bringing together technology, content standards and leadership qualities that are critical for beginning teachers. Implications for addressing the preservice teachers' development of leadership skills, as they become professional teachers will be shared.

Integrated knowledge base tool for acquisition and verification of NPP alarm systems

International Nuclear Information System (INIS)

Park, Joo Hyun; Seong, Poong Hyun

1998-01-01

Knowledge acquisition and knowledge base verification are important activities in developing knowledge-based systems such as alarm processing systems. In this work, we developed the integrated tool, for knowledge acquisition and verification of NPP alarm processing systems, by using G2 tool. The tool integrates document analysis method and ECPN matrix analysis method, for knowledge acquisition and knowledge verification, respectively. This tool enables knowledge engineers to perform their tasks from knowledge acquisition to knowledge verification consistently

United States Program for Technical assistance to IAEA Standards. Concept Paper: Knowledge Acquisition, Skills training for enhanced IAEA safeguards inspections

Energy Technology Data Exchange (ETDEWEB)

Morris, F.A.; Toquam, J.L.

1993-11-01

This concept paper explores the potential contribution of ``Knowledge Acquisition Skills`` in enhancing the effectiveness of international safeguards inspections by the International Atomic energy Agency (IAEA, or Agency) and identifies types of training that could be provided to develop or improve such skills. For purposes of this concept paper, Knowledge Acquisition Skills are defined broadly to include all appropriate techniques that IAEA safeguards inspectors can use to acquire and analyze information relevant to the performance of successful safeguards inspections. These techniques include a range of cognitive, analytic, judgmental, interpersonal, and communications skills that have the potential to help IAEA safeguards inspectors function more effectively.

Knowledge and Skill Requirements for Marketing Jobs in the 21st Century

Science.gov (United States)

Schlee, Regina Pefanis; Harich, Katrin R.

2010-01-01

This study examines the skills and conceptual knowledge that employers require for marketing positions at different levels ranging from entry- or lower-level jobs to middle- and senior-level positions. The data for this research are based on a content analysis of 500 marketing jobs posted on Monster.com for Atlanta, Chicago, Los Angeles, New York…

Simulation-based medical education in clinical skills laboratory.

Science.gov (United States)

Akaike, Masashi; Fukutomi, Miki; Nagamune, Masami; Fujimoto, Akiko; Tsuji, Akiko; Ishida, Kazuko; Iwata, Takashi

2012-01-01

Clinical skills laboratories have been established in medical institutions as facilities for simulation-based medical education (SBME). SBME is believed to be superior to the traditional style of medical education from the viewpoint of the active and adult learning theories. SBME can provide a learning cycle of debriefing and feedback for learners as well as evaluation of procedures and competency. SBME offers both learners and patients a safe environment for practice and error. In a full-environment simulation, learners can obtain not only technical skills but also non-technical skills, such as leadership, team work, communication, situation awareness, decision-making, and awareness of personal limitations. SBME is also effective for integration of clinical medicine and basic medicine. In addition, technology-enhanced simulation training is associated with beneficial effects for outcomes of knowledge, skills, behaviors, and patient-related outcomes. To perform SBME, effectively, not only simulators including high-fidelity mannequin-type simulators or virtual-reality simulators but also full-time faculties and instructors as professionals of SBME are essential in a clinical skills laboratory for SBME. Clinical skills laboratory is expected to become an integrated medical education center to achieve continuing professional development, integrated learning of basic and clinical medicine, and citizens' participation and cooperation in medical education.

Motivational interviewing-based training enhances clinicians' skills and knowledge in psoriasis: findings from the Pso Well® study.

Science.gov (United States)

Chisholm, A; Nelson, P A; Pearce, C J; Littlewood, A J; Kane, K; Henry, A L; Thorneloe, R; Hamilton, M P; Lavallee, J; Lunt, M; Griffiths, C E M; Cordingley, L; Bundy, C

2017-03-01

Psoriasis is a common long-term, immune-mediated skin condition associated with behavioural factors (e.g. smoking, excess alcohol, obesity), which increase the risk of psoriasis onset, flares and comorbidities. Motivational interviewing (MI) is an evidence-based approach to health-related behaviour change that has been used successfully for patients with long-term conditions. This study assessed change in clinicians' MI skills and psoriasis knowledge following Psoriasis and Wellbeing (Pso Well ® ) training. To investigate whether the Pso Well training intervention improves clinicians' MI skills and knowledge about psoriasis-related comorbidities and risk factors; and to explore the acceptability and feasibility of the Pso Well training content, delivery and evaluation. Clinicians attended the 1-day training programme focused on MI skills development in the context of psoriasis. MI skills were assessed pre- and post-training using the Behaviour Change Counselling Index. Knowledge about psoriasis-related comorbidity and risk factors was assessed with a novel 22-point measure developed for the study. Interviews with clinicians were analysed qualitatively to identify perceptions about the feasibility and acceptability of the training. Sixty-one clinicians completed the training (35 dermatology nurses, 23 dermatologists and three primary-care clinicians). Clinicians' MI skills (P skills to manage psoriasis holistically. Clinicians deemed the training itself and the assessment procedures used both feasible and acceptable. Future research should investigate how this training may influence patient outcomes. © 2016 British Association of Dermatologists.

Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education

Directory of Open Access Journals (Sweden)

Terri Bourke

2015-03-01

Full Text Available In Australia, for more than two decades, a “social science” integrated framework was the favored approach for delivering subjects such as history and geography. However, such interdisciplinary approaches have continued to attract criticism from various parts of the academic and public spheres, and since 2009, a return to teaching the disciplines has been heralded as the “new” way forward. Using discourse analysis techniques associated with Foucauldian archeology, the purpose of this article is to examine the Australian Curriculum: Geography document to ascertain the discourses necessary for pre-service teachers to enact effective teaching of geography in a primary setting. Then, based on pre-service teachers’ online survey responses, the article investigates whether such future teachers have the knowledge and skills to interpret, deliver, and enact the new geography curriculum in primary classrooms. Finally, as teacher educators, our interest lies in preparing pre-service teachers effectively for the classroom, so that the findings are used to inform the content of a teacher education course for pre-service primary teachers.

Investigating Lebanese Grade Seven Biology Teachers Mathematical Knowledge and Skills: A Case Study

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Raad, Nawal Abou; Chatila, Hanadi

2016-01-01

This paper investigates Lebanese grade 7 biology teachers' mathematical knowledge and skills, by exploring how they explain a visual representation in an activity depending on the mathematical concept "Function". Twenty Lebanese in-service biology teachers participated in the study, and were interviewed about their explanation for the…

The effect of a multifaceted evidence-based practice programme for nurses on knowledge, skills, attitudes, and perceived barriers: A cohort study.

Science.gov (United States)

van der Goot, Wieke E; Keers, Joost C; Kuipers, Ruud; Nieweg, Roos M B; de Groot, Martijn

2018-04-01

The Dutch professional nursing standard of 2012 stipulates that Dutch nursing practices are to be evidence-based. Not all practicing nurses can satisfy these requirements, therefore, an educational programme about Evidence-Based Practice (EBP) was developed for a Dutch teaching hospital. The aim of this study was to measure the effects of a six month in-house EBP programme on knowledge, skills, attitudes, and perceived barriers of nurses (four European Credits equals two US Credit Hours). A multiple-cohort study was conducted with a pre-post-test design. In the period of 2011-2015, a total of 58 nurses (9 cohorts) followed the programme. Baseline and follow-up assessments consisted of three questionnaires each: the Dutch Modified Fresno, the two subscales of the McColl questionnaire, and the BARRIER scale to assess knowledge and skills, attitudes, and perceived barriers, respectively. Fifty nurses completed both assessments. The results demonstrated that actual knowledge and skills significantly increased by approximately 40%. Self-perceived knowledge increased significantly, while attitudes towards EBP remained (moderately) positive. Perceived barriers did not notably change except for the Research subscale which received many "no opinion" responses prior to the programme but fewer afterwards. Our multifaceted in-house EBP programme led to a significant improvement of approximately 40% in EBP knowledge and skills of participating nurses. Most nurses who followed the EBP programme are currently applying their knowledge and skills in practice. Managerial support and allocated time for EBP are important facilitators for its implementation. Furthermore, to maintain and expand nurses' EBP knowledge and skills and translate them into practice, follow-up interventions, such as journal clubs, may well be beneficial. Based on the positive results of our programme, we will implement it throughout the hospital with an emphasis on training more groups of nurses. Copyright �

A Sociology of Knowledge Approach to European Integration

DEFF Research Database (Denmark)

Adler-Nissen, Rebecca; Kropp, Kristoffer

2015-01-01

Scholars are deeply involved in the process of European integration, but we lack systematic understanding of this involvement. On the one hand, scholars, academic ideas and ideologies shape European integration and policies (e.g. the Economic and Monetary Union and the free movement of people......). On the other hand, EU institutions, policies and practitioners produce particular forms of knowledge (e.g. the Eurobarometer and benchmarking of national performances) that inform social scientific choices of theories, methods and research topics. Drawing on the new sociology of knowledge as well as Science...

The results of the communication skills in psycho-pedagogical activities

OpenAIRE

Ionuþ VLÃDESCU

2014-01-01

It is known that socialization plays a basic role in personal development, this being essential in childhood. Lack of communication skills and self-knowledge and cause difficulties in social integration of children of any age, so now is the growing emphasis in schools on activities aimed at developing these skills. Training of communication skills is important for teachers in their pedagogical counseling and for those who benefit from education. Education is the most communicative sphere of a...

Integrated Basic Education and Skills Training (I-BEST). Washington's Community and Technical Colleges

Science.gov (United States)

Washington State Board for Community and Technical Colleges, 2014

2014-01-01

Washington's Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington's community and technical colleges, I-BEST uses a team-teaching approach to combine college-readiness classes…

Children's science learning: A core skills approach.

Science.gov (United States)

Tolmie, Andrew K; Ghazali, Zayba; Morris, Suzanne

2016-09-01

Research has identified the core skills that predict success during primary school in reading and arithmetic, and this knowledge increasingly informs teaching. However, there has been no comparable work that pinpoints the core skills that underlie success in science. The present paper attempts to redress this by examining candidate skills and considering what is known about the way in which they emerge, how they relate to each other and to other abilities, how they change with age, and how their growth may vary between topic areas. There is growing evidence that early-emerging tacit awareness of causal associations is initially separated from language-based causal knowledge, which is acquired in part from everyday conversation and shows inaccuracies not evident in tacit knowledge. Mapping of descriptive and explanatory language onto causal awareness appears therefore to be a key development, which promotes unified conceptual and procedural understanding. This account suggests that the core components of initial science learning are (1) accurate observation, (2) the ability to extract and reason explicitly about causal connections, and (3) knowledge of mechanisms that explain these connections. Observational ability is educationally inaccessible until integrated with verbal description and explanation, for instance, via collaborative group work tasks that require explicit reasoning with respect to joint observations. Descriptive ability and explanatory ability are further promoted by managed exposure to scientific vocabulary and use of scientific language. Scientific reasoning and hypothesis testing are later acquisitions that depend on this integration of systems and improved executive control. © 2016 The British Psychological Society.

INTEGRATING ARTS IN EFL CURRICULA: A FOCUS ON LANGUAGE LISTENING SKILLS

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Metin TİMUÇİN

2016-08-01

Full Text Available Arts are commonly used in primary and secondary classrooms for learning purposes, but arts integration in higher education curricula could benefit university-level students academically and emotionally as well. Integrating arts into an English as a Foreign Language (EFL curriculum could benefit students who experience foreign language anxiety, which hinders them from being socially and linguistically successful in the classroom according to multiple studies outlined in the literature section. The focus for students in this study was on listening skills because it is a major element in foreign language development that is explored to a lesser degree than reading, writing and speaking skills. The eight introductory-level classes were split between control and experimental classes. During the first part of the arts implementation, the experimental classes began with drama theatre for 30 minutes. This consisted of students taking a theme in English, such as home and directions, then creating a creative performance for their peers involving relevant vocabulary and phrases. The second part consisted of a 15 minute music cloze section, where students were filling in lyrics for a song that they were actively listening to. Two academic assessments were given as department-wide mid-term and final academic assessments, two subjective surveys and the Foreign Language Classroom Anxiety Scale (FLCAS were given at the beginning and end of the school semester. The FLCAS determined that students’ anxieties lowered on 15 questions and increased on 18 questions, so the arts integration has not notably altered foreign language anxiety. The arts-integrated classes received average scores of 80.5%, while the control classes received 74%. Students have performed higher academically with an arts integrated curriculum. It is therefore recommended that arts in the form of music cloze and drama theatre should be included in EFL curricula to increase academic achievement

Building Transferable Knowledge and Skills through an Interdisciplinary Polar Science Graduate Program

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Culler, L. E.; Virginia, R. A.; Albert, M. R.; Ayres, M.

2015-12-01

Modern graduate education must extend beyond disciplinary content to prepare students for diverse careers in science. At Dartmouth, a graduate program in Polar Environmental Change uses interdisciplinary study of the polar regions as a core from which students develop skills and knowledge for tackling complex environmental issues that require cooperation across scientific disciplines and with educators, policy makers, and stakeholders. Two major NSF-funded initiatives have supported professional development for graduate students in this program, including an IGERT (Integrative Graduate Education and Research Traineeship) and leadership of JSEP's (Joint Science Education Project) Arctic Science Education Week in Greenland. We teach courses that emphasize the links between science and the human dimensions of environmental change; host training sessions in science communication; invite guest speakers who work in policy, academia, journalism, government research, etc.; lead an international field-based training that includes policy-focused meetings and a large outreach component; provide multiple opportunities for outreach and collaboration with local schools; and build outreach and education into graduate research programs where students instruct and mentor high school students. Students from diverse scientific disciplines (Ecology, Earth Science, and Engineering) participate in all of the above, which significantly strengthens their interdisciplinary view of polar science and ability to communicate across disciplines. In addition, graduate students have developed awareness, confidence, and the skills to pursue and obtain diverse careers. This is reflected in the fact that recent graduates have acquired permanent and post-doctoral positions in academic and government research, full-time teaching, and also in post-docs focused on outreach and science policy. Dartmouth's interdisciplinary approach to graduate education is producing tomorrow's leaders in science.

Effectiveness of Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy on Grade VIII Students

Science.gov (United States)

Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.

2018-04-01

Educational graduates should have good competencies to compete in the 21st century. Integrated learning is a good way to develop competence of students in this century. Besides that, literacy skills are very important for students to get success in their learning and daily life. For this reason, integrated science learning and literacy skills are important in 2013 curriculum. However, integrated science learning and integration of literacy in learning can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model by integrating digital age literacy. The purpose of the research is to determine the effectiveness of adaptive contextual learning model to improve competence of grade VIII students in junior high school. This research is a part of the research and development or R&D. Research design which used in limited field testing was before and after treatment. The research instruments consist of three parts namely test sheet of learning outcome for assessing knowledge competence, observation sheet for assessing attitudes, and performance sheet for assessing skills of students. Data of student’s competence were analyzed by three kinds of analysis, namely descriptive statistics, normality test and homogeneity test, and paired comparison test. From the data analysis result, it can be stated that the implementation of adaptive contextual learning model of integrated science by integrating digital age literacy is effective to improve the knowledge, attitude, and literacy skills competences of grade VIII students in junior high school at 95% confidence level.

A comparison of medical and pharmacy students' knowledge and skills of pharmacology and pharmacotherapy

NARCIS (Netherlands)

Keijsers, Carolina J P W; Brouwers, Jacobus R B J; de Wildt, Dick J; Custers, Eugene J F M; Ten Cate, Olle Th J; Hazen, Ankie C M; Jansen, Paul A F

2014-01-01

AIM: Pharmacotherapy might be improved if future pharmacists and physicians receive a joint educational programme in pharmacology and pharmacotherapeutics. This study investigated whether there are differences in the pharmacology and pharmacotherapy knowledge and skills of pharmacy and medical

Emergency nurses' knowledge, attitude and clinical decision making skills about pain.

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Ucuzal, Meral; Doğan, Runida

2015-04-01

Pain is the most common reason that patients come to the emergency department. Emergency nurses have an indispensable role in the management of this pain. The aim of this study was to examine emergency nurses' knowledge, attitude and clinical decision-making skills about pain. This descriptive study was conducted in a state and a university hospital between September and October 2012 in Malatya, Turkey. Of 98 nurses working in the emergency departments of these two hospitals, 57 returned the questionnaires. The response rate was 58%. Data were collected using the Demographic Information Questionnaire, Knowledge and Attitude Questionnaire about Pain and Clinical Decision Making Survey. Frequency, percentage, mean and standard deviation were used to evaluate data. 75.4% of participant nurses knew that patients' own statement about their pain was the most reliable indicator during pain assessment. Almost half of the nurses believed that patients should be encouraged to endure the pain as much as possible before resorting to a pain relief method. The results also indicate that most of nurses think that a sleeping patient does not have any pain and pain relief should be postponed as it can influence the diagnosis negatively. It is determined that the pain scale was not used frequently. Only 35.1% of nurses reported keeping records of pain. Despite all the recommendations of substantial past research the results of this study indicate that emergency nurses continue to demonstrate inadequate knowledge, clinical decision-making skills and negative attitudes about pain. Copyright © 2014 Elsevier Ltd. All rights reserved.

Farmers’ Technical Knowledge about Integrated Pest Management (IPM in Olive Production

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Mohammad S. Allahyari

2017-12-01

Full Text Available While Integrated Pest Management (IPM is a sustainable approach of pest control, contributing to reduced use of pesticides and risks on human health and the environment, farmers have shown limited interest in practicing this method. The present study explored the levels of technical knowledge about integrated management of the olive fly (Bactrocera oleae among olive growers in Roudbar County of Iran and factors underpinning olive farmers’ technical knowledge of integrated management. Data were collected in a survey of olive farmers, on the basis of a structured questionnaire. Almost half of the farmers (48.4% had good to excellent levels of technical knowledge of integrated management, while almost a third of the farmers (35.4% had a moderate knowledge level. However, a noticeable portion of the farmers (15.9% had poor knowledge of integrated management. Moreover, most farmers showed average knowledge of the adverse effects of pesticides on human health. While most farmers showed good levels of social participation, cooperation with institutes, and participation in extension activities, they showed low levels of community involvement (involvement in a group of people that have and share common interests with each other. Olive imports and the lack of a common action for olive fly control were perceived as the main barriers of IPM adoption among most farmers. Regression analysis revealed that increased community involvement, large area under olive farming, participation in education activities, and high farming experience promoted farmers’ technical knowledge of integrated olive fly control. Strengthening growers’ technical knowledge of IPM through community involvement and extension services among inexperienced small-scale olive farmers is recommended for reducing possible unnecessary insecticide sprays in olive production.

Fuzzy Logic as a Tool for Assessing Students’ Knowledge and Skills

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Michael Gr. Voskoglou

2013-05-01

Full Text Available Fuzzy logic, which is based on fuzzy sets theory introduced by Zadeh in 1965, provides a rich and meaningful addition to standard logic. The applications which may be generated from or adapted to fuzzy logic are wide-ranging and provide the opportunity for modeling under conditions which are imprecisely defined. In this article we develop a fuzzy model for assessing student groups’ knowledge and skills. In this model the students’ characteristics under assessment (knowledge of the subject matter, problem solving skills and analogical reasoning abilities are represented as fuzzy subsets of a set of linguistic labels characterizing their performance, and the possibilities of all student profiles are calculated. In this way, a detailed quantitative/qualitative study of the students’ group performance is obtained. The centroid method and the group’s total possibilistic uncertainty are used as defuzzification methods in converting our fuzzy outputs to a crisp number. According to the centroid method, the coordinates of the center of gravity of the graph of the membership function involved provide a measure of the students’ performance. Techniques of assessing the individual students’ abilities are also studied and examples are presented to illustrate the use of our results in practice.

Assessing resident's knowledge and communication skills using four different evaluation tools.

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Nuovo, Jim; Bertakis, Klea D; Azari, Rahman

2006-07-01

This study assesses the relationship between 4 Accreditation Council for Graduate Medical Education (ACGME) outcome project measures for interpersonal and communication skills and medical knowledge; specifically, monthly performance evaluations, objective structured clinical examinations (OSCEs), the American Board of Family Practice in-training examination (ABFP-ITE) and the Davis observation code (DOC) practice style profiles. Based on previous work, we have DOC scoring for 29 residents from the University of California, Davis Department of Family and Community Medicine. For all these residents we also had the results of monthly performance evaluations, 2 required OSCE exercises, and the results of 3 American Board of Family Medicine (ABFM) ITEs. Data for each of these measures were abstracted for each resident. The Pearson correlation coefficient was used to assess the presence or lack of correlation between each of these evaluation methods. There is little correlation between various evaluation methods used to assess medical knowledge, and there is also little correlation between various evaluation methods used to assess communication skills. The outcome project remains a 'work in progress', with the need for larger studies to assess the value of different assessment measures of resident competence. It is unlikely that DOC will become a useful evaluation tool.

Knowledge management. Preservation and maintenance of implicit knowledge within a company

International Nuclear Information System (INIS)

Schmidt, Ulrich

2010-01-01

EnBW Energie Baden-Wuerttemberg AG operates in a more and more complex economical and political environment. This fact and ambitious growth targets are the reason for EnBW to activate more intensively hidden potentials of the staff and to strengthen their skills. The ''intellectual capital'' of EnBW becomes a key success factor and active knowledge management will be the key to save the sustainability of the company. For the implementation of knowledge management EnBW uses an integrated approach, which includes a cultural, strategic and operational level. Since 2006 the ''Knowledge Relay'' has been used in the EnBW group with great success. (orig.)

Activity Theory as a Lens to Understand How Facebook Develops Knowledge Application Skills

Science.gov (United States)

Bagarukayo, Emily; Ssentamu, Proscovia; Mayisela, Tabisa; Brown, Cheryl

2016-01-01

Uganda's higher education system has generally been criticized for concentrating on theory leading to a mismatch between training received and practical skills required by employers. Studies have documented the inability of graduates from some programmes at Makerere University in applying knowledge in the work environment. This could partly be…

14 CFR 65.115 - Senior parachute rigger certificate: Experience, knowledge, and skill requirements.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Senior parachute rigger certificate... CREWMEMBERS Parachute Riggers § 65.115 Senior parachute rigger certificate: Experience, knowledge, and skill requirements. Except as provided in § 65.117, an applicant for a senior parachute rigger certificate must— (a...

Community-based participatory research and integrated knowledge translation: advancing the co-creation of knowledge.

Science.gov (United States)

Jull, Janet; Giles, Audrey; Graham, Ian D

2017-12-19

Better use of research evidence (one form of "knowledge") in health systems requires partnerships between researchers and those who contend with the real-world needs and constraints of health systems. Community-based participatory research (CBPR) and integrated knowledge translation (IKT) are research approaches that emphasize the importance of creating partnerships between researchers and the people for whom the research is ultimately meant to be of use ("knowledge users"). There exist poor understandings of the ways in which these approaches converge and diverge. Better understanding of the similarities and differences between CBPR and IKT will enable researchers to use these approaches appropriately and to leverage best practices and knowledge from each. The co-creation of knowledge conveys promise of significant social impacts, and further understandings of how to engage and involve knowledge users in research are needed. We examine the histories and traditions of CBPR and IKT, as well as their points of convergence and divergence. We critically evaluate the ways in which both have the potential to contribute to the development and integration of knowledge in health systems. As distinct research traditions, the underlying drivers and rationale for CBPR and IKT have similarities and differences across the areas of motivation, social location, and ethics; nevertheless, the practices of CBPR and IKT converge upon a common aim: the co-creation of knowledge that is the result of knowledge user and researcher expertise. We argue that while CBPR and IKT both have the potential to contribute evidence to implementation science and practices for collaborative research, clarity for the purpose of the research-social change or application-is a critical feature in the selection of an appropriate collaborative approach to build knowledge. CBPR and IKT bring distinct strengths to a common aim: to foster democratic processes in the co-creation of knowledge. As research

The theory-practice relationship: reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education.

Science.gov (United States)

Hatlevik, Ida Katrine Riksaasen

2012-04-01

This paper is a report of a correlational study of the relations of nursing students' acquired reflective skills, practical skills and theoretical knowledge on their perception of coherence between theory and practice. Reflection is considered a key factor in bridging the gap between theory and practice. However, it is not evident whether reflective skills are primarily generic in nature or whether they develop from a theoretical knowledge base or the acquisition of practical skills. This study is a secondary analysis of existing data. The data are part of a student survey that was conducted among third-year nursing students in Norway during the spring of 2007. A total of 446 nursing students participated in this study and the response rate was 71%. Structural equation modelling analyses were performed. The results indicate that students' perception of coherence between theory and practice during initial nursing education is directly influenced by reflective skills and theoretical knowledge. The results also reveal that reflective skills have mediating effects and that practical skills have a fully mediated and theoretical knowledge a partially mediated influence on students' perception of coherence. The findings imply that helping students perceive coherence between theory and practice in nursing education, developing students' reflective skills and strengthening the theoretical components of the initial nursing education programme might be beneficial. The results suggest that reflective thinking is not merely a generic skill but rather a skill that depends on the acquisition of relevant professional knowledge and experience. © 2011 Blackwell Publishing Ltd.

Generic Skills for Graduate Accountants: The Bigger Picture, a Social and Economic Imperative in the New Knowledge Economy

Science.gov (United States)

Bunney, Diane; Sharplin, Elaine; Howitt, Christine

2015-01-01

The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes…

The knowledge and skills related to sexual abuse prevention among Chinese children with hearing loss in Beijing.

Science.gov (United States)

Yu, Buyi; Chen, Jingqi; Jin, Yichen; Zhang, Wenjing; Feng, Yanan; Zhao, Xiaoxia

2017-04-01

The prevalence of any child sexual abuse (CSA) experience before the age of 16 years ranges from 10.2 to 35.2% in China, 1-5 but there has been no research so far exploring the level of awareness of CSA prevention and self-protection skills among Chinese children with hearing loss. The school based survey examines the CSA prevention knowledge and self-protection skills in Chinese children with hearing loss. Fifty-one students (30 boys, 21 girls) from 10 to 16 years old participated in the study. Children's CSA prevention knowledge and self-protection skills were tested by using anonymous self-administered questionnaire which was mainly designed based on previous Chinese CSA research questionnaires, the Personal Safety Questionnaire, and the 'What If' Situations Test (WIST). There were ten questions assessing the knowledge of CSA but none of the children could correctly answer all and seventy percent of the students could not answer more than five questions correctly. Only three students got the maximum skills score. If sexual abuse occurs, about fifty two percent of the children would report it to trusted adults and most of them would report it to their relatives. Girls received significantly higher scores than boys. Chinese children with hearing loss lack knowledge regarding child sexual abuse and the way to protect themselves. There is an urgent need to develop CSA prevention programs in the school for children with hearing loss in China. Parental training and parent-child interaction on CSA prevention should be developed and promoted as well. Copyright © 2017 Elsevier Inc. All rights reserved.

Counting on fine motor skills: links between preschool finger dexterity and numerical skills.

Science.gov (United States)

Fischer, Ursula; Suggate, Sebastian P; Schmirl, Judith; Stoeger, Heidrun

2017-10-26

Finger counting is widely considered an important step in children's early mathematical development. Presumably, children's ability to move their fingers during early counting experiences to aid number representation depends in part on their early fine motor skills (FMS). Specifically, FMS should link to children's procedural counting skills through consistent repetition of finger-counting procedures. Accordingly, we hypothesized that (a) FMS are linked to early counting skills, and (b) greater FMS relate to conceptual counting knowledge (e.g., cardinality, abstraction, order irrelevance) via procedural counting skills (i.e., one-one correspondence and correctness of verbal counting). Preschool children (N = 177) were administered measures of procedural counting skills, conceptual counting knowledge, FMS, and general cognitive skills along with parent questionnaires on home mathematics and fine motor environment. FMS correlated with procedural counting skills and conceptual counting knowledge after controlling for cognitive skills, chronological age, home mathematics and FMS environments. Moreover, the relationship between FMS and conceptual counting knowledge was mediated by procedural counting skills. Findings suggest that FMS play a role in early counting and therewith conceptual counting knowledge. © 2017 John Wiley & Sons Ltd.

Promoting Academic Achievement in the Middle School Classroom: Integrating Effective Study Skills Instruction

Science.gov (United States)

Thorpe, Christin

2010-01-01

This study aimed to discover what study skills are most useful for middle school students, as well as strategies for integrating study skills instruction into the four main content area classrooms (English, math, science, and social studies) at the middle school level. Twenty-nine in-service middle school teachers participated in the study by…

Rethinking Teacher Preparation: Conceptualizing Skills and Knowledge of Novice Teachers of Secondary Mathematics

Science.gov (United States)

Cummings, Margarita Borelli

2010-01-01

This dissertation examines the extent to which novice secondary mathematics teachers (licensed and currently teaching in Utah) perceive they are prepared to do the work of teaching secondary mathematics. It first examined if novice secondary mathematics teachers' perceptions of their knowledge and skills of doing their work fell into four…

Training Effect on Improving Cadres’ Knowledge and Skills of Obesity and Hypertension in Older People

Directory of Open Access Journals (Sweden)

Fatmah Fatmah

2013-12-01

Full Text Available Poor skill of cadres on nutritional status assessment in older people with disability should be increased. BMI (body mass index Meter tool has been developed to predict the nutritional status of the elderly. Interpretation of the measurement results in the form of nutritional status i.e. underweight, normal, overweight, and obesity need to be followed up with preventive efforts. Most nutritional problems which faced by elderly are obesity and hypertension. Therefore, obesity and hypertension counseling training for cadres posbindu and community health center staff was needed. The aim of this study is to assess the training effect on knowledge and skills in counseling obese and hypertension of elderly related to results of nutritional status asseesment of elderly using BMI Meter. Quasi-experimental design used in the study towards 38 cadres from 21 posbindus and 7 community health centers’ staffs in Depok City. The study results showed that most respondents knew the function of BMI Meter was to measure the predicted height of elderly with physical limitations at post-test (90%. Majority respondents aged between 40-49 years (42.2% graduated from high school/vocational school (46.7%. At post-training, knowledge score increased almost 15 points and knowledge score at pre-training had significant difference with post-training (p = 0.000. Respondents whose previous nutrition and health training had significant difference with knowledge (p = 0.002. It also supported by increase their ability to conduct obesity and hypertension campaigns for elderly during twice observation field visit. Almost all respondents were able to counsel well in the delivery of media content sistematically and in interesting way. It was concluded that knowledge and skills can be improved through training and post training retention.

Effects of Reading Strategies and Depth of Vocabulary Knowledge on Turkish EFL Learners' Text Inferencing Skills

Science.gov (United States)

Çakir, Abdulvahit; Ünaldi, Ihsan; Arslan, Fadime Yalçin; Kiliç, Mehmet

2016-01-01

Within the framework of foreign language teaching and learning, reading strategies, depth of vocabulary knowledge and text inferencing skills have not been researched extensively. This study tries to fill this gap by analyzing the effects of reading strategies used by Turkish EFL learners and their depth of vocabulary knowledge on their text…

Knowledge and Skill Retention of In-Service versus Preservice Nursing Professionals following an Informal Training Program in Pediatric Cardiopulmonary Resuscitation: A Repeated-Measures Quasiexperimental Study

Directory of Open Access Journals (Sweden)

Jhuma Sankar

2013-01-01

Full Text Available Our objective was to compare the impact of a training program in pediatric cardiopulmonary resuscitation (CPR on the knowledge and skills of in-service and preservice nurses at prespecified time points. This repeated-measures quasiexperimental study was conducted in the pediatric emergency and ICU of a tertiary care teaching hospital between January and March 2011. We assessed the baseline knowledge and skills of nursing staff (in-service nurses and final year undergraduate nursing students (preservice nurses using a validated questionnaire and a skill checklist, respectively. The participants were then trained on pediatric CPR using standard guidelines. The knowledge and skills were reassessed immediately after training and at 6 weeks after training. A total of 74 participants—28 in-service and 46 preservice professionals—were enrolled. At initial assessment, in-service nurses were found to have insignificant higher mean knowledge scores (6.6 versus 5.8, P=0.08 while the preservice nurses had significantly higher skill scores (6.5 versus 3.2, P<0.001. Immediately after training, the scores improved in both groups. At 6 weeks however, we observed a nonuniform decline in performance in both groups—in-service nurses performing better in knowledge test (10.5 versus 9.1, P=0.01 and the preservice nurses performing better in skill test (9.8 versus 7.4, P<0.001. Thus, knowledge and skills of in-service and preservice nurses in pediatric CPR improved with training. In comparison to preservice nurses, the in-service nurses seemed to retain knowledge better with time than skills.

Encouraging Connections: Integrating Expressive Art and Drama into Therapeutic Social Skills Training with Adolescents

Science.gov (United States)

Lenz, A. Stephen; Holman, Rachel L.; Dominguez, Denise L.

2010-01-01

The effective use of social skills has been positively associated with career success, romantic involvement, academic achievement, and mood. In response, counselors often integrate social skills training into counseling interventions with adolescents to encourage authentic and effective interactions with others. We illustrate some therapeutic…

Knowledge, perceived skills and activities of nursing staff to support oral home care among older domiciliary care clients.

Science.gov (United States)

Salmi, Riikka; Tolvanen, Mimmi; Suhonen, Riitta; Lahti, Satu; Närhi, Timo

2018-04-25

Increasing number of older adults lives in their own homes, but needs help in many daily routines. Domiciliary care nursing staff (DCNS) is often needed to support oral home care. However, information of nursing staff's knowledge, skills and activity in this task is sparse. The study aimed to assess DCNS knowledge, perceived skills and activities to support oral home care of older domiciliary care clients. The study was conducted among DCNS in one of the largest cities in Finland. All DCNS members (n = 465) received a questionnaire with 14 multiple choice and open questions regarding the perceived skills, knowledge and activities of oral health guidance of older domiciliary care clients. In total, 115 (25%) DCNS members returned the questionnaires. Frequencies, percentages, means and standard deviations were used to describe the samples and study variables. DCNS was categorised according to age and working years for group comparisons, which were assessed with chi-squared test. Knowledge concerning oral health was mostly on a high level. Around 50% of DCNS considered their knowledge regarding dental prosthesis hygiene as sufficient. Of the DCNS, 67% informed that they had received education on oral health care. However, over 50% of the DCNS had a need for further education in issues related to oral home care. DCNS were active in supporting most oral and prosthesis hygiene means, yet less in guidance concerning toothbrushing. Activity to support cleaning the interdental spaces was the weakest, in which only 12% of the respondents considered having average or excellent skills. Younger DCNS had better knowledge on oral home care due to recent education, but older staff members were more skilful in performing oral hygiene measures. There is a need for structured instructions and training on oral home care for DCNS. Oral home care should be taken into account more often and regularly. © 2018 Nordic College of Caring Science.

Investigation of blended learning video resources to teach health students clinical skills: An integrative review.

Science.gov (United States)

Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion

2018-04-01

The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.

Technical and tactical skills related to performance levels in tennis: A systematic review.

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Kolman, Nikki S; Kramer, Tamara; Elferink-Gemser, Marije T; Huijgen, Barbara C H; Visscher, Chris

2018-06-11

The aim of this systematic review is to provide an overview of outcome measures and instruments identified in the literature for examining technical and tactical skills in tennis related to performance levels. Such instruments can be used to identify talent or the specific skill development training needs of particular players. Searches for this review were conducted using the PubMed, Web of Science, and PsycInfo databases. Out of 733 publications identified through these searches, 40 articles were considered relevant and included in this study. They were divided into three categories: (1) technical skills, (2) tactical skills and (3) integrated technical and tactical skills. There was strong evidence that technical skills (ball velocity and to a lesser extent ball accuracy) and tactical skills (decision making, anticipation, tactical knowledge and visual search strategies) differed among players according to their performance levels. However, integrated measurement of these skills is required, because winning a point largely hinges on a tactical decision to perform a particular stroke (i.e., technical execution). Therefore, future research should focus on examining the relationship between these skills and tennis performance and on the development of integrated methods for measuring these skills.

Mentoring student nurses in Uganda: A phenomenological study of mentors' perceptions of their own knowledge and skills.

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Mubeezi, Mary P; Gidman, Janice

2017-09-01

This paper will report on the findings of a qualitative research study exploring mentorship in a rural hospital in Uganda. It explored how mentors perceived their roles and their own knowledge and skills in mentoring nurse students. Participants were confident in their ability to teach clinical skills, but they identified gaps in relation to the application of theory to these skills and they the need to update their own knowledge and to act more on their own initiative. The paper reports on the nature of the relationship between mentor and students, the teaching approaches used and the challenges of the role. Recommendations are proposed to develop a bespoke Ugandan curriculum to prepare mentors for their role, and to provide additional support, to enhance students' experiences of learning in this context. Copyright © 2017. Published by Elsevier Ltd.

Collaborative Knowledge Building and Integral Theory: On Perspectives, Uncertainty, and Mutual Regard

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Tom Murray

2006-06-01

Full Text Available Uncertainty in knowing and communicating affect all aspects of modern life. Ubiquitous and inevitable uncertainty, including ambiguity and paradox, is particularly salient and important in knowledge building communities. Because knowledge building communities represent and evolve knowledge explicitly, the causes, effects, and approaches to this “epistemological indeterminacy” can be directly addressed in knowledge building practices. Integral theory’s approach (including “methodological pluralism” involves accepting and integrating diverse perspectives in ways that transcend and include them. This approach accentuates the problems of epistemological indeterminacy and highlights the general need to deal creatively with it. This article begins with a cursory analysis of textual dialogs among integral theorists, showing that, while integral theory itself points to leading-edge ways of dealing with epistemological indeterminacy, the knowledge building practices of integral theorists, by and large, exhibit the same limitations as traditional intellectual discourses. Yet, due to its values and core methods, the integral theory community is in a unique position to develop novel and more adequate modes of inquiry and dialog. This text explores how epistemological indeterminacy impacts the activities and products of groups engaged in collaborative knowledge building. Approaching the issue from three perspectives–mutual understanding, mutual agreement, and mutual regard—I show the interdependence of those perspectives and ground them in relation to integral theory’s concerns. This article proposes three phases of developing constructive alternatives drawn from the knowledge building field: awareness of the phenomena, understanding the phenomena, and offering some tools (and some hope for dealing with it. Though here I focus on the integral theory community (or communities, the conclusions of the article are meant to be applicable to any

Collaborative Knowledge Building and Integral Theory:On Perspectives,Uncertainty, and Mutual Regard

Directory of Open Access Journals (Sweden)

Tom Murray

2006-06-01

Full Text Available Uncertainty in knowing and communicating affect all aspects of modern life. Ubiquitous and inevitable uncertainty, including ambiguity and paradox, is particularly salient and important in knowledge building communities. Because knowledge building communities represent and evolve knowledge explicitly, the causes, effects, and approaches to this “epistemological indeterminacy” can be directly addressed in knowledge building practices. Integral theory's approach (including “methodological pluralism” involves accepting and integrating diverse perspectives in ways that transcend and include them. This approach accentuates the problems of epistemological indeterminacy and highlights the general need to deal creatively with it. This article begins with a cursory analysis of textual dialogs among integral theorists, showing that, while integral theory itself points to leading-edge ways of dealing with epistemological indeterminacy, the knowledge building practices of integral theorists, by and large, exhibit the same limitations as traditional intellectual discourses. Yet, due to its values and core methods, the integral theory community is in a unique position to develop novel and more adequate modes of inquiry and dialog. This text explores how epistemological indeterminacy impacts the activities and products of groups engaged in collaborative knowledge building. Approaching the issue from three perspectives—mutual understanding, mutual agreement, and mutual regard—I show the interdependence of those perspectives and ground them in relation to integral theory’s concerns. This article proposes three phases of developing constructive alternatives drawn from the knowledge building field: awareness of the phenomena, understanding the phenomena, and offering some tools (and some hope for dealing with it. Though here I focus on the integral theory community (or communities, the conclusions of the article are meant to be applicable to any

A Job Announcement Analysis of Educational Technology Professional Positions: Knowledge, Skills, and Abilities

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Kang, YoungJu; Ritzhaupt, Albert D.

2015-01-01

The purpose of this research was to identify the competencies of an educational technologist via a job announcement analysis. Four hundred job announcements were collected from a variety of online job databases over a 5-month period. Following a systematic process of collection, documentation, and analysis, we derived over 150 knowledge, skill,…

Knowledge, attitudes and management skills of medical practitioners regarding weight management.

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Mkhatshwa, Vangile B; Ogunbanjo, Gboyega A; Mabuza, Langalibalele H

2016-11-29

Overweight and obesity have become a global problem. Health professionals are poorly prepared in weight management, which has an effect on their attitudes and management skills with regard to overweight and obese patients.Aim and setting: To assess the knowledge, attitudes and management skills of medical practitioners regarding weight management at Odi District Hospital, Gauteng Province, South Africa. We conducted a cross-sectional study on 48 medical practitioners at Odi Hospital between 01 October and 31 October 2013. A self-administered questionnaire was used to assess their knowledge, attitudes and management skills in weight management. The SPSS® statistical software (Version 22) was used for data analysis. A p < 0.05 was considered significant. Fifty medical practitioners were recruited, 48 consented to participate and 28 (58.3%) were male. Their categories were community service doctors (3), medical officers (21), registrars (22) and others (2). Thirty-seven (77.1%) never received training in weight management (p < 0.001). Thirty-two (66.7%) regarded weight management as not confined to a dietician (p < 0.001) and 27 (56.2%) regarded weight management as usually unsuccessful (p = 0.004). Forty-seven (97.9%) provided lifestyle modifications and 43 (89.6%) involved the patient's family in weight management (p < 0.001). More non-registrars [14 (77.8%)] than registrars [8 (38.1%)] measured the body mass index (BMI) routinely (p = 0.013). Few medical practitioners received training in weight management. They regarded weight management as usually unsuccessful and lacked confidence in the same owing to lack of training. They provided lifestyle modifications and involved the patient's family in weight management. Non-registrars measured the BMI routinely. There is a need for training in weight management at undergraduate and post-graduate levels.

Using computer assisted learning for clinical skills education in nursing: integrative review.

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Bloomfield, Jacqueline G; While, Alison E; Roberts, Julia D

2008-08-01

This paper is a report of an integrative review of research investigating computer assisted learning for clinical skills education in nursing, the ways in which it has been studied and the general findings. Clinical skills are an essential aspect of nursing practice and there is international debate about the most effective ways in which these can be taught. Computer assisted learning has been used as an alternative to conventional teaching methods, and robust research to evaluate its effectiveness is essential. The CINAHL, Medline, BNI, PsycInfo and ERIC electronic databases were searched for the period 1997-2006 for research-based papers published in English. Electronic citation tracking and hand searching of reference lists and relevant journals was also undertaken. Twelve studies met the inclusion criteria. An integrative review was conducted and each paper was explored in relation to: design, aims, sample, outcome measures and findings. Many of the study samples were small and there were weaknesses in designs. There is limited empirical evidence addressing the use of computer assisted learning for clinical skills education in nursing. Computer assisted learning has been used to teach a limited range of clinical skills in a variety of settings. The paucity of evaluative studies indicates the need for more rigorous research to investigate the effect of computer assisted learning for this purpose. Areas that need to be addressed in future studies include: sample size, range of skills, longitudinal follow-up and control of confounding variables.

The Role of Entrepreneurial Knowledge and Skills in Developing Digital Entrepreneurial Intentions in Public Universities in Hamedan Province

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Ahmad yaghoubi Farani

2016-06-01

Full Text Available The main purpose of this study was to extend the Theory of Planned Behavior (TPB to more comprehensively explain the formation of students’ digital entrepreneurial intentions.In particular, the extended TPB incorporates two critical constructs, namely entrepreneurial knowledge and skills into the original TPB model.Data were collected from 150 computer science students from four public universities in Hamedan province. The results of regression analysis showed that there was asignificant relationship between motivational factors such as attitudes, subjective norms and perceived behavioral control and digital entrepreneurial intentions. Also perceived behavioral control played the strongest role in the determination of digital entrepreneurial intentions.Furthermore, the results illustrated that entrepreneurial knowledge and skills significantly relate to digital entrepreneurial intentions. Based on the knowledge gained in this study, some recommendation were offered for developing entrepreneurial culture, knowledge and skillsin order topromoting digital entrepreneurship.

A Novice-Expert Study of Modeling Skills and Knowledge Structures about Air Quality

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Hsu, Ying-Shao; Lin, Li-Fen; Wu, Hsin-Kai; Lee, Dai-Ying; Hwang, Fu-Kwun

2012-01-01

This study compared modeling skills and knowledge structures of four groups as seen in their understanding of air quality. The four groups were: experts (atmospheric scientists), intermediates (upper-level graduate students in a different field), advanced novices (talented 11th and 12th graders), and novices (10th graders). It was found that when…

An integrative approach to knowledge transfer and integration: Spanning boundaries through objects, people and processes

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Duijn, M.; Rijnveld, M.

2008-01-01

Knowledge transfer and integration is the main challenge in many knowledge management projects. This challenge follows from the observation that it is difficult to determine how and what knowledge may transfer from one person to another, from one team to another and from one network or organization

Integrating technical and non-technical skills coaching in an acute trauma surgery team training: Is it too much?

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Alken, Alexander; Luursema, Jan-Maarten; Weenk, Mariska; Yauw, Simon; Fluit, Cornelia; van Goor, Harry

2017-08-25

Research on effective integration of technical and non-technical skills in surgery team training is sparse. In a previous study we found that surgical teachers predominantly coached on technical and hardly on non-technical skills during the Definitive Surgical and Anesthetic Trauma Care (DSATC) integrated acute trauma surgery team training. This study aims to investigate whether the priming of teachers could increase the amount of non-technical skills coaching during such a training. Coaching activities of 12 surgical teachers were recorded on audio and video. Six teachers were primed on non-technical skills coaching prior to the training. Six others received no priming and served as controls. Blind observers reviewed the recordings of 2 training scenario's and scored whether the observed behaviors were directed on technical or non-technical skills. We compared the frequency of the non-technical skills coaching between the primed and the non-primed teachers and analyzed for differences according to the trainees' level of experience. Surgical teachers coached trainees during the highly realistic DSATC integrated acute trauma surgery team training. Trainees performed damage control surgery in operating teams on anesthetized porcine models during 6 training scenario's. Twelve experienced surgical teachers participated in this study. Coaching on non-technical skills was limited to about 5%. The primed teachers did not coach more often on non-technical skills than the non-primed teachers. We found no differences in the frequency of non-technical skills coaching based on the trainees' level of experience. Priming experienced surgical teachers does not increase the coaching on non-technical skills. The current DSATC acute trauma surgery team training seems too complex for integrating training on technical and non-technical skills. Patient care, Practice based learning and improvement. Copyright © 2017 Elsevier Inc. All rights reserved.

Integrative Teaching Techniques and Improvement of German Speaking Learning Skills

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Litualy, Samuel Jusuf

2016-01-01

This research ist a Quasi-Experimental research which only applied to one group without comparison group. It aims to prove whether the implementation of integrative teaching technique has influenced the speaking skill of the students in German Education Study Program of FKIP, Pattimura University. The research was held in the German Education…

14 CFR 121.434 - Operating experience, operating cycles, and consolidation of knowledge and skills.

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2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Operating experience, operating cycles, and... Qualifications § 121.434 Operating experience, operating cycles, and consolidation of knowledge and skills. (a... position, the operating experience, operating cycles, and the line operating flight time for consolidation...

Wikis: Developing Pre-Service Teachers' Leadership Skills and Knowledge of Content Standards

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Reid-Griffin, Angelia; Slaten, Kelli M.

2016-01-01

In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge,…

Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge

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Van Bommel, Marijke; Boshuizen, Els; Kwakman, Kitty

2011-01-01

Van Bommel, M., Boshuizen, H. P. A., & Kwakman, K. (2010, 25-27 August). Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge. Paper presented at the 5th EARLI-SIG14 Learning and Professional Development, Munich, Germany.

The Integration of Knowledge

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Carlos Blanco

2016-05-01

Full Text Available The exponential growth of knowledge demands an interdisciplinary reflection on how to integrate the different branches of the natural sciences and the humanities into a coherent picture of world, life, and mind. Insightful intellectual tools, like evolutionary Biology and Neuroscience, can facilitate this project. It is the task of Philosophy to identify those fundamental concepts whose explanatory power can illuminate the thread that leads from the most elementary realities to the most complex spheres. This article aims to explore the importance of the ideas of conservation, selection, and unification for achieving the goal.

A Comparative Study of University of Wisconsin-Stout Freshmen and Senior Education Majors Computing and Internet Technology Skills / Knowledge and Associated Learning Experiences

OpenAIRE

Sveum, Evan Charles

2010-01-01

A study comparing University of Wisconsin-Stout freshmen and senior education majors’ computing and Internet technology skills/knowledge and associated learning experiences was conducted. Instruments used in this study included the IC³® Exam by Certiport, Inc. and the investigator’s Computing and Internet Skills Learning Experiences survey. UW-Stout freshmen education majors participating in the study demonstrated poor computing and Internet technology skills/knowledge. UW-Stout senior educat...

Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge.

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Bösner, Stefan; Pickert, Julia; Stibane, Tina

2015-04-01

Differential diagnosis is a crucial skill for primary care physicians. General practice plays an increasing important role in undergraduate medical education. Via general practice, students may be presented with an overview of the whole spectrum of differential diagnosis in regard to common symptoms encountered in primary care. This project evaluated the impact of a blended learning program (using the inverted classroom approach) on student satisfaction and development of skills and knowledge. An elective seminar in differential diagnosis in primary care, which utilized an inverted classroom design, was offered to students. Evaluation followed a mixed methods design: participants completed a pre- and post-test, a questionnaire, and a focus group discussion. Interviews were transcribed verbatim and answers were grouped according to different themes. Test results were analysed using the Wilcoxon matched-pairs signed-ranks test. Participants (n = 17) rated the course concept very positively. Especially the inverted classroom approach was appreciated by all students, as it allowed for more time during the seminar to concentrate on interactive and practice based learning. Students (n = 16) showed a post-test significant overall gain in skills and knowledge of 33%. This study showed a positive effect of the inverted classroom approach on students' satisfaction and skills and knowledge. Further research is necessary in order to explore the potentials of this approach, especially the impact on development of clinical skills.

Cognitive knowledge, attitude toward science, and skill development in virtual science laboratories

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Babaie, Mahya

The purpose of this quantitative, descriptive, single group, pretest posttest design study was to explore the influence of a Virtual Science Laboratory (VSL) on middle school students' cognitive knowledge, skill development, and attitudes toward science. This study involved 2 eighth grade Physical Science classrooms at a large urban charter middle school located in Southern California. The Buoyancy and Density Test (BDT), a computer generated test, assessed students' scientific knowledge in areas of Buoyancy and Density. The Attitude Toward Science Inventory (ATSI), a multidimensional survey assessment, measured students' attitudes toward science in the areas of value of science in society, motivation in science, enjoyment of science, self-concept regarding science, and anxiety toward science. A Virtual Laboratory Packet (VLP), generated by the researcher, captured students' mathematical and scientific skills. Data collection was conducted over a period of five days. BDT and ATSI assessments were administered twice: once before the Buoyancy and Density VSL to serve as baseline data (pre) and also after the VSL (post). The findings of this study revealed that students' cognitive knowledge and attitudes toward science were positively changed as expected, however, the results from paired sample t-tests found no statistical significance. Analyses indicated that VSLs were effective in supporting students' scientific knowledge and attitude toward science. The attitudes most changed were value of science in society and enjoyment of science with mean differences of 1.71 and 0.88, respectively. Researchers and educational practitioners are urged to further examine VSLs, covering a variety of topics, with more middle school students to assess their learning outcomes. Additionally, it is recommended that publishers in charge of designing the VSLs communicate with science instructors and research practitioners to further improve the design and analytic components of these

THE FACTOR STRUCTURE OF MOTOR SKILLS AND KNOWLEDGE OF THE FEMALE STUDENTS OF THE FIRST YEAR OF SECONDARY SCHOOL

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Said Hasanbegovic

2012-04-01

Full Text Available The aim of this research is to determine the latent space of motor skills and knowledge of the female students of the first year of secondary school. This study included 120 girls, and it was conducted at the end of the school year, after the realization of the regular physical education classes. According to nine tests aimed to evaluate motor skills and 16 more to assess motor knowledge, factors that define the latent space of motor skills of the test group were isolated by factor analysis, which shows in what way this program influenced the development of the test area. The agility and frequency of movement factor, as well as the factor of explosive strength were isolated in the motor skills area, which indicates that the standard program does not provide the development of fine motor skills in subjects. There were also isolated factors such as: the factor of average motor skills in the manipulation of the ball, the random factor of motor coordination, manual manipulation factor with the ball and the factor of insufficient movement coordination, from which it can be concluded that there is no logical development dimension in this area, nor proper development of motor skills.

Skill Learning for Intelligent Robot by Perception-Action Integration: A View from Hierarchical Temporal Memory

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Xinzheng Zhang

2017-01-01

Full Text Available Skill learning autonomously through interactions with the environment is a crucial ability for intelligent robot. A perception-action integration or sensorimotor cycle, as an important issue in imitation learning, is a natural mechanism without the complex program process. Recently, neurocomputing model and developmental intelligence method are considered as a new trend for implementing the robot skill learning. In this paper, based on research of the human brain neocortex model, we present a skill learning method by perception-action integration strategy from the perspective of hierarchical temporal memory (HTM theory. The sequential sensor data representing a certain skill from a RGB-D camera are received and then encoded as a sequence of Sparse Distributed Representation (SDR vectors. The sequential SDR vectors are treated as the inputs of the perception-action HTM. The HTM learns sequences of SDRs and makes predictions of what the next input SDR will be. It stores the transitions of the current perceived sensor data and next predicted actions. We evaluated the performance of this proposed framework for learning the shaking hands skill on a humanoid NAO robot. The experimental results manifest that the skill learning method designed in this paper is promising.

The Role of Integrated Knowledge Translation in Intervention Research.

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Wathen, C Nadine; MacMillan, Harriet L

2018-04-01

There is widespread recognition across the full range of applied research disciplines, including health and social services, about the challenges of integrating scientifically derived research evidence into policy and/or practice decisions. These "disconnects" or "knowledge-practice gaps" between research production and use have spawned a new research field, most commonly known as either "implementation science" or "knowledge translation." The present paper will review key concepts in this area, with a particular focus on "integrated knowledge translation" (IKT)-which focuses on researcher-knowledge user partnership-in the area of mental health and prevention of violence against women and children using case examples from completed and ongoing work. A key distinction is made between the practice of KT (disseminating, communicating, etc.), and the science of KT, i.e., research regarding effective KT approaches. We conclude with a discussion of the relevance of IKT for mental health intervention research with children and adolescents.

How Do Different Aspects of Spatial Skills Relate to Early Arithmetic and Number Line Estimation?

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Véronique Cornu

2017-12-01

Full Text Available The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125. Spatial skills are known to be related to mathematical development, but due to the construct’s non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children’s performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children’s spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.

The effectiveness of CPR training during anesthesia internship rotation on improvement of interns, knowledge and clinical skills of Lorestan university of medical sciences

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sepideh Vahabi

2015-09-01

Full Text Available Background : Since only the correct and effective Cardiopulmonary Resuscitation (CPR can increase the survival of patients with cardiopulmonary arrest, the aim of this study is to determine the effects of CPR training in the anesthetioligy ward to improve CPR knowledge and clinical skills of interns of Lorestan university of medical sciences. Materials and Methods : A 10-month Educational experimental study was done on 31 undergraduate medical students at Lorestan university of medical sciences in 2013. During a period of 15 days of anesthesiology internship course, all these students underwent CPR training including Basic Life Support ( BLS , Advanced Cardiac Life Support ( ACLS and practical skills. Data were collected via a questionnaire with 4 parts including demographic, pre and post knowledge and skills as standpoint of interns and ward,s professor. Results: After training the mean of score about knowledge of CPR and its practical skills significantly increased from 5.68 to 7.94 and 10.65 to 23.45 respectivly (PV=0.0001 . A significant relationship between preinternship exam score and knowledge of CPR before anesthesiology internship course was shown (PV=0.001, but there was no significant relationship with practical skills score pre and post CPR training in anesthesilogy ward.(PV=0.38 Conclusion: The CPR training course in anesthetiology ward leads to significant increase in CPR skills and Knowledge of medical interns. Adding this course to undergraduated medical students is essential

Integrating Traditional Ecological Knowledge and Ecological Science: a Question of Scale

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Catherine A. Gagnon

2009-12-01

Full Text Available The benefits and challenges of integrating traditional ecological knowledge and scientific knowledge have led to extensive discussions over the past decades, but much work is still needed to facilitate the articulation and co-application of these two types of knowledge. Through two case studies, we examined the integration of traditional ecological knowledge and scientific knowledge by emphasizing their complementarity across spatial and temporal scales. We expected that combining Inuit traditional ecological knowledge and scientific knowledge would expand the spatial and temporal scales of currently documented knowledge on the arctic fox (Vulpes lagopus and the greater snow goose (Chen caerulescens atlantica, two important tundra species. Using participatory approaches in Mittimatalik (also known as Pond Inlet, Nunavut, Canada, we documented traditional ecological knowledge about these species and found that, in fact, it did expand the spatial and temporal scales of current scientific knowledge for local arctic fox ecology. However, the benefits were not as apparent for snow goose ecology, probably because of the similar spatial and temporal observational scales of the two types of knowledge for this species. Comparing sources of knowledge at similar scales allowed us to gain confidence in our conclusions and to identify areas of disagreement that should be studied further. Emphasizing complementarities across scales was more powerful for generating new insights and hypotheses. We conclude that determining the scales of the observations that form the basis for traditional ecological knowledge and scientific knowledge represents a critical step when evaluating the benefits of integrating these two types of knowledge. This is also critical when examining the congruence or contrast between the two types of knowledge for a given subject.

Self-assessment of managerial knowledge and skills of medical doctors in primary health care

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Aida Pilav

2016-03-01

Full Text Available Introduction: The aim of this paper was to evaluate the managerial knowledge and skills of mid-level managers – medical doctors in Medical center of the Canton Sarajevo.Methods: A cross-sectional study of the mid-level managers in the Medical center of the Canton Sarajevo was conducted using an originally developed questionnaire for self-assessment of managerial knowledge and skills. The respondents answered each of the questions using a 5-point Likert scale. Apart from the quantitative section, the respondents could present their observations concerning the educational needs in the health care system.Results: Almost 40% of the respondents said that the process of assessing health care needs is not conducted. No statistical significance was observed in the responses according to the length of service in a managerial position. In total, 41% of the respondents were not sure whether a plan exists, even though the development of these plans should be a principal managerial responsibility in the quality management. Managers who were longer in the position reported no plans for corrective actions. This result was in contrast with the answers obtained from the managers who were in the position for a shorter period. In addition, 91% of the respondents said that they regularly discuss problems with their employees.Conclusions: Self- assessment and assessment of managerial competencies should be regular activities in a health care organization, in order to monitor the knowledge and skills, as well as to make the development plans. The results of this study could serve as the basis for planning and developing the health management education in the Canton Sarajevo.

Knowledge and information management for integrated water resource management

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Watershed information systems that integrate data and analytical tools are critical enabling technologies to support Integrated Water Resource Management (IWRM) by converting data into information, and information into knowledge. Many factors bring people to the table to participate in an IWRM fra...

Imported tropical neuroinfections: practice skills and knowledge among nurses and nursing students.

Science.gov (United States)

Rajoo, Maheswaari; Sulicova, Andrea; Mroskova, Slavka; Supinova, Maria; Plackova, Anna; Bystra, Martina; Baranova, Lenka; Grezdova, Iveta; Santova, Tatiana; Janakova, Maria; Simova, Zuzana; Cinova, Jana; Cibrikova, Silvia; Decsiova, Zuzana; Lengyelova, Anna; Hlinovska, Jana; Rovna, Silvia; Igazova, Maria; Nadova, Monika; Rakova, Jana; Lehotska, Maria; Moraucikova, Eva; Mizenkova, Ludmila; Novotna, Zuzana; Paukova, Luba; Semjonova, Alexandra; Schlosserova, Alena; Vicanova, Michaela; Balkova, Hilda; Banasova, Vlasta; Horanska, Valeria; Hudakova, Pavlina; Hudakova, Anna; Majernikova, Ludmila; Poliakova, Nikoleta; Suchanova, Renata; Tirpakova, Libusa; Perinova, Nadezda; Vatehova, Drahormira; Komanicky, Dusan; Koudelkova, Vlasta; Capska, Jana; Maskalikova, Tatiana; Hulkova, Vlasta; Treslova, Marie

2013-09-01

Tropical neuroinfections are still cause of substantial mortality in travelers. Therefore, good knowledge of early symptoms is very important for nurses acting as first contact persons. Nurse's practical skills and knowledge of signs and early recognition of tropical neuroinfections, providing first aid and quick action has been studied among graduates of two Tropical Nursing PhD programs (in EU-Countries vs. tropical country) using a standardized questionnaire. Statistical package EPI info was used to determine potential differences between both groups of graduates. Acceptable knowledge on early symptoms and signs of cerebral malaria and meningococcal meningitis in returning travelers was found among 121 graduates of two PhD programs who were included in the study. Of these, 99 questionnaires were filled in Slovakia, Czech Republic and Germany and another 22 were filled in Malaysia, as a part of the Tropical Nursing PhD Study Programs. Nursing students and recent graduates in two PhD programs demonstrated acceptable, although not large-scaled, knowledge of early signs and symptoms of tropical neuroinfections.

Awareness Knowledge Attitude Skills of Telemedicine among Health Professional Faculty Working in Teaching Hospitals

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Zayapragassarazan, Zayabalaradjane; Kumar, Santosh

2016-01-01

Introduction: Telemedicine is an emerging technology in health sector in India. The success of any new technology depends on many factors including the knowledge and understanding of the concept, skills acquired, attitude towards technology and working environment by the concerned professionals. Aim: The main objective of this study was to assess…

The KNOMAD Methodology for Integration of Multi-Disciplinary Engineering Knowledge within Aerospace Production

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Curran, R.; Verhagen, W.J.C.; Van Tooren, M.J.L.

2010-01-01

The paper is associated with the integration of multi-disciplinary knowledge within a Knowledge Based Engineering (KBE)-enabled design framework. To support this integration effort, the KNOMAD methodology has been devised. KNOMAD stands for Knowledge Optimized Manufacture And Design and is a

Intelligent Assistants for Distributed Knowledge Acquisition, Integration, Validation, and Maintenance

National Research Council Canada - National Science Library

Tecuci, Gheorghe; Boicu, Mihai

2008-01-01

This research has developed an integrated set of tools, called Disciple 2008 learning agent shell, for continuous acquisition of knowledge directly from subject matter experts, and for the integration...

Applying the Skill-Rule-Knowledge Framework to Understanding Operators’ Behaviors and Workload in Advanced Main Control Rooms

International Nuclear Information System (INIS)

Lin, Chiuhsiang Joe; Shiang, Wei-Jung; Chuang, Chun-Yu; Liou, Jin-Liang

2014-01-01

Highlights: • Operator behaviors were analyzed according to Rasmussen's SRK classification. • Different job positions connote different abilities to perform the job successfully. • Rule-based behavior comprised the main behavior patterns of the operating crew. - Abstract: For the past years, a number of researches have focused on operators’ behaviors and workloads in advanced main control rooms (MCRs) in either the procedure-domain or knowledge-domain and in either workload-increased or workload-decreased conditions. Different job positions connote different responsibilities and abilities that are required to perform the job successfully. However, it may be inappropriate to apply a dichotomy in these issues. In this study, we clarified these controversial points through the analysis of the time, frequency, and workload of the behaviors based on Rasmussen's skill–rule–knowledge classification (SRK framework) according to the supervisor operator (SRO), reactor operator (RO), and assistant reactor operator (ARO). The results showed that, for the SRO, rule- and knowledge-based behaviors occurred more often than skill-based behavior in terms of time and frequency, and knowledge-based behavior was the main source of workload. For the RO, no significant differences were found among the three behavior types in terms of frequency and workload, but more time was spent on rule-based behaviors than on skill- and knowledge-based behaviors. The ARO spent more time performing skill-based behaviors than rule- and knowledge-based behaviors, but in terms of frequency and workload, rule-based behavior was the predominant type. Operators’ behaviors contribute to a plant's defense-in-depth approach to safety and serve a vital function in ensuring its safe operation. Research on behavioral taxonomies of advanced MCRs has many significant benefits in both scientific-theoretical and applied practical fields

Applying the Skill-Rule-Knowledge Framework to Understanding Operators’ Behaviors and Workload in Advanced Main Control Rooms

Energy Technology Data Exchange (ETDEWEB)

Lin, Chiuhsiang Joe, E-mail: cjoelin@mail.ntust.edu.tw [Department of Industrial Management, National Taiwan University of Science and Technology, 43 Keelung Road, Section 4, Taipei 10607, Taiwan, ROC (China); Shiang, Wei-Jung, E-mail: wjs001@cycu.edu.tw [Department of Industrial Engineering, Chung-Yuan Christian University, 200, Chung Pei Rd., Chung-Li 32023, Taiwan, ROC (China); Chuang, Chun-Yu, E-mail: chunyu@iner.gov.tw [Department of Industrial Engineering, Chung-Yuan Christian University, 200, Chung Pei Rd., Chung-Li 32023, Taiwan, ROC (China); Institute of Nuclear Energy Research, 1000, Wunhua Rd., Jiaan Village, Longtan Township, Taoyuan 32546, Taiwan, ROC (China); Liou, Jin-Liang, E-mail: u683437@taipower.com.tw [Taiwan Power Company, 20F, 242, Roosevelt Rd., Sec. 3, Taipei 10016, Taiwan, ROC (China)

2014-04-01

Highlights: • Operator behaviors were analyzed according to Rasmussen's SRK classification. • Different job positions connote different abilities to perform the job successfully. • Rule-based behavior comprised the main behavior patterns of the operating crew. - Abstract: For the past years, a number of researches have focused on operators’ behaviors and workloads in advanced main control rooms (MCRs) in either the procedure-domain or knowledge-domain and in either workload-increased or workload-decreased conditions. Different job positions connote different responsibilities and abilities that are required to perform the job successfully. However, it may be inappropriate to apply a dichotomy in these issues. In this study, we clarified these controversial points through the analysis of the time, frequency, and workload of the behaviors based on Rasmussen's skill–rule–knowledge classification (SRK framework) according to the supervisor operator (SRO), reactor operator (RO), and assistant reactor operator (ARO). The results showed that, for the SRO, rule- and knowledge-based behaviors occurred more often than skill-based behavior in terms of time and frequency, and knowledge-based behavior was the main source of workload. For the RO, no significant differences were found among the three behavior types in terms of frequency and workload, but more time was spent on rule-based behaviors than on skill- and knowledge-based behaviors. The ARO spent more time performing skill-based behaviors than rule- and knowledge-based behaviors, but in terms of frequency and workload, rule-based behavior was the predominant type. Operators’ behaviors contribute to a plant's defense-in-depth approach to safety and serve a vital function in ensuring its safe operation. Research on behavioral taxonomies of advanced MCRs has many significant benefits in both scientific-theoretical and applied practical fields.

Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade.

Science.gov (United States)

Nanu, Cristina E; McMullen, Jake; Munck, Petriina; Hannula-Sormunen, Minna M

2018-05-01

Previous studies in a variety of countries have shown that there are substantial individual differences in children's spontaneous focusing on numerosity (SFON), and these differences are positively related to the development of early numerical skills in preschool and primary school. A total of 74 5-year-olds participated in a 7-year follow-up study, in which we explored whether SFON measured with very small numerosities at 5 years of age predicts mathematical skills and knowledge, math motivation, and reading in fifth grade at 11 years of age. Results show that preschool SFON is a unique predictor of arithmetic fluency and number line estimation but not of rational number knowledge, mathematical achievement, math motivation, or reading. These results hold even after taking into account age, IQ, working memory, digit naming, and cardinality skills. The results of the current study further the understanding of how preschool SFON tendency plays a role in the development of different formal mathematical skills over an extended period of time. Copyright © 2017 Elsevier Inc. All rights reserved.

Web-Mediated Knowledge Synthesis for Educators

Science.gov (United States)

DeSchryver, Michael

2015-01-01

Ubiquitous and instant access to information on the Web is challenging what constitutes 21st century literacies. This article explores the notion of Web-mediated knowledge synthesis, an approach to integrating Web-based learning that may result in generative synthesis of ideas. This article describes the skills and strategies that may support…

The Effect of Integrated Learning-Teaching Approach on Reading Comprehension and Narration Skills

Directory of Open Access Journals (Sweden)

Ergün Hamzadayı

2010-12-01

Full Text Available This study investigated the effects of integrated learning-teaching approach on reading comprehension and narration skills. Considerations regarding how to overcome difficulties in the teaching of Turkish language through multi-theoretical perspectives have resulted in this approach to come into the existence. For the purpose of forming theoretical foundations of the research, behaviourist, cognitive and constructivist learning theories with their philosophical foundations were introduced, their principals and assumptions with regard to instructional design were compared, and their strengths and weakness were delineated. These considerations were then associated with the components of Turkish language program (content, objectives, teaching strategies and methods, assessment and that paved way for “integrative learning and teaching approach” to come into being. This study aimed to investigate whether there is a significant difference between the performance of the experimental group students who were exposed to integrative learning and teaching approach and that of control group students who were not exposed to integrative learning and teaching approach in terms of reading comprehension and written expression skills in Turkish language

Integrating ICT in Agriculture for Knowledge-Based Economy

African Journals Online (AJOL)

agriculture –based livelihoods, demands the integration of ICT knowledge with agriculture. .... (CGIAR) shows the vital role of Agricultural development in Rwanda's ... Network, Rwanda National Backbone Project, Regional Communication.

Indicators and measurement tools for health system integration: a knowledge synthesis protocol.

Science.gov (United States)

Oelke, Nelly D; Suter, Esther; da Silva Lima, Maria Alice Dias; Van Vliet-Brown, Cheryl

2015-07-29

Health system integration is a key component of health system reform with the goal of improving outcomes for patients, providers, and the health system. Although health systems continue to strive for better integration, current delivery of health services continues to be fragmented. A key gap in the literature is the lack of information on what successful integration looks like and how to measure achievement towards an integrated system. This multi-site study protocol builds on a prior knowledge synthesis completed by two of the primary investigators which identified 10 key principles that collectively support health system integration. The aim is to answer two research questions: What are appropriate indicators for each of the 10 key integration principles developed in our previous knowledge synthesis and what measurement tools are used to measure these indicators? To enhance generalizability of the findings, a partnership between Canada and Brazil was created as health system integration is a priority in both countries and they share similar contexts. This knowledge synthesis will follow an iterative scoping review process with emerging information from knowledge-user engagement leading to the refinement of research questions and study selection. This paper describes the methods for each phase of the study. Research questions were developed with stakeholder input. Indicator identification and prioritization will utilize a modified Delphi method and patient/user focus groups. Based on priority indicators, a search of the literature will be completed and studies screened for inclusion. Quality appraisal of relevant studies will be completed prior to data extraction. Results will be used to develop recommendations and key messages to be presented through integrated and end-of-grant knowledge translation strategies with researchers and knowledge-users from the three jurisdictions. This project will directly benefit policy and decision-makers by providing an easy

From Knowledge Theory to Management Practice: Towards an Integrated Approach.

Science.gov (United States)

Shin, Minsoo; Holden, Tony; Schmidt, Ruth A.

2001-01-01

Critically contrasts the three main schools of thought on knowledge and assesses the resulting implications for knowledge management. Presents a conceptual model to integrate theoretical and practical themes to serve as a framework for developing a future research agenda for the development of knowledge management business tools and applications.…

Literacy and Arts-Integrated Science Lessons Engage Urban Elementary Students in Exploring Environmental Issues

Science.gov (United States)

Gray, P.; Elser, C. F.; Klein, J. L.; Rule, A. C.

2016-01-01

This descriptive case study examined student attitudes, writing skills and content knowledge of urban fourth and fifth graders (6 males, 9 female) during a six-week literacy, thinking skill, and art-integrated environmental science unit. Pre- and post-test questions were used to address knowledge of environmental problems and student environmental…

DISTANCE LEARNING FOR DEVELOPING KNOWLEDGE AND SKILLS IN ENGLISH LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Natalia A. Kameneva

2013-01-01

Full Text Available The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

Integrating data to acquire new knowledge: Three modes of integration in plant science.

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Leonelli, Sabina

2013-12-01

This paper discusses what it means and what it takes to integrate data in order to acquire new knowledge about biological entities and processes. Maureen O'Malley and Orkun Soyer have pointed to the scientific work involved in data integration as important and distinct from the work required by other forms of integration, such as methodological and explanatory integration, which have been more successful in captivating the attention of philosophers of science. Here I explore what data integration involves in more detail and with a focus on the role of data-sharing tools, like online databases, in facilitating this process; and I point to the philosophical implications of focusing on data as a unit of analysis. I then analyse three cases of data integration in the field of plant science, each of which highlights a different mode of integration: (1) inter-level integration, which involves data documenting different features of the same species, aims to acquire an interdisciplinary understanding of organisms as complex wholes and is exemplified by research on Arabidopsis thaliana; (2) cross-species integration, which involves data acquired on different species, aims to understand plant biology in all its different manifestations and is exemplified by research on Miscanthus giganteus; and (3) translational integration, which involves data acquired from sources within as well as outside academia, aims at the provision of interventions to improve human health (e.g. by sustaining the environment in which humans thrive) and is exemplified by research on Phytophtora ramorum. Recognising the differences between these efforts sheds light on the dynamics and diverse outcomes of data dissemination and integrative research; and the relations between the social and institutional roles of science, the development of data-sharing infrastructures and the production of scientific knowledge. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Integration of Psychomotor Skills in a Hybrid-PBL Dental Curriculum: The Clinical Clerkships.

Science.gov (United States)

Walton, Joanne N.; MacNeil, M. A. J.; Harrison, Rosamund L.; Clark, D. Christopher

1998-01-01

Describes the restructuring of clinical clerkships at the University of British Columbia (Canada) dental school as part of a new, hybrid, problem-based learning (PBL) curriculum, focusing on strategies for integrating development of psychomotor skills. Methods of achieving both horizontal and vertical integration of competencies through grouping…

Using concurrent think-aloud and protocol analysis to explore student nurses' social learning information communication technology knowledge and skill development.

Science.gov (United States)

Todhunter, Fern

2015-06-01

Observations obtained through concurrent think-aloud and protocol analysis offer new understanding about the influence of social learning on student nurses' acquisition of Information and Communication Technology (ICT) knowledge and skills. The software used provides a permanent record of the underpinning study method, events and analyses. The emerging themes reflect the dimensions of social engagement, and the characteristics of positive and negative reactions to ICT. The evidence shows that given the right conditions, stronger learners will support and guide their peers. To explore the use of concurrent think-aloud and protocol analysis as a method to examine how student nurses approach ICT. To identify the benefits and challenges of using observational technology to capture learning behaviours. To show the influence of small group arrangement and student interactions on their ICT knowledge and skills development. Previous studies examining social interaction between students show how they work together and respond to interactive problem solving. Social interaction has been shown to enhance skills in both ICT and collaborative decision making. Structured observational analysis using concurrent think-aloud and protocol analysis. Students displayed varying degrees of pastoral support and emotional need, leadership, reflection, suggestion and experimentation skills. Encouraging student nurses to work in small mixed ability groups can be conducive for social and ICT skill and knowledge development. Observational software gives a permanent record of the proceedings. Copyright © 2015 Elsevier Ltd. All rights reserved.

Practical integration: The art of balancing values, institutions and knowledge - lessons from the History of British Public Health and Town Planning.

Science.gov (United States)

De Grandis, Giovanni

2016-04-01

The paper uses two historical examples, public health (1840-1880) and town planning (1945-1975) in Britain, to analyse the challenges faced by goal-driven research, an increasingly important trend in science policy, as exemplified by the prominence of calls for addressing Grand Challenges. Two key points are argued. (1) Given that the aim of research addressing social or global problems is to contribute to improving things, this research should include all the steps necessary to bring science and technology to fruition. This need is captured by the idea of practical integration, which brings this type of research under the umbrella of collective practical reason rather than under the aegis of science. Achieving practical integration is difficult for many reasons: the complexity of social needs, the plurality of values at stake, the limitation of our knowledge, the elusive nature of the skills needed to deal with uncertainty, incomplete information and asymmetries of power. Nevertheless, drawing from the lessons of the case studies, it is argued that (2) practical integration needs a proper balance between values, institutions and knowledge: i.e. a combination of mutual support and mutual limitation. Pursuing such a balance provides a flexible strategy for approximating practical integration. Copyright © 2015 Elsevier Ltd. All rights reserved.

The impact of an immunization training certificate program on the perceived knowledge, skills and attitudes of pharmacy students toward pharmacy-based immunizations

Directory of Open Access Journals (Sweden)

Marcum ZA

2010-06-01

Full Text Available Objective: To assess the impact of a national immunization training certificate program on the perceived knowledge, skills and attitudes of pharmacy students toward pharmacy-based immunizations.Methods: The study design utilized a pre- and post-survey administered to pharmacy students before and after the American Pharmacists Association’s (APhA Pharmacy-Based Immunization Delivery program. The primary outcome explored was a change in the perceived knowledge, skills, and attitudes of the pharmacy students. A five-point Likert scale (i.e. strongly agree = 5, strongly disagree = 1 was used for measuring the main outcomes, which was summated by adding the individual item scores in each section to form a composite score for each outcome. Results: The certificate training program resulted in a significant improvement in knowledge (38.5% increase in score, p<0.001 and skills (34.5% increase in score, p<0.001, but not attitudes (1% increase in score, p=0.210.Conclusions: The national immunization training certificate program had a positive impact on the perceived knowledge and skills of pharmacy students. However, no change was observed regarding students’ perceived attitudes toward pharmacy-based immunizations.

Presentation planning using an integrated knowledge base

Science.gov (United States)

Arens, Yigal; Miller, Lawrence; Sondheimer, Norman

1988-01-01

A description is given of user interface research aimed at bringing together multiple input and output modes in a way that handles mixed mode input (commands, menus, forms, natural language), interacts with a diverse collection of underlying software utilities in a uniform way, and presents the results through a combination of output modes including natural language text, maps, charts and graphs. The system, Integrated Interfaces, derives much of its ability to interact uniformly with the user and the underlying services and to build its presentations, from the information present in a central knowledge base. This knowledge base integrates models of the application domain (Navy ships in the Pacific region, in the current demonstration version); the structure of visual displays and their graphical features; the underlying services (data bases and expert systems); and interface functions. The emphasis is on a presentation planner that uses the knowledge base to produce multi-modal output. There has been a flurry of recent work in user interface management systems. (Several recent examples are listed in the references). Existing work is characterized by an attempt to relieve the software designer of the burden of handcrafting an interface for each application. The work has generally focused on intelligently handling input. This paper deals with the other end of the pipeline - presentations.

Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.

Science.gov (United States)

Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

2016-01-01

Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning. © 2016 K. Hoffman, S. Leupen, et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

IT-supported skill-mix change and standardisation in integrated eyecare: lessons from two screening projects in The Netherlands

Directory of Open Access Journals (Sweden)

Marleen de Mul

2007-05-01

Full Text Available Introduction: Information Technology (IT has the potential to significantly support skill-mix change and, thereby, to improve the efficiency and effectiveness of integrated care. Theory and methods: IT and skill-mix change share an important precondition: the standardisation of work processes. Standardisation plays a crucial role in IT-supported skill-mix change. It is not a matter of more or less standardisation than in the ‘old’ situation, but about creating an optimal fit. We used qualitative data from our evaluation of two integrated-care projects in Dutch eyecare to identify domains where this fit is important. Results: While standardisation was needed to delegate screening tasks from physicians to non-physicians, and to assure the quality of the integrated-care process as a whole, tensions arose in three domains: the performance of clinical tasks, the documentation, and the communication between professionals. Unfunctional standardisation led to dissatisfaction and distrust between the professionals involved in screening. Discussion and conclusion: Although the integration seems promising, much work is needed to ensure a synergistic relationship between skill-mix change and IT. Developing IT-supported skill-mix change by means of standardisation is a matter of tailoring standardisation to fit the situation at hand, while dealing with the local constraints of available technology and organisational context.

Formation of a Community of Practice in the Watershed Scale, with Integrated Local Environmental Knowledge

Directory of Open Access Journals (Sweden)

Kenji Kitamura

2018-02-01

Full Text Available Rural communities around the world face formidable problems such as resource depletion, environmental degradation and economic decline. While the term ‘community’ is often used without clear definition or context, it can be viewed as a group of people emerging through social interaction. Through a series of collaborative action toward a shared goal, a community of practice can be formed. This paper proposes a hypothetical framework of integrated local environmental knowledge (ILEK, and applies it to analyze the processes of collaborative actions in the case of the Nishibetsu Watershed in Hokkaido, Japan. The case study identified several phases of actions, all initiated by a group of local residents on a grassroots and voluntary basis. These local resident-initiated collaborative actions had a particular confluence of elements to facilitate gradual strengthening of formal and informal institutions in the watershed scale beyond jurisdictional boundaries, making this a worthy case to study. The local residents used diverse types of knowledge, including livelihood-based technologies and skills of working as a group and with local governments, for establishing and strengthening various institutions for collaborative actions, with such knowledge being used in the manner of tools in a box of bricolage for community formation.

Veterinary student attitudes toward curriculum integration at James Cook University.

Science.gov (United States)

Cavalieri, John

2009-01-01

The aim of this study was to investigate the attitudes of veterinary science students to activities designed to promote curriculum integration. Students (N = 33) in their second year of a five-year veterinary degree were surveyed in regard to their attitudes to activities that aimed to promote integration. Imaging, veterinary practice practicals, and a field trip to a cattle property were classified as the three most valuable learning activities that were designed to promote integration. Veterinary practice practicals, case studies, and palpable anatomy were regarded by students as helping them to learn information presented in other teaching sessions. They also appeared to enhance student motivation, and students indicated that the activities assisted them with their preparation for and performance at examinations. Attitudes to whether the learning exercises helped improve a range of skills and specific knowledge varied, with 39-88% of students agreeing that specific skills and knowledge were enhanced to a large or very large extent by the learning activities. The results indicate that learning activities designed to promote curriculum integration helped improve motivation, reinforced learning, created links between foundational knowledge and its application, and assisted with the development of skills that are related to what students will do in their future careers.

Marketing and strategic management: integrating skills for a better hospital.

Science.gov (United States)

Hunter, S S

1987-05-01

Participants in a 1985 one-day seminar sponsored by the American Hospital Association's Society for Hospital Planning and Marketing were asked two questions: How many of the hospitals represented here have conducted marketing surveys in the recent past? How many of you were satisfied with the results of the survey or could integrate it into the strategic management of your institution? While all but two of the 125 participants answered yes to the first question, only two responded affirmatively to the second. A gap between having a survey done and implementing the results had been identified. The administrators had probably rushed into "marketing" with little forethought and even less effort to comprehend how this management skill fits into existing institutional skills, capabilities, roles, and goals. To close the gap between marketing theory and practice an institution must adopt a more far-reaching, proactive stance toward integrating marketing into the management routine at an early stage. This article presents a case study that may help health care administrators rethink the role of marketing in management and its place in the sequence of strategic decision making for their institution.

[Development And Validation Of A Breastfeeding Knowledge And Skills Questionnaire].

Science.gov (United States)

Gómez Fernández-Vegue, M; Menéndez Orenga, M

2015-12-01

Pediatricians play a key role in the onset and duration of breastfeeding. Although it is known that they lack formal education on this subject, there are currently no validated tools available to assess pediatrician knowledge regarding breastfeeding. To develop and validate a Breastfeeding Knowledge and Skills Questionnaire for Pediatricians. Once the knowledge areas were defined, a representative sample of pediatricians was chosen to carry out the survey. After pilot testing, non-discriminating questions were removed. Content validity was assessed by 14 breastfeeding experts, who examined the test, yielding 22 scorable items (maximum score: 26 points). To approach criterion validity, it was hypothesized that a group of pediatricians with a special interest in breastfeeding (1) would obtain better results than pediatricians from a hospital without a maternity ward (2), and the latter would obtain a higher score than the medical residents of Pediatrics training in the same hospital (3). The questionnaire was also evaluated before and after a basic course in breastfeeding. Breastfeeding experts have an index of agreement of >.90 for each item. The 3 groups (n=82) were compared, finding significant differences between group (1) and the rest. Moreover, an improvement was observed in the participants who attended the breastfeeding course (n=31), especially among those with less initial knowledge. Regarding reliability, internal consistency (KR-20=.87), interobserver agreement, and temporal stability were examined, with satisfactory results. A practical and self-administered tool is presented to assess pediatrician knowledge regarding breastfeeding, with a documented validity and reliability. Copyright © 2014 Asociación Española de Pediatría. Published by Elsevier España, S.L.U. All rights reserved.

Indigenous Knowledge, Science, and Resilience: What Have We Learned from a Decade of International Literature on "Integration"?

Directory of Open Access Journals (Sweden)

Erin L. Bohensky

2011-12-01

Full Text Available Despite the increasing trend worldwide of integrating indigenous and scientific knowledge in natural resource management, there has been little stock-taking of literature on lessons learned from bringing indigenous knowledge and science together and the implications for maintaining and building social-ecological system resilience. In this paper we investigate: (1 themes, questions, or problems encountered for integration of indigenous knowledge and science; (2 the relationship between knowledge integration and social-ecological system resilience; and (3 critical features of knowledge integration practice needed to foster productive and mutually beneficial relationships between indigenous knowledge and science. We examine these questions through content analyses of three special journal issues and an edited book published in the past decade on indigenous, local, and traditional knowledge and its interface with science. We identified broad themes in the literature related to: (1 similarities and differences between knowledge systems; (2 methods and processes of integration; (3 social contexts of integration; and (4 evaluation of knowledge. A minority of papers discuss a relationship between knowledge integration and social-ecological system resilience, but there remains a lack of clarity and empirical evidence for such a relationship that can help distinguish how indigenous knowledge and knowledge integration contribute most to resilience. Four critical features of knowledge integration are likely to enable a more productive and mutually beneficial relationship between indigenous and scientific knowledge: new frames for integration, greater cognizance of the social contexts of integration, expanded modes of knowledge evaluation, and involvement of inter-cultural "knowledge bridgers."

Addiction Counseling Competencies: The Knowledge, Skills, and Attitudes of Professional Practice. Technical Assistance Publication Series.

Science.gov (United States)

1999

This document presents knowledge, skills, and attitudes that are needed for achieving and practicing the competencies listed in Addiction Counseling Competencies, as written by the National Curriculum Committee of the Addiction Technology Transfer Center Program. The document is intended to provide guidance for the professional treatment of…

Post-pandemic assessment of public knowledge, behavior, and skill on influenza prevention among the general population of Beijing, China.

Science.gov (United States)

Zhang, Li; Seale, Holly; Wu, Shuangsheng; Yang, Peng; Zheng, Yang; Ma, Chunna; MacIntyre, Raina; Wang, Quanyi

2014-07-01

The aim of this study was to assess the knowledge, behavioral, and skill responses toward influenza in the general population of Beijing after pandemic influenza A (H1N1) 2009. A cross-sectional study was conducted in Beijing, China, in January 2011. A survey was conducted in which information was collected using a standardized questionnaire. A comprehensive evaluation index system of health literacy related to influenza was built to evaluate the level of health literacy regarding influenza prevention and control among residents in Beijing. Thirteen thousand and fifty-three valid questionnaires were received. The average score for the sum of knowledge, behavior, and skill was 14.12±3.22, and the mean scores for knowledge, behavior, and skill were 4.65±1.20, 7.25±1.94, and 2.21±1.31, respectively. The qualified proportions of these three sections were 23.7%, 11.9%, and 43.4%, respectively, and the total proportion with a qualified level was 6.7%. There were significant differences in health literacy level related to influenza among the different gender, age, educational level, occupational status, and location groups (ppopulation in Beijing and the extent of relativities in knowledge, behavior, and skill about influenza was found to be weak. Therefore, improvements are needed in terms of certain aspects, particularly for the elderly and the population of rural districts. Educational level, as a significant factor in reducing the spread of influenza, should be considered seriously when intervention strategies are implemented. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Use of simulated patients to develop communication skills in nursing education: An integrative review.

Science.gov (United States)

MacLean, Sharon; Kelly, Michelle; Geddes, Fiona; Della, Phillip

2017-01-01

Registered nurses are expected to communicate effectively with patients. To improve on this skill education programmes in both hospital and tertiary settings are increasingly turning to simulation modalities when training undergraduate and registered nurses. The roles simulated patients (SPs) assume can vary according to training purposes and approach. The first aim is to analyse how SPs are used in nursing education to develop communication skills. The second aim is to evaluate the evidence that is available to support the efficacy of using SPs for training nurses in communication skills and finally to review the SP recruitment and training procedure. An Integrative review. A search was conducted on CINAHL, Psych-info, PubMed, Google Scholar, Scopus, Ovid, Medline, and ProQuest databases. Keywords and inclusion/exclusion criteria were determined and applied to the search strategy. The integrative review included Nineteen studies from 2006-2016. Critical Appraisal Skills Program (CASP) method of evaluation was utilised. Emergent themes were extracted with similar and divergent perspectives. Analysis identified seven clinical contexts for communication skills training (CST) and two SP roles from the eighteen studies. SPs were either directly involved in the teaching of communication (active role) or used in the evaluation of the effectiveness of a communication skills program (passive role). A majority of studies utilised faculty-designed measurement instruments. The evidence presented in the 19 articles indicates that the use of SPs to teach nurse-patient communication skills targets more challenging clinical interactions. Engaging SPs in both CST program facilitation and course evaluation provides nurse educators with a strong foundation to develop further pedagogical and research capacity. Expanding the utilisation of SPs to augment nurses' communication skills and ability to engage with patients in a broader range of clinical contexts with increased

Making Connections among Multiple Visual Representations: How Do Sense-Making Skills and Perceptual Fluency Relate to Learning of Chemistry Knowledge?

Science.gov (United States)

Rau, Martina A.

2018-01-01

To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) "sense-making skills" that allow students to verbally explain mappings among representations and (2) "perceptual…

The role of emotion in the learning and transfer of clinical skills and knowledge.

Science.gov (United States)

McConnell, Meghan M; Eva, Kevin W

2012-10-01

Medical school and residency are emotional experiences for trainees. Most research examining emotion in medicine has focused on negative moods associated with physician burnout and poor quality of life. However, positive emotional states also may have important influences on student learning and performance. The authors present a review of the literature on the influence of emotion on cognition, specifically how individuals learn complex skills and knowledge and how they transfer that information to new scenarios. From September 2011 to February 2012, the authors searched Medline, PsycInfo, GoogleScholar, ERIC, and Web of Science, as well as the reference lists of relevant articles, for research on the interaction between emotion, learning, and knowledge transfer. They extracted representative themes and noted particularly relevant empirical findings. The authors found articles that show that emotion influences various cognitive processes that are involved in the acquisition and transfer of knowledge and skills. More specifically, emotion influences how individuals identify and perceive information, how they interpret it, and how they act on the information available in learning and practice situations. There are many ways in which emotions may influence medical education. Researchers must further explore the implications of these findings to ensure that learning is not treated simply as a rational, mechanistic process but that trainees are effectively prepared to perform under a wide range of emotional conditions.

Adequacy of core knowledge and soft skills in the performance of professional employees of real estate firms in Nigeria

NARCIS (Netherlands)

Oladokun, S.O.; Gbadegesin, J.T.

2017-01-01

Purpose – Real estate professionals are vital resources to the property firms and the industry atlarge. Employees’ skills, knowledge and competence contribute in great measure to organisation’s business performance. The purpose of this study is to examine the adequacy ofcore knowledge and soft

Psychomotor skills acquisition of novice learners: a case for contextual learning.

Science.gov (United States)

DeBourgh, Gregory A

2011-01-01

Deficiencies in procedural competency compromise patient safety and the quality of care provided. Educators in prelicensure nursing programs are challenged to design effective instruction to develop psychomotor skills abilities among novice learners. Highly contextualized learning and frequent opportunities for performance rehearsal promote knowledge retention and procedural competence. The author discusses data from an evaluation study that explored students' perceptions of the effectiveness of skills instruction and suggests strategies for curricular integration and effective instruction.

Communication skills training for physicians performing work disability assessments increases knowledge and self-efficacy: results of a randomised controlled trial.

Science.gov (United States)

van Rijssen, Jolanda; Schellart, Antonius J M; Anema, Johannes R; van der Beek, Allard J

2015-07-21

It was assessed whether a post-graduate communication skills training course would increase physicians' competence and knowledge with regard to communication during work disability assessment interviews, and would change the determinants of their communication behaviour. A randomised controlled trial was performed. At baseline and at follow-up, 42 physicians completed questionnaires. The primary outcome measures were competence and knowledge about communication. The secondary outcome measures were 21 self-reported determinants of communication behaviour. One-way analyses of variance and covariance were performed. There was no significant difference between the intervention and control groups in overall competence, but there was for the introduction phase (intervention: mean = 7.0, SD 2.7; control: mean = 4.8, SD 2.7; p = 0.014). Knowledge about communication was significantly higher (p = 0.001) in the intervention group (mean = 79.6, SD 9.2) than in the control group (mean = 70.9, SD 6.7), especially concerning the information-gathering phase of the interview (intervention: mean = 80.0, SD 10.2; control: mean = 69.4, SD 8.9; p = 0.001). The intervention group scored significantly better on 7 of the 21 self-reported determinants (secondary outcomes), including self-efficacy, intentions, skills and knowledge. The communication skills training course may improve some aspects of physician communication, but not all. Because physicians were unanimously positive about the course, further development is warranted. Implications for Rehabilitation Even though optimal communication is essential in face-to-face assessment interviews for determining entitlement to work disability benefits, and there is a lot at stake for the claimants, this issue has scarcely been addressed in scientific research. A tailor-made two-day communication skills training course, based on scientific research, increases physicians' knowledge about communication

Grade of a doctor does not influence acquisition of knowledge and skill during CPR training in a developing country

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Olufemi B Bankole

2014-01-01

Full Text Available Background: Our teaching hospitals have different grades of doctors with varied exposure to cardiac arrest settings and their resuscitation skills are often inadequate. Objectives: We investigated whether the grade of a doctor influenced acquisition of knowledge and skill during cardiopulmonary resuscitation (CPR training in Nigeria. Materials and Methods: Doctors who attended a two-day resuscitation training program between December 2007 and April 2009 were scored on their knowledge of Basic Life Support, Advanced Life Support, and performance at five skill stations. A pass mark was awarded for a post-test score ≥ 75% and a pass in all skill stations. Results: A total of 130 doctors were studied with a mean of 10.99 ± 6.51 years since medical qualification (range, 2-28 years. The mean pre-test score was 54.43 ± 16.10% (range 30.5-91.8% while the mean post-test score was 88.48 ± 6.8% (range, 54.6-94%, (P < 0.001. Mean post-test scores were not significantly different between grades. Mean scores for questions on Basic Life Support, defibrillator use, and drug therapy and in performance at skill stations were not significantly different between grades. A significant difference however existed in questions on cardiac arrest rhythms (P = 0.031. Sixty-five participants (50% passed the post-test at first attempt. Consultants, senior registrars, and registrars had pass rates of 59.2%, 53.6%, and 43.5% respectively (P = 0.336. After re-training at performance stations, 124 doctors (95.4% passed the test with no significant difference in overall pass in the various grades (P = 0.605. Conclusion : Grade of doctor did not affect the acquisition of knowledge and skill during resuscitation training.

Vertical Integration: Teachers' Knowledge and Teachers' Voice.

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Corrie, L.

1995-01-01

Traces the theoretical basis for vertical integration in early school years. Contrasts transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of student control. Suggests that early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and…

INTEGRATED DEVELOPMENT OF CHEMICAL TEACHING MATERIALS ON MATERIAL BASED THERMOCHEMICAL SOFT SKILLS FOR VOCATIONAL STUDENTS

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S. D. Purnawan

2015-11-01

Full Text Available Business and industrial field need workers who have not only good academic achievement but also the ability of hard skills and soft skills.  In order to prepare students who have a good academic skills, hard skills, soft skills it has to be done in all subjects including chemistry expertise to integrate the competencies of Motorcycle Engineering.  The research design uses One Group Pretest Posttest Design imposed on students in class XI SMK 1 Kedung TSM. Validator assessment results indicate that teaching materials developed very feasible for use in learning chemistry.  The result show that the learning device by using the integrated chemistry materials can increase students understanding of the thermo chemistry material with the acquisition of N-gain is at 0.63 or in the medium category.  Group of high-achieving students have the score of N-gain of 0.65, while the medium-achieving students get 0.63 and low-achieving students get 0.61, all have medium category.  Percentage  of students who passes the mastery learning  if mastery learning (KKM > 75 or reach 87 %.  The percentage of students’ soft skills in at least good criteria is at 87.10 %.  Students gave positive responses  90.71 % towards the learning material that is developed.

Hard skills or soft skills? Findings about importance of various skills in work

OpenAIRE

Niva, Anu

2016-01-01

Getting a job requires many things: hard skills, soft skills, the right attitude and motivation. To develop the degree programme in Business Information Systems in Oulu university of Applied Sciences (Oulu UAS), three surveys were conducted, to study importance of skills and knowledge in professional life: a graduate career survey in 2013, an employer survey in 2014, and a student survey in 2015. According to the results, readiness for change, learning skills and basic ICT skills seem to be t...

Applying Endogenous Knowledge in the African Context ...

African Journals Online (AJOL)

This requires not only an understanding of what endogenous knowledge is, but also an alignment of personal values, innovative strategies and an attitude of activism. An integral part of an extensive skills set to implement specifi c dispute resolution strategies is the ability to facilitate the free sharing of information about all ...

Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks

NARCIS (Netherlands)

Hsiao, Amy; Brouns, Francis; Van Bruggen, Jan; Sloep, Peter

2015-01-01

This study aims to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor-tutee pairs of fourth year secondary school students were created

[Resuscitation training for lay persons in first aid courses: Transfer of knowledge, skills and attitude].

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Breckwoldt, J; Lingemann, C; Wagner, P

2016-01-01

Bystander cardiopulmonary resuscitation (CPR) is the most effective intervention for out of hospital sudden cardiac arrest; therefore, basic life support (BLS) courses for lay persons have become well established in industrialized countries, often since decades. Despite this favorable situation bystander CPR rates still remain low in some countries (e.g. in Germany), indicating serious implementation problems. The quality of instruction in these courses could be one reason for low bystander CPR rates. We therefore analyzed official lay BLS courses in terms of the teaching quality in the domains of knowledge, skills and attitudes (according to Bloom's taxonomy). A total of 20 officially accredited lay BLS courses in Berlin, Germany, were analyzed by a participating observer, who remained blinded to the instructor and course participants until the end of the course. Courses were offered by German rescue organizations and private providers according to European Resuscitation Council (ERC) guidelines. Teaching quality was rated by a standardized checklist including 21 observable criteria of teaching quality for transfer of knowledge (n = 10), skills (n = 8) and attitudes (n = 3). In order to achieve comparability between items the results of each criterion were quantified by Likert scales ranging from +2 (very good) to -2 (very poor). The average score of all courses was +0.47 (SD ±0.46) for transfer of knowledge, +0.03 (SD ±0.61) for skills and -1.08 (SD ±0.73) for attitudes. In the domain of knowledge transfer, learning atmosphere and course structure were rated to be generally good, whilst marked deficits were found with respect to correctness of content. In the domain of skills the more positive ratings were given for teaching of single BLS elements (e.g. compressions and ventilation), in contrast to the training of BLS context, where e.g. realistic scenarios were only used by 3 out of 20 instructors. The domain of attitude transfer had the worst

Integration of Hands-On Team Training into Existing Curriculum Improves Both Technical and Nontechnical Skills in Laparoscopic Cholecystectomy.

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Caskey, Robert C; Owei, Lily; Rao, Raghavendra; Riddle, Elijah W; Brooks, Ari D; Dempsey, Daniel T; Morris, Jon B; Neylan, Christopher J; Williams, Noel N; Dumon, Kristoffel R

Nontechnical skills are an essential component of surgical education and a major competency assessed by the ACGME milestones project. However, the optimal way to integrate nontechnical skills training into existing curricula and then objectively evaluate the outcome is still unknown. The aim of this study was to determine the effect laparoscopic team-based task training would have on the nontechnical skills needed for laparoscopic surgery. 9 PGY-1 residents underwent an established training curriculum for teaching the knowledge and technical skills involved in laparoscopic cholecystectomy. Initial training involved a didactic session, expert-led practice on a porcine model in a simulated operating room and laparoscopic skills practice on a virtual reality trainer. Residents then performed a laparoscopic cholecystectomy on the same porcine model as a preintervention test. Three to four months following this, residents were subjected to specific nontechnical skills training involving 2 simple team-based laparoscopic tasks. They then practiced a further 4 to 6 hours on the virtual reality trainer. A repeat postintervention laparoscopic cholecystectomy was then performed 3 to 4 months after nontechnical skills training. Both the preintervention and postintervention laparoscopic cholecystectomies were audiovisually recorded and then evaluated by 2 independent surgeons in a blinded fashion. Technical skills were assessed using objective structured assessment of technical skills (OSATS) and a technique specific rating scale (TRS) that we developed for laparoscopic cholecystectomy. Nontechnical skills were assessed using nontechnical skills for surgeons (NOTSS). Residents also completed a survey at the beginning and end of the training. Tertiary care, university based teaching institution. A total of 9 general surgery residents at the intern level. The mean OSATS score improved from 13.7 ± 1.24 to 26.7 ± 0.31 (p training. There was a strong correlation between OSATS and

Development and assessment of key skills in undergraduate students: An action-research experience

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Ana Fernández-Santander

2012-03-01

Full Text Available Employers look for professionals able to work in a team, able to approach problems, with the capacity to analyze and resolve problems, under the constant renewal of knowledge and competencies. In this paper, a group of University teachers from different areas of knowledge presents an experience to introduce key employability skills in the higher education students’ curricula. This work has been developed under the action research scope. The first goal was to make an analysis of terms referred to key skills, generating an integrated denomination for each competency. The elaboration of general templates for key skills is proposed here as a useful tool that provides information about development, assessment and marking of each skill. Different types of rubrics and assessment templates, used during this experience, are presented. DOI: 10.18870/hlrc.v2i1.37

Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study

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Sameena Shah

2016-01-01

Full Text Available Background: Evidence highlights a lack of communication skills in doctors leading to dysfunctional consultations. To address this deficit, a private medical college instituted curricular reforms with inclusion of a longitudinal communication skills program. A pilot study was undertaken to evaluate the effectiveness of this program by comparing the consultation skills of medical students of this college with a medical college without a communication skills program. Methods: A 4-station Objective Structured Clinical Examination (OSCE was conducted in the third and final year. Mann-Whitney U-test was used to compare the difference in the distribution between OSCE stations total and construct scores. Results: At the end of the third year, 21 (31.34%, students of the study site (medical college 1 [college with integrated longitudinal communication skills program] and 31 (46.26% students from the comparison site (medical college 2 [comparable college without communication skills program] consented. Medical college 1 achieved a significantly higher overall mean total station score of 68.0% (standard deviation [SD] =13.5 versus 57.2% (SD = 15.4 (P < 0.001. Significantly higher mean scores were achieved on three stations. At the end of the final year, 19 students (29.3% from medical college 1 and 22 (34% students from medical college 2 consented. The difference in overall mean total station score reduced from 9.2% to 7.1% (70.2 (SD = 13.7 versus 63.1 (SD = 15.2 (P = 0.004. The mean scores of both colleges decreased in "Patient presenting with Hepatitis C Report" station (P values 0.004 and 0.775 and in "Patient Request for Faith Healing Therapy in Diabetes Mellitus" station (P values 0.0046 and 0.036, respectively. Conclusion: Longitudinal communication skills in an undergraduate curriculum positively impacted consultation skills. Community-based training and faculty development are required to develop effective patient-centered consultation skills.

Integration of asynchronous knowledge sources in a novel speech recognition framework

OpenAIRE

Van hamme, Hugo

2008-01-01

Van hamme H., ''Integration of asynchronous knowledge sources in a novel speech recognition framework'', Proceedings ITRW on speech analysis and processing for knowledge discovery, 4 pp., June 2008, Aalborg, Denmark.

Integrating knowledge based functionality in commercial hospital information systems.

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Müller, M L; Ganslandt, T; Eich, H P; Lang, K; Ohmann, C; Prokosch, H U

2000-01-01

Successful integration of knowledge-based functions in the electronic patient record depends on direct and context-sensitive accessibility and availability to clinicians and must suit their workflow. In this paper we describe an exemplary integration of an existing standalone scoring system for acute abdominal pain into two different commercial hospital information systems using Java/Corba technolgy.

Effectiveness and safety of wheelchair skills training program in improving the wheelchair skills capacity: a systematic review.

Science.gov (United States)

Tu, Chun-Jing; Liu, Lin; Wang, Wei; Du, He-Ping; Wang, Yu-Ming; Xu, Yan-Bing; Li, Ping

2017-12-01

To comprehensively assess the effectiveness and safety of wheelchair skills training program in improving wheelchair skills capacity. PubMed, OVID, EBSCO, ScienceDirect, Web of Science, CINAHL, Cochrane Library, Google Scholar, and China Knowledge Resource Integrated Database were searched up to March 2017. Controlled clinical trials that compared a wheelchair skills training program with a control group that received other interventions and used the wheelchair skills test scores to evaluate wheelchair skills capacity were included. Two authors independently screened articles, extracted data, and assessed the methodological quality using the Cochrane risk-of-bias tool in randomized controlled trial (RCT) and methodological index for non-randomized studies. The data results of wheelchair skills test scores were extracted. Data from 455 individuals in 10 RCTs and from 140 participants in seven non-randomized studies were included for meta-analysis using Stata version 12.0 (Stata Corporation, College Station, TX, USA). In the short term (immediately to one week) post-intervention, relative to a control group, manual wheelchair skills training could increase the total wheelchair skills test scores by 13.26% in RCTs (95% confidence interval (CI), 6.19%-20.34%; P skills training and the long-term (3-12 months) advantage of manual wheelchair skills training ( P = 0.755). The limited evidence suggests that wheelchair skills training program is beneficial in the short term, but its long-term effects remain unclear.

Cross-sectional study to examine evidence-based practice skills and behaviors of physical therapy graduates: is there a knowledge-to-practice gap?

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Manns, Patricia J; Norton, Amy V; Darrah, Johanna

2015-04-01

Curricula changes in physical therapist education programs in Canada emphasize evidence-based practice skills, including literature retrieval and evaluation. Do graduates use these skills in practice? The aim of this study was to evaluate the use of research information in the clinical decision making of therapists with different years of experience and evidence-based practice preparation. Perceptions about evidence-based practice were explored qualitatively. A cross-sectional study with 4 graduating cohorts was conducted. Eighty physical therapists representing 4 different graduating cohorts participated in interviews focused on 2 clinical scenarios. Participants had varying years of clinical experience (range=1-15 years) and academic knowledge of evidence-based practice skills. Therapists discussed the effectiveness of interventions related to the scenarios and identified the sources of information used to reach decisions. Participants also answered general questions related to evidence-based practice knowledge. Recent graduates demonstrated better knowledge of evidence-based practice skills compared with therapists with 6 to 15 years of clinical experience. However, all groups used clinical experience most frequently as their source of information for clinical decisions. Research evidence was infrequently included in decision making. This study used a convenience sample of therapists who agreed to volunteer for the study. The results suggest a knowledge-to-practice gap; graduates are not using the new skills to inform their practice. Tailoring academic evidence-based activities more to the time constraints of clinical practice may help students to be more successful in applying evidence in practice. Academic programs need to do more to create and nurture environments in both academic and clinical settings to ensure students practice using evidence-based practice skills across settings. © 2015 American Physical Therapy Association.

Training of leadership skills in medical education.

Science.gov (United States)

Kiesewetter, Jan; Schmidt-Huber, Marion; Netzel, Janine; Krohn, Alexandra C; Angstwurm, Matthias; Fischer, Martin R

2013-01-01

Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians' everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. The review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development. The PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for training of leadership skills in medicine in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects. Eight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined. More research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education.

Arrangements for Cross-Skills Training in Education Process

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Nicolai Piscunov

2016-08-01

Full Text Available The term transdisciplinary is now in more projects, especially in the sphere of education, an amazing knowledge dissemination, which is not always matched by an adequate understanding of the vision that lies behind this operation concept. Disciplinarity is a specialized scientific field (a subject homogeneous produce new knowledge and make knowledge obsolete old. Transdisciplinary in terms of education, aimed intertwining several disciplines in the form of curricular integration, by setting up, in time, a new discipline or a new field of knowledge, through what is called fusion - play the most radical integration. “Transdisciplinarity concerns - as indicated by the prefix” trans “- which is at the same time and across disciplines, across the different disciplines, and beyond all discipline. Its goal is the understanding of the present world, one of the imperatives of them is the unity of knowledge.” (Basarab Nicolescu, Transdisciplinarity. Manifest curriculum integrated is presented by education organized so that the crossing barriers of subjects, bringing together different aspects of curriculum significant associations that focuses on broader areas of study. Teaching and learning are viewed from a holistic perspective, reflecting real light, which is interactive. Intra-disciplinary integration teaching of interrelated content in the same field of study, to resolve a problem of studying a theme or development of skills.

Match & Manage : The use of knowledge matching and project management to integrate knowledge in collaborative inbound open innovation

OpenAIRE

Lakemond, Nicolette; Bengtsson, Lars; Laursen, Keld; Tell, Fredrik

2016-01-01

Despite mounting evidence on the potential benefits of inbound open innovation, little is known about how firms purposefully manage inflows of knowledge. We investigate the use of two knowledge governance procedures—project management and knowledge matching—in collaborative inbound open innovation. Our findings suggest that, in addition to “knowledge-precursors,” which the literature on open innovation and absorptive capacity has shown to be important for the integration of external knowledge...

Impact of a Multifaceted and Clinically Integrated Training Program in Evidence-Based Practice on Knowledge, Skills, Beliefs and Behaviour among Clinical Instructors in Physiotherapy: A Non-Randomized Controlled Study.

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Olsen, Nina Rydland; Bradley, Peter; Espehaug, Birgitte; Nortvedt, Monica Wammen; Lygren, Hildegunn; Frisk, Bente; Bjordal, Jan Magnus

2015-01-01

Physiotherapists practicing at clinical placement sites assigned the role as clinical instructors (CIs), are responsible for supervising physiotherapy students. For CIs to role model evidence-based practice (EBP) they need EBP competence. The aim of this study was to assess the short and long term impact of a six-month multifaceted and clinically integrated training program in EBP on the knowledge, skills, beliefs and behaviour of CIs supervising physiotherapy students. We invited 37 CIs to participate in this non-randomized controlled study. Three self-administered questionnaires were used pre- and post-intervention, and at six-month follow-up: 1) The Adapted Fresno test (AFT), 2) the EBP Belief Scale and 3) the EBP Implementation Scale. The analysis approach was linear regression modeling using Generalized Estimating Equations. In total, 29 CIs agreed to participate in the study: 14 were invited to participate in the intervention group and 15 were invited to participate in the control group. One in the intervention group and five in the control group were lost to follow-up. At follow-up, the group difference was statistically significant for the AFT (mean difference = 37, 95% CI (15.9 -58.1), p students.

Employability Skills: Perspectives from a Knowledge-Intensive Industry

Science.gov (United States)

Collet, Chris; Hine, Damian; du Plessis, Karen

2015-01-01

Purpose: While the global education debate remains focused on graduate skills and employability, the absence of a shared language between student, academic and industry stakeholder groups means that defining industry skills requirements is both essential and difficult. The purpose of this paper is to assess graduate skills requirements in a…

The effect of a short integrated study skills programme for first-year

NARCIS (Netherlands)

Stegers-Jager, K.M.; Cohen-Schotanus, J.; Themmen, A.P.

2012-01-01

Background: There is a need for outcome-based studies on strategies for supporting at-risk medical students that use long-term follow-up and contemporaneous controls. AIM: To measure the effect of a short integrated study skills programme (SSP) on the study progress of at-risk medical students.

Knowledge and skill retention of a mobile phone data collection protocol in rural Liberia.

Science.gov (United States)

Munro, Michelle L; Lori, Jody R; Boyd, Carol J; Andreatta, Pamela

2014-01-01

With a large number of births occurring outside the formal health system, it is difficult to determine the number of pregnant women in rural regions of Liberia. The exponential growth of mobile phone use in developing countries provides a potential avenue for data collection on maternal and child health in such rural, remote regions. A pre-, post-, and one-year posttest design was used to collect data on knowledge and skill retention for 7 essential items required for mobile phone use among traditional birth attendants (TBAs) trained in a short message service (SMS) texting data collection protocol (N = 99) in rural Liberia. Sixty-three participants (63.6% retention) completed the one-year posttest and displayed evidence of statistically significant knowledge and skill retention in 6 of the 7 tasks (P < .005), including the ability to: 1) turn on the phone, 2) use the mobile phone to make a call, 3) recognize that they have coverage, 4) recognize that the mobile phone is charged, 5) create a SMS text message without help, and 6) send a SMS text message without help. The TBAs continued to have difficulty with more complex tasks such as adding minutes to a phone. The mobile phone data-collection protocol proved feasible with TBAs demonstrating knowledge retention in a one-year posttest; however, clinical significance needs further investigation. The protocol increased communication and collaboration among TBAs, certified midwives, and clinic staff. © 2014 by the American College of Nurse-Midwives.

Integrating communication skills training in the curricula of 5 healthcare professions: nursing, occupational therapy, physical therapy, radiography and midwifery

DEFF Research Database (Denmark)

Nielsen, Annegrethe; Tørring, Birgitte; Hansen, Susanne Hjorth

2014-01-01

for professionals. In the effort of integrating communication skills training in the undergraduate curricula of nursing, radiography, occupational therapy, physiotherapy and midwifery, we established a communication skills laboratory and arranged a 5 day course for communication teachers from all 5 educational......Structured training of communication skills are needed in undergraduate healthcare education in order to prepare the future professionals to cooperate with patients. Often education in communication is not integrated in the curriculum – making it seem a side activity of less importance...... programs at University College North Denmark. After the course communication skills training was offered at least once during every 3½ year program and after 3 years this is retained and in some cases developed further. The combination of getting a room where to train and developing the skills to train...

A model of cardiopulmonary bypass staged training integrating technical and non-technical skills dedicated to cardiac trainees.

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Fouilloux, V; Doguet, F; Kotsakis, A; Dubrowski, A; Berdah, S

2015-03-01

To develop a standardized simulation-based curriculum to teach medical knowledge and technical, communication and critical thinking skills necessary to initiate and wean from cardiopulmonary bypass (CPB) to junior cardiac trainees (CTs) in France. Performance on post-curricular tests was compared between CTs who participated in the new curriculum to those who did not. The simulation-based curriculum was developed by content and education experts. Simulations sequentially taught the skills necessary for initiating and weaning from CPB as well as managing crises by adding fidelity and complexity to scenarios. Nine CTs were randomly assigned to the new curriculum (n=5) or the traditional curriculum (n=4). Skills were assessed using tests of medical knowledge and technical, communication (GRS) and critical thinking (SCT) skills. A two-sample Wilcoxon rank-sum test compared average scores between the two groups. Alpha of 0.05 was set to indicate statistically significant differences. The resutls revealed that CTs in the new curriculum significantly outperformed CTs in the traditional curriculum on technical (18.2 vs 14.8, p=0.05) and communication (3.5 vs 2.2, p=0.013) skills. There was no significant difference between CTs in the new curriculum in the Script Concordance Test (16.5 vs 14.8, p=0.141) and knowledge tests (26.9 vs 24.6, p=0.14) compared to CTs in the traditional curriculum. Our new curriculum teaches communication and technical skills necessary for CPB. The results of this pilot study are encouraging and relevant. They give grounds for future research with a larger panel of trainees. Based on the current distribution of scores, a sample size of 12 CTs per group should yield significant results for all tests. © The Author(s) 2014.

Innovation and Integrity in Intervention Research: Conceptual Issues, Methodology, and Knowledge Translation.

Science.gov (United States)

Malti, Tina; Beelmann, Andreas; Noam, Gil G; Sommer, Simon

2018-04-01

In this article, we introduce the special issue entitled Innovation and Integrity in Intervention Science. Its focus is on essential problems and prospects for intervention research examining two related topics, i.e., methodological issues and research integrity, and challenges in the transfer of research knowledge into practice and policy. The main aims are to identify how to advance methodology in order to improve research quality, examine scientific integrity in the field of intervention science, and discuss future steps to enhance the transfer of knowledge about evidence-based intervention principles into sustained practice, routine activities, and policy decisions. Themes of the special issue are twofold. The first includes questions about research methodology in intervention science, both in terms of research design and methods, as well as data analyses and the reporting of findings. Second, the issue tackles questions surrounding the types of knowledge translation frameworks that might be beneficial to mobilize the transfer of research-based knowledge into practice and public policies. The issue argues that innovations in methodology and thoughtful approaches to knowledge translation can enable transparency, quality, and sustainability of intervention research.

Impact of health professional training in breastfeeding on their knowledge, skills, and hospital practices: a systematic review

Directory of Open Access Journals (Sweden)

Patricia Carvalho de Jesus

Full Text Available Abstract Objective To identify the impact of training in breastfeeding on knowledge, skills, and professional and hospital practices. Data source The systematic review search was carried out through the MEDLINE, Scopus, and LILACS databases. Reviews, studies with qualitative methodology, those without control group, those conducted in primary care, with specific populations, studies that had a belief and/or professional attitude as outcome, or those with focus on the post-discharge period were excluded. There was no limitation of period or language. The quality of the studies was assessed by the adapted criteria of Downs and Black. Summary of data The literature search identified 276 articles, of which 37 were selected for reading, 26 were excluded, and six were included through reference search. In total, 17 intervention articles were included, three of them with good internal validity. The studies were performed between 1992 and 2010 in countries from five continents; four of them were conducted in Brazil. The training target populations were nursing practitioners, doctors, midwives, and home visitors. Many kinds of training courses were applied. Five interventions employed the theoretical and practical training of the Baby-Friendly Hospital Initiative. All kinds of training courses showed at least one positive result on knowledge, skills, and/or professional/hospital practices, most of them with statistical significance. Conclusions Training of hospital health professionals has been effective in improving knowledge, skills, and practices.

AAVP Recommendations for Core Competency Standards Relating to Parasitological Knowledge and Skills.

Science.gov (United States)

Snowden, Karen F; Krecek, Rosina C; Bowman, Dwight D

As part of the accreditation process, the American Veterinary Medical Association Council on Education has defined nine broad areas of core competencies that must be met by graduating students earning a Doctor of Veterinary Medicine degree. To define competencies in veterinary parasitology, the American Association of Veterinary Parasitologists (AAVP) has developed a detailed list of knowledge and skills that are recommended for inclusion in professional curricula. These recommendations were developed by instructors from colleges/schools of veterinary medicine in the US, Canada, and the Caribbean, and were reviewed and endorsed following AAVP guidelines.

Continuing medical education effect on physician knowledge application and psychomotor skills: effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines.

Science.gov (United States)

O'Neil, Kevin M; Addrizzo-Harris, Doreen J

2009-03-01

Recommendations for optimizing continuing medical education (CME) effectiveness in improving physician application of knowledge and psychomotor skills are needed to guide the development of processes that effect physician change and improve patient care. The guideline panel reviewed evidence tables and a comprehensive review of the effectiveness of CME developed by The Johns Hopkins Evidence-based Practice Center for the Agency for Healthcare Research and Quality (AHRQ Evidence Report). The panel considered studies relevant to the effect of CME on physician knowledge application and psychomotor skill development. From the 136 studies identified in the systematic review, 15 articles, 12 addressing physician application of knowledge and 3 addressing psychomotor skills, were identified and reviewed. Recommendations for optimizing CME were developed using the American College of Chest Physicians guideline grading system. The preponderance of evidence demonstrated improvement in physician application of knowledge with CME. The quality of evidence did not allow specific recommendations regarding optimal media or educational techniques or the effectiveness of CME in improving psychomotor skills. CME is effective in improving physician application of knowledge. Multiple exposures and longer durations of CME are recommended to optimize educational outcomes.

Introducing Knowledge Management into the Integrated Management System of Nuclear Organizations

International Nuclear Information System (INIS)

Yanev, Y.; Brandner, A.; Kosilov, A.

2016-01-01

Full text: The analysis for introducing knowledge management into an integrated management system in nuclear organizations, conducted by NKMI, and discussed in a number of meetings in IAEA and other organizations has shown that currently there is no full and comprehensive implementation of KM in IMS. NKMI has suggested and developed a common, systematic approach for introducing Knowledge Management in the IMS of a nuclear regulatory organization, based on the concept of competence, graded approach and continuous improvement. The approach is based on the concept of integrating an initial review of all knowledge and competence needed for effective and efficient process implementation including a gap analysis and provision of compensatory measures. Knowledge resources are represented as a knowledge resource matrix, which are necessary to complete a given process successfully. The “performance” of the available knowledge resources contribute to an efficient regulatory process is also reviewed at the end of process implementation where relevant decision for enhancement of knowledge and competence are taken, including capturing, preserving, sharing and reuse of new knowledge, gained through the process implementation. The “knowledge resource matrix” approach is fully based on IAEA recommendation and has already been applied in a number of regulatory processes. (author

Implementation of Teaching Skills and Strategies in the Schools

DEFF Research Database (Denmark)

Choeda, Choeda; Kinley, Kinley

2013-01-01

‘Teaching Skills’ and ‘Teaching Strategies’ are two core (professional) modules offered at the two colleges of education in Bhutan to develop pedagogical knowledge and skills of student teachers. However, a tracer study (in press) done by Samtse College of Education [SCE] revealed teacher graduates...... of teaching skills and strategies in the schools. Teacher graduates, both male and female having working experience of three years and above, teaching in Middle Secondary and Higher Secondary Schools, were selected as the participants in the study. Samples were drawn from the different parts of the country...... covering seventeen Dzongkhags. The study revealed adequate understanding of the concepts of professional modules. However, teachers were found to be grappling with the extra responsibilities affecting their planning to integrate skills and strategies into their teaching. Key words: Teaching skills...

The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach

Science.gov (United States)

Tinnin, Richard Kinna

The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The data demonstrate significant improvement in the self-efficacy beliefs, attitudes, skills, and knowledge toward teaching science of the Pre-Kindergarten--2nd -grade teachers who participated in this long-term professional development study.

Developing Teachers' Knowledge and Skills at the Intersection of English Language Learners and Language Assessment

Science.gov (United States)

Téllez, Kip; Mosqueda, Eduardo

2015-01-01

The growth of teachers' professional knowledge and skills has been the topic of policy, research, and even philosophy for many decades. The assessment of English Learners (ELs), a more specific concern, has become an interest of the educational community in just the past 40 years (e.g., Harris, 1969). The authors' task in this chapter is to…

Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks

Science.gov (United States)

Hsiao, Ya Ping; Brouns, Francis; van Bruggen, Jan; Sloep, Peter B.

2015-01-01

This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor--tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments.…

Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

Science.gov (United States)

Adi Putra, M. J.; Widodo, A.; Sopandi, W.

2017-09-01

The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

Technical Skill, Industry Knowledge and Experience, and Interpersonal Skill Competencies for Fashion Design Careers: A Comparison of Perspectives between Fashion Industry Professionals and Fashion Educators

Science.gov (United States)

Yang, Eunyoung

2010-01-01

In updating fashion and apparel related design programs, many educators are striving to address the perspective of the fashion industry to obtain the career-specific skill and knowledge requirements sought by employers when hiring college or university graduates. Identifying such competencies from the view of fashion industry professionals as well…

Integrity operation of NPP-components - skills and tools to maintain competence

International Nuclear Information System (INIS)

Schulz, H.

2003-01-01

For pressurised components there is a long tradition in all industrialised countries to specify requirements for the design, manufacturing and operation of pressurised equipment. Over the last 5 decades more and more of good industrial practice have been codified in detailed codes and standards which in itself represent a valuable resource regarding the characterisation of the state of the art. Many components being operated today have been manufactured to codes and standards which were less prescriptive at the time of manufacturing. It is a considerable challenge to manage the knowledge transfer necessary for updated safety analysis or root cause analysis in case of defect assessment. There are a number of helpful tools, which have been generated to support the knowledge transfer. Some of these tools and other aspects like professional training and necessary skills to cope with the gaining of knowledge are presented. In detail, the following topics are discussed: data supply, training and retraining, experts networks, and verification chains. (author)

The Will, Skill, Tool Model of Technology Integration: Adding Pedagogy as a New Model Construct

Science.gov (United States)

Knezek, Gerald; Christensen, Rhonda

2015-01-01

An expansion of the Will, Skill, Tool Model of Technology Integration to include teacher's pedagogical style is proposed by the authors as a means of advancing the predictive power for level of classroom technology integration to beyond 90%. Suggested advantages to this expansion include more precise identification of areas to be targeted for…

Training of Leadership Skills in Medical Education

Science.gov (United States)

Kiesewetter, Jan; Schmidt-Huber, Marion; Netzel, Janine; Krohn, Alexandra C.; Angstwurm, Matthias; Fischer, Martin R.

2013-01-01

Background: Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians’ everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. Objective: The review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development. Method: The PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for training of leadership skills in medicine in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects. Results: Eight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined. Conclusions: More research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education. PMID:24282452

Integrating Expert Knowledge into Mapping Ecosystem Services Trade-offs for Sustainable Forest Management

Directory of Open Access Journals (Sweden)

Adrienne Grêt-Regamey

2013-09-01

Full Text Available Mountain ecosystems are highly sensitive to global change. In fact, the continued capacity of mountain regions to provide goods and services to society is threatened by the impact of environmental changes on ecosystems. Although mapping ecosystem services values is known to support sustainable resource management, the integration of spatially explicit local expert knowledge on ecosystem dynamics and social responses to global changes has not yet been integrated in the modeling process. This contribution demonstrates the importance of integrating local knowledge into the spatially explicit valuation of ecosystem services. Knowledge acquired by expert surveys flows into a GIS-based Bayesian Network for valuing forest ecosystem services under a land-use and a climate change scenario in a case study in the Swiss Alps. Results show that including expert knowledge in ecosystem services mapping not only reduces uncertainties considerably, but also has an important effect on the ecosystem services values. Particularly the iterative process between integrating expert knowledge into the modeling process and mapping ecosystem services guarantees a continuous improvement of ecosystem services values maps while opening a new way for mutual learning between scientists and stakeholders which might support adaptive resource management.

Considering Human Capital Theory in Assessment and Training: Mapping the Gap between Current Skills and the Needs of a Knowledge-Based Economy in Northeast Iowa

Science.gov (United States)

Mihm-Herold, Wendy

2010-01-01

In light of the current economic downturn, thousands of Iowans are unemployed and this is the ideal time to build the skills of the workforce to compete in the knowledge-based economy so businesses and entrepreneurs can compete in a global economy. A tool for assessing the skills and knowledge of dislocated workers and students as well as…

Innovative integrative bedside teaching model improves tutors' self-assessments of teaching skills and attitudes.

Science.gov (United States)

Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

2016-01-01

Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners' self assessment of teaching skills and perceptions. One-day tutor training workshop included theoretical knowledge supplementation regarding tutors' roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; pteaching skills in this challenging environment.

Can a multisensory teaching approach impart the necessary knowledge, skills, and confidence in final year medical students to manage epistaxis?

Science.gov (United States)

2013-01-01

Objective The purpose of this study is to evaluate the efficacy of a multisensory teaching approach in imparting the knowledge, skills, and confidence to manage epistaxis in a cohort of fourth year medical students. Methods One hundred and thirty four fourth year medical students were recruited into the study from Aug 2011 to February 2012 in four groups. Students listened to an audio presentation (PODcast) about epistaxis and viewed a video presentation on the technical skills (VODcast). Following this, students completed a 5-minute Individual Readiness Assessment Test (IRAT) to test knowledge accrued from the PODcast and VODcast. Next, students observed a 10-minute expert demonstration of the technical skills on a human cadaver and spent half an hour practicing these techniques on cadaver simulators with expert guidance. The students’ confidence was assessed with Confidence Level Questionnaires (CLQs) before and after their laboratory session. The skill level of a subset of students was also assessed with a pre- and post-laboratory Objective Structured Assessment of Technical Skills (OSATS). Results Eighty two percent of the participants achieved a score of at least 80% on the IRAT. The CLQ instrument was validated in the study. There was a statistically significant improvement between the pre- and post-laboratory CLQ scores (pepistaxis. PMID:24479815

Enabling Integrated Decision Making for Electronic-Commerce by Modelling an Enterprise's Sharable Knowledge.

Science.gov (United States)

Kim, Henry M.

2000-01-01

An enterprise model, a computational model of knowledge about an enterprise, is a useful tool for integrated decision-making by e-commerce suppliers and customers. Sharable knowledge, once represented in an enterprise model, can be integrated by the modeled enterprise's e-commerce partners. Presents background on enterprise modeling, followed by…

An integrative model of knowledge management and team work

Directory of Open Access Journals (Sweden)

Juan A. Marin-Garcia

2008-10-01

Full Text Available Human Resource Management relevance in Knowledge Management has been studied in academic literature mostly from the point of view of recruitment, selection, wages and salaries and career development processes. We have found few publications that are focused in the behaviour of the group of people who generate, share and transfer that knowledge while working in a team. The aim of this paper is to propose a framework that describes the relation between knowledge management and team work,, integrating Nonaka and Takeuchi, Leonard- Barton and Heisig framework proposals, as well as to outline some reflexions for further researches.

The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White, Black, and Latino Families

Science.gov (United States)

Rowe, Meredith L.; Denmark, Nicole; Harden, Brenda Jones; Stapleton, Laura M.

2016-01-01

This study investigated the role of parenting knowledge of infant development in children's subsequent language and pre-literacy skills among White, Black and Latino families of varying socioeconomic status. Data come from 6,150 participants in the Early Childhood Longitudinal Study-Birth Cohort. Mothers' knowledge of infant development was…

Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

Science.gov (United States)

König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

2015-01-01

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum.

Science.gov (United States)

Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W

2018-01-01

Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.

The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

Directory of Open Access Journals (Sweden)

Tien Rafida

2017-06-01

Full Text Available The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1 vocabulary mastery contribute to the argument to the arguments writing skill of students; (2 effective sentence mastery contribute to the argument writing skill of student; (3 vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1 vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2 Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3 mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4 mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5 Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

Integrating experiences from operations into engineering design: modelling knowledge transfer in the offshore oil industry

DEFF Research Database (Denmark)

Souza da Conceição, Carolina; Broberg, Ole; Paravizo, Esdras

2017-01-01

of knowledge registered in the systems without standards to categorise and store this knowledge, to being difficult to access and retrieve the knowledge in the systems. Discussion: Transferring knowledge and experiences from users brings human factors into play and modelling the knowledge transfer process...... and workwise distance between operations and engineering design teams, integrating human factors and transferring knowledge are key aspects when designing for better performance systems. Research Objective: Based on an in-depth empirical investigation in an offshore oil company, this study aims to provide......Summative Statement: Integrating human factors and users’ experiences in design projects is a well-known challenge. This study focus on the specific challenges for transferring these experiences and how using a knowledge transfer model can help this integration on the design of high-risk productive...

Knowledge workers and knowledge-intense organizations, Part 2: Designing and managing for productivity.

Science.gov (United States)

Weaver, D; Sorrells-Jones, J

1999-09-01

Our economy is shifting from a hard goods and material products base to one in which knowledge is the primary mode of production. Organizations are experimenting with designs that support knowledge work by clustering individuals with different but complementary skills in focused teams. The goal is to increase applied knowledge that furthers the organization's strategic intent. The team-based knowledge work model holds promise for healthcare organizations that are under pressure to use knowledge to improve clinical care, integrate care across disciplines and settings, and accept accountability for costs. However, the shift from the traditional bureaucratic model to the flexible team-based design mandates changes in the design of the organization, the role of leadership, and the attributes of the teams and team members. In Part 2 of this three-part series, the authors explore the necessary design changes and the new roles for leadership, teams, and their members. Additionally, implications for healthcare clinicians, particularly nurses, are discussed.

Using knowledge management practices to develop a state-of-the-art digital library.

Science.gov (United States)

Williams, Annette M; Giuse, Nunzia Bettinsoli; Koonce, Taneya Y; Kou, Qinghua; Giuse, Dario A

2004-01-01

Diffusing knowledge management practices within an organization encourages and facilitates reuse of the institution's knowledge commodity. Following knowledge management practices, the Eskind Biomedical Library (EBL) has created a Digital Library that uses a holistic approach for integration of information and skills to best represent both explicit and tacit knowledge inherent in libraries. EBL's Digital Library exemplifies a clear attempt to organize institutional knowledge in the field of librarianship, in an effort to positively impact clinical, research, and educational processes in the medical center.

A Method of Sharing Tacit Knowledge by a Bulletin Board Link to Video Scene and an Evaluation in the Field of Nursing Skill

Science.gov (United States)

Shimada, Satoshi; Azuma, Shouzou; Teranaka, Sayaka; Kojima, Akira; Majima, Yukie; Maekawa, Yasuko

We developed the system that knowledge could be discovered and shared cooperatively in the organization based on the SECI model of knowledge management. This system realized three processes by the following method. (1)A video that expressed skill is segmented into a number of scenes according to its contents. Tacit knowledge is shared in each scene. (2)Tacit knowledge is extracted by bulletin board linked to each scene. (3)Knowledge is acquired by repeatedly viewing the video scene with the comment that shows the technical content to be practiced. We conducted experiments that the system was used by nurses working for general hospitals. Experimental results show that the nursing practical knack is able to be collected by utilizing bulletin board linked to video scene. Results of this study confirmed the possibility of expressing the tacit knowledge of nurses' empirical nursing skills sensitively with a clue of video images.

Models, methods and software for distributed knowledge acquisition for the automated construction of integrated expert systems knowledge bases

International Nuclear Information System (INIS)

Dejneko, A.O.

2011-01-01

Based on an analysis of existing models, methods and means of acquiring knowledge, a base method of automated knowledge acquisition has been chosen. On the base of this method, a new approach to integrate information acquired from knowledge sources of different typologies has been proposed, and the concept of a distributed knowledge acquisition with the aim of computerized formation of the most complete and consistent models of problem areas has been introduced. An original algorithm for distributed knowledge acquisition from databases, based on the construction of binary decision trees has been developed [ru

Knowledge-Intensive Gathering and Integration of Statistical Information on European Fisheries

NARCIS (Netherlands)

Klinkert, M.; Treur, J.; Verwaart, T.; Loganantharaj, R.; Palm, G.; Ali, M.

2000-01-01

Gathering, maintenance, integration and presentation of statistics are major activities of the Dutch Agricultural Economics Research Institute LEI. In this paper we explore how knowledge and agent technology can be exploited to support the information gathering and integration process. In

Training Peer-Feedback Skills on Geometric Construction Tasks: Role of Domain Knowledge and Peer-Feedback Levels

Science.gov (United States)

Alqassab, Maryam; Strijbos, Jan-Willem; Ufer, Stefan

2018-01-01

Peer feedback is widely used to train assessment skills and to support collaborative learning of various learning tasks, but research on peer feedback in the domain of mathematics is limited. Although domain knowledge seems to be a prerequisite for peer-feedback provision, it only recently received attention in the peer-feedback literature. In…

Knowledge Assisted Integrated Design of a Component and Its Manufacturing Process

Science.gov (United States)

Gautham, B. P.; Kulkarni, Nagesh; Khan, Danish; Zagade, Pramod; Reddy, Sreedhar; Uppaluri, Rohith

Integrated design of a product and its manufacturing processes would significantly reduce the total cost of the products as well as the cost of its development. However this would only be possible if we have a platform that allows us to link together simulations tools used for product design, performance evaluation and its manufacturing processes in a closed loop. In addition to that having a comprehensive knowledgebase that provides systematic knowledge guided assistance to product or process designers who may not possess in-depth design knowledge or in-depth knowledge of the simulation tools, would significantly speed up the end-to-end design process. In this paper, we propose a process and illustrate a case for achieving an integrated product and manufacturing process design assisted by knowledge support for the user to make decisions at various stages. We take transmission component design as an example. The example illustrates the design of a gear for its geometry, material selection and its manufacturing processes, particularly, carburizing-quenching and tempering, and feeding the material properties predicted during heat treatment into performance estimation in a closed loop. It also identifies and illustrates various decision stages in the integrated life cycle and discusses the use of knowledge engineering tools such as rule-based guidance, to assist the designer make informed decisions. Simulation tools developed on various commercial, open-source platforms as well as in-house tools along with knowledge engineering tools are linked to build a framework with appropriate navigation through user-friendly interfaces. This is illustrated through examples in this paper.

Integration of knowledge management system for the decommissioning of nuclear facilities

International Nuclear Information System (INIS)

Iguchi, Yukihiro; Yanagihara, Satoshi

2016-01-01

The decommissioning of a nuclear facility is a long term project, handling information which begins from the design, construction and operation. Moreover, the decommissioning project is likely to be extended because of the lack of the waste disposal site especially in Japan. In this situation, because the transfer of knowledge and education to the next generation is a crucial issue, integration and implementation of a system for knowledge management is necessary in order to solve it. For this purpose, the total system of decommissioning knowledge management system (KMS) is proposed. In this system, we have to arrange, organize and systematize the data and information of the plant design, maintenance history, trouble events, waste management records etc. The collected data, information and records should be organized by computer support system e.g. data base system. It becomes a base of the explicit knowledge. Moreover, measures of extracting tacit knowledge from retiring employees are necessary. The experience of the retirees should be documented as much as possible through effective questionnaire or interview process. The integrated knowledge mentioned above should be used for the planning, implementation of dismantlement or education for the future generation. (author)

An Integrated Skills Approach Using Feature Movies in EFL at Tertiary Level

Science.gov (United States)

Tuncay, Hidayet

2014-01-01

This paper presents the results of a case study based on an integrated skills approach using feature movies (DVDs) in EFL syllabi at the tertiary level. 100 students took part in the study and the data was collected through a three - section survey questionnaire: demographic items, 18 likert scale questions and an open-ended question. The data…

Integration of object-oriented knowledge representation with the CLIPS rule based system

Science.gov (United States)

Logie, David S.; Kamil, Hasan

1990-01-01

The paper describes a portion of the work aimed at developing an integrated, knowledge based environment for the development of engineering-oriented applications. An Object Representation Language (ORL) was implemented in C++ which is used to build and modify an object-oriented knowledge base. The ORL was designed in such a way so as to be easily integrated with other representation schemes that could effectively reason with the object base. Specifically, the integration of the ORL with the rule based system C Language Production Systems (CLIPS), developed at the NASA Johnson Space Center, will be discussed. The object-oriented knowledge representation provides a natural means of representing problem data as a collection of related objects. Objects are comprised of descriptive properties and interrelationships. The object-oriented model promotes efficient handling of the problem data by allowing knowledge to be encapsulated in objects. Data is inherited through an object network via the relationship links. Together, the two schemes complement each other in that the object-oriented approach efficiently handles problem data while the rule based knowledge is used to simulate the reasoning process. Alone, the object based knowledge is little more than an object-oriented data storage scheme; however, the CLIPS inference engine adds the mechanism to directly and automatically reason with that knowledge. In this hybrid scheme, the expert system dynamically queries for data and can modify the object base with complete access to all the functionality of the ORL from rules.

The ambiguous and bewitching power of knowledge, skills and attitudes leads to confusing statements of learning objectives.

Science.gov (United States)

Guilbert, J-J

2002-01-01

The words "knowledge", "skills" and "attitudes" are given different meanings by health personnel when discussing educational issues. Ambiguity is known as a handicap to efficient communication. In the design of a curriculum the quality of the definition of learning objectives plays a fundamental role. If learning objectives lack clarity, learners and teachers will face operational difficulties. As Robert Mager said, "If you are not certain of where you are going you may very well end up somewhere else and not even know it". Knowledge is not only memory of facts but what you do with it. The complexity of human behaviour should not be underestimated. This is why educational objectives need active non-ambiguous verbs in order to achieve better communication between teachers and learners and to assess that complexity. This is why I suggest using the expression intellectual skill (or competence) as meaning "a rational decision or act". Sensomotor skill (or competence) would replace "skills" as presently used and cover only "acts which require a neuromuscular coordination". Interpersonal communication skill (or competence) would replace "attitude(s)" and be limited to "verbal and non-verbal relation between persons". As the level of validity of assessment of learners' competencies is linked to the clarity of learning objectives, it is hoped that the above suggestions will raise the overall level of validity of the evaluation system. This is why it is important that everybody understands, in the same manner, the meaning of a learning objective. It will help learners to focus their learning efforts on the right target. It will help teachers to ensure the relevance to health needs of their teaching and the validity of assessment instruments. In both cases it will be beneficial to the health of the population.

Future engineering skills, knowledge, and identity

DEFF Research Database (Denmark)

Kolmos, Anette

2006-01-01

What are the requirements engineers are going to meet in the future? We do not know – but we have some predictions based on the technological, scientific, and societal development. Normally, these requirement analyses are based on only the technological and scientific development. In this chapter......, this traditional approach will be supplemented with socio-cultural considerations concerning the development of future societies. The point is that it is no longer enough to base development of engineering skills on trends in technological and scientific development – even though this approach in undergoing...... as at an individual level. The chapter will end by analyzing if the existing engineering education contributes to the outline of future skills....

Knowledge and Skills of Healthcare Providers in Sub-Saharan Africa and Asia before and after Competency-Based Training in Emergency Obstetric and Early Newborn Care.

Science.gov (United States)

Ameh, Charles A; Kerr, Robert; Madaj, Barbara; Mdegela, Mselenge; Kana, Terry; Jones, Susan; Lambert, Jaki; Dickinson, Fiona; White, Sarah; van den Broek, Nynke

2016-01-01

Healthcare provider training in Emergency Obstetric and Newborn Care (EmOC&NC) is a component of 65% of intervention programs aimed at reducing maternal and newborn mortality and morbidity. It is important to evaluate the effectiveness of this. We evaluated knowledge and skills among 5,939 healthcare providers before and after 3-5 days 'skills and drills' training in emergency obstetric and newborn care (EmOC&NC) conducted in 7 sub-Saharan Africa countries (Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, Zimbabwe) and 2 Asian countries (Bangladesh, Pakistan). Standardised assessments using multiple choice questions and objective structured clinical examination (OSCE) were used to measure change in knowledge and skills and the Improvement Ratio (IR) by cadre and by country. Linear regression was performed to identify variables associated with pre-training score and IR. 99.7% of healthcare providers improved their overall score with a median (IQR) increase of 10.0% (5.0% - 15.0%) for knowledge and 28.8% (23.1% - 35.1%) for skill. There were significant improvements in knowledge and skills for each cadre of healthcare provider and for each country (phealthcare providers working in maternity wards in both sub-Saharan Africa and Asia. Additional support and training is needed for use of the partograph as a tool to monitor progress in labour. Further research is needed to assess if this is translated into improved service delivery.

Postgraduate nursing student knowledge, attitudes, skills, and confidence in appropriately referencing academic work.

Science.gov (United States)

Greenwood, Melanie; Walkem, Kerrie; Smith, Lindsay Mervyn; Shearer, Toniele; Stirling, Christine

2014-08-01

Preventing plagiarism is an ongoing issue for higher education institutions. Although plagiarism has been traditionally seen as cheating, it is increasingly thought to be the result of poor referencing, with students reporting difficulties citing and referencing bibliographic sources. This study examined the academic knowledge, attitude, skills, and confidence of students in a school of nursing to understand poor referencing. A cross-sectional quantitative and qualitative survey was distributed to postgraduate (N = 1,000) certificate, diploma, and master's students. Quantitative data gathered demographics, cultural and linguistic background, and use of technology. Thematic analysis discovered patterns and themes. Results showed participants understood requirements for referencing; half indicated poor referencing was due to difficulty referencing Internet sources or losing track of sources, and many lacked confidence in key referencing tasks. Despite this, 50% did not make use of referencing resources. Overall, these data suggest incorrect referencing is rarely intentional and predominantly caused by skills deficit. Copyright 2014, SLACK Incorporated.

Young Learners: An Examination of the Psychometric Properties of the Early Literacy Knowledge and Skills Instrument

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Chan, Man Ching Esther

2015-01-01

The Early Literacy Knowledge and Skills (ELKS) instrument was informed by the work of Ferreiro and Teberosky based on the notion that young children could be differentiated according to levels of sophistication in their understanding of the rules of written language. As an initial step to evaluate the instrument for teaching purposes, the present…

Moblogging Type and Its Relation with Usability and Development of Knowledge Management Skills for Blind Students

Science.gov (United States)

Mostafa, Akram Fathy

2015-01-01

The aim of the research is to explore the relation of mobile Blogging (Moblogging -MB) on the usability and development of Knowledge Management skills for Blind Students. The research followed a pretest and posttest quasi experimental design. Participants were 17 blind students from the third semester of the academic year 2015 in the course of…