A Competency-based Approach toward Curricular Guidelines for Information Technology Education

The Association for Computing Machinery and the IEEE Computer Society have launched a new report titled, Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology (IT2017). This paper discusses significant aspects of the IT2017 report and focuses on competency-driven learning rather than delivery of knowledge in information technology (IT) programs. It also highlights an IT curricular framework that meets the growing demands of a changing technological world in the next decade. Specifically, the paper outlines ways by which baccalaureate IT programs might implement the IT curricular framework and prepare students with knowledge, skills, and dispositions to equip graduates with competencies that matter in the workplace. The paper suggests that a focus on competencies allows academic departments to forge collaborations with employers and engage students in professional practice experiences. It also shows how professionals and educators might use the report in reviewing, updating, and creating baccalaureate IT degree programs worldwide

Building Student Capacity to Lead Sustainability Transitions in the Food System through Farm-Based Authentic Research Modules in Sustainability Sciences (FARMS)

Undergraduate courses provide valuable opportunities to train and empower students with the knowledge, skills, and motivation to advance society in more sustainable directions. This article emphasizes the value of bridging primary scientific research with undergraduate education through the presentation of an integrated experiential learning and primary research model called Farm-based Authentic Research Modules in Sustainability Sciences (FARMS). FARMS are collaboratively designed with agricultural stakeholders through a community needs assessment on pressing food system issues and opportunities with the objective for faculty and students to jointly identify evidence-based management solutions. We illustrate the implementation of FARMS in an undergraduate course in Ecological Agriculture at Dartmouth College, NH where students assessed various agroecological solutions for managing plant vitality, weeds, soil quality, pests, pollinators, and biodiversity at the Dartmouth Organic Farm. Student reflections indicate that the FARMS course component was beneficial for understanding agroecological theories and concepts while also motivating involvement in sustainability sciences despite the challenges of primary research. Educator reflections noted that the FARMS pedagogical approach facilitated achieving course objectives to develop students’ ability for systems thinking, critical thinking, and interdisciplinarity while fostering students’ collaboration skills and overall motivation for creating change. Adopting the FARMS model should enable faculty in the sustainability sciences to serve as bridges between the learning, practicing, and scientific communities while supporting educational programming at student and community farms. Ultimately, it is expected that the implementation of FARMS will increase student capacity and prepare the next generation of leaders to address complex challenges of the food system using an evidence-based approach

Automized Assessment for Professional Skills – A Systematic Literature Review and Future Research Avenues

Globalization, technological progress, and demographic trends in-creasingly influence our labor markets. With changing labor markets and increas-ing digitalization, new competencies of workers are needed to meet demands. However, as a first step to developing these new skills, knowledge about the ex-isting skills and their status quo is necessary. Here, automated skill assessment offers a crucial added value, as it can create a reliable and objective database. Based on a systematic investigation, our analysis shows, in four different areas, how skills and competencies in the automated assessment are (1) defined, (2) included as an element of analysis, (3) methodically recorded and processed, (4) which data source is used. In doing so, we offer insights into existing approaches to automated assessment of professional skills. In doing so, we contribute to a better understanding of the design of automated skill assessment methods and provide perspectives on future research directions

Bridging the Geospatial Education-Workforce Divide: A Case Study on How Higher Education Can Address the Emerging Geospatial Drivers and Trends of the Intelligent Web Mapping Era

The purpose of this exploratory collective case study is to discover how geospatial education can meet the geospatial workforce needs of the Commonwealth of Virginia, in the emerging intelligent web mapping era. Geospatial education uses geographic information systems (GIS) to enable student learning by increasing in-depth spatial analysis and meaning using geotechnology tools (Baker & White, 2003). Bandura’s (1977) self-efficacy theory and geography concept of spatial thinking form an integrated theoretical framework of spatial cognition for this study. Data collection included in-depth interviews of twelve geospatial stakeholders, documentation collection, and supporting Q methodology to determine the viewpoints of a total of 41 geospatial stakeholders. Q methodology is a type of data collection that when used as a qualitative method utilizes sorting by the participant to determine their preferences. Data analysis strategies included cross-case synthesis, direct interpretation, generalizations, and a correlation matrix to show similarities in participants\u27 preferences. The results revealed four collaborative perceptions of the stakeholders, forming four themes of social education, technology early adoption, data collaboration, and urban fundamentals. Four strategies were identified for higher education to prepare students for the emerging geospatial workforce trends. These strategies are to teach fundamentals, develop agile faculty and curriculum, use an interdisciplinary approach, and collaborate. These strategies reflect the perceptions of stakeholders in this study on how higher education can meet the emerging drivers and trends of the geospatial workforce

Assessing Interprofessional Teamwork and Performance in Delivery Room Neonatal Resuscitations

Purpose: The purpose of this dissertation was to explore the facilitators of, and barriers to, neonatal resuscitation to identify areas for improvement. First, an integrative review of measurement instruments for delivery room neonatal resuscitation simulations was conducted, followed by a qualitative study examining interprofessional neonatal resuscitation team member perceptions of facilitators and barriers to delivery room neonatal resuscitations. The first qualitative study informed the second qualitative study, an examination of the enablers and barriers to effective bag-mask ventilation as perceived by labor and delivery nurses. Problem: Birth asphyxia continues to remain a cause of neonatal deaths worldwide (Te Pas, Somotka, & Hooper, 2016). Simulation is a potentially powerful means of maintaining competence in individual neonatal resuscitation skills and team performance (Halamek, 2016). However, a review of the literature revealed a lack of standardized measurement of outcomes related to simulation-based training (Clary-Muronda & Pope, 2016). Moreover, a paucity of research has been conducted to link simulation-based education programs, often costly to implement, with neonatal outcomes. The specific aims of this dissertation were: - Aim1: To conduct an integrative review of measurement instruments for delivery room neonatal resuscitation simulations - Aim 2: To examine the facilitators of, and barriers to, delivery room neonatal resuscitation from the perspectives of interprofessional neonatal resuscitation team members - Aim 3: To explore the barriers and enablers of bag-mask ventilation from the perspectives of labor and delivery nurses. Design: This research employs qualitative methodology to explore the barriers and enablers of effective delivery room neonatal resuscitation, using two qualitative studies, with the first study informing the second. The Theoretical Domains Framework (TDF), an intuitive guide to examine the barriers and enablers to implementation of best practices, was used to frame this research. Findings: This two part qualitative study examining facilitators of, and barriers to, delivery room neonatal resuscitations revealed a skills deficit for labor and delivery nurses in bag-mask ventilation skills. Several contextual factors affected the ability of labor and delivery nurses to implement best practices in delivering bag-mask ventilation to newborns in the delivery room, ranging from individual factors such as comfort with skills, practice, and ability to use the algorithm to guide action in a timely fashion, to organizational factors such as staffing, equipment, and logistics. Conclusion: The TDF provided a comprehensive guide to frame enablers and barriers to best practices in this understudied population. Standardized guidelines do not take into account the contextual factors that may impede the implementation of best practices. Prior to intervention implementation, assessment of organization and population specific factors and consideration of such factors in designing interventions is more likely to promote a sustainable improvement in clinician practices and adherence to the Neonatal Resuscitation Program algorithm

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Examining the nature of interprofessional interventions designed to promote patient safety : a narrative review

Purpose: This narrative review aimed to scope the patient safety literature to identify interprofessional intervention approaches, sources of evidence and reported outcomes. Data sources: Two major databases (MEDLINE and CINAHL) were searched from 2005 to 2015. Study selection: A total of 1552 abstracts were initially identified. After screening these abstracts, 129 full papers were obtained. Further screening resulted in a total of 89 papers included in this review. Data extraction: The following information was extracted from each included paper: details on the patient safety intervention, study methods employed and outcomes reported. Results of data synthesis: It was found that the bulk of the included studies was undertaken in a North American acute care context. Most often, studies involved qualified professionals from nursing and medicine collaborating in hospitals and medical centres. Nearly half the studies reported in this review employed educational interventions, such as TeamSTEPPS, aimed at enhancing practitioners' competence of delivering safe patient care. Nearly a third of studies involved practice-based interventions (e.g. checklists) aimed at improving the delivery of safe care. Most of the studies used a quasi-experimental design and typically gathered survey data. The majority reported outcomes related to changes in professionals' attitudes, knowledge and skills. There were, however, fewer studies reporting changes in practitioners' safety behaviours, organizational practices or patient benefit. Conclusion: The use of different interprofessional interventions are key activities involved in promoting safe patient care practices. However, further work is needed to strengthen these interventions and their evaluations

Responding to a Deteriorating Patient: An Educational Intervention for Outpatient Clinic Nurses

Responding to a Deteriorating Patient: An Educational Intervention for Outpatient Clinic Nurses Background: Dynamic and evolving healthcare practices require nurses to continually acquire knowledge and confidence to provide optimal care. Organizations that recognize nurses’ educational needs and develop strategies to meet them empower nurses to improve the quality and safety of patient care. Local Problem: The need for a continuing education program to improve outpatient clinic nurses’ knowledge, skills, and self-confidence prompted the implementation of this project. Method: Single cohort education intervention as a test of change to assess the knowledge and confidence participants acquired in a pre- and post-survey using Berning’s 2018 questionnaire on nurses’ knowledge and recognition of early signs of clinical deterioration. Intervention: Two discrete educational intervention sessions, including (1) one-hour didactic session that reviewed vital signs and signs and symptoms of hypoglycemia, stroke, and cardiac arrest and (2) two hours of mock code using case scenarios of a patient with changes in vital signs of hypoglycemia, stroke, and cardiac arrest. Result: Twenty-one participants responded to the pre-implementation questionnaire, and sixteen responded to the post-implementation questionnaire. A non-statistically significant five percent increase in knowledge and confidence scores suggests improvement. Conclusion: An effective educational process with the support of stakeholders is an ongoing opportunity to build on nurses’ knowledge and confidence in the outpatient care setting

Responding to a Deteriorating Patient: An Educational Intervention for Outpatient Clinic Nurses

Responding to a Deteriorating Patient: An Educational Intervention for Outpatient Clinic Nurses Background: Dynamic and evolving healthcare practices require nurses to continually acquire knowledge and confidence to provide optimal care. Organizations that recognize nurses’ educational needs and develop strategies to meet them empower nurses to improve the quality and safety of patient care. Local Problem: The need for a continuing education program to improve outpatient clinic nurses’ knowledge, skills, and self-confidence prompted the implementation of this project. Method: Single cohort education intervention as a test of change to assess the knowledge and confidence participants acquired in a pre- and post-survey using Berning’s 2018 questionnaire on nurses’ knowledge and recognition of early signs of clinical deterioration. Intervention: Two discrete educational intervention sessions, including (1) one-hour didactic session that reviewed vital signs and signs and symptoms of hypoglycemia, stroke, and cardiac arrest and (2) two hours of mock code using case scenarios of a patient with changes in vital signs of hypoglycemia, stroke, and cardiac arrest. Result: Twenty-one participants responded to the pre-implementation questionnaire, and sixteen responded to the post-implementation questionnaire. A non-statistically significant five percent increase in knowledge and confidence scores suggests improvement. Conclusion: An effective educational process with the support of stakeholders is an ongoing opportunity to build on nurses’ knowledge and confidence in the outpatient care setting