eHealth Readiness of Health Care Institutions in Botswana

eHealth systems include applications of information and communication technologiesy to improve healthcare services delivery, support, and education. Many countries around the world, including Botswana, are in the process or have already adopted the use of such technology in their healthcare sectors. Often this is done without first gauging the readiness of the setting: healthcare workers meant to use the technology, or the facilities in which such technology will be used. eHealth Readiness is the ‘preparedness of healthcare workers, communities, or institutions for the anticipated change brought about by programs related to information and communications technology’. This study measured eHealth readiness of healthcare institutions in Botswana, and identified personal attributes of users that may influence their readiness to apply eHealth. A self-administered questionnaire with closed-ended questions was used to collect data from 87 healthcare workers at two hospitals in Botswana. The questionnaire contained 19 questions covering 3 domains (aptitudinal readiness, attitudinal readiness, and infrastructural readiness). The responses were rated on a 5-point Likert-type scale ranging from strongly disagree to strongly agree. The questionnaires were then coded and data analysed using Statistical Package for Social Sciences (SPSS) version 21.0. Results highlighted that participating institutions showed a different degree of eHealth infrastructural readiness. Participants in the study showed a high level of eHealth attitudinal readiness but a low level of eHealth awareness

Analisis Pengukuran Tingkat Kesiapan Penerapan Manajemen Pengetahuan: Studi Kasus Badan Pendidikan Dan Pelatihan Keuangan, Kementerian Keuangan

One strategy of the Ministry of Finance in the institutional transformation is to strengthen the role of Financial Education and Training Agency (FETA) in the development of human resources is to become a corporate university. Furthermore, base on theory that one of the important elements that should exist in an organization to become a corporate university is knowledge management (KM). The problem which occurs in FETA is that the organization does not have specific mechanisms to manage the knowledge. Moreover, to overcome that problem, the organization need to build a KM system that allows each individual to share useful knowledge for the organization. As the first step, it needs a good preparation to lessen the failure in implementing it; which is by measuring the readiness level of knowledge management implementation. Therefore, this study aims to measure the readiness level of knowledge management implementation in FETA in order to provide recommendations for improving the readiness of it. The readiness level is measured based on the variables mapping including KM Infrastructure, KM Enabler, and KM Critical Success Factor and then mapped into the KM aspects. The data were collected by using a sample survey method which were gathered from the employees of FETA. The data are then analyzed descriptively and inferentially to get the description about the readiness level of FETA in implementing knowledge management. Based on this research, it can be concluded that FETA is at the receptive level of readiness in implementing knowledge management. It indicates that all the indicators in KM, have been very supportive to the implementation of KM in FETA

Relationship between problem-based learning experience and self-directed learning readiness

Tun Hussein Onn University of Malaysia (UTHM) has been implementing Problem-Based Learning (PBL) to some degree in various subjects. However, to this day no empirical data has been gathered on the effectiveness of PBL as a methodology to develop self-directed learning (SDL) skills. The purpose of this study is to investigate self-directed learning readiness (SDLR) among UTHM students exposed to vaiying PBL exposure intensity. SDLR was measured using the modified version of Self-Directed Learning Readiness (SDLRS). Participants in this study were first-year undergraduate students at UTHM. The instrument was administrated to students in Electrical and Electronics Engineering, Civil and Environmental Engineering, and Technical Education (N=260). Data were analyzed using descriptive and inferential statistical techniques with analysis of variance (ANOVA) and the independent /'-test for equal variance for hypotheses testing. The results of this study indicate that overall SDLR level increase with PBL exposure up to exposure intensity twice, beyond which no increase in SDLR was observed with increase in PBL exposure. Within the same academic programme, results did not show a statistically significant difference of SDLR level between groups exposed to varying PBL exposure intensity. However, significant difference was found in some dimensions of the SDLR for the Technical Education students. Within the same education background, results did not show a statistically significant difference of SDLR level between groups exposed to varying PBL intensity. However, significant difference was found in some dimensions of the SDLR for students with both Matriculations and STPM background. A statistically significant difference of SDLR level was found between Electrical Engineering and Technical Education students for exposure once and in some SDLR dimensions. No statistically significant difference was found between students from different academic programme for exposure twice or thrice. The data supports the conclusion that SDLR level increases with increase in PBL exposure intensity up to a certain extent only, beyond which no increase of SDLR can be observed. The data also suggest that only certain dimensions of the SDLR improve with increased exposure to PBL

Pengaruh Kesiapan dan Transfer Belajar terhadap Hasil Belajar Ekonomi di SMA Negeri 1 Ubud

Penelitian ini bertujuan untuk mengetahui (1) pengaruh kesiapan (readiness) belajar terhadap hasil belajar ekonomi, (2) pengaruh transfer belajar terhadap hasil belajar ekonomi, dan (3) pengaruh kesiapan (readiness) belajar siswa dan transfer belajar terhadap hasil belajar siswa. Jenis penelitian adalah penelitian deskriptif kausal (kuantitatif). Penelitian ini ditujukan pada mata pelajaran ekonomi siswa kls x di sma negeri 1 ubud tahun pelajaran 2012/2013. dengan jumlah sampel sebesar 96 orang siswa yang diambil secara acak. Hasil penelitian menunjukkan bahwa (1) terdapat pengaruh kesiapan (readiness) belajar siswa terhadap hasil belajar siswa dari hasil regresi linier diperolehnilai koefisien pyx1= 0,073dan p-value Sig. (2-tailed) = 0,009 lebih kecil dari pada taraf signifikan 0,05. Hal ini berarti bahwa terdapat pengaruh yang signifikan antara kesiapan (readiness) belajar siswa terhadap hasil belajar siswa, (2) terdapat pengaruh transfer belajar terhadap hasil belajar siswa dari hasil regresi linier diperoleh nilai koefisien pyx2= 15,793 dan p-value Sig. (2-tailed) = 0,000 lebih kecil dari pada taraf signifikan 0,05. Hal ini berarti bahwa terdapat pengaruh yang signifikan antara transfer belajar terhadap hasil belajar siswa, dan (3) terdapat pengaruh antara kesiapan (readiness) belajar siswa dan transfer belajar terhadap hasil belajar siswa dari hasil regresi linier diperoleh nilai koefisien pyx1x2= 0,722dan p-value Sig. (2-tailed) = 0,000 lebih kecil dari pada taraf signifikan 0,05. Hal ini berarti bahwa besar kecilnya hasil belajar dipengaruhi oleh kesiapan (readiness) belajar dan transfer belajar.Kata Kunci : Kesiapan, Transfer Belajar, Hasil Belajar This study aims at investigating (1) the effect of students readiness in learning towards students learning result in economy subject matter, (2) the effect of learning transfer towards students learning result in economy subject matter and (3) the effect of students readiness and transfer in learning towards students learning result in economy subject matter This study was designed quantitatively in which economy subject matter was the focused of the study. 96 of the students at first year of SMA Negeri 1 Ubud in the academic year of 2012/2013 were selected as the samples which were taken randomly in his study. This study was designed quantitatively in which economy subject matter was the focused of the study. 96 of the students at first year of SMA Negeri 1 Ubud in the academic year of 2012/2013 were selected as the samples which were taken randomly in his study. The result of the data analysis showed that (1) there was an effect of students readiness in learning towards students learning result in economy subject matter. Based on the linier regression, it was obtained the coefficient value of pyx1=0.073 and p-value Sig. (2-tailed)=0.009 was less than the significant level 0.05. It meant that there was a significant effect of the students readiness in learning towards their learning result. (2) There was an effect of students transfer in learning towards students learning result. Based on the linier regression, it was obtained coefficient value of py2l=15.793 and p-value Sig. (2-tailed)=0.000 was less than the significant level 0.05. It meant that there was a significant effect of students transfer in learning towards students learning result, and (3) there was an effect of students readiness and transfer in learning towards students learning result. It was proven by the result of linier regression, the coefficient value obtained was pyx1x2=0.722 and p-value Sig. (2-tailed) =0.000. It was less than significant level 0.05. Based on the value, it was found that the students learning result is determined by students readiness and transfer in learning. The result of the data analysis showed that (1) there was an effect of students readiness in learning towards students learning result in economy subject matter. Based on the linier regression, it was obtained the coefficient value of pyx1=0.073 and p-value Sig. (2-tailed)=0.009 was less than the significant level 0.05. It meant that there was a significant effect of the students readiness in learning towards their learning result. (2) There was an effect of students transfer in learning towards students learning result. Based on the linier regression, it was obtained coefficient value of py2l=15.793 and p-value Sig. (2-tailed)=0.000 was less than the significant level 0.05. It meant that there was a significant effect of students transfer in learning towards students learning result, and (3) there was an effect of students readiness and transfer in learning towards students learning result. It was proven by the result of linier regression, the coefficient value obtained was pyx1x2=0.722 and p-value Sig. (2-tailed) =0.000. It was less than significant level 0.05. Based on the value, it was found that the students learning result is determined by students readiness and transfer in learning. keyword : readiness, learning transfer, learning goal. keyword : readiness, learning transfer, learning goal

HUBUNGAN ANTARA KESIAPAN BELAJAR DENGAN HASIL BELAJAR PADA MATA PELAJARAN MENEMUKAN PELUANG BARU DI SMKN 46 JAKARTA

Dwi Utomo Satrio Windarko, The Correlation Between Learning Readiness with Study Result on Menemukan Peluang Baru Subject at SMKN 46 Jakarta, Thesis. Jakarta: Commerce Education Study Program, Economic and Administration Major, Faculty of Economic, Universitas Negeri Jakarta, June 2013. The objective of this research to obtain data / the right fact (valid, true,) and trustworthy (reliable) in order to investigate correlation between readiness to learn with study result of Menemukan Peluang Baru. This Research been done at SMKN 46 jakarta, for four months from February until May 2013. The used reaseach method was survey method with correlational approach. population of this research was affordable class XI majoring in marketing, 70 people in total. based on population table sample of isaac and michel, been summed up and decreased to 58 students with a sampling error of 5%. In order to obtain data from variable X (Learning readiness) questionnaire Likert scale models was used. Testing the validity of the data Before using the instrument, For variable X, at first there was 34 points, and then after a validation process, there were 4 items of statement questionnaire that been dropped. the process resulting that The fulfilled valid items statements were 30. Calculation of the X variable reliability was using Cronbach alpha formula. The results of the X variable reliability ois 0,964. which means the level of reliability of the instrument shown an high rate value, while the data Y (Study Results) are obtained from the average value of the score of the school tests . The resulting regression equation is Ŷ = 50,94 + 0,233X. Test requirements analysis of the normality test error of estimated regression of Y on X with the test result liliefors Lcount = 0,078, while Ltable for n = 58 at 0,05 significant level is 0,116, for Lhitung Ftable, ie 22,51 > 4,02, meaning that the regression equation is significant. Correlation coefficient of Pearson Product Moment generating rxy = 0,535 keberartian correlation test is then performed using the ttest and the resulting Tcount = 4,74 and Ttable = 1,68 at significant level and dk = 56 It can be concluded that the correlation coefficient rxy = 0,535 is significant. The coefficient of determination obtained for 28,67%, which indicates that 28,67% Study Result is determined by the Readiness to learn The results of this study indicated that there is a positive Correlation Between Learning Readiness With Study Result On Menemukan Peluang Baru Subject at SMKN 46 Jakart

The Relationship Between Readiness Test Results Obtained by Children in an Optional Kindergarten and a Regular Kindergarten Program as Measured by the Metropolitan Readiness Test

v, 54 leaves. Advisor: Charles D. Rowley.The problem, The major question that provided the basis for this study is "Do children in an optional kindergarten program designed specifically for risk children produce readiness test scores at a statistical difference of .05 when compared with children's readiness test scores in the regular kindergarten program as measured by the Metropolitan Readiness Test?" Procedure. This study was conducted in an independent suburban school district of approximately 3,200 students K-12 near a midwestern metropolitan area. The population for the study consisted of thirty-two children enrolled in the district's optional kindergarten program and thirty-two children randomly selected from the regular kindergarten population of the district's six elementary schools. The research design consisted of a fall and spring readiness testing of the total optional and regular kindergarten population during the 1983-84 school year. A stratified random sample was identified from the regular kindergarten population and the total population of the optional kindergarten was used. Analysis of variance statistical procedures were chosen to test the study hypotheses. Hypothesis One and Two were tested with a 2 X 2 X 2 ANOVA, Hypothesis Three and Four a 2 X 2 ANOVA and a one-way ANOVA was used for Hypothesis Five.Descrip tive statistics reported are age and sex. Findings. In testing the research hypotheses at .05 level, significant differences were found for Hypothesis One, Three, Four, and Five. The results of this study found a significant difference beyond the .00l level for these hypotheses, Conclusions. The general conclusion that can be drawn from this study is that this group of Optional Kindergarten children scored at a statistically significant lower level on a fall and spring readiness measure than regular kindergarten children. The data also shows that as a group the optional children are less ready for first grade in the spring than they were for kindergarten in the fall. The overall conclusion drawn from the data is that a significant difference does exist between the Optional Kindergarten children and Regular Kindergarten children as measured by the Metropolitan Readiness Test

New graduate registered nurse practice readiness for Australian healthcare contexts: a collective instrumental case study

For new graduate registered nurses (NGRNs) practice readiness, or the ability to enter the healthcare setting and practice competently as a registered nurse (RN) is essential for safe patient care and meeting the needs of healthcare providers (individuals and institutions) (HCPs). A NGRN's level of practice readiness can affect transition to the RN role, retention rates and patient safety. Studies aimed at exploring the preparation and transition of NGRNs from student to RN suggest that NGRNs are not 'practice ready'. Researchers that have investigated the concept of practice readiness describe it as a multidimensional concept that is poorly defined and shaped by context. Researchers examining the practice readiness of Australian NGRNs have focussed on specific geographic areas and healthcare contexts; undergraduate nurses (UGNs); or involved graduates from other professions. Minimal research has been undertaken to explore the perspectives of healthcare professionals working with NGRNs in Australian healthcare settings across diverse geographic locations. While growing evidence implies that NGRNs are not practice ready, a common understanding of NGRN practice readiness and how practice readiness is achieved, measured and determined remains unclear and variable. As a result, inconsistencies in expectations exist between HCPs, NGRNs and education providers. Such inconsistencies can lead to NGRNs having difficulty meeting HCPs' expectations, adjusting to their new role and providing a safe standard of care. Using a multiple case study approach, the concept of NGRN practice readiness from the perspective of healthcare professionals in Queensland, Australia is explored. Four case studies of healthcare institutions in four different geographic locations were completed. Constructivism and symbolic interactionism were used as the theoretical framework to help explain how individual HCP's perception, context and practice intersect to conceptualise descriptions and meanings of NGRN practice readiness. Methods employed for data generation and collection included individual and focus group interviews; document review; field notes; and memos. Individual and cross-case analyses were conducted using selected grounded theory methods of coding and categorising of data; concurrent data collection and analysis; constant comparative analysis; and memo writing. Data from each case were integrated and interpreted against the research questions to provide an in-depth understanding of NGRN practice readiness. The cross-case analysis identified four major categories: Dominance of context; Determining practice readiness; Defining practice readiness; and Developing practice readiness. The findings highlight how decisions about practice readiness are informed by HCP's personal and professional context. Practice readiness is defined as a multidimensional concept encompassing personal, clinical, industry and professional capabilities. Findings indicate that acquiring the required level of practice readiness relies on factors present in a NGRN's pre- and post-registration education and clinical experiences and occurs across a 4-year continuum of learning that includes a NGRN's first year of practice, where the NGRN makes the final transition from student to professional RN. Recommendations from this study will inform policies and practices that aim to improve NGRN practice readiness and consequently their transition, integration and retention in the healthcare workforce

The Effects of Prior Education on the Success of Inmates in Prison Education Programs

This study examined the relationship among an inmate’s prior education level, work history, and his/her success in a prison education and training program. Success in prison education and training programs in this study was defined as a positive change in job readiness skills, selfcontrol, and self-esteem. The study took a mixed-methods approach, based on secondary data analysis. Data came from a faithbased organization which currently facilitates a life skills/job readiness program in some Nebraska prisons and jails. (244 men, 193 women) Quantitative Data: • No significant relationship between prior education or prior incarceration and the success in the program • The level of prior education, whether it be high school or post-secondary training, did not seem to be important to the success of the inmates. Qualitative Data: • Essays written by inmates greatly emphasized the support system from volunteers and other classmates, and new relationships they formed • Inmates described a range of skills they either learned for the first time, relearned, or improved (e.g., budgeting, goal-setting, writing resumes, preparing for interviews) • For example, one inmate said, “With all the feedback from you guys I feel so so confident and ready to get out and go to as many [interviews] as I have to with no stress or worry.

Exploring health system readiness for adopting interventions to address intimate partner violence: a case study from the occupied Palestinian Territory.

Domestic violence (DV) against women is a widespread violation of human rights. Adoption of effective interventions to address DV by health systems may fail if there is no readiness among organizations, institutions, providers and communities. There is, however, a research gap in our understanding of health systems' readiness to respond to DV. This article describes the use of a health system's readiness assessment to identify system obstacles to enable successful implementation of a primary health-care (PHC) intervention to address DV in the occupied Palestinian Territory (oPT). This article describes a case study where qualitative methods were used, namely 23 interviews with PHC providers and key informants, one stakeholder meeting with 19 stakeholders, two health facility observations and a document review of legal and policy materials on DV in oPT. We present data on seven dimensions of health systems. Our findings highlight the partial readiness of health systems and services to adopt a new DV intervention. Gaps were identified in: governance (no DV legislation), financial resources (no public funding and limited staff and infrastructure) and information systems (no uniform system), co-ordination (disjointed referral network) and to some extent around the values system (tension between patriarchal views on DV and more gender equal norms). Additional service-level barriers included unclear leadership structure at district level, uncertain roles for front-line staff, limited staff protection and the lack of a private space for identification and counselling. Findings also pointed to concrete actions in each system dimension that were important for effective delivery. This is the first study to use an adapted framework to assess health system readiness (HSR) for implementing an intervention to address DV in low- and middle-income countries. More research is needed on HSR to inform effective implementation and scale up of health-care-based DV interventions

The effect of a readiness year on children\u27s school achievement, self-concept, and teacher expectations

The purpose of the present study was to investigate the effects of a readiness year on children\u27s later school performance and self-concept. An examination of teachers\u27 attitudes towards readiness and expectations for students\u27 performance was also included. School records of fourth graders in two New Hampshire school districts were examined. Classroom grades, standardized test scores, Gesell School Readiness Test results, age, and sex were recorded for each participating student. A self-perception scale was administered to the students near the end of the third grade. Teachers in the two districts completed a questionnaire composed of a series of vignettes. Five variables were systematically varied in each of the vignettes: a student\u27s sex, whether or not the child had attended kindergarten, whether or not the child had attended a readiness year, level of academic skills and social maturity (high, medium, or low). For each vignette, teachers rated the extent to which they thought the student would be successful in the coming school year. Student data were analyzed using a 2 x 2 factorial MANOVA, with placement (readiness or traditional first grade placement) as one variable and chronological age as the other variable. The MANOVA revealed significant differences between the two placement groups on all academic variables; indicating that traditional students scored higher than readiness students on grade point average achievement test scores. Neither the age main effect nor the age by placement interaction was significant. Self-perception scores showed significant differences between the groups in two areas. In athletic self-perception, readiness students achieved significantly higher scores than traditional students; in behavioral self-perception, traditional students achieved significantly higher scores. Despite the difference in achievement between the two groups, there was no difference in academic self-perception between the readiness and traditional students. Multiple regression analyses of teacher data showed that success in school was primarily predicted using current academic skills and social maturity. Results raise questions about the effectiveness of giving unready children an extra year before first grade. Discussion centers on alternative conceptualizations of the factors which put children at risk for school failure, and suggestions for future research