24,988 research outputs found

    Patient safety competencies in undergraduate nursing students: a rapid evidence assessment

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    Aims To identify patient safety competencies, and determine the clinical learning environments that facilitate the development of patient safety competencies in nursing students. Background Patient safety in nursing education is of key importance for health professional environments, settings, and care systems. To be effective, safe nursing practice requires a good integration between increasing knowledge and the different clinical practice settings. Nurse educators have the responsibility to develop effective learning processes and ensure patient safety. Design Rapid Evidence Assessment. Data Sources MEDLINE, CINAHL, SCOPUS, and ERIC were searched, yielding 500 citations published between 1 January 2004 - 30 September 2014. Review Methods Following the Rapid Evidence Assessment process, 17 studies were included in this review. Hawker's (2002) quality assessment tool was used to assess the quality of the selected studies. Results Undergraduate nursing students need to develop competencies to ensure patient safety. The quality of the pedagogical atmosphere in the clinical setting has an important impact on the students’ overall level of competence. Active student engagement in clinical processes stimulates their critical reasoning, improves interpersonal communication, and facilitates adequate supervision and feedback. Conclusion Few studies describe the nursing students’ patient safety competencies and exactly what they need to learn. In addition, studies describe only briefly which clinical learning environments facilitate the development of patient safety competencies in nursing students. Further research is needed to identify additional pedagogical strategies and the specific characteristics of the clinical learning environments that encourage the development of nursing students’ patient safety competencies

    The effect of 3D realism and meaning making: A conceptual model

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    Field studies show that computer graphics, as in this case the 3D model of a heritage building, are only iconic representations rich perceived differently by individuals. Still, there is lack of evidence on how realistic 3D in contributes to the meaning making process.This article discusses on the proposed conceptual model for 3D realism towards meaning-making.It elaborates on principles of realism and 3D realism, meaning-making theories and processes and related works in the area.Based on four elements of 3D realism, it attempts to identify possible relationship with meaning making.The research methodology is outlined to achieve the intended research outcomes.The findings of this study would contribute to understanding of the ability to learning via 3D content

    The development of the digital teaching competence from a sociocultural approach

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    En la actualidad, la competencia digital docente trasciende de la formación individual del profesorado en materia TIC. El marco europeo DigCompEdu incide en que el profesorado tiene que capacitar al alumnado en la aplicación de las tecnologías digitales de forma crítica y responsable en cuanto a información, comunicación, generación de contenido, bienestar y resolución de problemas. Pese a las buenas intenciones para sistematizar un modelo común de desarrollo de la competencia digital, se detecta que las propuestas carecen de un enfoque pedagógico que sirva de base teórica de los mismos. Este trabajo propone un modelo de desarrollo de la competencia digital docente basado en el enfoque sociocultural mediante cuatro constructos: Dominio, Preferencia, Reintegración y Apropiación. Para ello, se elaboró una escala ad hoc para registrar la competencia digital docente a través del desarrollo de esta en sus estudiantes, aportando evidencias empíricas. Se plantea un diseño de tipo cuestionario. La muestra se compone de 1.881 estudiantes de educación obligatoria de Andalucía. Para el análisis de datos se utilizó SPSS. Los resultados promedios generales por cada una de las dimensiones estudiadas revelan un nivel medio de desarrollo de la competencia digital. Se concluye que aún existe mucho por hacer en cuanto a la formación del profesorado en materia TIC, siendo necesario facilitarles estrategias para el desarrollo de esta en sus estudiantes.Abstract Many Nowadays, digital teaching competence transcends the individual training of teachers in ICT. The European framework DigCompEdu, highlights that teachers must train students in the application of digital technologies in a critical and responsible way, in terms of information, communication, content generation, wellbeing and problem solving. Despite the good intentions to systematize a common model of development of digital competence, it is detected that the proposals lack a pedagogical approach that serves as a theoretical © COMUNICAR, 61 (2019-4); e-ISSN: 1988-3293; Preprint DOI: 10.3916/C61-2019-02 framework for them. This paper proposes a development model of the digital teaching competence based on the sociocultural approach through four constructs: Command, Preference, Reintegration and Appropriation. For this study, an ad hoc scale is created to record the digital teaching competence through the development of this in their students and empirical evidences are provided. A survey type design is proposed. The sample consists of 1,881 students of compulsory education in Andalusia (Spain). SPSS is used to analyse data. The average general results for each of the dimensions studied reveal a medium level of development of digital competence. It is concluded that there is still too much to be done in terms of teacher training in ICT, being necessary to provide them strategies for the development of this in their students

    The Role of Conflict in Interpersonal Knowldge Tranfer

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    During the past decade knowledge has become the key to economic success and thus has been vigorously researched and studied. This has its backdrop in the knowledge-based view of the firm, seeing knowledge as a resource and capability. Consequently knowledge transfer is being paid more and more attention. There are various levels of knowledge transfer, inter-organizational, intra-organizational and interpersonal. However, regardless of the level one may be engaged, a range of factors such as environment, sender and receiver capability or desire to share knowledge, similarity or lack of it and a many other issues can ease or hinder the transfer of knowledge. The purpose of this study is to identify and better understand the role of conflict in interpersonal knowledge transfer. This subject is unique in many ways, firstly because it is by nature a very sensitive topic and secondly because it has never been fully studied before. Conflict has usually been identified as a barrier to knowledge transfer and the concept of conflict itself carries a heavy negative connotation. The study is based on 9 semi-structured interviews. This thesis shows that conflict plays a paradoxical role in knowledge transfer. Conflict can have both a positive or negative influence on knowledge sharing. But its role seems to lean more toward positive than negative. Conflict is positive as it makes the individuals more aware of the problems at hand. Thus fostering and stimulating knowledge transfer as it requires individuals come together to try to solve the problem. Conflict also seems to even work as a medium through which problems can be aired and solutions be found.fi=Opinnäytetyö kokotekstinä PDF-muodossa.|en=Thesis fulltext in PDF format.|sv=Lärdomsprov tillgängligt som fulltext i PDF-format

    Good governance and territorial marketing – two sides of the same coin? Development of market orientation through governance mechanisms in local government.

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    The scope of the paper is to discuss the role of good governance in improving responsiveness of local government to the needs of the selected target markets (investors, tourists, students). The criteria of good governance and governance indicators are analysed with regard of their applicability in building customer orientation of local authorities i.e. increasing market intelligence, disseminating knowledge about current and prospect users of the territory and fostering organizational culture conducive of gathering, sharing and applying market information for satisfying local demand. The objective is to assess usefulness of governance mechanisms in improving marketing management process (i.e. analysis, planning, implementation and control) of the local authorities towards selected groups of target customers (investors, tourists, students). The paper will create the analytical framework for the future research in selected Polish cities. The main good governance rules will be tested both from the governors’ perspectives and from the customer one. The issues below should be taken into consideration n terms of governors’ performance: • focusing on the organisation’s purpose and on outcomes for citizens and service users • performing effectively in clearly defined functions and roles • promoting values for the whole organisation and demonstrating the values of good governance through behaviour • taking informed, transparent decisions and managing risk • developing the capacity and capability of the governing body to be effective • engaging stakeholders and making accountability real Different approaches to public service quality at the operational level and territorial marketing at the strategic level as well as methodologies of measuring governance will be taken into account as a theoretical background.

    Schülerbewertungen von Unterricht an weiterführenden Schulen: Welche Faktoren hängen mit der lehrerseitigen Nützlichkeitswahrnehmung von Unterrichtsevaluationen zusammen?

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    This study builds on and contributes to work about the use of student evaluation of teacher performance. Although many studies have examined multiple forms of teacher evaluation, not much has been written about high school teachers’ perception of the usefulness of evaluations performed anonymously by students. This article provides additional insight by exploring factors contributing to Norwegian high school teachers’ perceptions of the usefulness of evaluations. Structural equation modelling indicates that perceptions of the developmental purposes of the evaluation process and of clear communication from the school leadership, as well as acknowledgement of the students’ ability to evaluate, are associated with teachers’ perceptions of the usefulness of the evaluation. Student ratings are often used for administrative purposes and tend to be underutilized for developmental purposes. Our findings suggest that feedback from student ratings can be useful in improving teaching practices by providing high school teachers with constructive feedback with which to improve the quality of their teaching. (DIPF/Orig.)Die vorliegende Studie leistet einen Beitrag zur Forschung über den Einsatz von Schülerbefragungen zur Unterrichtsevaluation. Wenngleich zahlreiche Studien vielfältige Formen der Lehrerevaluation untersucht haben, ist über die lehrerseitige Nützlichkeitswahrnehmung von anonymen Unterrichtsbewertungen durch Schülerinnen und Schüler wenig bekannt. Der vorliegende Artikel beleuchtet diese Thematik, indem Faktoren für den wahrgenommenen Nutzen von Evaluationen bei Lehrkräften weiterführender Schulen in Norwegen untersucht werden. Strukturgleichungsmodelle deuten darauf hin, dass die Wahrnehmung eines Entwicklungsziels beim Evaluationsprozess, eine klare Kommunikation der Schulleitung sowie die Anerkennung der Beurteilungsfähigkeit von Schülerinnen und Schülern mit der von Lehrkräften wahrgenommenen Nützlichkeit der Evaluation zusammenhängen. Schülerbewertungen dienen oftmals zu administrativen Zwecken und werden hingegen für entwicklungsorientierte Ziele bislang zu wenig genutzt. Unsere Befunde legen nahe, dass Schülerbewertungen einen Nutzen für die Unterrichtsentwicklung an weiterführenden Schulen haben können, indem sie Lehrkräften konstruktive Rückmeldungen zur Verbesserung ihrer Lehrpraxis bereitstellen. (DIPF/Orig.

    Viewpoint: Towards an IK-SCIE integrative model, A theoretical reflection on the agricultural college curriculum in Zimbabwe

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    Investment in agricultural training in Zimbabwe occurs against a backdrop of scarce resources. Therefore, an insight into the suitability and quality of the curriculum in agricultural colleges will benefit students, their communities and the nation at large. The curriculum is a key determinant of the quality of agricultural training. Researchers have argued that the curriculum in the agricultural colleges is largely based on the scientific knowledge system, representing the western worldview. Furthermore, this curriculum neither recognises the variations among the people with regard to their knowledge of agricultural practices, nor does it consider the different worldviews that students bring into the classrooms. Relevance in agriculture, like in any science subject, encourages students to participate in classroom processes more deeply, learning in their own ways and bringing together their ideas, interests and experiences. The incorporation of cultural practices into learning also facilitates environmental sustainability. This study explores several curriculum models to explore these claims and suggests an integrative indigenous knowledge–science (IK-SCIE) model that can be used in crafting a curriculum relevant for the contextual setting of Zimbabwe. Based on this theoretical reflection, it is recommended that if indigenous knowledge is integrated in the agricultural curriculum, more research on indigenous practices would be promoted, leading to acceptance, documentation and the possible integration of these indigenous practices, hence making them accessible to a larger readership

    Effective Teaching in the Eye of Teacher Educators: A Case Study in a Higher Education

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    Attempts to explore teacher educators’ thoughts seem to be meaningful at educational sciences since the number of studies discussing effective teaching and effective teacher at teacher education in the eye of teacher educators are quite limited. Therefore, this study mainly aims to identify the viewpoints of teacher educators in order to discover how they contextualize the concept of effective teaching. For this aim, a case study design, increasingly used in education (Tellis, 1997), is utilized in the study. This method is suitable when the research addresses an explanatory question such as how or why? (Yin, 2004). A questionnaire including open-ended questions is given teacher educators (n=48) who are working at a state university in Turkey. The participants are asked how they conceptualize effective teaching and which characteristics of effective teachers they prioritize. The results mainly show that to know what teacher educators’ opinions on the key concepts of effective teaching might be helpful for teacher educators to revise some points in their teaching and raise their awareness on the issue
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