Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ

Researching capability development: developing systems thinking in practice capabilities

An overview of three projects since 2014 each funded by the Open University Centre for STEM Pedagogy (eSTEeM) exploring the development of systems thinking in practice (STiP) capabilities as distinct from competencies and capacities. The overview is part of a one-day symposium orchestrated by the Citizenship and Governance SRA (strategic research area) and the Applied Systems Thinking in Practice (ASTiP) Group on the theme of 'governing complexity: developing appropriate praxis with citizens and organisations'. The symposium provided the opportunity for formally launch the third of these projects

Devising a consensus definition and framework for non-technical skills in healthcare to support educational design: A modified Delphi study

Background Non-technical skills are a subset of human factors that focus on the individual and promote safety through teamwork and awareness. There is no widely adopted competency or outcome based framework for non-technical skills training in healthcare outside the surgical environment. The authors set out to devise such a framework and reach a consensus on a definition using a modified Delphi approach. Methods An exhaustive list of published and team suggested items was presented to the expert panel for ranking and to propose a definition. In the second round, a focused list was presented, as well as the proposed definition elements. The finalised framework was sent to the panel for review. Summary of results 16 experts participated (58% response rate). A total of 36 items of 105 ranked highly enough to present in round two. The final framework consists of 16 competencies for all and 8 specific competencies for team leaders. The consensus definition describes non-technical skills as ‘a set of social (communication and team work) and cognitive (analytical and personal behaviour) skills that support high quality, safe, effective and efficient inter-professional care within the complex healthcare system’. Conclusions The authors have produced a new competency framework, through the works of an international expert panel, which is not discipline specific. This consensus competency framework can be used by curriculum developers, educational innovators and clinical teachers to support developments in the field

An International Prospectus for Library & Information Professionals: Development, Leadership and Resources for Evolving Patron Needs

The roles of library and information professionals must change and evolve to: 1. accommodate needs of tech-savvy patrons; 2. thrive in the Commons & Library 2.0; 3. provide integrated, just-in-time services; 4. constantly update and enhance technology; 5. design appropriate library spaces for research and productivity; 6.adapt to new models of scholarly communication and publication, especially: the Open Archives Initiative and digital repositories; 7. remain abreast of national and interanational academic and legislative initiatives affecting the provision of information services and resources. Professionals will need to collaborate in: 1. Formal & informal networks – regional, national, and international; and; 2. Library staff development initiatives – regional, national, international Professionals will need to use libraries as laboratories for ongoing, lifelong training and education of patrons and of all library staff ( internal patrons ): the library is the framework in which Information Research Literacy is the curriculum . Professionals will need to remain aware of trends and challenges in their regions, the EU, the US and North America, of models which might provide inspiration and support: 1. Top Technology Trends; 2. New paradigms of professionalism; 3. Knowledge-creation and knowledge consumption; 4. The shifting balance of the physical library with the virtual-digital librar

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

Interactive transfer guide: sharing knowledge from the ESRALE project

The Interactive Transfer Guide (ITG) is an expert resource that summarises and points users to where they can find the full details of the distinctive knowledge developed as part of the ESRALE project, including the key outputs and lessons learned. It is designed to be used by a range of parties interested in developing and innovating the professional provision of adult education across Europe

Continuing midwifery education beyond graduation : student midwives' awareness of continuous professional development

Midwifery education plays an important role in educating graduates about engaging in continuous professional development (CPD) but there is a lack of empirical research analysing student midwives’ awareness of CPD beyond graduation. We aimed to explore student midwives’ awareness of the need to become lifelong learners and to map their knowledge of CPD activities available after graduation. Therefore, forty-seven reflective documents, written in the last week of student midwives’ training programme, were analysed in a thematic way. Content analysis confirmed student midwives’ awareness of the importance of CPD before graduation. They mentioned different reasons for future involvement in CPD and described both, formal and informal CPD-activities. Respondents were especially aware of the importance of knowledge, to a lesser degree of skills-training and still less of the potential value of the Internet for individual and collective learning. Respondents perceived a need for a mandatory preceptorship. Supporting learning guides were highly valued and the importance of reflection on CPD was well-established. This could have resulted from an integrated reflective learning strategy during education