Healthcare Dynamics for the Specialist Professional Nurse is the first text to present important current healthcare practices in the healthcare environment for specialised nurses and healthcare practitioners at district, provincial and national levels. It examines aspects of healthcare dynamics and comprehensive service delivery for all healthcare institutions, within a framework of health legislation, ethics, and professional practice. In addition to fulfilling the developmental needs of specialised nurses, it is a reference tool for healthcare service management for any practising healthcare professional.
It remains well established that international students face a number of challenges when they arrive at a foreign institute to pursue higher education. This research aims to examine the socio-psychological adaptation of international students to learning and professional activities of Elabuga Institute (branch) of Kazan Federal University, Russia. Using a number of socio-psychological adaptation methods of assessment (such as the sense of social security satisfaction, social frustration and psychological adaptation to new life conditions), the research aims to make remedial arrangements to boost the psychosocial adaptation of international students to educational and professional activities.
The findings from the assessment methods were deployed to create an intervention programme,which in turn created the effective adaptation environment for overcoming the psychological inconveniences of language and culture barriers, integrating students into personal and business relations with the native speakers, corporate training of Russian language in conversation clubs, and invitation for participation in mass cultural institute events.
In terms of information availability, talent acquisition and entrepreneurial education, female prospective entrepreneurs encounter several hurdles and inadequacies. This study investigates how social media learning might improve entrepreneurial learning and creativity among female learners. In summary, this article examines the impact of two critical activities in social media communities (knowledge sharing and social interaction) on entrepreneurial learning and creativity, which might develop entrepreneurial ambitions among Muslim female learners. The data were collected from 253 university and college female students who used social media for entrepreneurial learning. The structural equation modelling technique was used on 233 functional responses in the study. The study instrument's reliability and validity were also evaluated through different statistical measures before hypotheses testing. The study findings exposed that both knowledge sharing and social interactivity influenced entrepreneurial learning and creativity separately. The study also revealed that entrepreneurial learning and creativity further influenced entrepreneurial intentions. This research reveals female learners' entrepreneurship intentions, which can be advanced using social media learning in a developing region. The primary theoretical research contribution is the identification of essential activities in virtual entrepreneurial communities, which can enhance the learning and creativity of young female learners. However, further studies need to be carried out in other developing regions among other marginalized groups to generalize these findings. Both teaching faculties and policymakers should make effective use of social media for imparting entrepreneurial education among students, which would further lead to entrepreneurial intentions among them. The researchers argue that there is an imperative need to promote female entrepreneurship intentions, especially among Muslim women, to make them self-reliant and self-employed. This makes it essential to promote entrepreneurial learning and creativity among them, which are significant factors to foster entrepreneurial intentions. Thus, this study has provided an effective and cost-efficient manner of imparting entrepreneurial education to female learners aspiring to become entrepreneurs.
Curriculum 2013 prioritizes scientific-based learning. The scientific approach to familiarize students think high order thinking patterns. Based on preliminary analysis known that teachers have difficulties in designing a lesson plan scientifically based and requires a reading source procurement efforts. The development of technology can be used to develop educational products, such as e-books using the 3D Pageflip Professional program. Based on the literature study, this program has the advantage of digital interactive book design, flexible, efficient and effective as it integrates text, images, audio, and video. The study was conducted with the aim to provide problem-solving efforts related to adherence to the curriculum in 2013 through the development of scientific learning e-book. Researchers used the ADDIE model of research and development with the flow: analysis, design, development, implementation, and evaluation. The results of research in the form of an e-book product of scientific study that has been declared feasible by a team of experts (97.33% of material and media expert 98.7%), practitioners (supervisory 97.33%), and 90.6% with teachers' perceptions category very good. Practically, this research can be useful for teachers, governments, and researchers for services procurement expertise in the form of innovation in educational products.
Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments.
Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared.
Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.
Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.
In this paper, we describe a framework for the evaluation of a virtual learning environment in the Public Administration context. We describe the question of e-learning education of the Italian Public Administration employees and we analyse the characteristics of these learners [11, 13, 9]. These adults do not belong to the Internet Generation but they have to use the new educational tools, with the problems that this implies [9, 10, 15]. Citizens expect transparency and services personalization, efficiency and quality by the Public Administration. The Public Administration began this modernization process aimed at the improvement of the administrative action. The aim is to meet the needs of citizens that live in a complex society. This entails a re-examination of the role and the logic of work that find in the employees a master key for their success [6]. Therefore the most important element for this modernization process and for the reformation of the administrative action is the education of the employees [12, 14]. The European Council invited the member States to adopt the methodologies of e-learning for the education of their staff [4, 5]. In the last years a large number of employees have received training with the methodologies and the instruments of on-line education. The European Public Administrations had adopted on a large scale the e-learning for the education of their employees because this is a modality of in service-training that removes space and time bonds. Moreover this allows the utilisation of new educational techniques. The learning policies adopted by the governments highlight the importance of education in adulthood to be competitive in the knowledge society [4]. This type of education is oriented to provide and to develop the ability that can be utilised in a professional field, not to make up for knowledge opportunities missed at the time of compulsory school education. It is essential to provide the employees-learners a good quality learning object and Virtual Learning Environment [1, 2, 3]. For these reasons we had worked out a framework to evaluate the quality and the pedagogical efficacy of the Virtual Learning Environment (VLE) from the point of view of lifelong learning. The evaluation offers feedback to developers, tutors, teachers and the other involved people, and it is an important part for the guarantee of quality [7]. We are interested in finding general principles that are useful in the planning of the learning environment for the Public Administration employees. We describe the pedagogical implications of the adoption of e-learning in adult education, the reasons for its broad use in Public Administration. The virtual environment is a social space, and in this system a set of people (students, tutors, teachers, administration assistant, etc) interact, with different roles and needs. For this reason the evaluation of an e-learning environment embraces the evaluation of the process of delivery, the maintenance and the people involved [8]. The evaluation instruments could be created in order to estimate the quality expected, looked for and reached. For these reasons it is necessary to detect indicators able to find the minimum criteria of quality [3]. In a Virtual Learning Environment there are different elements that can be considered in order to evaluate the quality of the learning system, we have considered these: â?¢ The quality of communication system. â?¢ The quality of support services and the didactic staff. â?¢ The quality of administrative services. â?¢ The quality of learning objects. We also analyze the learnersâ?? needs regarding on-line education. The aim of this study was to find a learning environment suitable for Public Administration employees. References: [1] CNIPA (2007). I Quaderni - Vademecum per la realizzazione di progetti formativi in modalita e-learning nelle pubbliche amministrazioni, N°32, aprile 2007. [2] CNIPA (2004). Vademecum per la realizzazione di progetti formativi in modalita eLearning nelle PA, I Quaderni, n. 2. Retrieved December 14th, 2007 from: http://www.cnipa.gov.it/site/_contentfiles/01377500/1377508_cnipa_quaderno_2.pdf . [3] CNIPA (2004). Linee guida per i progetti formativi in modalita eLearning nelle PA, I Quaderni, n. 7. Retrieved December 14th, 2007 from: http://www.cnipa.gov.it/site/_contentfiles/01378400/1378474_I%20QUADERNI%20n7.qxd.pdf [4] European Council (2000). Lisbon European Council 23 and 24 March 2000 â?? Presidency Conclusions. Retrieved December 14th, 2007 from http://www.europarl.europa.eu/summits/lis1_en.htm. [5] European Council (2002). Presidency conclusions â?? Barcelona European Council 15 and 16 March 2002. Retrieved December 14th, 2007 from http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/ec/71025.pdf. [6] Formez (2006). Scenari e tendenze della formazione pubblica, Quaderni Formez N. 45. Roma, Formez Ufficio Stampa ed Editoria. [7] Joint Committee on Standards for Educational Evaluation (1994). The program evaluation standards. Thousand Oaks, Sage. [8] Khan, B.H. (2004). E-learning: progettazione e gestione. Trento, Erickson. [9] Knowles, M. (1970). The Modern Practice of Adult Education: Andragogy versus Pedagogy. New York, Association press. [10] Knowles, M. (1990). The Adult Learner: a neglected species. 4. ed. Houston, Gulf Publishing. [11] Liscia, R. (a cura di) (2006). E-learning in Italia. Una strategia per lâ??innovazione. Milano, Apogeo. [12] M.G. Mereu (Ed.), (2000) La rilevazione dei fabbisogni professionali e formativi nelle Regioni italiane, Isfol, Strumenti e Ricerche, Milano , Franco Angeli [13] Ministero per lâ??Innovazione e le Tecnologie (2002). Linee guida del Governo per lo sviluppo della Societa dellâ??Informazione. Retrieved December 14th, 2007 from http://www.interlex.it/testi/pdf/lineeguida.pdf. [14] MIPA. (2004). Programmare e valutare la formazione, una guida per le amministrazioni pubbliche. Milano, Lattanzio [15] Tough, A.M. (1979). The adult's learning projects. 2. ed. Austin, Learning Concepts.
This presentation will focus, for the most part, on a project of parental involvement in a state primary school located in a predominantly working-class area in a Mediterranean country. It will draw briefly on qualitative empirical work carried out with a colleague (Carmel Borg). The presentation gives an account of the socio-economic context of the school, and foregrounds, through empirical data culled from transcribed semi-structured interviews, the voices of parents, administrators, school-council members and teachers. It will be argued that, if this project is to develop into a genuine exercise in democratic participation, parents must begin to be conceived of not as "adjuncts", but "subjects". The parents interviewed in this empirical work see themselves as such, and derive confidence from the fact that, at the time of the interview, their claims and recommendations were translating into concrete developments. The second part of the presentation will discuss the issue of parental involvement in schools within the context of a wider discussion on 'changing the face of the school' by helping it develop into a community learning centre. Insights from the work of Paulo Freire and his Education Secretariat, when he served as Education Secretary in the Municipal Government of São Paulo, Brazil, and from SMED in Porto Alegre, Brazil, will be drawn upon. ; peer-reviewed
The first volume of this ground-breaking book critically examines how and why arts-based methods such as choir conducting workshops and dialogue improvisation can make a difference in improving professional practice. Taking a 'human-centred' approach, it delivers an insightful account of what these approaches do differently to achieve a new mode of learning - 'sensuous learning' - that cultivates professional judgment to serve the common good, simultaneously supporting personal and collective growth. The chapters present cutting edge examples of multiple ways arts-based methods underpin learning arenas for expanding leadership and improving professional practice. The reflexivity cultivated through these learning arenas has the unique potential to improve professional practice, not merely by enhancing competence but also by cultivating character and conscience, which is central in making judgments that serve the common good. These benefits are relevant for professional practitioners sharpening the skills and behaviours needed in organisations, including creativity, diversity, imagination, and improvisation.
