The Master's thesis assesses the professional development policy of nursing professionals in Lithuania. Theoretical aspects ofp rofessional qualification improvement are discussed: the concepts of competence and qualification, components of competence of nursing professionals are defined, continuing professional development in the context of lifelong learning is analyzed. The thesis also examines the human resource management, focused on the effectiveness of professional development, and assessment of competencies. The paper also analyzes the legal acts, regulating professional development of nurses in Lithuania. In order to assess the opinion of nursing professionals on the effectiveness of the compulsory qualification system in the human resource development strategy, a quantitative research – questionnaire survey – was carried out. SPSS 22 was used to analyze the research data. Conclusions and practical recommendations are presented at the end of the thesis.
The Master's thesis assesses the professional development policy of nursing professionals in Lithuania. Theoretical aspects ofp rofessional qualification improvement are discussed: the concepts of competence and qualification, components of competence of nursing professionals are defined, continuing professional development in the context of lifelong learning is analyzed. The thesis also examines the human resource management, focused on the effectiveness of professional development, and assessment of competencies. The paper also analyzes the legal acts, regulating professional development of nurses in Lithuania. In order to assess the opinion of nursing professionals on the effectiveness of the compulsory qualification system in the human resource development strategy, a quantitative research – questionnaire survey – was carried out. SPSS 22 was used to analyze the research data. Conclusions and practical recommendations are presented at the end of the thesis.
Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.
Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.
Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.
Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.
Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.
Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.
Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.
Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.
The research explores problem contexts of the modelling of virtual learning environment. School communities are facing learning difficulties under the rapidly evolving global conditions. Considering the tendencies in changing learning processes, it is essential to reflect upon and provide a basis for the contours of the modelling of a virtual learning environment. While in search of new learning conceptualization strategies, it is very important to properly understand the inclusive and activating context of open learning space, as well as to properly assess the content elements and anticipate the possible features of expression. The process of modelling of the virtual learning environment is analysed through reflexive approaches. The contemporary school is now moving onto the logic of organizing learning services, revealing new trends of expression: skills, information, knowledge, networking relations between learners and the creation of learning values. Virtual learning environment is positioned as an inevitable vision. This vision aims for the learner to be in the centre of learning, while learning itself would be understood as a social process, where learners create a confidencebased culture, design a course of personalized learning for themselves, apply different methods and styles of learning in regard to the objective of the learning object. The goal of the new learning policy strategy is to establish learning environments that would create conditions for people of different interests and capabilities to receive customized education, adapt to various life situations and aims, as well as combine formal learning and self-education.
Changes in education are the inevitable and complex process, which is influenced by fast globalization, changing economical, social and political conditions, development of information and communication technologies. Traditional teaching is oriented only towards knowledge transmission and reception; it is not yet effective in preparing pupils for activities of unknown future and constant changes. In the context of these changes the school implements the pedagogical system, which experiences transformation, its elements, interrelationship and didactic processes change.
Changes in education are the inevitable and complex process, which is influenced by fast globalization, changing economical, social and political conditions, development of information and communication technologies. Traditional teaching is oriented only towards knowledge transmission and reception; it is not yet effective in preparing pupils for activities of unknown future and constant changes. In the context of these changes the school implements the pedagogical system, which experiences transformation, its elements, interrelationship and didactic processes change.
Changes in health care pose an increasing number of organizational challenges. One of them is to ensure well-organized, high-quality, safe and competent nursing care professionals. While training of nurses is compulsory in Lithuania, it is important to assess the needs of nurses' professional development, taking into account their existing and missing competences, as well as to ensure that the knowledge acquired by nurses is used as effectively as possible in practice. Subject of the study: Improvement of the professional competencies of nurses. Problem: How does competences improvement meet the needs of nurses? Aim of the study: Examination of the improvement of the professional competence of nurses. The tasks of the research: To analyse theoretical aspects of the improvement of the professional competence of nurses; to examine the legal regulation of the professional development of nurses; to analyze the assessment of the professional competence of nurses; to identify the need and frequency of the improvement of professional competences of nurses; to examine the factors affecting the frequency and need of the improvement of competences. Study methods: analysis of scientific literature, documents and legislation, questionnaire survey, statistical analysis: descriptive statistics, weighted averages and frequencies in percentage, cross frequency tables, estimated correlation of Spearman, Cronbach alpha criterion, non-parametric criteria Kruskal Wallis test Conclusions: Nurses professional competence can be described as acquired knowledge, skills, understanding and experience in the exercise of their professional role, compliance with the standards required for the organisation and specific workplace. It is important not only to develop it, but also to assess the needs of competence development, and to ensure the ability to acquire and realise the necessary competences at work. Nurses acquire professional competences during nursing studies and continuously expand their professional qualifications according to the procedure established by Health Ministry. The definition of competences is the subject of discussion. There is no single definition or pattern of care competence, but they all have common elements. The study found that nurses feel the need for improvement in all competence groups, the need for improvement and frequency were mostly influenced by the age of respondents, and less often by education. The most important areas for improvement are personal characteristics, peer support and legal knowledge. The least developed competences were related to training activities. The main influences on the selection of vocational training courses are the subject of courses, the number of hours of improvement received, and the convenience of place and time. Most of all, nurses lack knowledge about their day-to-day activities in vocational training courses, such as practical skills, information technology and psychology and legal knowledge. Work structure: The first part of the thesis deals with professional development, its impact on workers and organizations, the development of the skills of nurses, their relationship with their careers, regulation, competence development and evaluation. The second part of the work presents the results of the quantitative study relating to the improvement of the professional competence of nurses, the factors influencing the choice of competence improvement courses, and the skills that nurses miss in improving competences. Conclusions and recommendations shall be provided.
