Search Results for
"human"

Game based learning is still not widely accepted for work based learning purposes. Though game based learning has been integrated into formal education in school and university, corporate human resource departments still rely on more traditional learning approaches, since computer games are often seen as more of an opposite to work processes. In this paper an implementation guideline for the integration of game based learning into the corporate competence development is established. Starting from an extensive literature research the concept presented in this paper has been validated in expert workshops with managers and human resource experts. It was examined in how far game based learning could contribute to the vocational work based training and which steps need to be undertaken to apply game based learning. Starting from the theoretical concepts of motivation theory the main design options in creating instructional games are analyzed. In addition to that a classification of different types of games in relation to their corporate application fields has been developed. The authors recommend increasing the corporate use of game based learning as part of the vocational work based learning to reach better the future qualification requirements of companies as well as the training of less education experienced workers. A structured implementation process is suggested and a matching concept of game design in relation to the work tasks is presented. © 2015 IEEE.

A prevailing assumption in labour market policy is that workers have a powerful incentive to acquire new skills and qualifications, as this should lead to higher wages. However, the process of rewarding qualifications with higher wages is not automatic, determined solely by market principles, or consistent across all qualification types and fields. Whereas human capital theory struggles to explain why greater human capital (in the form of higher qualifications) may not always lead to higher wages, institutional approaches can better accommodate a more nuanced relationship between education and training institutions, industrial relations institutions and wage outcomes. This article examines the role that awards and enterprise agreements play in the recognition of workers’ qualifications and in so doing demonstrates the ongoing relevance of industrial relations to skills policy. Using data from the longitudinal Australia at Work survey, this article reveals that workers with vocational and university qualifications who were employed on awards report higher wages over and above the qualification premium received by workers on other wage-setting arrangements. This finding did not extend to workers on enterprise (collective) agreements. The article confirms the positive role of awards in promoting skill acquisition, especially among the low-paid, award-reliant workforce. © 2015, Australian Labour and Employment Relations Association (ALERA), SAGE Publications Ltd, Los Angeles, London, New Delhi, Singapore and Washington DC.

Objectives: The aim of this literature review was to describe the focus of nursing education research in Finnish doctoral dissertations in the field of nursing and caring sciences between the years 1979-2014. In addition, the characteristics (methods, study informants and reporting of validity, reliability, and research ethics) of the dissertations were described. Methods and data: A literature review was carried out. Altogether 51 Finnish doctoral dissertations of nursing and caring sciences focusing on nursing education research were included in the final analysis. The dissertations were published in 1990-2014. The data were analyzed by content analysis both deductively and inductively. Results: Finnish nursing education research was focused on four main areas: structural factors in nursing education, nurse teacherhood, teaching activities, and learning and learning outcomes in nursing education. The most central focus was learning in nursing education whereas nurse teacherhood and structural factors in nursing education were studied the least. Students were the predominant study informant group while nurse staff including nurse mentors were next and nurse educators only the third. Surveys and interviews were the most common data collection methods. In the findings there were a lot of similarities with international nursing education research. Conclusions: Finnish nursing education research has been relatively student-centered yet studies focusing on the education of other nursing-based professions are rare. Future research about nurse teacherhood, curricula and structural factors in nursing education is recommended also. In addition, nursing education research should focus on the central phenomena of nursing education and working life. All in all, more nursing education research is needed. Nursing education dissertations cover only 12.3% of all the dissertations of nursing and caring sciences in Finland. © 2015 Elsevier Ltd.

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Objective: Wright (1983) described 20 "value-laden beliefs and principles" that form the foundational principles of rehabilitation psychology, and the education and training of rehabilitation psychologists necessitates that they acquire the specialty-specific knowledge and attitudes/values related to these principles. This article addresses 2 questions about how these principles can be taught in rehabilitation psychology training: (a) What are the core theories and evidence supporting these foundational principles, and what should be the content of a "core curriculum" for teaching these?; and (b) What is known about the most effective methods for teaching these foundational principles, including questions of how to teach values? Method: The foundational principles were grouped into 3 categories: individual psychological processes, social psychological processes, and values related to social integration. A literature review was conducted in these 3 categories, and the results are summarized and discussed. Results: A core curriculum is discussed for teaching about disability-specific individual psychological processes, social psychological processes, and values related to social integration, including methods to reduce group prejudice and promote values relevant to the foundational principles. Specific suggestions for training program content and methods are provided. Conclusions: It is hoped that effective teaching of Wright's (1983) value-laden beliefs and principles will help rehabilitation psychology trainers and trainees focus on the key knowledge and attitude-value competencies that are to be acquired in training. © 2016 American Psychological Association.

Simulation training is a powerful and evidence-based teaching method for students and healthcare professionals. The described educational model of Inter-professional Perinatal Simulation training is the result of a collaborative project with the Erasmus University College Brussels, the Medical School of the Vrije Universiteit Brussel (VUB) and the University Hospital Brussels. This model enhances student midwives to acquire competencies in all fields of midwifery according to national and European legislation and to the International Confederation of Midwives Global Standards for Midwifery Education. In our educational program, simulation training enhanced the achievement of decision-making and inter-professional communication competences. © 2015 Elsevier Ltd

Background: Knowledge translation and evidence-based practice have relied on research derived from clinical trials, which are considered to be methodologically rigorous. The result is practice recommendations based on a narrow view of evidence. We discuss how, within a practice environment, in fact individuals adopt and apply new evidence derived from multiple sources through ongoing, iterative learning cycles. Discussion: The discussion is presented in four sections. After elaborating on the multiple forms of evidence used in practice, in section 2 we argue that the practitioner derives contextualized knowledge through reflective practice. Then, in section 3, the focus shifts from the individual to the team with consideration of social learning and theories of practice. In section 4 we discuss the implications of integrative and negotiated knowledge exchange and generation within the practice environment. Namely, how can we promote the use of research within a team-based, contextualized knowledge environment? We suggest support for: 1) collaborative learning environments for active learning and reflection, 2) engaged scholarship approaches so that practice can inform research in a collaborative manner and 3) leveraging authoritative opinion leaders for their clinical expertise during the shared negotiation of knowledge and research. Our approach also points to implications for studying evidence-informed practice: the identification of practice change (as an outcome) ought to be supplemented with understandings of how and when social negotiation processes occur to achieve integrated knowledge. Summary: This article discusses practice knowledge as dependent on the practice context and on social learning processes, and suggests how research knowledge uptake might be supported from this vantage point. © 2016 Salter and Kothari.

Objectives High-quality teaching performance is important to ensure patient safety and encourage residents’ learning. This study aims to explore the content and phrasing of suggestions for improvement that residents provide to support excellent teaching performance of their supervisors. Methods From February 2010 to November 2011, 577 residents were invited to evaluate 501 teachers from both surgical and medical residency training programmes from 20 hospitals. Feedback was collected through a validated formative feedback system named System for Evaluation of Teaching Qualities. Two researchers independently coded the suggestions for improvement with literature-based coding schemes on (1) content and (2) linguistic characteristics. Besides these qualitative outcomes, descriptive statistics were calculated using SPSS. Results In total, 422 residents (73%) evaluated 488 teachers (97%), yielding 4184 evaluations. Of all teachers, 385 (79%) received suggestions for improvement focusing on teaching skills (TS), 390 (80%) on teaching attitude (TA) and 151 (31%) on personal characteristics. For 13%-47% of the suggestions for improvement, residents added (1) the location or situation where the observed TS or TA had taken place, (2) concrete examples of what teachers could do to improve or (3) (expected) effects of what the change in TS or TA would mean for residents. Conclusions Residents provide mainly relevant suggestions for improvement that mirror important aspects of teaching performance. However, these comments often lack specific phrasing limiting their value for performance improvement. Therefore, residents are recommended to increase the specificity of the suggestions for improvement. The paper provides directions to phrase narrative feedback. © 2016, BMJ Publishing Group. All rights reserved.

Current approaches to secondary education expose students to cultural information and environmental conditions that were not typical features of youth development for the vast majority of human evolution. Understanding the mismatch between adolescents’ evolved information processing biases and the educational content and environmental cues they often experience in school can help us to identify and/or develop educational approaches that will work with student biases in attention and motivation, rather than against them. In this paper, we present an evolutionary perspective on adolescent learning, review life history theory, and describe how adolescents adopting a fast life history strategy (fast LHS) are especially susceptible to the mismatch between evolved biases and modern schooling. We then argue that learning in context is an approach that is more consistent with adolescents’ evolved biases than traditional academic school environments and suggest that career and technical education (CTE) is an existing model that can be used successfully in secondary education, especially with students following a fast LHS. We conclude with future directions for CTE research and also applications of evolutionary theory to education and educational psychology. © 2015, Springer International Publishing.

human resource development (HRD) scholars have grappled with the question of developing theoretical and conceptual frameworks that capture the complexities of building human capital capacity and capability at a national level. Relying on national HRD (NHRD) and international development literatures, we develop a multi-level framework for understanding capacity and capability building that is useful for assessing national development priorities for countries in general. We theorize that NHRD priorities must consider the simultaneous development of financial, industrial, and workforce capacities at the national, organizational, and individual levels. The conceptual framework considers positive as well as negative NHRD synergies that can emerge from linking financial, industrial, and workforce capacities to capability-building efforts at the national, organizational, and individual levels. In doing so, the framework contributes to the NHRD-model-building approaches in the extant HRD literature. © 2016, © The Author(s) 2016.