Source:
Nurse Education Today
(2013)
Background: Concern about the process of identifying underlying competencies that contribute to effective nursing performance has been debated with a lack of consensus surrounding an approved measurement instrument for assessing clinical performance. Although a number of methodologies are noted in the development of competency-based assessment measures, these studies are not without criticism. Research aim: The primary aim of the study was to develop and validate a Performance Based Scoring Rubric, which included both analytical and holistic scales. The aim included examining the validity and reliability of the rubric, which was designed to measure clinical competencies in the operating theatre. Research method: The fieldwork observations of 32 nurse educators and preceptors assessing the performance of 95 instrument nurses in the operating theatre were used in the calibration of the rubric. The Rasch model, a particular model among Item Response Models, was used in the calibration of each item in the rubric in an attempt at improving the measurement properties of the scale. This is done by establishing the 'fit' of the data to the conditions demanded by the Rasch model. Results: Acceptable reliability estimates, specifically a high Cronbach's alpha reliability coefficient (0.940), as well as empirical support for construct and criterion validity for the rubric were achieved. Calibration of the Performance Based Scoring Rubric using Rasch model revealed that the fit statistics for most items were acceptable. Conclusion: The use of the Rasch model offers a number of features in developing and refining healthcare competency-based assessments, improving confidence in measuring clinical performance. The Rasch model was shown to be useful in developing and validating a competency-based assessment for measuring the competence of the instrument nurse in the operating theatre with implications for use in other areas of nursing practice. © 2012.
Background: Concern about the process of identifying underlying competencies that contribute to effective nursing performance has been debated with a lack of consensus surrounding an approved measurement instrument for assessing clinical performance. Although a number of methodologies are noted in t
…
Keywords:
clinical competence
human procedures
Humans
psychometry
education
Competence
Educational Measurement
theoretical model
reproducibility
validation study
Reproducibility of Results
Rasch Model
item response theory
Clinical assessment
Psychometrics
Competency-based assessment
Rubric
Models, Theoretical
standards
operating room personnel
Operating Room Nursing
15 Citations
10.1016/j.nedt.2012.04.008
Source:
Educational Research Review
(2013)
Transfer is usually cast as an educational, rather than learning, problem. Yet, seeking to adapt what individuals know from one circumstance to another is a process more helpfully associated with learning, than a hybrid one called transfer. Adaptability comprises individuals construing what they experience, then aligning and reconciling with what they know, and enacting responses. This learning process is mediated by societal and cultural contributions shaping tasks, their goals and solutions and also by individuals' capacities and interest, as shaped by their ontogenies (i.e. socially derived life histories). Labelling this process 'transfer' arises from concerns about educational institutions' key rationale: that what is learnt through them should be applicable elsewhere. However, expectations of educational provisions generating wholesale adaptable learning (i.e. transferable knowledge) are unrealistic because this learning is mediated by culturally, societally and situationally derived facts and personal factors. To moderate expectations and inform practice, transfer of knowledge needs to be understood as human thinking and acting mediated both internally (intra-psychologically) as well as inter-psychologically (from social and brute suggestions beyond the individual). Consequently, a socio-personal conception of adaptability is advanced here to illuminate this process. Through intra- as well inter-psychological mediation, it comprises individuals construing what is experienced, reconciliation with what they know and constructing new knowledge or adaptability. © 2012 Elsevier Ltd.
Transfer is usually cast as an educational, rather than learning, problem. Yet, seeking to adapt what individuals know from one circumstance to another is a process more helpfully associated with learning, than a hybrid one called transfer. Adaptability comprises individuals construing what they exp
…
Keywords:
construction
transfer
Construal
Reconciliation
32 Citations
10.1016/j.edurev.2012.05.004
Source:
Currents in Pharmacy Teaching and Learning
(2013)
To implement and assess the initial didactic interprofessional education (IPE) sessions in the health professions at our institution. Methods: Volunteer pharmacy students met with senior bachelor of science in nursing students or graduate nurse anesthetist students for case discussion during three different sessions. Each session had a different pedagogical approach. A survey was administered at the completion of each session to ascertain students' attitudes about these experiences. Results: Overall, the results showed that the session involving pharmacy students and bachelor of science in nursing students was more favorable than those involving pharmacy students and nurse anesthetist students. At least 80% of all participants responded that it is important to have IPE sessions like this and they would participate in them again if the opportunity was available. Moreover, 100% of the pharmacy students in each session agreed that the discussions were relevant to them and they enjoyed these learning experiences. Conclusions: This educational research showed that pharmacy and nursing students believed that the IPE sessions were beneficial for them. In the future, focused sessions may be the best pedagogical approach in order for these opportunities to be the most productive for everyone involved. © 2013 Elsevier Inc.
To implement and assess the initial didactic interprofessional education (IPE) sessions in the health professions at our institution. Methods: Volunteer pharmacy students met with senior bachelor of science in nursing students or graduate nurse anesthetist students for case discussion during three d
…
Keywords:
adult
female
human male
nursing student
Article
Vocational education
students
major clinical study
pharmacist
pharmacy student
physical examination
Nursing
personal experience
follow up
student attitude
Interprofessional Education
computer assisted tomography
Hispanic
emergency ward
dyspnea
hospitalization
ambulance
medical history
wheelchair
priority journal
Pharmacy
hospital discharge
hospital admission
cefepime
ceftriaxone
desmopressin
enoxaparin
glucose
human insulininsulin
pantoprazole
prednisone
sodium chloride
vancomycin
anion gap
arterial pH
blood pressure
body height
body weight
diabetes insipidus
diabetic ketoacidosis
femur fracture
fracture
glucose blood level
glycemic control
ketonuria
laboratory test
leg edema
lung embolism
metacarpal bone fracture
nurse anesthetist
open fracture
open reduction
oxygen saturation
pneumonia
radius fracture
rib fracture
sarcoidosis
septic shock
Streptococcus pneumoniae
thorax radiography
ulna fracture
weight bearing
7 Citations
10.1016/j.cptl.2013.06.003
Source:
Education Outcomes and Poverty: A Reassessment
(2013)
[No abstract available]
[No abstract available]
Source:
Academic Pediatrics
(2013)
Objective: As the next step in competency-based medical education, the Pediatrics Milestone Project seeks to provide a learner-centered approach to training and assessment. To help accomplish this goal, this study sought to determine how pediatric residents understand, interpret, and respond to the Pediatrics Milestones. Methods: Cognitive interviews with 48 pediatric residents from all training levels at 2 training programs were conducted. Each participant reviewed one Pediatrics Milestone document (PMD). Eight total Pediatrics Milestones, chosen for their range of complexity, length, competency domain, and primary author, were included in this study. Six residents, 2 from each year of residency training, reviewed each PMD. Interviews were transcribed and coded using inductive methods, and codes were grouped into themes that emerged. Results: Four major themes emerged through coding and analysis: 1) the participants' degree of understanding of the PMDs is sufficient, often deep; 2) the etiology of participants' understanding is rooted in their experiences; 3) there are qualities of the PMD that may contribute to or detract from understanding; and 4) participants apply their understanding by noting the PMD describes a developmental progression that can provide a road map for learning. Additionally, we learned that residents are generally comfortable being placed in the middle of a series of developmental milestones. Two minor themes focusing on interest and practicality were also identified. Conclusions: This study provides initial evidence for the Pediatrics Milestones as learner-centered documents that can be used for orientation, education, formative feedback, and, ultimately, assessment. © 2013 by Academic Pediatric Association.
Objective: As the next step in competency-based medical education, the Pediatrics Milestone Project seeks to provide a learner-centered approach to training and assessment. To help accomplish this goal, this study sought to determine how pediatric residents understand, interpret, and respond to the
…
Keywords:
learning
clinical competence
human Humans
Internship and Residency
Competencies
Article
comprehension
interview
qualitative research
lifelong learning
medical education
residency education
resident
competency-based education
personal experience
clinical supervision
Education, Medical, Graduate
pediatrics
Residents
interdisciplinary communication
Pediatrics Milestones
ambiguity
clinical handover
diagnostic reasoning
patient advocacy
32 Citations
10.1016/j.acap.2012.09.003
Source:
Human Resource Management for Hospitality, Tourism and Events: Second Edition
(2013)
human Resource Management for the Hospitality and Tourism Industries 2nd Edition, takes an integrated look at HRM policies and practices in the tourism and hospitality industries. Utilising existing human resource management (HRM) theory and practice, it contextualises it to the tourism and hospitality industries by looking at the specific employment practices of these industries, such as how to manage tour reps or working in the airline industry. It initially sets the scene with a broad review of the evidence of HRM practice within the tourism and hospitality industries. Having identified the broader picture, the text then begin to focus much more explicitly on a variety of HR policies and practices such as: recruitment and selection, legislation and equal opportunities, staff health and welfare and remuneration strategies in the industry. This 2nd edition has been fully updated: with new legal information, data, statistics and examples new chapter looking at HRM policies and practice in Events new international examples of best practice for prescriptive teaching and discussion, and international case studies to exercise problem solving techniques and contextualise learning enhanced companion website for students and lecturers including: power point slides, student test bank, additional case studies and links to additional resources Written in a user friendly style, each chapter includes chapter outlines and objectives, HRM in practice - boxed examples, reflective review questions, web links, discussion questions and further reading to aid understanding and test knowledge. © 2007, 2013 Dennis Nickson. All rights reserved.
human Resource Management for the Hospitality and Tourism Industries 2nd Edition, takes an integrated look at HRM policies and practices in the tourism and hospitality industries. Utilising existing human resource management
…
61 Citations
10.4324/9780080966496
Source:
Economics of Education Review
(2013)
This paper investigates whether on-the-job training has an effect on the employability of workers. Using data from the Netherlands we disentangle the true effect of training incidence from the spurious one determined by unobserved individual heterogeneity. We also take into account that there might be feedback from shocks in the employment status to future propensity of receiving firm-provided training. We find that firm-provided training significantly increases future employment prospects. This also holds for older workers, suggesting that firm-provided training may be an important instrument to retain older workers at work. © 2012 Elsevier Ltd.
This paper investigates whether on-the-job training has an effect on the employability of workers. Using data from the Netherlands we disentangle the true effect of training incidence from the spurious one determined by unobserved individual heterogeneity. We also take into account that there might
…
Keywords:
Employment
Training
human capitaltraining
employment
human capitalheterogeneity
Netherlands
older workers
elderly population
74 Citations
10.1016/j.econedurev.2012.08.004
Source:
Journal of the College of Physicians and Surgeons Pakistan
(2013)
Objective: To evaluate the effectiveness of reflective exercises in obstetrics and gynaecology (OB/GY) residents for theimprovement in certain identified skills.Study Design: Experimental study.Place and Duration of Study: Gynaecology Unit III, Services Institute of Medical Sciences / Services Hospital, Lahore,from September 2009 to August 2010.Methodology: Twenty-four residents from all 4 years of residency program were included in the study after their informedconsent. The competencies identified were surgical skills, professionalism, communication skills and critical appraisalskills. The reflective exercises evaluation was done on questionnaire designed for this purpose.Results: The results showed that the residents initially had underdeveloped ability to engage into purposeful reflectiveexercises, which improved with practice and showed encouraging results. Reflective exercises particularly helped inimprovement of surgical skills as opposed to other identified competencies.Conclusion: Regular engagement of postgraduate trainees in reflective exercises in a purposeful manner hasencouraging results in terms of improvement in surgical, communication, critical appraisal skills and has a role in boostingprofessionalism among residents. However, a longitudinal multicentre study can give better insight regarding theeffectiveness of this practice.
Objective: To evaluate the effectiveness of reflective exercises in obstetrics and gynaecology (OB/GY) residents for theimprovement in certain identified skills.Study Design: Experimental study.Place and Duration of Study: Gynaecology Unit III, Services Institute of Medical Sciences / Services Hospi
…
Keywords:
adult
clinical competence
female
human male
medical education
questionnaire
Humans
Internship and Residency
Article
communication skill
longitudinal study
practice guideline
professional competence
program evaluation
resident
Educational Measurement
postgraduate student
exercise
experimental study
clinical effectiveness
Obstetrics
Skill Enhancement
professionalism
residency program
Self-assessment
gynecology
morbidity
mortality
Questionnaires
Gynaecology and Obstetrics
Reflective exercises
gynecologic care
obstetric procedure
Source:
Software Design and Development: Concepts, Methodologies, Tools, and Applications
(2013)
Global Software Development (GSD) teams face communication and coordination problems due to spatial, temporal, and cultural separation between team members. Cultural diversity and cross-cultural management are significant issues among GSD teams. In software development projects, mentoring dramatically reduces the learning curve for novice human resources. Due to the large amount of electronic communication instruments, a remarkable number of different e-Mentoring concepts have emerged, which provides opportunity for mentoring that would not otherwise be possible. This chapter presents key success factors to enable e-Mentoring as a tool to develop a common culture in GSD scenarios. These success factors enable the correct application of mentoring programmes and the use of this to build a common culture in organizations that perform GSD. © 2014, IGI Global.
Global Software Development (GSD) teams face communication and coordination problems due to spatial, temporal, and cultural separation between team members. Cultural diversity and cross-cultural management are significant issues among GSD teams. In software development projects, mentoring dramatical
…
Keywords:
human resource managementSoftware design
cultural diversity
Success factors
Key success factors
Software development projects
Coordination problems
Cross-cultural management
Electronic communications
Global software development
0 Citations
10.4018/978-1-4666-4301-7.ch075
Source:
Chinese Education and Society
(2013)
human resource development is one of the theories guiding China's development of secondary vocational education. Secondary vocational education has always played a role in human resource training and development from the nation's founding to the present. In Chinese society today, however, there is a clear instrumentalist tendency in secondary vocational education's focus on human resource development, which has become a dilemma constraining the development of secondary vocational education. Our empirical study in the city of Dalian found that such an instrumentalist talent development trend appears primarily in the following areas: employment-oriented training models, interest-driven school management, and local conservatism in development planning. © 2013 M.E. Sharpe, Inc.
human resource development is one of the theories guiding China's development of secondary vocational education. Secondary vocational education has always played a role in human resource training and development from the nat
…
3 Citations
10.2753/CED1061-1932460405
