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"Students"

Clinical learning experiences have always been considered a hallmark of nursing education. Introduced in 2004, the ten-week paid internship is a fourth year summer course offered to select students who have demonstrated strong academic and clinical performance. The purpose of this paper is to report the findings of a study designed to explore student and staff perceptions about extrinsic factors that promote or impede learning during a nursing internship course. A descriptive exploratory design was used to conduct this research. Findings have been grouped into two main themes: extrinsic factors that promote interns' learning and extrinsic factors that impede interns' learning. The sub-themes under extrinsic factors that promote interns' learning are: staff making themselves available, having knowledge of policy, and units setting the tone for success. The sub-themes under extrinsic factors that impede interns' learning are: difficulty accessing staff, lack of knowledge of policy, and units not setting the tone for success. It is apparent that the factors identified in this study are similar to those found in the literature. It is striking that research findings of multiple studies examining factors that affect clinical learning converge regardless of the context or clinical learning models examined. © 2010 Elsevier Ltd.

This chapter explores the impact impact of Foundation degree Foundation degree study on the changing professional professional identities of women, who comprise the majority of workers workers in the early years workforce. Historically, the care of young children has been seen as the (natural) preserve of women and as one that needs little knowledge knowledge and few, if any, formal qualifications qualifications save those gained through the experience of motherhood. The professionalisation of the early years workforce is seen as a key element in the English government government ’s reform agenda for the early years and we consider some of the challenges early years students face in becoming reflective and reflexive practitioners within a strongly regulated environment. © Springer Science+Business Media B.V. 2011.

This article is concerned with the transition from school to the workplace for pupils with special educational needs in Germany. First, an outline of the standard system of professional training in Germany shall be given. Then, the initial conditions that adolescents are confronted with at the end of their time in school shall be examined. This review will then focus on studies and surveys of students with special educational needs who have graduated from school in Germany. It quickly becomes apparent that, after school, adolescents with special educational needs (SEN) most times visited a one-year school-based pre-vocational programme, and afterwards a state-funded school-based vocational programme; therefore the standard German dual-educational apprenticeship system generally doesn't apply. Looking at segregated schoolbased vocational training for students with SEN, it can be observed that the placement rate into the general labour market is not sufficient. Inclusive models play a minor role here, even if the analyses at hand suggest promising perspectives. © 2011 Taylor & Francis.

Practical ability is always mentioned which is the most important in higher vocational education. This paper discusses a kind of ability-targeted mode based on projects in computer courses teaching in China, such as Office Automation and Web Design. When traditional teaching mode being reformed into ability-targeted and project-based mode, there are three important sections to be focused on, i.e., needs analysis, teaching and summary. Firstly, real projects should be chosen adapted to students, matching related course and covering all knowledge points of syllabus. At the section of teaching, it includes single-item training, integrated-project training and innovated-project training, and the result of experiment shows that students' competence of career is increased spirally after the training. During the final period, not only conclusions should be made, but also be feedback to needs analysis for next better teaching plan. It is proved that the ability-targeted mode works well. © 2011 IEEE.

In this article, I investigated the problems that educators are addressing with dual credit initiatives and consider tensions that have limited the seamless implementation of dual credit programming. Stakeholder representatives clearly identified common resources and support required to sustain their dual credit programs. Study participants noted the need for strong partnerships for dual credit initiatives, for government policies to allow for articulation of credits between secondary and post-secondary and, in particular, for the means to fund these programs. Findings from individual interviews and focus groups conducted in British Columbia and Ontario with individuals who had formal work-related involvement (e.g., industry associations, government, organized labour, high schools, school boards, colleges, and industry) in dual credit initiatives suggest that access to dual credit options provide secondary students valuable opportunities for future career and postsecondary education, giving support for policies to support stakeholder partnerships to advance the effectiveness of dual credit models. However, with partnerships, tensions exist because stakeholders compete to gain and maintain control of their institutional terri-tories and established standards. Questions arise - "who is going to pay?" and "who is going to benefit?" - that suggest concerns about student access and who is allowed to make use of the resources allotted for these initiatives. © 2011 Canadian Society for the Study of Education/Société canadienne pour l'étude de l'éducation.

Science-Based Technology School (SBTS) is a pilot project which was established under a co-operative agreement between the National Science and Technology Development (NSTDA) and The Vocational Education Commission (VEC) in 2008. The main purpose of the project is to provide information to new inventors or new technologists in order to support the growth of the domestic economy and industries. Project Based learning (PBL) and teaching is an approach for classroom activity and is integrated within the basic science curriculum and vocational training for the students in the school. The aim of this paper is to study the current state and existing problems in educational management of the Science-Based Technology School project and provide possible improvements. The teaching and learning process were examined and efficient mechanisms to support and improve academic knowledge for new inventors were considered. Results from this study will be applied to future designs and used to develop the educational management model for the Science-Based Technology School. © 2011 IEEE.

The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire and the development of knowledge was investigated using concept mapping. The results showed that students developed slightly more knowledge in learning situations with fewer characteristics of competence-based education. The organisational characteristics of the learning situations were further found to be distinctive for the development of knowledge. © 2011 The Author(s).

The main purpose of this study was to explore the positive and negative effects of the internship experience on the behavioural intentions of college students in Taiwan. The results of this study suggest five major types of experience; sensory, affective, creative cognitive, physical and relational; have different effects on satisfaction, willingness to return to the original internship organisation, willingness to work, willingness to recommend the internship organisation to other students, ability to move between departments during the internship, whether to continue with studies or suspend schooling, career transition, complaints to colleagues within the internship organisation and external complaints. © Journal of Hospitality, Leisure, Sport and Tourism Education.

This study uses the analytical hierarchy process (AHP) to quantify important knowledge management behaviors and to analyze the weight scores of elementary school students' behaviors in knowledge transfer, sharing, and creation. Based on the analysis of Expert Choice and tests for validity and reliability, this study identified the weight scores of four important knowledge transfer behaviors, three knowledge sharing behaviors, and four knowledge creation behaviors. The behaviors "storing related articles," "providing reports," and "replying to others' articles" obtained the highest scores, which were used as the criteria to evaluate the knowledge management platform of the network. © The Turkish Online Journal of Educational Technology.

This paper presents a critically reflective evaluation of the pilot implementation of the Mahara e-portfolio system into the curriculum of an Internship Program at a Macquarie University in Sydney. Currently, at the half-way point of the pilot, the e-portfolio pilot project team is presented with the opportunity to evaluate their progress and make improvements in response to issues that have been identified for the following semester. Feedback was gathered from each of Brookfield's four lenses using tools including a reflective journal, online student feedback survey, consultation with colleagues and a review of the literature to provide a comprehensive evaluation of the Mahara e-portfolio in semester one, 2010. This investigation will form the first cycle of an action research process, where results from critical reflections in semester one will inform the next action research cycle to be undertaken during semester two, 2010. Implications for the Mahara e-portfolio trial in semester two include improvements to student feedback methods and usability, increased level of training and support and an enhanced blog and forum. These results suggest that in evaluating the effectiveness of the e-portfolio, as with any new curriculum innovation, it is important to focus on how the tool can support and enhance learning. ©2010 Amanda Parker.