Search Results for
"Article"

Purpose: The purpose of this Special Communication is to describe the processes of Education Summit III, sponsored by the Academy of Pediatric Physical Therapy, with an emphasis on the review, update, and integration of contemporary language and the Competency-Based Education framework into a revision of the Essential Core Competencies (ECCs). Summary of Key Points: The Academy of Pediatric Physical Therapy has consistently supported pediatric professional education, including sponsoring 3 Education Summits in 2012, 2016, and 2023. The most recent summit focused on a revision of the ECCs and the development of materials to support their implementation. Recommendations for Practice: These revised domains of competence and associated competencies will support and guide pediatric physical therapy education for professional students. Educators are encouraged to use their creativity and resources to integrate these into teaching and learning activities. © 2024 Academy of Pediatric Physical Therapy of the American Physical Therapy Association.

Aim: To comprehend the perspectives of undergraduate nursing students on conducting specialized nursing education during the internship phase, providing a basis for colleges to formulate plans for specialized nursing education. Background: Nursing specialty in China was included in the national controlled specialty in 2024, which means signifying an effort to decrease the enrollment of junior college degree nurses, thereby increasing the number of high-quality undergraduate nurses. While the higher the education level of nursing students, the higher their expectations for themselves. However, after entering clinical practice, their social status and job nature are significantly different from those of doctors, which creates a psychological imbalance. In addition, employers lack a reasonable employment mechanism and undergraduate nursing students are used equally with vocational and technical nursing students, making them feel that their self-worth is difficult to realize. Therefore, their professional attitude becomes more negative (Meng Wei, 2018). In the process of forming professional identity among undergraduate nursing students, the professional role models and clinical experience of specialized nurses can serve as important promoting factors. By increasing interaction with specialized nurses and learning specialized nursing, undergraduate nursing students can better understand the professional role and values of nurses and form positive professional ethics and attitudes (Huang et al., 2023). To better adapt to the national health needs and assist undergraduates in transitioning to clinical practice, deepening the understanding of the profession and career, the integration of professional education during the internship phase can enable students to recognize their strengths, cultivate an awareness of suitable professions and facilitate a targeted adaptation from academic studies to clinical practice. Design: The researcher initially drafted the interview outline through a literature review and intra-group discussions. To ensure the research content's richness, a semi-structured interview method was adopted. The Colaizzi seven-step analysis method was applied in the analysis. Methods: Employing phenomenological study and purposive sampling, with data saturation as the guiding principle, 24 undergraduate nursing students undergoing internship at a tertiary hospital in China were selected for focus group interviews. Results: Four main themes were extracted from the perspectives of undergraduate nursing students. These themes encompass awareness of specialized nursing and specialized nurses, recognition of specialized nursing education during the internship phase, demands for specialized nursing education during the internship phase and career expectations. Conclusion: Nursing administrators in hospitals and educational managers in colleges should prioritize align education with clinical needs, address the requirements of nursing students, strengthen collaboration between institutions，and advance the further development of specialized nursing. © 2024

The present study employs a quantitative approach to measure the student perception of the direct and mediating effect of quality education for ensuring employability skills in higher education students of Bangladesh. The study was conducted on 154 undergraduate and graduate students at a Private University in Bangladesh, through a cross-sectional survey using a structured data questionnaire. The multilevel measurement and structural model, which was based on the constructs of quality education, employability skills of students, course structure, institutional policy, and physical aspects, was analysed using Partial Least Squares modelling with SmartPLS 4. The aim was to identify the employability skills that are present among higher education students in Bangladesh through student perception and explore the mediating role of quality education in shaping these skills. The findings suggest a significant gap between the skills taught in private universities, and the industry requirements of Bangladesh, which highlights the urgency for administrators and policy-makers to act fast. physical aspects have a positive influence on quality education and employability skills, but course structure and policy show less direct impact. Moreover, quality education is a crucial mediator for only the factors that match a direct effect. This proves that higher education students in Bangladesh may not have acquired the technical knowledge required by the industry. However, the present study was conducted on undergraduate and graduate students at a single private university, thus acknowledging the need to diversify the population sample in future studies for enhanced generalizability. The implications of these results extend to educational policymakers, institutions, and stakeholders, therefore emphasizing the need for curriculum enhancement, industry-academia collaboration, and policy reforms. ©: © 2024 Hasan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Who will be the next 007, villain or ‘Bond girl’ remains a perennial topic of lively discussion. Yet the casting of Bond films as a professional process is not well understood. This is illustrated well by our relative lack of knowledge about one of the longest standing women behind James Bond, Debbie McWilliams, who has been the casting director of the Bond franchise since the early 1980s. Putting McWilliams at the centre of the casting discussion moves it away from the business of substituting one actor for another towards the day-to-day work of the casting department, where auditioning and selecting of actors represents just a small part of the job. Drawing on interviews and production histories, this article argues that the longevity and global scale of the Bond series has shaped the casting profession in important ways that have been overlooked. © Edinburgh University Press www.euppublishing.com/jbctv.

Career exploration, a critical antecedent to college students’ career choices and employment, offers essential guidance for their career development. However, existing research has not explored how changes in family economic stress impact career exploration. Drawing on social cognitive career theory, this study aims to deepen our understanding of the complex interplay between family economic stress and career exploration among vocational school students. We tested our hypotheses using three-time lagged data collected from 600 vocational school students studying in mainland China. As expected, family economic stress positively predicts career exploration via love of money. Additionally, both students’ effective part-time behavior and teacher support were found to positively moderate the indirect relationship between family economic stress and career exploration through love of money. We attempt to highlight the broader implications of understanding the nuanced ways in which economic background shapes career exploration. Theoretical and practical implications are discussed. © 2024 Cheng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Technology supported problem-based learning (TSPBL) can provide a new paradigm for instruction and eventual enhanced critical thinking skills among students. Higher education institutions invest in TSPBL-enhanced learning environments, prompting the exploration of modifications to better meet 21st-century student demands. This literature review was carried out to analyze the best available evidence worldwide so as to have an overview of the state of the current research regarding the implementation of TSPBL in mathematics education for pre-service teachers. Sixteen research articles from three recognized databases; Education Resources Information Centre (ERIC), Web of science and Science direct met the following criteria: (1) published in peer-reviewed journal; (2) focused on mathematics domain; (3) written in English; and (4) published strictly in the recent five years (2019–2023). We followed the three stages of Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) to sustain accuracy, transparency and quality. We examined the identified TSPBL implementation procedures and its contemporary benefits to pre-service teachers, as well as the reported challenges in its implementation. The findings highlight the transformative potential of TSPBL among pre-service teachers in developing contemporary skills including critical thinking, problem-solving, creative thinking, collaboration and effective communication that emerged prominently. In addition, findings show the absence and/or inadequate digital literacy among teachers and students. Practical implications suggest a need to invest in comprehensive training programs and workshops as well as a supportive educational ecosystem to help bridge the gap and empower teachers to maximize the benefits of TSPBL approach in diverse learning contexts. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.

Objective: Explore stakeholder perspectives of the benefits of continuously training general practitioners in the same rural or remote practice in distributed locations via the Remote Vocational Training Scheme (RVTS). Design, setting, participants: Online one-hour semi-structured interviews were conducted with 27 RVTS staff, participants and supervisors from all states and territories between 16 October and 24 November 2023. Data were deductively and inductively coded by stakeholder type and the range of benefits, and the findings were informed by insights from a project reference group and a stakeholder advisory group. Questions explored the benefits of the RVTS — a program which supports doctors already working in rural, remote and First Nations communities to train towards general practice or rural generalist fellowship while remaining in the same practice. Main outcomes measures: Perspectives on the nature and spread of benefits. Results: Broad benefits were perceived to flow to four system-level stakeholders: communities, health services, participants and policy makers. Perceived participant and community benefits were doctors staying longer in distributed locations with tailored place-based supports and training, doctors building relationships with patients, and doctors learning through longitudinal care. Health service benefits included reduced reliance on locums, improved continuity of accessible and appropriate services in areas otherwise facing major recruitment and retention issues, and the doctors having more time to contribute to improving service quality and upskilling local staff. Policy-maker benefits were sustaining safe and high quality services for distributed populations with high needs. Conclusion: The RVTS model was perceived to offer diverse benefits for different system stakeholders which could improve quality of learning, service delivery and community care. It also aligned with key policy directions for a distributed and sustainable generalist workforce under the goals of the National Medical Workforce Strategy 2021–2031 and the directions set by the independent review of overseas health practitioner regulatory settings led by Robyn Kruk. However, models like the RVTS largely rely on distribution levers to recruit more doctors to the locations it supports. © 2024 The Author(s). Medical Journal of Australia published by John Wiley & Sons Australia, Ltd on behalf of AMPCo Pty Ltd.

Objective: To explore continuity of service and longer term retention outcomes of participants of the Remote Vocational Training Scheme (RVTS). Design, setting, participants: Retrospective cohort study of all doctors who participated in the RVTS from 2000 to 2023, many of whom are international medical graduates and are expected to work in the same community for three to four years in remote (Modified Monash Model [MMM] categories 4–7) or rural Aboriginal Medical Services (AMS) streams while undertaking training towards general practice fellowship. Main outcome measures: Continuity of service was measured in the pre-program period (period working in same practice before commencing) and during-program period (period completing the RVTS program in same practice as worked in before commencing the program). Retention was measured firstly within two years, and secondly beyond two years (up to 20 post-completion years) based on: working in the same community (relevant to both streams); working in the same region (Remote Stream only); working in any MMM4–7 community (Remote Stream only); or working anywhere rurally (both streams). Results: From 506 enrolled participants, 373 (73.7%) were international medical graduates. The approximate mean service continuity in the same practice was 1.6 years (standard deviation [SD], 2.2 years) for the pre-program period and 3.6 years (SD, 1.4 years) for the during-program period (mean total, 5.2 years). Two years after completion, 21 out of 43 Remote Stream doctors (49%) and four out of five AMS Stream doctors (80%) remained in the same community. Over the long term, retention in the same community stabilised to 44 out of 242 Remote Stream doctors (18.2%) and seven out of 27 AMS Stream doctors (26%); 72 Remote Stream doctors (29.8%) remained in the same region, 70 Remote Stream doctors (28.9%) were in an MMM4–7 community, and 11 AMS Stream doctors (41%) were in a rural (MMM2–7) community. Conclusion: Strong service continuity outcomes have been achieved by the RVTS, which supports mostly international medical graduates in locations typified by the highest workforce turnover. This suggests that continuity of service could be improved for remote and First Nations communities through place-based retention-focused programs like the RVTS. © 2024 The Author(s). Medical Journal of Australia published by John Wiley & Sons Australia, Ltd on behalf of AMPCo Pty Ltd.

The digital revolution in education has fundamentally transformed teaching methods in higher education. Fostering students' digital competencies is vital for equipping them with the skills needed in our rapidly evolving technological landscape. This article focuses on formulating effective pedagogical strategies and methods for enhancing the digital competence of part-time students. It aims to provide measurable outcomes in terms of students' improved digital skills. The methodology developed combines traditional and digital teaching methods and underscores the teacher's pivotal role in its implementation, clarifying the concept of "digital competence." Employing specific quantitative and empirical research methods, ensures the methodological rigor of this study. The resulting methodology is designed to establish a digital ecosystem within higher education, enabling students to thrive in the digital age and contributing to the broader academic discourse on digital competence. © 2024, Qubahan. All rights reserved.

Purpose: The article aims to describe the role of training and examines the impact on the wages of university and college graduates. Design/methodology/approach: We use nationwide administrative data on university and college graduates in 2019. The population includes 1.3 million observations, of which 222,000 (∼16%) received training after graduation from an educational institution (from July 2019 to 2022). We used OLS and the “difference-in-differences” methods to estimate the returns to training. Estimates obtained using the DID method turned out to be several times smaller because they consider unobserved characteristics (abilities). Findings: We obtained several key findings. First, the participation of graduates in training is high, despite their recent education. Second, undergoing training is conditional on the existence of wage returns. The results show a wage premium of 17.8% (OLS method) and 2.0% (DID method). Third, graduates from nonselective universities (with low state exam score) try to participate more actively in training to acquire missing knowledge and skills. The wage premium for graduates from nonselective universities is 19.1% (OLS method) and 5.1% (DID method). Fourth, there is a high return to training for graduates from socially relevant fields (education and healthcare), where training is regular and mandatory. Originality/value: This paper is one of the first to estimate the involvement and returns to training for graduates using nationwide administrative data in Russia. © 2024, Emerald Publishing Limited.