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1.
There is increasing emphasis in higher education on preparing students for the workplace and recognising the learning that occurs in the workplace. Workplace learning has been exemplified in aspects of traditional courses by work experience, practicum, sandwich courses and practice‐based courses. Recently, however, academic attention has focused on the development of subjects and degree programs that are entirely workplace‐based. Such programs are negotiated with organisations to meet their own learning needs and promote the learning of individual company employees in the performance of their everyday work. Workplace‐based courses have developed in response to employer demand, restricted government funding for higher education and the need for universities to appeal to new markets. These factors have created a context of considerable tension between traditional academic practice and beliefs, and those that accompany this new approach. These tensions present challenges for universities as they attempt to respond in ways that maintain rigour and integrity while meeting the demands created by contemporary economic, political and social pressures.  相似文献   

2.
People with dementia (PWD) and their family caregivers need an increasing number of diverse health and social services. A multidisciplinary person-centered approach to dementia services is required to meet the complex needs of PWD and their family caregivers. However, educational programs struggle to prepare health and social work students to meet the complex needs of PWD and their family caregivers. This study aimed to assess the self-efficacy, competence, target complaints, and attitudes regarding interactions with PWD and their family caregivers among healthcare and social work students who participated in a large community dementia-outreach research project. A one-group pretest and posttest design was used to collect data from 23 undergraduate students studying nursing, public health, or social work. Students participated in a community dementia-outreach research project as an extracurricular activity. Quantitative and qualitative data were collected using a pre- and post-participation self-report questionnaire. Students showed increased self-efficacy and competence after project participation. Students’ perceived barriers to interacting with PWD and their family caregivers decreased. In answering open-ended questions, students showed enhanced understanding of PWD and their family caregivers, positive attitudes toward dementia care, and a career preference for dementia care. Findings provided evidence of the benefits of community-research-project participation as an experiential learning tool to enhance dementia care among health and social work students.  相似文献   

3.
Constituting the workplace curriculum   总被引：3，自引：0，他引：3  
This paper advances some bases for a workplace curriculum. These are premised on conceptions of curriculum as intents directed to individuals’ progression towards full and effective workplace performance, yet whose enactment is shaped by workplace factors and is ultimately experienced by workers as learners. So whether the intentions will be realized is likely premised on the support (affordances) for their enactment by interests within the workplace. Workplace affordances, like those in educational institutions, emphasize the role that the norms and social practices that comprise workplaces play in regulating individuals’ engagement in and learning through work. The degree to which these affordances invite, structure, support, and guide participation, and are likely to engage workers in the kinds of thinking, acting, and learning required for effective workplace performance, is important for developing effective vocational practice. The conception of an ideal curriculum directed towards full participation is subject to the affordances of the interests of managers, co‐workers, and factors affecting production, as well as the intentionalities of worker‐learners themselves. These concepts may well provide ways of thinking about curriculum more broadly as participatory practices.  相似文献   

4.
The aim of this paper is to discuss the risks and challenges associated with the ‘lived experience’ of delivering a foundation degree in health and social care in Kent, UK, in order to enter the debate on successful responses to Government initiatives for expanding intermediate education provision in higher education institutes (HEIs). Before this can be undertaken, it is necessary to provide an overview of the drivers, both locally and nationally, for developing foundation degrees (FDs). This paper presents a case study based on the lived experience of delivering an FD in one HEI in the southeast of England, which may have relevance to a wider field within work‐based learning provision.  相似文献   

5.
The purpose of this survey study was to assess the perceived skill level and educational needs of special education paraprofessionals in the area of function-based intervention and to identify paraprofessionals’ preferred training delivery method(s) and any variables that affect paraprofessionals’ preference for these methods. Special education paraprofessionals working during the 2012–2013 school year in the state of Virginia were asked to complete an anonymous online survey. A total of 487 special education paraprofessionals responded to some or all survey items. Findings suggest that a large number of paraprofessionals reported low skill level and high educational needs across 10 domains of function-based intervention. Overall, paraprofessionals preferred training that is delivered within school settings, involves experiential learning, and requires minimal time. Implications for practice, limitations, and suggestions for future research are discussed.  相似文献   

6.
This paper argues for the significance of Axel Honneth's theory of recognition for understanding recognition of prior learning (RPL). Case studies of the experiences of RPL by paraprofessional workers in health and social care in the UK and Sweden are used to explicate this significance. The results maintain that there are varying conditions of recognition. These conditions are often fluid, negotiable and ambivalent. However, RPL appears to support self-realisation and self-awareness, when it co-occurs with individual's identification with associated practices. Workplace salary, affordances for practice and collegial values may shape the esteem and thus the potential for self-realisation. RPL can thus help facilitate the development of a more positive relationship to individuals engaged in RPL processes, enhancing their learning and development.  相似文献   

7.
Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities.  相似文献   

8.
Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual training programs in Dutch higher professional education. To gain an understanding of these learning environments and processes, a qualitative multiple case study was conducted in seven sectors. The findings show substantial differences in learning environments between and within sectors. However, cooperation between school and practice is minimal in all of the cases. Although students develop personal and job-related competencies that are useful for daily work routines, they acquire hardly any profound theoretical knowledge at the workplace. School fails to direct workplace learning. Given the considerable share of workplace learning in dual training programs, and the demands to higher professional education graduates in terms of being able to solve complex problems and develop new knowledge during their career as reflective practitioners, it is important that these shortcomings are resolved. More promising alternatives for workplace learning environments and questions for further research to improve workplace learning in higher professional education are discussed.  相似文献   

9.
In working with Vietnamese American refugees the mental health worker needs to be knowledgable of and sensitive to several areas: (1) the cultural history and history of the migration experience of the group; (2) the group's mental health dispositions; (3) cultural and systemic biases affecting counseling; and (4) the role of paraprofessionals.Some of the cultural factors affecting the utilization of mental health services are saving face, stoicism, respect for authority and discrimination which may cause them to seek help only at advanced stages of illness.Mental health counseling in the United States has run into some difficulty in serving the refugees as it has been mainly a white middle class profession that has focused on the individual which can be considered culturally biased when dealing with family centered Vietnamese Americans.For the reasons previously stated, in addition to language difficulties and cultural differences, many agencies employ indigenous paraprofessionals. While it is beneficial there are also problems to be considered.Recommendations for addressing these problems include: (1) the development of a community education and prevention program by actively involving ethnic community leaders in the planning process; (2) supporting ethnic community leaders; (3) training indigenous paraprofessionals about the mental health care system; (4) providing mental health services through medical care facilities; and (5) focusing on family therapy as oppossed to individual therapy.Prepared for presentation at the International Round Table for the Advancement of Counselling, University of Utrecht, The Netherlands, July 15–19, 1985.  相似文献   

10.
Research on intrinsic and extrinsic future goals has mostly focused on their impact on wellbeing with relatively lesser attention being focused on key learning outcomes. This study investigates how the pursuit of different future goals (i.e., society‐, family‐, career‐, wealth‐, and fame‐oriented goals) affects students’ self‐control, and whether self‐control mediates the relationship between future goals and distal learning outcomes (i.e., students’ affect to school and academic achievement 1 year later). The study adopted a longitudinal design involving 8,354 secondary students from 16 schools in Hong Kong. Students had to complete English and Mathematics achievement tests and answer questionnaires measuring the key variables. Structural equation modeling analysis indicated intrinsic future goals were more adaptive compared to extrinsic ones. In particular, results revealed the importance of society‐oriented goal on self‐control and distal learning outcomes. Theoretical and practical implications are discussed.  相似文献   

11.
Action learning in a workplace context, focused on projects relating to real business needs, is the basis of the management seminars offered by the BOSNO (in Dutch, ‘BedrijfsOpleiding voor Samenwerkende Nederlandse Ondernemingen’[Company training for Dutch companies working in cooperation with each other]) consortium in The Netherlands. In the seminars, managers from participating companies work in teams on multiple‐step problem analysis and solution strategies, supported by workplace coaches. The teams also interact with each other so that peer learning is stimulated. To extend the BOSNO management seminar model in both depth and flexibility, a new approach called e‐BOSNO was designed in which a web‐based learning support environment played a critical role. This paper describes the e‐BOSNO design process and gives results from the first cycle of e‐BOSNO. The results showed the participants to be much more active and interactive than in previous e‐BOSNO seminars, even though there were fewer face‐to‐face meetings. Workplace‐oriented learning occurred and was shared in a way which makes it available for reuse in subsequent e‐BOSNO seminars.  相似文献   

12.
Self‐report inventories are commonly administered to measure social‐emotional learning competencies related to college and career readiness. Inattentive responding can negatively impact the validity of interpreting individual results and the accuracy of construct validity evidence. This study applied nine methods of detecting insufficient effort responding (IER) to a social‐emotional learning assessment. Individual methods identified between 0.9% and 20.3% of respondents as potentially exhibiting IER. Removing flagged respondents from the data resulted in negligible or small improvements in criterion‐related validity, coefficient alpha, concurrent validity, and confirmatory factor analysis model‐data fit. Implications for future validity studies and the operational use of IER detection for social–emotional learning assessments are discussed.  相似文献   

13.
Informed by a multiple, integrated perspective on teacher motivations, this study explores ten student teachers' motivation change throughout a pre-service language teacher education program in China. Drawing on data from the participants' personal reflections, focus group interviews, and individual interviews, this study reveals how the participants' motivations were shaped and reshaped through their professional practice and social interactions in relation to their self-efficacy, outcome expectations, professional autonomy, and social support in their learning context. This study concludes with some implications for policy makers and teacher educators on how to cultivate and promote pre-service teachers' motivations and commitments towards teaching as a life-long career.  相似文献   

14.
成人教育财经类学生 ,大多具有一定的职业经历和经验 ,而且思维比较活跃和敏锐 ,社会化程度较高。研究他们的心理特点 ,对有的放矢地搞好成人教育的教学创新 ,加强对学生的学习管理 ,提高整体教学水平无疑具有重要意义  相似文献   

15.
The aim of this study was to identify if wireless keypads could facilitate interprofessional interaction among undergraduate paramedic, nursing, occupational therapy, physiotherapy, health science, social work and midwifery students. Secondary research aims included the examination of students' perceptions of interprofessional education and how students perceived using wireless keypads in large lecture classes and smaller tutorials. The study used a mixed methodology approach via self‐reporting questionnaires and focus groups that included (n = 210) students in week 1 and (n = 151) students in week 13 of an undergraduate unit. Overall, students were satisfied with the use of wireless keypads in their interprofessional undergraduate unit of study. While modest findings supported the use of wireless keypads in improving student interaction, other findings were statistically significant in understanding the roles of other health professions and why collaboration in health‐care environments was important for professional growth. The following themes emerged from the qualitative data: engagement, satisfaction, use of educational technology, interprofessional education and learning environment. Integration of wireless keypads has assisted undergraduate students to better appreciate and understand other health‐care disciplines within an interprofessional education setting. Students reported that they appreciated the alternative teaching and learning approach that wireless keypads offered, thus improving engagement and interactivity, and providing a broader understanding of other allied health‐care professions.  相似文献   

16.
High school students’ prevalence as food‐service industry employees and their lack of food safety knowledge make them prime candidates for food safety education. The researchers developed a food‐safety‐focused curriculum for high school students aligned with Indiana Academic Standards for Agriculture, Advanced Life Science: Food. The curriculum was designed to provide students with fundamental food safety concepts through experiential learning and incorporation of science, technology, engineering, agriculture, and mathematics (STEAM) activities in the context of different careers related to agriculture, especially in food science. This study uses the Delphi technique to evaluate the food safety curriculum, including the identification of barriers to incorporating the curriculum into classrooms. The Delphi technique uses an expert panel to generate consensus related to a topic. A panel of experts in the field of education evaluated the curriculum through three rounds of surveys containing questions related to six curriculum assessment topics. Experts rated the degree to which they agreed with statements about the curriculum using a 5‐point Likert scale and multiple‐choice questions. At the conclusion of the study, the cost to purchase materials for cooking labs was the only identified barrier to curriculum incorporation (62.5%). Experts agreed that the curriculum addressed academic standards (100%), was engaging for students (100.0%), was easy for teachers to use (89.5%), and successfully incorporated STEAM (100.0%), experiential learning (89.5%), and career‐education (78.9%). This study highlights the feasibility of providing food safety education to high school students in less traditional disciplines while promoting career development through the incorporation of experiential learning, STEAM, and career‐education components.  相似文献   

17.
This article reports on the findings of a planned workplace health promotion intervention, and the aim is to identify conditions that facilitated or restricted the learning to promote health at an emergency care department in a Swedish hospital. The study had a longitudinal design, with interviews before and after the intervention and follow-up interviews one year after the intervention. Data were collected through individual interviews with employees and managers, in total 69 interviews. In addition, data were collected from documents. The study provided insight into conditions which were found to act as expansive and restrictive reinforcements for learning to promote health. The conclusion is that the workplace health promotion intervention was shaped by conditions that existed outside the local workplace level which restricted the workplace health promotion. Nevertheless, collective employee-driven activities had the capacity to facilitate learning for change in order to create a health-promoting workplace. The advantage of combining theories of learning and workplace health promotion provided a holistic analytical view of learning to promote health at work and helped to uncover and monitor changed conditions during a planned workplace health promotion intervention.  相似文献   

18.
Institution wide comparisons of students who leave university before completing their degree and students who complete their studies, have identified ‘wrong course selection’ and a lack of vocational focus as common reasons for non‐completion. It is not fully understood, though, whether these trends are constant across different disciplines and programs and whether all relevant contributing factors, in particular career intentions, have been considered. This study was undertaken to explore reasons for student non‐completion in more detail in one program. Students enrolled in an undergraduate health sciences degree completed a questionnaire at enrolment and another 12 months later, regarding their reasons for enrolment, career intentions and expectations for/experiences of learning. Students who did not re‐enrol after the first year were invited to complete a separate exit questionnaire regarding their reasons for not re‐enrolling. Many students who did not re‐enrol after the first year of study transferred to another degree that was more aligned with their career intentions. In this context rather than a ‘wrong’ selection, non‐completion of the initial undergraduate degree formed part of a career plan.  相似文献   

19.
Considerable attention has been devoted to factors affecting the persistence of women and historically underrepresented ethnic groups in their science education trajectories. The literature has focused more on structural factors that affect longitudinal outcomes rather than classroom experiences. This exploratory survey study described relationships among high school chemistry students’ perceptions of a constructivist learning environment (CLE) and STEM career expectations. The sample included 693 students from 7 public high schools within the San Francisco Bay Area. Students’ perceptions of a CLE predicted their expectations of entering a science career, but not engineering, computer, health, or mathematics-related careers. When all groups of students perceived the learning environment as more constructivist, they were more likely to expect science careers.  相似文献   

20.
Future health care professionals will require self‐directed learning skills. e‐Learning is a tool to assist in this process and therefore there is a need to develop the capacity and readiness to utilise e‐learning within educational programmes. The aim of this study was to determine if extra‐curricular online referencing and anti‐plagiarism lectures would be utilised and would ultimately improve 1st‐year undergraduate health sciences students’ performance in written assessments. A series of six online archived multimedia lectures (asynchronous) were offered. Adult learning theory principles guided the resource design. Pre‐ and post‐testing of knowledge, attitudes and computer skills was carried out. In‐person tutorials and online email support were also offered. Less than 36% (self‐report) of students accessed the online resources. The poor uptake revealed in this study is consistent with a number of other studies. These findings indicate the need for more careful scrutiny of the learning theory applied in e‐learning design. Prochaska's transtheoretical model is suggested as a framework with strong potential for e‐learning initiatives.  相似文献   

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