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Universities of applied sciences in Europe face the challenge of preparing students in health and social care for working with older people and contributing to the innovations needed in light of the ageing of society, along with changes in the health and social care systems in many countries. Dealing with the special needs of older people and the increasing burden of chronic diseases requires specific competencies for health and social care professionals, as well as an integrated approach to health and social care. Research has found that many educational programs lack adequate preparation for students in health and social care when it comes to the correct competences. To identify the competences needed for all health and social care professionals in Europe, who work with older people, the European Later Life Active Network (ELLAN) has conducted research and developed a verified competence framework. This “European core competences framework for health and social care professionals working with older people” describes roles and competences that students in health and social care programs need to learn in order to provide good care and support for older people. Within the ELLAN consortium, 26 universities of applied sciences from 25 European countries collaborated in this research and development process. The framework has been verified by two Delphi rounds among a group of 21 experts and a group of 21 researchers from 19 countries. The framework includes awareness of diversity and different cultural backgrounds. This makes it a useful document for educational purposes all over Europe. 相似文献
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Lidwien van de WijngaertAuthor Vitae Willem PietersonAuthor Vitae Marije L. TeerlingAuthor Vitae 《International Journal of Information Management》2011,31(5):415-419
Information technology allows national and local governments to satisfy the needs of citizens in a cost effective way. Unfortunately, citizens still tend to prefer traditional, more costly channels, such as the front desk, phone and mail. Through pilot projects government agencies attempt to influence this behavior of citizens, directing them towards the online channel. With this paper we provide insight into the possibility to influence citizens’ behavior in the complex landscape of multi-channel service provision. The paper systematically compares five pilot projects using a framework that is based on organizational and marketing literature. The results show that socio-psychological factors are crucial in multi-channel management, much more than the technology itself. We conclude that citizens can be directed towards the online channel. However, not all projects are successful. Economic and legal instruments tend to sort more direct effects than communication or service instruments. Moreover, organizational factors such as bureaucracy often hinder eventual success. Choosing a smart and relatively small scope and strong project manager may help to evoke success in directing citizen online behavior. 相似文献
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Lidwien Sturing Harm J. A. Biemans Martin Mulder Elly de Bruijn 《Vocations and Learning》2011,4(3):191-210
In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed,
consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation
levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in
vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness”
refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument
for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions,
i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents
the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE
model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57
teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles
for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of
the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position
their study programmes by using the revised model and that the content validity of the revised model was good. 相似文献
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Technology adoption research has a tradition of using and improving Davis' (1989) “Technology Acceptance Model” (TAM) and extended versions of it. This article suggests a break with this tradition by showing that the TAM is limited in its understanding of technology adoption. Two alternative approaches are proposed that focus on the role of knowledge and user-technology match, and on the role of temporary dynamical contexts in the process of adoption decision-making. Together with the TAM, both approaches were empirically tested and compared to the TAM by incorporating them in a questionnaire regarding the adoption intention of HDTV in the Netherlands. Results show that the constructs of both approaches show significant relations with the respondents' adoption intentions of HDTV and, together, offer a good alternative to the TAM. This result can be seen as a basis for more future research that uses technological and contextual factors as a starting point for adoption research. Using this starting point will contribute to a better understanding of future technology adoption processes. 相似文献
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