Satisfaction of clinical nurses with the formation of a university tutorial program

Degree in nursing from the Universitat Jaume I (UJI) maintains the continuity of learning with an integrated learning methodology (theory, simulated practice and clinical practice). The objective of this methodology is to achieve consistency between the knowledge, abilities and skills acquired in the classroom, laboratory and clinic to ensure skills related. Reference Nurse is a key figure in this process, you receive accredited training on Educational Methods, assessment of competence, and Evidence-Based Practice that plays the role of evaluating in conjunction with the subjects. It does not perceive economic remuneration. The main objective of this study is to determine the level of satisfaction of clinical nurses on the Nurses Training Program Reference in UJI (Castellon- Spain). A cross sectional study was performed and conducted on 150 nurses. 112 questionnaires were completed, collected and analysed at the end of training. The survey consists of 12 items measured with the Likert scale with 5 levels of response and two open questions regarding the positive and negative aspects of the course and to add in this formation. The training is always performed by the same faculty and it's used four sessions of 2012. We perform a quantitative analysis of the variables under study using measures of central tendency. The completion rate of the survey is 95.53% (n=107). Anonymity rate of 54,14% The overall satisfaction level of training was 3.65 (SD = 0.89) on 5 points. 54.2% (n = 58) of the reference nurses made a contribution in the open questions described in the overall results. The overall satisfaction level can be considered acceptable. It is considered necessary to elaborate a specific survey to detect areas of improvement of nurse training program reference and future recruitment strategies. The main objective of the present work is the selection and integration of different methodologies among those applicable within the framework of the European Higher Education Area to combine teaching methods with high implication from both lecturers and students.

Embedding e-portfolios for effective lifelong learning:a case study

Lifelong learning is a ���keystone��� of educational policies (Faure, 1972) where the emphasis on learning shifts from teacher to learner. Higher Education (HE) institutions should be committed to developing lifelong learning, that is promoting learning that is flexible, diverse and relevant at different times, and in different places, and is pursued throughout life. Therefore the HE sector needs to develop effective strategies to encourage engagement in meaningful learning for diverse student populations. The use of e-portfolios, as a ���purposeful aggregation of digital items��� (Sutherland & Powell, 2007), can meet the needs of the student community by encouraging reflection, the recording of experiences and achievements, and personal development planning (PDP). The use of e-portfolios also promotes inclusivity in learning as it provides students with the opportunity to articulate their aspirations and take the first steps along the pathway of lifelong learning. However, ensuring the uptake of opportunities within their learning is more complex than the students simply having access to the software. Therefore it is argued here that crucial to the effective uptake and engagement of the e-portfolio is embedding it purposefully within the curriculum. In order to investigate effective implementation of e-portfolios an explanatory case study on their use was carried out, initially focusing on 3 groups of students engaged in work-based learning and professional practice. The 3 groups had e-Portfolios embedded and assessed at different levels. Group 1 did not have the e-Portfolio embedded into their curriculum nor was the e-Portfolio assessed. Group 2 had the e-Portfolio embedded into the curriculum and formatively assessed. Group 3 also had the e-Portfolio embedded into the curriculum and were summatively assessed. Results suggest that the use of e-Portfolios needs to be integral to curriculum design in modules rather than used as an additional tool. In addition to this more user engagement was found in group 2 where the e-Portfolio was formatively assessed only. The implications of this case study are further discussed in terms of curriculum development.

The role of the undergraduate work placement in developing employment competences:results from a 5 year survey of employers

School examine the role of the work placement in developing ���soft��� competences among management undergraduates. They draw upon a five-year survey in which students and their employers are asked about the personal development and performance of the students during their placement year. The authors��� findings provide confirmation of the value of the placement year, particularly as an opportunity for building self confidence, and for developing the inter-personal competences necessary to integrate effectively in a collaborative environment. In contrast, competences necessary for the effective performance of individual roles, and in particular competences relating to leading, persuading and influencing others, are less highly rated. Whilst not wholly conclusive, these findings provide some important pointers to the need for further research into the complementary roles played by university-based and work-based learning in developing the competences needed to enhance graduate employability.

Work-based HE pathways for the electrical power engineering industry

Aston University has been working closely with key companies from within the electricity industry for several years, initially in the development and delivery of an employer-led foundation degree programme in electrical power engineering, and more recently, in the development of a progression pathway for foundation degree graduates to achieve a Bachelors-level qualification. The Electrical Power Engineering foundation degree was developed in close consultation with the industry such that the programme is essentially owned by the sector. Programme delivery has required significant shifts away from traditional HE teaching patterns whilst maintaining the quality requirement and without compromise of the academic degree standard. Block teaching (2-week slots), partnership delivery, off-site student support and work-based learning have all presented challenges as we have sought to maximise the student learning experience and to ensure that the graduates are fit-for purpose and "hit the ground running" within a defined career structure for sponsoring companies. This paper will outline the skills challenges facing the sector; describe programme developments and delivery challenges; before articulating some observations and conclusions around programme effectiveness, impact of foundation degree graduates in the workplace and the significance of the close working relationship with key sponsoring companies. Copyright �� 2012, September.

Adult Learners and the Work of Amnesty International

This study explores how various adults perceive their work and learning in a chapter of a human rights-based non-governmental organization using the Characteristics of Adults as Learners (Cross, 1981) model of adult learning.

As dimens��es individual e coletiva no ensino explorat��rio da matem��tica

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Lisboa para obten����o do grau de mestre em Ensino do 1.�� e 2.�� Ciclos do Ensino B��sico

Articula����o Ci��ncia-Sociedade atrav��s do patrim��nio art��stico local : atividades e recursos did��ticos centrados no Museu Cargaleiro

A educa����o em ci��ncias com orienta����o Ci��ncia-Tecnologia-Sociedade (CTS) centra-se no reconhecimento da capacidade da ci��ncia para o desenvolvimento de uma sociedade assente nos valores da democracia. Esta orienta����o implica mais do que ensino de conte��dos estritamente disciplinares. O patrim��nio art��stico constru��do pode ser fonte inspiradora para o enriquecimento curricular proporcionando aprendizagens ativas e integradas. Foi nesta linha que definimos como objetivo desenvolver, implementar e validar atividades e recursos que articulam as aprendizagens na escola e no Museu Cargaleiro (Castelo Branco), na educa����o em ci��ncias no 1�� Ciclo do Ensino B��sico (1�� CEB). A investiga����o, com uma metodologia qualitativa, desenvolveu-se no ��mbito do Est��gio, numa turma de 4.��ano, inserindo-se na problem��tica da intera����o entre contextos de educa����o formal e n��o formal para a promo����o da aprendizagem atrav��s da explora����o de conex��es das ci��ncias com a arte. Para tal, planific��mos uma visita de estudo ao Museu que contemplou a constru����o de recursos mediante o planeamento das tr��s fases articuladas ��� antes, durante e ap��s a visita. Da sequ��ncia did��tica, evidenciamos uma atividade de trabalho experimental que decorreu na fase ap��s a visita, a fim de articular os conhecimentos adquiridos nas duas fases anteriores refor��ando a compreens��o dos fen��menos da luz e da cor, atrav��s da arte, envolvendo conhecimento da realidade pr��xima. Os resultados evidenciam que a aprendizagem dos alunos a n��vel de atitudes e capacidades e a n��vel cognitivo, avaliadas atrav��s de m��ltiplos registos, foi muito positiva.

Project work in a Basque L2 classroom: students��� perceptions

[EN] Project Work has been acknowledged as an efficient medium for language learning for more than two decades (Stoller, 2006) according to the numerous successful applications of project-based programmes that have been reported. In spite of the lack of sufficient controlled studies to assess the benefits of project work, and the existence of some studies giving evidence of students discontent with project work, the reports given by second language (SL) and foreign language students (FL) who have experienced project based instruction give support to the success attributed to project-based learning, as they recognised having improved language skills, learnt content, developed real life skills, as well as gained in self-confidence and motivation (Sierra, 2008 and 2011; Stoller, 2006). The aim of the present study is to explore some key issues involved in implementing a project-based programme focusing on the students��� perceptions of learning gains, their views on the collaborative assessment scheme used in the programme, and the students��� overall evaluations of the implementation of project work in a post-compulsory secondary education context in Navarre, Spain, with students learning Basque as a second language. A group of 12 students enrolled in a project work based programme participated in the study. Results showed that the students��� perceptions were very positive concerning doing projects, learning gains and group work, although more grammar instruction and teacher-fronted activities were requested by the students. However, the collaborative assessment process and the use of a Notebook/Diary as a reflection tool bore mixed evaluations.

Tecnologias e metodologias na ensinagem de ingl��s no s��culo XXI : elabora����o e an��lise de webquests

Este trabalho tem como objetivo geral apresentar mecanismos de an��lise e valida����o de propostas de material did��tico na forma de Webquests e, com base nesses mecanismos, elaborar e validar tr��s propostas de material did��tico em forma de WebQuests criticamente situados para a ensinagem de ingl��s como l��ngua adicional. As WebQuests elaboradas visam priorizar o desenvolvimento do letramento digital cr��tico e da compet��ncia comunicativa em ingl��s como l��ngua adicional do aprendiz. A WebQuest se insere na perspectiva de uma metodologia que tem esse mesmo nome e consiste na proposta de uma pesquisa orientada e organizada em etapas em que toda ou grande parte do conte��do a ser acessado e necess��rio para a realiza����o da(s) tarefa(s) encontra-se dispon��vel online (DODGE, 1995). A metodologia deste estudo �� de cunho qualitativo e tamb��m se insere na perspectiva da metodologia de desenvolvimento. O design metodol��gico dessa investiga����o foi organizado em tr��s etapas, quais sejam, a an��lise de necessidades, a elabora����o de tr��s WebQuests e a an��lise das WebQuests elaboradas a partir de uma rubrica. A revis��o de literatura, que constituiu parte da an��lise de necessidades, sugere que as demandas do s��culo XXI exigem maior aten����o e investimento para o desenvolvimento de letramentos m��ltiplos e cr��ticos, de compet��ncias comunicativas e interacionais e de forma����o de cidadania. A an��lise de WebQuests dispon��veis para ensinagem de ingl��s no principal s��tio brasileiro de WebQuests, que comp��s a segunda parte da an��lise de necessidades desse estudo, evidenciou a escassez de WebQuests que abordam de forma significativa tanto as quest��es do letramento digital cr��tico quanto os aspectos da compet��ncia comunicativa na l��ngua adicional do indiv��duo. A an��lise de necessidades como um todo forneceu subs��dios relevantes para o processo de elabora����o das WebQuests propostas neste estudo, que tamb��m se embasou nas diretrizes e princ��pios do modelo WebQuest e em grande parte do seu embasamento te��rico. Como fase final deste estudo, as tr��s WebQuests elaboradas foram submetidas �� valida����o a partir de uma rubrica criada especialmente para esse prop��sito. Os resultados das an��lises de valida����o das tr��s WebQuests elaboradas sugerem que a proposta desses materiais �� v��lida sob o ponto de vista te��rico, pois mostram que as ferramentas criadas v��o ao encontro da proposta do modelo WebQuests de Dodge (1995, 2001) e das recomenda����es de qualidade sugeridas por Bottentuit Junior e Coutinho (2008a, 2012), bem como est��o ancoradas na teoria s��cio-construtivista e do ensino situado e nos princ��pios metodol��gicos da abordagem de ensino baseada em tarefas e da abordagem de ensino de conte��dos diversos por meio da l��ngua (CLIL). Conclu��mos que as tr��s WebQuests s��o materiais de ensinagem de ingl��s que fogem do enfoque tradicional conteudista historicamente voltado para o ensino de vocabul��rio e gram��tica na l��ngua-alvo, extrapolando os objetivos lingu��sticos para alcan��ar tamb��m objetivos sociais e culturais da ensinagem de ingl��s como l��ngua adicional, na medida em que se trabalha paralelamente (e intencionalmente, por entender que ambos se complementam) o desenvolvimento da compet��ncia comunicativa e do letramento digital cr��tico do indiv��duo, contribuindo, assim, para a sua forma����o cidad�� e colaborando para a ���inclus��o��� do aprendiz no mundo social e digital.

Accounting logic and new professional in healthcare: a case study

The central place hospitals occupy in health systems transforms them into prime target of healthcare reforms. This study aims to identify current trends in organizational structure change in public hospitals and explore the role of accounting in attempts to develop controls over professionals within public hospitals. The analytical framework we proposed crosses the concept of ���new professionalism��� (Evetts, 2010), with the concept of ���accounting logic��� for controlling professionals (Broadbent and Laughlin, 1995). Looking for a more holistic overview, we developed a qualitative and exploratory study. The data were collected trough semi-structured interviews with doctors of a clinical hospital unit. Content analysis suggests that, although we cannot say that there is a complete and generalized integration of accounting information in the clinical decisions, important improvement has been made in that area. Despite the extensive literature developed on this topic, there is any empirical studies of authors are aware that allow us to realize how real doctors in reals day-to-day work integrated these trends of change in theirs clinical decisions.

A interdisciplinaridade como estrat��gia de ensino e aprendizagem no 1.�� CEB

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Ensino do 1.�� e do 2.�� Ciclo do Ensino B��sico 2014

Training needs in TQM: the Portuguese perspective

A survey to assess training needs in TQM was developed in several European countries, within the framework of a Leonardo���s project named IMVOCED. Beyond a comparison of the results in each country, a global analysis was performed to design a TQM programme to be delivered by WBL (Work Based Learning). Differences were found between countries, and the Portuguese results also revealed that different approaches to TQM training should be adopted according to the organisation���s dimension. Based on this evidence, two different strategies for TQM training by WBL are proposed and discussed.

Meta-heuristics self-parameterization in a multi-agent scheduling system using case-based reasoning

This paper proposes a novel agent-based approach to Meta-Heuristics self-configuration. Meta-heuristics are algorithms with parameters which need to be set up as efficient as possible in order to unsure its performance. A learning module for self-parameterization of Meta-heuristics (MH) in a Multi-Agent System (MAS) for resolution of scheduling problems is proposed in this work. The learning module is based on Case-based Reasoning (CBR) and two different integration approaches are proposed. A computational study is made for comparing the two CBR integration perspectives. Finally, some conclusions are reached and future work outlined.

Fiscaliza����o da constru����o da ETAR do Barreira/Moita

Relat��rio de est��gio para obten����o do grau de Mestre em Engenharia Civil na ��rea de Especializa����o de Edifica����es