Starting Early: Using ePortfolios to Prepare First Year Midwifery Students for Professional Practice

2019 ◽  
pp. 73-98
Author(s):  
Terri Downer ◽  
Christine Slade
Keyword(s):  
Professional Practice ◽  
First Year

Advancing Professional Practice: first UK MSc specialising in heart failure

2020 ◽  
Vol 15 (3) ◽  
pp. 1-4 ◽  
Author(s):  
Suzannah Allkins ◽  
Simon Duckett ◽  
Sarah McDermott
Keyword(s):  
Heart Failure ◽  
British Journal ◽  
Professional Practice ◽  
First Year

This year, the UK's first MSc pathway specialising in heart failure was introduced at Keele University, the British Journal of Cardiac Nursing's Suzannah Allkins interviewed Simon Duckett, the cardiology consultant who led the team that created the programme, and Sarah McDermott, a delegate from the first year of the course.

Enhancing Engineering Students' Performance on Design Task: The Box of Parts

2017 ◽  
Vol 139 (5) ◽  
Author(s):  
Diana Bairaktarova ◽  
William Graziano ◽  
Monica Cox
Keyword(s):  
Professional Practice ◽  
Engineering Students ◽  
Engineering Application ◽  
Control Group ◽  
First Year ◽  
Experimental Conditions ◽  
Design Task ◽  
Correlational Design ◽  
Assembly Instructions ◽  
Mechanical Objects

Most definitions of engineering give machines and mechanical objects a central role. Engineers are makers and users of mechanical objects in their environment. Research supports the notion that interactions with engineered artifacts enhance engineering learning. This study introduces a task simulating a real-world engineering application and uses this task to examine how aptitudes, interests, and direct manipulation of mechanical objects influence performance. We hypothesized that engineering students would generate better assembly instructions when they had the box of component parts (BOP) than when they had the engineering drawing only. We also hypothesized that student's mechanical aptitude (MA) and interests in things each would interact with experimental condition's impact on performance. First-year engineering students (N = 383) created assembly instructions in a mixed experimental and correlational design. A random half was assigned to create instructions with a drawing only, whereas the other half created with both a drawing and a box of component parts present. Assembly instructions were evaluated by professional engineers blind to experimental conditions. They rated instructions from the BOP group as superior to those coming from the control group. Students with greater mechanical aptitude received better evaluations, but there was no evidence the experimental variable was moderated either by mechanical aptitude or by thing orientation (TO). This study suggests that mechanical objects can enhance engineering instruction, especially when they are aligned with professional practice.

scholarly journals Use of a Professional Practice Simulation in a First-Year Introduction to Engineering Course

2020 ◽  
Author(s):  
Naomi Chesler ◽  
Cynthia D'Angelo ◽  
Golnaz Arastoopour ◽  
David Shaffer
Keyword(s):  
Professional Practice ◽  
First Year

The Role of Teacher Self-Strategies in First Year Teacher Experience and Teacher Socialisation

2013 ◽  
pp. 654-663
Author(s):  
Ekaterina Kozina ◽  
Aidan Seery ◽  
Andrew Loxley
Keyword(s):  
Professional Practice ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Large Scale ◽  
Qualitative Interviews ◽  
Real Life ◽  
Primary Teachers ◽  
Classroom Teaching ◽  
First Year ◽  
The Republic

It is recognised that the first year of professional practice of teachers, also known as an induction year, has far reaching implications for their subsequent teaching career. This chapter discusses the findings of a large scale mixed-methods research project (2006-2010) conducted on the socialisation experiences of beginning primary teachers in the Republic of Ireland. In detail, the project was concerned with real life experiences of teachers as they progress through their first year of professional practice. The data on which the chapter reports was collected by means of a postal questionnaire to 1635 teachers and 52 in-depth qualitative interviews. The authors start the discussion by providing a rationale for this research and a broad overview of the teaching challenges faced by beginning teachers. Consideration is given to the ways in which first year teachers generate knowledge and meaning from an interaction between their experiences of classroom teaching and their approaches to address challenges they encounter. More specifically, the chapter discusses teacher self-strategies to find solutions to challenges to their practice and the ways in which collaboration and interaction with colleagues promotes classroom environments conducive to more effective teaching and learning. Lastly, some insight is provided into the models of induction supports available in primary schools and their potential to transform the experience of classroom teaching for beginning primary teachers.

Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools

2011 ◽  
Vol 62 (5) ◽  
pp. 446-464 ◽  
Author(s):  
Lauren Anderson ◽  
Jamy Stillman
Keyword(s):  
Preservice Teachers ◽  
Academic Success ◽  
Student Teaching ◽  
Professional Practice ◽  
Teacher Educators ◽  
First Year ◽  
Opportunities To Learn ◽  
Underserved Students ◽  
The Face ◽  
High Needs Schools

This article presents findings from a qualitative study of first-year elementary teachers who assessed the strengths and weaknesses of their preservice student teaching experiences vis-à-vis their inservice realities. Specifically, the study explores opportunities to learn across student teaching placements and analyzes the degree to which placements present participants with equitable opportunities to build a specialized view of professional practice—one that can support them to enact in urban, high-needs schools the kind of practices that research suggests are crucial to the academic success of historically underserved students. Findings highlight the importance of providing preservice teachers with examples of “what’s possible” in the face of tightly regulated, accountability-driven policies. The authors conclude with suggestions for teacher educators concerning the reorganization of student teaching and the strategic mediation of preservice teachers’ learning to ensure that all preservice teachers receive equitable opportunities to learn in and through their placements in the field.

scholarly journals Integrating scientific with histologic and embryologic competencies

2021 ◽  
Vol 106 (106(813)) ◽  
pp. 152-156
Author(s):  
A.E. D’Ottavio-Cattani
Keyword(s):  
Professional Practice ◽  
Medical Curriculum ◽  
Positive Impact ◽  
First Year ◽  
Scientific Training ◽  
Elapsed Time ◽  
Second Year ◽  
Trained Teachers ◽  
Curricular Transformation ◽  
Scientific Competencies

Objective: Given the relevance of scientific training in undergraduates whatever their future professional practice and viewing that consistent bibliographic usually limit scientific training to a component of the medical curriculum, this approach intends to go a step further seizing each discipline of the medical curriculum for developing progressively scientific competencies. In this context, a strategy, integrating scientific and disciplinary competencies (in this case, Histology and Embryology), is presented Material and Method: The strategy was applied for fifteen years to 2000 ± 500 students per year while they were studying Histology and Embryology, one of the first-year disciplines. It included planning steps carried out by Ph.D. professors as well as the implementing and evaluating ones in charge of these professors and properly trained teachers Results: Averages of percentages of enrolled students who did not start the course, who dropped out before being able to take the final disciplinary evaluation, who could take it and who were promoted to the second year during fifteen years are registered. Likewise, an average of 80% of them satisfied with this strategy and the positive impact on the corresponding competencies of Biology, another first-year discipline, are also recorded. Conclusions: This strategy, implemented between 1986 and 2001, proved viable and fruitfully relevant until a curricular transformation limited its continuation without generating its equivalent replacement. Beyond the elapsed time since then and the reasons hindering its full accomplishment, this long-standing approach is rescued so that it may eventually be considered and improved by those who may value it profitably for their curricula.

Xenophobic attitudes in German police officers

2018 ◽  
Vol 20 (3) ◽  
pp. 174-184 ◽  
Author(s):  
Nora Rebekka Krott ◽  
Eberhard Krott ◽  
Ines Zeitner
Keyword(s):  
Professional Practice ◽  
Police Officers ◽  
Professional Education ◽  
Intercultural Competence ◽  
First Year ◽  
Intercultural Training ◽  
Federal Republic Of Germany ◽  
Police Departments ◽  
Basic Study ◽  
Training Modules

In recent years, the proportion of the population with a migrant background has increased in the Federal Republic of Germany. We investigated whether young German police officers hold xenophobic attitudes at the beginning of their bachelor studies and how intercultural competence and communication training modules affect the development of those attitudes. In a 4-year longitudinal study, we assessed police officers’ xenophobic attitudes at the beginning of the first academic year, after basic study (year 1), after main study (year 2), and within the first year of professional practice (year 4). There was a significant decrease in xenophobic attitudes within the 3 years of professional education, followed by a slight increase within the first year of professional practice. Throughout the 4-year period, xenophobic attitudes decreased significantly, pointing to the effectiveness of the training modules integrated into the bachelor program and to the necessity to continue intercultural training within police departments.

scholarly journals Evaluation of a Continuing Professional Development program for first year student pharmacists undergoing an Introductory Pharmacy Practice Experience

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Toyin Tofade ◽  
Brianna Franklin ◽  
Bennett Noell ◽  
Kim Leadon
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Continuing Professional Development ◽  
Online Training ◽  
Learning Objectives ◽  
Learning Activity ◽  
First Year ◽  
Smart Learning ◽  
Practice Experience ◽  
The Mean

Objectives: The purpose of the study was to evaluate a live and online training program for first year pharmacy students in implementing Continuing Professional Development (CPD) principles (Reflect, Plan, Act, and Evaluate), writing SMART learning objectives, and documenting learning activities prior to and during a hospital introductory professional practice experience. Design: Cohort Study. Setting: Introductory professional practice experience. Participants: First year (PY1) students at the University of North Carolina Eshelman School of Pharmacy. Intervention: Live training or online training to introduce the concept of Continuing Professional Development in practice. Main Outcomes: Implementation of CPD principles through 1) completed pre-rotation education action plans with specific, measurable, achievable, relevant and time-bound (SMART) learning objectives; and 2) completed learning activity worksheets post-rotation indicating stimuli for learning, resources used and accomplished learning. objectives; and 3) documented suggestions and content feedback for future lectures and pharmaceutical care lab experiences. Results:Out of the whole cohort (N=154), 14 (87.5%) live (in person) trainees and 122 (88%) online trainees submitted an education action plan. Objectives were scored using a rubric on a scale of 1-5. A rating of 5 means "satisfactory", 3 means "work in progress" and 1 means "unacceptable". There were significant differences between the mean live trainee scores and the mean online trainee scores for the following respective section comparisons: Specific 4.7 versus 3.29 (p Conclusion: Live trainees performed significantly better than online trainees in writing SMART learning objectives. With focused training, students are more capable of implementing principles of CPD.   Type: Original Research

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