Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision

2022 ◽  
Vol 109 ◽  
pp. 103517
Author(s):  
Ann-Sophie Grub ◽  
Antje Biermann ◽  
Doris Lewalter ◽  
Roland Brünken
Keyword(s):  
Influencing Factors ◽  
Prospective Teachers ◽  
Professional Knowledge ◽  
Task Instruction ◽  
Professional Vision ◽  
And Task

Status quo of Nursing Informatics Competencies for Nurses Under Standardized Training -A Cross-Sectional Study (Preprint)

2019 ◽  
Author(s):  
Kejimu Sunzi ◽  
Cheng Lei ◽  
Zhuoyuanyuan Chen ◽  
Baolu Zhang
Keyword(s):  
Influencing Factors ◽  
Online Survey ◽  
Rapid Development ◽  
Professional Knowledge ◽  
Clinical Information ◽  
The Internet ◽  
Nursing Informatics ◽  
Self Assessment ◽  
Cross Sectional ◽  
Knowledge And Skills

BACKGROUND The rapid development of health information technology has an increasingly significant impact on nursing work. The development of informatization also puts forward higher requirements for nurses under standardized training (NUST). Informatics knowledge and skills are essential if clinicians are to master the large volume of information generated in healthcare today. Nurses with competent nursing informatics competencies (NIC) will be able to better adapt to the needs of work and the development of the times. OBJECTIVE This study aimed to explore, analyze, and discuss the current situation of NIC of NUST in China, and analyze the influencing factors, to provide references for improving the NIC of NUST. METHODS We conducted a cross-sectional survey of standard training nurses' NIC in a tertiary hospital in Sichuan Province, China, with convenience sampling. The study consists of two parts included socio-demographic characteristics and NIC, a self-designed general information questionnaire, and a Self-Assessment Nursing Informatics Competency Scale-SF28 were used as survey tools. An online survey collected the data, and the scores of nurses' NIC were analyzed, and the factors were determined by linear regression statistical analysis. RESULTS Overall 191 target population responded to the questionnaire, including 22 males (11.52%) and 169 females (88.48%), the age range was 21 to 28 years, the average age was 24.64 (SD 1.43). 53 persons without computer level certificate (27.75%), 138 persons with computer level certificate (72.25%), the total score of Self-Assessment Nursing Informatics Competency Scale was 68.65 (SD 10.47), the scores of each dimension were role of clinical information 10.12 (SD 2.17), basic computer knowledge and skills 26.64 (SD 4.96), application ability of computer skills 7.16 (SD 1.82), wireless equipment skills 8.02 (SD 2.04), nursing information attitude 16.73 (SD 3.25). In the analysis of influencing factors of NIC, “whether learned professional knowledge through the internet” is the influencing factor of NIC (P< .05). CONCLUSIONS The clinical nursing informatics (NC) of nurses was at a medium level, mainly influenced by “whether learned professional knowledge through the internet.” In the future regulation process, it is necessary to strengthen further the capacity training of information to improve their clinical information decision-making ability and better serve patients.

Modeling the Competencies of Prospective Business and Economics Teachers

2015 ◽  
Vol 223 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Kathleen Schnick-Vollmer ◽  
Stefanie Berger ◽  
Franziska Bouley ◽  
Sabine Fritsch ◽  
Bernhard Schmitz ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Professional Competence ◽  
Professional Knowledge ◽  
Specific Model ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Test Instrument ◽  
Parameter Values ◽  
Matrix Design

Despite the important role that teachers’ professional competencies play, domain-specific models of competence as well as established instruments to measure such competencies are lacking (e.g., Blömeke, Zlatkin-Troitschanskaia, Kuhn, & Fege, 2013 ). For this reason, a domain-specific model of competence and an instrument to measure prospective business and economics teachers’ professional competence in the domain of accounting was developed. This article focuses on the measurement of professional knowledge, which is a key facet of teachers’ professional competence. A corresponding test instrument is introduced and its measurement quality is reported. The test instrument used at 24 German universities (N = 1.158) comprises 49 items, distributed among different booklets following a multi-matrix design. All items have well functioning parameter values. In accordance with our hypothesis, a two-dimensional model fits the data best. The reliabilities of .64 (content knowledge) and .64 (pedagogical content knowledge) are satisfying. Thus, the developed instrument allows to gain a detailed understanding of prospective teachers’ professional knowledge in accounting.

scholarly journals Do task instructions influence readers' topic beliefs, topic belief justifications, and task interest? A mixed methods study

2021 ◽  
Author(s):  
◽  
Phillip Charles Sparks
Keyword(s):  
High School Students ◽  
Mixed Methods ◽  
General Purpose ◽  
Mixed Methods Study ◽  
Task Instruction ◽  
Data Sets ◽  
School Students ◽  
Task Instructions ◽  
Task Interest ◽  
And Task

<p>The purpose of this mixed methods study was to investigate whether task instructions influence readers’ topic beliefs, topic belief justifications, and task interest. Year 10 high school students completed a topic beliefs scale about a controversial topic (i.e., whether a prominent transportation tunnel should be widened) and provided a written justification of their beliefs. Then they were randomly assigned to one of four pre-reading task instruction conditions before reading a text that presented arguments that supported and opposed the widening of the tunnel. The first condition received rationale instructions, which provided an explanation as to why putting forth effort during the reading activity was useful and worthwhile. The second condition received evidence instructions, which directed readers to focus on the evidence supporting each argument in the text. The third condition received both evidence and rationale instructions. The fourth condition, the control condition, was asked to read for a general purpose. After reading, participants again completed the topic beliefs scale and topic belief justification. Experimental results showed that task instructions affected topic beliefs and topic belief justifications, but did not affect task interest. More specifically, participants who received evidence instructions moderated their beliefs after reading, and participants in the evidence condition and rationale condition included more opposing arguments in their topic belief justifications after reading. The interview data indicated that task instructions influenced readers’ goals and the strategies they used to meet those goals. The data sets were complementary: the quantitative data indicated differences in topic beliefs and topic belief justifications and the qualitative data allowed us to interpret why these differences occurred. Some students displayed belief-reflection, whereas others displayed belief-protection. Results are discussed and implications are provided.</p>

scholarly journals Effects of Perturbation Velocity, Direction, Background muscle activation, and Task Instruction on Long-Latency Responses Measured from Forearm Muscles

2020 ◽  
Author(s):  
Jacob Weinman ◽  
Paria Arfa Fatollahkhani ◽  
Andrea Zonnino ◽  
Rebecca Nikonowicz ◽  
Fabrizio Sergi
Keyword(s):  
Muscle Activation ◽  
Task Instruction ◽  
Multiple Time Scales ◽  
Behavioral Factors ◽  
Interaction Terms ◽  
Emg Signal ◽  
Long Latency ◽  
Perturbation Velocity ◽  
Latency Response ◽  
And Task

AbstractThe centeral nervous system uses feedback processes that occur at multiple time scales to control interactions with the environment. Insight on the neuromechanical mechanisms subserving the faster feedback processes can be gained by applying rapid mechanical perturbations to the limb, and observing the ensuing muscle responses using electromyography (EMG). The long-latency response (LLR) is the fastest process that directly involve cortical areas, with a motorneuron response measurable 50 ms following an imposed limb displacement. Several behavioral factors concerning perturbation mechanics and the active role of muscles prior or during the perturbation can modulate the long-latency response amplitude (LLRa) in the upper limbs, but the interaction between many of these factors had not been systematically studied before.We conducted a behavioral study on thirteen healthy individuals to determine the effect and interaction of four behavioral factors -- background muscle torque, perturbation direction, perturbation velocity, and task instruction -- on the LLRa evoked from the flexor carpi radialis (FCR) and extensor carpi ulnaris (ECU) muscles following the application of wrist displacements. The effects of the four factors listed above were quantified using both a 0D statistical analysis on the average perturbation-evoked EMG signal in the period corresponding to an LLR, and using a timeseries analysis of EMG signals.All factors significantly modulated LLRa, and that their combination nonlinearly contributed to modulating the LLRa. Specifically, all the three-way interaction terms that could be computed without including the interaction between instruction and velocity significantly modulated the LLR. Analysis of the three-way interaction terms of the 0D model indicated that for the ECU muscle, the LLRa evoked when subjects are asked to maintain their muscle activation in response to the perturbations (DNI) was greater than the one observed when subjects yielded (Y) to the perturbations (ΔLLRa — DNI vs. Y: 1.76±0.16 nu, p<0.001), but this effect was not measured for muscles undergoing shortening or in absence of background muscle activation. Moreover, higher perturbation velocity increased the LLRa evoked from the stretched muscle in presence of a background torque (ΔLLRa 200−125 deg/s: 0.94±0.20 nu, p<0.001; ΔLLRa 125−50 deg/s: 1.09 ±0.20 nu, p<0.001), but no effects of velocity were measured in absence of background torque, nor effects of any of those factors was measured on muscles shortened by the perturbations. The time-series analysis indicated the significance of some effects in the LLR region also for muscles undergoing shortening. As an example, the interaction between torque and instruction was significant also for the ECU muscle undergoing shortening, in part due to the composition of a positive and negative modulation of the response due to the interaction between of the two terms. The absence of a nonlinear interaction between task instruction and perturbation velocity suggest that the modulation introduced by these two factors are processed by distinct neural pathways.

Assessing Professional Vision in Teacher Candidates

2015 ◽  
Vol 223 (1) ◽  
pp. 54-63 ◽  
Author(s):  
Kathleen Stürmer ◽  
Tina Seidel
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Research Tool ◽  
Induction Phase ◽  
Professional Vision ◽  
Test Items

In this study, we present an approach to validating the video-based Observer Extended Research Tool, which empirically captures prospective teachers’ professional vision in a standardized yet contextualized way. We extended the original Observer tool with the aim of providing a reliable, efficient measure for subpopulations in different consecutive phases of teacher education (university and induction phase). Therefore, we expand the measure to include a broader spectrum of knowledge about effective teaching by drawing on a cognitive process-oriented teaching and learning model while at the same time the number of test items is shortened to ensure a economically manageable assessment tool. In the validation study, we tested the extent to which the extension meets the criteria of context validity, reliability, and sensitiveness for different subpopulations. The participants were 317 preservice teachers and teacher candidates who worked with the Observer Extended Research Tool. Measurement quality was investigated using methods of item response theory. Our results confirm that the Observer Extended Research Tool provides a reliable measure of description, explanation, and prediction as aspects of professional vision within and across different subpopulations in teacher education.

Sign in / Sign up

Export Citation Format

Share Document