Education and training in Food Science and Technology at the South Bank Polytechnic, London—past, present and future

1992 ◽  
pp. 194
Author(s):  
Dominic Man
Keyword(s):  
Science And Technology ◽  
Education And Training ◽  
Food Science ◽  
The South ◽  
And Training

PENGEMBANGAN KURIKULUM PENDIDIKAN DAN PELATIHAN (DIKLAT) BERBASIS MASALAH

2020 ◽  
Vol 1 (2) ◽  
pp. 43-46
Author(s):  
Putra Ramadani
Keyword(s):  
Curriculum Development ◽  
Science And Technology ◽  
Education And Training ◽  
Training Curriculum ◽  
Curriculum Model ◽  
The Future ◽  
And Training

Digital Problem-based education and training is held to overcome the discrepancy of student competition so that the education and training curriculum is in accordance with what problems are faced by STUDENTS so that the ability of EDUCATION PARTICIPANTS is in accordance with what is expected. One of the components in problem-based training is a problem-based curriculum based on the needs of the training participants' problems. In order to meet the demands of the increasingly sophisticated times along with the situation and conditions in society, the development of an education and training curriculum is necessary. Its development continues to adjust to the foundation in curriculum development, namely philosophical, psychological, Sociological and science and technology foundations. The development of problem-based education and training curricula also adjusts to the expected curriculum model according to the problems of students, so that the curriculum can produce education and training graduates with the desired abilities. The development of a problem-based education and training curriculum in the end is expected to be able to build professionalism and student problems in responding to challenges in the future. Thus the training will produce graduates, in this case STUDENTS who are professional and competent.

scholarly journals Editorial Board

2016 ◽  
Vol 14 (1) ◽  
pp. i-ii
Author(s):  
Editorial Board
Keyword(s):  
Biological Sciences ◽  
Science And Technology ◽  
Animal Nutrition ◽  
Food Science ◽  
Energy Research ◽  
Agricultural Engineering ◽  
And Training

Professor C.F.I. Onwuka, Ph.D., M.Sc., B.Sc. FASN, FNSAPDepartment of Animal Nutrition, Federal University of Agriculture,ª¤? Abeokuta, Nigeria.ª¤?Professor M. Kadiri, Ph.D., M.Sc., B.Sc., FIIAª¤?ª¤?Department of Biological Sciences, FederalUniversity of Agriculture,ª¤? Abeokuta, Nigeria.ª¤?Professor A.B. Adewumi, Ph.D., M.Sc., B.Sc.ª¤?ª¤?Department of Agricultural Engineering, Federal University of Agriculture,ª¤? Abeokuta, Nigeria.ª¤?Professor M.O. Iwe, Ph.D., M.Sc., B.Sc.Department of Food Science and Technology,Michael Okpara University of Agriculture, Umudike, Nigeria.ª¤?Professor (Mrs.) C. O. Eromosele, Ph.D., M.Sc., B.Sc.ª¤?ª¤?Department of Chemistry, Federal University ofAgriculture, Abeokuta, Nigeria.ª¤?Professor L.O. Sanni, Ph.D., M.Sc., B.Sc.Department of Food Science and Technology, Federal University of Agriculture, Abeokuta, Nigeria.ª¤?Professor I. Funtua, Ph.D., M.Sc. B.Sc.Centre for Energy Research and Training, Ahmadu Bello University, Zaria, Nigeria.ª¤?ª¤?Professor Zibokeri, Ph.D., M.Sc., B.Sc.Niger Delta University, Wilberforce Island, Bayelsa State, Nigeriaª¤?Editorial OfficersMr. A. A.ª¤? Jibokuª¤?ª¤?ª¤?ª¤?ª¤?ª¤? -ª¤?ª¤? {Admin. Secretary}Mrs. N. O. Azeezª¤?ª¤?ª¤?ª¤?ª¤? -ª¤?ª¤?ª¤? HND, ND, Secretaryª¤?ª¤?

scholarly journals Competence of newly qualified registered nurses from a nursing college

Curationis ◽  
2005 ◽  
Vol 28 (2) ◽  
Author(s):  
BG Morolong ◽  
MM Chabeli
Keyword(s):  
Health Care ◽  
Registered Nurses ◽  
South African ◽  
Nurse Practitioners ◽  
Education And Training ◽  
Nursing Process ◽  
The South ◽  
National Priority ◽  
Nursing College ◽  
And Training

The South African education and training system, through its policy of outcomesbased education and training, has made competency a national priority. In compliance to this national requirement of producing competent learners, the South African Nursing Council ( 1999 B) require that the beginner professional nurse practitioners and midwives have the necessary knowledge, skills, attitudes and values which will enable them to render efficient professional service. The health care system also demands competent nurse practitioners to ensure quality in health care. In the light of competency being a national priority and a statutory demand, the research question that emerges is, how competent are the newly qualified registered nurses from a specific nursing college in clinical nursing education? A quantitative, non-experimental contextual design was used to evaluate the competence of newly qualified registered nurses from a specific nursing college. The study was conducted in two phases. The first phase dealt with the development of an instrument together with its manual through the conceptualisation process. The second phase focused on the evaluation of the competency of newly qualified nurses using the instrument based on the steps of the nursing process. A pilot study was conducted to test the feasibility of the items of the instrument. During the evaluation phase, a sample of twenty-six newly qualified nurses was selected by simple random sampling from a target population of thirty-six newly qualified registered nurses. However, six participants withdrew from the study. Data was collected in two general hospitals where the newly qualified registered nurses were working. Observation and questioning were used as data collection techniques in accordance with the developed instrument. Measures were taken to ensure internal validity and reliability of the results. To protect the rights of the participants, the researcher adhered to DENOSA’S (1998:2.2.1) ethical standards of research. A descriptive statistical method of data analysis was used in this study. Findings revealed that newly qualified registered nurses were not competent. The highest score obtained was 51 % and the lowest score was 22% with an average score of 34.05%. The results concerning the implementation of the phases of the nursing process indicated that participants were fairly competent in terms of knowledge, skills, attitudes and values of assessment. Participants had very little knowledge of nursing diagnosis and were not competent on the skills of diagnosis. Participants lacked basic knowledge, skills, attitudes and values of the nursing process. They lacked critical thinking skills in their approach to providing quality patient care. The recommendations of the study relate to improving the system of clinical accompaniment, reviewing the clinical facilities where learners are allocated, reviewing the implementation of the curriculum, the methods of teaching and the quality assurance mechanisms that are in place. Further research is recommended on competence of newly qualified registered nurses at other nursing colleges or similar context.

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