scholarly journals A change from a nursing specialisation programme to a Master of Science degree in Nursing (MSc)

2020 ◽  
Author(s):  
Monica Evelyn Kvande ◽  
Charlotte Delmar ◽  
Martha Bogstrand ◽  
Inger Danielsen ◽  
Britt Fagerjord ◽  
...  
Keyword(s):  
Master's Degree ◽  
Bologna Process ◽  
The Arctic ◽  
Educational Systems ◽  
Practical Training ◽  
Specialist Training ◽  
Master Of Science ◽  
Academic Level ◽  
Master’S Degree ◽  
Room Nursing

Abstract Background: The Bologna process significantly influenced the change from specialist training in nursing to a master’s degree, as it established the goal of developing an easily readable and comparable degree structure in three cycles, identified as bachelor’s, master’s and doctoral degrees, in European higher education. Educational programmes in nursing specialisation in Norway are therefore evolving from nursing specialist training to a Master of Science (MSc) degree. Aim: To describe the development process from a nursing specialisation education to an MSc degree at the Arctic University of Norway (UiT). The paper discusses opportunities and challenges that may be of interest to other educational systems that want to replicate UiT’s experiences with changing education in a nursing specialisation to an MSc degree. Methods: The process of developing the nursing specialisation education at UiT into an MSc degree can be retrospectively described as working from a model inspired by action research as understood by Coghlan and Brannick’s four cycles of constructing, planning, taking action and evaluating action. The process lasted for more than three years, from construction in the beginning of February 2015 to the first enrolment of students in August 2018. Results: The result is a master’s programme in nursing, corresponding to 120 European Credit Transfer and Accumulation System (ECTS) credits, with six nursing specialisation lines with shared courses and staff: anaesthesia nursing, paediatric nursing, intensive care nursing, cancer nursing, operating room nursing and general nursing (GN). Challenges associated with ensuring a sufficient academic level balanced with a sufficient level of practical training are identified and discussed. Conclusions: An “umbrella” MSc programme in nursing offers opportunities for shared courses and staff to provide students with a high level of academic and practical skills. There is a need to evaluate the programme to examine whether this method of organising an MSc programme in nursing enhances academic as well as practical nursing skills. Keywords: Education; Master’s degree programme; Nursing specialisation

scholarly journals A Student's Perspective

2020 ◽  
Author(s):  
Kristoffer Klevjer ◽  
Per Pippin Aspaas
Keyword(s):  
Decision Making ◽  
Experimental Psychology ◽  
Scientific Community ◽  
Master's Degree ◽  
Open Science ◽  
The Arctic ◽  
Education Project ◽  
Replication Studies ◽  
Psychological Science ◽  
Master’S Degree

In this episode, we are exploring a student's perspective on open science – and specifically replication studies. Kristoffer Klevjer recently finished his Master’s degree in psychology at UiT The Arctic University of Norway and has now taken on a PhD. But already as a master student, Klevjer was involved in replication studies. In his experience, replication studies can be benefitial to the student, the supervisor, and the scientific community at large. Furthermore, Klevjer argues that replications can be well suited for students at Bachelor level as well. In the interview, Klevjer refers to several publications and projects, including - The Collaborative Replications and Education Project - Kool, W., McGuire, J. T., Rosen, Z. B., & Botvinick, M. M. (2010). Decision making and the avoidance of cognitive demand. Journal of Experimental Psychology: General, 139(4), 665–682. https://doi.org/10.1037/a0020198 - Psychological Science Accelerator The replication Klevjer did for his Master's degree can be found here First published online March 9, 2020.

scholarly journals Masteroppgaven – relevant for grunnskolelæreren?

2016 ◽  
Vol 10 (2) ◽  
pp. 193-211 ◽  
Author(s):  
Rachel Elise Jakhelln ◽  
Kristin Emilie Bjørndal ◽  
Gerd Stølen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Master's Degree ◽  
Initial Teacher Education ◽  
The Arctic ◽  
Master's Level ◽  
Pilot Program ◽  
Master's Thesis ◽  
Master’S Degree

UiT Norges arktiske universitet har gjennomført en nasjonal pilot i grunnskolelærerutdanning på masternivå, hvor de første studentene fullførte utdanningen og leverte masteroppgave våren 2015. Denne artikkelen fokuserer på hvilken relevans studentene opplever at masteroppgaven har for den fremtidige profesjonsutøvelsen deres. Å undersøke studentenes oppfatning av masterarbeidet er av betydning, ikke bare fordi masterutdanning blir en nasjonal ordning fra 2017, men også for å utvikle kunnskap om betydningen av forsknings- og utviklingskompetanse for grunnskolelærere. Studiens empiriske materiale er en intervjuundersøkelse med 22 av de 61 første masterstudentene. Undersøkelsen inngår i en longitudinell studie som vil belyse nyutdannedes profesjonslæring i starten av karrieren, og konkret hvordan lærere integrerer kunnskapen fra utdanningen med kunnskap og erfaringer de utvikler som ferske lærere. Resultatene fra denne delstudien viser at masterarbeidet har gitt studentene dybdekunnskap og FoU-kompetanse som er av betydning for den videre profesjonsutøvelsen. Studien viser også at det er betydningsfullt at masteroppgaven har forankring i skolens praksis og bidrar til utviklingen som lærer. Av materialet fremgår det også at studentene fremhever selvstendighet og evne til samarbeid, og de er stolte av masterarbeidet sitt. Resultatene er drøftet opp mot begrepene konseptuell og kontekstuell kunnskap (Afdal & Nerland, 2012; Muller, 2009) og i lys av profesjonsteori. Masterarbeidet synes avgjørende for profesjonsidentiteten, men det vil kreves et systematisk utviklingsarbeid for å kunne gi masterarbeidet kvaliteter som kan støtte opp om studentenes utvikling som profesjonelle lærere. For lærerutdanningene tilsier dette at FoU-kompetanse må gis oppmerksomhet fra første dag i utdanningen.Nøkkelord: grunnskolelærerutdanning, masteroppgave, nyutdannet lærer, FoU-kunnskap, profesjonell identitet, profesjonsidentitet, konseptuell/kontekstuell kunnskapAbstractThe National Teacher Education Curriculum in Norway will from 2017 be taught at master’s level, extending from four to five years. In relation to this, The University of Tromsø, the Arctic University of Norway, in 2010 launched a national pilot program in teacher education: a five year long research-based master’s degree, divided into two programs adjusted to the Norwegian educational system: 1st–7th and 5th–10th grade, from which the first students graduated in the spring of 2015. This article aims to examine the importance the master’s thesis holds for teacher education student’s development of knowledge and future professional work. The analyzed data consist of interviews conducted with 22 of the 61 graduating students from the national pilot program. The study is part of a five-year longitudinal research project, illuminating professional development of newly educated teachers with a master’s degree and in what way knowledge from Initial Teacher Education sustains when encountering the profession. It is important to explore the students’ views of the thesis, not only because the five-year master’s programs will be implemented on a national level, but also because knowledge about the significance of R&D for school teachers is needed. Our analysis shows that the results of the work with the thesis are deep knowledge, R&D competence deemed relevant for teaching, autonomy and interpersonal skills: the students reported feeling proud of their own work. The results are discussed in relation to the concepts contextual and conceptual knowledge (Afdal & Nerland, 2012; Muller, 2009) as well as relating to theories of professionalism. To achieve excellence in a R&D-based program, which can support student teachers’ professional development, a systematic and evolving approach is cruical. For the future development of teacher education at master’s level, this means that R&D competence must be emphasized from day one.Keywords: teacher education, master’s thesis, newly educated teacher, R&D knowledge, professional identity, conceptual/contextual knowledge

scholarly journals A standardized educational system for radiology programs worldwide: An opinion

2021 ◽  
pp. 53-54
Keyword(s):  
High School ◽  
Medical Imaging ◽  
Educational System ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Educational Systems ◽  
Bachelor Degree ◽  
Post Graduate ◽  
American System ◽  
Master’S Degree

The educational system in radiology programs worldwide is different. In the American system, they offer a certificate program (Cert) then an associate degree (AAS) in some colleges then a diploma (Dip) after that a bachelor’s degree (B.S.). A radiographer a.k.a radiologic technologist can continue to get a post-baccalaureate certificate or a master’s degree (M.S.) and rarely in America due to the shortage of Ph.D. programs a doctorate of philosophy in radiology. The British system in radiology programs is more advanced than the American system which offers a bachelor’s degree (B.Sc.) then a post graduate certificate (PGCert) or post graduate diploma (PGDip) or a master’s degree (M.Sc.) and eventually a Ph.D. There are other countries with different educational systems in radiology which can vary from the previous two examples. All of these system does not standardize a one educational system that can work for everyone. The aim of this paper is to propose an educational system that is easy and effective. First of all, standardize the name of all the radiology programs. Radiology is a good name which will prevent confusion with other fields. For example, radiation science can be confused with physics. Medical imaging is a broad name that include any imaging as a picture of human skin with pathology or a picture of a microscopic slide of a human specimen can be included in medical imaging. Radiologic technology or biomedical imaging is confused with IT and engineering. Radiology is a perfect name that no one will be confused with. When someone says biology no one will think it means mathematics. Second, no degrees below bachelor degree except high school−level a.k.a a secondary education. The admission requirement is general educational diploma or high school certificate. The bachelor degree in radiology must be a 4-year long program that teaches all of the modalities (i.e., X-ray, Fluoroscopy, Computed Tomography (CT), Magnetic Resonance Imaging (MRI), Nuclear Medicine (NM), Ultrasound (US), Doppler, Catheterization lab and Angiography, etc.). This will prevent the track system which makes issues in the work market by over saturating one track. Third, a master’s degree in radiology that offer a sub-specialty in one modality. Like a master’s degree in CT alone, ultrasound alone, radiation protection alone, or Picture Archiving and Communication system (PACs) alone. The master’s program can be 1 or 2 years. Fourth, the Ph.D. program should focus on one system of the human body or a category of imaging like: PhD in neuroimaging, gynecology and obstetrics ultrasound, forensic imaging, pediatric imaging, or cardiovascular imaging, etc. The PhD program is more subspecialized program in a very small area. The Ph.D. program can be from 3 to 5 years long. This is a very simple system and applicable which will allow more consistence in the radiology educational systems worldwide.

scholarly journals ACCREDITATION, LICENSING, AND SPECIALIZATION FOR EMPLOYMENT

1969 ◽  
Author(s):  
Jim Graham ◽  
Marolo Alfaro
Keyword(s):  
United States ◽  
Mechanical Engineering ◽  
Master's Degree ◽  
The United States ◽  
Specialist Training ◽  
Master's Programs ◽  
Master's Degrees ◽  
International Projects ◽  
Master’S Degree ◽  
Undergraduate Programs

The Canadian Engineering Accreditation Board directs undergraduate programs towards a broadly based education in engineering. Employers accept the need for a broad education but also want young engineers to have specialist training for practice. These very different requirements appear at first sight to be in conflict. In the United States and Europe, but not yet in Canada, licensing bodies are moving towards requiring a master’s degree or equivalent for licensing. Companies that engage in international projects are concerned they may be unable to compete if other countries require master’s degrees for licensing, while Canada does not. Universities should develop broad educational undergraduate programs that can actually be completed in four years in principal areas like civil, electrical, mechanical engineering. Additional effort should be directed towards specialist master’s programs that provide training for employability.

Authentic Assessment

2017 ◽  
pp. 373-391
Author(s):  
Simona Iftimescu ◽  
Romiță Iucu ◽  
Elena Marin ◽  
Mihaela Monica Stîngu
Keyword(s):  
Historical Perspective ◽  
Master's Degree ◽  
Bologna Process ◽  
Authentic Assessment ◽  
Assessment Process ◽  
Master's Program ◽  
Master’S Degree ◽  
The Bologna Process ◽  
Degree Level

The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.

Management: practical training of a master's degree student

2018 ◽  
Author(s):  
Семен Резник ◽  
Semen Reznik ◽  
Владимир Двоеглазов ◽  
Vladimir Dvoeglazov ◽  
Ольга Вдовина ◽  
...  
Keyword(s):  
Master's Degree ◽  
Practical Training ◽  
Master’S Degree

Authentic Assessment

2020 ◽  
pp. 1148-1166
Author(s):  
Simona Iftimescu ◽  
Romiță Iucu ◽  
Elena Marin ◽  
Mihaela Monica Stîngu
Keyword(s):  
Historical Perspective ◽  
Master's Degree ◽  
Bologna Process ◽  
Authentic Assessment ◽  
Assessment Process ◽  
Master's Program ◽  
Master’S Degree ◽  
The Bologna Process ◽  
Degree Level

The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.

scholarly journals All New on the European Front?

2005 ◽  
Vol 50 (1) ◽  
pp. 210-222 ◽  
Author(s):  
Christiane Nord
Keyword(s):  
Master's Degree ◽  
Bologna Process ◽  
Legal Regulations ◽  
Postgraduate Level ◽  
Translator Training ◽  
Master’S Degree ◽  
Training Programmes ◽  
The Bologna Process ◽  
German Universities

Abstract After giving a brief survey of traditional translator training in Germany, the paper will discuss the changes introduced by the Bologna process. All German universities are reorganizing their translator training programmes, replacing the four-year Diplom degree by modular courses leading to a Bachelor’s and/or Master’s degree. Since legal regulations permit a variety of combinations with regard to duration, each German university is planning its own model. The main bone of contention in this process is the question of whether specialized translation should be taught at undergraduate or postgraduate level.

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