scholarly journals Formación profesional. Significados psicológicos desde la perspectiva de género

2020 ◽  
pp. 23-35
Author(s):  
Sara Margarita Yañez-Flores ◽  
Jaquelina Lizet Hernández-Cueto ◽  
María del Consuelo Salinas-Aguirre ◽  
Alejandra Guadalupe Valdes-Uribe
Keyword(s):  
Research Design ◽  
Vocational Training ◽  
Professional Training ◽  
Semantic Networks ◽  
Sociocultural Context ◽  
Cross Sectional ◽  
Norms And Values

Psychological representations, as a reflection of beliefs, norms and values, are spiced up by individual perspectives as a result of their experiences and expectations, which are the result of the constant interaction of students with their sociocultural context, which allows studying, based on the palabra estímulo vocational training, the reflection of culture in the cognitive configurations of students. The objective of the research is to analyze the differences in psychological meanings of professional training in women and men from the studied career; the research design is qualitative, cross-sectional and sampling by availability; The results are based on the perspective of 57 students who show the interactions through the psychological meanings that women and men express with the Natural Semantic Networks (RSN) technique. The contribution of the present study is the use of the RSN technique to identify the shared codes of the students that reflect the psychological meanings about their own professional training.

scholarly journals EXPLORATORY FACTOR STRUCTURE OF PROFESSIONAL TRAINING EXPECTATIONS

2020 ◽  
Vol 25 (72) ◽  
pp. 252-270
Author(s):  
Cruz García Lirios
Keyword(s):  
Experimental Study ◽  
Social Service ◽  
Vocational Training ◽  
Professional Training ◽  
Public University ◽  
The Public ◽  
Norms And Values ◽  
Training Expectations ◽  
First Job ◽  
Selection Of

OBJECTIVE: The main objective of this wok is the exploration of two preponderant dimensions of professional training. MATERIAL AND METHOD: An experimental study was carried out with a non-probabilistic selection of 300 students, considering their insertion in professional practices and social service in organizations allied with the public university. RESULTS: A dual structure of norms and values found with eight indicators explain the formation of job expectations in future professionals. CONCLUSION: The design limited the findings to the research scenario, suggesting the inclusion of other factors as well as the comparison of the model in other vocational training contexts such as the companies that participate in government subsidies to promote the first job in young graduates.

Utilidad de la virtualidad en las prácticas profesionales de fisioterapia en el contexto de la pandemia COVID-19 (Usefulness of virtuality in physiotherapy professional practices in the context of the COVID – 19 pandemic)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 185-191
Author(s):  
Nathali Carvajal ◽  
Leidy Tatiana Ordoñez Mora ◽  
Alejandro Segura Ordoñez ◽  
Jorge Enrique Daza Arana
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
The Face ◽  
Information And Communication ◽  
Face To Face Learning ◽  
Competencias Profesionales

  Introducción: La formación profesional en salud enfrenta grandes desafíos desde que el distanciamiento social se volviera una de las estrategias para el control de la pandemia por COVID-19. La educación en fisioterapia tiene un componente práctico que requiere contacto con los pacientes y mediante el cual los estudiantes adquieren competencias profesionales. Esta modalidad presencial de aprendizaje ha tenido que ser reemplazada por nuevas estrategias pedagógicas, como la atención mediada por tecnologías de información y comunicación (TICs), la enseñanza basada en casos, la simulación clínica y la telerehabilitación, intentando mantener la interacción paciente – estudiante y el cumplimiento de la formación profesional. Método: Estudio descriptivo de corte transversal, en 143 estudiantes de práctica de un programa de fisioterapia de la ciudad de Cali – Colombia, que evalúa su percepción luego de realizar una práctica de formación profesional mediada por TICs. Resultados: El 82,5% de los estudiantes respondieron que, si fue posible realizar telerehabilitación durante las prácticas virtuales considerándola cómo útil en un 36,4%. Las plataformas virtuales más usadas fueron Google Meet y Zoom con 81,1%. Más de la mitad de los estudiantes 58%, estuvo de acuerdo en que las actividades virtuales sincrónicas y asincrónicas propiciaron el aprendizaje significativo. Conclusión: La formación profesional mediada por TICs surgió ante la pandemia y reforzó esta estrategia como una herramienta de aprendizaje para el cumplimiento de objetivos y competencias de formación profesional, la cual es percibida como una estrategia viable que implica un cambio de paradigma en la educación tradicional dentro del proceso formativo.  Abstract: Introduction: Vocational training in health faces great challenges since social distancing became one of the strategies controlling the COVID-19 pandemic. Physiotherapy education has a practical component that requires contact with patients and through which students acquire professional skills. This face-to-face learning modality has had to be replaced by new pedagogical strategies, such as attention mediated by information and communication technology (ICT), case-based teaching, clinical simulation and tele-rehabilitation, trying to maintain patient-student interaction and compliance with professional training. Method: Descriptive cross-sectional study, in 143 practice students of a physiotherapy program in the city of Cali - Colombia, which evaluates their perception after a professional training practice mediated by ICTs. Results: 82.5% of the students answered that, if it was possible to perform tele-rehabilitation during the virtual practices, considering it as useful in 36.4%. The most used virtual platforms were Google Meet and Zoom with 81.1%. More than half of the students (58%) agreed that synchronous and asynchronous virtual activities led to significant learning. Conclusion: Vocational training mediated by ICTs emerged in the face of the pandemic and reinforced this strategy as a learning tool for meeting professional training objectives and competencies, the quality is perceived as a viable strategy that implies a paradigm shift in traditional education within the training process. 

scholarly journals Competencia Sociolaboral en Relación al Nivel Formativo y Laboral del Alumnado de Formación Profesional de Ceuta

2020 ◽  
pp. 69-80
Author(s):  
L. Sánchez-Bolívar ◽  
S. Escalante-González
Keyword(s):  
Young People ◽  
Vocational Training ◽  
Professional Training ◽  
The Self ◽  
Work Situation ◽  
Training Process ◽  
Cross Sectional ◽  
Student Training ◽  
Cross Sectional Design ◽  
Labor Skills

Uno de los aspectos principales, durante el proceso de formación del alumnado y de su inserción en el mercado laboral, es el nivel de desarrollo social del mismo. Mediante este estudio, con un diseño descriptivo, exploratorio y de corte transversal; se analizan las habilidades sociolaborales autopercibidas por el alumnado de formación profesional de un instituto de Ceuta. La muestra estaba formada por 100 individuos (86 mujeres y 14 hombres). El instrumento empleado fue el Test de factores sociopersonales para la inserción laboral de los jóvenes de Martínez-Rodríguez y Carmona (2010). En cuanto al nivel de estudios, el alumnado que procede de ciclos formativos de grado superior cuenta con mayor nivel de habilidades sociolaborales que aquel que accede con otras titulaciones. Respecto a la situación laboral del alumnado, quienes trabajan cuenta con mayores niveles de habilidades sociolaborales que los alumnos desempleados. One of the main aspects, during the student training process and its insertion in the labor market, is its level of social development. Through this study, with a descriptive, exploratory and cross-sectional design; the self-perceived socio-labor skills by the professional training students of a Ceuta institute are analyzed. The sample consisted of 100 individuals (86 women and 14 men). The instrument used was the Test of sociopersonal factors for the labor insertion of the young people of Martínez-Rodríguez & Carmona (2010). Regarding the level of studies, students who come from higher cycles of vocational training have a higher level of socio-labor skills than students who access other degrees. Regarding the work situation of students, students who work have higher levels of socio-labor skills than unemployed students.

scholarly journals The socio-labor implications in vocational training and its relationship with curriculum design and training

2021 ◽  
pp. 24-31
Author(s):  
Sara Margarita YAÑEZ-FLORES ◽  
Jaquelina Lizet HERNÁNDEZ-CUETO ◽  
María del Consuelo SALINAS-AGUIRRE ◽  
Daniela DELGADO-TALANCÓN
Keyword(s):  
Curriculum Design ◽  
Vocational Training ◽  
Professional Training ◽  
Social Rights ◽  
Cross Sectional ◽  
Curricular Design ◽  
The Social ◽  
Academic Units ◽  
The University ◽  
And Training

University professional training is the sum of individual and group efforts that are intertwined as students and teachers advance, semester or annually. It has its precedent in curricular designs and may or may not be spiced up with job training. The objective is to analyze the relationships of the elements of professional training, curriculum design and training from the university perspective. The present study is quantitative, cross-sectional and with a sample by availability. 18 variables that make up the axes of Vocational Training (8), Training (4) and Curricular Design (4) are analyzed, the results of which have been treated with Pearson's Product Moment Correlation analysis; the scale used is decimal ratio. The participants were 65 teachers and 138 students from different Academic Units. It is stated that the themes that allude to the social rights, rights, and obligations of the workers, the Afores, the educational-labor reforms should be considered as cross-cutting themes in any university career due to their socio-educational-labor implications.

Resin-Based Composites and Dentine-Bonding Agents. Which, who and Why? A Study in the East of Scotland

2009 ◽  
Vol os16 (2) ◽  
pp. 59-66 ◽  
Author(s):  
Rhona W McFadzean ◽  
Emily Gibson ◽  
Ruth F Newcombe ◽  
Rajeev Nataraja ◽  
Ario Santini
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Dental Service ◽  
Ease Of Use ◽  
Dental Services ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Bonding Agents ◽  
Level Of Understanding ◽  
Education Courses

Aims To determine which resin-based composite (RBC) and dentine-bonding agent (DBA) systems were most widely used by a random convenience sample of dentists in the East of Scotland, by whom they were used, and what influenced the dentists’ choice when buying/using a particular RBC and DBA. Methods A cross-sectional questionnaire-based study was conducted from June to December 2006. A questionnaire was compiled and, following a short pilot and revision, 250 questionnaires were randomly distributed to dentists attending vocational training/general professional training study days, continuing education courses and various dental meetings. Data from the completed questionnaires were collated and analysed. Results A total of 138 questionnaires were returned, giving a response rate of 55%, of which 101 (73%) were from practitioners working within the General Dental Services, 20 (14%) from Community Dental Service dentists, and 17 (12%) from practitioners in the hospital dental service. The most popular RBC reported by respondents 43 (31%) was Z100™ (3M UK, Bracknell, UK). The most common factors that influenced respondents’ choice when buying an RBC were ease of use and availability, reported by 51 (37%) and 45 (33%) respondents, respectively. Prime & Bond® (DENTSPLY DeTrey, Konstanz, Germany) was reported as the most popular DBA by 58 (42%) respondents. Overall, availability, reported by 61 (44%) respondents, was the most popular reason for choice of a DBA, followed by ease of use, reported by 52 (38%) respondents, and reliability, reported by 23 (17%) respondents. Conclusions The most popular RBCs and DBAs used by respondents to this study and common reasons for their use were identified. However, it was found that, among those who responded, there was no discernible relationship between undergraduate training, year of qualification and choice of material. Further research is required to corroborate these findings and to identify the level of understanding of material science by dental clinicians.

Reliability and validity of the scale of labor welfare

2019 ◽  
pp. 21
Author(s):  
María Inés Cervantes Rivera ◽  
Gilberto Bermúdez Ruíz ◽  
Cruz García Lirios
Keyword(s):  
Labor Market ◽  
Research Design ◽  
Social Service ◽  
Professional Training ◽  
Reliability And Validity ◽  
Well Being ◽  
Professional Practices ◽  
Cross Sectional ◽  
The Public ◽  
Labor Welfare

The objective of this work was to establish the reliability and validity of an instrument that measures labor well-being, considering a review of the public literature from 2015 to 2019 in international repositories such as Copernicus, Dialnet, Ebsco, latindex, Publindex, Redalyc, Scielo, Scopus, WoS, Zenodo and Zotero. An exploratory, cross-sectional and correlational study was carried out with a sample of 245, considering its insertion in the labor market, as well as its participation in the system of professional practices and social service. Eight dimensions were established regarding satisfaction, capacity, trust, justice, timeliness, valuation and the environment that accounted for 81% of the total, variance, although the research design limited the findings to the research scenario.suggesting the extension of work towards other professional training scenarios.

Internalizing Behavior During the Transition from Childhood to Adolescence

2010 ◽  
Vol 26 (3) ◽  
pp. 187-193 ◽  
Author(s):  
Marc Vierhaus ◽  
Arnold Lohaus ◽  
Indra Shah
Keyword(s):  
Research Design ◽  
Internalizing Symptoms ◽  
Fourth Graders ◽  
Cross Sectional Study ◽  
Second Graders ◽  
Internalizing Behavior ◽  
Longitudinal Assessment ◽  
Sectional Study ◽  
Cross Sectional ◽  
The One

This investigation focuses on the question whether assessments of the development of internalizing behavior from childhood to adolescence are affected by the kind of research design (longitudinal versus cross-sectional). Two longitudinal samples of 432 second-graders and 366 fourth graders participated in a longitudinal study with subsequent measurements taken 1, 2, and 3 years later. A third sample consisting of 849 children covering the same range of grades participated in a cross-sectional study. The results show that the development of internalizing symptoms in girls – but not in boys – varies systematically with the research design. In girls, there is a decrease of internalizing symptoms (especially between the first two timepoints) in the longitudinal assessment, which may reflect, for example, the influence of strain during the first testing situation. Both longitudinal trajectories converge to a common trajectory from grade 2 to grade 7 when controlling for this “novelty-distress effect.” Moreover, when we control this effect, the slight but significant decrease characterizing the common trajectory becomes similar to the one obtained in the cross-sectional study. Therefore, trajectories based on longitudinal assessments may suggest more changes with regard to internalizing symptoms over time than actually take place, while trajectories based on cross-sectional data may be characterized by an increased level of internalizing symptoms. Theoretical and practical implications of these results are discussed.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Impacto de la comunicación de la responsabilidad social universitaria en la selección de universidad y efecto mediador de la reputación

2020 ◽  
Author(s):  
Lucy Erazo-Coronado ◽  
Sergio Llano-Arristizábal ◽  
Miguel Garcés-Prettel ◽  
Ana-María Erazo-Coronado
Keyword(s):  
Social Responsibility ◽  
Professional Training ◽  
Research Work ◽  
Community Support ◽  
Human Beings ◽  
Cross Sectional ◽  
Public And Private ◽  
University Selection ◽  
Cross Sectional Design ◽  
Institutional Websites

The emerging concept of university social responsibility (USR) consists in the fulfillment of the mission of the university in terms of ethical standards, community support, respect for human beings, and respect for the environment. Thus, universities must not only provide professional training but also instill ethical principles in students to allow them to behave as good citizens and help solve community problems. On the other hand, competition for students requires efficient management of university reputation and communication with their stakeholders, to demonstrate the accomplishment of the university’s mission and attract potential students. The objective of this paper is thus to explain the causal relationship between communication about university social responsibility (USR) activities through institutional websites and university selection, as well as the role of reputation. Research work was carried out based on an explanatory cross-sectional design, with a sample of 356 subjects from a population of 11th-grade students from public and private schools in the City of Barranquilla (Colombia). The results revealed that USR communication through institutional websites has a significant influence on university selection, not only directly but also indirectly, through reputation as a mediating variable. These findings contribute at a theoretical level by providing empirical evidence to understand and explain the analyzed topic. Furthermore, the results provide useful information to evaluate USR disclosure and implement strategies to make progress on USR issues. Resumen El naciente concepto de responsabilidad social universitaria (RSU) consiste en el cumplimiento de la misión de la universidad dentro de unos estándares éticos, de apoyo a la comunidad, respeto al ser humano y al medio ambiente. Así, pues, la universidad no sólo debe impartir formación profesional, sino inculcar a sus estudiantes principios éticos que les permitan comportarse como buenos ciudadanos y contribuir a la solución de los problemas de la comunidad. Por otra parte, la competencia entre universidades exige una gestión eficiente de su reputación y de la comunicación con sus distintos stakeholders, para demostrar a la sociedad el cumplimiento de su misión social, y para atraer estudiantes potenciales hacia la institución. Por lo tanto, este artículo tiene como objetivo explicar la relación de causalidad entre la comunicación de las prácticas de RSU en los sitios web institucionales y la selección de universidad, y el papel mediador de la reputación en esta relación. Para lograrlo, se llevó a cabo una investigación cuantitativa de nivel explicativo experimental y diseño transversal, con una muestra conformada por 356 sujetos, de una población de estudiantes de grado 11º de colegios públicos y privados de la ciudad de Barranquilla (Colombia). Los resultados revelan que la comunicación de las prácticas de RSU en los sitios web institucionales ejerce una influencia significativa directa en la intención de selección de universidad, e indirecta, a través de la reputación como variable mediadora. La evidencia empírica aportada representa un avance teórico en la comprensión y explicación del fenómeno estudiado, e igualmente servirá para que las universidades evalúen si están comunicando adecuadamente su responsabilidad social y adopten estrategias para avanzar en este aspecto.

scholarly journals Changing landscape of nutrition and dietetics research? A bibliographic analysis of top-tier published research in 1998 and 2018

2021 ◽  
pp. 1-10
Author(s):  
Sze Lin Yoong ◽  
Jacklyn Jackson ◽  
Courtney Barnes ◽  
Nicole Pearson ◽  
Taren Swindle ◽  
...  
Keyword(s):  
Research Design ◽  
Dissemination And Implementation ◽  
Cross Sectional ◽  
Bibliographic Analysis ◽  
Type Design ◽  
Study Type ◽  
Nutrition And Dietetics ◽  
Published Research ◽  
Research Type ◽  
Over Time

Abstract Objective: The current study sought to describe and compare study type, research design and translation phase of published research in nutrition and dietetic journals in 1998 and 2018. Design: This was a repeat cross-sectional bibliographic analysis of Nutrition and Dietetics research. All eligible studies in the top eight Nutrition and Dietetics indexed journals in 1998 and 2018 were included. Two independent reviewers coded each study for research design (study type and study design) and translation phase (T0-T4) of the research using seminal texts in the field. Setting: Not relevant. Participants: Not relevant. Results: The number of publications (1998, n 1030; 2018, n 1016) has not changed over time, but the research type, design and translation phases have. The proportion of intervention studies in 1998 (43·8 %) was significantly higher than 2018 (19·4 %). In 2018, more reviews (46·9 % v. 15·6 % in 1998) and less randomised trials (14·3 % v. 37·8 % in 1998) were published. In regard to translation phase, there was a higher proportion of T2–T4 research in 2018 (18·3 % v. 3·8 % in 1998); however, the proportion of T3/T4 (dissemination, implementation and population-level research) research was still low (<3 %). Our sensitivity analysis with the four journals that remained in the top eight journal across the two time periods found no differences in the research type, design and translation phases across time. Conclusions: There was a reduction in intervention and T0 publications, alongside higher publication of clinical study designs over time; however, published T3/T4 research in Nutrition and Dietetics is low. A greater focus on publishing interventions and dissemination and implementation may be needed.

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