What Skill/Knowledge is Important to a Nursing Professional?

2013 ◽  
pp. 234-249
Author(s):  
Li-Min Lin ◽  
Yi-Cheng Chen ◽  
Jen-Her Wu ◽  
Robert D. Tennyson
Keyword(s):  
Continuing Education ◽  
Curriculum Design ◽  
Formal Education ◽  
Current Knowledge ◽  
Knowledge Gap ◽  
Education Programs ◽  
Nursing Educators ◽  
Nursing Curricula ◽  
Nursing Professionals ◽  
Nursing Professional

This study employed a survey instrument to investigate the knowledge topics that are important to a nursing professional. We asked 491 nursing professionals and managers in Taiwan what they thought about 47 educational topics. For each topic, the authors asked them how much they had learned about a given topic in their formal education, their current knowledge of the topic, and how important the topic has been in their career. Results indicate each knowledge topic’s importance, the amount learned in formal education programs, and the educational knowledge gap. The findings also show the amount currently known, current knowledge gap, and the amount learned (or forgotten) subsequent to education. The survey supports current perceptions about the importance of some topics, but it also highlights topics that are sometimes underemphasized or overemphasized. Efforts to develop nursing curricula or training programs for nursing professionals or students should consider the experience of practitioners in clinics and hospitals. Findings should be useful to hospital training departments and nursing educators in universities and colleges to refine or revise their curriculum design. Nursing professionals and students seeking continuing education will also be able to use the results for selecting courses for career enhancement.

What Skill/Knowledge is Important to a Nursing Professional?

2011 ◽  
Vol 2 (4) ◽  
pp. 29-43
Author(s):  
Li-Min Lin ◽  
Yi-Cheng Chen ◽  
Jen-Her Wu ◽  
Robert D. Tennyson
Keyword(s):  
Curriculum Design ◽  
Formal Education ◽  
Training Programs ◽  
Current Knowledge ◽  
Knowledge Gap ◽  
Nursing Educators ◽  
Universities And Colleges ◽  
Nursing Curricula ◽  
Nursing Professionals ◽  
Nursing Professional

This study employed a survey instrument to investigate the knowledge topics that are important to a nursing professional. We asked 491 nursing professionals and managers in Taiwan what they thought about 47 educational topics. For each topic, the authors asked them how much they had learned about a given topic in their formal education, their current knowledge of the topic, and how important the topic has been in their career. Results indicate each knowledge topic’s importance, the amount learned in formal education programs, and the educational knowledge gap. The findings also show the amount currently known, current knowledge gap, and the amount learned (or forgotten) subsequent to education. The survey supports current perceptions about the importance of some topics, but it also highlights topics that are sometimes underemphasized or overemphasized. Efforts to develop nursing curricula or training programs for nursing professionals or students should consider the experience of practitioners in clinics and hospitals. Findings should be useful to hospital training departments and nursing educators in universities and colleges to refine or revise their curriculum design. Nursing professionals and students seeking continuing education will also be able to use the results for selecting courses for career enhancement.

Trends in Human Resource Development in Zimbabwe

2016 ◽  
pp. 228-251
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

The perceived importance of educational qualifications and professional development/continuous education for social work administrators: A case of the NASW-KY chapter

2021 ◽  
pp. 002087282110227
Author(s):  
Hamad A Alaslawi ◽  
Jeremiah K Garrett
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Continuing Education ◽  
Social Workers ◽  
Formal Education ◽  
Education Programs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Continuous Education ◽  
Perceived Importance

Social work administrators may be receiving inadequate training due to the undervalued importance of formal education and professional development. This study employed a cross-sectional survey on a sample of 150 members of the Kentucky chapter of the National Association of Social Workers. The majority were women (81%). Most held an MSW degree (68.5%). Correlation analysis revealed: (1) perceived capabilities of social work administrators correlated with the perceived importance of formal educational qualifications and (2) perceived qualities, skills, functions, and practices correlated with the perceived importance of professional development/continuous education. Understanding this perceived link and the gaps presented is an important step toward developing better professional development/continuing education programs.

Trends in Human Resource Development in Zimbabwe

2015 ◽  
pp. 51-81
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

scholarly journals Continuing Education On Qualitative Risk Assessment: Improving The Understanding Of Risk

2016 ◽  
Vol 12 (12) ◽  
pp. 11
Author(s):  
Marcela G. Ribeiro ◽  
Marco A. Bussacos ◽  
Walter dos R. Pedreira Filho
Keyword(s):  
Risk Assessment ◽  
Continuing Education ◽  
Formal Education ◽  
Instructional Material ◽  
Previous Knowledge ◽  
Education Programs ◽  
Qualitative Risk Assessment ◽  
Technical Assessment ◽  
Environmental And Occupational Health ◽  
Alternative Resource

Despite a common agreement that environmental and occupational health & safety professionals must learn about risk early in formal education, such matters still remain underrepresented in most education programs. This paper describes the development and use of an instructional material aimed at exploring and improving health & safety professionals’ understanding on what risk really means, and on what is needed to its technical assessment. After reading a text depicting the technical and contextual aspects of unintended technological accidents, participants were asked to rank such events regarding its risk. Next, they had to explain what criteria they adopted, and also to compare their results with reference values, discussing the differences. Participants’ statements were collected and compiled. The ensuing discussion involved the resignification of the ideas raised by them, introducing the scientific meaning into a technical context. The proposed practice presented consistent results becoming an alternative resource to teach risk in a way participants share opinions based on their previous knowledge and begin to deal with the idea of evaluating risks in a scientifically reasoned basis.

Concept-based curriculum: design and implementation strategies

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Carmen V. Harrison
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Curriculum Design ◽  
Nurse Educators ◽  
Health And Safety ◽  
Implementation Strategies ◽  
Health Care Environment ◽  
Care Environment ◽  
Nursing Curricula ◽  
Novice Nurses

AbstractObjectivesNovice nurses are struggling to exercise the critical thinking skill set needed to make competent clinical decisions in today’s complex health care environment. This poses immense threats to the health and safety of patients. To address this alarming concern, many prominent organizations have called for a widespread overhaul of nursing curricula.MethodsA consistent theme among the recommendations for revising nursing curricula is the utilization of innovative curricula designs that focus on enhancing the critical thinking ability of nursing students, such as a concept-based curriculum.ResultsPlanning and implementing a curriculum revision is an overwhelming undertaking.ConclusionsProviding nurse educators with a guide on how to transition to a concept-based curriculum may help to facilitate a course revision.

Continuing Education: Improving Perceived Competence in School Nurses

2002 ◽  
Vol 18 (6) ◽  
pp. 360-363 ◽  
Author(s):  
Linda F. C. Bullock ◽  
M. Kay Libbus ◽  
Suzanne Lewis ◽  
Debra Gayer
Keyword(s):  
Continuing Education ◽  
Diabetes Management ◽  
Clinical Skills ◽  
Perceived Competence ◽  
School Nurses ◽  
School Age Children ◽  
Education Programs ◽  
Specific Content ◽  
Content Areas ◽  
Significant Difference

An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.

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