scholarly journals Exploring the Issue of Failure to Fail in Professional Education Programs: A Multidisciplinary Study

2014 ◽  
Vol 11 (2) ◽  
pp. 17-41
Author(s):  
Florence L. Luhanga ◽  
◽  
Sylvie Larocque ◽  
Leigh MacEwan ◽  
Yovita N. Gwekwerere ◽  
...  
Keyword(s):  
Nursing Education ◽  
Professional Education ◽  
University Faculty ◽  
Clinical Experiences ◽  
Field Instructors ◽  
Professional Programs ◽  
Faculty Advisors ◽  
Multidisciplinary Study ◽  
Qualitative Descriptive

There is a universal demand for well-prepared professionals in all disciplines, and society has entrusted professional schools with the task of preparing such individuals (Ralph, Walker, and Wimmer, 2008). Within this context, field or clinical instructors and university faculty have an academic and professional responsibility to teach, supervise, and evaluate students’ field or clinical experience to ensure that each graduate of their program is competent. However, there is evidence that some instructors and university faculty experience difficulty in identifying and making decisions to fail students who display incompetent or unsatisfactory practice (Bogo, Regehr, Power, and Regehr, 2007; Brown, Neudorf, Poitras, and Rodgers, 2007; Hawe, 2003). A qualitative descriptive design was used to explore the issue of “failure to fail” in professional programs including Nursing, Education, and Social Work. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and field instructors/preceptors/ faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving the quality of field or clinical experiences and support for students and field instructors/preceptors and will thus improve the quality of our programs and graduates are presented.

Exploring the Issue of Failure to Fail in a Nursing Program

2013 ◽  
Vol 10 (1) ◽  
pp. 115-122 ◽  
Author(s):  
Sylvie Larocque ◽  
Florence Loyce Luhanga
Keyword(s):  
Content Analysis ◽  
Emotional Support ◽  
Nursing Program ◽  
Faculty Members ◽  
University Faculty ◽  
Clinical Experiences ◽  
Faculty Advisors ◽  
Qualitative Descriptive ◽  
Depth Interviews

AbstractA study using a qualitative descriptive design was undertaken to explore the issue of “failure to fail” in a nursing program. Individual in-depth interviews were conducted with nursing university faculty members, preceptors, and faculty advisors (n=13). Content analysis was used to analyze the data. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and preceptors and faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving assessment, evaluation, and intervention with a failing student include documentation, communication, and support. These findings have implications for improving the quality of clinical experiences.

Conflict in the Preceptorship or Field Experience: A Rippling Tide of Silence

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Florence Myrick ◽  
Anne Phelan ◽  
Connie Barlow ◽  
Russ Sawa ◽  
Gayla Rogers ◽  
...  
Keyword(s):  
Social Workers ◽  
Professional Education ◽  
Professional Competence ◽  
Field Education ◽  
Field Instructors ◽  
Professional Programs ◽  
Making Sense ◽  
The Social ◽  
Educative Process ◽  
Professional Disciplines

A major component of the educative process in the professional disciplines is the field education/preceptorship experience in which students are afforded opportunities to develop professional competence under the tutelage of a practising professional and/or a university instructor. During this time students are exposed to competing discourses about what it means to think and act as nurses, teachers, doctors and social workers. Frequently, field teaching is characterized by conflictual situations involving students, field instructors and university faculty. Such conflict is poorly understood as indicated by the lack of literature available in the professional disciplines. The purpose of this study was to explore the phenomenon of conflict within the context of field teaching in professional education. Pivotal to this study was the issue of making sense of the conflict that prospective nurses, teachers, social workers and doctors experience in professional education within the practice realm and how such discourses shape their professional identities, practices and ultimate social values. At issue is the social construction of meaning that takes place within professional education. This study was conducted from the perspective of four professional programs including education, medicine, nursing and social work. The researchers focused on the final year of each program at a time when students were engaged in a major field / preceptorship experience in hospitals, schools, communities and social agencies. The experiences derived from the nursing data are presented in this paper.

scholarly journals Sentidos do mestrado para enfermeiros mestrandos

2018 ◽  
Vol 12 (11) ◽  
pp. 3030
Author(s):  
Rejane Eleuterio Ferreira ◽  
Cláudia Mara de Melo Tavares
Keyword(s):  
Nursing Education ◽  
Research Group ◽  
Master's Degree ◽  
Construction Of Knowledge ◽  
Education Professional ◽  
New Meanings ◽  
Qualitative Descriptive ◽  
Five Senses ◽  
Master’S Degree

RESUMOObjetivo: descrever o sentido de realização do mestrado em Enfermagem para os discentes. Método: trata-se de um estudo qualitativo, descritivo e exploratório, com inspiração sociopoética, realizado com enfermeiros que cursam o Mestrado Acadêmico e o Mestrado Profissional na Escola de Enfermagem Aurora Afonso Costa, da Universidade Federal Fluminense. Produziram-se os dados, por meio do grupo pesquisador, com a realização de uma experimentação estética, que trabalhou os cinco sentidos, a partir do tema gerador “Qual o sentido de estar no mestrado?". Geram-se os seguintes dados pelo grupo: mandala individual, cartaz coletivo e discussão. Realizou-se a Análise de Conteúdo Temática dos dados produzidos. Resultados: informa-se que o principal sentido dos enfermeiros cursarem o mestrado está relacionado à busca de novos conhecimentos, novos sentidos de forma coletiva e interdisciplinar visando à melhoria na qualidade de assistência. Conclusão: facultou-se, pelo dispositivo do grupo pesquisador, a utilização de uma técnica criativa para a produção dos dados que permitiu a construção de conhecimento que dificilmente seria possível com a utilização de técnicas tradicionais de coleta de dados. Descritores: Enfermagem; Enfermeiros; Educação; Educação Continuada; Educação de Enfermagem; Prática Profissional.ABSTRACT Objective: to describe the sense of accomplishment of the masters in Nursing for the students. Method: this is a qualitative, descriptive and exploratory study, with sociopoetic inspiration, carried out with nurses who study the Academic Master's Degree and the Professional Master's Degree at the Aurora Afonso Costa Nursing School, Federal Fluminense University. The data were produced, through the research group, with the accomplishment of an aesthetic experimentation, that worked the five senses, from the generating theme "What is the sense of being in the masters?" The following data are generated by the group. Results: it is informed that the main direction of nurses to attend the master's degree is related to the search for new knowledge, new meanings in a collective and interdisciplinary way aiming to improve the quality of assistance. Conclusion: the use of a creative technique for the production of the data was made possible by the device of the research group, which allowed the construction of knowledge that could hardly be possible with the use of traditional techniques of data collection. Descritores: Nursing; Nurses; Education; Education Professional; Nursing Education; Professional Practice. RESUMEN Objetivo: describir el sentido de realización del máster en Enfermería para los alumnos. Método: se trata de un estudio cualitativo, descriptivo y exploratorio, con inspiración sociopoyética, realizado con enfermeros que cursan el Máster Académico y el Máster Profesional en la Escuela de Enfermería Aurora Afonso Costa, de la Universidad Federal Fluminense. Se produjeron los datos, a través del grupo investigador, con la realización de una experimentación estética, que trabajó los cinco sentidos, a partir del tema generador "¿Cuál es el sentido de estar en la maestría?" Se generan los siguientes datos por el grupo: mándala individual, cartel colectivo y discusión. Resultados: Se informa que el principal sentido de los enfermeros cursar el máster se relaciona con la búsqueda de nuevos conocimientos, nuevos sentidos de forma colectiva e interdisciplinaria, que se refiere a la búsqueda de nuevos conocimientos, nuevos sentidos de forma colectiva e interdisciplinaria con el objetivo de mejorar la calidad de la asistencia. Conclusión: se ha facilitado por el dispositivo del grupo investigador la utilización de una técnica creativa para la producción de los datos que permitió la construcción de conocimiento que difícilmente sería posible con la utilización de técnicas tradicionales de recolección de datos. Descritores: Enfermería; Enfermeros; Educación; Educación Continua; Educación en Enfermería; Práctica Profesional.

Some Approaches to the Construction of Modern Models of Additional Professional Programs of Education Workers

10.12737/5938 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 34-42 ◽  
Author(s):  
����������� ◽  
Kseniya Tabarovskaya ◽  
������������ ◽  
Tatyana Rastashanskaya ◽  
��������� ◽  
...  
Keyword(s):  
Professional Education ◽  
Applied Research ◽  
State Standards ◽  
The State ◽  
Federal State ◽  
Open Education ◽  
Integrated Monitoring ◽  
Professional Programs ◽  
State Accreditation

The article presents the results of applied research carried out at the Moscow Institute of open education, the leader in the system of continuous pedagogical education of the region.The study is relevant due to the fact that under the new legislation, the additional professional education has no Federal State standards, no Federal State requirements; and the State accreditation of the programs has been abolished.The article presents data of the internal integrated monitoring of the quality of existing programs of additional professional education of teachers, internal requirements for such programs, the procedure and results of internal expertise of newly established programs. The research is intended to become the basis of regional standards of quality programs of additional professional education of teachers. The study answers social, professional, and personal demands; it is aimed at creation of competitive programs in the system of additional professional education in the context of transition to the competence-based education paradigm.

scholarly journals Additional Vocational Education of Adults As an Element of Continuous Education

2021 ◽  
Vol 20 (1) ◽  
pp. 113-121
Author(s):  
Victor I. Silenkov ◽  
◽  
Maria I. Tarasova ◽  
Keyword(s):  
Adult Education ◽  
Professional Education ◽  
Educational Services ◽  
Penal System ◽  
Socioeconomic Conditions ◽  
Professional Programs ◽  
Russian State ◽  
Educational Potential

The article reflects the main stages of the formation of additional professional education. The authors analyze Russian and foreign scientific works, provide normative legal sources, and reveal the role of education as an element of continuous adult education. The article evaluates the current socioeconomic conditions for the reproduction of the professional educational potential of the society, using the example of the organization of professional education by employees of the penal system, as well as monitoring the quality of educational services provided in the Russian State Social University, according to the results of which the authors identified the need to develop new approaches to assessing the quality of additional professional programs. Based on the results of the study, the authors propose to optimize the system of additional professional education by improving the regulatory framework and requirements for the structure and content of programs.

Comprehensive monitoring as a factor to ensure the quality of additional professional education

10.12737/7618 ◽  
2014 ◽  
Vol 2 (6) ◽  
pp. 3-8
Author(s):  
������������ ◽  
Tatyana Rastashanskaya ◽  
��������� ◽  
Svetlana Mansurova
Keyword(s):  
Professional Education ◽  
Point Of View ◽  
Software Update ◽  
Professional Programs ◽  
Qualified Teachers ◽  
Management Efficiency ◽  
Learning Path ◽  
Institutional Model ◽  
Internal And External Factors

The article considers approaches to assessing the quality of additional professional programs (APP), including in the framework of the concepts of effectiveness and relevance. The problem of timely software update and confirmation of their quality is considered from the standpoint of modern legislation in the field of continuing professional education (CPE). Quality education is presented as a key feature of the system of additional professional education. the validity of introducing the concept of "comprehensive monitoring" is displayed, internal and external factors of CPE /APP quality are revealed. Components of quality management: compliance with APP regulations and needs of students and employers; qualified teachers, quality of APP, teaching materials and facilities allowing to implement innovative technologies and learning path; quality and management efficiency. additional professional education portal is analyzed From the point of view of new approaches to the creation of a modern APP bank. the importance of the institutional model of CPE quality assurance is Substantiated.

Evaluation of Effectiveness of the Hidden Curriculum in Nursing Students: East Turkey

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Sadiye Ozcan ◽  
Safiye Yanmis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Education ◽  
Hidden Curriculum ◽  
Assessment Scale ◽  
Cross Sectional ◽  
Formal Curriculum ◽  
Curriculum Assessment ◽  
Student Information

This study was conducted to evaluate the hidden curriculum in nursing education. This cross-sectional, descriptive study was carried out among 235 nursing students. The “Student Information Form” and “Hidden Curriculum Assessment Scale in Nursing Education” were used to collect data from the participants. The mean scores that the students obtained from the hidden curriculum assessment scale, were 138.54±23.27. The variables, such as the faculty the students attended, whether they have chosen the profession willingly (p=0.000), the sufficiency of the professional education of the school (p=0.000), and whether they are happy with the school (p=0.000), affected their perceptions of the hidden curriculum. The students’ perceptions of the hidden curriculum of the institution were at a moderate level. In our study, those who considered the education at the school sufficient, those who chose the nursing profession willingly, and those who were happy with the school, obtained higher scores on the hidden curriculum assessment scale. In order to increase the quality of their graduates, higher education institutions that provide nursing education should aim to create and develop the hidden curriculum of the institution. Thus, the informal hidden curriculum, together with students’ needs and other creative aspects, can be recognised and integrated into the formal curriculum. In addition, interviews can be done with students to identify the factors that are making them unhappy, so that these aspects can be interrogated, in detail, to bring about changes to create a positive school climate.

scholarly journals DAMPAK APLIKASI PERILAKU CARING DALAM PENDIDIKAN TAHAP PROFESI NERS: STUDI FENOMENOLOGI

2017 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Afina Muharani Syaftriani ◽  
Muchti Yuda Pratama
Keyword(s):  
Nursing Education ◽  
Professional Education ◽  
Healing Process ◽  
Sampling Technique ◽  
Support Provision ◽  
Professional Students ◽  
Caring Behavior ◽  
Nursing Services ◽  
The Impact

Caring behavior is an act based on caring, affection, skill, empathy, responsibility, sensitivity and support. Provision of nursing services based on caring behavior can improve the quality of health services. Caring behavior is not only performed by nurses but also performed by students who are running the professional education phase ners in the hospital. The application of caring behavior to students in professional education is very important because it is the first place for students to learn about the values and essence of their profession. This study aims to explore the impact of caring behavioral application in professional education stage ners. This research uses phenomenology design. The sampling technique used was purposive sampling with a total of ten participants. The data was collected at Nursing Faculty of University of Sumatera Utara from February to April 2015. Data analysis in this research used Collaizi method. This study found 5 themes of caring behavioral application impact in professional education ners stage, that is 1) professional students ners experiencing inner satisfaction, 2) professional students ners feel happy, 3) patients feel comfortable, 4) accelerate the healing process of patients, and 5) knowledge patient increases. Given the magnitude of the impact of caring behavior, it is recommended to students of professional education stage ners to continue to improve caring behavior to patients. Furthermore, for nursing education institutions or hospitals can create caring behavior standards so as to improve the quality of service to patients.Keywords: impact of caring behavior, professional education stage ners, phenomenology study

scholarly journals PENGALAMAN MAHASISWA PROFESI NERS FAKULTAS KEPERAWATAN UNIVERSITAS SUMATERA UTARA DALAM MENERAPKAN PERILAKU CARING PADA PASIEN DI RUMAH SAKIT PENDIDIKAN KOTA MEDAN

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Afina Muharani Syaftriani ◽  
Setiawan Setiawan
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Education ◽  
Sampling Technique ◽  
Data Retrieval ◽  
Professional Students ◽  
Caring Behavior ◽  
The Impact ◽  
North Sumatra

Caring behavior is an act based on caring, affection, skill, empathy, responsibility, sensitivity and support. Provision of nursing services based on caring behavior can improve the quality of health services. Caring behavior is not only performed by nurses but also performed by students who are running the professional education phase ners in the hospital. This study aims to explore the experiences of professional students ners Faculty of Nursing University of North Sumatra in applying caring behavior in patients at Medan City Education Hospital. This research uses phenomenology design. The sampling technique used was purposive sampling with a total of ten participants. Prior to the data retrieval, the researcher proposed the ethical clearance obtained through the Research Ethics Commission of the Faculty of Nursing University of North Sumatra. This research was conducted at Faculty of Nursing University of Sumatera Utara in February 2015 until April 2015. The data obtained were analyzed by Collaizi method. This study found there are 4 themes related to the experience of nursing students of Faculty of Nursing University of North Sumatera in applying caring behavior to patients in Medan Education Hospital, that is (1) showing high caring in caring, (2) trust with the patient, (3) performing a holistic nursing action to the patient, (4) showing respect for the patient. In addition to these experiences, this study also reveals the impact of caring behavior (5 impacts) and barriers experienced by professional students in applying caring behavior (3 barriers). Given the importance of the application of caring behavior, it is recommended to the students of professional education stage ners to continue to improve caring behavior to patients. Furthermore, for nursing education institutions or hospitals can create caring behavior standards so as to improve the quality of service to patients.Keywords: professional student ners, caring behavior, hospital education

scholarly journals Formação Continuada: concepções e práticas do programa “chão da escola”

2020 ◽  
Vol 13 (2) ◽  
pp. 315
Author(s):  
Glauce Barros Santos Sousa Araujo ◽  
Bruno Bottega Dell'Osbel ◽  
Eniz Conceição Oliveira
Keyword(s):  
Professional Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
The State ◽  
Curricular Integration ◽  
Continuous Formation ◽  
The Social ◽  
Qualitative Descriptive

Este artigo é oriundo de uma parte da dissertação denominada “A integração curricular no Centro Estadual de Educação Profissional Calisto Lobo – Floriano/Piauí”, em que foram retratados os desafios encontrados pelos gestores para a efetivação de um currículo integrado. Dessa forma, o presente texto tem como objetivo abordar sobre a formação continuada “Chão da Escola” e sua contribuição para o fortalecimento da identidade do Centro Estadual de Educação Profissional Calisto Lobo. A pesquisa realizada tem abordagem qualitativa, descritiva e aproxima-se do estudo de caso. Para a coleta de dados foi aplicado um questionário semiestruturado para quatro professores, cada um representando uma área do conhecimento; dois professores das áreas específicas e dois coordenadores. Para a análise dos dados foi utilizada a Análise Textual Discursiva. Concluiu-se que, para uma melhoria da qualidade do ensino e da aprendizagem, se faz necessária a participação dos professores com os formadores da formação continuada, pois os docentes conhecem a realidade e o contexto social onde eles próprios e os alunos estão inseridos, podendo contribuir de forma efetiva nas discussões e trocas de experiências, aperfeiçoando ainda mais sua prática docente, como também sua percepção crítica e autonomia de suas ações.Palavras-chave: Formação continuada. Programa Chão da Escola. Ensino Médio Integrado ao Técnico.Continuing Education: conceptions and practices of the "school floor" programmeABSTRACTThis article comes from a part of the dissertation entitled "The curricular integration in the State Center of Professional Education Calisto Lobo - Floriano / Piauí", in which were portrayed the challenges found by the managers for the realization of an integrated curriculum. Thus, the present text aims to address the ongoing formation "Chão da Escola" and its contribution to the strengthening of the identity of the State Center of Professional Education Calisto Lobo. The research carried out has a qualitative, descriptive approach, and it is close to the case study. For the data collection, a semi-structured questionnaire was applied with four teachers, each representing an area of knowledge; two teachers from specific areas and two coordinators. Discursive Textual Analysis was used to analyze the data. It was concluded that, in order to improve the quality of teaching and learning, it is necessary the participation of the teachers with the trainers of the continuous formation, because the teachers know the reality and the social context where they themselves and the students are inserted, being able to contribute effectively to the discussions and exchanges of experiences, further improving their teaching practice, as well as their critical perception and autonomy of their actions.Keywords: Continuing education. “Chão da escola” Program. High School Integrated to Technical Education.Formación Continuada: concepciones y prácticas del programa “chão da escola”RESUMENEste artículo es oriundo de una parte de la tesis magistral denominada “A integração curricular no Centro Estadual de Educação Profissional Calisto Lobo – Floriano/Piauí”, en que fueron retratados los desafios encontrados por los gestores para la efectivización de un currículo integrado. De esa forma, el presente texto tiene como objetivo abordar sobre la formación continuada “Chão da Escola” y su contribución para el fortalecimiento de la identidad del Centro Estadual de Educação Profissional Calisto Lobo. La investigación realizada tiene abordaje cualitativo, descriptivo y se acerca del estudio de caso. Para la recogida de datos fue aplicado un cuestionario semiestructurado para cuatro profesores, cada uno representando un área de conocimiento; dos profesores de las áreas específicas y dos coordinadores. Para el análisis de datos fue utilizado el Análisis Textual Discursivo. Se concluye que, para una mejora de calidad de enseñanza y del aprendizaje, se hace necesaria la participación de los profesores con los formadores de la formación continuada, pues los profesores conocen la realidad y el contexto social donde ellos y los alumnos están incluidos, pudiendo contribuir de forma efectiva en las discusiones y cambio de experiencias, perfeccionando aún más su práctica docente, así también su percepción crítica y autonomía de sus acciones.Palabras clave: Formación continuada. Programa Chão da Escola. Enseñanza Media Integrada al Técnico.

Sign in / Sign up

Export Citation Format

Share Document