transfer of learning
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2022 ◽  
Vol 20 (1) ◽  
pp. 100592
Author(s):  
Luciane Reginato ◽  
Samuel Durso ◽  
Claudinei Nascimento ◽  
Edgard Cornacchione
Keyword(s):  

2022 ◽  
Vol 27 (1) ◽  
pp. 32-39
Author(s):  
Stephen Abbott ◽  
Rosamund Bryar

Nursing service development or innovation projects, even small-scale ones, can be difficult to deliver and evaluate, due to a lack of resources and support. Results can also be difficult to disseminate, limiting transfer of learning. This paper presents findings from a realist evaluation of 10 small projects supported by the Queen's Nursing Institute Homeless and Inclusion Health Programme to deliver innovation in health care for people experiencing homelessness and other marginalised groups. These nurse-led projects were funded by the Queen's Nursing Institute and the Oak Foundation, and were largely successful in achieving outcomes to support the improved health of people experiencing homelessness and other marginalised groups. This realist evaluation explores the factors that contributed to the delivery of positive outcomes. All were impacted by the context and the response (mechanisms) of people experiencing homelessness and staff within these settings. It is hoped that the lessons learned will enable better support for nurse innovation projects in the future.


2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Fletcher Jordan ◽  
Yiasemidou Marina ◽  
Roberts David ◽  
Biyani Chandra Shekhar ◽  
Renwick Paul ◽  
...  

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Muhammad Nasir Ayub Khan ◽  
Daniëlle M. L. Verstegen ◽  
Asma Shahid ◽  
Diana H. J. M. Dolmans ◽  
Walther Nicolaas Anton van Mook

Abstract Background Training is considered instrumental in reducing surgical site infection. We developed training based on authentic tasks, interprofessional learning, and reflective learning for implementation in a low-income country where such training opportunities are rare. This study evaluated the results of training in terms of participants’ acceptance, participants’ knowledge acquisition, and their self-perceived behavior change. Methods We included 145 participants in the voluntary training program, comprising 66 technologists (45.5%), 43 nurses (29.7%), and 36 doctors (24.8%) from Shifa International Hospital, Islamabad, Pakistan. We measured “satisfaction” using a questionnaire at the end of the training, “knowledge” through pre-and post-intervention assessments, and “self-perceived behavior change” using a questionnaire and interviews 8 weeks post-training. Results Pre- and post-test scores showed a significant increase in knowledge. Participants were favorable to the training and eager to participate. They positively applied in practice what they had learned about preventing surgical site infection. Our qualitative data analysis revealed two categories of themes, representing the upsides of the training as it stood, and existing factors or downsides that hindered the effective transfer of learning to practice. Conclusion Participants were very enthusiastic about the training format. The knowledge test showed a gain in knowledge. Moreover, participants acknowledged that their behavior toward the prevention of surgical site infection in the operating rooms had changed. The use of authentic tasks from daily clinical practice, as well as the interprofessional approach and reflection, were considered to promote the transfer of learning. Although promising, our findings also pointed to obstacles limiting the application of evidence-based knowledge, such as a shortage of supplies and conventional practices.


2021 ◽  
Author(s):  
Douglas A. Gentile ◽  
J. Ronald Gentile

Video games can have many effects on players, some of which could be intentional effects (e.g., games designed to train health compliance behaviors), and most of which are unintentional (e.g., violent games, stereotypes, gaming disorder). Some of these areas of research have been seen as controversial, but many of the controversies can be at least partially resolved by considering the learning mechanisms underlying the effects. We describe the General Learning Model in greater detail than has been provided elsewhere, including short-term and long-term mechanisms, processes of learning and forgetting, and moderators of learning. Video games use many of the best practices to train for both mastery and for transfer of learning. The implications for re-interpreting the literature on violent video games and gaming disorder, as well as for applied social psychology broadly defined, are discussed.


Author(s):  
Vasiliy Svistunov ◽  
I. Kovaleva ◽  
Vitaliy Lobachyev ◽  
I. Golyshkova

The article focuses on the main problems and risks associated with the global processes of abrupt transfer of learning processes to a distance format by several countries in the world during the COVID-19 pandemic. The features of the transformation of traditional education, considering new requirements, previously based on the principles of sustainable development, are considered. The problems of introducing online formats, distance technologies, digital educational environment, difficulties, and risks in the forced rapid transition to online learning are identified. The emphasis is placed on the need to identify the problems of digital and social inequality of students. Special attention is paid to measures to mitigate the consequences of distance education for socially unprotected categories of students, since they are the ones who faced serious obstacles of various types and found themselves in the zone of greatest risk.


2021 ◽  
Author(s):  
◽  
Sarah Isabella Leberman

<p>The transfer of training and learning from the classroom to the workplace has been an area of interest to researchers in a number of different fields of study, including psychology (Baldwin & Ford, 1988; Collinson & Brook, 1997; Cormier & Hagman, 1987, McSherry & Taylor, 1994; Tracey, Tannenbaum & Kavanagh, 1995), education (Bereiter, 1995; Gass, 1989; Marini & Genereux, 1995) and management (Analoui, 1993; Broad & Newstrom, 1992; Garavaglia, 1993; Holton, 1996; McGraw, 1993; Xiao, 1996). Of particular interest have been the long-term effect training has once back in the workplace, the avoidance of the 'fade-out' effect and the identification of factors which facilitate transfer. Within the context of this research the focus has been on the management of the transfer process as it pertains to service management, and in particular case management services delivered by the Accident Rehabilitation and Compensation Insurance Corporation in New Zealand. The purpose of this research was to identify the factors, which facilitated the transfer of learning from an adult learning environment, using action learning methods of instruction, to the workplace. The research also sought to develop a model which optimises the transfer of learning from the classroom to the workplace for adult learners. The forty-seven participants in this research were graduates of the first three cohorts of students from the Victoria University of Wellington (VUW) Diploma in Rehabilitation Studies. A phenomenological paradigm was adopted, within which a longitudinal case study method linked with grounded theory was employed as the research methodology. The methods of data collection included semi-structured and unstructured, face-to-face and telephone interviews, as well as focus groups. The data collection took place at six monthly intervals post course - at twelve months, eighteen months and twenty-four months. By the third time interval the number of research participants had diminished to thirty-eight. The findings suggest that there was a relationship between the educational process adopted, the personal development of the participants and the desired organisational objective of improved service delivery. The transfer model which emerged from the data indicated that the educational process is the foundation upon which to build, if the transfer of learning back to the workplace is to be achieved. The role of the organisation in this process is also discussed. It is suggested that an experiential/action learning approach is the key component of the educational process, coupled with a combination of personal and professional development components. In addition, the use of a supervised work-based practicum following the university-based modules, appears to have facilitated the transfer process. The increase in confidence indicated by the participants is associated with the educational process and has subsequently enabled them to adopt case management practices, learned on the VUW Diploma in Rehabilitation Studies, as part of their daily personal practice as Case Managers. This in turn has been linked to the participants' perception of improved service delivery to their clients. The positive relationship between the various elements in the emergent transfer of learning model was strongest twelve months post course. Two further theoretical models are also presented - the Task/Setting/Risk Matrix and the Setting/Task/Risk/Competence model. The results of the ACC funded evaluation of the VUW Diploma in Rehabilitation Studies (Collinson & Brook, 1997) further strengthen the conclusions of this research. Their research focussed on both participant's and supervisor's perceptions of the transfer of training back to the corporate environment up to six months post course and made similar inferences to those made in this research. There are a number of managerial implications related to the conclusions of this research. These have been divided into those pertinent to general management, professional practice and educational providers. The key implications are summarised below: the importance of linking training to organisational strategic planning; the need for training to be regarded as a process involving all the key stakeholders of the organisation; the value of experiential and action learning to adult learners; the significance of combining personal and professional development opportunities in training programmes; the potential benefit to both the educational provider and the organisation; and finally that the transfer of training and learning should be regarded as an integral component of an organisation's service management strategy.</p>


2021 ◽  
Author(s):  
◽  
Sarah Isabella Leberman

<p>The transfer of training and learning from the classroom to the workplace has been an area of interest to researchers in a number of different fields of study, including psychology (Baldwin & Ford, 1988; Collinson & Brook, 1997; Cormier & Hagman, 1987, McSherry & Taylor, 1994; Tracey, Tannenbaum & Kavanagh, 1995), education (Bereiter, 1995; Gass, 1989; Marini & Genereux, 1995) and management (Analoui, 1993; Broad & Newstrom, 1992; Garavaglia, 1993; Holton, 1996; McGraw, 1993; Xiao, 1996). Of particular interest have been the long-term effect training has once back in the workplace, the avoidance of the 'fade-out' effect and the identification of factors which facilitate transfer. Within the context of this research the focus has been on the management of the transfer process as it pertains to service management, and in particular case management services delivered by the Accident Rehabilitation and Compensation Insurance Corporation in New Zealand. The purpose of this research was to identify the factors, which facilitated the transfer of learning from an adult learning environment, using action learning methods of instruction, to the workplace. The research also sought to develop a model which optimises the transfer of learning from the classroom to the workplace for adult learners. The forty-seven participants in this research were graduates of the first three cohorts of students from the Victoria University of Wellington (VUW) Diploma in Rehabilitation Studies. A phenomenological paradigm was adopted, within which a longitudinal case study method linked with grounded theory was employed as the research methodology. The methods of data collection included semi-structured and unstructured, face-to-face and telephone interviews, as well as focus groups. The data collection took place at six monthly intervals post course - at twelve months, eighteen months and twenty-four months. By the third time interval the number of research participants had diminished to thirty-eight. The findings suggest that there was a relationship between the educational process adopted, the personal development of the participants and the desired organisational objective of improved service delivery. The transfer model which emerged from the data indicated that the educational process is the foundation upon which to build, if the transfer of learning back to the workplace is to be achieved. The role of the organisation in this process is also discussed. It is suggested that an experiential/action learning approach is the key component of the educational process, coupled with a combination of personal and professional development components. In addition, the use of a supervised work-based practicum following the university-based modules, appears to have facilitated the transfer process. The increase in confidence indicated by the participants is associated with the educational process and has subsequently enabled them to adopt case management practices, learned on the VUW Diploma in Rehabilitation Studies, as part of their daily personal practice as Case Managers. This in turn has been linked to the participants' perception of improved service delivery to their clients. The positive relationship between the various elements in the emergent transfer of learning model was strongest twelve months post course. Two further theoretical models are also presented - the Task/Setting/Risk Matrix and the Setting/Task/Risk/Competence model. The results of the ACC funded evaluation of the VUW Diploma in Rehabilitation Studies (Collinson & Brook, 1997) further strengthen the conclusions of this research. Their research focussed on both participant's and supervisor's perceptions of the transfer of training back to the corporate environment up to six months post course and made similar inferences to those made in this research. There are a number of managerial implications related to the conclusions of this research. These have been divided into those pertinent to general management, professional practice and educational providers. The key implications are summarised below: the importance of linking training to organisational strategic planning; the need for training to be regarded as a process involving all the key stakeholders of the organisation; the value of experiential and action learning to adult learners; the significance of combining personal and professional development opportunities in training programmes; the potential benefit to both the educational provider and the organisation; and finally that the transfer of training and learning should be regarded as an integral component of an organisation's service management strategy.</p>


2021 ◽  
pp. 32-70
Author(s):  
Joseph Sanacore
Keyword(s):  

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