Let’s talk about doctoral education. A reflection regarding the changes on it

Doctoral education is the link between research and higher education, being a hybrid area. In this context, the doctoral research project must correspond to the demands of both areas. The PhD. supervisor must be a team leader and, at some time, a doctorate guide, and a teacher. The PhD students must learn how to be a part of the research team, and simultaneously develop their research skills and knowledge. But PhD continues to be an individual and solitary journey, being the justification for it, the originality of knowledge created during the PhD. In the last years, in Portugal, PhD students and PhD supervisors were auscultated. The supervisors’ rules were captured, doctorate experiences were collected, and supervision processes were analysed and deepened knowledge about doctoral education. But still, this vision is incomplete not only because few supervisors took part in the research (first because the sample population were limited to one Portuguese University (NOVA Lisbon University) and secondly, because most of the PhD supervisors didn´t respond to the surveys. The data presented in this paper is part of a larger study that started at UNL before the pandemic. It examines the supervisor’s opinion regarding the PhD curriculum, constraints faced in day-to-day supervisor life, changes that may improve doctoral education (completion rates, decrease in attrition, curriculum, team supervision). But he also captures the doctorate perceptions regarding the doctoral research monitorization activities and instruments, constraints, and positive aspects during the PhD journey and, changes to be made in the PhD curriculum.

Distance education and national teacher training policies: Implementation evidence in a multi-level perspective

The Programa Nacional Escola de Gestores (PNEG) integrated the national teacher training policy and was financed by the Brazilian government. Ended in 2017, was part of a set of programs that elected distance education (DE) as its main strategy. The PNEG was designed to strengthen public school management. Based on graduates and PNEG instructors’ perceptions of this program at one federal university, this article provides evidence on multi-level administrative and educational decision-making processes in distance education. Mixed methods were adopted. Data was collected through a survey applied to 216 graduates and 29 interviews with the PNEG team entailed five dimensions: (i) the training and pedagogical design implemented; (ii) the polyteaching training team; (iii) distance education and the use of digital information and communicational technologies (DICTs); (iv) the resources and infrastructure provided by the local support center; and (v) the interaction between the graduates and the polyteaching team in the PNEG training process. The analyses reveal that, in DE, pedagogical planning, the use of technologies, and the combination of resources that stimulate interaction among the actors play a decisive role in this process. Team supervision is another mandatory aspect. Mediated by technologies, DE teacher training programs funded by the federal government have redesigned curricular trajectories, tried out different pedagogical strategies, and proposed new skills to students and trainers.

POSTGRADUATE SUPERVISION PRACTICES IN EDUCATION RESEARCH AND THE CREATION OF OPPORTUNITIES FOR KNOWLEDGE SHARING

Supervisory practices are fundamental to the production of research in higher education, but these practices are undertheorized and poorly understood. Academia needs to understand and engage with supervisory pedagogies to reinforce their importance in knowledge production and the development of a knowledge society. Using content analysis of master’s and doctoral research outputs completed between 2010 and 2016, this case study investigated postgraduate supervision practices in education in South Africa, and their implication for knowledge sharing in context. The findings showed that supervision in education has remained rooted in the classic individualistic model, with team supervision not prevalent. The benefits of team supervision relative to the individualistic model are highlighted. Acknowledgement of the range of competencies of supervisors and the growth of interdisciplinary and multidisciplinary research signals the value of the team supervision model. In addition to improving research support, team supervision also creates communicative spaces and opportunities for knowledge sharing and the development of supervisors. Keywords: communicative spaces, higher degrees research, knowledge sharing, postgraduate education, postgraduate research supervision, research supervision styles, supervision models

Enfermeiros e hemoterapia: conhecimentos técnicos e sobre supervisão de enfermagem

Estudo com objetivo de analisar os conhecimentos técnicos, éticos e legais de enfermeiros em relação a supervisão de enfermagem em hemoterapia. Utilizou-se como método a pesquisa de natureza mista em um Hospital Universitário da região Norte do Brasil. Participaram 29 enfermeiros lotados nas unidades que mais realizam transfusão sanguínea, que atenderam aos critérios de inclusão estabelecidos e mediante a assinatura do TCLE. A coleta de dados ocorreu no período de agosto de 2018 a janeiro de 2019, com a aplicação de dois instrumentos: o questionário e a entrevista. A maior parte dos enfermeiros afirmou que detinha conhecimentos que envolvem a supervisão da equipe na hemoterapia. Apesar dos profissionais se reconhecem como habilitados para realizarem a hemotransfusão, não se alinhavam à normatização. Evidenciou-se a necessidade de ampliação dos conhecimentos do enfermeiro sobre a terapia transfusional e o ciclo do sangue com vistas a sua qualificação profissional e da assistência.Descritores: Enfermagem, Serviço de Hemoterapia, Conhecimento, Supervisão de Enfermagem. Nurses and hemotherapy: technical knowledge and about nursing supervisionAbstract: Study with the objective of analyzing the technical, ethical and legal knowledge of nurses in relation to nursing supervision in hemotherapy. Research method of mixed nature was used as the method in a University Hospital in the Northern region of Brazil. 29 nurses participated in the units that most perform blood transfusions, who met the inclusion criteria established and by signing the informed consent form. Data collection took place from August 2018 to January 2019, with the application of two instruments: the questionnaire and the interview. Most nurses stated that they had knowledge that involved team supervision in hemotherapy. Although professionals recognize themselves as qualified to carry out blood transfusions, they were not in line with standardization. The need to expand nurses' knowledge about transfusion therapy and the blood cycle was evidenced with a view to their professional qualification and care.Descriptors: Nursing, Hemotherapy Service, Knowledge, Nursing, Supervisory. Enfermeras y hemoterapia: conocimientos técnicos y supervisión de enfermeríaResumen: Estudio con el objetivo de analizar los conocimientos técnicos, éticos y legales de las enfermeras en relación con la supervisión de enfermería en hemoterapia. El método de investigación de naturaleza mixta se utilizó como método en un hospital universitario en la región norte de Brasil. 29 enfermeras participaron en las unidades que realizan más transfusiones de sangre, quienes cumplieron con los criterios de inclusión establecidos y firmaron el formulario de consentimiento informado. La recolección de datos se realizó entre agosto de 2018 y enero de 2019, con la aplicación de dos instrumentos: el cuestionario y la entrevista. La mayoría de las enfermeras dijeron que tenían conocimiento que involucraba la supervisión del equipo en hemoterapia. Aunque los profesionales se reconocen a sí mismos como calificados para realizar transfusiones de sangre, no estaban en línea con la estandarización. La necesidad de ampliar el conocimiento de las enfermeras sobre la terapia de transfusión y el ciclo sanguíneo se evidenció con miras a su calificación y atención profesional.Descriptores: Enfermería, Servicio de Hemoterapia, Conocimiento, Supervision de Enfermería.

A study of fuzzy modeling analysis of factors influencing socially regulation of learning performance in an online environment

Investigating the factors influencing the performance of social conditioning in the network environment is the core issue for improving academic performance. Through the search of existing literature, the paper analyzes the main factors that influence social conditioning learning in current research, and through the questionnaire survey and in-depth processing of the raw data, the advanced behavioral indicators related to learning are obtained and analyzed by Spearman correlation coefficient and fuzzy modeling in machine learning. The results showed that the twelve dimensions of motivation regulation, trust building, efficacy management, cognitive strategy, time management, goal setting, task strategy, peer support, team assessment, help seeking, environment construction, and team supervision were significantly related to group performance, with team supervision having a significant negative relationship with group performance. In addition, trust building, team supervision and environment construction were the main factors for online social learning, effectiveness management, task strategy, peer support and help-seeking were the secondary factors, while motivation regulation, cognitive strategies, goal setting and team assessment had little impact on the final performance. The findings have some implications for the optimization of social conditioning learning support services and the improvement of social conditioning learning performance.

Clinical learning environment of nursing and midwifery students in Ghana

Background Data on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience. Methods This was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA. Results Most of the sampled students were Nurses (67%) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001). Conclusion Team supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

Clinical learning environment of nursing and midwifery students in Ghana

Background: Data on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience.Methods: This was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA.Results: Most of the sampled students were Nurses (67 %) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001).Conclusion: Team supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

Clinical learning environment of nursing and midwifery students in Ghana

Background: Data on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience.Methods: This was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA.Results: Most of the sampled students were Nurses (67 %) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001).Conclusion: Team supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

“Game playing” and “docility”: youth justice in question

Purpose The purpose of this paper is to explore young people's experiences of youth justice supervision with particular reference to the efficacy of participatory practices. This paper is based on findings from a study concerning the extent and nature of children’s participation in decision-making in youth justice. The paper uses Bourdieu’s concept of habitus, as a heuristic/practical device, to investigate children’s ability to express agency and shape or influence the content and format of interventions and approaches in youth justice. Design/methodology/approach The researcher’s interest in understanding the perceptions and experiences of youth justice supervision led to the adoption of the qualitative approach and specifically in-depth interviews and participant observations. The researcher interviewed front-line professionals (n = 14), operational managers (n = 6) and children under youth justice supervision (n = 20). This study involved 15 months of fieldwork undertaken between 2016 and 2017 at a youth offending service in England. Findings Several young people were seeking to exert minimal energy to achieve a type of passive compliance with court order requirements, adopting a “ready-to-conform” mindset. Professionals were concerned that they were also participating in this type of “game playing”. Practical implications A relationship-based practice that is conducive to meaningful participation can help to facilitate positive changes to lifestyles and circumstances. This paper exposes its pivotal role in bolstering children’s involvement in supervision, reducing passive compliance and preventing inauthentic transactional arrangements from forming. Originality/value In spite of the significant interest in the work of Pierre Bourdieu, his “thinking tools” have seldom been used to investigate the experiences, attitudes and behaviours of youth justice professionals and those under youth offending team supervision at.