Objetivo: El objetivo de este trabajo es analizar los retos y desafíos de la Educación Ambiental (EA) para dar cuenta de lo que sucede en seis maestrías en México frente a las grandes tendencias en ...medio ambiente y en Educación, es donde se genera conocimiento y se forman los investigadores que son claves y críticos para la EA en los posgrados en México. Marco teórico: El Marco Teórico desde donde se parte es el paradigma interdisciplinario, con el marco contextual de las diferentes tendencias de la EA, se encuentran en proceso histórico que abarca desde la Educación para la conservación de 50´s a 60´s en tránsito a la Educación para el Desarrollo Sostenible en 2015. Método: El método de investigación utilizado fue el sociocrítico en un análisis cuantitativo de los programas y cualitativo de sus implicaciones, entonces la metodología empleada fue mixta y la fuente principal fue la recopilaron de datos de los programas, universidades, centros e institutos. Resultados y conclusión: Los principales resultados fueron ubicar las megatendencias son: 1) Autonomía y autogobierno; 2) La mercantilización y diferenciación y 3) La masificación y la internacionalización y la Interdisciplinariedad y la EA van en paralelo. Originalidad/valor: el valor de esta implica investigación relacionar la función de las maestrías con las tendencias en el ámbito académico y social.
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The European Higher Education Area (EHEA) aims to ensure comparable, compatible and coherent systems of higher education.
The purpose of this study was to statistically analyze nursing education in ...Europe. Analysis was based on the quantitative determinants essential in describing the implementation of nursing education. First, nursing education in the 45 member countries of the EHEA was analyzed. Second, nursing education in the 29 original member countries was analyzed in more detail. Both analyses focused on the similarities and differences between nations.
A systematic literary review design was used. Data collection was conducted based on key quantitative determinants used to describe the implementation of nursing education. These determinants were based on the European Union standards and recommendations by the EHEA. Data were collected from three sources: research articles, internet databases and emails. The literature was analyzed using deductive content analysis. The data were quantified, studied and compared and the results were described based on frequencies and percentages and presented in tables.
More similarities than differences in nursing education were noted between the different EHEA member countries. A full academic pathway of studying for a bachelor's degree, a master's degree and a doctorate in nursing was offered in 60% of the countries. Nevertheless, there are still countries offering education only on the diploma level, demonstrating that the differences between countries are at points rather significant.
Based on the analyses, it is evident that there are still rather significant differences between countries and that support for aligning national practices and mobility is needed. A common ground in terminology and evidence-based recommendations published in English would be beneficial for countries currently developing nursing education programs. We also suggest creating an online database containing information on nursing education for all 45 member countries to support the mobility of nursing students, nurses and researchers.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Universities across the United States are granting master's degrees in many areas of psychology, including areas in which graduates provide behavioral health services. In this growing market, ...counseling psychology graduates comprise more than one third of all psychology master's graduates (American Psychological Association APA, 2017c). Given the role graduates are playing in service provision to the public, the Quality Assurance and Accreditation Working Group considered (a) the current context of master's education and training in APA, and (b) APA's potential role in quality assurance. Without challenging APA's position on the doctoral standard for independent practice, there was consensus among group members that the legal and ethical responsibilities inherent to serving the public meant that programs resulting in master's-level health service provision should be subject to quality assurance and public protection afforded by the process of accreditation.
Public Significance Statement
An increasing number of universities across the United States are granting master's degrees in counseling psychology. Graduates are delivering much needed mental health services. In this article, the American Psychological Association considers how to ensure that these practitioners have high quality, scientifically informed, education and training experiences.
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Nurses play an important role in managing children’s pain. The nurse’s accurate assessment, appropriate intervention, and evaluation of pain relief measures are necessary for positive patient ...outcomes. The aim of this study was to determine the level of knowledge and attitudes of pediatric nurses regarding the child’s pain. The Pediatric Nurses’ Knowledge and Attitude Survey (PNKAS) was used to evaluate the nurses’ knowledge and attitudes. The PNKAS consists of 40 questions. In this study, 29.9% of nurses had a diploma and 40.6% associate’s, 25.0% bachelor’s, and 4.5% master’s degree, and respondents had an everage 6.1 years pediatric nursing experience. The total mean score on the PNKAS scale was 38.2%. The highest score was 65%, and the lowest score 15%. The findings of the survey show that pediatric nurses in Turkey have insufficient knowledge regarding pain management and could benefit from additional education on that issue.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
New educational pathways are needed to increase the number of doctor of philosophy (PhD)-prepared nurses. To address this need, an early-entry PhD option designed to engage students in PhD coursework ...and research during the undergraduate nursing major was developed at the University of Wisconsin-Madison. An evaluation comparing the early-entry option with two more conventional entry points was conducted. Three groups (N = 84) comprised the sample: (a) early-entry students admitted as undergraduates or immediately upon graduation (N = 29), (b) mid-entry students with baccalaureate degrees and at least 1 year of work experience (N = 27), and (c) delayed-entry students with master's degrees and 1 or more years of work experience (N = 28). Qualitative and quantitative data were collected from the 3 groups of students who were admitted from 2002 to 2011. The sources of data were transcriptions of individual interviews and reviews of existing data. Seventy-seven percent of the sample participated in the individual interviews. The database review included all students who matriculated into the PhD program. Common themes among the 3 groups included a need for educational funding, the importance of a faculty mentor, and concern about preparation for the teaching role and the academic work environment. The groups were also comparable in terms of research productivity during doctoral study and postgraduation employment. Differences were found on measures of diversity, program progression, and perceptions of clinical competence. The findings provide needed data for the development and expansion of educational pathways to the PhD in nursing.
•Pathways to nursing PhD: prebaccalaureate, postbaccalaureate, and postmaster's•Funding, mentors, and teaching preparation were important in PhD education•Career decision making and clinical competence differed among the groups•Prebaccalaureate students were more likely to be younger•Prebaccalaureate students were more likely from underrepresented populations•Students had similar research output and postgraduation employment plans
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
This study utilizes a concept mapping method to explore the underlying structure and dimensionality of Korean student teachers’ autobiographical reflections on their professional identity formation. ...Participants consist of 90 students enrolled in bachelor’s and master’s degree programs in English teacher education. The study results imply core concepts (backgrounds for career pursuit, conceptualizations of a good English teacher/teaching, and confidence/aspirations) that constitute professional identity development of Korean EFL student teachers. Dimensionality analysis suggests that the impetus for guiding student teachers’ professional development is their knowledge and experiences related to teacher qualities and teaching practices.
► Investigation of Korean EFL student teachers’ professional identity formation. ► Use of concept map to explore the underlying structure in their autobiographies. ► Identification of 2 dimensions with 6 clusters in their identity statements. ► Necessity for expanded English training to facilitate their professional identity.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Role adequacy (feeling knowledgeable about one's work) and role legitimacy (believing that one has the right to address certain client issues) have long been key theoretical constructs regarding ...explanations why various helping professionals are reluctant to address drug misuse problems with clients. This study examines these concepts in a sample of social workers and social work students. Using regression analysis, it was determined that the social workers who had more clients with drug problems, had taken a course in drug work and had support for their role were more likely to feel legitimate in their work with drug-using clients. Training in drug use identification and intervention, being male, having more clients with drug problems and role support predicted role adequacy. Having a Master's degree, work setting and job function were not related to role adequacy or role legitimacy. Implications for social work education are discussed.
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BFBNIB, NMLJ, NUK, OILJ, PNG, UL, UM, UPUK, VSZLJ
There is an ongoing discussion about teacher education today: its organisation, its academic status and the competence that results from different programmes. There is no one best way to organise ...teacher education. Rather, the appropriateness of organisation is related to the desired aims. In this article, we discuss one way to organise and implement academic education for class teachers, namely, a research‐based approach, which has been used in Finland for the last 30 years. We elaborate on a theoretical framework for research‐based teacher education and present empirical evidence for ways of implementing teacher education programmes, experiences and evaluations. Based on this evidence, we consider the present state of teacher education and suggest guidelines for the future. Research‐based teacher education in Finland has been underway long enough to examine its results and its effectiveness in educating class teachers today. Together with our own research findings, the high‐level performance of Finnish pupils in international examinations suggests that teacher education in Finland has been on the right course. We recommend that departments of teacher education should be established within universities and that teachers should obtain Master's degrees. Such steps will ensure that a higher conceptual level is adopted and that research is part of teacher education. Although our context is teacher education in Finland, the viewpoints expressed may be valuable for teachers, teacher educators and researchers on teacher education in a broader European context.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NMLJ, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Master’s degrees, especially in the form of coursework master’s programmes are becoming the main conduit for continuing professional education to the professions. However, there is a paucity of ...literature on the academic or professional destination of nurses following the completion of master’s degrees in nursing. A cross-sectional postal survey of 322 graduates from masters in nursing programmes in Ireland was undertaken. Former students were surveyed regarding their professional and academic destinations subsequent to graduation. The majority of graduates were employed in clinical nursing followed by a substantial number working in the area of nurse education, mainly at the grade of college lecturer. The vast majority of graduates had achieved promotional grades following the master’s degree. A minority of graduates indicated a desire to undertake further study at degree level. Those that did were following or intended to follow PhD level studies. However, the majority of graduates did not view the degree as a pathway to a PhD but as an integral part of their continuing professional education and related to clinical practice. There is a reversal of the trend seen in Ireland and the UK in the mid to late 1990s in which the majority of graduates followed career pathways in nurse education. Although there has been an increase in the number of nurses completing master’s level education over the last five years unemployment of underemployment of graduates is not yet an issue.
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