Zusammenfassung. Hintergrund: Der Kompetenzbegriff wird in unterschiedlichen Wissenschaftsdisziplinen verschieden definiert und international existiert keine disziplinübergreifend anerkannte ...Definition dieses Begriffs. Fragestellung: Bisher gibt es wenige Messinstrumente, um pflegebezogene Kompetenzen praktikabel, reliabel und valide zu erfassen. Der vorliegende Artikel beschreibt, wie ein Fragebogen zur Erfassung von Kompetenzen in der Humanmedizin für die Pflege adaptiert wurde. Methodik: Der Fragebogen wurde anhand einer Stichprobe, bestehend aus Studierenden zweier Pflegestudiengänge sowie Auszubildenden der Gesundheits- und Krankenpflege, auf seine Messgüte hin überprüft. Eine weitere Fragestellung befasste sich damit, ob der Fragebogen in der Lage ist, Veränderungen der pflegebezogenen Kompetenzen zu erfassen. Zur Überprüfung der Reliabilität und Validität wurden die Daten des ersten Messzeitpunkts (n = 240) herangezogen. Zwei Jahre später wurde der zweite Messzeitpunkt (n = 163) genutzt, um zu prüfen, inwiefern sich Veränderungen aufzeigen lassen. Ergebnisse/Schlussfolgerungen: Die adaptierte Version des Fragebogens erwies sich als reliabel und valide. Es ließen sich zudem teilweise starke Veränderungen in den pflegebezogenen Kompetenzen nachweisen (d = 0,17 – 1,04). Es konnte gezeigt werden, dass der Fragebogen für die Verwendung in der Pflege adaptiert werden konnte.
Demonstrating, representing, or showing is at the heart of every educational action. Historical representations on screen and stage do not "teach" us history but rather influence our ideas and ...interpretations of it. The contributions to this volume explore the depiction of history in theater and film from the intersection of historical scholarship, aesthetics, memory studies, and education. They examine the creation of historical images, film production and reception, the scriptwriting process, educational programming, and depictions of German-American encounters. Above all else, they explore how various theatrical and filmic productions show history rather than tell it. (DIPF/Orig.)
The aim of this study was to evaluate resuscitation skills, defined as recognition of resuscitation situations and performance of Basic Life Support (BLS) in students at the Brandenburg Model Medical ...School (BMM).
Participating students (n=102) were randomized to different simulation scenarios: unconscious person with physiological breathing (15/min), gasping (<10/min) and apnea (resuscitation dummy AmbuMan
Wireless with electronic recording). Primary endpoint was the proportion of students with correct decision for or against resuscitation. Secondary endpoint was resuscitation quality, self-assessment, and prior resuscitation experience. The latter two were assessed by questionnaire prior to the simulated situation.
Overall, there was a high risk for incorrectly omitted or incorrectly performed resuscitation (OR 3.4 95% CI 1.4-8.1 p=0.005. The highest probability of error occurred in the unconsciousness and gasping groups. 22.3% of all performed resuscitations where at the same time indicated and reached the European Resuscitation Council recommendations for compression frequency, pressure depth and where as well = 90% relieved. A particularly large discrepancy emerged between participants' self-assessment of being prepared for a resuscitation situation by medical school and their actual documented resuscitation competence.
The present data indicate significant uncertainty among students in recognizing a resuscitation situation. Even in curricula with a high proportion of practice and a high degree of students with completed vocational training in health care, resuscitation competence is poor.
The new course of study for special needs schools, and improvements in lifelong learning for individuals with special needs, require changes and improvements in the curricula at special needs ...schools. Using a nationwide questionnaire, the present study asked teachers what the current situation was at special needs schools, what current issues were in relation to educational goals and objectives, and what educational curriculum planning was being done to orient students to independence and social participation. Of the questionnaires sent, replies were received from 520 schools (53.1％ response rate), of which 512 were useable. Analysis of those responses revealed that representative contents of educational goals and objectives included social independence, social participation, and a warm heart. The educational curriculum in special needs schools for students with intellectual disabilities was rated higher on the actual condition of the students, ability, and communication than on the actual condition of graduates and external experts. From these results, it seems to be important when preparing curriculum for special needs schools to consider the characteristics of the schools with a view to changes in the times and the environment, and the students' life after graduation.
The importance of students’ conceptions of learning has been highlighted as a way of thinking that affects learning behavior. Because physical education is motor learning, it is assumed that learners ...construct learning concepts that are unique to physical education. However, no study has yet investigated the essence of such learning concepts and the relationship between learning concepts and strategies. To elucidate the relationship between learning concepts and strategies in physical education, this study focused on junior high school students and developed a scale to evaluate learning concepts and learning strategies in junior high school physical education. After a preliminary survey, a major questionnaire survey targeting 2,498 students in public and private junior high schools nationwide revealed the following: 1) 5 factors were extracted as learning concepts: “learning motor skills”, “cultivating communication skills”,“acquiring knowledge on body and movement”, “feeling the attraction of physical activities”, and “improvingphysical capacity”. Students’ learning concepts showed a tendency similar to the domain of the physical educationsubject. 2) 7 factors were extracted as learning strategies: “emphasis on learning discipline”, “cooperative effortwith peers”, “creation of fun”, “challenging work”, “fair work”, “engagement with teachers”, and “thinking andjudgement”. These learning strategies indicate factors that are unique to motor learning. 3) A review of the differences in grades and gender confirmed that all factors in the 2 scales were moresignificant for students in their second or third year of junior high school compared to those in their first year.Additionally, boys emphasized cooperative effort, whereas girls emphasized the relationship with teachers. 4) A relationship between learning concepts and strategies was revealed, indicating that learners tackle learningtasks while utilizing their acquired knowledge and skills.
The purpose of this study was to consider how the ereas of "nature" and "society" were thought of and what implications they had in the process leading up to the establishment of the new erea ..."environment" found in the Course of study for Kindergarten guidelines published by the Monbukagakusho. "Society" showed a tendency toward the economy and industry which resulted from the internal values of individuals and groups, such as normative consciousness, morality, and public-mindedness. It has become evident that "nature" has changed from the place of life for young children to one of being a teaching material for scientific thinking. This change can be seen in the revisions made to today's "environment" erea.
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