Educational programme development capacity is one of the indispensable competencies of teachers today. This competency should be developed early on for students enrolled in pedagogical universities. ...In this regard, ethnic minority students need more attention than ethnic majority students. The goal of this study was to look into the various factors that affect the ability of ethnic minority students enrolled in pedagogical universities in Vietnam to develop educational programmes. This was done in order to assist ethnic minority students and their parents, which necessitated pedagogical universities as well as administrators having a scientific foundation in studying and training students to meet the requirements of society. In this study, a quantitative research methodology was employed. Data were collected from a sample of 324 students using a survey (from March 13 to 27, 2023). Cronbach‘s Alpha test () and Exploratory Factor Analysis (EFA) techniques were used to evaluate and build the scales. The reliability and construct validity of the scales were also assessed using Cronbach’s and EFA respectively. Multiple linear regression was also used to determine the variables that affect students’ ability to design programmes. The findings of the research indicated that there were four groups of factors that affected students’ programme development capacity: individual factors, family factors, school factors and social factors. Among these, family factors were found to exert the greatest influence (Beta coefficient equal to 0.556), while social factors had the smallest impact (Beta coefficient equal to 0.276) on students’ programme development capacity. The research results provide a scientific basis for the development of programmes and policies to support ethnic minority students, enhance their educational capacity and meet the objectives of general education in Vietnam.
Aim:
To evaluate the nature of dental related morbidity in British Antarctic Survey (BAS) deployed personnel, and to compare the findings to those in other deployed population groups. Additional aims ...include outlining the evidence-based approach to further developing a training programme for non-dentists, to manage dental emergencies.
Methods:
A retrospective analysis of dental morbidity between 2015 – 2020 reported through the British Antarctic Survey Medical Unit (BASMU) database of dental reported morbidity recorded by deployed medical officers.
Results:
Analysis and comparison of dental morbidity in deployed personnel to austere environments revealed similarity, in that relatively minor conditions led to the most significant number of presentations for personnel seeking dental advice when deployed.
Conclusions:
Dental morbidity for deployed personnel in austere conditions can present with a range of symptoms from relatively minor to severe. Use of best evidence to configure training packages to likely presentations, may limit likelihood of necessitating evacuation from remote locations, or limit morbidity when evacuation is not feasible.
The aim of this study is to determine the needs of the curriculum for beginner level Turkish music solo clarinet education. For this purpose, a survey modeled approach, one of the qualitative ...research methods, was adopted. The research data were obtained through a semi-structured interview form. Four academicians were asked eight questions on the subject and the audio recordings of the interviews were analyzed and evaluated by content analysis technique. The study group of the research represents the entire population. As a result of the research; in Turkish music solo clarinet education at the beginner level; educators apply the curricula they have created themselves, and accordingly, they adopt a more flexible and practical approach in the curricula they apply due to the effort to take into account the individual differences of the students. While preparing the curricula of Turkish music clarinet educators; it was understood that they attach importance to posture, grip, breathing and tonal music-oriented practices in order for students to produce quality sounds, improve their intonation and gain mastery of their instruments.
Peer teaching is a valuable approach whereby students engage in reciprocal teaching and learning. However, there is limited literature on preparing students for this role, known as Peer Teacher ...Training (PTT), and exploring its long-term impact. This study investigates the impact of a previously implemented PTT programme on participants' application to clinical practice and their preparation for a future educator role.
A convergent mixed methods approach was used involving questionnaires and semi-structured interviews after a mean time interval of seventeen months post-course. All participants who had previously undertaken the programme (
= 20), were invited to join.
Fifteen respondents completed the questionnaire, with twelve participating in one-to-one interviews. Participants demonstrated sustained improvements in perceived understanding and application of educational principles with greater confidence to teach upon entering the workforce. Interviews highlighted enhanced preparation for future educator roles, reflective teaching practices, influence over career choices and a wider benefit of the PTT to patients, peers, and students.
This study demonstrates the long-term benefits of a PTT through sustained improvements in participants' confidence and perceived competence in teaching skills. Future work should focus on integrating PTT into the medical curricula and expansion to include other healthcare professional students.
We report on a scaled-up mathematics intervention in preschool classes (children age six) in Sweden. In the intervention, teachers at seven schools in four municipalities implemented the Thinking, ...Reasoning and Counting in Preschool Class (TRC) teacher guide in their teaching of 254 students. Results are compared to a previous randomized experimental small-scale intervention based on TRC showing a significant positive effect on students' learning. Pre- and post-test scores for the present scaled-up intervention indicate even higher learning gains compared to the original small-scale intervention. Low-performing students were given extra tutoring time in the scaled-up intervention, but the learning gains for this group cannot be shown to be significantly higher compared to the treatment group in the small-scale study.
Bu çalışmanın amacı Türkiye ve Kazakistan’da uygulanan ortaokul matematik dersi öğretim programlarının içerikleri yönünden benzerlik ve farklılıklarını ortaya koymaktır. Programlar; haftalık ders ...saatleri, konu içerikleri, özel amaçları, diğer disiplinlerle ilişkileri, değerler eğitimi ve ölçme değerlendirme yaklaşımlarına göre karşılaştırılmışlardır. Araştırma; 2020-2021 öğretim yılında güncel olan Türkiye Ortaokul Matematik Dersi Öğretim Programı TOMP ve Kazakistan Ortaokul Matematik Dersi Öğretim Programları KOMP ile sınırlıdır. Çalışma nitel araştırma yöntemlerinden doküman analizi olarak tasarlanmıştır. Araştırmanın temel veri kaynakları olarak güncel Türkiye ve Kazakistan Ortaokul Matematik Öğretim Programları, TIMMS ve PISA raporları kullanılmıştır. Elde edilen veriler içerik analizi yöntemiyle incelenmiştir. Verilerin raporlanmaları sırasında sıklıklarına da yer verilmiştir. İçerik analizi tekniği olarak Forster (1995; akt. Yıldırım ve Şimşek, 2016)’in doküman inceleme aşamaları kullanılmıştır. İncelenen programlar, çalışmanın veri analizinin yapıldığı zaman aralığında etik kurallar çerçevesinde raporlaştırılmıştır. Araştırma sonuçlarına göre, KOMP’ta 5. ve 6. sınıflarda matematik dersi haftada 6 saat verilirken 7. sınıftan itibaren cebir, geometri ve bilişim olarak üçe ayrılmaktadır. TOMP’ta ise 5’ten 8’e tüm ortaokul seviyesinde “Matematik” dersi adı altında haftada 5 saat verilmektedir. Haftalık ders saati olarak Kazakistan ortaokul matematik dersleri 34 haftada toplam 204 ders saati yapılırken Türkiye’de 36 haftada 180 ders saati yapılmaktadır. Her iki ülkede de temel geometrik kavramlar, üçgenler, dörtgenler, çember ve daire, koordinat düzlemi ve alan ortak olarak yer almaktadır. Türkiye’de ölçme konusu (uzunluk ve zaman ölçme, sıvı ölçme) ayrıntılı olarak ele alınırken Kazakistan’da alan ölçme olarak daha kısa yer almaktadır. Türkiye’de Kazakistan’dan farklı olarak cisimlerin farklı yönlerden görünüşleri ve dönüşüm geometrisi yer almaktadır. İki ülkenin ortaokul matematik dersi öğretim programlarının konu içerikleri, özel amaçları diğer disiplinlerle ilişkileri ve değerleri eğitimi yönlerinden benzerlik gösterdikleri, haftalık ders saatlerinde farklılık olduğu TOMP’ta ölçme değerlendirme yaklaşımının net olarak ortaya konduğu fakat KOMP’ta net olarak ortaya konmadığı görülmüştür.
The aim of this study is to reveal the similarities and differences in the content of the secondary school mathematics curriculum applied in Turkey and Kazakhstan. Programs were compared according to weekly course hours, subject contents, special purposes, relations with other disciplines, values education and assessment and evaluation approaches. In the study, document analysis was designed as one of the qualitative research methods. Current Turkey Secondary School Mathematics Curriculum (TSMC) and Kazakhstan Secondary School Mathematics Curriculum (KSMC), TIMMS and PISA reports were used as the main data sources of the research. The obtained data were analyzed by content analysis method. Frequency of data reporting is also included. Forster (1995; cited in Yıldırım & Şimşek, 2016)'s document review stages were used as a content analysis technique. According to the results of the research, while the 5th and 6th grades of the KSSMC teach 6 hours a week, from the 7th grade, it is divided into three as Algebra, Geometry and Informatics. In the TSSMC, on the other hand, 5 hours a week are given under the name of "Mathematics" at all secondary school levels from 5 to 8. Kazakhstan secondary school mathematics lessons are given a total of 204 lesson hours in 34 weeks, while 180 lesson hours are provided in 36 weeks in Turkey. While basic geometrical concepts, triangles, quadrilaterals, circle, coordinate plane and area are common in both countries, measurement is discussed in detail in Turkey, while area is included in measurement in Kazakhstan. In Turkey, unlike Kazakhstan, there are views of objects from different directions and transformation geometry. It has been seen that the secondary school mathematics curriculum of the two countries are similar in terms of subject content, special aims, relations with other disciplines and values education. However, there is a difference in weekly lesson hours; the measurement and evaluation approach is clearly stated in the TSMC, but it is not clearly stated in the KSMC.
A pre-experimental study was undertaken to assess the effectiveness of structured teaching programme (STP) on knowledge and practice regarding intravenous cannulation (IV) among the staff nurses. A ...sample of 60 staff nurses were selected by using convenience sampling technique. A pre-test was conducted using knowledge questionnaire to assess the knowledge and observational checklist to assess the practice regarding intravenous cannulation which was followed by structured teaching programme. On the 8th day, post-test was conducted using the same knowledge questionnaire and observational checklist. The findings revealed that majority 52 (86.7%) of the staff nurses had adequate knowledge and majority 47 (78.3%) of the staff nurses had improve in their practice in the post-test. There was significance difference between the pre-test and post-test knowledge score (t=13.72 at p<0.05level) and pre-test and post-test practice score (t=26.62 at p< 0.05 level). There was a high positive correlation (r=0.9) between the pre-test knowledge and practice score of the staff nurses. The pre-test knowledge score of the staff nurses was found to be associated with educational qualification. The pre test practice score of the staff nurses was found to be associated with age, educational qualification and year of experience.
The aim of this longitudinal study was to assess outcomes before and one year after participation in a structured inpatient intervention including participation in an education programme for people ...with type 2 diabetes.
In 2014, 81 individuals, who were admitted to optimise insulin therapy, participated in a structured inpatient intervention and were invited to participate in a follow-up visit after one year.
Seventy participants (46.9% female, age 68.3 y, diabetes duration 17.9 y, HbA1c 9.7%/82.5 mmol/mol) were followed-up after 1.2 y (3 died by non-diabetic causes, 8 declined/were not available). HbA1c decreased by 1.1% (p<0.001) without change of insulin dose (79.7 vs. 79.3 IU, n.s.) or BMI (33.6 vs. 33.8 kg/m
, n.s.). 5 people admitted because of severe hypoglycaemia (one person with 5 episodes and 4 with one episode in the year prior to participation) did not experience another event in the evaluation period, nor did anyone in the rest of the cohort (frequency of severe hypoglycaemia 0.12 events/year before and 0.0 after intervention).
In people admitted for optimising insulin therapy or severe hypoglycaemia, metabolic control improved substantially and frequency of severe hypoglycaemia was significantly reduced after participation in a structured inpatient intervention. Reasons could be motivational and better adapted eating habits, tailoring individual therapy solutions and deescalating diabetes therapy in people after severe hypoglycaemia.
The aim of this study is to consider possibilities of defining common professional and normative standards of the midwifery profession in six neighbouring Southeast European countries, and to create ...preconditions for the internationalisation of midwifery studies and form of continuous midwifery education, based on a common core curriculum. This article consists of three parts. First, the basic guidelines on the professional standards of the midwifery profession are introduced and analysed. Special emphasis is placed on quantitative and qualitative analyses of the teaching programmes according to which midwives are educated in Croatia and neighbouring countries. The emphasis is on: a) acquisition of knowledge aimed at professional obligations and responsibilities, b) application of knowledge, skills and competences to midwifery practice, and c) improvement of the quality of midwifery care in the best interest of patients/clients, newborns, and members of their families. Second, the normative standards of midwifery profession are presented. The framework of the normative standards consists of legal and ethical norms that oblige midwives to provide quality midwifery care and to act in a professionally responsible manner. The laws and ethical codes of the neighbouring countries are analysed, with which application midwives can assess their everyday practices and activities in relation to how much these activities are ethical and allowed by legal norms. Third, the activities of the professional associations of midwives are presented; their organizational, contextual and methodological perspectives, particularly the scope of their participation in the development of the standards of midwifery profession are given; and whether, and in what measure, the external evaluation of the accomplished learning outcomes is conducted, based on the level of midwifery education. Recommendations are outlined in the conclusions.
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