The Impact of Simulation Education on Self-Efficacy in Pre-Registration Nursing Students

This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-efficacy of undergraduate pre-registration nursing students. The second aim of this study is to explore additional outcome variables that were examined in the previous studies. Five electronic databases were searched systematically. These databases were MEDLINE, CINAHL Plus, Scopus, Embase and PsycINFO. The PICO model was employed to identify the search terms, with a thesaurus being used to provide synonyms. Reference lists of relevant articles were examined and hand searches of journals were also undertaken. The quality of each study was assessed using the Simulation Research Rubric (SRR). A total of 11 studies were included. All studies explored the impact of simulation education on undergraduate pre-registration nursing. Six studies explored nursing students’ competence and performance and two papers examined their critical thinking. Problem solving, learning motivation, communication skills and knowledge acquisition were examined once. The majority of studies indicated that simulation training has a positive impact on pre-registration nursing students’ self-efficacy and other outcome variables. Furthermore, the study results indicate that simulation training is more dependable than traditional training, and students were extremely satisfied with the simulation training. However, most of the studies included in this review had several gaps, including study design, sample size and dissimilarities between the scales used. Further research with large samples, reliable and valid instruments, and outcomes measures (such as critical thinking and transferability of skills) is required to provide better insight into the effectiveness of simulation in undergraduate nursing education. .

The Effects of Pre-Surgical Education on Patient Expectations in Total Knee Arthroplasties

As patients prepare for total-knee arthroplasty surgery, they have many expectations related to their long-term recovery and function. This research examined whether the use of a pre-surgical patient education class with an additional long-term expectation module addressing recovery during the first 12 months after surgery was more effective in modifying participant’s pre-surgical expectations than participants receiving the standard pre-surgical education class alone. Prior to the class each participant completed one disease-specific instrument, a general-health survey, and a total-knee replacement expectation survey. After the class, each participant once again completed the total-knee replacement survey. Included in the study were 42 participants who were enrolled in a pre-surgical education course that was randomized. The participants in the control group received the standard pre-surgical education addressing pre-surgical topics. The participants in the intervention group received the standard pre-surgical education plus an additional module that specifically addressed long-term recovery and function up to 12 months post surgery. The primary outcome of the data revealed that participants’ who received the standard pre-surgical education with the additional module and who had an educational level higher than highschool, had expectations that were able to be modified to coincide with the surgeons’ expectations.

Pre-Service Teachers Attitude towards Teaching Environmental Education (EE) during Practicum in Malaysian Primary Schools

Environmental Education (EE) has been introduced into the Malaysian Curriculum since 1992. Related to that, EE was found to be an important subject that must be known by the teachers, prior to teach EE indirectly in the classroom. Problems occurred while implementing EE in schools such as;less knowledge about EE an extra burden among teachers to teach. At Teachers Training Institute (TTI), EE is a compulsory subject due to complete their training and this study carried out to identify the attitude of teaching EE among pre-service teachers’. The reliability of the items showed 0.830 cronbach’s alpha. One hundred and twenty five respondents among pre-service teachers’ were analyzed and the result shows pre-service teachers’ have positive attitude towards teaching EE in classroom. Analysis of data shown that there are significant differences between male and female pre-service teachers’ in attitude of teaching, with t = 0.036 (p 0.05).

Education is the key to protecting children against smoking: What parents think and do

The purpose of this study was to examine parents’ communication with their children about the topic of smoking. A qualitative descriptive design was used. Twenty-nine parents who lived in rural communities and who had children in kindergarten to Grade 6 were interviewed. The data were analyzed for themes. A large majority of parents communicated with their children about smoking through verbal interaction, using any one of three approaches: discussing smoking with their children, telling their children about smoking, or acknowledging their children’s understanding of smoking. Those parents also had shown disapproval of smoking, which took different forms and varied from explicit messages in their verbal communication to implicit messages in their behaviours. Three parents had not verbally communicated at all with their children about smoking. Overall, the parents’ communication patterns with their children varied in terms of quality and coherence with recommendations in the literature.

Pre/Post Assessments Analysis in Training Electro-Technical Seafarers Experts

In maritime industry, personnel’s training is considered by shipping companies as a top priority matter on the list of factors affecting competitiveness in operating vessels. This paper presents the importance and the effects of training Electro-Technical Experts in the context of latest developments, particularly the advent of the “Electric Ship” and the “Communicative Ship” analyzing the feedback received from several relevant two-days seminars for “Ship Electrical and Electronic Systems for Electro-Technical Officers”, in North East European countries. The pre-test and post-test self assessment method that has been used for more efficient interaction between trainers and trainees is analyzed using t-statistics. The attendees have had diverse basic backgrounds, yet company experts Fleet Engineers on merchant or war ships. The training’s effectiveness and gain is discussed in this paper and further proposals for the Electrical and Electronic training are presented through the valuable feedback for improvement.

Residents Achieve a High Patient Satisfaction in Pre-Anesthetic Patient Assessment. An Observational Study

A physician’s empathetic attitude is regarded as an important influencing factor towards patient satisfaction. However, physicians’ self-assessed empathy declines during medical school and through residency, which may limit patient satisfaction in the doctor-patient contact. In conse-quence, we hypothesized that residents might fail in generating high levels of patient satisfaction. We conducted an observational study in the setting of a pre-anesthetic assessment center, Univer-sity Hospital Leipzig, Germany. Patient satisfaction was measured using the overall ZUF-8 score (8 - 32 points;increasing with patient satisfaction). Data were collected by questionnaires (ZUF-8 items, additional satisfaction items, and items of organizational and logistical processes). Key items for patient satisfaction as primary endpoints were defined. Statistical evaluation was performed in dependency of the anesthesiologists’ level of training (residents vs. consultants) by using the Mann-Whitney-U test or the chi square test, as required. Statistical significance was accepted for p < 0.05. In total, 2565 patients were assessed for eligibility. 986 patients met the criteria of inclusion. 978 questionnaires were submitted with 517 questionnaires being excluded because of missing values. Finally, 461 questionnaires could be analysed. Both residents and consultants achieved a high level of patient satisfaction. The ZUF-8-scores were comparable between the groups (p = 0.91), whilst the quality of consultation was rated slightly better by patients being assessed by residents (p = 0.047). The results in additional satisfaction items were comparable between the groups. We found a trend in residents assessing to be rated more friendly. Residents are able to generate a high level of patient satisfaction which is comparable to that of consultants with scores ranging between “good” and “very good”. Small albeit significant differences in favor of residents underline the quality of their performance in pre-anesthetic patient assessment.

英国公立教育拔尖人才前置化培养背景、体系与争议

作为世界教育强国,英国秉持全球领跑者的理念,维系“精英背后的平等”,追求“公平中的卓越”,积极推动公立教育拔尖人才前置化培养。政府把拔尖人才培养置于国家优先战略;学校设计多种甄选方式并提前选拔;实施“浮尖”“展才”“强化”多元服务体系开展精准支持;建立一体化的跟踪与监测体系评估拔尖学生的过程性进步。其政策也引发了一系列争议,面临追求卓越与维护公平的两难,对拔尖人才的“标签化”识别引发群体焦虑,基础学段注重测试的选拔方式受到社会批评,国家拔尖人才政策式微并出现责任重心的下移。

新时代教师教育的内涵、使命与发展方向——专访北京师范大学朱旭东教授

朱旭东教授作为我国教师教育领域的权威专家之一,在教师教育理论和实践领域都有着深厚的学术造诣。朱旭东教授在我国率先提出了师范教育向教师教育转变的观点,并从国际比较、制度设计、理论研究和实践创新等多个方面进行积极探索,取得了丰硕的成果,有力地推动了我国教师教育事业的发展。朱旭东教授重点论述了新时代背景下教师教育的内涵、时代使命和发展方向。在对教师教育内涵的分析中,朱旭东教授认为教师教育是聚焦教师终身发展的立体化教育体系,既包含教师的职前职后教育体系,也包含教师教育机构和制度体系。朱旭东教授认为教师教育学科具有三重属性:既是一项国家事业,也是一个学术范畴,同时还是一项实践性工作。教师教育不但要实现自身的现代化发展,还要促进高质量教师队伍建设,为实施科教兴国战略贡献力量。朱旭东教授还指出,我国教师教育的发展方向是建设均衡而有质量的特色化教师教育体系,尤其要重视发展学科教师教育,由此推动高质量教师教育体系建设,让教师教育学科为国家基础教育发展发挥促进作用。

职普融通视域下职业教育、劳动教育和实习:目标融通与实践策略

“职普融通”是优化职业教育类型定位、推进职业教育高质量发展的重要路径,为推进职业教育、劳动教育与实习融通提供了理论依据。我国新修订施行的《职业教育法》和新《职业学校学生实习管理规定》都确定了职业教育的基本目标是“立德树人、德技并修”,这为职业教育与劳动教育和实习的目标融通奠定了法制基础。“立德树人、德技并修”也是职业院校劳动教育及实习的目标;同时,普通高等教育中的劳动教育及实习也应当以之为目标。无论是职业教育,还是普通教育,劳动教育都需要与实习有机融通。融通之实践策略有:一是将劳动教育与实习有机融通;二是将劳动教育与就业见习融通;三是在思想政治课中进行劳动教育;四是单列劳动教育课程与劳动学分;五是在专业课程中融入劳动教育,将劳动教育元素融入“课程思政”之中。

国际中文教师职前教育的工程化设计

工程化是国际中文教师职前教育发展的新思维。用工程思维来审视,当前国际中文教师职前教育的目标、内容、课程、过程、评价等各个要素都存在一些问题,比如教育目标相对比较宽泛,设置的中文学科内容较多,教学实习等实践类课程较少,不同课程主要是按照理论先导的逻辑进行排序,教育过程主要采用“传递—接受”式,教育评价主要是对学生应掌握的知识进行纸笔测试,等等。与此同时,采用工程化的原理、思维和方法则可以为解决这些问题提供一种思路,比如力求实现教育目标的明确化、内容的模块化和集成化、课堂教学的情境化和实践化、评价的多维化等。

基于STEAM理论的学龄前儿童益智类玩具设计研究

本文以设计出一套切合STEAM理论的益智玩具为目的,同时能够提升学龄前儿童的各项智力能力。通过文献查阅对STEAM理论进行深入分析,归纳出STEAM理论的4项特点,STEAM益智玩具应满足的5个方面。根据皮亚杰理论对儿童的分析,选择前运算阶段儿童为目标群体,归纳出该阶段儿童的4项益智需求。通过上述分析设计出一款STEAM益智玩具套装,为后续STEAM益智玩具设计提供了参考。

Midwives’ Adherence to Preoperative Care Guidelines Prior to Emergency Caesarean Section at Bwaila Maternity Hospital in Malawi

A study was conducted to describe midwives’ adherence to preoperative care during emergency caesarian section at Bwaila Maternity Wing in 2012 in Malawi. The study utilized a descriptive prospective and retrospective design. A structured questionnaire was administered to all 28 midwives who were directly involved in the preparation of clients for emergency caesarean section. Clients charts were also reviewed using a standard checklist to determine adherence to preoperative care. Data were analyzed using SPSS version 16.0 and descriptive statistics in the form of frequencies and percentages were computed for the dataset. A midwife was supposed to score at least 80% on each component of preoperative care guidelines to be compliant to the stipulated pre-operation standards. The midwives scored above 80% on only four of the 14 preoperative care guidelines which were;bladder catheterization (100%, n = 14), obtaining informed consent (92.9%, n = 12), administration of IV (96.4%, n = 13) and administration of preoperative antibiotics (82.1%, n = 11). Midwives however scored less than 80% on preoperative procedures that dealt with vital signs (28.6%, n = 4): BP check (28.6%, n = 4);Pulse rate check (25%, n = 3.5);respiration check (25%, n = 3.5) and temperature check (25%, n = 3.5). The midwives scored further below standard on blood specimen collection (78.6%, n = 11). Psychological support to clients was also below standard at 60.7%, n = 8. Other components of psychological support such as surgery information (57.1%, n = 8), allowing clients ask questions (28.6%, n = 4) and answering clients’ questions (25%, n = 3.5) were also scored below standard. Overall the standard of preoperative care was below standard at the facility. Most of the midwives were new graduates, who had never received any in-service training on preoperative care. Therefore in service training it is recommended for the midwives to provide good quality of care.

数字技术赋能学前教育高质量发展的现实困境与路径取向

数字技术重塑学前教育的模式和方式,已然成为引领学前教育变革和高质量发展的关键力量。新发展阶段,数字技术赋能学前教育高质量发展的现实困境主要有:学前教育数字鸿沟被忽视、学前高质量资源建设“有路无车”、幼儿园教师数字素养评价缺位和高质量家园协同育人浮于表面。因此,文本认为数字赋能学前教育高质量发展的路径取向有以下四点:多管齐下,消除数字鸿沟;多措并举,保障优质教育资源供给;多方发力,提升学前教师数字素养;多方联动,构建互联互通和协同共育的家园无缝合作机制。

职前英语教师学科育人能力培养路径的探索与思考——以“英语教学法”课程为例

在“立德树人”背景下,学科育人能力培养已成为职前英语教师教育的重要目标。“英语教学法”作为培养职前英语教师的主干课程,对其学科育人能力的发展起到关键作用。基于此,本文在阐释英语教师学科育人能力内涵及要素的基础上,进一步探索如何充分发挥“英语教学法”课程及课程教师的中介作用,通过显性与隐性的手段有效推动职前英语教师学科育人能力的形成与发展,为职前英语教师学科育人能力培养提供可借鉴的操作路径。

课例研究在职前教师教育中的应用——基于英国、挪威和美国经验的分析及启示

课例研究起源于日本,它是一种能够促进教师专业发展的教学研讨活动。在应用课例研究时,教师们共同设计、观摩和分析一节实际的课堂教学,对教学进行反思和改进。但课例研究在我国职前教师教育中应用比较少。通过分析和比较英国、挪威和美国三个国家在职前教师教育中应用课例研究的经验可以发现,课例研究能够将教学理论和教学实践相结合,提高职前教师的教学能力,这些经验为改进职前教师教育的教学方法提供了借鉴。

知识生产模式变迁背景下乡村教师职前教育治理探析

知识生产模式作为背景框架对现代教师教育的知识制度具有很强的解释力。乡村教师教育具有实践回应性和知识生产性,在国内外教育领域受到普遍重视。教师教育一体化转型使职前教育的关注度有所降低,但作为乡村教师教育的起始环节,它奠定了整个教师队伍高质量发展的基础,因此有必要结合知识生产模式变迁的背景,对其治理进行系统探析。承担教师教育的院校是知识生产的场域和主体,它们与外部知识生产主体“互动”形成对乡村教师职前教育的治理。从这一视角出发,当前乡村教师职前教育的主要问题表现为“教育目标设定视角窄化”“课程质量治理水平不高”“认证标准体系话语失衡”。将问题代入不同知识生产模式后发现,问题的成因在于治理逻辑存在路径依赖、复杂课程面对着知识生产的风险以及治理政策的政策工具选择偏差。乡村教师职前教育治理不断动态吸纳知识生产模式变迁的最新成果,可以从创新治理逻辑、打造课程共同体和完善职前教育政策体系等三个方面寻求解决问题的新路径。

超大城市普惠性学前教育资源配置空间公平研究——来自成都的实证经验

我国学前教育在快速发展的同时,不平衡不充分的矛盾依然比较突出,尤其是超大城市的优质普惠性幼儿园资源紧张问题。如何通过合理配置资源缩小区域之间学前教育发展差距是超大城市治理中的难题。本研究对成都市12个中心城区850个普惠性幼儿园,运用高斯两步移动搜索模型测量幼儿园可达性,并结合教育基尼系数和SE指数测算成都市学前教育资源空间公平程度。研究发现超大城市学前教育资源可达性在空间上分布差异较大,具体表现为主城区和各区县行政中心附近资源可达性高,区县交界处资源可达性低;主城区教育基尼系数和SE指数高于非主城区,在一级普惠性幼儿园分布上更为明显。因此,本研究建议应尊重人口持续向超大城市集聚趋势,重点考虑人口流动路径,建立健全人口导向的学前教育资源配置制度,逐步降低随迁子女的入园门槛,完善探索教育经费“钱随人走”制度体系,统筹优质资源,优化幼儿园布局,推动学前教育向幼有优育提升。

“权宜之计”抑或“合理之举”:清末民国大学预科制度存废的论争

大学预科制度系清末效仿日本为应对进入大学生源质与量均不足而采取的“权宜之计”。由于大学预科多由各大学独自办理,其课程及教学能较好地对标大学相关专业本科的基础知识要求,故在民国之后更是获得了“合法性”地位,相当时期内开办大学预科不仅合法而且合理,为各大学所青睐,即使在《壬戌学制》颁行后没有了合法性,却依然“蓬勃发展”。但大学预科属性不清,尤其是它与大学的关系问题,早在民国初年便成为引发北大预科风潮的重要原因。同时,由于大学本身布局不合理,势必造成大学预科设立区域的不公平,导致各地教育发展差异不断扩大,且影响中学教育的发展。但大学预科相对于普通高中的课程及教学而言,其对于大学本科教育基础知识的“精准对标”,确实又更有助于大学教育的专业发展。何去何从,对于大学预科制度的存废一直存在争论,即使是在1930年废止令发布,论争之声并没有完全消失。

职前教师教育技术能力框架、发展目标与预测模型

为使教师教育技术能力培养和培训达到“需要”与“可能”的统一,遵循教师教育一体化理念,首先对教师发展全过程进行了理性把握和综合考量,设计了包含意识与责任、知识与技能、设计与开发、应用与评价、科研与发展5个一级维度指标,以及15个二级维度指标的教师教育技术能力框架;其次考虑到职前培养是教师教育最为关键和基础的阶段,故以职前培养这一阶段为突破口,依据能力框架制定了职前教师教育技术能力发展目标,并参照此目标,采用G2法确定了能力框架的指标权值;最后借助BP神经网络建立了职前教师教育技术能力预测模型,探讨了职前教师的教育技术能力与其影响因素之间的关系,为预测与评估职前教师的教育技术能力提供了科学有效的方法。

爱沙尼亚职业教育教师专业发展体系改革:动因、框架及启示

增强职业教育教师核心竞争力一直以来是爱沙尼亚国家面向未来、适应世界变革趋势的重要手段。多重因素的汇聚如国家发展战略的期待、工作技能的变革和职教教师行业人才供需不平衡等,促使爱沙尼亚加快了改革职教教师专业发展的步伐,构建了以终身学习为理念基石、以能力标准为目标导向、以职前职后培养为发展路径以及教师评价为质量保障的“四位一体”专业发展体系框架。此框架为推进我国职教教师专业发展提供经验借鉴,应厚植终身学习理念,彰显职教教师专业发展的价值之魂;建构能力标准框架,完善职教教师专业发展的顶层设计;深化一体化培养培训体系,衔接职教教师专业发展的关键环节;优化教师评价模式,健全职教教师专业发展的反馈机制。