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Mining operations are risky and often dangerous, with a high potential for accidents.Many of these accidents can be prevented by implementing safety measures.It is essential that mining companies take these measures seriously to p...
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Mining operations are risky and often dangerous, with a high potential for accidents.Many of these accidents can be prevented by implementing safety measures.It is essential that mining companies take these measures seriously to protect the safety and wellbeing of their workers and ensure the sustainability of the industry.Among these measures, those related to training are addressed in this paper in relation to the ERASMUS+ project entitled DigiRescueMe, which aims at developing courses to increase the knowledge and level of awareness of miners, rescue members, and mining engineers and, consequently, reduce the death rate in mine accidents.For this goal, semi-structured interviews and surveys were implemented, and the collected data were analyzed.The mining industry is a wide domain connected to other sectors like universities, vocational schools, rescue centers, and agencies.For this reason, the investigations carried out herein engaged people from all these sectors to identify firstly the themes, secondly, the topics, and finally the knowledge levels corresponding to those themes and topics in order to determine the learning needs and translate them into requirements for the courses that will be developed during the project activities.
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There is increasing emphasis on needs-led service provision for people with intellectual disability (ID). This study outlines the statistical cluster analysis of clinical data from 1,692 individuals accessing secondary care ID ser...
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There is increasing emphasis on needs-led service provision for people with intellectual disability (ID). This study outlines the statistical cluster analysis of clinical data from 1,692 individuals accessing secondary care ID services in the United Kingdom (U.K.) Using objective needs assessment data from a newly developed ID assessment tool, six clusters were identified. These had clinical face validity and were validated using six concurrently (but independently) rated tools. In keeping with previous studies, the clusters varied in terms of overall level of need as well as specific clinical features (autism spectrum disorder, mental health problems, challenging behaviors and physical health conditions). More work is now needed to further develop these clusters and explore their utility for planning, commissioning and optimizing needs-led services.
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Background: Genetics is an important component of the clinical work of haemophilia nurses, but little was known about the genetic education needs of haemophilia nurses. Aim: To develop, deliver and evaluate genetic education for h...
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Background: Genetics is an important component of the clinical work of haemophilia nurses, but little was known about the genetic education needs of haemophilia nurses. Aim: To develop, deliver and evaluate genetic education for haemophilia nurses, based on clinical roles. Methods: Perceived relevance of genetics to haemophilia nursing practice was explored using electronic voting (response rate 75%, 58/77). A follow-on questionnaire to a volunteer sample of participants explored educational preferences (response rate 41%, 17/41). Results informed development of a two-hour genetics workshop session, evaluated by questionnaire (response rate 67%, 47/70). Results: Genetic competences were considered relevant to the clinical practice of haemophilia nurses, and learning needs were identified. Preference was expressed for education focused on practical skills. During the subsequent workshop, participant confidence ratings significantly increased in the four areas addressed. Planned changes to clinical care and training were reported. Conclusion: Within new areas of advanced nursing practice, learning needs can be addressed by: identifying relevant clinical activities and associated learning needs; creating a strategy and resources using preferred forms of delivery; implementing the strategy; and evaluating its effect. This will enable development of education that addresses the real needs of practising nurses, grounded in their daily clinical practice.
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Background: Young people with cancer have distinct clinical and psychosocial needs during and after cancer treatment. However, as adolescent and young adult (AYA) cancer is rare, and only recently recognized as specialty, health p...
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Background: Young people with cancer have distinct clinical and psychosocial needs during and after cancer treatment. However, as adolescent and young adult (AYA) cancer is rare, and only recently recognized as specialty, health professionals may not have the skills, competence, and confidence to meet the needs of the young patient with cancer. The aim of this study was to identify the learning needs of health professionals providing cancer care to adolescents and young adults before and following the introduction of a state-wide AYA cancer education program.Methods: A survey of educational needs of health professionals was undertaken in 2013 at the commencement of the Queensland Youth Cancer Service. The survey was used to develop the education program of the service. The education program was delivered across the state in a variety of formats, covering a range of topics throughout 2013-2016. The second survey was completed in 2017. Results were compared to identify if educational needs or the self-rated confidence of health professionals in regard to AYA cancer care had changed over time.Results: One hundred twenty-two participants completed the first survey and 73 completed the second. The most prominent educational needs in 2013 were palliative care and biomedical topics such as understanding AYA growth and development as well as specific AYA cancers and treatment. The second survey identified that palliative care education remained important; however, there was a shift toward health professionals request for more psychosocial and practical education on topics including fertility, sexuality, and managing late effects. Conclusion: To provide high-quality healthcare to AYAs with cancer, health professionals require ongoing opportunities for education and training.
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The purpose of the research project was to describe the needs analysis of the taxi drivers in using English when they had to communicate with international guests. The research project was expected to produce a pocket-sized book f...
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The purpose of the research project was to describe the needs analysis of the taxi drivers in using English when they had to communicate with international guests. The research project was expected to produce a pocket-sized book for taxi drivers to allow them to practice English independently. The research project applied the combined approach of quantitative and qualitative methods, and thus depended on numerical and verbal data. The research project examined the numeric data in questionnaire format and showed the frequency and percentages of each given statement. It also examined the verbal data in interview format, and explained the linguistic features. The quantitative results showed that the conversation pattern between a taxi driver and a foreign guest was best represented by six different stages, which consisted of beginning, highway, address searching, external emergency, internal emergency, and apologizing. The qualitative results showed that the English of taxi drivers should use simple sentences, common words, and pronunciation which had a close resemblance with the local language, if possible.
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This paper investigates English language learners' oral presentation needs, alongside students' and instructors' perceptions towards mobile seamless language learning. The findings will be used to develop a mobile-based learning e...
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This paper investigates English language learners' oral presentation needs, alongside students' and instructors' perceptions towards mobile seamless language learning. The findings will be used to develop a mobile-based learning environment. Interviews with both instructors and students were used to help build a Likert questionnaire which was refined with input from experts. Results reveal that students have a need for oral presentation training in areas such as slide design, presentation-specific language, structure, and body language. Instructors and students are willing to work with peers on oral presentation projects despite lacking previous experience. Deeper exploration from interviews show students believe sentence level language issues are more important than the organization and design of a presentation. Furthermore, instructors expressed problems with incorporating technology and online collaborative learning into language courses suggesting they need more training with learning technology. Students also believed online collaboration would be convenient but difficult to manage, indicating a need for both online and face-to-face collaboration. These findings will help with the development of a mobile seamless language learning framework and app for oral presentations. Guidelines are suggested to help instructors to improve students' oral presentation performance.
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Introduction: Continuing professional development activities should be designed to meet the identified personal goals of the learner. This article aims to explore the self-perceived competency levels and the professional education...
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Introduction: Continuing professional development activities should be designed to meet the identified personal goals of the learner. This article aims to explore the self-perceived competency levels and the professional educational needs of pharmacists in Qatar and to compare these with observations of pharmacy students undergoing experiential training in pharmacies (students) and pharmacy academics, directors, and managers (managers).
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Most research on the topic conducted in the past did not elaborate in depth on the attributes of games that correspond to specific learning results. In this study, the means-end chain theory has been adopted as the theoretical bas...
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Most research on the topic conducted in the past did not elaborate in depth on the attributes of games that correspond to specific learning results. In this study, the means-end chain theory has been adopted as the theoretical basis to focus on the players of SimCity and The Sims (two of the most representative titles of the simulation game genre) as the subjects of the research. Through in-depth interviews conducted using the Soft Laddering approach, the study aims to examine the key attributes that would trigger learning results for players when playing games and the terminal values that the players would experience internally. The study also featured group comparison of subjects based on their gender. Results of the study showed that gamers still emphasise on the key aspects of Simulated reality and Self-created game content for simulation games. These two attributes have been found to lead to the learning results of Gain authentic experience and Cultivate imagination and creativity, ultimately leading to the terminal value of Sense of accomplishment.
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Aims and objectives To review hospital passports currently in use for people with intellectual disabilities in the UK and to make recommendations for practice. Background Hospital passports have been introduced internationally to ...
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Aims and objectives To review hospital passports currently in use for people with intellectual disabilities in the UK and to make recommendations for practice. Background Hospital passports have been introduced internationally to address communication barriers that may limit access to appropriate health care for people with intellectual disabilities. They are viewed as promoting patient safety and person‐centred care but their format may vary, they are not always used appropriately, and hence, their effectiveness may be limited. Design Qualitative content analysis. Methods Sixty hospital passports in use in the UK were reviewed against a coding frame by two members of the research team. Areas of interest included key patient and primary care information, support network details, consent and capacity, support required in relation to activities of daily living, length of the document and completion details. Results were entered into Excel. Results Considerable variation was found between documents in terms of terminology, length and format. Most included information regarding communication and support needs although some omitted important information such as allergies, risk assessment and need for reasonable adjustments. Conclusions Considerable variation exists between current hospital passports, which may limit their effectiveness: key information required may not be included and/or it may not be easy to locate. Greater standardisation of documents is required, but this process should include input from all key stakeholders. Relevance to clinical practice Internationally nurses provide care for people with intellectual disabilities and others with communication difficulties. Hospital passports are one way of enhancing safety and person‐centred care, need to be accessed and used as a basis for care planning. However, variation in format may limit this effectiveness and nurses should work with others to develop a more standardised approach, which better meets the needs of all stakeholders.
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A learning needs analysis was undertaken in a newly formed workforce. The goal of the learning needs analysis was to establish both the skill set and educational needs in the nursing workforce prior to moving to a new purpose buil...
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A learning needs analysis was undertaken in a newly formed workforce. The goal of the learning needs analysis was to establish both the skill set and educational needs in the nursing workforce prior to moving to a new purpose built facility. The results would then enable nurse educators to develop, plan and deliver appropriate educational strategies. Staff (73%) completed an online survey; the results were collated and analysed. The results of the learning needs analysis suggested an experienced workforce that had great capacity to care for children across a wide spectrum of acute clinical needs. Interestingly the results of the learning needs analysis conflicted with the clinical reality. To investigate possible reasons for this difference we conducted a focus group session with nurse educators. The focus group findings highlighted the significance of change and how that impacted on the clinical capacity of experienced staff. We concluded that the results of the learning needs analysis were representative however they needed careful interpretation in the context of substantial change.
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