An online training resource for clinical supervision

Most of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self and collaborative learning, including problem- and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the life-long learning rules. Our proposal is focused on advanced concepts for improving the online training services and how a generic framework can be customized for life-long learning and effective recruitment techniques. The article is based on a virtual collaboration prototype that supports both interpersonal and inter-process collaborative learning and can be considered the core of an educational community. The article highlights the Web 2.0 approach in e-service environments, especially online training and human resource management, it describes an open architecture adapted to the requirements of a generic collaborative learning infrastructure and the manner it can be easily customized for different business domains. It also illustrates how Computer-Supported Collaborative Training (CSCT) tools improve the knowledge building process and what kind of solutions should be adopted in order to avoid the CSCL weaknesses. The presented Computer Supported Collaborative Training prototype fixes a set of issues met in the CSCT area: problems with the training staff, time management, responsibilities during the training process, human-system interaction, content management, and cost effectiveness. This paper is organized as follows: after a suggestive introduction, the related works and proposals are presented in Section II. Section III is dedicated to the low cost architecture proposed. Section IV starts with the technological aspects and continues with the low cost prototype for online training and human resource management, deployment diagram of the e-service platform for blended learning (blended training). The experimental results are highlighted in Section V of this paper. In conclusion, the authors underline the importance of cloud computing paradigms in life-long learning and e-recruitment area by illustrating the solution for each problem met in the Computer Supported Collaborative Training.

Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial

Purpose – This paper aims to investigate the level of awareness and use of Web 2.0 tools by librarians in university libraries in Africa. Design/methodology/approach – A questionnaire was used to collect data from 140 librarians from 16 leading university libraries in Africa. Findings – The study revealed that librarians in Africa are mostly familiar with Web 2.0 tools such as social networking sites (Facebook, Twitter, etc.), blogs, instant messaging and wikis. It was also found that the most frequently used Web 2.0 tools by the librarians in university libraries in Africa are Facebook, instant messaging, blogs, Twitter and wikis. The study revealed that the librarians use the Web 2.0 tools for the purpose of announcing library news/events, online reference services, training resources, blogging and image and video sharing with users. Finally, lack of skills, power failure, lack of facilities such as computers with Internet access, lack of time and lack of interest were mentioned by the librarians as some of the challenges to using Web 2.0 tools. Practical implications – These research results can also be consulted by interested librarians when they plan to make Web 2.0 applications in their libraries. Originality/value – This study draws an overall picture of the Web 2.0 applications in university libraries in Africa and attempts to provide these libraries with helpful information to better understand how their colleagues elsewhere are utilizing Web 2.0 technologies in rendering library services.

The chapter introduces the HEROES Project, an online training resource that develops mental resilience. The goal is to provide the reader with insight into a resource that can be used as an adjunct to employee assistance programs, critical incident stress debriefing, and counseling. The HEROES Project is the first virtual training course that combines the therapeutic tools of clinical and organizational psychology and provides first responders access to a self-driven wellness program. This respects many first responders' preference for anonymous and private self-care, while the autonomous nature of the training reinforces for all first responders that they are ultimately responsible for maintaining their own wellness.

Purpose of research. The purpose of the paper is to describe the possibilities of including tasks for the design, development, use and experimental evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science for the development of their subject-methodical readiness. The formation and development of subject-methodical readiness is the main goal of professional training of future lecturers at a pedagogical university. The process of creating “inverted” educational resources requires from their author quite serious subject and methodological training. Potentially, the inclusion of tasks for the design, development, expertise, practical use and evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science can create conditions conducive to the formation of competencies of future teachers to create a comprehensive educational process in a digital environment. Since, on the one hand, in such didactic means, the educational content should be presented systematized and structured, have logic and hierarchical connections. On the other hand, the problematic issues included in the resources should reflect specific subject educational results in accordance with a given taxonomic model in the curriculum.Materials and methods. Based on the analysis of theoretical and methodological sources, the article substantiates the relevance of the problem of finding new ways and means of implementing additional subject training in mathematics and computer science for both schoolchildren and future teachers in the context of digitalization of education. The analysis of examples of “inverted” educational resources, which are the results of the implementation of project tasks by undergraduate students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev, is presented. Through theoretical and methodological substantiation, the main possibilities of including tasks for working with such resources at different stages of professional training of future teachers of mathematics and computer science at a pedagogical university are synthesized.Results. In this study, the problems related to the possibility of including “inverted” educational resources as digital didactic tools in the training programs of future teachers of mathematics and computer science were updated. The authors’ position on the issue of the purpose of such teaching tools in the context of the digitalization of education is presented and substantiated. Examples of the results of the implementation of project tasks by senior students during the 2021-2022 academic year were demonstrated. The key didactic and information technology features, possible tools for creating “inverted” educational resources are given. The definition of the subject-methodical readiness of the future teacher of mathematics and computer science as an essential component of professional readiness is concretized. The possibilities of strengthening subject-methodical training by including tasks for work with “inverted” educational resources are described: analytical – in junior courses when mastering disciplines related to the use of digital technologies in education; project – in the middle courses when mastering methodological disciplines; experimental and expert - in the senior courses when passing industrial (pedagogical) practice and mastering the final disciplines of the professional educational program of higher pedagogical education.Conclusion. On a final note, the results and conclusions obtained in the paper are summarized; the key positions of the authors on the inclusion of “inverted” educational resources in the professional training of future teachers of mathematics and computer science are given. The materials of the article may be of interest to lecturers of pedagogical universities who train future teachers, representatives of schools cooperating with organizations of higher pedagogical education, researchers in the field of digitalization and digital transformation of education.

AimCustomer discovery, an entrepreneurial and iterative process to understand the context and needs of potential adoption agencies, may be an innovative strategy to improve broader dissemination of evidence-based interventions. This paper describes the customer discovery process for the Building Healthy Families (BHF) Online Training Resources and Program Package (BHF Resource Package) to support rural community adoption of an evidence-based, family healthy weight program.MethodsThe customer discovery process was completed as part of a SPeeding Research-tested INTerventions (SPRINT) training supported by the U.S. Centers for Disease Control and Prevention. Customer discovery interviews (n=47) were conducted with people that could be potential resource users, economic buyers, and BHF adoption influencers to capture multiple contextual and needs-based factors related to adopting new evidence-based interventions. Qualitative analyses were completed in an iterative fashion as each interview was completed.ResultsThe BHF Resource Package was designed to be accessible to a variety of implementation organizations. However, due to different resources being available in different rural communities, customer discovery interviews suggested that focusing on rural health departments may be a consistent setting for intervention adoption. We found that local health departments prioritize childhood obesity but lacked the training and resources necessary to implement effective programming. Several intervention funding approaches were also identified including (1) program grants from local and national foundations, (2) healthcare community benefit initiatives, and (3) regional employer groups. Payment plans recommended in the customer discovery interviews included a mix of licensing and technical support fees for BHF delivery organizations, potential insurance reimbursement, and family fees based on ability to pay. Marketing a range of BHF non-weight related outcomes was also recommended during the customer discovery process to increase the likelihood of BHF scale-up and sustainability.ConclusionsEngaging in customer discovery provided practical directions for the potential adoption, implementation, and sustainability of the BHF Resource Package. However, the inconsistent finding that health departments are both the ideal implementation organization, but also see childhood obesity treatment as a clinical service, is concerning.

This is the Spanish translation of the Clean Energy Solutions Center Services fact sheet. The Clean Energy Solutions Center (Solutions Center) helps governments, advisors and analysts create policies and programs that advance the deployment of clean energy technologies. The Solutions Center partners with international organizations to provide online training, expert assistance, and technical resources on clean energy policy.

This is the Chinese language translation of the Clean Energy Solutions Center (Solutions Center) fact sheet. The Solutions Center helps governments, advisors and analysts create policies and programs that advance the deployment of clean energy technologies. The Solutions Center partners with international organizations to provide online training, expert assistance, and technical resources on clean energy policy.

This book provides an important contribution to the new and growing field of ‘narrative-based medicine’. It specifically addresses the largest area of medical activity, primary care. It provides both a theoretical framework and practical skills for dealing with individual consultations, family work, clinical supervision and teamwork, and offers a comprehensive approach to the whole range of work in primary care. Using a wide range of clinical examples, it shows how professionals in primary care can help clarify patients’ existing stories, and elucidate new stories. It can be used as a training resource and includes exercises and summaries of key points to consider. It is based on, and describes, an established evaluated training method, and is of immediate and significant practical use to readers. It is essential reading for general practitioners, practice nurses and others in the primary care team, psychologists, family therapists, counsellors and other professionals attached to primary care. GP trainers, tutors and course organisers will find it a valuable educational tool. Professionals elsewhere in primary care such as pharmacists, dentists and optometrists, and academics in medical sociology and medical anthropology will also find it very useful.

Field-based research is integral to many geoscientific studies. Harassment and discrimination in these settings are not new, but widespread recognition of their prevalence, different facets, and the harm they cause has led to demands for cultural change and increased training and preparation for researchers heading into the field. Here, we present a newly developed, widely accessible training program and resource hub for field researchers in preparation for successful and inclusive  field campaigns. This new collaboration, ADVANCEing FieldSafety, builds on the experiences from field safety trainings developed within the University of Colorado, Boulder's FieldSafe project and workplace climate trainings created by the AdvanceGeo Partnership. The ADVANCEing FieldSafety course offers numerous tools designed to create and maintain a positive team culture. The main elements of the training are informed by an intersectional framework and include strategies for creating and implementing codes of conduct, group dynamics and communication tools, allyship training, bystander intervention techniques, traditional and identity-focused risk assessment strategies, and evidence-based practices for inclusive mentorship in the field setting. The course will be offered as a Massive Open Online Course (MOOC) on coursera.org and will become available in 2024, allowing easy access and broad participation. The MOOC will have two pathways:  a Coursera certification and an ADVANCEing FieldSafety certification. The Coursera certificate is obtained by completing the fully online and self-paced course. The ADVANCEing FieldSafety certificate is obtained by completing the course and by participating in facilitated debriefs/reflections related to course topics. The ADVANCEing FieldSafety certification pathway is designed to help field teams meet the new field safety and harassment-mitigation requirements that have recently been implemented, for instance for field campaigns funded by the United States National Science Foundation. Additionally, an easily adaptable  toolkit is also in development such that references and resources can be easily taken into the field. Finally, we are conducting mixed-methods research to assess the effectiveness of the ADVANCEing FieldSafety training for participants and for implementing the management and support structures in field situations offered through the additional toolkit resources. Our goal is to build a stronger geoscience community that works proactively to create norms of inclusive and safe group behavior equipped with tools that promote anti-harassment and early intervention of exclusionary behaviors. 

This article presents a case study, Online Geography, carried out at the Universitat Autònoma de Barcelona (UAB), the basic feature of which was to implement a Learning Management System for university teaching. This experience resulted in the incorporation of curricular improvements which could be considered compatible with the processes of European convergence inherent in the European Higher Education Area (EHEA). The most significant results of the case analysed here refer to changes in the teaching approach which translate into an improved organisation of content and the implementation of different pedagogical resources to those used in regular teaching, promoting new roles for both the teaching staff and students. Although these improvements do not exploit all of the possibilities offered by virtual teaching and learning environments, they are a first step towards a change of vision with regard to university teaching at the UAB, which will require the support of more defined policies for both resource investment and training and incentives for teaching staff.

Current practices and opinions on auditory training in adult cochlear implant recipients

Physics is one of the key disciplines stipulated by the curricular of engineering majors. Despite a sufficient amount of academic hours dedicated to this discipline at schools and universities, it is necessary to expand the opportunities for applying additional learning tools, autonomous studies of the most important areas of physics. One of such tools is mass open online courses (MOOCs). The article analyzes open online courses in physics provided by foreign (Coursera and EdX) and Russian (Open Education and Stepik) platforms. The criteria for analysis were the courses duration, the required level of training, the scope and content, as well as the features of pedagogical design of the courses. The demand for courses (number of learners), the universities developing them and the language of teaching were also taken into account.

Purpose This article describes supervisors' experiences with integrating the American Speech-Language-Hearing Association (ASHA) Ad Hoc Committee on Supervision Training (AHCST) resources into a cl...

To explore nurse decision-making processes in the delivery of sustained home-visiting care for mothers of young children who are experiencing adversity. Qualitative descriptive research design using focus group interviews. Thirty-two home-visiting nurses participated in four focus group interviews exploring their decision-making in the care they provide to families. The data were analysed using a reflexive thematic analysis approach. Four steps of a recurring stepwise decision-making process were identified: (1) information gathering; (2) exploring; (3) implementing; (4) checking. The facilitators and barriers to effective decision-making processes were also identified and included elements relating to good relationship skills, a good attitude, high quality training and mentoring and resources. The findings indicate that a recurring stepwise process of decision-making requires both analytical and intuitive approaches. The intuition required by home-visiting nurses is to sense unvoiced client needs and identify the right time and way to intervene. The nurses were engaged in adapting the care in response to the client's unique needs while ensuring the fidelity of the programme scope and standards. We recommend creating an enabling working environment with cross-disciplinary team members and having well-developed structures, particularly the feedback systems such as clinical supervision and case reviews. Enhanced skills to establish trusting relationships with clients can help home-visiting nurses make effective decisions with mothers and families, particularly in the face of significant risk. This study explored nurse decision-making processes in the context of sustained home-visiting care, which has been largely unexplored in the research literature. Understanding the effective decision-making processes, particularly when nurses customize or individualize the care in response to the client's unique needs, assists with the development of strategies for precision home-visiting care. The identification of facilitators and barriers informs approaches designed to support nurses in effective decision-making.