Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver CPE is through educational conferences. While adult education theories and frameworks offer developmental and operational guidance and advice, there is little practice data to understand what meeting planning professionals actually do as they implement adult education conferences in practice. The purpose of this study was to identify the elements that practicing meeting planning professionals in associations utilize in CPE conference planning and which elements are considered the most important. This study accessed a senior group of association planners who held credentials offered by meeting planning industry associations. In all, 40 participants with a cumulative 784 years of experience participated in eight, online focus group discussions. Utilizing a constructivist orientation, the study employed grounded theory to identify 23 specific elements which were divided into three overarching categories: CPE-related, business-related, and venue. When compared with the cited theoretical models, six of these 23 elements were strongly supported, eight elements were supported, and nine elements were not supported. Only two elements in the cited literature did not appear in the research group-derived list. The three most important elements that emerged were goals and objectives, budget, and venue. A model to describe these findings is offered. This project studied actual practice to understand it better in light of the literature of adult education program planning models. The subject pool was very narrow and the results of this research cannot be generalized. The findings, while partially represented in the literature, fit no single previous model. The most important implications of this study may be to provide insight into adult education in CPE association conference application and suggest areas for future research.

Taiwanese health authorities are increasingly applying case management as a health care delivery strategy in the community. However, most Taiwanese public health nurses (PHNs) do not receive case management education because there are few education programs available. Several limitations in existing evaluative studies of case management continuing education programs were identified. These methodological weaknesses limit the conclusions that can be drawn about the effectiveness of these education programs. Hence, the purpose of this study was to develop, implement and evaluate a collaborative case management continuing education program for Taiwanese PHNs. The study was divided into three phases, with an expanded theoretical framework used to guide the program development, implementation and evaluation. Phase One conducted focus group discussions in order to assess the educational needs of Taiwanese PHNs. Phase Two developed a collaborative education program based on the findings of a literature review and the needs assessment. The initial program was evaluated by an expert panel and pilot testing was undertaken. Phase Three implemented and evaluated the program using an experimental research design and mixed evaluation methods. Three outcome levels were assessed, namely reaction, learning and performance by examining changes in PHNs' case management knowledge, skills and practice. The participants in the study were PHNs employed in health centres in Taipei City. The program itself involved 16 hours of workshops through four half-day sessions, conducted every two weeks during the participants' work time and at their workplace. Two types of data, focus group data and questionnaire data, were collected during the course of the study. The focus groups were conducted before and after the program delivery, for the needs assessment and program evaluation, using a subset of the participants. The focus groups were moderated by the researcher, who used a focus group discussion guide to collect data. The other data set was collected using self-report questionnaires. The participants were randomly allocated into two groups using cluster sampling, the experimental and comparison groups. Both groups were given questionnaires before the education program commenced, and then again eight weeks after the program was completed. For ethical considerations, PHNs in the comparison group also received the same program after data collection. The results revealed that the majority of participants were satisfied with the program. The education intervention significantly improved PHNs' case management knowledge, performance skills confidence, preparedness for case manager role activities, frequency of using case management skills, and frequency of using these role activities. A number of changes in case management practice were reported, in particular that the participants tended to follow the case management process more often and focus more on the quality of case management. This study was guided by an integrated theoretical framework, and used a clustered randomised controlled design to assess the effectiveness of the program across multiple levels of outcomes, hence addressing the design deficits identified in the prior evaluative studies. This study therefore provides an important contribution to the fields of nursing and case management by developing, implementing and evaluating a case management education program. Additionally, the program itself offers an evidence-based educational experience for PHNs and provides a new tool for nursing education in the context of Taiwan.

"FORMAÇÃO DO PROFESSOR E O ENSINO DE HISTÓRIA: Espaços e Dimensoes de Práticas Educativas" tem como objetivo central acompanhar a trajetória formativa do profissional do ensino de História. Entendendo que a formação do profissional ocorre em diversos espaços e dimensões da vida do sujeito em questão, a pesquisa buscou acompanhar esses diferentes aspectos. Dessa forma, debruçou um olhar sobre cursos universitários de História (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) e alguns espaços de formação continuada tais como cursos de pós-graduação em Educação (especialização, mestrado, doutorado) e atividades oferecidas pelos Centros de Formação das Secretarias Municipal e Estadual de Educação (CAPE e CERP, respectivamente). Além de levantamento bibliográfico e documentação institucional (histórico, projetos curriculares; publicações; regime de trabalho e titulação do corpo docente; programações; sistema de avaliação) foram fontes as entrevistas com coordenadores, professores e ex-alunos dos cursos, assim como a análise de questionários aplicados a alunos no início e término dos cursos de História. O recorte espacial para tal pesquisa foi a cidade de Belo Horizonte e o recorte temporal privilegiado o período compreendido desde os anos 80 do século passado até os dias de hoje. / The main purpose of Teacher's education and the teaching of history: spaces and dimensions of educational practices is to investigate the educational experience of student teachers of history. Assuming that professional education accurs in many diferent spaces and dimensions of a person's life, this research attempted to understand these different aspects. Thus, it focused on graduation courses of history (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) and some spaces of continuing professional education such as post-graduation courses in education (specialization, master’s degree and doctor's degree) and activities offered by Professional Development Centers of local and state Departments of Education (CAPE and CERP, respectively). Besides bibliographical and institutional documentation survey (historical, curricular projects, publications, work regulation, teachers' titles, programs, evaluation system), interviews with coordinators, professors and former pupils have been used as sources of data, as well as analysis of questionnaires applied to students who are beginning and ending their history courses. This research took place in Belo Horizonte and the period of time considered extends from the 80's up to the present.

"FORMAÇÃO DO PROFESSOR E O ENSINO DE HISTÓRIA: Espaços e Dimensoes de Práticas Educativas" tem como objetivo central acompanhar a trajetória formativa do profissional do ensino de História. Entendendo que a formação do profissional ocorre em diversos espaços e dimensões da vida do sujeito em questão, a pesquisa buscou acompanhar esses diferentes aspectos. Dessa forma, debruçou um olhar sobre cursos universitários de História (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) e alguns espaços de formação continuada tais como cursos de pós-graduação em Educação (especialização, mestrado, doutorado) e atividades oferecidas pelos Centros de Formação das Secretarias Municipal e Estadual de Educação (CAPE e CERP, respectivamente). Além de levantamento bibliográfico e documentação institucional (histórico, projetos curriculares; publicações; regime de trabalho e titulação do corpo docente; programações; sistema de avaliação) foram fontes as entrevistas com coordenadores, professores e ex-alunos dos cursos, assim como a análise de questionários aplicados a alunos no início e término dos cursos de História. O recorte espacial para tal pesquisa foi a cidade de Belo Horizonte e o recorte temporal privilegiado o período compreendido desde os anos 80 do século passado até os dias de hoje. / The main purpose of Teacher's education and the teaching of history: spaces and dimensions of educational practices is to investigate the educational experience of student teachers of history. Assuming that professional education accurs in many diferent spaces and dimensions of a person's life, this research attempted to understand these different aspects. Thus, it focused on graduation courses of history (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) and some spaces of continuing professional education such as post-graduation courses in education (specialization, master’s degree and doctor's degree) and activities offered by Professional Development Centers of local and state Departments of Education (CAPE and CERP, respectively). Besides bibliographical and institutional documentation survey (historical, curricular projects, publications, work regulation, teachers' titles, programs, evaluation system), interviews with coordinators, professors and former pupils have been used as sources of data, as well as analysis of questionnaires applied to students who are beginning and ending their history courses. This research took place in Belo Horizonte and the period of time considered extends from the 80's up to the present.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-05-04T14:07:56Z No. of bitstreams: 1 Marcio Morais.pdf: 1740392 bytes, checksum: 4c3a521a3dd1967e9772f74fc423f990 (MD5) / Made available in DSpace on 2015-05-04T14:07:56Z (GMT). No. of bitstreams: 1 Marcio Morais.pdf: 1740392 bytes, checksum: 4c3a521a3dd1967e9772f74fc423f990 (MD5) Previous issue date: 2012-12-14 / Nenhuma / O objeto deste estudo é a percepção de contabilistas do Estado de Mato Grosso sobre educação profissional continuada em IFRS aplicada às PMEs. Partindo do reconhecimento de crescimento econômico através da educação continuada, com aquisição de habilidades e competências, a Teoria do Capital Humano evidenciaria então, ao profissional da contabilidade, maior empregabilidade, rendimento potencial, projeção e satisfação. O Objetivo foi analisar a percepção de contabilistas do Estado de Mato Grosso sobre educação profissional continuada em IFRS aplicada às PMEs. Para a coleta das evidências, foram desenvolvidas duas etapas: na primeira, realizou-se entrevistas com quinze profissionais de empresas de serviços contábeis. Posteriormente, analisou-se o conteúdo das entrevistas, que contribuiu para a construção do questionário. Na sequência, este foi submetido à apreciação de cinco especialistas e incorporado as sugestões de melhorias. Em seguida, o questionário foi aplicado como pré-teste a dezoito contabilistas de empresas de serviços contábeis. Novos ajustes foram realizados e deu-se início a submissão aos contabilistas de empresas de serviços contábeis ativas do Estado de Mato Grosso. Com um total de 302 respostas, desenvolveu-se a análise descritiva por meio de distribuição de frequências, medidas de tendência central e variabilidade. As análises das respostas pela percepção dos contabilistas indicaram esperar efeitos positivos com a educação profissional continuada em IFRS para PMEs. Também, reconhecem a possibilidade de melhora no desempenho profissional, assim como maior empregabilidade e rendimentos. Como resultado da capacitação através da educação continuada em IFRS ambicionam a ampliação de oportunidades de trabalho e a valorização do profissional, conforme preconizado pela Teoria do Capital Humano. Também, a noção pela inserção da contabilidade de forma global, na falta de profissionais qualificados e cursos de capacitação. Estabelecem ainda, nível de dificuldade regular na apresentação das demonstrações contábeis de acordo com a nova norma: IFRS para PMEs. Para finalizar, indicam a necessidade e oferta de educação continuada, apontando o conselho regional de contabilidade e as universidades como agentes promotores importantes no processo de qualificação dos profissionais contábeis. / The object of this study is the perception of accountants in the State of Mato Grosso on continuing professional education on IFRS applied to SMEs. Recognizing economic growth through continuing education, with the acquisition of skills and competencies, Human Capital Theory would evidence then, to the accounting professional, greater employability, income potential, projection and fulfillment. The aim was to analyze the perception of accountants in the State of Mato Grosso on continuing professional education on IFRS applied to SMEs. To collect evidence, two steps were developed: first, interviews with fifteen professional from accounting service firms were conducted. Subsequently, it was analyzed the content of the interviews, which contributed to the construction of the questionnaire. Following, it underwent assessment of five experts and incorporated to suggestions for improvements. Later, the questionnaire was administered as pre-test to eighteen accountants from accounting service firms. New adjustments were performed and the submission to accountants from accounting service companies active in the State of Mato Grosso started. With a total of 302 responses, it was developed a descriptive analysis using frequency distribution, measures of central tendency and variability. The analysis of responses for the perception of accountants indicates positive effects expected with continuing professional education on IFRS for SMEs. They also recognize the possibility of improvement in job performance, as well as greater employability and income. As a result of training through continuing education on IFRS, aspire to expand job opportunities and professional enhancement as recommended by the Human Capital Theory. Also, the notion by inserting accounting globally and in the absence of qualified Professionals and training courses. Establish also difficulty regulating in the presentation of financial statements according to the new standard: IFRS for SMEs. Finally, indicate the need and way of conducting continuing education, pointing the regional council of accounting and universities were identified as important agents in the process of qualification of accounting professionals.

Notre recherche porte sur la manière dont les médecins développent leurs connaissances dans les dispositifs de mise en circulation des savoirs que sont les congrès médicaux, et plus particulièrement, au sein de ces derniers, pendant les sessions tournées vers le partage de l’expérience/expertise. Autrement dit, nous nous intéressons aux processus d’enseignement/apprentissage dans le cadre de la formation professionnelle continue. Sur le plan théorique, nous avons convoqué des travaux issus d’une part de la didactique professionnelle (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) et d’autre part de la linguistique interactionnelle (Mondada, 2001). Sur le plan empirique, notre recherche s’est déroulée en deux temps. Dans un premier temps, nous avons réalisé des observations directes et interrogé des spécialistes de l’organisation de congrès afin d’identifier les caractéristiques de ce type d’événement. Dans un deuxième temps, nous avons réalisé de nouvelles observations et proposé des questionnaires aux congressistes-médecins. Notre objectif était alors premièrement d’identifier les ressources que les médecins-communicants mobilisent pour accompagner leur pair dans leur processus d’apprentissage – quel(s) support(s) choisissent-ils et comment construisent-ils leur discours lorsqu’ils rendent compte de leur expérience/expertise ? – et deuxièmement, de mieux comprendre comment les congressistes-médecins acquièrent des connaissances utiles à l’exercice de leur métier, lors de ces sessions tournées vers le partage d’expérience/expertise. / The research presented in this PhD thesis concerns the professional development of physicians in the context of medical congresses, particularly, during sessions dedicated to sharing experience and expertise. We study this situation as a teaching/learning tool for continuing education. We use theoretical frameworks from professional didactics (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) and interactional linguistics (Mondada, 2001). We conducted this research in two phases. During the first phase, of an exploratory nature, we have explored congress as an event through direct observation and inquiry of professional congress organisers. During the second phase, of systematic enquiry, we have first identified the resources expert physicians in teaching position use to accompany their peer physicians in their learning process. Which teaching support do they use, how do they build the learning experience? Second, we have studied how physicians as learning persons do convert congress sessions dedicated to the sharing of experience and expertise into useful knowledge for their daily work.

I läroplanen framgår att rektor har ett särskilt ansvar för att lärare ska få den kompetensutveckling som krävs för att de ska kunna utföra sitt uppdrag på ett professionellt sätt. Detta får givetvis konsekvenser för rektors arbete. Syftet med studien är att studera rektors föreställningar och strategier gällande lärares kompetensutveckling. Frågeställningarna berör de föreställningar som framträder när rektorer beskriver lärares kompetensutveckling och vilka strategier har rektor för att verkställa lärares kompetensutveckling? Diskursanalys har använts som teoretisk och metodologisk utgångspunkt. Sex intervjuer av rektorer i grundskolan har genomförts vilket också varit en totalundersökning för en kommunal huvudman. Resultatet visar att rektors föreställningar centreras kring att utveckla undervisningen i klassrummet, skolans kultur och kollegialt lärande.  För att få till en skolkultur som tar sig an kollegialt lärande behöver rektor använda sig av strategier exempelvis genom att lobba för att motivera lärarna till aktuell kompetensutveckling, men också genom att modellera och leva som man lär. Studien visar en tendens till att rektorer placerar lärares kompetensutveckling inom skolutvecklingsdiskursen. Detta får följder som att rektor behöver få till en skolkultur som möjliggör kollegialt lärande för skolutveckling. / The curriculum in Sweden states that the principal has a special responsibility for ensuring that teachers receive the competence development required for them to be able to carry out their assignment in a professional manner. This of course has consequences for the principal’s work. The purpose of the study is to study the principal's conceptions and strategies regarding teacher competence development. The questions are which perceptions emerge when principals describe teachers' competence development and which strategies does the principal have to implement teacher competence development? Discourse analysis has been used as a theoretical and methodological framework. Six interviews of principals in compulsory school have been conducted, which has also been a total survey for a municipality. The result shows that the principal's conceptions are centred on developing the teaching in the classroom, the school's culture and professional learning. In order to get a school culture that takes on collegial collaboration, the principal needs to use strategies, for example by lobbying to motivate the teachers to upcoming competence development, but also by modelling and practice what is preached. The study suggests that principals recognize teacher competence development as part of a school development discourse. Consequently, a school culture allowing professional learning, needs to be established.

Bakgrund: Hälso- och sjukvården är i ständig utveckling. Omorganisering mellan vårdinsatserna leder till mer ansvar för primärvården. Sjuksköterskor förväntas arbeta evidensbaserat, hålla sig uppdaterade och ha kompetens för att kunna utföra sitt arbete. Sjuksköterskors kompetens har större påverkan på patientsäkerheten än bemanningsfrågan. Syfte: Syftet är att kartlägga sjuksköterskors kompetensutveckling inom primärvården; värdet av, påverkan på patientsäkerheten och tiden. Metod: En icke experimentell, tvärsnittsstudie med insamlad data från webbenkäter.  Data analyserades med statistikprogrammet IBM SPSS statistics version 29. Analysmetoderna Spearman bivariat korrelation och Mann-Whitney U-test användes och presenterades med deskriptiv statistik i text, tabeller och figurer. Signifikansnivån var p <0,05. Inklusionskriterierna var sjuksköterskor som arbetade på en regional vård- eller hälsocentral i södra Sverige. Resultat: Sjuksköterskorna hade generellt ingen tid för kompetensutveckling och var generellt missnöjda. De ansåg att det var rimligt med mer tid för kompetensutveckling än den då befintliga tiden. Många respondenter läste eller studerade på sin fritid och en del på grund av obefintlig tid på arbetet. Sjuksköterskors värdesätter sin egen och sjuksköterskekollegornas kompetens. Samtliga ansåg att sjuksköterskans kompetens påverkar patientsäkerheten.  Slutsats: Schemalagd tid för sjuksköterskornas kompetensutveckling bör prioriteras inom primärvården. Det krävs kompetenta sjuksköterskor för att bedriva en god och säker vård. Sjuksköterskorna behöver kompetensutveckling för att öka arbetstillfredsställelsen och för en hållbar utveckling inom hälso- och sjukvården. / Background:  Health care is in constant development. Reorganization leads to more responsibility for primary health care. Nurses are expected to work based on evidence, stay up-to-date and have competence to be able to perform their work. Nurses competency has a greater impact on patient safety then the issue of staffing. Aim: The aim is to chart nurses competency development in primary health care; value of, impact on patient safety and time.  Method: A non-experimental, cross-sectional study with a web survey. The results were presented with descriptive statistics in text, tables and figures.  Data were analyzed in the statistical program IBM SPSS statistics version 29. The analysis methods Spearman bivariate correlation and Mann-Whitney U-test was used and presented with descriptive statistics in text, tables and figures. The significance level was p <0.05. Nurses who worked at a regional primary health care center in southern Sweden were included in the study. Results: The nurses generally had no time for competence development and were generally not satisfied. They considered that it was reasonable to have more time for competence development that the existing time. Many respondents read or studied in their spare time and some due to non-existent time at work. Nurses value their own competence and that of their nursing colleagues. All nurses considered that the nurse's competence affects patient safety. Conclusion: Scheduled time for competence development for nurses should be prioritized in primary health care. It requires competent nurses to provide good and safe care. Nurses need competence development to increase job satisfaction and for sustainable development in health care.

資訊時代的來臨，使得館員自身的工作範圍變得更多元，而館員的工作不在侷限於傳統的流通、編目以及傳統的參考服務。讀者對於館員的要求也不再只是「借還書的圖書館員」，對於圖書館的要求也不再只是「借還書的地方」，讀者對館員的要求是，多元的資訊服務，以提高圖書館整體的服務品質。因此，在此種環境下，館員必須利用不斷地自我學習及接受繼續教育等管道獲得新知，增加自我的工作能力，跟上時代的需求，滿足讀者的資訊需求，因此繼續教育對館員的成長非常重要。 本研究採用文獻分析與比較研究法，研究的目的，是希望藉由英美兩國圖書館學會對於館員的繼續教育情形作借鏡與整理，讓我國圖書館學會能根據英美圖書館學會的先例以及方式，選擇適合我國圖書館學會舉行繼續教育的方式與課程。 英國圖書館學會在西元2002年與資訊科學學會合併，對於英國圖書館學界來說，是一個很大的轉變，其中對於研習班與特殊興趣小組而言，更是增加了一些與資訊科學相關的研習班與興趣小組，因此，讓圖書館學不再只是傳統的圖書館學，而是因應時代成為資訊化社會的圖書館。美國圖書館學會對於繼續教育十分的重視，除了每年藉由年會所舉辦的各個主題的研習班之外，更在西元1999年開始了專業教育會議（Congresses on Professional Education，簡稱COPE），在近幾年已經舉辦三次，每次所探討的重點不一，其中以第二次專業教育會議（COPE II）對於專業館員的繼續教育作了很深刻的討論，並將討論的結果交付美國圖書館學會實行與研議。 英美圖書館學會對於繼續教育的比較，可分成四個部分作比較，由於國情的不同，因此兩國對於館員繼續教育的方式除了一般的研習班之外，英國多了所謂的特殊興趣小組，讓會員們能根據自己的喜好而加入與學習，而美國則是對於繼續教育的政策與實行的方式舉辦了專業教育會議，讓圖書館專業人員對於繼續教育的認可、與制度有重新的認識與方針。 最後就英美圖書館學會的繼續教育的優點，向中國圖書館學會提出的建議為：（一）建立中國圖書館學會的領導地位；（二）制定館員的繼續專業教育計畫；（三）擬定圖書館員的繼續專業訓練手冊；（四）加強研習班的內容多元化；（五）研擬圖書館員繼續教育的認可制度。 / In the information age, the librarians can not be traditional librarians. Just working for the traditional circulation、cataloging and traditional service. Facing the information technology evolution, librarians must adopt new strategies and educate themselves through continuing education. This thesis presents the continuing education policy and workshop in the Chartered Institute of Library and Information Professionals (CILIP) and in the American Library Association (ALA). CILIP’s aim is to provide the highest quality workshops, onsite training and executive briefings for all library and information staff. All our workshops are tailored to meet the learning, training and developmental needs of the modern library and information community. And every Member of CILIP is entitled to join two Special Interest Groups free of charge. In the ALA, 1999 Annual Conference meeting the ALA Executive Board, decided to set up for a subcommittee with developing a preliminary outline for a 2nd Congress on Professional Education. The appointment of a steering committee to plan such a congress was approved at the Board’s Fall 1999 meeting with the 2nd Congress to be held late in 2000. Finally, according to the results of the study, several suggestions are provided: 1.Establishing the leader position for the Library Association, R.O.C.；2. Drafting the Librarians Training Headbook for the continuing education； 3. Diversifying the contents of workshops； 4. Formulating the plan for the continuing education of the librarians； 5 Drafting a system for the accreditation of the continuing education of the librarians.

This dissertation research study explored how registered nurses (RNs) use mobile devices as tools to support and enhance informal learning in their work settings. The mixed methods inquiry involved select Canadian practicing and regulated RNs who used mobile devices in their workplaces. A sequential explanatory research design collected quantitative and qualitative data using an online survey and semi-structured interviews. Quota sampling for the quantitative component yielded 170 usable online surveys. From the survey respondents, interview volunteers were purposively selected and ten (10) interviews were conducted. Descriptive, inferential, inductive, and integrated data analyses were conducted in order to explore strategies, processes, purposes, modes of use (individual [non-collaborative] or collaborative), and age-generational differences associated with RNs’ use of mobile devices for informal learning in the workplace. Findings indicated that the study participants primarily used their handheld devices for self-directed informal learning with non-collaborative strategies or processes in their work settings for accessing online resources for a range of reasons including: evidence-based support, new procedures/treatments, professional development, patient/client teaching, and maintaining competency. Age differences related to the use of mobile devices for informal learning were minimal. However, workplace-related influences including deficiencies in formal educational resources, Internet access, and/or employer support were relevant to the informal learning experiences. Positive perceptions of efficiencies, self-confidence, patient/client safety, patients/clients’ reactions, and the need for sanctioned resources for using mobile technologies in the healthcare workplace were articulated. The findings pointed to the significance of mobile devices as learning tools for RNs’ informal learning for construction of knowledge and meaning-making to inform professional development and continuing competence. / 2013-01