Registered nurses entering a Nurse Prescriber programme participated in a mixed methods case study to explore the extent of their bioscience knowledge and the confidence with which that knowledge was held. Forty two Nurse Prescriber students, aged 26 – 55 years, from a range of job roles were recruited. Using questionnaires and interviews, both quantitative and qualitative data were obtained. An examination of the Nurse Prescribers’ views of pre-registration nursing demonstrated that the knowledge gained had been related to practice but had been both superficial and lacking in breadth. The bioscience in pre-registration programmes had not sufficiently prepared the participants for their roles as registered nurses. The importance of experiences gained as a registered nurse in the practice setting in the learning of bioscience was strongly emphasised. Participants reported greater learning of bioscience by informal methods such as work experience, use of books and the Internet and discussion with colleagues than from experiences in the classroom. Interviewees placed particularly strong emphasis on the importance of learning from medical colleagues. The role of post-registration programmes emerged as important in learning bioscience because it related to the job role. Post-registration courses also emerged as significant in giving confidence to the registered nurse. Confidence increased not just in terms of the knowledge held, but also in terms of nurses’ ability to communicate with patients, relatives, and doctors, their ability to understand nursing skills, and their willingness to admit when something was not known.

A prominent issue in the field of automotive research is the apparent lack of consideration given to the potentially safety-critical differences between novice and experienced users of Advanced Driver Assistance System (ADAS). Conducting experiments with novices only often results in the generation of unrepresentative findings, as these new systems often come with a lengthy adaptation period following their introduction. Running experiments with experienced drivers, however, is difficult, as these are often few and far between, if they even exist. To alleviate this discrepancy, and to help researchers acquire participants more akin to experienced drivers, even before a system has been launched, the approach of AcceLerated Behavioural Adaptation through Targeted tRaining prOgramS (ALBATROS) is proposed. It aims at training drivers in the use of the system, ideally giving them a level of experience similar to experienced users of said systems. A framework for the ALBATROS approach is presented, as is the development of a proof-of-concept training program following this approach. Likewise, a mock-up ADAS, that provides drivers with both longitudinal and lateral support of the vehicle, dubbed the Driver Assist (DA), is presented, for which the training program (the DATP) is developed. The current study presents an experiment designed to validate the efficacy of the DATP, and ultimately, the ALBATROS approach itself. The current study concludes that DATP-trained drivers display significantly improved understanding of the DA system following training and are significantly more likely to retake control in critical situations, than are untrained drivers. Thus, the ALBATROS approach appears a viable approach in giving drivers a better understanding of an ADAS system. However, whether the DATP succeeded in creating drivers similar in experience and understanding to real experienced users of said sys- tem, and if so, exactly how similar, is still unknown. More research is needed, specifically, studies comparing experienced users with those having been trained with the ALBATROS approach.

Produktutveckling och innovation är ett systematiskt arbete för att generera nya produkter. Det är en kostsam process och de små företagen är extra sårbara vilket gör att rätt handling i produktutvecklingsarbetet är av stor vikt. När det gäller framställning av nya produkter är produktutvecklingsarbetet avgörande för konkurrenskraften. I takt med den ökade globaliseringen behöver företag ta hänsyn till en dynamisk och ofta föränderlig marknad för att överleva. Att ha kontroll på produkten genom hela produktutvecklingsarbetet skapar möjligheter till utveckling och förbättring och därigenom bättre utnyttjande av resurser. Produktutveckling genererar kostnader och resurser för företagen vilket gör att det blir allt viktigare att handla rätt redan från start och vidare genom hela produktutvecklingsarbetet. Genom att effektivisera utnyttjandet av resurser skapas en mer hållbar produktion och produkt. Syftet är att, i mindre företag, belysa några av de kritiska faktorer som kan inverka på effektiviteten i dryckesbranschens produktutvecklingsarbete. En kvalitativ studie innehållande semistrukturerade intervjuer med fem mindre dryckesföretag. Intervjuerna pågick i cirka 20 minuter. Data från informanterna spelades in och transkriberades för att sedan genomgå en tematisk analys. Företagen valdes utifrån ett målstyrt urval. Då intervjuerna utfördes genom fysiskt möte valdes företag belägna inom en 10 mils radie från Malmö. Den tematiska analysen resulterade i tre teman vilka var styrning/kontroll, erfarenheter, samt omvärldsbevakning. Dessa teman utgör kritiska faktorer som alla har en avgörande roll i produktutvecklingsarbetet. Småföretagen påverkar ofta sitt produktutvecklingsarbete genom beslut utifrån tidigare förvärvade yrkes erfarenheter och kunskaper samt genom informella beslut allteftersom problem och frågor uppkommer. Styrning/kontroll, erfarenheter samt omvärldsbevakning är tre kritiska faktorer som alla inverkar på produktutvecklingsarbetet. Småföretagen agerar ofta utifrån tidigare yrkeskunskaper och erfarenheter när beslut ska fattas. Detta har orsakat ökade kostnader, förlängt produktutvecklingsarbetet samt gett svårigheter som krävt nya beslut. Detta har påverkat företagens produktutvecklingsarbete i negativ riktning. Genom att kombinera teoretiska verktyg och praktiska erfarenheter skapas det effektivaste produktutvecklingsarbetet. Omvärldsbevakning med en ökad marknads och konsumentorientering bidrar till ett bättre produktutvecklingsarbete tillsammans med beslut som fattas med förhöjd grad av styrning och kontroll samt med bidrag från tidigare yrkeskunnande. / Introduction Product development and innovation is a systematic endeavor to generate new products. This is  a costly process and the small companies are extra vulnerable which makes the right work in product development of great importance. In terms of production, product development work is crucial for competitiveness. In line with increased globalisation, companies need to consider the dynamic and often changing market in order to survive. Having control of the product throughout the product development work creates opportunities for development and improvement, and thereby better utilisation of resources. Product development generates costs and resources for the companies, which means that it is becoming increasingly important to manage correctly from the outset, and onwards throughout the entire product development work. By making more efficient use of resources, a more sustainable production and product is created. Purpose The aim is to highlight some of the critical factors in smaller companies that may affect the efficiency of product development work within the beverage industry. Method A qualitative study made up of semi-structured interviews at five smaller beverage companies. The interviews lasted approximately 20 minutes. Information from the informers was recorded and transcribed, and later underwent thematic analysis. The companies were chosen on the basis of a target-driven selection. As the interviews were carried out in the form of a physical meeting, companies were chosen within a 6,2 miles radius of Malmö. Results The thematic analysis resulted in three themes, which were experiences, intelligence gathering and governability/control. These themes represent critical aspects where everyone can play a crucial role in product development work. Small businesses often influence their product development work through decisions based on previously acquired experience and knowledge and make informal decisions as problems and questions arise. Conclusion Governability/control, experiences and intelligence gathering are three critical factors that all influence the product development work. Small businesses often act on the basis of previous professional knowledge and experience when making decisions. This has caused increased costs, prolonged  product development work and given difficulties that required new decisions, which had a negative impact on the companies' product development work. Combining theoretical tools and practical experience are the most effective product development work. Intelligence gathering with an increased market and consumer orientation contributes to better product development work, together with decisions made with a increased degree of governability/control and with contributions from previous professional expertise.

SAMMANFATTNING Det som projektledaren behöver tänka på vid planeringen av ett projekt är att uppnå beställarens krav på byggnaden och att skapa en bra samordning mellan de olika aktörerna som är inblandade i projektet. Dessutom måste projektledaren se till att projektet följer tidplanen och att budgeten inte överstiger de bestämda ramarna. Därför ligger ett stort fokus på att projektledaren har bra grundkunskaper och tillräcklig kompetens samt kunskap. För att uppnå det optimala resultat som behövs för att kunna planera och strukturera projektet så smidigt som möjligt. Detta arbete undersöker vilken kompetensutveckling och kunskap som behövs för att projektingenjören ska utveckla sina färdigheter i projektledning. En av de kärnfrågor som tas upp i intervjuerna är ”Vad kännetecknar en projektledare med låg respektive hög kompetens?” och ”Hur bedrivs kompetensutveckling för de anställda inom WSP?” De mål som ska uppnås i detta arbete är att belysa vikten av kompetensutveckling och erfarenhetsåterföring. Resultaten av undersökningen har sammanställts i en handbok som beskriver vad en projektingenjör behöver fokusera på för att bli allt mer kompetent och utvecklas effektivare till en projektledare. För att kunna uppnå dessa mål genomfördes en litteraturstudie för att få en bättre uppfattning av projektledarens roll. En mer detaljerad studie av projektingenjörens respektive projektledarens arbetsuppgifter gjordes. För att komplettera litteraturstudien genomfördes en datasökning via internet. Därefter utfördes en intervju med 5 projektledare och 5 projektingenjörer för att jämföra teori med praktik. Utifrån de intervjuades svar och litteraturstudiens resultat skapades en handbok som beskriver vad projektingenjören behöver utveckla för att bli en effektivare projektledare. Examensarbetes slutsats visar att kompetensutveckling i grund och botten är bunden till den enskilda individens motivation till att utvecklas. Varje enskild individ har sina egna mål och de är stimulerade av varierande motivationsfaktorer. Några individer har som mål att bli VD för ett företag, medan andra är nöjda med deras nuvarande position och det innebär att alla projektingenjörer/ projektledare inte strävar efter en ständig utveckling. Uppsatsens huvudfråga var: ”Vilken kompetensutveckling behövs för att projektingenjör ska utveckla sina färdigheter i projektledning?”. Resultaten visar att utan att lära sig av de fel och problem som tidigare gjorts samt göra egna nya misstag kan inte en projektingenjör utvecklas eller bli effektivare. Andra typer av vinster är tid som kommer att minska för att lösa vissa ständigt uppkommande problem med hjälp av kunskaper från tidigare liknande projekt. Genom att dra nytta av denna kunskap och inneha en bra erfarenhetsåterföring kan det bli enklare att hitta en effektiv lösning och på så sätt minska onödiga tidsförluster. / This thesis presents a study of competence and knowledge needs of project engineers to be able to manage projects successfully. The aim of the thesis is to identify how to feedback competences and experiences into the project management process. The guidebook provides guidance to what a project engineer needs to focus on to become more skilled and to become a more effective project manager. A literature study was performed to get a better understanding of the project manager's role. A detailed study was performed on the duties of project engineers and project managers. The literature study was based on books and reports as well as an information research by the Internet. An interview with five project managers and five project engineers was conducted to compare theory with practice. Based on the respondents' answers and the results from the literature study a handbook outlining what the project engineer can do to improve their project management skills. The thesis concludes that competence development depends on individual motivation. Every individual have their own goals and they are stimulated by different motivational factors. Some aims high to become CEO for a company, while other are satisfied with their positions and it doesn’t mean that all project engineer / project manager strives for continuous development. The main question of the thesis was: "What skills are needed for project engineers to develop their skills in project management?”. The results of the thesis show that without learning from their mistakes and problems that were made in previous project and by making their own mistakes the project engineer will not develop or become a more efficient project manager. By learning from experiences from previous projects the project engineer can save significant time when facing similar problems in new projects. Recording and using this knowledge may contribute to more effective solutions and thus reducing time lost unnecessarily.

How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 MonicaMGSG_TESE.pdf: 2137179 bytes, checksum: be2875c835812f62fd3bd7fcdbd9b948 (MD5) Previous issue date: 2014-02-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / A tese tem como objeto de estudo o acompanhamento da escrita de memoriais de forma??o, elaborados como trabalho de conclus?o do curso de gradua??o em Pedagogia (PROGRAPE). A pesquisa organizou-se em torno das seguintes quest?es norteadoras: Como se entrecruzam experi?ncia profissional das professoras-formadoras e suas pr?ticas de acompanhamento da escrita dos memoriais; Quais as inquieta??es das professoras e alunas sobre o processo de biografiza??o? Que procedimentos possibilitam o acompanhamento dos memoriais de forma??o sem perder de vista sua dimens?o formadora? O pressuposto que embasa esta investiga??o baseia-se na compreens?o de que acompanhamento da escrita do memorial de forma??o constitui-se das dimens?es de ensinar e aprender ao longo de um processo de coinvestimento nas pr?ticas de orienta??o em grupo. Participaram da pesquisa duas professoras-formadoras e um grupo de sete alunas -formandas. Como fontes de pesquisa foram utilizados: dois ensaios autobiogr?ficos escritos pelas professoras-formadoras e seus di?rios de acompanhamento das alunas elaborados durante o ano letivo de 2011; a transcri??o da intera??o entre as professoras-formadoras e a pesquisadora em dois grupos reflexivos, realizados para a discuss?o e o aprofundamento das quest?es orientadoras da pesquisa. Do ponto de vista conceitual, tr?s categorias te?ricas fundamentaram as an?lises: (i) a no??o de experi?ncia, compreendida como auto(trans)formadora da pessoa que narra e faz uma reflex?o sobre a pr?pria experi?ncia (LARROSA, 2002, 2004, 2010; JOSSO 2010, 2012); (ii) aprendizagem que resulta do trabalho de escrita para dar sentido ? experi?ncia vivida (CHARLOT, 2000, 2001, 2008; JOSSO, 2004, 2010, 2012) e (iii) identidade, que ? (re)constru?da durante o processo de biografiza??o, na intera??o social com o outro (N?VOA, 1992; DUBAR, 1997; LAWN, 2001; PIMENTA 1997). A an?lise dos dados revela a import?ncia do trabalho no grupo reflexivo com as professoras-formadoras fortalecendo, por um lado, a din?mica do coinvestimento biogr?fico para o desenvolvimento da compreens?o delas mesmas e de sua identidade docente e, por outro lado, para que sa?ssem de uma vis?o individual de acompanhamento e adotassem uma pr?tica coletiva mais prof?cua para o processo de biografiza??o. Observou-se, ainda, que experi?ncias, saberes e pr?ticas profissionais entrecruzam-se na dimens?o do cuidar do outro e repercutem para al?m das injun??es institucionais ?s quais devem responder um memorial de forma??o. Os registros realizados nos di?rios pelas professoras-formadoras sobre a pr?tica do acompanhamento oportunizaram reflex?o, reorienta??o e avalia??o no percurso de escrita de cada aluna, ao tempo em que apontaram para as possibilidades da continuidade da forma??o das professoras-formadoras. Conclui-se que as dimens?es da autoforma??o, heteroforma??o e ecoforma??o est?o imbricadas no acompanhamento do processo de biografiza??o e confirmam que o acompanhamento ? uma pr?tica de aprendizagens m?tuas e complexas que p?e em di?logo a subjetividade das pessoas envolvidas, sem deixar de atentar para os elementos contextuais e institucionais nos quais est?o inseridos

The aim of the work is to improve the quality of teaching. The work points to the possibility of using action teacher research in an effort to implement innovations in the field of teaching methods for younger school age students and at the same time the development of their own professional competencies. It justifies the contribution of activating experiential and reflective methods for pupils in integrating the goals of the curriculum in the field of social science topics and the goals of personal and social education. The theoretical part maps the professional background of closely related topics such as teacher professional competencies, development of primary school teachers, innovative teaching methods, personality concepts, activation methods, experiential learning, experiential pedagogy, action teacher research, reflection and self-reflection. It also maps the background for experiential and reflective methods with support on the Framework Educational Program for Basic Education. The practical part describes the whole action teacher research. It captures in two ways the self- reflective characteristics of a teacher at the beginning of action teacher research, previous experience with the researcher's experiential and reflective methods, and a scheme of action teacher action research....

Studiens syfte var att undersöka socialsekreterares upplevda kunskap om hedersrelaterat våld och förtryck samt deras upplevda trygghet i arbetet av sådana ärenden. Dessutom hade studien som mål att analysera eventuella samband mellan upplevd kunskap och arbetslivserfarenhet samt mellan upplevd kunskap och trygghet.  Inspirationen hämtades från SVT:s Uppdrag Granskning "Bortförd" (2023), där socialtjänstens hantering av hedersärenden kritiserades. Fokus i vår studie låg på bristen på kunskap och kopplingen mellan upplevd kunskap, trygghet och arbetslivserfarenhet. Genom att genomföra en enkät med 45 svar från socialsekreterare från 17 svenska kommuner och analysera svaren med statistikprogrammet SPSS, avsåg studien att belysa dessa aspekter. Resultatet indikerade att socialsekreterarnas upplevda kunskap om hedersrelaterat våld och förtryck låg på en medelnivå, medan känslan av trygghet i arbetet var relativt hög. Arbetslivserfarenhet visade en svag men signifikant koppling till upplevd kunskap. Dessutom observerades en stark positiv korrelation mellan upplevd kunskap och trygghet. Sammanfattningsvis bekräftar studien behovet av ökad kunskap om hedersrelaterat våld, då många upplever att de behöver mer kunskap i ämnet. Trots utmaningarna känner sig socialsekreterare relativt trygga när de arbetar med hedersrelaterade frågor. / The purpose of the study was to investigate social workers' knowledge of honour-related violence and oppression, as well as being comfortable working on such cases. Additionally, the aim of the study was to analyze possible connections between perceived knowledge and work experience, as well as between perceived knowledge and being comfortable dealing with such cases.  The inspiration was drawn from a Swedish television program "Uppdrag Granskning" ("Mission: Investigation") episode named "Bortförd" ("Abducted") (SVT 2023), where the social services dealing of honour cases were criticized. The focus of our study was on the lack of knowledge and the connection between knowledge, being comfortable dealing with such cases and work experience. By conducting a survey with 45 responses from social workers from 17 Swedish municipalities and analyzing the responses with the statistical program SPSS, the study intended to shed light on these aspects. The results indicated that social workers' perceived knowledge of honour-related violence and oppression was on average, while their sense of comfortability dealing with such cases was higher. Work experience showed a weak but significant connection to perceived knowledge. In addition, a strong positive correlation was observed between perceived knowledge and the feeling of being comfortable dealing with honour-related cases. In summary, the study confirms the need for increased knowledge about honour-related violence, as many believe they need more knowledge on the subject. Despite the challenges, social workers feel relatively confident when working with honor-related issues.

The theme of the master theses is the application of music and movement in the search options and ŠVP and the search for possibilities and ways of developing knowledge and skills of reading and writing prior to the child before entering the school through music and movement activities. Acquiring language skills in preschool children is realized through integrated teaching with appropriate psychological aspects. Experimentally verify the connection of music and language skills. It will be appropriate material for educational use in kindergartens.

According to the South African White Paper 5 on Early Childhood Development (ECD), the initiative of the Department of Education (DoE), whereby grade R is being implemented as part of compulsory education, is directed at the poorest of the poor. Grade R teachers responsible for the education of 5/6 year old learners will therefore have to possess knowledge and skills to enable them to lead grade R learners from deprived circumstances to optimal development and learning readiness. For under-or unqualified Foundation Phase teachers who work and live in rural areas, distance learning is often the only option for professional development and concurrent increase in compensation. The School of Continuing Teacher Education of the North-West University designed an open distance learning model to provide in the educational needs of under and unqualified teachers. The Foundation Phase Curriculum within the Professional Educator Development programme of the Advanced Certificate in Education presented by the North West University (hereafter referred to as the NWU Foundation Phase ACE programme) is delivered via open distance learning. The National Curriculum Statements (Grade R-9) include grade R to three in the Foundation Phase Curriculum and therefore the NWU Foundation Phase ACE programme will be a financially viable option to train a large number of grade R teachers to provide in the need for qualified grade R teachers. This study investigates the way in which the NWU Foundation Phase ACE programme enables grade R teaching competency as programme outcome. To attain the research aims of the study a literature and empirical study were performed. The research aims of the literature study include the establishment of the knowledge, skills and attitudes to be included in a training programme with the aim of capacitating grade R teachers to facilitate the optimal development of five/six year olds from deprived circumstances. The literature is further researched to determine national and international criteria for effective design and content for training programmes for teachers of 5/6 year old learners. Through the literature study the criteria for effective training programmes for grade R teachers are determined and more specific the criteria for the effective implementation of distance learning for the training of grade R teachers. A comparative study between the NWU Foundation Phase ACE programme and similar distance learning programmes implemented internationally also serves as benchmarking for the evaluation of the NWU Foundation Phase ACE programme. Findings from the literature study serves as benchmark for the evaluation of the NWU Foundation Phase ACE programme and for the designing of questionnaires as measurement instruments for the empirical study. The empirical research has as its first aim to determine how the NWU Foundation Phase ACE programme provides grade R teacher-students the opportunity to develop the necessary knowledge, skills and attitudes to facilitate the optimal development and learning readiness of five/six year olds from deprived circumstances. Secondly the empirical study aims to determine how the design and content of the NWU Foundation Phase ACE programme accommodates the profile and educational needs of the target population namely the teacher who will be responsible for the education of five/six year old learners from deprived circumstances. Although a combination of both qualitative and quantitative statistical methods is used in the empirical study, this evaluation research is primarily seen as a quantitative study grounded in the post-positivist epistemology. The mixed method serves as verification of findings on the data. Empirical data were captured by means of questionnaires comprising structured and open questions. Data captured through structured questions were statistically analysed Iwhile responses in open questions were interpreted qualitatively by the researcher. Data triangulation serves as verification of findings as the researcher gathered data from three study populations namely the NWU Foundation Phase ACE teacher-students, the facilitators who facilitate the NWU Foundation Phase ACE programme at the various contact centres countrywide as well as lecturers presenting a similar Foundation Phase ACE programme at other tertiary institutions in the country. A comparison of responses from the structured questions and open questions with data from related literature further provides for methodological triangulation and verification of findings. Data from the literature study as well as from all three study populations in the empirical investigation converged regarding inadequacies in the way the design and content of the NWU Foundation Phase ACE programme enable the development of grade R teaching competencies as outcome. Deficiencies were identified in the way the programme accommodates the situated and personal circumstances of the teacher student. The opportunity provided by programme design and content for an inexperienced grade R teacher-student to develop grade R knowledge and skills through experience learning, social learning and learning through reflection within the grade R teaching and learning context, was also found to be lacking. Recommendations based on the findings are made for consideration of future programme design. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.