Made available in DSpace on 2017-07-10T16:16:58Z (GMT). No. of bitstreams: 1 Queila Bosio.pdf: 2642084 bytes, checksum: 1c35ddf5272b60acfaf40bcf8853c75f (MD5) Previous issue date: 2013-12-16 / This study aims to analyze the financing of public policy and management of professional education in the state of Paraná in the period 2003 to 2012, covering the resumption of professional education, the integration with the high school and the resources planned and carried out for this modality in this period. For purposes of methodology we used primary survey of theoretical foundations in the laws, decrees and resolutions as secondary and theoretical sources we used articles and journals related to the topic. Analyses of financing are presented through graphs and tables , which include the predicted values of the public budget to finance public policy professional education for ten years in confrontation values made by the State of Paraná , these monetarily restated by INPC / IBGE reference 12/2012 , so there are no inflationary distortions . According to the proposed research , we can consider that even with the resumption of discourse prioritizing professional teaching , and investments in this area , it was observed that these resources are scarce , and include the minimum required , without taking as basis the real quality , but the minimum quality , ideological influences were also identified in the propositions of professional education for the period , sometimes with mild discourses to capitalism and relations of market work , sometimes with more pronounced discourses . It was concluded that professional education needs to become in fact a public education policy, with its own funding and not depend only on political will and government programs / O presente estudo objetiva a análise do financiamento da política pública e da gestão da educação profissional no estado do Paraná no período de 2003 a 2012, contemplando a retomada da educação profissional, a integração com o ensino médio e os recursos previstos e realizados para esta modalidade nesse período. Para fins de metodologia, utilizou-se levantamento teórico primário com bases nas leis, decretos e resoluções e como fontes teóricas secundárias artigos e periódicos relacionados com o tema. As análises do financiamento são apresentadas por meio de gráficos, tabelas e quadros, os quais contemplam os valores previstos no orçamento público para financiar a política pública da educação profissional para os dez anos em confronto os valores realizados pelo Estado do Paraná, estes atualizados monetariamente pelo INPC/IBGE referência 12/2012, para que não haja distorções inflacionárias. Diante da pesquisa proposta, pode-se considerar que mesmo com a retomada do discurso da priorização do ensino profissional, e investimentos nessa área, foi possível observar que esses recursos ainda são escassos, e contempla o mínimo necessário, sem tomar como base a qualidade de fato e sim a qualidade mínima, também foram identificadas influências ideológicas nas proposições da educação profissional para o período, ora com discursos amenos ao capitalismo e às relações de trabalho mercadológicas, ora esses discursos mais acentuados. Concluindo-se assim que a educação profissional necessita de fato ser uma política pública educacional, com financiamento próprio e não apenas depender de vontades políticas e programas de governo

Made available in DSpace on 2017-07-10T16:17:20Z (GMT). No. of bitstreams: 1 Claudimara.pdf: 3529621 bytes, checksum: c9b1eb2f37c2c131031fee5f014a82f6 (MD5) Previous issue date: 2011-04-20 / This paper, which has an exploratory point of view, intends to investigate how much did the Secondary Level Teaching renovation, that happened in Brazil in 1990, involve the notion of development of the Economic Committee for Latin America and Caribbean (CEPAL). This institution, created in 1948, has oriented, since then, the governments of Latin America countries by publishing studies and propositions about the economical development of these countries. The concepts of production and equity are important part of CEPAL recent studies and these concepts are both analytical categories of 1990 Secondary Level renovation. It´s all about understanding the renovation proposed by the Law of Directives and Bases of Education, number 9394/96, of Constitutional Amendment number 14 of 1996, as stated in Federal Decree number 2.208/972, in opinion of CNE, number 15/98. The Curriculum in Education for Secondary Levels has the referred notion of economical development. It is clear in categories of embodied democracy as in the increase of population participation as in the reduction of social inequality. The concept of population participation as in the reduction of social inequality. The concept of equality must contribute to enlarge the possibilities of everyone to be inserted in theproductive system. Besides that, education and knowledge must be a very important part of the productive transformation, recovering and strengthening the Human Capital Theory, which designs the relation between education and economy as a condition to a country development. To write the present paper, the legislation of Secondary Level renovation, the documents produced by CEPAL and the data from The National institute of Research and Studies (INEP) were researched. Among the most important study finds are the dual character of Secondary Level teaching: Regular and Professional classes; the transformations of the productive organization as a determining point to Secondary Level curriculum; the relation between education and development and the understanding of the presence of CEPAL proposition in Secondary Level renovation of 1990 in Brazil. / Esta pesquisa de caráter exploratória teve como objetivo investigar em que medida as reformas do Ensino Médio, implementadas no Brasil na década de 1990, incorporaram a noção de desenvolvimento da Comissão Econômica para a América Latina e o Caribe (CEPAL). Essa instituição, criada em 1948, tem, desde então, orientado os governos dos países latinoamericanos, por meio da divulgação de estudos e propostas que visam fundamentalmente pensar o desenvolvimento econômico da região. Nas formulações teóricas recentes da CEPAL os conceitos de produtividade e de equidade ganham centralidade, tornando-se, no presente trabalho, categorias analíticas das reformas para o Ensino Médio nos anos de 1990 no Brasil. Trata-se de compreender como as reformas consubstanciadas na Lei de Diretrizes e Bases da Educação Nº 9394/96, na Emenda Constitucional Nº 14 de 1996, no Decreto Federal Nº 2.208/97, no Parecer CNE Nº 15/98 que outorgaas Diretrizes Curriculares Nacionais de educação e nos Parâmetros Curriculares Nacionais para o Ensino Médio traduziram a referida noção de desenvolvimento. Essa noção aparece nas reformas por meio de categorias como democracia, consubstanciada tanto no aumento da participação popular como na redução das desigualdades sociais; equidade que deve contribuir para ampliar as possibilidades de oportunidades para que todos possam ter condições de inserir-se no sistema produtivo, além de educação e conhecimento serem colocados como eixos da transformação produtiva, recuperando e reforçando a teoria do capital humano, que concebe a relação entre educação e economia como condição para a promoção do desenvolvimento do país. Para o desenvolvimento do estudo utilizou-se de fontes primárias tais como documentos emitidos pela CEPAL, a legislação relativa às reformas do Ensino Médio e o banco de dados do Instituto Nacional de Estudos e Pesquisas (INEP). Os dados secundários, obtidos na bibliografia consultada, serviram para compor o marco teórico e para auxiliar na análise e interpretação dos dados. Entre os achados do estudo destacam-se: o caráter dual dessa modalidade de ensino, traduzida na educação geral e educação profissional; as transformações na organização produtiva como determinante para a organização do Ensino Médio; a vinculação entre educação e desenvolvimento; e a constatação da incorporação de elementos da proposta da CEPAL na legislação referente às reformas do Ensino Médio na década de 1990.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-07-28T12:43:33Z No. of bitstreams: 1 Leandro da Costa Leites Menezes_.pdf: 941056 bytes, checksum: 2d4d881658e3a846efe378523f640299 (MD5) / Made available in DSpace on 2016-07-28T12:43:33Z (GMT). No. of bitstreams: 1 Leandro da Costa Leites Menezes_.pdf: 941056 bytes, checksum: 2d4d881658e3a846efe378523f640299 (MD5) Previous issue date: 2016-04-29 / Nenhuma / O presente trabalho é um estudo de caso que teve como objetivo analisar a retenção de instrutores de formação inicial em uma Instituição de Educação Profissional sinalizando estratégias de manutenção e engajamento. O referencial teórico desenvolvido abordou os seguintes tópicos: retenção de instrutores de formação inicial (MONTEIRO, 2010; VENTURA, 2013); gestão estratégica de pessoas (COSTA; BARRETO, 2010; NOBRE, 2009; AMORIM, 2012); clima organizacional (CERVO, 2012; CERVO; XAUSA, 2011; LUZ, 2003; SOUZA et al., 2015); vínculo organizacional e de instrutores (PÁDUA; HONÓRIO, 2013; SAPIRO; DALPOZZO; BARBOSA, 2008; KRAMER; FARIA, 2007; ZONTA; FERREIRA, 2016); rotatividade de pessoal - turnover (FIDELIS; BANOV, 2007; NASCIMENTO et al., 2012); e tendências nos processos de reter pessoas (SOUZA; BARRETO, 2015). Sobre esse tema há uma preocupação da instituição pesquisada no sentido de criar novas estratégias para manter os instrutores de formação inicial, considerando esse cargo como estratégico para o desenvolvimento de suas atividades. A coleta de dados foi feita através de entrevistas semiestruturadas e presenciais com 10 instrutores de formação inicial (atuam em cursos profissionalizantes voltados ao atendimento à indústria) e 04 gestores estratégicos que atuam na empresa estudada. Na pesquisa documental, que teve tratamento de dados pela Análise de Conteúdo de Bardin, utilizando as categorias para corroborar e/ou confrontar os dados oriundos das entrevistas. As categorias analisadas dos instrutores de formação inicial foram: 1) pedido de demissão; 2) permanência como instrutor na instituição; 3) reconhecimento; 4) orgulho da instituição; 5) capacitação profissional; 6) retenção de instrutores em 2013; 7) retenção atual de instrutores; 8) sugestões de estratégias de retenção de instrutores e engajamento; 9) dificuldade do cotidiano. Para analisar as respostas dos gestores foram avaliadas as seguintes categorias: 1) retenção de instrutores em 2013; 2) demissão de instrutores; 3) permanência e reconhecimento do esforço de instrutores; 4) capacitação de instrutores; 5) índice de rotatividade (turnover); 6) sugestões de estratégias da Instituição para retenção e engajamento de instrutores. Os principais resultados apontam para a necessidade dos instrutores de formação inicial terem mais tempo para preparação de aulas, dar e receber feedback, condições de trabalho e uma melhor estruturação da Gerência de Pessoas, no sentido de divulgar mais os benefícios e subsídios que a instituição possui para seus empregados. Conforme sugerido pelos gestores uma remuneração variável através da avaliação e rendimento que cada instrutor teria no desenvolvimento de suas atividades. / This paper is a case study that aimed to analyze the retention of initial teacher education in a vocational education institution signaling maintenance strategies and engagement. The theoretical framework developed covered the following topics: retention of initial teacher education (Monteiro, 2010; Ventura, 2013); strategic management of people (Costa and Barreto, 2010; Noble, 2009; Amorim, 2012); organizational climate (Hart, 2012; Hart and Xausa, 2011; Light, 2003; Souza et al, 2015); organizational relationship and teaching (Padua and Honorius, 2013; Sapiro, Dalpozzo and Barbosa, 2008; Kramer and Faria, 2007; Zonta and Ferreira, 2016); Staff turnover - turnover (Fidelis and Banov, 2007; Nascimento et al, 2012); and trends in the processes of retaining people (Souza and Barreto, 2015). On this subject there is a concern of the institution researched in order to create new strategies to keep the initial training of teachers, considering this position as strategic for the development of its activities. Data collection was made through semi-structured and in-person interviews with 10 initial training of teachers (working in professional courses aimed at meeting the industry) and 04 strategic managers working in the company studied and documentary research, which was processing data for analysis Bardin content and is used in the analysis of the categories to support and / or comparing the data from the interviews. The analyzed categories of initial teacher education were: 1) resignation; 2) remain as a teacher at the institution; 3) recognition; 4) pride of the institution; 5) professional training; 6) retention of teachers in 2013; 7) Current retention of teachers; 8) suggestions retention strategies for teachers and engagement; 9) daily difficulty. To analyze the responses of managers the following categories were analyzed: 1) retention of teachers in 2013; 2) dismissal of teachers; 3) Stay and recognition of the efforts of teachers; 4) teacher training; 5) turnover index (turnover); 6) Facility strategies Suggestions for retention and engagement of teachers. The main results point to the need for initial training of teachers have more time to prepare lessons, giving and receiving feedback, working conditions and a better structuring of People Management, to disclose more benefits and subsidies that the institution has for their employees, as well as suggested by managers, a variable remuneration, through the evaluation and performance that each teacher would have to develop their activities.

Orientador: Alexandre Janotta Drigo / Resumo: A trajetória histórica da formação em Educação Física mostra que a legislação marcou, e ainda marca, a sua constituição enquanto profissão. No Brasil, a Educação Física foi construída por meio de embates políticos, epistemológicos e ideológicos. Assim, essa área traz arraigada em si características do passado que necessitam ser superadas. Deste modo, a presente pesquisa teve como principal objetivo investigar as Diretrizes para a formação de professores expressas na legislação e as consequências políticas e pedagógicas no campo de formação em Educação Física. Este estudo é de cunho qualitativo e do tipo pesquisa descritiva-analítica. Os dados foram coletados usando-se uma entrevista semiestruturada, composta de quatro questões abertas. A amostra foi composta por 20 profissionais de Educação Física, sendo cinco representantes de cada um dos seguintes grupos: GRUPO A - Entidade Científica com Atuação Nacional; GRUPO B - Coordenação de Curso de Licenciatura em Educação Física; GRUPO C - Sistema de Regulamentação Profissional; GRUPO D - Pesquisadores que estudam Formação Profissional em Educação Física. Os resultados mostraram que a perspectiva geral dos participantes dos grupos B, C e D indica que houve avanços ao longo da história, principalmente, porque as Diretrizes apresentaram uma preocupação maior com a dimensão pedagógica no currículo dos cursos de licenciatura, com o fortalecimento da identidade do professor, com a definição do perfil do licenciado e com a especificidade... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The historical background of Physical Education initial professional education demonstrates that legislation has profoundly influenced its constitution as a profession. In Brazil, the history of Physical Education is marked by political, epistemological and ideological debates. In this sense, this area is embedded in historical characteristics that need to be overcame. Thus, the objective of the present study was to investigate the guidelines regarding initial teacher education and the political and pedagogical consequences on Physical Education initial professional education. This is a qualitative descriptive-analytic study. Data were collected through semi structured interview consisted of four open-ended questions. Participants comprised 20 Physical Education professionals, divided into four groups (five participants each): GROUP A – members of a scientific entity of national scope; GROUP B – coordinators of Physical Education teacher education programs; GROUP C – members of professional regulation system; GROUP D – scholars who do research on Physical Education initial professional education. According to the general perspectives of the participants of groups B, C and D, the findings indicate that there were advances as the guidelines brought a greater concern regarding the pedagogical dimension in the teacher education curriculum, strengthening teachers´ identity, defining the profile of teachers and specifying teacher education. With specific regard to Physical Educatio... (Complete abstract click electronic access below) / Doutor

During recent years there have been noticeable shortcomings in the human encounter of people seeking some form of health care in Sweden. This is something that affects professional education within ‘the welfare state’ and implies that human expectations, societal demands and questions about knowledge, basic values and competence have become pedagogically interesting. The basic aim of the dissertation is - to contribute to a practically, relevant and theoretical in-depth understanding of the learning and teaching of ethics in professional education. By taking nursing education as an example and focussing on the human encounter of the person seeking care, the dissertation aims - by analysis of the pedagogic practice and from a critical-theoretical perspective – to provide a foundation for such an understanding. The research perspective includes a social-philosophical point of departure with a focus on Mead’s interactional view of learning and Habermas’s critical theory of social communication. Methodologically an emphasis is placed on discourse analysis. The results demonstrate how the learning and teaching of ethics in human encounters can be understood as a question of communication of both knowledge and values. In the theoretical reconstruction that follows it is shown how pedagogic actions, learning and competence can be understood as communication of and in particular contextual discourses. The six discourses are: ‘the efficiency-related discourse’, ‘the expert-related discourse’, the ‘care-related discourse’, ‘the communicative-related discourse’, ‘the egocentric discourse’ and ‘the ethnocentric discourse’, all of which are mutually related to each other. The contextual discourses focus on different values. Those that are most conducive to creating pleasant human encounters are the communicative- and the care-related discourses, which also form the foundation for the pedagogic recommendation that makes up the concluding discussion of the dissertation. The recommendation concerns a pedagogical practice that affirms, pays attention to, safeguards and challenges and thus generates creativity, as well as the legitimacy of pluralism. To engage in stimulating pedagogical discussion means being committed, taking responsibility and practicing solidarity in the profession of education. Such a ‘deliberative pedagogy’ creates possibilities for people to develop solidarity of judgement in a society that increasingly demanding that. In conclusion, the recommendation for a new and challenging human encounter-ethical-pedagogy is intended to show that ‘ideals can be realistic’. Normative recommendations do not have to be abstract visions of the future, but can be looked upon as means of focussing on alternative actions, that despite the difficulties are possible to realise – here and now.

Patient-centred care is the gold standard of health care, yet in practice, problems prevail. The use of the ‘expert patient’ in health professional education is one form of learning patient-centred care. A gap in the literature regarding how the use of ‘expert patient’ in health professional education promotes patient-centred care was acknowledged in current research. With Queen’s University Health Sciences & Affiliated Teaching Hospitals Research Ethics Board approval, a sample of Queen’s University MScOT students participated in a qualitative study with the following research question: “How does the students’ experience of interacting with the ‘expert patient’ (‘XP’) relate to learning regarding client-centred practice (CCP)?” Three objectives were proposed: 1. Describe the OT students’ experience of interacting with the ‘expert patient’, 2. Describe the students’ learning regarding client-centered practice, 3. Identify the conditions particular to the ‘expert patient’ experience that led to learning regarding client-centered practice. In-depth interviews were conducted with the students subsequent to their ‘expert patient’ experience. Analysis revealed three conditions that together provided the foundation for student experiential learning regarding client-centred practice: interaction with particular persons with stable disability known as ‘expert patients’; students’ requirement to evaluate them and thus ‘experience power’; and explicit opportunities for ‘directed reflection and discussion’. Questions were raised for researchers, health care professional educators and health care professionals regarding the potentially transformative nature of engaging in unfamiliar contexts with openness to learning. The thesis allowed insight into the lived experience of OT students learning with ‘expert patients’; the admiration, discomfort, humility and gratefulness they experienced while gaining a sense of the meaning of collaboration, respect for autonomy and recognition of expertise. Implications of the research impact all stakeholders in health professional education. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2013-04-05 00:18:04.617

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.

The purpose of this research was to determine, describe and analyze the patterns of social service curricula in Uruguay. This exploratory study obtained data about structured and unstructured social service education, and the educational and professional backgrounds of educators and social service workers. The research process included: (1) administration of a questionnaire to University of the Republic's School of Social Service (EUSS) faculty to determine their perceptions of School curriculum, and their personal backgrounds; (2) administration of a questionnaire to social service workers in Montevideo to determine their perceptions of their professional education, and their personal backgrounds; (3) analysis of structured social service at EUSS and the Institute of Philosophy, Sciences and Letters’ (IFCL) Department of Social Service (formerly School of Social Service of Uruguay); (4) analysis of in-service social service education offered in Montevideo; and (5) observation of and participation in social service activities essentially in Montevideo. Forty-four faculty members of EUSS and one hundred and twenty social service workers responded to questionnaires. The results of the present research may be summarized thusly: (1) the social service professional respondents demonstrated a complete dedication to their profession and to the well-being of less fortunate members of Uruguayan society; (2) perceptions held by EUSS faculty about twenty-two courses of the EUSS 1979 curriculum were: nine courses, satisfactory in content; twelve courses, improve content; and one course, considerable content improvement required; (3) social service curricula of EUSS and IFCL differed notably in their requirements in social sciences, methodology and special course work; (4) the curricular mission of the Institute for Domestic Social Training (IFFS) appeared overly concerned with the family unit; (5) EUSS practicum training was poorly supervised by faculty, a broad spectrum of training sites was not used, and agency personnel were not utilized sufficiently for supervision of interns; (6) in-service educational offerings were limited in scope and number, and schools of social service were not meeting the continuing education needs of professional workers; (7) rural social service needs were not being met by structured and in-service education, nor was sufficient research being done about rural social problems; (8) insufficient research was being directed toward the indigenization and reconceptualization of social service curricula; (9) EUSS instructors were all part-time and limited in post-graduate training; (10) interest in postgraduate courses and a masters' degree program was high among EUSS faculty and social service professionals; and (11) graduates of Uruguayan schools of social service were limited in their ability to conduct independent research or to accept mid-level administrative positions due to minimal training in these two educational areas. EUSS faculty and social service professional defined social service priority curricular areas of emphasis for the 1980 as health, primary and secondary education, children, housing, the family, and social rehabilitation. Several conclusions and recommendations were derived from this research, including: (1) EUSS and IFCL curricula differed in emphasis on the social sciences and methodology courses; (2) social service education should be divided, and undergraduate education should be the responsibility of IFCL, and post-graduate education, as a structured masters’ degree program, the responsibility of the University of the Republic through a newly founded Graduate School of Social Service. In-service education should be a cooperative program involving all public and private social service educational institutions; (3) social service educators and professional workers should unite to influence national social policy formation; and (4) social service educators and professionals should give high priority to research to meet future needs of the Uruguayan society.

Cultural diversity is affecting every aspect of society today and nurses need to be able to provide culturally competent care to remain relevant, and useful, within the current climate. Cultural immersion experiences are one of the teaching strategies that have been incorporated in an attempt to prepare nurses to be culturally competent in practice. However, there are only a few research studies that have been conducted, within the discipline of nursing, to empirically document the process and outcomes of a cultural immersion experience. Thus, the purpose of this study was to examine factors that facilitate a meaningful cultural immersion experience during a nursing program, as well as the short-term effects of such experiences on personal and professional growth and cultural awareness. The theoretical framework for the study was Leininger's theory of Culture Care Diversity and Universality.This study identified factors that were relevant and important in facilitating a meaningful cultural immersion experience within the categories of situational predetermining factors, modifying factors, and transitional factors (adjustment strategies). Situational predetermining factors identified as relevant included prior personal and professional experiences, prior attitudes and values, preparation before departure, andprior cultural knowledge. Modifying factors identified as relevant included the perception of living in another world, and being "stuck there," as well as the type of location, type of nursing experience, and people met on site. Transitional factors identified as relevant included social support from classmates and the use of coping responses such as humor, self-reliance, personal strength/faith, as well as adjustment of communication style to be able to talk with host-nationals. Finally, personal and professional growth and changes in cultural awareness were identified as outcomes of the immersion experience. Further research on the process and outcomes of cultural immersion is needed to continue to generate a base of nursing knowledge related to cultural immersion, and to assist nurse educators in the planning and execution of such experiences. / School of Nursing

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.