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51	The Effect of Competency-Based Education on Medical and Nursing Students' Academic Performance, Technical Skill Development, and Overall Satisfaction and Preparedness for Future Practice: An Integrative Literature Review Saud, Haris, Chen, Ruth 18 December 2018 (has links) (PDF) Purpose: This article provides an integrative review of competency-based education (CBE) in medical and nursing programs and examines the effect of CBE on students’ academic performance, technical skill development, and overall satisfaction and preparedness for future practice. Background: In recent decades, CBE has increasingly been discussed in medical and nursing education programs. The impact of the CBE curriculum on learning outcomes including academic performance, technical skill development, overall satisfaction, and preparedness for future practice has not been fully elucidated. Method: A review of the literature was conducted, and multiple databases were searched for studies that analyzed the impact of CBE on learning outcomes in medical and nursing program learners. Results: The overall trends in feedback showed that CBE was well-received by students, with high satisfaction scores reported. CBE was also shown to be equally or more effective than the traditional didactic model in developing students’ competencies and improving academic and clinical performance. Conclusion: Our comprehensive review of the literature suggests that competency-based education can be an effective framework that potentially outperforms traditional educational approaches on outcome measures related to clinical knowledge, technical skill, and/or clinical judgement. competency-based education competency-based curriculum competency-based learning outcome-based education outcome-based learning outcome-based curriculum nurses medical students nursing medicine learning outcomes academic performance technical skill development preparedness for practice Curriculum and Instruction Educational Methods Medical Education Medicine and Health Sciences Nursing
52	Assessing New Dimensions of an Organization's Learning Culture Scott, Jennifer Lyne 05 1900 (has links) Work-based and employee-driven informal learning, training and development have been increasing in importance in the last few decades. Concurrently, organizations seek to measure the extent to which they develop a culture and structure that supports individual learning and organizational learning. This study develops and validates a scale that can measure the extent to which an organization is perceived to provide online learning that is personalized for its employees and perceived to recognize skills and competencies acquired through non-degree and other pathways. This research can provide organizations with the ability to measure and benchmark attributes of their learning culture that are important to work-based and lifelong learning as well as talent recruitment and management. Alternative Credentials Certification Corporate Culture Credentialing Distance Education Factor Analysis Human Resource Development Human Resource Management Instrument Validation Learning Culture Learning Climate Learning Organization Micro-credentials Online Instruction Organizational Culture Organizational Learning Reliability Skill Development Validity Education, Sociology of Business Administration, Management
53	Tsoga O Itirele : a reflection on a participatory action research process Ntsoane, Dikeledi Regina 01 1900 (has links) The report is about participatory action research with caregivers at the 'Tsoga 0 ltirele" centre for the mentally disabled. It was a process where the caregivers were involved in a series of action, plan and reflection in researching their situation. The facilitation process assisted the caregivers to look at their problems at the centre and improve service delivery in caring for the mentally disabled children. Several meetings were held where action, plan and reflection took place. Caregivers decided on their own when to meet and discuss issues that concerned them. They planned what needed to be dealt with and took collective action to address these needs. The facilitation process enabled caregivers to research their own problems, embrace errors experienced and recognise progress. People Centred Approach, Community Development and Participatory Action Research complemented one another in capacitating caregivers. Through it they learned to improve their own programmes and to run their meetings, improve marketing skills and fundraising. / Social Work / M.A. (Social Science (Mental Health)) Capacity building Caregiver Facilitation Learning process Mentally disabled Participation Participatory action research Action Planning Reflection Skill development 362.2096825 Participant observation
54	Tsoga O Itirele : a reflection on a participatory action research process Ntsoane, Dikeledi Regina 01 1900 (has links) The report is about participatory action research with caregivers at the 'Tsoga 0 ltirele" centre for the mentally disabled. It was a process where the caregivers were involved in a series of action, plan and reflection in researching their situation. The facilitation process assisted the caregivers to look at their problems at the centre and improve service delivery in caring for the mentally disabled children. Several meetings were held where action, plan and reflection took place. Caregivers decided on their own when to meet and discuss issues that concerned them. They planned what needed to be dealt with and took collective action to address these needs. The facilitation process enabled caregivers to research their own problems, embrace errors experienced and recognise progress. People Centred Approach, Community Development and Participatory Action Research complemented one another in capacitating caregivers. Through it they learned to improve their own programmes and to run their meetings, improve marketing skills and fundraising. / Social Work / M.A. (Social Science (Mental Health)) Capacity building Caregiver Facilitation Learning process Mentally disabled Participation Participatory action research Action Planning Reflection Skill development 362.2096825 Participant observation

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