O presente estudo foi elaborado a partir do entendimento da importância do planejamento de ensino na atividade docente, especificamente na educação profissional em enfermagem, que se reveste de especificidades, dadas as condições concretas de trabalho e organizacionais das escolas técnicas que, muitas vezes, aproximam o professor de práticas mais sujeitas à improvisação. O objetivo desse estudo é analisar como os alunos do Curso de Bacharelado e Licenciatura em Enfermagem desenvolvem conhecimentos e \"saber fazer\" relacionados ao planejamento de atividades de ensino na educação profissional técnica de nível médio em enfermagem, especificamente no que se refere à construção de planos de aula, assim como identificar e discutir alguns eixos teóricos relacionados à construção desses planos de aula que mostram fragilidades e fortalezas em relação à aprendizagem dos alunos da licenciatura envolvidos neste estudo. Trata-se de pesquisa documental, de caráter descritivo-exploratória, qualitativa. Foram analisados oito planos de aula desenvolvidos pelos alunos matriculados nas disciplinas ECEPE e MEEII do curso Bacharelado e Licenciatura em Enfermagem da EERP/USP, no segundo semestre do ano de 2016. Foi analisado o plano de aula e assistida a respectiva aula pelo menos uma vez de cada participante. Neste trabalho, foi utilizada a técnica de observação não participante e diário de campo. A análise dos planos de aula foi norteada por algumas questões pré-definidas, e a análise dos planos de aula e dos registros de observações das aulas feitos no diário de campo, será feita a partir da proposta de análise temática (BARDIN, 1977). As informações foram analisadas, sendo delineados eixos analíticos, a saber: Relação entre conteúdos conceituais, procedimentais e atitudinais; método / Estratégia de ensino; Mediação dos trabalhos em pequenos grupos; Formação técnica/formação para cuidado integral; Avaliação de aula inserida em proposta formativa. Tais temáticas podem trazer olhar crítico para o processo de aprendizagem do planejamento de ensino na escola técnica, pelos licenciandos, assim como trazer apontamentos pertinentes para as disciplinas Metodologia do Ensino da Enfermagem II e Estágio Curricular em Educação Profissional em Enfermagem. Considerando que os planos de aula foram desenvolvidos a partir dos conhecimentos e modos de fazer veiculados tanto na escola técnica como no curso de graduação, apreende-se também que alguns pontos relacionados mais especificamente à formação dos enfermeiros licenciados merecem ser fortalecidos em seu processo formativo. A inserção dos licenciandos no planejamento de atividades de ensino na educação profissional em enfermagem pode trazer implicações importantes para a sua formação e para a formação dos técnicos de enfermagem, impulsionando reflexões e transformações nos dois âmbitos de ensino / The present study was elaborated from the understanding of the importance of teaching planning in teaching activity, specifically in professional nursing education, which presents specificities, given the concrete working and organizational conditions of the technical schools that often approach the professor to practices inclined to improvisation. The objective of this study is to analyze how the students of a course of Bachelor`s Degree whit a teaching diploma in Nursing, will develop knowledge and \"know-how\" related to the planning of teaching activities in the technical education in nursing, specifically with regard to the construction of lesson plans as well as to identify and discuss some theoretical axes related to the construction of lesson plans that show weaknesses and strengths in relation to the learning of the undergraduate students involved in this study. It is a documentary research, descriptive-exploratory, qualitative. We analyzed eight lesson plans developed by students enrolled in the ECEPE and MEEII disciplines of the course of Bachelor`s Degree whit a teaching diploma in Nursing at EERP / USP, in the second semester of 2016. The lesson plan was analyzed and the respective lesson was attended at least once by each participant. In this work, the technique of non-participant observation and field diary was used. The analysis of the lesson plans was guided by some pre-defined questions, and the analysis of the lesson plans and the records of observations of the lessons done in the field diary will be made from the proposal of thematic analysis (BARDIN, 1977). The information was analyzed, being delineated analytical axes, namely: Relationship between conceptual, procedural and attitudinal content; method / teaching strategy; Mediation of work in small groups; Technical training / training for integral care; Classroom evaluation inserted in formative proposal. These themes can bring a critical look at the process of learning of teaching in the technical school, by the students, as well as to bring pertinent notes to the disciplines MEEII and ECEPE. Considering that the lesson plans were developed based on the knowledge and ways of doing it both in the technical school and in the undergraduate course, it is also understood that some points related more specifically to the training of the students of Bachelor`s Degree whit a teaching diploma in Nursing deserve to be strengthened in their training process. The inclusion of students in the planning of teaching activities in nursing professional education can bring important implications for their formation and for the training of technical nursing students, stimulating reflections and transformations in the two areas of teaching

Increasing relationship quality and satisfaction among couples through delivering relationship education has been a topic of interest for decades, with the 1980s marking the initiation of a dramatic expansion of research in this area. The 1980s also saw the beginning of what was to become a continuing decline in marital quality and satisfaction among first-time married couples (Amato, Johnson, Booth, & Rogers, 2003; Schramm & Harris, 2010). This interest in dyadic couple relationship quality was likely driven by the expanding awareness that quality of marital relationships influences a broad range of positive and negative outcomes; healthy, satisfying marriages provide numerous benefits important to individuals and society, while marital dissolution has a profoundly negative effect (Amato, 2010; Cowan & Cowan, 2005; Harris, Schramm, Marshall, & Lee, 2012; Schramm & Harris, 2010). Furthermore, subjective levels of marital quality and satisfaction are predictive of both marital stability and marital dissolution (Gottman, 1994; Gottman & Notarius, 2000). Couple and relationship education (CRE) interventions have shown mixed results across experimental studies. Moderate effect size improvements have been found across CRE intervention studies in the specific areas of relationship quality and communication skills (Hawkins, Blanchard, Baldwin, & Fawcett, 2008). But how does the delivery of relationship programming impact the relationship quality, communication skills, and well-being of those who actually deliver the programming interventions? The purpose of this study was to assess associations between relationship quality and satisfaction, intimate partner consensus, and relevant contextual factors among those who deliver relationship education programming in Florida through the SMART Couples Project, a federally funded healthy marriages and relationships grant. Initial mixed methods results indicate that “teaching a person to fish” through delivering relationship education programming generally has a positive impact on relationship quality, communication skills, and well-being among those who deliver the programming. Specific implications for impact of relationship education delivery on those who deliver the intervention are proposed.

Thesis (Ph. D.)--School of Education and Dept. of Psychology. University of Missouri--Kansas City, 2005. / "A dissertation in education and psychology." Advisor: Linda S. Garavalia. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 124-134). Online version of the print edition.

This study was designed to determine attitudes of administrators, faculty, and students toward educational mobility for registered nurses. A second purpose was to determine if curriculum designs acknowledge previous learning for advanced placement in RN/BSN programs; and to determine if perceived needs of learners were met.Following the review of selected literature a questionnaire was designed to collect data from 45 RN/BSN programs accredited by the National League for Nursing in Indiana and the four contiguous states. A total of 214 responses from administrators, faculty, and students were obtained. Factor analysis of the instrument determined the five factors of curriculum, program need, learning, previous experience and function/role. The mean, standard deviation, and oneway analysis of variance was determined for the total and the five sub-scores individual and by group from the five participating states. Six null hypotheses were tested using a one-way analysis of variance (ANOVA).Results based on the ANOVA, mean, and standard deviations of total group score indicated no significant difference in attitudes of administrators, faculty, and students involved in RN/BSN programs toward acknowledgment of previous learning. Total group sub-scores for the five factors were found to be different for curriculum and function/role.The ANOVA of each state by sub-scores indicated differences for Indiana as function/role, Illinois Michigan as curriculum, and Ohio as previous experience/practice.A variety of mobility programs have emerged over the past fifteen years, however administrators, faculty, and students differ in the perception of acknowledgment of previous learning, curriculum designs, and function/role for RN/BSN education.Major conclusions were: 1) There is agreement among administrators, faculty, and students for program need but the degree of flexibility in design does not meet learner need and the recognition of previous learning; 2) students do not agree with administrators and faculty in the perception of function/role; and 3) administrators and faculty do not agree with students in perceptions of curricular needs.

The study was designed to identify the-relationship between job satisfaction levels as perceived by staff nurses and levels of motivation for participation in staff development programs. A second purpose was to examine the relationship between the type of educational preparation, area of nursing practice, number of children under twelve years of age living at home, single parent status, size of hospital and years of service of staff nurses with levels of motivation for participation in staff development programs and with job satisfaction. The motivational theories of Maslow and Herzberg were used as the theoretical basis for the study.The Job Descriptive Index and a questionnaire were distributed to randomly selected staff nurses employed in the seventeen non-federal hospitals of the Eastern Indiana District of Hospital Nursing Service Administrators. Usable instruments were returned by 186 staff nurses for an eighty-two percent response rate. Thirteen null hypotheses were tested, five using the Pearson product-moment (r) correlation and eight using a one-way analysis of variance (F Statistic).The first purpose of the study, to examine the relationship between job satisfaction levels and levels of motivation for participation in staff development programs, revealed that job satisfaction was not found to be correlated significantly with motivation for participation in staff development programs. The small correlation found to exist was negative.The findings relative to the second study purpose, to examine the relationship between single parent status, number of children under twelve years of age living at home, length of employment as a staff nurse, level of educational preparation, size of hospital and area of nursing practice, produced only one significant finding. Single parent status and job satisfaction were found to be positively related at the .05 level of significance.The major conclusion was that job satisfaction was not a motivator for participation in staff development programs in the sample of staff nurses in the study.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 95-106). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 95-106). Also available on the Internet.

No description available.

China's 'Modern Distance Education' is a government-led initiative prompted by the need to widen access to higher education and by the opportunities offered by the development of a widespread infrastructure of information and communications technologies. Distance education using television, radio and other technologies has a long history in China, but the advent of computer communications opened new possibilities for promoting educational development and the policy goal of modernisation. Distance education in China now involves online learning, to various degrees. However, the effectiveness of online courses depends on learners accessing them and using the resources provided. Does this happen? How well do learners manage their online learning? What barriers do they encounter? This thesis examines these questions through a study of adult distance learners based on analysis of a survey of 2931 learners and in-depth interviews with 21 learners and distance education experts in several locations. I find that: (1) The barriers to online learning faced by the sample learners are of seven types: communication and interaction; teaching and courses; learning resources; learning support services; external support and economic burdens; computer and network operation skills; and conditions for accessing the Internet. (2) Among the seven types of barrier, the 'communication and interaction' barrier is not only acting as the most important one faced by these learners, but also exists as a markedly independent one. (3) Improvements in 'communication and interaction' are the most effective in overcoming the other barriers and also contribute to increasing the learners' learning efficiency. This leads to the perception that working on 'communication and interaction' is very likely to be the best starting point for tackling barriers to online learning. According to these findings, I believe that if the situation of 'communication and interaction' in online learning can be improved for online learners to meet their desire for 'sociability', and once they can thus establish their own 'learning communities' and form relatively stable 'student-to-student' relationships, and 'student-to-teacher' relationships, other learning barriers will be reduced as well. Hence, I argue that we should always pay attention to making 'communication and interaction' occur effectively for online learners in the learning process. We should consider the matter of 'interaction' not only in the delivery process of teaching and tutoring as well as in learning activities, but also in the production of teaching materials and in the provision of learning materials, as well as in the building of learning environments. In a word, it is necessary to put the whole matter of 'interaction' at the core of the instructional system design for online learning.

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