This diploma thesis deals with the relationship of the secondary schools of pedagogy students to the subject of biology and its particular areas. The diploma thesis is divided into a theoretical and practical section. The theoretical section surveys the teaching of biology at the secondary schools of teaching based on the Framework educational program for the specialization in preschool and extracurricular pedagogy and pedagogical lyceum and based on the scholastic educational programs of the schools involved in the research. Further, this section also deals with the teaching of biology based on the Framework educational program for preschool education and based on the scholastic educational programs of kindergarten, afterschools and extracurricular facilities. The practical sections deals with the relationship of the secondary schools of pedagogy students to the subject of biology. This is done by using a questionnaire in which the students evaluate their relationship and readiness within their specialization for the practice with respect to biology as a whole on one hand and with respect to its particular areas on the other hand. Key words: students, curriculum, popularity of biology, readiness for practice

Student nurses transitioning to acute care practice often feel unprepared to accept the responsibilities associated with their new role. Lack of self-efficacy in nursing practice contributes to high levels of stress and anxiety as the new nurse enters the workforce which causes turnover during the first year of practice. Little is known about how the type and amount of pre-licensure employment affects the self-efficacy in nursing practice of the student nurse. Using Bandura's social cognitive theory, the purpose of this quantitative study was to examine the relationship between type and amount of pre-licensure employment and self-efficacy in nursing practice of student nurses' in their final semester of college. The Casey-Fink Readiness for Practice Survey-© was completed by 132 senior nursing students. Data were analyzed using correlation and multiple regression. No significant relationships were noted between the type or amount of work experience and self-efficacy. No significant relationship was noted between type of work experience and self-efficacy in managing a patient care assignment of 2, 3, or 4 patients. A significant positive relationship was revealed for amount of pre-licensure work experience and self-efficacy in management of a patient care assignment for 2, 3, and 4 patients (r = .19, p = .02) and healthcare experience was the best predictor of positive self-efficacy in managing a patient care assignment of 3 (F = 4.60, p = .01) and 4 patients (F = 3.42, p = .04). Findings of this study can influence positive social change in nursing by influencing the development of recommendations regarding the amount of pre-licensure employment which could improve a new nurse's self-efficacy in practice and reduce turnover in healthcare.

This study aims to explore and understand the ways in which social work field instructors assess ‘readiness for practice’, particularly in situations where a BSW student has experienced a placement breakdown or failure. Through the examination of existing literature, themes of gatekeeping, assessments of readiness, field instructors’ relationships with the academic institutions and tensions between the worlds of social work values and gatekeeping emerged. Rooted in an interpretive methodology and supported by in-person interviews, the study sought the feedback and experiences of five BSW field instructors, with the intention of better understanding the ways in which field instructors assessed ‘readiness for practice’. Emphasizing the use of the term ‘readiness’, the findings suggest that assessing readiness for practice is a multi-layered process. They presented some similarities in the skills and values deemed essential for BSW students to possess to demonstrate readiness and discussed some of the problematic behaviours that contributed towards lack of readiness and placement breakdowns/failures. The findings also discussed the tension that field instructors experience in relation to their mentoring and gatekeeping roles and their desires to see an increase in the collaborative relationships with academic institutions. This study encourages field instructors and Schools of Social Work to critically analyze and explore ways in which they can advance their relationship and work collectively to address issues pertaining to lack of readiness for practice. / Thesis / Master of Social Work (MSW)

Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. Each career environment has lists of competencies and unique knowledge and skill requirements that may or may not be communicated to students, since IDT programs do not typically distinguish themselves as preparing students for specific career environments. Not much has been written concerning how, and how well, IDT programs are preparing students for professional practice in different career or work environments. This study utilized a mixed method approach to carry out a two phase study. In Phase I, current IDT practitioners were surveyed concerning the match between their preparation program and their IDT work experience, and their opinions of exemplary programs for preparing students for their career environment. Respondents to the survey indicated that they felt somewhat to fully prepared for general instructional design practices, but over 25% felt that their program was not adequate for preparing them for the cultural aspects of their career environment. Survey respondents identified Indiana University (Bloomington) and Florida State University (Tallahassee) as top exemplary programs for preparing graduates for practicing instructional design for a variety of career environments. Phase I results informed Phase II of the research, which consisted of a case study of the Instructional Systems program at Florida State University. The case study identified the philosophies of educators at an exemplary program, the experiences those philosophies were based on, and specific ways the program instantiated those philosophies. Educators at Florida State use a pragmatic combination of situated methods and strategies that enable students to develop expertise through participation in communities of practice relevant to their career goals. The study concluded that, with respect to career environment preparation, the best approach to IDT preparation is a generalist approach that provides flexibility in coursework selection so that students can obtain coursework and authentic experiences to prepare them for the career environment of their choice. / Ph. D.

Crime is a complex social problem which has a diverse range of socioeconomic and legal consequences. Its effects upon victims are equally wide-ranging. In the cases of both violent and non-violent crimes, the effects and consequences for victims can assume any of a great many different forms. Dinisman and Moroz (2017) confirm that the effects can be deleterious in respects such as the physical health, emotional well-being, financial security, and prospects for employment or higher education. In addition, the intensity of the effects upon victims is influenced by many different factors. Evidence suggests that the nature of crimes which are committed and their seriousness do not in themselves account solely for differences in the severity of the effects which victims experience (Dinisman & Moroz, 2017). In the past, many organisations, including government departments, have been concerned mainly with rendering services to victims of child abuse and domestic violence, often at the expense of victims of serious crimes such as murder, rape, car hijacking, armed robbery and assault. A qualitative study was conducted, in order to obtain an understanding from both providers of victim empowerment services and victims of violent crimes of the services which are provided to victims. A significant amount of data was collected in the form of suggestions from both groups of participants for improving the effectiveness of existing VE services and diversifying them to make the rendering of services a more holistic endeavour than it is at present. The study was conducted in the provinces of Mpumalanga, Gauteng, the Western Cape, and the Northern Cape and the data was collected from semi-structured face-to face interviews and focus group discussions. The findings revealed that there were no standardised guidelines for rendering VE services to victims of different categories of crimes and the suggestions of the participants underscored the need for the development of appropriate referral protocols as a component of the guidelines for practice which were to be developed from the findings of the study. Some of the victims who participated in the study maintained that although some of their basic needs were being met in the shelters in which they were housed, in some instances counselling and therapeutic services were not available. Victims who were accommodated in shelters with their children expressed concerns with respect to a lack of educational programmes and facilities for the children. Many also expressed the belief that programmes which enabled them to develop skills to become financially self-sufficient upon leaving shelters were crucial to both their rehabilitation and empowerment. From the findings of this study, it was evident that guidelines for practice needed to be developed in accordance with the types of crimes which are committed against victims. From a careful analysis of the suggestions and recommendations of the participants, the researcher developed guidelines for practice for designing and implementing victim empowerment programmes in accordance with the objectives of providers of VE services and the needs of victims. The guidelines take the form of information pertaining to relevant programmes and services, appropriate referral protocols, and monitoring and evaluation framework templates to enable providers of VE services to assess their performance in relation to whether their services fulfil their mandates and whether the victims to whom they are rendered consider them to be sufficiently effective and appropriate. The guidelines are also intended to reduce inappropriate variations in the rendering of VE services and to stipulate standardised practices. The guidelines were circulated to members of the Victim Empowerment Management Forum who are also providers of VE services, for their comments and suggestions, which have subsequently been incorporated into the final draft of the guidelines for practice. / Social Work / D. Phil. (Social Work)

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The thesis deals with the the attitudes of young Catholics of the Diocese of Ceske Budejovice for learning and practice of the Church. The theoretical part of the work contains an overview of the currents of pastoral theology, the definition of the term pastoral theology, its competence, subject, objectives and methods. It also defines the concept of youth and reflects its pastoral in history and now. The practical part contains research on the attitudes of young Catholics for learning and practice of the Church. Here is an introduction to the research method chosen for this work and the research description. It also includes case and comparative analysis and basic characteristics of individual respondents. The final part of the thesis is the pastoral-theological evaluation of the research.

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.