<p>This study focuses on the nurse education at Uppsala University and more precisely on the final semester of practical training on site, where nurse students are instructed and supervised by their professional equivalents. This training period is supposed to enable the symbiosis of theoretical and practical knowledge for the student, turning her into a fully educated and independent professional. However, the period is however not unproblematic. The aim of the study is therefore to explore this practical training period with particular emphasis on the perceptions held by nurse students and nurse instructors regarding the prerequisites, process and outcome of this training.</p><p>Based on a theoretical framework that draws on Wenger’s social theory of learning and its concept of communities of practice a case study is conducted focusing on the municipality of Uppsala. Interviews with three nurse students and three nurse instructors were carried out. The empirical findings suggest that the training period is an essential part of the nurse education where nurse students’ theoretical knowledge becomes instrumentalised. However, the period has many shortcomings such as a lack of continuity and an unnessary complexity that limit the practical knowledge that can be gained by the nurse students.</p>

This study focuses on the nurse education at Uppsala University and more precisely on the final semester of practical training on site, where nurse students are instructed and supervised by their professional equivalents. This training period is supposed to enable the symbiosis of theoretical and practical knowledge for the student, turning her into a fully educated and independent professional. However, the period is however not unproblematic. The aim of the study is therefore to explore this practical training period with particular emphasis on the perceptions held by nurse students and nurse instructors regarding the prerequisites, process and outcome of this training. Based on a theoretical framework that draws on Wenger’s social theory of learning and its concept of communities of practice a case study is conducted focusing on the municipality of Uppsala. Interviews with three nurse students and three nurse instructors were carried out. The empirical findings suggest that the training period is an essential part of the nurse education where nurse students’ theoretical knowledge becomes instrumentalised. However, the period has many shortcomings such as a lack of continuity and an unnessary complexity that limit the practical knowledge that can be gained by the nurse students.

Syftet med denna undersökning var att förstå och beskriva sjökaptensstudenters upplevelser av handledning vid utförandet av uppgifter som krävs för att uppnå lärandemålen under delkursen Fartygsförlagd utbildning 1 (1FF01K). Halvstrukturerade personliga intervjuer genomfördes med åtta förstaårsstudenter mellan den 25:e mars och den 5:e april 2013. Dessa spelades in och transkriberades för att sedan tolkas och struktureras i olika kategorier beroende av upplevelser. Strategiskt urval användes för att välja ut informanterna vilka intervjuades med hjälp av ”critical incident technique”. Resultatet av undersökningen visade att en handledningsmetod som innebär tydliga instruktioner eller demonstrationer följt av korrigering och bedömning upplevdes positivt vid utförandet av vissa uppgifter. I andra fall har ökat eget inflytande upplevts positivt. Uppgiftens karaktär och krav påverkar i hög grad upplevelsen av handledningsmetoden. I studien har också framkommit att avsaknad av tillräcklig handledning riskerar att göra det svårare för studenten att utföra sina uppgifter i arbetsjournalen och därmed uppnå lärandemålen för fartygsförlagd utbildning. / The purpose of this study was to understand and describe master mariner students’ experiences of supervision during the performance of tasks necessary to achieve the intended learning outcomes for the first module of on board practical training. Semi structured personal interviews were made with eight freshman students between 25th of March and 5th of April 2013. These interviews were recorded and transcribed before being interpreted and structured into different categories. Strategic selection was used to select interviewees and these were interviewed using ”critical incident technique”. The result of this study shows that a supervision method that includes distinct instructions or demonstrations followed by correction and assessment is experienced in a positive way during the performance of certain tasks. In other cases, increased own influence has been experienced positively. The characteristics and requirements of a task affect the experience of the supervision method to a high degree. The study also shows that a lack of sufficient supervision can make it more difficult for the student to perform the tasks in the on board training manual and achieve the intended learning outcomes for on board practical training.

本研究旨在探討高中職美容科實習課程與教學之現況，並根據研究結果與發現，探討可能原因，提出相關建議，以作為高中職美容科實習課程之參考。本研究首先透過文獻分析建立理論基礎，探究美容科實習課程內涵與實施方式，並輔以問卷調查蒐集實習課程教學現況，藉以達成本研究之目的。 本研究採取問卷調查法，抽取北部地區十九所設有美容科之高中職校，任教於美容科之教師共167位為樣本，以自編之「高中職美容科實習課程與教學問卷」進行調查，所得資料分別以描述分析、t考驗、單因子變異數分析、雪費事後比較等統計方法進行資料分析。研究結論如下： 一、美容科教師在實習課程教學上注重產學相關性以及就業之銜接。 二、美容科教師對學校設備與資源提供較為肯定，但對於實習計畫的擬定與實施較不認同。 三、美容科教師對實習課程的開設上，認為首要需考量就業市場、強化師資與注重師資的專業性。 四、美容科教師認為實習課程之實施應著重講解、示範與實作。 最後根據研究結果與結論，提出具體建議，以作為教育行政機關、學校、教師及未來研究的參考。 / The purpose of this study is to explore the status quo of the practical training program and teaching of Cosmetology Department in High School and Vocational High School. With the foundation of the research results and findings, several suggestions are made for the cosmetology departments of High Schools and Vocational High Schools. The Study was implemented with literature review and survey study. At first, theoretical foundation was established so as to know the connotation and mode of practice of practical training program. Secondly, survey study was applied to gather the information of current practical training program teaching, and attained the aim of this study. The study focused on 19 High Schools that with cosmetology department in the Northern Taiwan. Using the “Questionnaire on the Practical Training and Teaching of Cosmetology Department in High Schools and Vocational High Schools” compiled by the Researcher, the questionnaire survey was conducted to receive a total of 167 effective questionnaires from 167 teachers of cosmetology department. The data were analyzed through SPSS 10.0 for Windows software packages, further analyzed through descriptive analysis, t-test and one-way ANOVA for assumption and test. Those up to the significant research hypothesis were further taken into comparison through the Scheff&eacute;&eacute; method to look into various divergences. The main findings of this study were as follows: 1. Practical training program teaching of cosmetology program should emphasize on meeting the enterprises’ need. 2. Most of the teachers of cosmetology departments were satisfied with the school equipments and resources, but felt less satisfied with the training program planning and policy. 3. Most of the cosmetology departments’ teachers approved that when set up a training program, the prior considerations should be: 1. job market, 2. teachers’ quality enhancement, 3. teachers’ specialty requirement. 4. Most of the cosmetology departments’ teachers believed that practical training program should lay particular stress on comprehension, demonstration and practice. Based on the findings of this study, proposals would be offered to the educational administration authorities, schools, school teachers as well as future researchers.

<p>Varje år tar 5000 studenter i Sverige examen i företagsekonomi och så många som 650 studenter läser idag civilekonomprogrammet vid Högskolan i Gävle (HiG). Vi är själva ekonomstudenter vid HiG och snart redo att ta steget ut i arbetslivet, vilket innebär blandade känslor av både förväntan och oro. Orsaken till denna osäkerhet är till stor del det faktum att vi inte vet vad som förväntas av oss den dag vi tar examen. Vad har vi egentligen lärt oss under vår utbildning och vad förväntar sig arbetsgivarna att vi kan? För att besvara denna fråga har vi intervjuat före detta studenter från HiG, varav en man och en kvinna från den privata sektorn samt en man och en kvinna från den offentliga sektorn. Vi intervjuade även en näringslivsutvecklare på Gävle kommun och olika arbetsgivare.</p><p>Syftet med denna uppsats har varit att undersöka hur väl ekonomutbildningen vid HiG svarar mot arbetsgivarnas kompetenskrav.</p><p>Genom intervjuerna uppkom förslag på förbättringar av ekonomutbildning, såsom att praktik och beteendevetenskap bör vara en del av utbildningen. Utifrån intervjuerna med arbetsgivarna fann vi, till vår förvåning, att de allra flesta rekryterare lägger störst fokus på de personliga egenskaperna. De före detta studenterna förstärkte detta budskap då de förde fram liknande åsikter, samtidigt som utbildningen utgör en viktig teoretisk grund så är det personligheten som avgör huruvida en person blir anställd. Detta medför att det borde vara mer eller mindre självklart att HiG utökade antalet personlighetsutvecklande moment i ekonomutbildningen.</p><p>Med utgångspunkt i empirin sökte vi efter lämpliga teorier för att kunna styrka eller dementera de argument och åsikter som framkom under intervjuerna, där bland teorier som berör rekrytering och praktik. Vi fann att de flesta teorierna stämde bra överrens med resultatet från vår empiridel, som exempel kan nämnas att även teorin visade att de personliga egenskaperna har en viktig del vid rekrytering.</p><p>Vid genomförande av förbättringar såsom praktik, fler personlighetsutvecklande moment i kurserna och beteendevetenskap, så anser vi att ekonomstudenter vid HiG skulle vara bättre föreberedda för arbetslivet, men att det även skulle ge en viktig konkurrensfördel gentemot andra ekonomstudenter i Sverige.</p> / <p>Every year 5000 students in Sweden take their bachelor degree in business administration and as many as 650 students attend to the economic education at the University of Gävle. We ourselves study economics at the University of Gävle and are soon ready to take part in the labour market, for us this means mixed feelings of both anticipation and concern. The cause of this concern is partly the fact that we don’t know what is expected of us when we graduate. What have we really learned during our education and what does the employers expect of us? To answer this question we have interviewed former students from the University of Gävle, one man and one woman from the private sector as well as one man and one woman from the public sector. We also interviewed a developer of the labour market in Gävle and different employers.</p><p>The purpose with the essay has been to examine how well the economic education at the University of Gävle answers to the qualification set by the employers.</p><p>Suggestions to improve the economic education appeared during the interviews, such as practical training and behavioural science. From the interviews with employers we learned, to our surprise, that most recruiters pay most attention to the personality. The former students had similar opinions; while the education serves as an essential foundation, it is more or less the personality that the recruiter focuses on when he/she decide whether or not to hire the person. Due to this, it is obvious that the University of Gävle should increase elements of personal development in their economic education.</p><p>We tried to find suitable theories to strengthen or contradict the arguments that appeared to us during the interviews. What we found was theories which included for example recruitment and practical training. Most of these theories matched our empirical results, for example both showed that the personality played an important part for recruiters.</p><p>Improvement such as practical training, more elements of personal development in the courses and behavioural science would prepare students of economics at the University of Gävle better for the labour market. We also think that it would give an important competition advantage against other students of economics in Sweden.</p>

Varje år tar 5000 studenter i Sverige examen i företagsekonomi och så många som 650 studenter läser idag civilekonomprogrammet vid Högskolan i Gävle (HiG). Vi är själva ekonomstudenter vid HiG och snart redo att ta steget ut i arbetslivet, vilket innebär blandade känslor av både förväntan och oro. Orsaken till denna osäkerhet är till stor del det faktum att vi inte vet vad som förväntas av oss den dag vi tar examen. Vad har vi egentligen lärt oss under vår utbildning och vad förväntar sig arbetsgivarna att vi kan? För att besvara denna fråga har vi intervjuat före detta studenter från HiG, varav en man och en kvinna från den privata sektorn samt en man och en kvinna från den offentliga sektorn. Vi intervjuade även en näringslivsutvecklare på Gävle kommun och olika arbetsgivare. Syftet med denna uppsats har varit att undersöka hur väl ekonomutbildningen vid HiG svarar mot arbetsgivarnas kompetenskrav. Genom intervjuerna uppkom förslag på förbättringar av ekonomutbildning, såsom att praktik och beteendevetenskap bör vara en del av utbildningen. Utifrån intervjuerna med arbetsgivarna fann vi, till vår förvåning, att de allra flesta rekryterare lägger störst fokus på de personliga egenskaperna. De före detta studenterna förstärkte detta budskap då de förde fram liknande åsikter, samtidigt som utbildningen utgör en viktig teoretisk grund så är det personligheten som avgör huruvida en person blir anställd. Detta medför att det borde vara mer eller mindre självklart att HiG utökade antalet personlighetsutvecklande moment i ekonomutbildningen. Med utgångspunkt i empirin sökte vi efter lämpliga teorier för att kunna styrka eller dementera de argument och åsikter som framkom under intervjuerna, där bland teorier som berör rekrytering och praktik. Vi fann att de flesta teorierna stämde bra överrens med resultatet från vår empiridel, som exempel kan nämnas att även teorin visade att de personliga egenskaperna har en viktig del vid rekrytering. Vid genomförande av förbättringar såsom praktik, fler personlighetsutvecklande moment i kurserna och beteendevetenskap, så anser vi att ekonomstudenter vid HiG skulle vara bättre föreberedda för arbetslivet, men att det även skulle ge en viktig konkurrensfördel gentemot andra ekonomstudenter i Sverige. / Every year 5000 students in Sweden take their bachelor degree in business administration and as many as 650 students attend to the economic education at the University of Gävle. We ourselves study economics at the University of Gävle and are soon ready to take part in the labour market, for us this means mixed feelings of both anticipation and concern. The cause of this concern is partly the fact that we don’t know what is expected of us when we graduate. What have we really learned during our education and what does the employers expect of us? To answer this question we have interviewed former students from the University of Gävle, one man and one woman from the private sector as well as one man and one woman from the public sector. We also interviewed a developer of the labour market in Gävle and different employers. The purpose with the essay has been to examine how well the economic education at the University of Gävle answers to the qualification set by the employers. Suggestions to improve the economic education appeared during the interviews, such as practical training and behavioural science. From the interviews with employers we learned, to our surprise, that most recruiters pay most attention to the personality. The former students had similar opinions; while the education serves as an essential foundation, it is more or less the personality that the recruiter focuses on when he/she decide whether or not to hire the person. Due to this, it is obvious that the University of Gävle should increase elements of personal development in their economic education. We tried to find suitable theories to strengthen or contradict the arguments that appeared to us during the interviews. What we found was theories which included for example recruitment and practical training. Most of these theories matched our empirical results, for example both showed that the personality played an important part for recruiters. Improvement such as practical training, more elements of personal development in the courses and behavioural science would prepare students of economics at the University of Gävle better for the labour market. We also think that it would give an important competition advantage against other students of economics in Sweden.

Syftet med detta arbete har varit att undersöka vilket intresse som finns för ett införande av “skolövertagning”, en VFU-modell som inspirerats av Norge, som en del i lärarutbildningen i Kalmar, Sverige. VFU är förkortningen för ”verksamhetsförlagd utbildning” som tidigare kallades praktik. Undersökningen genomfördes med hjälp av enkäter och intervjuer med personer inblandade i VFU i Kalmar, Sverige, och skolövertagning i Volda, Norge. Undersökningen fokuseras på vad individerna ser som möjligheter och hinder med skolövertagning och hur de i Kalmar tar ställning till ett eventuellt införande av en sådan modell. Resultaten visar att majoriteten av de tillfrågade är positiva till denna modell och att skolövertagning kan, genom noga planering och strukturering, vara en möjlig VFU-modell för lärarutbildningen i Kalmar. Av resultatet framgår att en skolövertagning kan ses som en möjlighet för både studenter och lärare då studenterna får träna rollen som lärare och ordinarie lärare får möjlighet till fortbildning. Ytterligare fördelar såsom verklighetstrogen VFU, att studenten får ta mer ansvar och att det är en lärorik erfarenhet uttrycks i resultaten. Hinder som förs fram är bland annat ansvar, oro hos elever och bedömning av studenter. Resultaten från undersökningen i Volda visar att lärarstudenter lär sig ta ett stort ansvar under skolövertagningen, vilket förbereder dem inför sitt kommande yrke. / The main purpose of this degree project has been to examine the interest of introducing a “school takeover”, a practical training model inspired by Norway, as a part of the teacher education at the University of Kalmar, Sweden. The practical training in teacher education in Sweden is called VFU (Verksamhetsförlagd Utbildning). The survey has been carried out by the use of questionnaires and interviews to persons involved in VFU in Kalmar and school takeover in Volda, Norway. The survey concentrates on what possibilities and obstacles the individuals see with a school takeover and what position the individuals in Kalmar take concerning the issue of possibly introducing such a model. The results of the study show that a majority of the participants are positive to this model and that a school takeover can, with thorough planning and structuring, be a possible model for the practical training in the teacher education at the University of Kalmar. The results show that a school takeover can be a possibility for students and teachers because students get to practice the role as teacher and the teachers can participate in further education. Additional possibilities such as a realistic practical training, the possibility for students to take bigger responsibility and a useful experience are shown in the results. The results also show obstacles such as responsibility, anxiety amongst pupils and grading of students. The results from the survey in Volda show that a school takeover allows teacher trainees to take great responsibility, which prepares them for their upcoming career.

<p>Syftet med detta arbete har varit att undersöka vilket intresse som finns för ett införande av “skolövertagning”, en VFU-modell som inspirerats av Norge, som en del i lärarutbildningen i Kalmar, Sverige. VFU är förkortningen för ”verksamhetsförlagd utbildning” som tidigare kallades praktik. Undersökningen genomfördes med hjälp av enkäter och intervjuer med personer inblandade i VFU i Kalmar, Sverige, och skolövertagning i Volda, Norge. Undersökningen fokuseras på vad individerna ser som möjligheter och hinder med skolövertagning och hur de i Kalmar tar ställning till ett eventuellt införande av en sådan modell.</p><p>Resultaten visar att majoriteten av de tillfrågade är positiva till denna modell och att skolövertagning kan, genom noga planering och strukturering, vara en möjlig VFU-modell för lärarutbildningen i Kalmar. Av resultatet framgår att en skolövertagning kan ses som en möjlighet för både studenter och lärare då studenterna får träna rollen som lärare och ordinarie lärare får möjlighet till fortbildning. Ytterligare fördelar såsom verklighetstrogen VFU, att studenten får ta mer ansvar och att det är en lärorik erfarenhet uttrycks i resultaten. Hinder som förs fram är bland annat ansvar, oro hos elever och bedömning av studenter. Resultaten från undersökningen i Volda visar att lärarstudenter lär sig ta ett stort ansvar under skolövertagningen, vilket förbereder dem inför sitt kommande yrke.</p> / <p>The main purpose of this degree project has been to examine the interest of introducing a “school takeover”, a practical training model inspired by Norway, as a part of the teacher education at the University of Kalmar, Sweden. The practical training in teacher education in Sweden is called VFU (Verksamhetsförlagd Utbildning). The survey has been carried out by the use of questionnaires and interviews to persons involved in VFU in Kalmar and school takeover in Volda, Norway. The survey concentrates on what possibilities and obstacles the individuals see with a school takeover and what position the individuals in Kalmar take concerning the issue of possibly introducing such a model.</p><p>The results of the study show that a majority of the participants are positive to this model and that a school takeover can, with thorough planning and structuring, be a possible model for the practical training in the teacher education at the University of Kalmar. The results show that a school takeover can be a possibility for students and teachers because students get to practice the role as teacher and the teachers can participate in further education. Additional possibilities such as a realistic practical training, the possibility for students to take bigger responsibility and a useful experience are shown in the results. The results also show obstacles such as responsibility, anxiety amongst pupils and grading of students. The results from the survey in Volda show that a school takeover allows teacher trainees to take great responsibility, which prepares them for their upcoming career.</p>

The diploma thesis focuses on the Diving Team of the Fire Rescue Service of the South Bohemia region. It concentrates on its activities, technical gear, staffing, related law regulations and internal files of the Fire Rescue Service of the Czech Republic, more precisely of the Fire Rescue Service of the South Bohemia Region. One of the main law regulations, which define tasks of the Fire Rescue Service of the Czech Republic, is currently Act No. 320/2015 collection about the Fire Rescue Team of the Czech Republic and about the changes in some laws. In order to fulfil all the tasks and duties, it is necessary to be well trained in specialized fire rescue skills, without which the above mentioned could not be performed. The examples of these skills are the skills of the Diving Team of the Fire Rescue Service of the Czech Republic. Their main assignments are mainly rescue works, which are supposed to be fast and effective response in protection of human health, life, possession and environment, which require activities done under water surface. The members of the team the divers must deal with a high number of unfavourable circumstances and negative leverages. They not only make their work more complicated but also put their health and life at risk. For all the above-mentioned reasons this work requires real professionals with the best theoretical and practical training, supported by the best quality and heavy-duty gear. The divers spend most of their working time in dark, cold and mentally demanding environment; in environment containing harmful chemical and biological substances. They work on places where they are confronted by circumstances that enhance the already demanding working conditions. As their scope of activities is always under water surface they are constantly exposed to environment which places demands on their physical adaptability, and in which they must rely solely on their own abilities and reliability of their colleagues. On top of all the previously mentioned, the fire fighter diver must carry out all his tasks and assignments on the place of intervention where he is constantly under the threat of change of conditions and subsequent occurrence of a hazardous situation. In view of all the above-mentioned facts, the diver must demand on psychological endurance, perfect physical condition, above-average health condition, high technical skilfulness, and efficiency in thinking. Therefore, the fire fighter diver must be a real professional in his field. He needs a complete theoretical training, complex gear and perfect physical training, so that no unexpected situation would result in fatal consequences while performing the required task on the place of intervention in its full extent. The aim of this diploma thesis is to assess the activities of the Diving Team of the Fire Rescue Service of the South Bohemia region, verification of the sufficiency of the theoretical and practical training, as well as screening of the facilities and gear with respect to the capacity of being placed on duty in order to perform rescue operations. The assessment of the work carried out by the Diving Team in this diploma thesis is based on retrospective view at the activities performed by the Diving Team during their interventions and their professional look at the stated issues. After processing of the information from the reports about the interventions of the Diving Team of the Fire Rescue Service of the South Bohemia region for the period between January 1st 2006 and December 31st 2015, structural dialogues with the members of the Diving Team were carried out as a follow-up activity based on the results of the processing. These dialogues provided valuable information for possible suggestions and recommendations for alterations of the internal files of the Fire Rescue Service of the South Bohemia region and proposed some modifications to the equipment available to the group.

Do you need help determining appropriate measures and feasible data collection methods for program evaluations within integrated primary care? In this 3-hour preconference workshop, leaders from CFHA’s Research & Evaluation Committee and Families, Systems, & Health journal will provide practical training in conducting rigorous program evaluations. This workshop will help you identify appropriate measures to answer your key questions as well as data collection methods that balance quality and feasibility. This workshop is designed for those who are planning, conducting, or revising a program evaluation, as attendees will apply the material to their own personal projects within interactive small groups.