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Degree Programme (degree + programme)
Selected AbstractsAffording Universal Higher EducationHIGHER EDUCATION QUARTERLY, Issue 2 2002Lauchlan Chipman Can we achieve universal or near,universal higher education within the next two decades, without a massive increase in government investment in higher education? It is argued that the answer is yes, with greater involvement of the private, for,profit sector, or by encouraging existing not,for,profit universities to open for,profit campuses, at which the emphasis is on high,quality and convenient undergraduate teaching, with little or no research, and a concentration on high,demand, low,cost disciplines. This position requires us to recognise that research engagement is not conceptually essential for an institution to count as a university, understood both historically and through international comparison. Rather, this assumption operates as a significant entry barrier to new, low,cost entrants. This paper provides a case study of the ways in which Central Queensland University has extended its operations by developing surplus,generating campuses through joint,venture operations with the private sector, and argues such an operation could just as easily be developed as a free,standing, for,profit mode of university degree delivery , provided that present, artificial, protectionist limitations on the use of the name ,university' are removed. Degree programmes of such institutions should, of course, be subject to the same quality assurance standards as apply to existing universities. [source] Dental school admissions in Ireland: can current selection criteria predict success?EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2006C. D. Lynch Introduction:, Entry into university education in Ireland, including dental school, is based solely on academic performance in the Leaving Certificate Examination, held at the end of formal school education. The aim of this investigation was to examine the suitability of this process for the selection of dental students in Ireland. Materials and methods:, Information for all dental students who entered the dental degree programme immediately following completion of the Leaving Certificate Examination at the National University of Ireland, Cork, during the years 1997,1999 was retrieved. Information was collected relating to gender, the number of times the student had attempted the Leaving Certificate Examination, their performance in this examination, the total number of marks awarded to each student at the end of the First and Final Dental Examinations, and their performance in individual modules. Results:, Whilst there was a significant relationship between performance in the Leaving Certificate Examination and the First Dental Examination (correlation coefficient = 0.22, P < 0.05), this relationship could only explain 12% of the variation within the performance of students in this examination. There was no relationship between performance in the Leaving Certificate and the Final Dental Examination (correlation coefficient = 0.09, P > 0.05). There was a significant correlation between performance in the Leaving Certificate Examination and performance in seven of the 55 programme modules, all of which were pre-clinical modules, and of which five were related to basic sciences. Conclusions:, Based on the limitations of this study, the current selection process for dental students in Ireland seems to be of limited value. [source] Closing the circle: participant views of a 360 degree feedback programmeHUMAN RESOURCE MANAGEMENT JOURNAL, Issue 1 2001Christopher Mabey The use of 360 degree feedback is becoming increasingly commonplace in organisations. It is claimed that this programme offers a more rounded diagnosis of development needs resulting in more effective development plans for individuals and more strategically focused investment in training for the organisation as a whole. These claims are tested in a qualitative and quantitative field study of participants in a 360 degree programme for middle and senior managers at a UK university. Some elements of the programme are found to work better than others, but participants rate their experience of almost all aspects of training and development as significantly better than a matched sample of non-participants, and this leads to more positive global evaluations of the employer. The implications for the use of 360 degree programmes are discussed with regard to the critical HRM literature. [source] Determining the professional behaviour of nurse executivesINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 4 2010Filiz Hisar PhD RN Hisar F, Karada, A. International Journal of Nursing Practice 2010; 16: 335,341 Determining the professional behaviour of nurse executives This study was carried out with the aim of determining the professional behaviour of nurse executives. The sample of the study included 104 nurse executives working in university, state and private hospitals in Turkey. Data were collected using a questionnaire, which included demographic characteristics of nurses and a Behavioral Inventory Form for Professionalism in Nursing (BIPN). The questionnaire was filled out by the nurses. The BIPN results showed that the mean score of nurse executives was low. Although the scores of nurse executives who had completed postgraduate studies in nursing were the highest, those who had only completed an associate degree programme were the lowest. In conclusion, the professionalism scores for Turkish nurse executives were found to be low; recommendations for improving these scores were made. [source] An evaluation of the effectiveness of an educational and experiential intervention on nursing students' attitudes towards older peopleINTERNATIONAL JOURNAL OF OLDER PEOPLE NURSING, Issue 2 2007Assumpta Ryan PhD MEd, BSc(Hons), PGCTHE Objectives., This paper reports the results of a study that aimed to evaluate the effectiveness of an educational and experiential intervention on nursing students' attitudes towards older people. Background., With repeated exposure to very sick older people in hospitals or nursing homes, nursing students are at risk of adopting stereotypical views about this section of the population as frail and dependent. Design., A pre- and post-test design was used to conduct the study. Methods., Using Kogan's Attitudes Towards Old People Scale, the attitudes of nursing students were tested at the beginning of a degree programme in Adult Nursing (n = 130) and one year later (n = 94) following a series of visits to a well-older person in the community. Results., Nursing students reported positive attitudes towards older people and these were retained throughout the first year of their nurse training. No statistically significant differences were found associated with any of the five independent variables in either pre- or postintervention students. Conclusions., The attitudes of nursing students towards older people remained positive. While it is possible that the experiential and educational interventions utilized in this study may have contributed to the retention of positive attitudes, further research is required to test this hypothesis. Relevance to clinical practice., Nurses have a major role to play in responding to the health and social care needs of older people and their families. The cultivation of positive attitudes is a key factor in enabling practising nurses to respond to this challenge. [source] Nurses' perception of disaster: implications for disaster nursing curriculumJOURNAL OF CLINICAL NURSING, Issue 22 2009Fung WM Olivia Aims and objectives., The aims of the study were to identify nurses' perception of disaster, whether they considered some of the events that have occurred in Hong Kong to be disasters and the types of disastrous events that they considered likely in Hong Kong. Background., The frequent occurrence of disasters has caused concern internationally. When disaster strikes, the demands on nursing staff are much higher than those on other healthcare professionals. There is little understanding of the concept of disaster among nurses in Hong Kong. Design., This was a descriptive study. A questionnaire was used to explore nurses' perception of disaster. Method., The questionnaire was distributed to all registered nurses studying in a master's degree programme in a university in Hong Kong. Findings., Only 123 out of the 164 respondents (75%) gave a description of disaster in the open-ended question. Sixty-one per cent of them described unfortunate events with large numbers of victims as disasters. The ,Lan Kwai Fong tragedy , stampede caused by over-crowdedness' (90·9%) and the severe acute respiratory syndrome outbreak (89·6%) were commonly referred to as disasters in Hong Kong. Fires in tall buildings (61·6%), infectious disease outbreaks (61%) and stampedes caused by overcrowding (48·8%) were rated as the events most likely to happen in Hong Kong. Conclusion., Understanding how nurses perceive disaster and the likelihood of disastrous events is the initial step for disaster planning and the development of a disaster nursing curriculum in Hong Kong. Relevance to clinical practice., All nurses around the world should be equipped with knowledge and skills for disaster care. This study provides information and implications for related research and the development of a disaster nursing curriculum to meet the global demand for disaster preparedness. [source] Preceptors' experiences of clinically educating and assessing undergraduate nursing students: an Irish contextJOURNAL OF NURSING MANAGEMENT, Issue 2 2010BRIDIE MCCARTHY MSc mccarthy b. & murphy s. (2010) Journal of Nursing Management 18, 234,244 Preceptors' experiences of clinically educating and assessing undergraduate nursing students: an Irish context Aim, To explore preceptors' views and experiences of preceptoring undergraduate nursing students. Background, Undertaking a preceptoring role is acknowledged internationally as complex and challenging. With the introduction of the undergraduate degree programme in Ireland (2002), preceptors were assigned a more formal role in the teaching and assessing of students. As this was a new programme for students and an additional responsibility for preceptors, it was important to investigate how preceptors found this new experience. Methods, Data were collected using a mixed methods descriptive approach. Results, Many preceptors wanted to become a preceptor and enjoyed the role. The majority of preceptors found the role stressful and burdensome and did not feel adequately supported by their clinical managers. Preceptors expressed the need for protected time, support, feedback and recognition from management for undertaking this role. Conclusion, Findings validate problems experienced with preceptoring in other English-speaking countries and contribute further to building a case for vital change in this component of nursing education and nursing practice. Implications for nursing management, Managers should focus on the challenges expressed by preceptors in this study and identify appropriate strategies to carefully select, monitor and support preceptors in this complex role. [source] Understanding the information and resource needs of UK health and social care placement studentsHEALTH INFORMATION & LIBRARIES JOURNAL, Issue 4 2008Lynne Callaghan Background:, Students on health and social care degree programmes spend 50% of their time on practice placements. Because of the diversity of settings and the need to evidence their work, it is vital to understand the information and resource needs of placement students. Objectives:, The aim of this investigation was to understand the needs of placement students in terms of accessing resources whilst they are in the field in order to inform a guide to meet these needs. Methods:, Focus groups were conducted with students on midwifery, social work and post-registration health professions degree programmes on three different sites across the region. Data were analysed using Thematic Content Analysis. Results:, Three themes emerged from the data: inequality, user education needs and students' solutions and strategies. Conclusions:, It is essential to speak to placement students in order to understand their needs in terms of accessing and using library resources. The timing and content of information skills training is key to meeting student needs while on placement. [source] Closing the circle: participant views of a 360 degree feedback programmeHUMAN RESOURCE MANAGEMENT JOURNAL, Issue 1 2001Christopher Mabey The use of 360 degree feedback is becoming increasingly commonplace in organisations. It is claimed that this programme offers a more rounded diagnosis of development needs resulting in more effective development plans for individuals and more strategically focused investment in training for the organisation as a whole. These claims are tested in a qualitative and quantitative field study of participants in a 360 degree programme for middle and senior managers at a UK university. Some elements of the programme are found to work better than others, but participants rate their experience of almost all aspects of training and development as significantly better than a matched sample of non-participants, and this leads to more positive global evaluations of the employer. The implications for the use of 360 degree programmes are discussed with regard to the critical HRM literature. [source] Community psychology, millennium volunteers and UK higher education: a disruptive triptych?,JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 2 2002Paul S. Duckett Abstract In this paper I critically explore the ideological underpinnings of pedagogical and political practices in UK Higher Education (HE). I first map out the political and pedagogical features of community psychology and then describe the Millennium Volunteers project at the University of Northumbria,a scheme that integrates voluntary placements into undergraduate degree programmes, reflecting on the political and pedagogical premises upon which it is based. I consider the political context and recent social policy trends in UK HE. Through exploring the ideological underbellies of community psychology and Millennium Volunteers I describe the tensions created once both are situated within a HE student's learning and a lecturer's teaching portfolio. I reflect on how each appears to share similar wish lists but conclude that a surface comparison of the pedagogical practices of each can leave unrecognized serious ideological, ethical and political differences that can cause disruption at the interfaces of staff, students and HE institutions. I recommend making the political and ideological assumptions behind pedagogical practices and education policy initiatives more transparent to both students and lecturers alike and outline the reasons for doing so. I conclude by reflecting on implications for the widening access agenda in the present political climate from the standpoint of a community psychologist. Copyright © 2002 John Wiley & Sons, Ltd. [source] Higher education, policy schools, and development studies: what should masters degree students be taught?,JOURNAL OF INTERNATIONAL DEVELOPMENT, Issue 1 2007Michael Woolcock Abstract What are the distinctive skills and attributes that should be expected of Masters (as opposed to undergraduate and doctoral) graduates of international development programmes? Given the diversity of their academic and cultural backgrounds, the inherent uncertainty of their career trajectories, the variety of country contexts and organizational environments in which they will be working, and the range of constituent groups with which they are likely to interact on a regular basis, I argue that Masters degree programmes in development studies should focus on helping students acquire three core competencies,the skills of ,detectives' (data collection, analysis and interpretation), ,translators' (reframing given ideas for diverse groups), and ,diplomats' (negotiation, conflict mediation, deal making). Copyright © 2006 John Wiley & Sons, Ltd. [source] Development of biotechnology education in TurkeyBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2000Feride Severcan For sometime Turkish scientists have been actively involved in biotechnology related research. However, biotechnology education in Turkey is a relatively recent phenomenon. The subject has not been addressed at the undergraduate level in a serious way until recently. This is evident from the lack of undergraduate degree programmes in biotechnology at Turkish Universities. The Turkish scientific establishment is very much aware of the importance of biotechnology and has identified this subject as one of the priority areas. The Universities are taking positive steps towards enhancing Biotechnology education. This article focuses on the emergence, as well as the problems and prospects of Biotechnology education in Turkey. [source] | |||||||||||||