Evaluación formativa con los estudiantes en prácticas, para reducir la brecha teoría-práctica en la formación inicial del profesorado / Formative Assessment with Students in Practice, to Reduce the Theoretical-Practical Gap in Initial Teacher Training / Avaliação formativa com os alunos na prática, para reduzir a lacuna teórico-prática na formação inicial de professores

Entre los docentes en formación inicial, hoy en día existe una apreciación generalizada respecto a que hay una brecha demasiado amplia entre los conocimientos teóricos que se transmiten en el aula universitaria, y la práctica real a la que se enfrenta el docente en sus primeros acercamientos al aula escolar. En España, los planes de estudio universitarios orientados a la formación inicial del profesorado, permiten al docente tomar contacto con la realidad educativa a través de la asignatura del Prácticum. No obstante, es justamente en este proceso de prácticas donde el alumnado puede experimentar ese abismo entre teoría y práctica. En el presente artículo, se plantea la evaluación formativa como un medio idóneo y necesario para unir lo aprendido en el aula universitaria, con las demandas diarias que acontecen en el ámbito escolar.

There is today among teachers in initial training a generalized appreciation of the existence of too wide a gap between the theoretical knowledge transmitted in the university classroom and the actual practice faced by teachers in their first approaches to the school classroom. In Spain, university study plans aimed at initial teacher training allow teachers to contact educational reality through the Practicum course. However, it is precisely in this process of practice where students can experience the existence of a gap between theory and practice. In this article, the formative assessment is presented as an ideal and necessary means to unite what has been learned in the university classroom with the daily demands existing in the school environment.

Há hoje entre os professores em formação inicial uma apreciação generalizada da existência de uma lacuna muito grande entre o conhecimento teórico transmitido na sala de aula da universidade e a prática real enfrentada pelos professores em suas primeiras aproximações à sala de aula da escola. Currículos universitários em Espanha, visando à formação inicial dos professores permitem que eles possam entrar em contato com a realidade educativa através da disciplina nomeada Prácticum. Contudo, é precisamente no estágio que os alunos podem experimentar a existência de uma lacuna entre a teoria e a prática. Neste artigo, a avaliação formativa é apresentada como um instrumento ideal e necessário para unir o que foi aprendido na sala de aula universitária com as demandas diárias existentes no ambiente escolar.

Análise da efetividade do estágio prático internacional de enfermagem em relação ao estágio prático nacional de enfermagem / Análisis de la efectividad de la práctica profesional internacional de enfermería con relación a la práctica profesional nacional de enfermería / Analysis of the effectiveness of international nursing practicum over national nursing practicum

Resumo Objetivo: Este estudo foi conduzido para avaliar a efetividade do estágio prático internacional de enfermagem quanto à autoeficácia, competência cultural e competência global. Foi utilizada a análise fatorial para avaliar a confiabilidade das medidas do estudo. Métodos: Um método de amostragem intencional foi usado para coletar os dados: os participantes eram estudantes de enfermagem (n=66) do segundo semestre do terceiro ano do curso de graduação. Para a análise fatorial, foram agrupados os resultados obtidos dos grupos controle e experimental (n=132) por meio de um questionário. A pesquisa foi realizada antes e após o estágio prático nacional e internacional de enfermagem para os grupos controle e experimental, respectivamente. O teste t foi utilizado para comparar os dois grupos, e Diferença em Diferenças (DD) foi utilizado para determinar a verdadeira alteração entre antes e depois do estágio. A análise do DD também mostrou que o nível de mudança antes e depois de cada estágio de enfermagem foi significativa entre os grupos controle e experimental. Resultados: A análise fatorial demonstrou que o questionário da pesquisa mensurou com confiabilidade os subconceitos. As diferenças na autoeficácia e na competência cultural entre os dois grupos foram estatisticamente significativas antes e depois do tratamento, mas os resultados de DD não foram significativos. Para a competência global, no entanto, tanto o DD quanto a diferença antes e depois do tratamento entre os dois grupos foram estatisticamente significativos. Conclusão: Apesar de algumas limitações do estudo, o desenho inovador gerou resultados que ajudam a preencher uma grande lacuna no conhecimento de enfermagem. Estudos futuros devem incluir um ensaio clínico randomizado para superar as limitações de viés de amostragem e generalização dos resultados do estudo.

Resumen Objetivo: Este estudio fue llevado a cabo para analizar la efectividad de la práctica profesional internacional de enfermería en cuanto a la autoeficacia, competencia cultural y competencia global. Se utilizó el análisis factorial para evaluar la confiabilidad de las medidas del estudio. Métodos: Fue utilizado un método de muestreo intencional para recopilar los datos: los participantes eran estudiantes de enfermería (n=66) del segundo semestre de tercer año de la carrera de grado. Para el análisis factorial, se agruparon los resultados obtenidos de los grupos de control y experimental (n=132) a través de un cuestionario. La investigación fue realizada antes y después de la práctica profesional nacional e internacional de enfermería en grupos de control y experimental, respectivamente. Se utilizó el test-T para comparar los dos grupos y la técnica Diferencia en Diferencias (DD) para determinar la verdadera modificación entre antes y después de la práctica. El análisis de DD también demostró que el nivel de cambio antes y después de cada práctica de enfermería fue significativo entre los grupos de control y experimental. Resultados: El análisis factorial demostró que el cuestionario de la investigación midió los subconceptos con confiabilidad. Las diferencias de autoeficacia y competencia cultural entre los dos grupos fueron estadísticamente significativas antes y después del tratamiento, pero los resultados de DD no fueron significativos. Sin embargo, en la competencia global, tanto la DD como la diferencia antes y después del tratamiento entre los dos grupos fueron estadísticamente significativas. Conclusión: A pesar de algunas limitaciones del estudio, el diseño innovador generó resultados que ayudan a llenar un gran vacío en el conocimiento de enfermería. Estudios futuros deben incluir un ensayo clínico aleatorizado para superar las limitaciones de perspectiva de muestreo y generalización de los resultados del estudio.

Abstract Objective: This study was conducted to examine the effectiveness of international nursing practicum on self-efficacy, cultural competency, and global competency. Methods: A purposive sampling method was used to collect the data: the participants were nursing students (n=66) who had advanced into the 2nd semester of junior level. For the factor analysis, the results of a questionnaire survey were pooled from the control and experimental groups (n=132). The survey was administered before and after the national and international nursing practicum for the control and experimental groups, respectively. The t-test was used to compare the two groups, and Difference in Difference (DID) was used to determine the true change between before and after the practicum. But if you are describing international nursing practicums and domestic nursing practicums, i.e., many different courses in different countries, and here in Korea in different universities. DID analysis also showed that the level of change before and after each nursing practicum differed significantly between the control and experimental groups. Results: Factor analysis confirmed that the survey questionnaire reliably measured the sub-concepts. The differences in self-efficacy and cultural competency between the two groups were statistically significant before and after the treatment, but DID results were not significant. For global competency, however, both DID and the difference before and after treatment between the two groups were statistically significant. Conclusion: Despite a few study limitations, the innovative study design generated findings that help to fill a large gap in nursing knowledge. Future studies should include a randomized clinical trial to overcome the limitations of sampling bias and generalization of study results.

Factors Affecting Clinical Practicum Stress of Nursing Students: Using the Lazarus and Folkman's Stress-Coping Model

PURPOSE: This study was conducted to test a path model for the factors related to undergraduate nursing students' clinical practicum stress, based on Lazarus and Folkman's stress-coping model. METHODS: This study utilized a path analysis design. A total of 235 undergraduate nursing students participated in this study. The variables in the hypothetical path model consisted of clinical practicum, emotional intelligence, self-efficacy, Nun-chi, and nursing professionalism. We tested the fit of the hypothetical path model using SPSS/WIN 23.0 and AMOS 22.0. RESULTS: The final model fit demonstrated a satisfactory statistical acceptance level: goodness-of-fit-index=.98, adjusted goodness-of-fit-index=.91, comparative fit index=.98, normed fit index=.95, Tucker-Lewis index=.92, and root mean square error of approximation=.06. Self-efficacy (β=−.22, p=.003) and Nun-chi behavior (β=−.17, p=.024) were reported as significant factors affecting clinical practicum stress, explaining 10.2% of the variance. Nursing professionalism (β=.20, p=.006) and self-efficacy (β=.45, p<.001) had direct effects on emotional intelligence, explaining 45.9% of the variance. Self-efficacy had indirect effects on Nun-chi understanding (β=.20, p<.001) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. Nursing professionalism had indirect effects on Nun-chi understanding (β=.09, p=.005) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. The variables for self-efficacy and nursing professionalism explained 29.1% of the Nun-chi understanding and 18.2% of the Nun-chi behavior, respectively. CONCLUSION: In undergraduate nursing education, it is important to identify and manage factors that affect clinical practicum stress. The findings of this study emphasize the importance of Nun-chi, self-efficacy, emotional intelligence, and nursing professionalism in the development of an educational strategy for undergraduate nursing students.

Percepção de estudantes universitários de educação física sobre o estágio curricular supervisionado em treinamento esportivo: estudo em uma universidade pública brasileira / Perception of undergraduate physical education students about their supervised practicum as sports coaches: a study conducted in a brazilian public university / Percepción de estudiantes universitarios de educación física sobre la práctica curricular supervisada en entrenamiento deportivo: estudio en una universidad pública brasileña

Este estudo descritivo-interpretativo buscou investigar as percepções de estudantes universitários de Educação Física acerca do Estágio Curricular Supervisionado em treinamento esportivo. Entrevistaram-se nove estudantes de uma universidade pública brasileira regularmente matriculados no estágio em treinamento esportivo, e os dados foram analisados por meio da técnica de Análise do Conteúdo. Os estudantes avaliaram positivamente o desenvolvimento em ambiente de estágio de conhecimentos adquiridos em disciplinas na universidade e o compartilhamento de experiências, enquanto a ausência de disciplinas que abrangem práticas pedagógicas na área do esporte e falta de acolhimento por determinados locais foram avaliadas negativamente. Os estudantes indicaram, para a melhoria do estágio, a oferta diversificada de áreas para a realização desta atividade, assim como a relação mais próxima da universidade e dos professores orientadores com os locais de estágio e com seus profissionais

This descriptive-interpretative study sought to investigate Physical Education undergraduate students' perceptions about their supervised practicum as sports coaches.We interviewed nine students regularly enrolled in supervised practicum for sports coaches at a Brazilian public university, and data underwent Content Analysis. The students evaluated positively their knowledge acquisition in curricular practicum situations at the university and the experiences shared with colleagues, while they viewed negatively the lack of courses covering pedagogical practices in sport and not being welcome at certain practicum places. As suggestions for improving the practicum, students indicated the need to offer more areas for it as well as closer relations between the university/advisors and places for practicum/their professionals

Este estudio descriptivo-interpretativo buscó investigar las percepciones de estudiantes universitarios de Educación Física sobre la Práctica Curricular Supervisada en entrenamiento deportivo. Fueron entrevistados nueve estudiantes de una universidad pública brasileña regularmente matriculados en la práctica en entrenamiento deportivo, y los datos fueron analizados con la técnica de Análisis de Contenido. Los estudiantes evaluaron positivamente el desarrollo, en el ambiente de la práctica curricular, de conocimientos adquiridos en la universidad y el intercambio de experiencias, mientras que la ausencia de asignaturas que abarcasen prácticas pedagógicas en el área del deporte, así como la falta de acogida en determinados locales fueron aspectos evaluados negativamente. Las sugerencias de los estudiantes para mejorar la práctica supervisada comprenden el ofrecimiento de áreas diversificadas para realizarla, así como la relación más cercana de la universidad y sus profesores con los locales de práctica y sus profesionales

Estágio curricular supervisionado na formação de professores de educação física no Brasil: uma revisão sistemática / Supervised practicum in training of physical education teachers in Brazil: a systematic review / Práctica curricular supervisada en la formación de profesores de educación física en Brasil: una revisión sistemática

O objetivo desta pesquisa do tipo revisão sistemática foi analisar a produção do conhecimento sobre o Estágio Curricular Supervisionado na formação de professores de Educação Física. Constatou-se que: há predomínio das publicações em periódicos B1 e B2 (48,7%); a produção na área é recente, com maior quantidade de publicações entre 2011- 2015 (76,9%); os artigos classificados como de Intervenção foram os mais publicados (51,3%); a temática Formação foi a que teve maior incidência (48,7%); quanto ao tipo de pesquisa, os Estudos de Caso foram predominantes (41%); as análises Qualitativas são amplamente mais utilizadas (89,8%); Entrevistas (25,6%) e Questionários (23,1%) foram os Instrumentos mais empregados. Conclui-se que houve aumento na produção do conhecimento sobre essa temática nos últimos anos, contudo, ressalta-se a importância do fortalecimento das produções, objetivando acesso a periódicos mais bem classificados no sistema de avaliação

This systematic review looks into knowledge production about supervised curricular practicum in training of Physical Education teachers. Publications in B1 and B2 journals (48.7%) prevailed. Production in the area is recent and most works were published between 2011 and 2015 (76.9%). Articles categorized as 'intervention' were published most often (51.3%). 'Education' was the topic with highest occurrence (48.7%). Case studies prevailed (41%) among research types and qualitative analyses were adopted much more often than others (89.8%). Interviews (25.6%) and questionnaires (23.1%) were the most often applied instruments. Production of knowledge about the topic in recent years has increased, but it should be strengthened to access better classified journals in the evaluation system

Esta revisión sistemática analizó la producción del conocimiento sobre la Práctica Curricular Supervisada en la formación de profesores de Educación Física. Se constató que: predominan las publicaciones en periódicos B1 y B2 (48,7%); la producción en el área es reciente, con mayor cantidad de publicaciones entre 2011 y 2015 (76,9%); los artículos clasificados como de Intervención fueron los más publicados (51,3%); el tema Formación fue el que tuvo mayor incidencia (48,7%); en cuanto al tipo de investigación, los Estudios de Caso fueron predominantes (41%); los análisis Cualitativos son ampliamente más utilizados (89,8%); Entrevistas (25,6%) y Cuestionarios (23,1%) fueron los Instrumentos más empleados. Se concluye que hubo aumento en la producción del conocimiento sobre esa temática en los últimos años, sin embargo, se resalta la importancia de fortalecer las producciones con el objetivo de acceder a periódicos mejor clasificados en el sistema de evaluación

Factors Influencing Self-directed Learning Ability of Anatomy using Cadaver Dissection: Focusing on Beginning Nursing Students / 의료커뮤니케이션

BACKGROUND: The study is descriptive research study to investigate the self-directed learning ability to explore the facts that influence of anatomy using cadaver dissection beginning nursing students.METHODS: A descriptive research design was used. The data was collected from 31st May to 7 June, 2016. The participants were total 121 first-year nursing students in C University. This anatomy practicum course was composed of three session, and each session was composed of 3hours, 60minutes of body structure and anatomy lecture, 90 minutes of cadaver dissection, and 30minutes of summary.RESULTS: The results of the study showed that satisfaction with cadaver dissection was statistically significant in the usefulness in connection with the major of nursing (r=.543, p < .001), educational understanding (r=.465, p < .001), and nursing learning motivation (r=.517, p < .001). As the nursing learning motivation increased, self-directed learning ability increased. Also nursing learning motivation influenced self-directed learning (β=0.266, p < .01).CONCLUSION: It is necessary to develop a program that can link theoretical education with practicum education of anatomy using cadaver dissection for efficient learning of the anatomy major courses of nursing students.

A Phenomenological Study on the Experiences of Nursing Students' Communication in Clinical Nursing Practicum / 의료커뮤니케이션

BACKGROUND: Unlike traditional quantitative study, this qualitative study is designed to understand andexplore the experiences of nursing students's communication in clinical nursing practicum.METHODS: Participants were 15 nursing students from a university in Seoul who were selected by purposive sampling. They had been participated in clinical nursing practicum more than one semester. Data were collected through in-depth interviews and observation from May 29, 2017 to June 8, 2017. Collected data were analyzed by Colaizzi's phenomenological methodology.RESULTS: As a result, 5 theme clusters were derived as follows: 1) the modeling of communication, 2) treatment as a student nurse, 3) respect as a nurse, 4) trauma after communication, and 5) sympathy in communication. This study identified the desire for nursing professionalism, psychological difficulties as negative emotionality, as well as positive emotionality of nursing students in clinical practicum.CONCLUSION: We should consider a nursing curriculum to prepare and improve the communication of nursing students before participating in clinical practicum. The concrete and systematic communication education would be useful for nursing students to participate clinical practicum effectively.

Analysis of the Contents and Importance of Clinical Practicum Education in Adult Health Nursing According to Nursing Intervention Classification (NIC) System / 의료커뮤니케이션

BACKGROUND: The purpose of the study was to analyze the contents and importance of clinical practicum education in adult health nursing.METHODS: This is a descriptive study using content analysis for identifying the items of clinical nursing checklists gathered from 13 university nursing programs accredited by Korean Accreditation Board of Nursing Education. Items in the checklist were standardized in accordance with the Nursing Intervention Classification (NIC) and categorized into simple-technical skill, complex-technical skill, and disease-specific care. The perceived significance of each item was examined by surveying nurses who in charge of nurse education from various clinical setting.RESULTS: A total of 182 items in the clinical practicum contents were analyzed, and the terminologies of each item were variously described among nursing schools. Fifty percent of the total items were categorized into simple-technical skill. In terms of clinical importance, expert validity results showed that nurses considered infection control, infection protection, and fall prevention as the most significant items, which was not the same as the most common items in the clinical nursing checklist.CONCLUSION: These findings suggest that standardized nursing terminologies are needed to describe a nursing practicum checklist. Clinical importance of each item in the checklist should be taken into consideration in developing a clinical nursing checklist to assist the students in achieving the competencies as a clinical nurse.

Predictors associated with Occurrence of Needlestick Injuries in Clinical Practicum among Nursing Students / 기본간호학회지

PURPOSE: The purpose of this study was to identify prevalence and risk factors of needlestick injuries (NSI) among nursing students. METHODS: Data were collected using self-administered questionnaires which included general and practical characteristics, safe environment risk factors, knowledge, attitude, and preventive behavior associated with NSI. Data were conducted from December 14-20, 2014 and analyzed using χ² test and multiple logistic regression. RESULTS: The incidence rate of NSI was 20.2%. Multiple logistic regression analysis identified four predictors for NSI which were statistically significan; carelessness (OR=1.49, 95% CI=1.04~2.11), status of hospital, university affiliated (OR=1.93, 95% CI=1.35~2.75), knowledge about handing the needle after NSI (OR=1.42, 95% CI=1.00~2.03), and barriers to NSI preventive behavior (OR=1.48, 95% CI=1.04~2.12). CONCLUSION: Management of carelessness and barriers to NSI preventive behavior are essential elements for reducing the risk of NSI in nursing students. It is necessary to develop a specific NSI precaution program for nursing students.

Effects of the Flipped Classroom Approach on the Psychiatric Nursing Practicum Course / 정신간호학회지

PURPOSE: In this study effects of a flipped learning-based psychiatric nursing practicum were evaluated for appropriateness with undergraduate nursing students who are digital natives and tech-savvy millennial students. METHODS: For this retrospective comparative study data from 146 undergraduate students (flipped learning group n=70, traditional learning group n=76) were evaluated for academic performance and life core competencies. RESULTS: There was no significant difference between the flipped and traditional learning groups in prior homogeneity tests. The academic performance of the flipped learning group was higher than the control group in all aspects, except for practical quiz scores. The flipped leaning group had significantly higher self-assessment scores for academic performance (t=2.77, p=.006) and therapeutic communication simulation scores (t=3.18, p=.002). In addition, they showed a significant increase in core life competencies after participating in the flipped-learning practicum (t=-8.56, p<.001). They showed significant increases in all subdomains except Identity-value [Socialization (t=-5.13, p<.001), Responsibility-practice (t=-3.52, p=.001), Problem-solving (t=-2.67, p=.010), Knowledge-construction (t=-2.48, p=.016), and Information-management (t=-5.54, p<.001)]. Nursing students in the flipped learning-based clinical practicum showed significant improvement in performance and life core competencies. CONCLUSION: These results suggest that as a student-centered pedagogy, flipped learning is an effective strategy for improving academic performance and core competencies.

Teacher efficacy beliefs during the practicum experiences in physical education classes

Previous studies focusing on teacher education have highlighted the role that supervised practicum plays in the construction of future teachers' personal beliefs, including self-efficacy beliefs, yet there remains a need to understand which learning experiences contribute to the constitution of this belief during the supervised practicum. Our objective was to identify situations that influenced student teachers' judgment of self-efficacy during the development of supervised practicum. This exploratory and descriptive documentary research analyzed 18 reflective portfolios produced by student teachers' during their supervised practicum in a physical education teaching program course. The experience of teaching in locus and the opportunity to experience everyday school-life were recurring situations in 15 out of the 18 analyzed portfolios. The results led us to believe that offering student teachers the possibility to meet and experience the teaching environment in advance contributed positively, through enactive mastery experiences, to the building of their self-efficacy beliefs concerned to teaching

Experience Process of Reducing Prejudices against People with Mental Illness by Nursing Students during Clinical Training in Psychiatric Wards / 정신간호학회지

PURPOSE: The purpose of this study was to understand nursing students' experience process of reducing prejudices against people with mental illness. METHODS: Participants were 9 nursing students who showed positive changes in prejudices against people with mental illness. Data were collected from September 2014 to February 2015 through in-depth interviews. Data were analyzed following Colazzi (1978) phenomenological method. RESULTS: Analysis showed that for the students' lived experiences of reducing prejudice, there were 47 constructed meanings as 17 subjects in 6 groups: fear, terrifying, relaxation, pitifulness, realization, and sense of kinship. Fear included harm, unpredictability, and wackiness, while terrifying included handshakes without facial expression and unfocused eyes. For relaxation, the content included doing things together, receiving consideration, and being helpful, while for pitifulness it was feeling pathetic, sorry, and anger instead concern for patient. The content for surprise included tenderness, awareness of reality, self-assertiveness, and excellent ability, and for sense of kinship, the same as me and doing with me. CONCLUSION: Clinical practice instructors or field leaders should provide enough opportunities for students to understand and express their feelings about mental illness. Providing proactive education and programs to reduce prejudices about mental illness before the mental health nursing practicum are also suggested.

Study on significance and educational effect of nursing practicum in international nursing / 国際保健医療

<p><b>Objectives</b></p><p>  This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP) to clear significance and educational effect of practicum in international nursing. </p><p><b>Methods</b></p><p>  We conducted an anonymous, self-administered questionnaire survey for students participating in an INP, including practicum in developing countries, using qualitative and quantitative methodologies.</p><p><b>Results</b></p><p>  In total, 67.0% students completed the pre-practicum questionnaire and 28.4% completed the post-practicum questionnaire. Students interested in international nursing before and after were 54.5% and 59.3%, respectively. Those who perceived benefits from attending the INP for their future nursing activities (benefits) were 88.0% and 85.2%, respectively.</p><p>  In perceptions regarding international nursing, the following four items were significantly higher: “characteristics and diversity of society and culture affecting health,” “understanding of the Japanese health and nursing system,” “understanding of the world health and nursing system,” and “characteristics and diversity of society and culture affecting nursing.” In the perceptions regarding overseas practicum, the following three items included in expectation and achievement were significantly higher: “understanding the effect of society and culture on nursing,” “unable to experience this in Japan,” and “building up relationships with Vietnamese students and teachers.” All significant items included in anxiety were lower. “Language (English) skills” included in preparation was significantly higher. The basis for benefits before and after INP was extracted from six and five categories, respectively. Four categories, i.e., “personal growth,” “cultivation of an international perspective,” “forming views on nursing,” and “preparation for inter-state globalization” were the same for both. The benefits were related to willingness to perform international activities, achievement, and meaningfulness of overseas practicum.</p><p><b>Conclusion</b></p><p>  The results suggest that INP is an effective educational method for basic nursing education, moreover, to foster internationalism. One needs to understand the readiness of students and take their anxieties into consideration, particularly for overseas practicum.</p>

Os desafios do estágio curricular supervisionado em educação física na parceria entre universidade e escola / Los desafíos de la práctica profesional pedagógica supervisada en educación física en la colaboración entre universidad y escuela / The challenges of supervised physical education curricular practicum in the partnership between university and school

Esta pesquisa teve como objetivo compreender os processos de parceria entre escolas e universidade nos estágios curriculares supervisionados em Educação Física. Optou-se pela pesquisa qualitativa, estudo de caso, utilizando como técnicas a entrevista narrativa com sete participantes e a análise de conteúdo. Os dados evidenciaram contradições desse processo no modelo de estágio adotado em que há distanciamento entre as instituições. O desafio está em sair de um modelo de formação centrado na universidade para um modelo que contemple a escola e a universidade como lugares de formação.

This study aimed at understanding the processes of partnership between schools and universities in Physical Education’s supervised curricular practicum. The approach was qualitative research and case study, using narrative interview with seven subjects as well as content analysis. The results showed contradictions in the process, since the institutions are distant in the model of practicum adopted. The challenge lies in abandoning a model that sees the university as the center of the process and move towards a model that includes schools and universities as educational places.

Este estudio tuvo como objetivo central comprender los lazos que se constituyen entre las escuelas y la Universidad en las prácticas pedagógicas supervisadas en educación física. El enfoque investigativo utilizado fue el cualitativo y el tipo de investigación el estudio de caso. Las técnicas de recolección de información fueron el análisis de contenido, la narrativa y la entrevista en profundidad y la unidad de trabajo estuvo compuesta por siete personas. Los resultados reflejan que existen contradicciones, ya que el proceso desvela un alejamiento entre las instituciones. El desafío que promueve este estudio anuncia que se debe incursionar en un modelo que no vea a la Universidad como el centro de dicho proceso, sino un modelo que contemple la escuela y la Universidad como escenarios de formación.

Role Transition of Senior Year Nursing Students: Analysis of Predictors for Role Transition / 간호행정학회지

PURPOSE: The purpose of this study was to identify the perception of role transition from a student nurse to a registered nurse among senior year nursing students and to examine factors affecting their role transition. METHODS: A descriptive survey with convenience sampling was conducted in four nursing colleges in Seoul, South Korea. Data were collected using a self-administrated questionnaire. Four instruments including role transition, self-esteem, interpersonal relationships and anxiety during clinical practicum were used and the students'demographics were also collected. A multiple logistic regression was used to identify predictors for the role transition. RESULTS: A total of 233 nursing students were surveyed and final analysis was conducted utilizing 226 participants. Mean point of perceived role transition (5 point scale) was 3.34+/-0.44. In a multiple regression model, high self-esteem, good interpersonal relationships, low anxiety during clinical practicum, and high satisfaction in college life were significant predictors of a smooth transition (Adj. R2=.32, F=22.28, p<.001). CONCLUSION: The findings suggest that role transition from a student nurse to a registered nurse is facilitated through the establishment of programs to improve self-esteem and interpersonal relationships and to reduce anxiety during clinical practicum.

Comparison of Japanese nursing students’ perception before and after International Nursing Practicum / 国際保健医療

  This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP). <BR>  Students implementing INP in a developing country completed an anonymous, self-administered questionnaire. Results were analyzed using statistical and qualitative methods. <BR>  66 students completed the pre-practicum questionnaire and 23 completed the post-practicum questionnaire. <BR>  As a result of perceptions regarding INP, three factors “interest in international nursing,” “knowledge necessary for international nursing,” and “understanding of the characteristics of international nursing” were extracted; knowledge necessary for international nursing was found to be significantly higher. Students’ perceptions of benefits of INP for their nursing activities, which were answered through the open-ended question revealed “personal growth,” “cultivation of an international perspective,” “increased understanding of nursing,” “beginning of expansion of views on nursing and nursing activities,” and “interest in exploring the essence of nursing.” <BR>  Perceptions regarding practicum overseas were revealed by three dimensions. Four factors “development of compassion,” “experience only in the practicum field,” “inspiration from achievement of international nursing activity,” and “living experience outside of Japan” were extracted from expectation and achievement. Three factors “environment,” “individual ability,” and “inevitable events in the developing country” were extracted from anxiety. Four factors “fundamentals for achieving INP goals,” “necessity of achieving INP goals,” “nursing knowledge and skill,” and “importance for implementation in the developing country” were extracted from need for preparation. Expectation and achievement regarding experience only in the practicum field was found to be significantly higher. Anxiety about individual ability and inevitable events associated with practicum in the developing country and need for preparation regarding nursing knowledge and skill were significantly lower.<BR>  It was suggested that INP is an effective educational method for basic nursing education and an early exposure for fostering internationalism. Understanding the willingness of students and taking their anxieties into considering were also found to be effective approaches.

Comparison of Blended Practicum Combined E-learning between Cooperative and Individual Learning on Learning Outcomes / 한국간호교육학회지

PURPOSE: This study was conducted to compare blended practicum with clinical and lab combined e-learning between cooperative and individual group on learning outcomes. METHOD: A total of 63 junior Nursing students were recruited from C University in G city from May, 2012 to June, 2012. Ten hours lab practicum for two weeks was provided for both two groups during the period of adult nursing practicum. Prior to blended practicum, e-learning was conducted. For cooperative group, two hours off line team learning with a tutor for eight weeks was provided, in other hands, for individual group, any off line team learning was not provided and self study on line was not evaluated by the tutor. RESULTS: The result of ANCOVA showed that critical thinking and self directed learning were significantly improved in the individual group compared to the cooperative group (F=-18.15, p<.001; F=28.12, p<.001). In other hands, clinical competence was significantly higher in the cooperative group than in the individual group (F=16.61, p<.001). CONCLUSION: Through development of self-leaning facilitating online contents, the blended practicum combined e-learning could be effective in critical thinking, self-directed learning and clinical competence. Further studies about e-learning strategies of off-line learning are still needed.

Effect of practicum experiences on pre-professional physical education teachers' intentions toward teaching students with disabilities in general physical education classes / Efeito de experiências práticas nas intenções de professores de educação física não capacitados para ensinar, na escola regular, alunos com deficiência

The purpose of this study was to examine the effect of practicum experiences on pre-professional physical education teachers' intentions toward working with individuals with disabilities. Pre-professional physical education teachers were students in their respective university's PETE programs and were categorized based on level of practicum experience. Over a three year period, a total of 596 PETE students completed the Physical Educators' Intention toward Teaching Individuals with Disabilities (PEITID) questionnaire (Rizzo, 2007). Significant differences were found among groups for overall intention to teach students with disabilities in their general physical education classroom. Additionally, trends of more positive intentions among pre-professionals with greater practicum experiences lead to higher Quality of Experience and Perceived Competence. The results of this study indicated that the level and quality of practicum experience significantly influence pre-professional teachers' intentions and competence toward teaching individuals with disabilities. (138 words).

O objetivo deste estudo foi examinar o efeito de experiências práticas nas intenções dos professores de educação física não capacitados com relação ao trabalho com pessoas com deficiência. Participaram da pesquisa professores de educação física matriulados como estudantes em programas de capacitação (PETE) em suas respectivas universidades, categorizados com base no nível de experiência prática. Num período de três anos, 596 alunos PETE preencheram o questionário PEITID - Physical Educators' Intention toward Teaching Individuals with Disabilities (Rizzo, 2007). Foram encontradas diferenças significativas entre os grupos que tinham a intenção de ensinar alunos com deficiência em turmas regulares de educação física. Além disso, as intenções mais positivas entre os professores não capacitados com mais experiência prática se relacionam com a maior Qualidade de Experiência e Competência por eles Percebida. Os resultados deste estudo indicaram que o nível e a qualidade da experiência prática influenciaram significativamente nas intenções dos professores não capacitados e na competência para o ensino de pessoas com deficiência.

Practice and research in teaching of constructivism theory based pathology practicum / 中华医学教育探索杂志

Objective To study the application and significance of constructivism theory in pathological experiment teaching.Methods Six classes in total of 198 students majoring in clinical medicine were selected from grade 2009 of Guangdong medical college for research and were divided into experimental group (n=99) and control group (n=99) using random number table.Various teaching methods based on constructivism theory were used in experimental group while conventional teaching methods were applied in control group.The observing ability for specimen and slices,theoretical level and learning behavior of students were assessed with the same standard and anonymous homemade questionnaire survey was executed for students.SPSS 13.0 statistical software was used to analyze the results.The examination results of the two groups were compared using independent samples t-test.The questionnaire survey results of the two groups were compared using Wilcoxon rank-sum test.P＜0.05 represented the difference having statistical significance.Results The observing capability for specimen and slices,theoretical level and learning behavior of students in experimental group were significantly improved (P＜0.01)and the questionnaire survey results demonstrated that there were statistical difference in feedbacks between the two groups and the satisfaction rate was significantly improved in experiment group (P＜0.01).Conclusions Applying comprehensive teaching methods based on constructivism theory can stimulate students' interest and initiative in learning,improve students' learning behavior and learning strategies,and significantly improve the teaching quality.

Do ensino superior para o trabalho: contributo dos estágios para inserção profissional / From higher education to work: contributions of practicum training to job insertion / De la enseñanza superior al trabajo: la contribución de las prácticas para la inserción profesional

O presente trabalho visou analisar o papel dos estágios na transição para o trabalho, entendendo-se a inserção profissional como um processo temporalmente alargado constituído por três fases interdependentes: a formação académica, a procura de uma actividade remunerada e a adaptação ao mundo laboral. Mais especificamente, pretendeu-se estudar o impacto dos estágios curriculares na promoção de variáveis psicológicas centrais nesta transição - exploração vocacional, auto-eficácia e objectivos de investimento profissional - numa amostra de 337 finalistas do ensino superior português. Os resultados encontrados evidenciaram que os estudantes que tiveram a oportunidade de realizar um estágio curricular apresentaram maiores níveis de exploração vocacional, de auto-eficácia, bem como objectivos de investimento profissional mais robustos, quando comparados com aqueles que não realizaram estágio.

This study aims at analyzing the contributions of practicum training in the transition-to-work. In this study, job insertion is understood as a broad process including three interrelated phases: academic training, search for a paid job and adaptation to work. Specifically, our aim was to investigate the impact on career exploration, self-efficacy and career goals in a sample of 337 senior Portuguese students. The results showed benefits in terms of career exploration, self-efficacy and career goals with students that had a practicum experience, as compared to the ones who had not had that opportunity.

El presente trabajo trató de analizar el papel de las prácticas en la transición al trabajo, entendiéndose la inserción profesional como un proceso temporalmente prolongado constituido por tres fases interdependientes: la formación académica, la búsqueda de una actividad remunerada y la adaptación al mundo laboral. Se pretendió, más específicamente, estudiar el impacto de las prácticas curriculares en la promoción de variables psicológicas centrales en esta transición - exploración vocacional, eficacia propia y objetivos de inversión profesional - en una muestra de 337 finalistas de la enseñanza superior portuguesa. Los resultados encontrados evidenciaron que los estudiantes que tuvieron la oportunidad de realizar una práctica curricular presentaron mayores niveles de exploración vocacional y de eficacia propia, así como objetivos de inversión profesional más robustos, cuando se compararon con aquellos que no realizaron práctica.