Résumé
O presente estudo buscou investigar os fatores que influenciaram a evasão de 1.113 alunos em dois cursos a distância oferecidos pelo Centro de Educação a Distância da Universidade de Brasília. Entretanto, foram usadas, nesta pesquisa, as respostas de apenas 170 alunos desistentes que teceram comentários ao final do instrumento aplicado por meio eletrônico, postal e telefone. Submetidos à análise de conteúdo, os comentários foram categorizados em quatro motivos: fatores situacionais; falta de apoio acadêmico; problemas com a tecnologia; e falta de apoio administrativo. Esses motivos, além de reforçarem os poucos resultados encontrados na literatura sobre evasão em educação a distância, apontam para importantes aspectos a serem aprimorados em cursos nos quais a responsabilidade sobre o aproveitamento do processo educacional é transferida dos professores para os alunos.
This study aimed to investigate the factors that influenced the dropout of 1113 students attending two distance courses offered by the Center for Distance Education at the University of Brasilia. However, the anwers of only 170 students who made comments at the end of the instrument through email, post and telephone were used. Subjected to content analysis, those comments were categorized into four reasons for withdrawal: situational factors, lack of academic support, problems with the technology employed in the course and lack of administrative support. These data, besides strengthening the few results in the literature on dropout in distance education, point to important aspects to be improved in such courses, in which the responsibility for the results of the teaching-learning process is transferred from the teachers and their institutions to the students.
El presente estudio buscó investigar los factores que influyeron en la evasión de 1.113 alumnos en dos cursos a distancia ofrecidos por el Centro de Educación a Distancia de la Universidad de Brasilia. Mientras tanto, se usaron en esta investigación las respuestas de sólo 170 alumnos desistentes que hicieron comentarios al final del instrumento aplicado por medio electrónico, postal y telefónico. Sometidos al análisis de contenido, los comentarios fueron categorizados en cuatro motivos: factores situacionales, falta de apoyo académico, problemas con la tecnología y falta de apoyo administrativo. Esos motivos, además de reforzar los pocos resultados encontrados en la bibliografía sobre evasión en educación a distancia, indican importantes aspectos a ser perfeccionados en cursos en los cuales la responsabilidad sobre el aprovechamiento del proceso educativo es transferida de los profesores a los alumnos.
Sujets)
Humains , Mâle , Femelle , Adulte , Enseignement à distance , Étudiants qui abandonnent leurs étudesRésumé
Although the number of reports related to computer–education materials for nursing and learning effectiveness increases each year, there has been a conspicuous lack of reports on the influence of the effectiveness and individual characteristics of computer–education materials for nursing on the evaluation of these educational materials. This effect should be clarified to resolve future issues related to learning to use computers.<br>1）User IDs and passwords were randomly assigned to 57 nursing students who were asked to complete the Locus of Control （LOC） scale and Computer Anxiety Scale （CAS） before the start of e–learning and a material evaluation survey after the completion of the study.<br>2）Comparison of study scores before and after the start of e–learning revealed an effect after learning, but no significant difference in learning effectiveness was evident between students with an external LOC and those with an internal LOC.<br>3）In terms of the relationship between the LOC and the characteristics of e–learning, students with an external LOC showed significantly higher scores on “aversion/avoidance” on CAS than did those with an internal LOC.<br>4）Regarding the effects of the LOC and computer anxiety on material evaluation, the results of path analysis showed that the LOC had a stronger effect on material evaluation than did “anxiety/aversion” on CAS.<br>5）The present study has demonstrated that students who are averse to or avoid computers tend to be anxious and tense and to have a sense of nonefficacy. Therefore, educational support should be provided to students with an external LOC.
Résumé
OBJECTIVE: The purpose of this study were to: (1) describe the individual characteristics, perceived health status, body image, and health promoting behaviors of staff nurses working in a metropolitan hospital and (2) determine the relationship of perceived health status, body image, and health promoting behaviors. METHODS: Data were collected from 311 staff nurses working at one of university affiliated hospitals using a self-administered questionnaire for perceived health status(SF 36 V2), body image(BAQ), and health promoting behaviors (HPLP-II) and using the report of year 2002 employee physical check-up results for health related characteristics. RESULTS: Most of nurses were within the normal range of BMI, total cholesterol, and liver enzymes but 42.2% had systolic BP above 120mmHg and 37.3% hemoglobin below 12g/dL. Although 96.4% of BMI score indicated 'underweight' or 'normal', 'feeling fat' showed the highest. Among health promoting behaviors the most frequently reported one was spiritual growth and the least one was engagement in physical activity. In the correlational analysis, health promoting behaviors had the positive relationships with perceived health status, vitality, mental health, attractiveness, strength and fitness (p=.000 - .004). CONCLUSION: These findings provide information that is relevant in designing interventions to enhance health promoting behaviors among nurses working in a hospital.
Sujets)
Image du corps , Cholestérol , Hôpitaux urbains , Foie , Santé mentale , Activité motrice , Valeurs de référence , Enquêtes et questionnairesRésumé
PURPOSE: This study investigated the effect of transformational leadership and individual characteristics on nurses' job involvement. METHOD: The sample for this study consisted of 594 nurses from 8 large Korean hospitals. The factor analysis was drawn from the Cronbach's alpha analysis, the Pearson correlation analysis, the multiple regression analysis, and the hierarchical multiple regression analysis. Result: This study found that; (1) charisma dimension of transformational leadership has positive influence on job involvement; but intellectual stimulation and individualized consideration did not showed significant effects on job involvement (2) nurse individual characteristics (age, marital status, educational level, tenure, position) moderated the effect of transformational leadership on job involvement. Conclusion : Therefore, to improve job involvement nurses are required to apply the charisma dimension of transformational leadership in hospital organization.
Sujets)
Humains , Leadership , Situation de familleRésumé
Objective: To investigate the relationship between rater-ratee similarities/differences in some individual characteristics and organizational citizenship behavior(OCB) appraisal. Methods: 103 vertical dyads were assessed by Personality Scale for Enterprise Managers and Chinese OCB Scale. Results: There existed significantly positive correlations between similarities in seven demographic indices and other-oriented OCB dimensions; differences in personality traits correlated significantly negatively with some dimensions of OCB appraisal; age difference had non-liner regression relationship with other-oriented OCB dimensions.Conclusion: Similarities/differences of individual characteristics related closely with OCB appraisal.