Professional shariah audit training via the e-learning approach during COVID-19: challenges and prospects

PurposeThis study aims to explore and identify potential challenges and prospects for conducting the professional shariah audit training programme via an e-learning approach during coronavirus disease 2019 (COVID-19).Design/methodology/approachQuestionnaires were administered to 296 participants who were enrolled in the professional shariah audit training programme via e-learning during the COVID-19 pandemic outbreak in 2020. These participants were final-year students from selected Malaysian public universities.FindingsFindings show that several main challenges are faced in adopting an e-learning approach for conducting the professional shariah audit training programme such as the inability to do more hands-on, group and physical activities, different understandings based on academic backgrounds, difficulty in learning practical and technical topics, technical issues and problems during e-learning sessions. These lead to the unsuitability of conducting professional training via the e-learning approach. In terms of prospects of knowledge learnt via the e-learning approach, participants showed that they are able to master all six modules covered in the professional shariah audit training programme via the e-learning approach. These include (1) shariah principles;(2) shariah governance;(3) Islamic financial transactions;(4) shariah risk management;(5) shariah audit planning and programme;and (6) shariah audit fieldwork and communication.Practical implicationsBased on the findings, it is suggested to have more time spent and earlier preparation on the learning contents and sessions, more discussion on actual contents and practical exercises and competency of the trainers in delivering e-learning sessions.Originality/valueThis study is believed to be one among the pioneering studies on the potential challenges and prospects in adopting e-learning for conducting the professional shariah audit training programme due to COVID-19.

Coronavirus (COVID-19) pandemic implications on nursing care: A short review

The Coronavirus (COVID-19) disease is a global pandemic infectious disease caused by a novel coronavirus, which affects all age groups with a higher incidence in the geriatric population and people with chronic diseases. The outbreak of the virus is a serious public health challenge including to nurses at the various health care facilities around the world. The outbreak of the coronavirus has been a huge threat to nursing and nursing care globally. Nurses are experiencing a high level of daily emotional stress in their activities in preventing disease infections, promoting health, and saving lives. Many nurses have lost their lives to the deadly disease in their fight to save their patients, many feel stressed and burnout, and many feeling discouraged because of the protracted effects of the disease. The psychological health of the nurses as frontline health care workers should be safeguarded owing to their crucial roles in mitigating disease pandemics. Thus, adequate training of nurses would better equip them with the necessary information regarding the preventive measures, and management approaches to foster the mitigation of the disease, mitigate the disease burden on healthcare facilities, and enhance the recovery rate of the infected populations. Andfurther better prepare nurses on prioritizing personal psychological health.

Development of Infectious Disease Emergency Response Competencies for Nurses in China: A Delphi Study and an Analytic Hierarchy Process

Aim. To develop a set of infectious disease emergency response competencies specific to frontline nurses in China. Background. Nurses play an important role in the infectious disease emergency response. Competency-based training is the cornerstone of the professionalization of disaster rescue, including the infectious disease emergency response. Accordingly, reaching a consensus on a set of core competencies is essential. However, information regarding the competencies needed for nurses in the infectious disease emergency response is limited. Methods. A literature review and in-depth expert interviews were conducted to establish a draft of competencies, which consisted of 53 items, including 3 first-level index items, 12 second-level index items, and 38 third-level index items. Eighteen experts with the knowledge of infectious disease management and experience with infectious disease emergency rescue from different regions in China were recruited for Delphi consultation. A two-round Delphi survey was conducted via email. Consensus was defined as a mean importance value >4.5 and the coefficient of variation <0.25 among the experts. Finally, the analytic hierarchy process was used to determine the weight of each index on which consensus had been reached. Results. An index system of infectious disease emergency response competencies for nurses was constructed, including 3 first-level indices (knowledge, attitudes, and skills), 10 second-level indices, and 32 third-level indices. The response rates of the two rounds of the Delphi survey were both 100%, and the authority coefficient of the 18 experts was 0.903. The weighted value of each index was established with a consistency ratio <0.1, demonstrating that skill (0.5396) ranked first among the three first-level indices, followed by knowledge (0.2970) and attitudes (0.1634). Conclusion. The study developed a consensus on infectious disease emergency response competencies required for nurses in China, which provides guidance for the assessment and training of nurses on infectious disease emergency response. Implications for Nursing Management. According to the competency index system, nursing managers could develop effective training programs of infectious disease emergency response competency for nurses and select competent nurses for emergency response to infectious diseases.

Perceptions of pre-service teachers on breakout room micro-teaching with Zoom

Due to the emergence of Covid-19, many educators moved from a face-to-face teaching environment to an online microteaching setting using Zoom. This study explores pre-service teachers' perspectives on microteaching within Zoom's breakout rooms. The authors approached this study from a positivist-postpositivist perspective employing a mixed-methods methodology. The exploratory sequential mixed-method design employed here combines qualitative and quantitative data. Analysis entailed open coding of data from Zoom recordings and statistical analysis of a post-course survey. Convenience sampling of pre-service teachers (PSTs) from a teacher education teaching method course provided the data sets. Findings indicate that microteaching activities within breakout rooms facilitated an environment where pre-service teachers engaged and conversed with peers while developing teaching skills. PSTs valued breakout room interactions, though males and females valued different aspects. Finally, although the findings suggest that microteaching in Zoom's breakout rooms is effective, the findings indicate that the pre-service teachers desired a return to the classroom. This research extends previous research on online microteaching student experiences by providing recommendations regarding microteaching via video conferences.

PROFESSIONAL TRAINING OF MASTERS OF DENTISTRY WITHIN QUARANTINE RESTRICTIONS AND MARTIAL LAW: A COMPARATIVE ANALYSIS OF EDUCATIONAL PROCESS.

OBJECTIVE: The aim: To present a comparative analysis of the educational technologies effectiveness that were used in the process of professional training of masters of dentistry during quarantine restrictions and martial law. PATIENTS AND METHODS: Materials and methods: To perform the set tasks, the following the empirical methods of scientific research were used: quantitative data were collected based on analyzing the results of students' educational achievements, as well as implementing special questionnaire that was sent to the students of the Faculty of Dentistry of NMU; qualitative data were collected with the help of several focus groups formed from students and teachers of the faculty. Analysis was undertaken using statistical methods (Pearson's test), and qualitative data were analyzed descriptively. RESULTS: Results: This paper analyzes the effectiveness of educational technologies used during quarantine restrictions and martial law, the role of phantom classes in providing professional training of dentistry specialists, summarizes the results of a comprehensive analysis of scientific literature, teaching experience at the dental faculty and the results of sociological research (student surveys, discussion in focus groups). CONCLUSION: Conclusions: The outbreak of the COVID-19 pandemic and the full-scale war unleashed by the russian federation in Ukraine forced to quickly find and implement mixed forms of teaching future masters of dentistry, which, in combination with digital technologies, enables implementing high-quality and effective training.

Digital skills in teachers of Physical Education Degree

Due to COVID-19, universities faced the challenge of moving to the virtual modality, carrying out processes of adaptation to the digital environment and integrating technological tools in classes. The objective of this study was to evaluate the digital skills of university teachers from two higher education institutions in Colombia. For data collection, the instrument implemented was the questionnaire on the digital competence of Higher Education teachers, which consists of 4 dimensions and 112 items. 105 teachers participated in the study, the study was quantitative, non-experimental and descriptive in scope. SPSS 22 software was used for data analysis and descriptive and correlational statistics were performed. Based on the results, it is highlighted that teachers use TIC in an instrumental way. The conclusions focus on the need to venture into content creation, augmented reality, innovation programs, strengthening research and the use of specific digital tools for each area of knowledge. A call is made to teachers and universities to continue promoting training and support programs to actively implement TIC in classes that require teacher qualification in educa-tional processes.

Ensuring an Attuned Workforce: Individual and Systemic Factors Impacting Trauma Professionals

While vicarious trauma from hearing traumatic material when working with clients has long been recognised, the concept that much vicarious trauma stems from systemic challenges, and work conditions, is a more recent development. There has been a willingness to recognise the toll on individuals of client stories, however this has allowed organisations to minimise other aspects of the work that are also impactful. Never has this been truer than in the last two years with the Covid-19 pandemic, when workers have experienced their own sense of risk at work, alongside a sense of possible expendability from their organisations. Workers may have felt obliged to keep meeting client need, whilst managing their own personal distress or worry. The article explores areas that contribute to vicarious, work-related trauma, other than hearing the narratives of those who have experienced trauma themselves. Individual and organisational practices, such as organisational culture;variability of the workload;conditions of the work environment;access to professional development;and the provision of quality supervision. The impact of each will be considered, with the aim not just to avoid vicarious trauma or burnout, but to proactively address issues that may impair the functioning of an integrated and fully cognisant professional.

Training MSW Students for Integrated Behavioral Health Care During COVID-19: Lessons Learned from Two Programs

This article describes how two Southeastern social work programs delivered integrated behavioral healthcare training to MSW students and social work practitioners during the COVID-19 pandemic. COVID-19 posed challenges across five domains, including: (a) adaptations to course curricula;(b) adaptations to field education curricula;(c) experiences of grief, distress, and behavioral health issues by stakeholders;(d) organizational strain to universities and departments;and (e) effects on clients and the community. This article describes specific ways in which these two training programs were impacted in these five areas and modified in response, as well as similarities and differences experienced across institutions. Implications for these training programs, and social work education programs in general, are offered.

Competition in american social work education during times of COVID-19: a midwestern case study

Competition to attract students for enrollment in American social work degree programs is intense. Program attributes (e.g. minimum grade point average, maximum transfer credits permitted, institutional tuition rate, and rankings) distinguish social work education programs in the United States. Determining which program attributes appeal to potential students could help increase a program's competitiveness in a crowded education marketplace. The COVID-19 pandemic is further intensifying recruitment of students to BSW programs. This research used a case study approach to compare admission attributes of 21 bachelor of social work programs (BSW) offered at 11 public and 10 private institutions located in one state that could be viewed as representative of American BSW programs. This paper compared attributes that differentiated these undergraduate social work programs, while exploring the potential impact of the pandemic on BSW student recruitment. Implications for social work education are discussed, including lessons learned that may be helpful to BSW faculty and staff responsible for student recruitment activities and related operations. Social work education program administrators and faculty could use this information to review recruitment and application processes and raise awareness of the burgeoning influence of reputational ranking services.

Strengthening critical allyship in social work education: opportunities in the context of #BlackLivesMatter and COVID-19

COVID-19 has shifted social work education and widened the gaps in services for historically marginalised communities, including people of diverse cultural, sexual and gender identities and social classes. Existing inequities based on cultural differences have been magnified, perhaps most recently evident in George Floyd's slaying and the subsequent #BlackLivesMatter demonstrations across the globe. Learning to be an ally for diverse communities and working towards the betterment of all people is a goal of social work education. We argue that simple allyship is not enough given the structural inequities present in North America and Australia the civil unrest amidst the COVID-19 pandemic. Social work education's focus should trend towards allegiance with disadvantaged communities or critical allyship and include a commitment to undertake decisive actions to redress the entrenched colonial, capitalist, systemic and structural inequities that oppress many and provide unearned privilege and advantage to others. We explore strategies used in classrooms to promote allegiance and make recommendations for social work education, policy, and practice in this time of change.

Bringing together podcasting, social work field education and learning about practice with Aboriginal peoples and communities

Social work content podcasting has increased exponentially in recent years, playing a new role in the emerging social work education debate surrounding online and remote delivery of social work content. Although podcasting itself is not now a new digital innovation, how and why social work educators and academics would embrace the use of podcasting is still debated and is often positioned as inferior to face-to-face classroom teaching. In the Australian context this is particularly important when non-Aboriginal students are engaging with Aboriginal understandings of place and ways of relating to Country, a challenging reflexive exercise without the added complexity that remote educational delivery can provide. The brief history of podcasting and its relationship to social work education provides a context for re-imagining the pedagogy of critical thinking, with a case example provided of a remote field placement with The Social Work Stories Podcast during the Covid-19 pandemic in 2020.

QUASI-PROFESSIONAL EDUCATIONAL ENVIRONMENT IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS

During the distance education process caused by COVID-19, students do not have sufficient opportunity to do pedagogical practice, which requires strengthening their practice-oriented component of learning in other forms. This article substantiates the relevance of quasi-professional educational environment in the system of professional training of future teachers, which implies the creating conditions at the university as close as possible to the realities of the teacher's work. The conditions which allowed to improve the graduates' readiness to do their professional duties were developed and experimentally proven. The peculiarities of quasi-professional tasks based on imitation of real work situations, where student has no rules or samples for the completing, are revealed. In this way, they independently develop possible models for their behavior in similar situations, based on theoretical and methodological knowledge and skills. The effectiveness of the author's system of quasi-professional tasks aimed at the development of students' pedagogical thinking and their mastery of the experience of modeling lessons is presented and examined. They are represented by three groups: didactic, methodological and technological, each of which has a specific purpose. It allows to cover all the spheres of professional development of higher education students: motivational, cognitive-operational and reflexive © 2023,Turkish Online Journal of Distance Education. All Rights Reserved.

Formación en promoción de autonomía y apoyo pedagógico durante confinamiento por covid-19

Se analiza la implementación de un programa de formación docente en promoción de autonomía y apoyo pedagógico y su relación con el compromiso de niños en el aula. El programa se desarrolló durante el cierre de escuelas por la pandemia causada por el covid-19. Se usó diseño mixto convergente-paralelo. Participaron cinco docentes de primaria, de escuelas públicas de Cali, Colombia, y sus estudiantes (N=110). La formación consistió en dos talleres grupales y tres sesiones de acompañamiento individual en modalidad virtual. Se grabaron las clases antes y durante el proceso, codificándose las interacciones. Se observó alta variabilidad en promoción de autonomía y apoyo pedagógico. El compromiso de los niños fue mayor cuando las profesoras promovían mayor autonomía y apoyo pedagógico. Se discutieron variables que afectan el aprovechamiento de la formación.Alternate :This paper analyzes the implementation of a professional development program on autonomy promotion and instructional support in the classroom, and the relationship between this program and students' engagement. The program was designed during the delivery of online classes as a result of the COVID-19 pandemic. The study used a convergent parallel design. Participants were five elementary teachers and their students (N = 110) at a public school in Cali, Colombia. The program consisted of two workshops and three online individual feedback sessions. Classes were recorded before and during the program and classroom interactions were coded. The results show high variability in teachers' autonomy promotion and instructional support during the classes. Students' engagement was higher when teachers promote greater autonomy and instructional support. Variables that could affect teachers' use of learning from the program are discussed.Alternate :Analisa-se a implementaçâo de um programa de formaçâo docente para a promoçâo da autonomia e o apoio pedagógico e sua relaçâo com a performance das crianças na sala de aula. O programa foi desenvolvido durante o fechamento das escolas pelo Covid-19. Um método misto convergenteparalelo foi usado. Participaram cinco professoras de ensino básico de escolas públicas de Cali-Colômbia e seus alunos, 110 crianças. A formaçâo consistiu em duas oficinas grupais e tres sessöes de trabalho individual na modalidade virtual. As aulas foram gravadas antes e durante o processo, e as interaçöes foram codificadas. Observa-se alta variabilidade na promoçâo da autonomia e apoio pedagógico. O comprometimento das crianças foi maior quando as professoras promoveram maior autonomia e apoio pedagógico. As variáveis que afetam o aproveitamento do treinamento sâo discutidas.

Smart education in the prospective teachers' training

The article reveals the features of smart education as a leading concept in the development of professional training of future teachers. The main components of smart education, such as a smart student, smart pedagogy and smart environment were characterized. The main principles of smart education and the ideas that formed the basis of this concept of education (mobile access, formation of new knowledge, creation of a smart environment) were defined. The features of smart education were substantiated. The peculiarities of the implementation of smart education in the conditions of the COVID-19 pandemic and military events in Ukraine were revealed. The functions of the smart system (site management system) in the process of studying the disciplines of the pedagogical cycle, its content and technological components, and facilities of the smart complexes for students and teachers in the process of training future teachers were defined. The criteria of smart complexes (automation, sequencing, assessment, data collection in real time, self-organisation) were singled out. The distance learning systems for creating smart complexes in the process of training prospective teachers were considered. The results of students' survey as for using smart complexes in the educational process were analyzed. Due to the results, the advantages and disadvantages of using smart technologies in educational process were determined. The ways of further research work regarding the introduction of smart education into the educational process were outlined. © 2023 Copyright for this paper by its authors.

The Change of Practitioner's Self-Efficacy in Triple P Professional Training: Moderating Role of Practitioner Characteristics, Country, and Delivery Mode.

Two studies examined the change in self-efficacy of practitioners after attending Triple P training and the moderators that affect training outcomes. Study 1 used a large multidisciplinary sample of health, education, and welfare practitioners (N = 37,235) came from 30 countries around the world, which all participate in a Triple P professional training course during 2012-2019. This study assessed practitioners' overall self-efficacy and their consultation skills efficacy prior to training, immediately following training, and at six- to eight-weeks follow-up. Participants reported significant improvements of their overall self-efficacy and their consultation skills self-efficacy. There were significantly small differences based on practitioners' gender, disciplines, education levels, and country location. Study 2 examined the training outcomes of videoconference-based training (following the COVID-19 pandemic) compared to in-person training (N = 6867). No significant differences were found between videoconference and in-person training on any outcome measure. Implications for the global dissemination of evidence-based parenting programs as part of a comprehensive public health response to COVID-19 was discussed.

Instructors' self-efficacy, perceived benefits, and challenges in transitioning to online learning.

Drawing on social cognitive theory, this study investigated instructors' online teaching self-efficacy during the sudden, COVID-19-induced transition to online teaching. The pandemic has forced instructors to shift to online teaching, arming them with valuable hands-on experience in this alternative teaching mode. This study examined instructors' online teaching self-efficacy, perceived benefits, intention to implement online teaching strategies in their future teaching, and the challenges encountered during this transition. A total of 344 instructors completed the developed and validated questionnaire. The data were analyzed using multiple linear regression modeling, using the stepwise estimation technique. The findings demonstrate that affiliated universities, the quality of online learning, and previous use of learning management systems (LMS) are significant predictors of instructors' online teaching self-efficacy. Online teaching self-efficacy, along with gender, quality of online learning, and professional training are significant predictors of the perceived benefits of online learning during emergencies. Meanwhile, the quality of online learning and professional training are significant predictors of instructors' intention to implement online teaching strategies and learning technology tools. Instructors ranked remote assessment as the most challenging factor in online teaching during emergencies, and internet access or internet speed as the first and most complicated hindrance for students in this transition. This study helps in understanding instructors' online teaching self-efficacy during the sudden transition and the positive consequences of shifting to the online mode due to the COVID-19 pandemic on the higher education field. Recommendations and implications are discussed.

Promoting students' learning achievement and self-efficacy: A mobile chatbot approach for nursing training

The aims of nursing training include not only mastering skills but also fostering the competence to make decisions for problem solving. In prenatal education, cultivating nurses' knowledge and competence of vaccine administration is a crucial issue for protecting pregnant women and newborns from infection. Therefore, obstetric vaccination knowledge has become a basic and essential training program for nursing students. However, most of these training programs are given via the lecture-based teaching approach with skills practice, providing students with few opportunities to think deeply about the relevant issues owing to the lack of interaction and context. This could have a negative impact on their learning effectiveness and clinical judgment. To address this problem, a mobile chatbot-based learning approach is proposed in this study to enable students to learn and think deeply in the contexts of handling obstetric vaccine cases via interacting with the chatbot. In order to verify the effectiveness of the proposed approach, an experiment was implemented. Two classes of 36 students from a university in northern Taiwan were recruited as participants. One class was the experimental group learning with the proposed approach, while the other class was the control group learning with the conventional approach (ie, giving lectures to explain the instructional content and training cases). The results indicate that applying a mobile chatbot for learning can enhance nursing students' learning achievement and self-efficacy. In addition, based on the analysis of the interview results, students generally believed that learning through the mobile chatbot was able to promote their self-efficacy as well as their learning engagement and performance. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Psychological distress and fear of Covid-19 in student nurses before clinical placement: a cross-sectional study

Objective: To determine the degree of psychological distress and fear of COVID-19 experienced by undergraduate student nurses who were about to begin their clinical placements. Method: A cross-sectional study was carried out with 100 second and third-year undergraduate student nurses of the University of Zaragoza (Spain). Measures included the Fear of COVID-19 Scale and the Depression Anxiety Stress Scales. Results: Regularly, student nurses did not think of themselves as vulnerable to COVID-19. However, a significant association was observed between the student nurses' level of psychological distress and cohabiting with relatives or people who were considered vulnerable to the infection (p = 0.035). The Depression Anxiety Stress Scale results revealed a low level of psychological distress in general;the Fear of COVID-19 Scale indicated moderate fear (2.94). Conclusion: Student nurses who lived with their relatives experienced higher levels of stress due to the perceived risk of transmission, but were less fearful of loss of work and income. Anxiety in our sample was associated principally with not knowing their upcoming placement location © Este é um artigo de acesso aberto distribuído sob os termos da Licença de Atribuição Creative Commons

Building Partnerships and Trust: Research With Vulnerable Immigrant Communities

Stress and distress among immigrant communities in the United States have escalated under the recent sociopolitical climate (e.g., exclusionary federal policies, COVID-19), underscoring the urgent need for additional data to better understand immigrant experiences. Yet, the very stressors that generate this need for data also create fear and trust-related barriers that might impede research success. Barriers, including a lack of trust, power differentials, language differences, and varying cultural norms, negatively impact the collection of valid data. Recommendations to address these barriers are provided, and integration of such strategies is an essential step toward growing the knowledge base of the profession, delivery of evidence-based interventions with immigrant clients, and better-informed discussions of culturally responsive approaches in social work education and practice.

Assessing the effectiveness of training programme on the competency of medical staffs in public health emergency.

BACKGROUND: The competencies of medical staff in the public health emergency system and evaluated the effects of system-based professional training were investigated. MATERIAL AND METHODS: A competency model for individuals in a public health emergency management system was developed, which contained 33 items with 5 domains. A competency-based intervention was performed. A total of 68 participants from 4 health emergency teams in Xinjiang, China were recruited and randomly divided into 2 groups: the intervention (N = 38) and control groups (N = 30). Participants in the intervention group received competency-based training, while those in the control group received no training. All participants responded to the COVID-19 activities. The competencies of medical staff in the 5 domains were then analyzed in the pre-intervention, post-first training, and post-COVID-19 intervention using a self-designed questionnaire. RESULTS: Participants' competencies were at the middle level at baseline. After the first training, competencies in the 5 domains significantly improved in the intervention group; in the control group, there was a significant increase in professional quality compared in the pre-training. After the response to COVID-19, the mean scores of competencies in the 5 domains significantly increased in both the intervention and control groups compared with those in the post-first training. Psychological resilience scores were higher in the intervention group than in the control group, whereas no significant differences in competencies were found in other domains. CONCLUSIONS: Competency-based interventions provided practice and showed a positive effect on improving the competencies of medical staff in public health teams. Med Pr. 2023;74(1):19-26.