ABSTRACT
Problem statement: Those diagnosed with metastatic breast cancer (MBC) have complex supportive care needs and the Australian Government funded 30 new dedicated MBC nurse roles across Australia in 2019 to better meet these needs. A pilot training program was designed to meet the individual learning needs of these nurses to increase their level of expertise in MBC nursing. Initially this program was designed to be delivered in-person, however recurrent COVID-19 restrictions required a change of approach to enable remote participation. Method(s): An expert working group created a curriculum of 20 learning modules addressing key elements of MBC nursing. From these modules a bespoke training program was designed for each participant to address their identified learning needs based on the validated Cancer Nurse Self-Assessment Tool for Metastatic Breast Cancer (CaN-SAT-MBC) and baseline interviews. During the pilot program, four intakes of two nurses (n=8) participated from August 2021 to June 2022. Participants completed a suite of online learning modules, 'attended' a 3-day clinical practicum, and commenced 12 months of bi-monthly clinical supervision for ongoing support. Participants attended the clinical practicum component either in-person or via a telepresence robot. Knowledge, skills and confidence in relation to MBC nursing are being measured by the CaN-SAT-MBC, and learner goals, expectations and experiences are being explored via qualitative interviews at three-time intervals: pre-training;post-practicum;and 12 months post-clinical supervision. Result(s): The final results of the evaluation will be available in 2023. It is hypothesised that nurses will report increased knowledge, skills and confidence in the areas of MBC nursing relevant to their identified learning needs following completion of the training program. Furthermore, it is also hypothesised that remote participation using robot technology will offer an equivalent learning experience to in-person training in this current pandemic environment. Conclusion(s): This study will test an individualised and innovative approach to breast cancer nurse education that may be utilised across Australia to upskill nurses in the provision of supportive care to those with MBC. There is potential for wide-spread adoption of robot technology for cancer education across Australia and beyond. Disclosure of interest: This project is partially funded by Astra ZenecaCopyright © 2022
ABSTRACT
The COVID-19 pandemic has significantly disrupted the hospitality industry. This research combines different data to examine the US labor market trends during COVID-19. It is found that low-preparation jobs in leisure and hospitality are the hardest hit and slow to recover. The pandemic has highlighted growing issues in workplace safety, skill gaps, technology adoption, and work reorganization in the hospitality industry. This paper develops two propositions about preparing hospitality workers for the future of work and providing flexible work arrangements.
ABSTRACT
Bucks County Community College (Bucks) is aware of the growing and urgent need for workforce ready technicians to fill numerous industry positions. Our NSF ATE grant #1902075 entitled, "Increasing the Number of Workforce Ready Engineering Technicians in Southeastern PA” is a collaboration between Bucks credit and non-credit sides of the college, and Drexel University as our four-year partner. This grant focuses on workforce readiness of engineering technicians to prepare them for the workforce of the future. We are accomplishing this by including our Center for Workforce Development (CWD) certifications as additional pathways into our occupational engineering technology (ET) major, enhancing manufacturing experiences within the major, and embedding soft skills training and career exploration throughout our ET program. We have restructured our ET major to make it more cross-curricular to accommodate diverse industry needs, and to require a greater business aspect. Within this restructuring, we have created courses in different modalities in response to the COVID-19 pandemic. We are committed to increasing awareness of STEM education to underrepresented groups through K-12 STEM-related outreach initiatives, and are in the process of establishing a plan to recruit such groups into our technician education programs. In addition to the services already in place at Bucks, development of our recruitment plan includes professional development sessions of faculty and staff, discussion sessions at national conferences, Professional Learning Communities, special convenings of students, and outreach initiatives to school districts with a higher percentage of underrepresented groups. We expect that fulfillment of the goals of this grant will increase the number of engineering technicians in our region, and become a blueprint for community colleges nationwide. © American Society for Engineering Education, 2022
ABSTRACT
Under the influence of the new coronavirus epidemic, TCFL has been greatly impacted. Thanks to the development of Internet technology, many schools and institutions turn to online teaching, online live teaching, online course customization, mixed multiple teaching and other online teaching modes are widely used. This paper focuses on the necessity and problems of Chinese language skills training for foreign students under the online teaching mode, and discusses how to carry out language skills training in online Chinese teaching from four aspects of listening, speaking, reading and writing. Some suggestions are put forward, such as changing the way of classroom practice and strengthening students' self-training, using modern science and technology, network resources and online learning platform to provide more and more comprehensive teaching services for Chinese learners, and setting up incentive mechanism to mobilize students' enthusiasm. This paper hopes to provide some new teaching ideas, teaching methods and teaching approaches for online Chinese language skills training in the new era. © 2021 IEEE.
ABSTRACT
The need for presentation skills is increasing year by year, and presentation lectures are being held in companies and universities. In particular, it is important to communicate interactively with the audience during the presentation. Currently, due to the influence of COVID-19, there are more and more opportunities for presentations in a hybrid with face-to-face and remote audiences. In a hybrid presentation, it is difficult to communicate with both audiences in the same way because there is a difference in awareness between face-to-face and remote audiences due to the influence of presence information. In this paper, we propose a method to support the awareness of remote audiences by sending vibration notifications to the presenter during the presentation in order to promote communication and support the improvement of presentation skills, and confirm the usefulness of the method. © 2021 IEEE.
ABSTRACT
Sanbercode is a digital skill training program, which can be studied by various classes of training. In the Covid-19 pandemic, much is felt: health, economics, to learning activities. These conditions require learning activities to be carried out at home. The purpose of this training is to enhance a person’s digital abilities or digital skilss. Sanbercode training is done online the web that is easy to access, it is hoped can take place more interactive, real, and fun. The approach applied to UI involves human centered-design. Found eight issues on the features consistent with human centered-design and conducted heuristic evaluations by evaluators. The results show a decline in the number following improvement solutions. © 2021 Institute of Physics Publishing. All rights reserved.
ABSTRACT
The COVID-19 pandemic resulted in the instant digital transformation of regular, campus-based courses in higher education. Although this was an energy-consuming challenge, it was a familiar process to many universities. However, courses often include elements of skills training and internships. In many cases, these elements had to be re-planned or replaced. In other cases, it was possible to transform them to enable students to have internships by participating in workplace settings remotely. Consequently, universities have to evaluate and develop knowledge on student learning in this new setting. Therefore, the purpose of this study is to investigate student perception of the development of generic skills during internships. This qualitative study has focused on comparing the views of two student groups: one group that did their internships digitally and one group that did the same course, but on site at a physical workplace. The data collected and analysed comprised self-evaluations from 61 Swedish university students on a course in information systems development. The material was processed using directive content analysis guided by a predefined set of IS graduate core competencies from theory. The results from the study indicate that students who did an online internship perceived their development of problem-solving skills as being both deeper and broader when compared to the other group. Although there were more similarities in terms of learning, it was possible to distinguish different ways of learning due to the different circumstances. However, the most obvious difference in the analysed material relates to skills in tolerating change. Students who did their internships on site tended to perceive changing conditions as problems and obstacles, while students in the other group expressed the same aspects as learning opportunities. © the authors, 2021. All Rights Reserved.
ABSTRACT
As the first pandemic wave of Covid-19 hit India and the Indian Government announced a nationwide lockdown in March 2020, [1] it left millions of interstate migrant workers/daily-wage earners without a source of livelihood. Many of them had to return to their hometowns, often hundreds of kilometers away, with many walking a major part or the entirety of the distance [2]. This situation called for a design that could empower migrant workers to thrive in the new normal. An app was designed to enable migrant workers to search for jobs, learn about micro-entrepreneurship, get mental health assistance and develop skills. In terms of usage and interaction, this app proposes several unique features - a result of researching about and understanding our target demographic. At the core of the interaction is a chatbot. It asks questions to the user through text and audio, but the user replies through clickable buttons only. This makes it easy, even for those who may not be literate. The keyboard has been removed from this app. Another unique feature is the usage of interactive videos to explain various things, such as micro-entrepreneurship, skill training, etc. These videos make use of buttons for the users to make choices. In this paper, we discuss these two new interactions that will introduce a visual input method and an interactive video interface which will be inclusive of those less-privileged in terms of literacy in our ever-expanding tech world. The contents of the paper are targeted toward helping the next billion users. However, some of the things proposed may go on to improve interactions for all. © 2021, Springer Nature Switzerland AG.