ABSTRACT
In recent years, the field of Narrative Pharmacy was introduced, which particularly addresses the pharmacist not only to guide a relationship of listening to and caring for the patient but also to strengthen and motivate toward the profession, improve relationships with colleagues, enhance the ability to teamwork, and understand emotions. In this paper, we report the analysis behind the construction of the Value Chart from the personal narratives of members of the Italian Society of Hospital Pharmacy. Each member's subjective professional experiences and their own view of themselves within society were collected through a semi-structured interview. Personal thinking, including experiences, feelings, opinions, desires, and regrets was classified by objective methods, from which main concepts were extracted for the Value Chart. The feedback to the survey, including activities during the Covid-19 pandemic management, is classified according to the analytical methods of Kleinman, Frank, Bury and Launer-Robinson. Regarding sentiment analysis, the emotional and subjective context of the text provides an ideal baseline to validate the result. The analysis was implemented using neural networks trained on dictionaries and natural language (i.e., Tweets). The originality of the work lies in the fact that generally value charters are built on a Society's values. In contrast, in this case, individual contributions were gathered to complement the ethical values on which the society is founded. © 2022 IEEE.
ABSTRACT
In this work for academics, international contributors in education, communication, new media, digital learning, and organization studies describe the impact of the COVID-19 pandemic on academics in higher education, and their institutions. The book highlights the personal and professional experiences of academics across varying career stages. Four chapters are devoted to personal stories of sustained resilience in the face of the obstacles and uncertainty of the pandemic. Others chapters demonstrate collective resilience and collaboration, with examples from around the world. In addition, the book presents a conceptual framework, the Academic Resilience Model. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The pressures brought about by the COVID-19 global pandemic in 2020 have amplified the significance of academic resilience and highlight the importance of a shared insights into academics' experiences. The responses to academic work within this context has received little research attention despite its universality during the pandemic. Failing to recognise, or 'invisibilising' the roles and needs of academics during a pandemic, is a significant concern. This chapter explores this uncharted terrain, and presents stories of resilience-being a postdoc in a foreign country (de los Reyes), negotiating (yet another) contract (Mahat), navigating research in a different context (Cohrssen), and digital engagement in academia (Blannin)-from academics in different career stages and global contexts. These stories provide points of reflection for those navigating the complex world of academia during these uncertain times. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
To most students the internal machinations of the university are a black box, very rarely are they permitted to see behind the curtain. While in many areas academia has started to move away from the sage-on-the-stage mentality, much of what is done still does not involve the students' voice. While they have the opportunity to provide feedback on individual subjects, the structure of students' whole degrees are still the domain of the sage.At the University of Technology Sydney (UTS) we are reviewing our professional practice program for engineering. This program sees students complete professional experience activities such as internships, reflections and professional skill development in order to give students the opportunity to develop as professionals. While the program is well received by most stakeholders, it has remained largely the same for some time. Changes in the Higher Education sector, changing student needs and learning from the COVID-19 disruption have resulted in a review looking to redevelop the program.Typically a program review would be an opaque process for students if they were aware of it at all. However, UTS sought to bring students into the program development from an early stage. Engineering and IT students from any year of study were invited to apply to join a seven-week co-design studio over their Summer semester to reimagine professional practice at UTS. They were taken through the design thinking process to imagine a future program that meets the needs of all stakeholders. Students worked through empathising with past and current students, program academics, Work-Integrated Learning (WIL) experts, industry professionals and others they identified as important stakeholders. Additionally, the students completed independent research on context topics they identified as critical to understanding the space.The results of the project were that students identified three key foci for their program:•Supporting the development of a diverse student cohort•Improving the feedback loop between students, industry, and the University•Fostering connection(s) between the University and industryTo meet these aims the students proposed innovative solutions including a degree structure with an exit point for a lower qualification should a student not need the full qualification, and a flexi-points system to provide students access to a flexible professional development scheme tailored to each students' needs.Throughout the studio the students independently developed both insights and ideas that had previously been raised by the University and new insights and ideas that the University had not considered. They developed their design thinking, professional practice, complex problem solving skills, and expressed an appreciation for the chance to better understand how and why the University works behind the scenes. From the perspective of subject designers, the process and engagement of students rein vigorated the academics affected by a long COVID-19 disruption that had seen diminished engagement from students.This process significantly benefited all involved through the development of skills and knowledge in students, the reinvigoration of academic staff, and the development of confirmatory and new insights and ideas for the University. This innovative practice will be broadened and continued at UTS and the co-design processes it supported as the norm rather than the exception when redeveloping course content and program structures. © 2022 IEEE.
ABSTRACT
In this work for academics, international contributors in education, communication, new media, digital learning, and organization studies describe the impact of the COVID-19 pandemic on academics in higher education, and their institutions. The book highlights the personal and professional experiences of academics across varying career stages. Four chapters are devoted to personal stories of sustained resilience in the face of the obstacles and uncertainty of the pandemic. Others chapters demonstrate collective resilience and collaboration, with examples from around the world. In addition, the book presents a conceptual framework, the Academic Resilience Model. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The pressures brought about by the COVID-19 global pandemic in 2020 have amplified the significance of academic resilience and highlight the importance of a shared insights into academics' experiences. The responses to academic work within this context has received little research attention despite its universality during the pandemic. Failing to recognise, or 'invisibilising' the roles and needs of academics during a pandemic, is a significant concern. This chapter explores this uncharted terrain, and presents stories of resilience-being a postdoc in a foreign country (de los Reyes), negotiating (yet another) contract (Mahat), navigating research in a different context (Cohrssen), and digital engagement in academia (Blannin)-from academics in different career stages and global contexts. These stories provide points of reflection for those navigating the complex world of academia during these uncertain times. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
It is hard to deny the impact of experiential learning through internships on engineering education. Likewise, students may also benefit from professional experiences that are not traditional internships. From shadowing, to full-blown hands-on internships, experiential learning provides students with the ability to see application of theory beyond classrooms, to learn to efficiently practice their art, develop transferable skills, and add further value to their academic career. Engineering educators, and engineering industry leaders, have long recognized the value of and the need for “practice ready” graduates. Today, as the world grapples with the work-from-home and social distancing guidelines necessary to slow the spread of COVID-19;we are in need of “practice ready” graduates more than ever before. The degree to which engineering graduates are prepared to perform on the job can be further improved by establishing strong and effective college-industry partnerships that develop meaningful and diverse professional experiences. The value of these experiences, resultant of strong college-industry partnerships, include but are not limited to: refining and expanding students' professional identity, practice readiness, and improving resilience. In this paper, we considered professional experiences from the students' perspective. The data were collected by conducting an online survey of all engineering students in the College of Engineering, Informatics, and Applied Sciences at Northern Arizona University. The survey was scoped to identify the plethora of current experiences of students, explore related major duties and responsibilities, and self reported holistic competencies. This paper investigated to what extent these experiences shaped students' professional identities, practice readiness, and motivated them to persevere through their studies. The findings of this work close-the-loop, and can be utilized to improve the activities of engineering career development offices across the world. © American Society for Engineering Education, 2021
ABSTRACT
Professional experience training is very important for vocational education students, who will train and practice according to job characteristics in field of studies to be skillful and gain job experience in technical level. However, due to the COVID-19 situation, having the professional experience training onsite as usual couldn't be done. So, the redesigned of training process has been made into the online version for students by using virtual practicum system, by assigning online electrical work which is as practical as the actual onsite one to students under their residential conditions, which will analyze the 8 electrical operations in total. The research has 37 participants, which are students at professional certificate level in Electrical Power, Chitralada Vocational School, Chitralada Technology Institute. The participants have been divided into 2 groups;first group, 22 students with professional experience training by using virtual practicum comparing with the second group, 15 students with professional experience training onsite. The process consists of 5 steps;Preparation, Accepting the assignments, Reporting the performances, Following up, and Evaluation. The professional experience training using virtual practicum in the academic year B.E. 2563 has the achievement averagely at 80.82%, which studied and compared the achievement with students who had professional experience training onsite in academic year B.E. 2562;averagely at 78.93%. From the result, it is found that at the statistical significance of 0.05, the average achievement of the virtual practicum isn't different comparing to the actual training, showing that the virtual practicum is as practical as the onsite training and can be used for students to gain experience and skills instead of the onsite training in the future. © 2021 IEEE.