ABSTRACT
College courses are often offered from various disciplines, and depending on which department offers the class, the course could be taught by faculty with different educational preparation or training. This could result in significant differences in the approach and content of the course (i.e., theoretical or applied) or a difference in the instructors' perceived importance and, therefore, the depth and time spent on various topics. We evaluated potential differences in the sports nutrition curriculum because it is a course that is usually taught by either nutritionists or exercise physiologists. A cross-sectional survey was sent to sports nutrition instructors at accredited large U.S. institutions. Descriptive statistics were analyzed via an ANOVA and Χ2 using Crosstabs in Qualtrics. Alpha was set at p < 0.001. Additionally, short interviews with some participants were recorded and transcribed verbatim. The findings of this study indicated that regardless of the instructor's educational preparation and discipline, the majority of sports nutrition topics received similar time and depth and were rated as similarly important (p > 0.001). Out of 10 current textbooks, the majority of instructors preferred only 1 of 4 of them. From the short interviews, instructors reported that their courses were more applied than theoretical or balanced between the two. Most instructors designed their courses with a focus on achieving applied outcomes.
ABSTRACT
Existing scholarship indicates a wide range of variance and inconsistency in how evaluation is taught in introductory-level graduate courses between and across instructors and universities and within programs. The purpose of this study was to empirically explore faculty, student, and employers' perceptions of what should be included in a graduate level introductory course on program evaluation. The researchers used a mixed methods approach (survey and focus group) to build consensus on and articulate key elements of an introductory evaluation course, as well as the approximate amount of time that stakeholders feel should be invested in each topic area. The results suggested consistency among stakeholders, suggesting the topics covered could form the basis for an introductory course that is consistent across instructors, programs, and institutions.
Subject(s)
Curriculum , Education, Graduate , Faculty , Humans , Program Evaluation , UniversitiesABSTRACT
Hospice care professionals (HCPs) experience a large number of stressors in their work settings. The purpose of this study was to investigate the relationship between self-care, compassion fatigue, burnout, and compassion satisfaction among HCPs. Thirty-seven HCPs were surveyed regarding their levels of compassion satisfaction, compassion fatigue, and burnout. Respondents also reported the types of self-care activities in which they took part. Results indicated a relationship between self-care strategies and lower levels of burnout and compassion fatigue, and higher levels of compassion satisfaction. Several suggestions are offered for continued research and practice in the hospice care field.
