Construction Method of Industrial College in Vocational Colleges Based on Cluster Analysis Algorithm.

In the context of the combination of industry and education, the construction of industrial colleges in vocational colleges can drive the scientific development of specialty settings in colleges and universities, and promote the way for colleges to expand students' practical teaching under the teaching of theoretical knowledge, and it is also an effective way for students to stimulate their learning enthusiasm and innovation enthusiasm. Colleges and universities can increase the direction and characteristics of specialist settings in colleges while enhancing instructors' professional level through school-business collaboration, and growing measures of talent training in colleges and universities plays a significant guiding role. The way to set up industrial colleges in vocational colleges reflects the development characteristics of talent training mode in the new era, and it is also an effective way to meet the practical training of students and the actual needs of society. It is a new school running mode of transforming productivity, cooperation, and mutual benefit, which is very worthy of promotion and development. This paper analyzes the problems existing in the construction of industrial colleges in vocational colleges in China and finds out the corresponding solutions. A path method of industrial college construction in vocational colleges based on the cluster analysis algorithm is proposed. The validity of this model is verified by experiments, which lays a foundation for the construction of industrial colleges in vocational colleges.

Pedagogical Content Knowledge of nursing freshman professors in medium-level technical education.

OBJECTIVES: to analyze the practice and construction processes of Pedagogical Content Knowledge of freshman professors, in secondary education in nursing. METHODS: a collective case study with a qualitative approach. Data collection with biographical interview, non-participant observation of sessions and group interview. With the results interpreted in the light of Shulman's theoretical framework, content analysis enabled the creation of the category Manifestation of Pedagogical Content Knowledge. RESULTS: predominance of traditional teaching practices, with an attempt at more flexible postures, with pedagogical knowledge and encouragement for student reflection. Final Considerations: the transition from the traditional model to a dialogical teaching (with the student's role) highlights the process of expanding Pedagogical Content Knowledge of, such as learning in and about the practice itself, seeking to strengthen teaching knowledge. A manifestation of reflective thinking was evidenced, with a perception of teaching professionalization.

[Morbidity and problems in medical provision of vocational school pupils].

The medical provision system for vocational college (VC) pupils was apparently destroyed at the turn of the 20th century, causing their health to become worse. In the past 10-12 years, there has been an appreciable increase in the rates of functional impairments and chronic diseases. Cases of profession-related diseases have been revealed in some VCs. Examination of the negative impact of vocational work-related and psychological factors on adolescents' health could substantiate general and differential recommendations to optimize a training process, to prevent diseases, and to improve the health status of pupils from VCs of different profile.

Health literacy of nursing students and its effective factors.

BACKGROUND: The insufficiency of health literacy negatively affects the national economy as it leads to increased health service expenditure. It is very important for individuals to have accurate health-related information to reduce these negative effects. AIM: The aim of the study is to examine the health literacy of nursing students and its effective factors. METHODS: This descriptive study was carried out with students from the nursing department of a vocational school of health sciences between September and October 2018 in Turkey. A semi-structured questionnaire regarding the descriptive features of the participants and the European Health Literacy Scale were used for data collection. RESULTS: The study included 283 nursing students; 29.3% had a problematic-limited health literacy level. The study found a statically significant difference between student year, high school graduation and family's income level and the total mean score of the HLS-EU scale. CONCLUSION: The subject of health literacy should be integrated into the educational program of nursing students. The nurses are the most important workforce in health services, and awareness about this subject should be raised.

Midwifery in Iceland: From vocational training to university education.

Midwifery education is a foundation for health professionals' competence in providing quality healthcare for the benefit of women, their families and society. This paper describes midwifery and the development of midwifery education in Iceland. It examines policy and extensive reforms, from hospital-based vocational training in midwifery to an academic university education, and the impact on the scope of midwifery practice in Iceland. The university-based programme, with its emphasis on autonomy of the midwife, seems to have affected the context of home birth and strengthened midwives' role in primary healthcare. Education reform with a focus on evidence-based practice and midwife-led continuity of care has had limited influence within the hospital system, where the structure of care is fragmented and childbirth is under threat of increasing interventions. Research is needed on the role of education in supporting evidence-based practice, normal childbirth and reproductive health in the Icelandic context.

Bioseguridad y autocuidado: prioridad en la formación universitaria en momentos de pandemia / Biosafety and self-care: a priority in university training during pandemic times

Introducción: La bioseguridad y el autocuidado son dos prácticas importantes en el proceso de formación. Estas deben reforzarse permanentemente, ya que se relacionan de manera directa no solo con el riesgo de infecciones, sino con la calidad de la atención. Objetivo: Identificar la evidencia científica sobre los procesos de formación en bioseguridad y autocuidado en el marco de la pandemia. Métodos: Se hizo una revisión de la literatura científica publicada entre 2016 y 2020 sobre medidas de bioseguridad y autocuidado. La búsqueda se realizó en español, inglés y portugués, en la Biblioteca Virtual en Salud, Pubmed, Science Direct y el motor de búsqueda de Google Académico. Se aplicó la metodología PRISMA y se evaluaron en total 25 artículos científicos. Resultados: El año 2020 tuvo mayor frecuencia. La generalidad de los estudios se realizó en el contexto universitario en programas de salud. La higiene de las manos y el uso de guantes fueron las medidas de bioseguridad más informadas; mientras que las medidas de precaución se conocen e implementan. Las publicaciones denotan moderado conocimiento en cuanto a prevención de factores de riesgos biológicos, especialmente en prácticas clínicas. Conclusiones: En los procesos de formación debe tenerse en cuenta la relevancia de reforzar las medidas de bioseguridad y autocuidado para favorecer el ejercicio profesional. Es importante diseñar y repensar estos procesos, tanto en docentes como estudiantes, a través de nuevos métodos y cambios curriculares. La salud mental puede verse afectada no solo por la situación, sino por desconocimiento, miedo a infectarse y sobrecarga laboral(AU)

Introduction: Biosafety and self-care are two important practices in the training process. These should be permanently reinforced, since they are directly related not only to the risk of infections, but also to the quality of care. Objective: To identify the scientific evidence on the biosafety and self-care training processes in the context of the pandemic. Methods: A review of the scientific literature published between 2016 and 2020 on biosafety and self-care measures was carried out. The search was performed in Spanish, English and Portuguese, in the Virtual Health Library, PubMed, Science Direct, and the Google Scholar search engine. The PRISMA methodology was applied and a total of 25 scientific articles were assessed. Results: The year 2020 had the highest frequency. Most of the studies were carried out in the university context in health programs. Hand hygiene and glove-wearing were the most reported biosafety measures, while warning measures are known and implemented. The publications are indicative of moderate knowledge regarding prevention of biological risk factors, especially in clinical practices. Conclusions: The relevance of reinforcing biosafety and self-care measures to favor professional practice should be taken into account in training processes. It is important to design and rethink these processes, both in professors and students, through new methods and curricular changes. Mental health may be affected not only by the situation, but also by ignorance, fear of infection and work overload(AU)

Pedagogical Content Knowledge of nursing freshman professors in medium-level technical education / Conocimiento Pedagógico del Contenido de docentes de enfermería novatos en la educación técnica de nivel medio / Conhecimento Pedagógico de Conteúdo de docentes de enfermagem novatos na educação técnica de nível médio

ABSTRACT Objectives: to analyze the practice and construction processes of Pedagogical Content Knowledge of freshman professors, in secondary education in nursing. Methods: a collective case study with a qualitative approach. Data collection with biographical interview, non-participant observation of sessions and group interview. With the results interpreted in the light of Shulman's theoretical framework, content analysis enabled the creation of the category Manifestation of Pedagogical Content Knowledge. Results: predominance of traditional teaching practices, with an attempt at more flexible postures, with pedagogical knowledge and encouragement for student reflection. Final Considerations: the transition from the traditional model to a dialogical teaching (with the student's role) highlights the process of expanding Pedagogical Content Knowledge of, such as learning in and about the practice itself, seeking to strengthen teaching knowledge. A manifestation of reflective thinking was evidenced, with a perception of teaching professionalization.

RESUMEN Objetivos: analizar los procesos de práctica y construcción del Conocimiento Pedagógico del Contenido del profesor novato, en la educación de nivel medio en enfermería. Métodos: estudio de casos colectivos con abordaje cualitativo. Recolección de datos con entrevista biográfica, observación no participante de sesiones y entrevista en grupo. Con los resultados interpretados a la luz del referencial teórico de Shulman, el análisis de contenido posibilitó la creación de la categoría Manifestación del Conocimiento Pedagógico del Contenido. Resultados: predominio de prácticas tradicionales de enseñanza, con intento de posturas más flexibles, con conocimiento pedagógico y estímulo a la reflexión discente. Consideraciones Finales: la transición del modelo tradicional a una enseñanza dialógica (con protagonismo del alumno), evidencia el proceso de expansión del conocimiento pedagógico del contenido; como aprendizaje en la propia práctica, buscando el fortalecimiento de los saberes docentes, se evidenció manifestación de pensamiento reflexivo, con percepción de la profesionalización de la enseñanza.

RESUMO Objetivos: analisar os processos de prática e construção do Conhecimento Pedagógico do Conteúdo do professor novato, na educação de nível médio em enfermagem. Métodos: estudo de casos coletivos com abordagem qualitativa. Coleta de dados com entrevista biográfica, observação não participante de sessões e entrevista em grupo. Com os resultados interpretados à luz do referencial teórico de Shulman, a análise de conteúdo possibilitou a criação da categoria Manifestação do Conhecimento Pedagógico do Conteúdo. Resultados: predomínio de práticas tradicionais de ensino, com tentativa de posturas mais flexíveis, com conhecimento pedagógico e estímulo à reflexão discente. Considerações Finais: a transição do modelo tradicional para um ensino dialógico (com protagonismo do aluno) evidencia o processo de expansão do Conhecimento Pedagógico do Conteúdo; como aprendizado na e sobre a própria prática, buscando o fortalecimento dos saberes docentes, evidenciou-se manifestação de pensamento reflexivo, com percepção da profissionalização do ensino.

Matching services to needs. Vocational services for substance abusers.

Problems with employment are common among individuals with substance use disorders, yet comprehensive vocational services are not generally available to them, and vocational interventions are often not matched to their specific needs. This article describes the wide range of vocational problems found among individuals with substance use disorders and the elements of a recently funded vocational program for patients in outpatient and residential drug and alcohol treatment programs. Data are presented describing program activity and documenting program effectiveness for the first 2 years of operation of the program. Three case histories are presented to illustrate the types of services delivered and the matching of services delivered to specific, identified client needs (see Case Histories).

Youth and America's future: the forgotten half.

The William T. Grant Foundation's Commission on Youth and America's Future was created to review existing research on problems facing young people in America today, and to make policy recommendations based upon the results of that research. The Commission found that fewer economic opportunities are available today, especially to non-college-bound young people, than was the case even a decade ago. This situation has had an adverse effect on the youths themselves, their families, and ultimately, on American society as a whole. Many problem behaviors have their origin in the reduced opportunities which young people face today. The Commission cites a number of programs that show promise to ameliorate behavioral and economic problems of youth, and urges government, business, and other private agencies to join together in implementing and expanding existing programs (such as the Job Training Partnership Program) and in creating new ones (such as the Youth Opportunities Demonstration Act). Society needs to recognize the important role which youth can play as good citizens by providing opportunities for them to give needed services to the community.

Postgraduate dental education and the 'new' graduate.

It is notoriously difficult to evaluate educational initiatives. Nevertheless, with the introduction of mandatory vocational training, it seems curious that there has been no formal, structured assessment of whether dental vocational training is perceived as having fulfilled its aims. Nor is there information on how participation in continuing dental education relates to feelings of competence or confidence in clinical practice. This paper reports on the experience of two cohorts of 'new' dental graduates from Scotland and provides evidence to inform the debate on vocational training, general professional training and recertification for the dental profession.

A German perspective on learning disabilities.

German practices in the field of learning disabilities beyond preschool level are described in the context of their historical formation. In a historical perspective it becomes obvious that the German notion of Lernbehinderung, although being just a translation of "learning disabilities," differs markedly from the American definition. Definitional problems, educational practices, and emerging trends in the German field of "learning disabilities" are discussed.

Practices and attitudes of postsecondary LD service providers in North America.

A nationwide survey of 510 postsecondary LD service providers was conducted to determine (a) the types of interventions utilized by service providers, and (b) their attitudes toward the needs of adults with learning disabilities. The results of this study revealed that an educationally diverse group of professionals have been given the responsibility of developing programs and providing direct instruction to individuals with LD. The proliferation of services found in this survey is analogous to a "menu" of options, with little or no philosophical base. Findings suggest that service providers should be encouraged to utilize interventions that lead to self-determination and independence for adults with LD.

From vocational training to academic education: the situation of the schools of nursing in Sweden.

As a consequence of a college reform in 1993, nursing education in Sweden is changing from vocational training to academic education. Teacher competence is considered to be of strategic importance to the quality of education for nurses, and nurse educators are expected to have a doctorate or master's degree in nursing or social science. This article focuses on teaching competence as it is perceived by teachers and describes the strategies used by nurse educators to meet the educational changes. The data for this ethnographic study were collected by participant observations at three Swedish nursing schools and interviews with 59 nurse educators. Results indicate that nurse educators use three different strategies to cope with changing demands and to keep their knowledge and competence as faculty at a desirable level. A good nurse educator must: (a) be a "real" nurse; (b) be well prepared in different subject matters; or (c) have an academic degree (master's degree or PhD). The success of the change from vocational training of nurses to an academic education depends on the faculty composition and the culture of the school. As a result of the increased demands for competence, traditional strategies to cope with change are no longer appropriate. Nonacademic-educated faculty risk losing their identity as good educators.

Rehabilitation innovations in Central America.

In an extensive qualitative research project sponsored by the Partners of the Americas (32 professional and lay people from Panama, Costa Rica, Nicaragua, Honduras, El Salvador, Guatemala, Belize, the United States and the Dominican Republic) employment opportunities were examined for disabled youth in Central America. Despite economic and attitudinal barriers field researchers found innovations in financing, special education and rehabilitation programming, job development and job placement alternatives for those who live with disability in Central America.

An innovation in psychiatric rehabilitation programming. Supported education.

1. In the rehabilitation and recovery process, every person deserves a carefully tailored plan to meet individual needs. 2. The best nursing practice begins with a link between the nursing process and creative critical thinking skills, focusing on connecting with the consumer to build a strong rehabilitation-oriented relationship. 3. The rehabilitation process is enhanced when the nurse uses principles of psychiatric rehabilitation and has knowledge about local and state rehabilitation options available-including supported education.

Working with Hispanic women who are deaf: recommendations from the literature.

The authors used the hermeneutics approach within social cognitive career theory to explore employment trends and issues over the past 20 years relevant to Hispanic women who are deaf. Barriers to employment were discovered including discrepancies due to gender, race/ethnicity, and severity of hearing loss. Recommendations for policymakers and professionals suggest a need for research that addresses the unique experiences of Hispanic women who are deaf within vocational rehabilitation, the use of social cognitive career theory as it relates to career development and choices, and an increase in education and training to better prepare vocational rehabilitation counselors to work with individuals from multiple minority backgrounds. While information about Hispanic women who are deaf is limited, this review provides a better understanding of Hispanic deaf women and encourages expansion of knowledge in practice and research for professionals working with this unique population.

Postsecondary education and employment among youth with an autism spectrum disorder.

OBJECTIVES: We examined the prevalence and correlates of postsecondary education and employment among youth with an autism spectrum disorder (ASD). METHODS: Data were from a nationally representative survey of parents, guardians, and young adults with an ASD. Participation in postsecondary employment, college, or vocational education and lack of participation in any of these activities were examined. Rates were compared with those of youth in 3 other eligibility categories: speech/language impairment, learning disability, and mental retardation. Logistic regression was used to examine correlates of each outcome. RESULTS: For youth with an ASD, 34.7% had attended college and 55.1% had held paid employment during the first 6 years after high school. More than 50% of youth who had left high school in the past 2 years had no participation in employment or education. Youth with an ASD had the lowest rates of participation in employment and the highest rates of no participation compared with youth in other disability categories. Higher income and higher functional ability were associated with higher adjusted odds of participation in postsecondary employment and education. CONCLUSIONS: Youth with an ASD have poor postsecondary employment and education outcomes, especially in the first 2 years after high school. Those from lower-income families and those with greater functional impairments are at heightened risk for poor outcomes. Further research is needed to understand how transition planning before high school exit can facilitate a better connection to productive postsecondary activities.