The Four C's (Curriculum Guidelines, Courses, Competencies and Capacities) to Educating and Training Nonprofit Leaders

2013 ◽  
Author(s):  
Garland Doyle
Keyword(s):  
Curriculum Guidelines ◽  
And Training ◽  
Nonprofit Leaders

Body and health in the training of health professionals: a mapping of scientific production

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Márcia Cristina Rocha Paranhos ◽  
Lívia De Rezende Cardoso
Keyword(s):  
Health Professionals ◽  
Professional Training ◽  
State Of The Art ◽  
National Curriculum ◽  
Health Curriculum ◽  
Academic Production ◽  
Unified Health System ◽  
Curriculum Guidelines ◽  
Theses And Dissertations ◽  
And Training

This article builds a mapping in order to analyze the theses and dissertations about body, health, curriculum and training of health professionals. For this, theses and dissertations were mapped in the period from 2010 to 2020 through a state-of-the-art study. The composition of the data is given by the presentation and discussion of the listed texts. As for research, these concern the production of bodies based on biotechnological discourses; professional training in health; others point to the curricula of health courses after the National Curriculum Guidelines (DCN); the performance of health professionals in relation to the Unified Health System (SUS); teaching strategies for health training; corporeidity in the curricula, especially in the curricula of the Physical Education course; the anatomoclinical body and educational health practices. In this perspective, some contributions, limits and possibilities of this academic production were observed.

IBSE Training Feedback and Its Impact on the Design of the Next Training Program

2019 ◽  
pp. 122-143
Author(s):  
Kallia Katsampoxaki-Hodgetts ◽  
Stylianos Terzakis ◽  
Nikolaos Chaniotakis
Keyword(s):  
Training Program ◽  
Science Teachers ◽  
National Curriculum ◽  
Training Session ◽  
The World ◽  
Curriculum Guidelines ◽  
One Year ◽  
The University ◽  
The Impact ◽  
And Training

An inquiry science-based education is commonly followed in a variety of educational contexts around the world and is a key parameter in various national curriculum guidelines. The impetus of this chapter is to record the initial and final reactions of science teachers participating in a series of one-year action research and training program that took place in the University of Crete (UoC) in 2013-2016, identify their perception of the first training course, and explore the impact this data had on the program's redesign for the following training session by the technical board. Teacher reactions and responses regarding what they thought had, and had not, worked well in their classes were taken into account prior to re-designing the training program that the new teachers were going to join the following year. Looking into the general benefits as well as challenges, the authors also examined the overall effect of the UoC IBSE training program to participants as reported by both students and teachers.

scholarly journals Analysis of realistic simulation as an educational tool in the academic and professional contexts of nursing

2021 ◽  
Vol 9 (2) ◽  
pp. 87-107
Author(s):  
Fernanda Costa Martins Gallotti ◽  
Emily Santos Costa ◽  
Gabriela Aragão Santos Oliveira ◽  
Manuela de Carvalho Vieira Martins ◽  
Meiriane do Carmo Passos ◽  
...  
Keyword(s):  
Nursing Education ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Educational Institutions ◽  
Realistic Simulation ◽  
Final Sample ◽  
Curriculum Guidelines ◽  
Professional Contexts ◽  
And Training

Nursing education and training based on content and technicality has undergone a process over the years mainly with the proposal of national curriculum guidelines to implement changes in the curriculum and the insertion of new teaching methodologies by educational institutions. Thus, realistic simulation is born with the proposal to actively teach students and promote the development of numerous skills and competences. Objective: to analyze evidence of the use and effectiveness of realistic simulation as an active method of teaching and learning in nursing in the academic and professional context. Methodology: Integrative review, carried out on the databases: Cochrane, ERIC, Medline, Science Direct and PubMed. The descriptors were selected based on the list of Health Sciences Descriptors - DeCS / MeSH were: Nursing, Active learning, simulation training, matching the search terms, using the Boolean operator AND. Results: The final sample resulted in 37 articles. It was possible to observe that the simulation helps in critical thinking, reasoning, clinical judgment, leadership, autonomy and decision-making favoring patient care and that it can be performed in different formats, such as virtual simulation, clinical case simulators, simulation with games and room simulation with simulated scenario. The introduction of this methodology in educational institutions ended up being a limitation found, in addition to the need for technologies and training for teachers. Conclusion: From the results of this study, it is concluded that realistic simulation is a method capable of preparing students and professionals to meet health needs.

scholarly journals Terapia ocupacional e cultura: atravessamento, recurso ou campo de atuação? / Occupational Therapy and culture: crossing, resource or practice field?

2017 ◽  
Vol 1 (5) ◽  
pp. 538-555
Author(s):  
Monica Villaça Gonçalves ◽  
Samira Lima Da Costa ◽  
Beatriz Akemi Takeiti
Keyword(s):  
Occupational Therapy ◽  
Vocational Training ◽  
Qualitative Methodology ◽  
National Curriculum ◽  
Education Institution ◽  
Occupational Therapist ◽  
Public Higher Education ◽  
Or Practice ◽  
Curriculum Guidelines ◽  
And Training

Este artigo tem como objetivo analisar e discutir as possibilidades de atuação da Terapia Ocupacional no campo da Cultura, a partir das reflexões docentes provocadas por estudantes da graduação em Terapia Ocupacional de uma Instituição de Ensino Superior (IES) pública. Hoje as políticas públicas brasileiras apresentam a cultura enquanto direito. Cultura, nesse caso, não apenas entendida como manifestações artísticas e estéticas, mas enquanto uma questão de identidade, protegendo, assim, também a sua diversidade. Para a realização desta pesquisa, optou-se pela metodologia qualitativa a partir de uma abordagem descritivo-analítica, tendo como método a pesquisa documental do diário de aulas de dois semestres seguidos da disciplina de Terapia Ocupacional Social de um curso de uma Universidade Federal. Os resultados foram divididos em 3 categorias de análise: (1) Cultura atravessando a prática, (2) Cultura enquanto recurso e (3) Cultura enquanto um Campo de atuação da Terapia Ocupacional. Compreende-se que a Cultura pode se delimitar como campo específico de atuação, o que aponta para a necessidade de estudos e uma formação direcionados particularmente a essas políticas, serviços e práticas. Os dados desta pesquisa em particular somados as diversas experiências da Terapia Ocupacional no Campo da Cultura têm demonstrado a necessidade de repensarmos a formação profissional. Uma pista importante seria realizar uma revisão nas diretrizes curriculares nacionais, levando em consideração o campo da Cultura como lócus de produção de conhecimento e de intervenção do terapeuta ocupacional. Aponta-se que é preciso investir nessa formação para a consolidação das práticas do Terapeuta Ocupacional no Campo da Cultura. Abstract This paper aims to analyze and discuss the possibilities of action of occupational therapy in the field of Culture, by teachers reflections caused by the graduate students in Occupational Therapy in a public Higher Education Institution (HEI). Today the Brazilian public policies comprehend culture as a right. Culture, in this case, not only understood as aesthetic and artistic expressions, but as a matter of identity, thus protecting also the diversity. For this research, we chose the qualitative methodology from a descriptive and analytical approach, with the method of documentary research in the classroom diary followed by two semesters of discipline Social Occupational Therapy classes, in a course of a Federal University. The results were divided into three categories of analysis: (1) Culture crossing the practice, (2) Culture as a resource and (3) Culture while a field of practice of Occupational Therapy. It is understood that culture can define the specific field of expertise, which shows the need for studies and training targeted particularly to those policies, services and practices. Results from this study in particular added the various experiences of Occupational Therapy in the Field of Culture have shown the need to rethink vocational training. An important clue would conduct a review of national curriculum guidelines, taking into account the field of culture as knowledge production locus and intervention of occupational therapist. It points out that it is necessary to invest in such training for the consolidation of the practices Occupational Therapist in the Field of CultureKeywords: Occupational therapy. Culture. Citizenship, Vocational training. Resumen Este artículo tiene como proposito analizar y debater lasposibilidades de laactuación de la terapia ocupacional enel âmbito de la Cultura, desde las reflexiones docentes generado por losestudiantes graduados enla Terapia Ocupacional enel centro de enseñanza superior (IES) publica. Hoy, laspoliticapublicasbrasileñaspresentanla cultura como derecho. Cultura, en neste caso, no sólo entendida como manifestaciones artísticas y estéticas, sino como uma cuestión de la identidade, protegiendotambiénsu diversidade. Para esta investigación, elegimosel enfoque cualitativo a partir de un enfoque analítico descriptivo, teniendo como base el método documentaldeldiario de campo de lasclases de los dos semestres consecutivos de la disciplina de Terapia Ocupacional Social de uncurso de una Universidad Publica. Los resultados obtenidos se dividieranentres categorias de análisis: (1) Cultura atravesandolapráctica, (2) Cultura como recurso y (3) Cultura como um campo de acción de la Terapia Ocupacional. Se entiende que la Cultura puede definir como campo específico de acción, con una finalidade determinada, lo que apunta para lanecesidad de los estúdios y uma formacción dirigida enparticular  aaquellas políticas, servicios y prácticas. Los datos de este estudio especialmente sumado a las diversas experienciasde la Terapia Ocupacional enelámbito de la Cultura han demonstrado lanecesidad de replantearlaformaciónprofesional. Una pista importante llevaría a uma revisión de lasdirectrices curriculares nacionales, teniendo em cuentaelámbito de la Cultura como locus de produccióndelconociento y laintervencióndel terapeuta ocupacional. Se apunta que és necesarioinvertiren neste tipo de formación para laconsolidación de lasprácticas de el terapeuta ocupacional enelámbito de la Cultura.Palalvras claves: Terapia Ocupacional, Cultura, Ciudadanía Cultural, Formación Profesional.

An Innovative Model for Training Orientation and Mobility Assistants

1993 ◽  
Vol 87 (5) ◽  
pp. 134-137
Author(s):  
W.R. Wiener
Keyword(s):  
United States ◽  
The United States ◽  
Training Methods ◽  
Federally Funded ◽  
Short Term ◽  
Innovative Model ◽  
Orientation And Mobility ◽  
Curriculum Guidelines ◽  
National Workshop ◽  
And Training

This article reports on a federally funded short-term project that developed and implemented a model to prepare orientation and mobility (O&M) specialists to train and supervise O&M assistants (OMAs). Curriculum guidelines and training methods were developed, a national workshop to train presenters from seven regions of the United States and Canada was conducted, and the presenters held regional seminars to teach other certified O&M specialists how to train and supervise OMAs.

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