Pub Date : 2022-08-08DOI: 10.1080/14480220.2022.2107046
Gholamhosein Falahinia, Arezoo Maleki, Z. Khalili, A. Soltanian
ABSTRACT Medication errors may arise due to insufficient information on drug use. The purpose of this study was to determine the impact of educational support on standards of medication administration regarding nursing medication errors in Intensive Care Units (ICU). The study's participants included two groups of ICU nurses. Both groups were observed using a checklist, before and two weeks after training. Educational intervention in the form of two two-hour sessions was conducted for the intervention group, while control group received no intervention. No significant differences were found in both groups before intervention (P>0.05). However, the nurses’ medication errors significantly decreased in the intervention group compared to the control group (12.7 ± 1.5 vs. 22.7 ± 3.8; p <0.01). Therefore, education of standards can result in a significant reduction in medication errors among ICU nurses. Even for ICU nurses, post-medical education is important for continuing professional education.
{"title":"Impact of educational support on standards of medication administration regarding nursing medication errors in Intensive Care Units","authors":"Gholamhosein Falahinia, Arezoo Maleki, Z. Khalili, A. Soltanian","doi":"10.1080/14480220.2022.2107046","DOIUrl":"https://doi.org/10.1080/14480220.2022.2107046","url":null,"abstract":"ABSTRACT Medication errors may arise due to insufficient information on drug use. The purpose of this study was to determine the impact of educational support on standards of medication administration regarding nursing medication errors in Intensive Care Units (ICU). The study's participants included two groups of ICU nurses. Both groups were observed using a checklist, before and two weeks after training. Educational intervention in the form of two two-hour sessions was conducted for the intervention group, while control group received no intervention. No significant differences were found in both groups before intervention (P>0.05). However, the nurses’ medication errors significantly decreased in the intervention group compared to the control group (12.7 ± 1.5 vs. 22.7 ± 3.8; p <0.01). Therefore, education of standards can result in a significant reduction in medication errors among ICU nurses. Even for ICU nurses, post-medical education is important for continuing professional education.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"21 1","pages":"57 - 66"},"PeriodicalIF":0.5,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47635253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1080/14480220.2022.2105930
Teressa Schmidt
{"title":"Education, Skills and Social Justice in a Polarising World: Between Technical Elites and Welfare Vocationalism","authors":"Teressa Schmidt","doi":"10.1080/14480220.2022.2105930","DOIUrl":"https://doi.org/10.1080/14480220.2022.2105930","url":null,"abstract":"","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"21 1","pages":"67 - 69"},"PeriodicalIF":0.5,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45248277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/14480220.2022.2094449
Z. Hojeij, Ali H. Al Marzouqi
ABSTRACT One way the United Arab Emirates uses to increase the employability skills of its nationals is by promoting and encouraging students to pursue technical and vocational education and training (TVET). This goal includes both female and male Emirati youth. However, studies show that females are still under-represented in TVET. Therefore, this study aims at exploring Emirati female students’ perceptions of their educational experiences in TVET, the challenges they faced, and their future expectations. The study followed a mixed methods design with data collected through an online survey. Findings revealed that participants have an overall positive educational experience despite the academic and cultural challenges they experience. They believe their vocational education enables them to have a better future be it a career or in continuing their education. Despite these positive influences, additional efforts are needed to improve vocational training and alter the mindset and perception of vocational education.
{"title":"Emirati female students pursuing Technical and Vocational Education and Training (TVET): Perceptions from the UAE","authors":"Z. Hojeij, Ali H. Al Marzouqi","doi":"10.1080/14480220.2022.2094449","DOIUrl":"https://doi.org/10.1080/14480220.2022.2094449","url":null,"abstract":"ABSTRACT One way the United Arab Emirates uses to increase the employability skills of its nationals is by promoting and encouraging students to pursue technical and vocational education and training (TVET). This goal includes both female and male Emirati youth. However, studies show that females are still under-represented in TVET. Therefore, this study aims at exploring Emirati female students’ perceptions of their educational experiences in TVET, the challenges they faced, and their future expectations. The study followed a mixed methods design with data collected through an online survey. Findings revealed that participants have an overall positive educational experience despite the academic and cultural challenges they experience. They believe their vocational education enables them to have a better future be it a career or in continuing their education. Despite these positive influences, additional efforts are needed to improve vocational training and alter the mindset and perception of vocational education.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"21 1","pages":"36 - 56"},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43412611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-26DOI: 10.1080/14480220.2022.2081241
A. Rahman, Abu Bockarie
ABSTRACT Most organizations view training and development as a fundamental part of human resource development. While training and development aim at changing the knowledge, skills and attitudes of a trainee resulting in a positive change in behaviour, transfer of training is deemed as a major problem in the transfer of knowledge, skills and attitudes from a training to a job. Researchers, practitioners and academics have believed for three decades that the transfer of training is approximately 20–30%. Numerous studies have been conducted to find the reasons for such a low rate of transfer of training. To better understand the low rate of transfer of training and its relationship with context, this study features survey questionnaires and semi-structured interviews with the employees of eight media organizations of Pakistan. The primary research question is as follows: What trainee characteristics influenced transfer of training by trainees back to their jobs before, during and after training?
{"title":"Exploring trainee characteristics affecting transfer of training: vocational training of media employees in Pakistan","authors":"A. Rahman, Abu Bockarie","doi":"10.1080/14480220.2022.2081241","DOIUrl":"https://doi.org/10.1080/14480220.2022.2081241","url":null,"abstract":"ABSTRACT Most organizations view training and development as a fundamental part of human resource development. While training and development aim at changing the knowledge, skills and attitudes of a trainee resulting in a positive change in behaviour, transfer of training is deemed as a major problem in the transfer of knowledge, skills and attitudes from a training to a job. Researchers, practitioners and academics have believed for three decades that the transfer of training is approximately 20–30%. Numerous studies have been conducted to find the reasons for such a low rate of transfer of training. To better understand the low rate of transfer of training and its relationship with context, this study features survey questionnaires and semi-structured interviews with the employees of eight media organizations of Pakistan. The primary research question is as follows: What trainee characteristics influenced transfer of training by trainees back to their jobs before, during and after training?","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"21 1","pages":"18 - 35"},"PeriodicalIF":0.5,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1080/14480220.2022.2063155
Andre Hattingh, S. Hodge, Timothy J. Mavin
ABSTRACT This paper investigates how flight instructors view the utility of competency-based education/training (CBE/T) during the training of new pilots. A total of ten flight instructors were interviewed and analysed through an interpretive paradigm of grounded theory. The findings indicate flight instructors of all experience levels have difficulty engaging with competency texts and have a limited theoretical understanding of CBE/T. The findings suggest possible incorrect practices are being employed by instructors. More importantly, the study highlights a concern that the current industry understanding of CBE/T directly relates to learning and safety, with a potential for negative outcomes. The paper questions if CBE/T is an appropriate model for training new pilots.
{"title":"Flight instructor perspectives on competency-based education: insights into educator practice within an aviation context","authors":"Andre Hattingh, S. Hodge, Timothy J. Mavin","doi":"10.1080/14480220.2022.2063155","DOIUrl":"https://doi.org/10.1080/14480220.2022.2063155","url":null,"abstract":"ABSTRACT This paper investigates how flight instructors view the utility of competency-based education/training (CBE/T) during the training of new pilots. A total of ten flight instructors were interviewed and analysed through an interpretive paradigm of grounded theory. The findings indicate flight instructors of all experience levels have difficulty engaging with competency texts and have a limited theoretical understanding of CBE/T. The findings suggest possible incorrect practices are being employed by instructors. More importantly, the study highlights a concern that the current industry understanding of CBE/T directly relates to learning and safety, with a potential for negative outcomes. The paper questions if CBE/T is an appropriate model for training new pilots.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"264 - 282"},"PeriodicalIF":0.5,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42242229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-11DOI: 10.1080/14480220.2022.2032268
B. Boughton, Frances Williamson, Sophia Lin, Richard J. K. Taylor, Jack Beetson, B. Bartlett, P. Anderson, S. Morrell
ABSTRACT The prevalence of low to very low adult English literacy levels in First Nations communities in Australia continues to be an issue, despite ten years of government-supported Foundation Skills training provided through the national vocational education and training system. This study examines an innovative First Nations community-controlled approach to improving adult literacy training, utilising an internationally recognised mass campaign model. Literacy improvements were assessed for 63 participants in 6 communities, using validated pre- and post-tests aligned to the Australian Core Skills Framework (ACSF). Overall, 73% of participants improved their literacy, defined as moving up at least one level on one or more of six ACSF indicators. The number of lessons completed and entry ACSF literacy levels were significantly associated with literacy progression, with previous school education positively associated but not statistically significant. The minimum number of lessons associated with literacy improvement is estimated as 47–49 (80–83% of lessons).
{"title":"Measuring adult English literacy improvements in First Nations communities in Australia","authors":"B. Boughton, Frances Williamson, Sophia Lin, Richard J. K. Taylor, Jack Beetson, B. Bartlett, P. Anderson, S. Morrell","doi":"10.1080/14480220.2022.2032268","DOIUrl":"https://doi.org/10.1080/14480220.2022.2032268","url":null,"abstract":"ABSTRACT The prevalence of low to very low adult English literacy levels in First Nations communities in Australia continues to be an issue, despite ten years of government-supported Foundation Skills training provided through the national vocational education and training system. This study examines an innovative First Nations community-controlled approach to improving adult literacy training, utilising an internationally recognised mass campaign model. Literacy improvements were assessed for 63 participants in 6 communities, using validated pre- and post-tests aligned to the Australian Core Skills Framework (ACSF). Overall, 73% of participants improved their literacy, defined as moving up at least one level on one or more of six ACSF indicators. The number of lessons completed and entry ACSF literacy levels were significantly associated with literacy progression, with previous school education positively associated but not statistically significant. The minimum number of lessons associated with literacy improvement is estimated as 47–49 (80–83% of lessons).","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"248 - 263"},"PeriodicalIF":0.5,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42211451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-04DOI: 10.1080/14480220.2021.2018018
R. Fisher, Harry Leder
ABSTRACT In 2018, the New Zealand Qualifications Authority amended its regulatory framework in order to formally recognise micro-credentials. The rules provide a definition, credit value limits, and permission to publish on the NZQA website. The rules apply to Tertiary Education Organisations, leaving universities to establish their own micro-credential recognition schemes. There is provision in the rules for international providers, and non-TEO providers working within New Zealand, to seek equivalency for other micro-credentials. A non-doctrinal policy law framework was adopted to assess the adoption of micro-credentials by the NZQA. It included establishing a timeline of vocational education reform, reviewing currently registered micro-credentials, and identifying unresolved issues that may impact upon their future uptake in New Zealand. They include concerns about disaggregation of qualifications, avoidance of unnecessary replication of learning, and managing expectations about the future recognition and valuation of micro-credentials.
{"title":"An assessment of micro-credentials in New Zealand vocational education","authors":"R. Fisher, Harry Leder","doi":"10.1080/14480220.2021.2018018","DOIUrl":"https://doi.org/10.1080/14480220.2021.2018018","url":null,"abstract":"ABSTRACT In 2018, the New Zealand Qualifications Authority amended its regulatory framework in order to formally recognise micro-credentials. The rules provide a definition, credit value limits, and permission to publish on the NZQA website. The rules apply to Tertiary Education Organisations, leaving universities to establish their own micro-credential recognition schemes. There is provision in the rules for international providers, and non-TEO providers working within New Zealand, to seek equivalency for other micro-credentials. A non-doctrinal policy law framework was adopted to assess the adoption of micro-credentials by the NZQA. It included establishing a timeline of vocational education reform, reviewing currently registered micro-credentials, and identifying unresolved issues that may impact upon their future uptake in New Zealand. They include concerns about disaggregation of qualifications, avoidance of unnecessary replication of learning, and managing expectations about the future recognition and valuation of micro-credentials.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"232 - 247"},"PeriodicalIF":0.5,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48141785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.1080/14480220.2021.2011372
A. Rahman, Abu Bockarie
ABSTRACT Most organizations view training and development as a fundamental part of human resource development. While training and development aim at changing the knowledge, skills, and attitudes of a trainee resulting in a positive change in behaviour, transfer of training is deemed as a major problem in the transfer of knowledge, skills, and attitudes from a training to a job. Researchers, practitioners, and academics have believed for more than three decades that the transfer of training is only 20 to 30%. Numerous studies are conducted to find the reasons for such a low rate of transfer of training. To better understand the low rate of transfer of training and its relationship with context, this study features survey questionnaires and semi-structured interviews with the employees of eight media organizations of Pakistan. The primary research question is: What contextual factors influenced transfer of training by trainees back to their jobs before, during and after training?
{"title":"Exploring contextual factors affecting transfer of training in vocational training of media employees in Pakistan","authors":"A. Rahman, Abu Bockarie","doi":"10.1080/14480220.2021.2011372","DOIUrl":"https://doi.org/10.1080/14480220.2021.2011372","url":null,"abstract":"ABSTRACT Most organizations view training and development as a fundamental part of human resource development. While training and development aim at changing the knowledge, skills, and attitudes of a trainee resulting in a positive change in behaviour, transfer of training is deemed as a major problem in the transfer of knowledge, skills, and attitudes from a training to a job. Researchers, practitioners, and academics have believed for more than three decades that the transfer of training is only 20 to 30%. Numerous studies are conducted to find the reasons for such a low rate of transfer of training. To better understand the low rate of transfer of training and its relationship with context, this study features survey questionnaires and semi-structured interviews with the employees of eight media organizations of Pakistan. The primary research question is: What contextual factors influenced transfer of training by trainees back to their jobs before, during and after training?","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"215 - 231"},"PeriodicalIF":0.5,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47322528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-02DOI: 10.1080/14480220.2021.1991834
Muhammad Qamar Zia, M. Naveed, Asif Iqbal, Shagufta Ghauri
ABSTRACT Confronted with the rapid technological changes and increased global competition, training of employees now focused on self-directed development (SDD). Despite the recognition of self-directed development, only few empirical studies have investigated the combined relationship of both predictors and outcomes simultaneously. This research attempted to develop and test a conceptual model of SDD, which includes both individual and contextual factors as predictors and outcomes, following an input–process–output perspective. The model was validated through SEM analysis from a sample of 383 working business students. In general, results indicate that SDD is a mix of both individual and contextual factors that lead to positive outcomes. The findings offer new insights into the way organizations can improve employee development through SDD. However, unexpected findings were also noted. Job autonomy has an insignificant relationship, whereas empowerment and proactive personality were weakly associated with SDD.
{"title":"Predictors and outcomes of self-directed development: an investigation of individual and contextual factors","authors":"Muhammad Qamar Zia, M. Naveed, Asif Iqbal, Shagufta Ghauri","doi":"10.1080/14480220.2021.1991834","DOIUrl":"https://doi.org/10.1080/14480220.2021.1991834","url":null,"abstract":"ABSTRACT Confronted with the rapid technological changes and increased global competition, training of employees now focused on self-directed development (SDD). Despite the recognition of self-directed development, only few empirical studies have investigated the combined relationship of both predictors and outcomes simultaneously. This research attempted to develop and test a conceptual model of SDD, which includes both individual and contextual factors as predictors and outcomes, following an input–process–output perspective. The model was validated through SEM analysis from a sample of 383 working business students. In general, results indicate that SDD is a mix of both individual and contextual factors that lead to positive outcomes. The findings offer new insights into the way organizations can improve employee development through SDD. However, unexpected findings were also noted. Job autonomy has an insignificant relationship, whereas empowerment and proactive personality were weakly associated with SDD.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"195 - 214"},"PeriodicalIF":0.5,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41953016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-29DOI: 10.1080/14480220.2021.1990105
Olivia Fachrunnisa, Aldizard Gani, N. Nurhidayati, Ardian Adhiatma
ABSTRACT Training is one of the most important activities in human resource management. Training aims at improving employees’ levels of skills and knowledge. Hence, certain types of training can be implemented for specific purposes. In this research, we introduce the concept of talent-based training. This form of training is expected to improve employees’ cognitive thinking and in turn, assist with cognitive engagement. Cognitive engagement is how employees and employers interrelate through participating in exchanging ideas and knowledge to solve organizational problems. This research seeks to analyse the concept of cognitive engagement as an outcome of talent-based training to improve individual performance. 150 employees from manufacturing companies participated in the study. Data was analysed using regression analysis. The results show that talent-based training and perceived organizational support relate positively to cognitive engagement and enhances individual performance.
{"title":"Cognitive engagement: a result of talent-based training to improve individual performance","authors":"Olivia Fachrunnisa, Aldizard Gani, N. Nurhidayati, Ardian Adhiatma","doi":"10.1080/14480220.2021.1990105","DOIUrl":"https://doi.org/10.1080/14480220.2021.1990105","url":null,"abstract":"ABSTRACT Training is one of the most important activities in human resource management. Training aims at improving employees’ levels of skills and knowledge. Hence, certain types of training can be implemented for specific purposes. In this research, we introduce the concept of talent-based training. This form of training is expected to improve employees’ cognitive thinking and in turn, assist with cognitive engagement. Cognitive engagement is how employees and employers interrelate through participating in exchanging ideas and knowledge to solve organizational problems. This research seeks to analyse the concept of cognitive engagement as an outcome of talent-based training to improve individual performance. 150 employees from manufacturing companies participated in the study. Data was analysed using regression analysis. The results show that talent-based training and perceived organizational support relate positively to cognitive engagement and enhances individual performance.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"141 - 159"},"PeriodicalIF":0.5,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42916505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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