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Vocations and Learning 2024Initial vocational training (VT) in high school consists of short-term programs leading to employment in a skilled trade. To better align training with employment...
Initial vocational training (VT) in high school consists of short-term programs leading to employment in a skilled trade. To better align training with employment opportunities and to encourage students to stay in the programs until they graduate, most programs include traineeship. Since traineeships involve acquiring skills directly on the job, they require greater involvement of supervisors to guide the trainees. Given the importance of on-the-job guidance in achieving traineeship objectives, this study examines the potential influence of three dimensions of guidance provided by traineeship supervisors -planning, support, and training- on students' job perception (i.e., occupational image) and traineeship satisfaction. Overall, the results provide mixed results, partially supporting the mediation hypothesis suggested by the results of previous studies. Indeed, the results reveal that the quality of the training offered by the supervisor affects subsequent students' satisfaction with traineeship experience. Training has an indirect effect on satisfaction via the occupational image held by students. However, the expected indirect links between the other two dimensions of supervisor guidance -degree of planning and support perceived by the student- and the students' image of their chosen occupation could not be confirmed. The results support the importance of providing quality on-the-job training to students during their studies.
PubMed: 38799206
DOI: 10.1007/s12186-023-09341-y -
Health & Social Care in the Community Jul 2022The objective of this work was to develop and test an empirical model of social and healthcare educators' continuing professional development. A cross-sectional survey...
The objective of this work was to develop and test an empirical model of social and healthcare educators' continuing professional development. A cross-sectional survey study design was adopted, and a total of 422 part-time and full-time social and healthcare educators from 28 universities of applied sciences and vocational schools in different regions of Finland participated. Data were collected from October to December in 2018. The participants taught in the fields of healthcare, social services, and rehabilitation. The questionnaire included the EduProDe scale and background questions. Confirmatory factor analysis and structural equation modelling were used to develop the model, and its quality was assessed by computing goodness of fit indexes. The main finding was that when educators understand the benefits of continuing professional development, they will recognise their developmental needs and proactively seek support from their superiors. The results obtained provide insight into the preconditions for professional development and offer guidance for the design of future shared development programmes or activities for social and healthcare educators.
Topics: Cross-Sectional Studies; Delivery of Health Care; Finland; Health Facilities; Health Personnel; Humans
PubMed: 34138504
DOI: 10.1111/hsc.13473 -
Frontiers in Neurology 2023Return-to-work is a key rehabilitation goal for many working aged stroke survivors, promoting an overall improvement of quality of life, social integration, and... (Review)
Review
INTRODUCTION
Return-to-work is a key rehabilitation goal for many working aged stroke survivors, promoting an overall improvement of quality of life, social integration, and emotional wellbeing. Conversely, the failure to return-to-work contributes to a loss of identity, lowered self-esteem, social isolation, poorer quality of life and health outcomes. Return-to-work programmes have largely focused on physical and vocational rehabilitation, while neglecting to include mood and fatigue management. This is despite the knowledge that stroke results in changes in physical, cognitive, and emotional functioning, which all impact one's ability to return to work. The purpose of this systematic review is to conduct a comprehensive and up-to-date search of randomised controlled trials (RCTs) of return-to-work programmes after stroke. The focus is especially on examining components of mood and fatigue if they were included, and to also report on the screening tools used to measure mood and fatigue.
METHOD
Searches were performed using 7 electronic databases for RCTs published in English from inception to 4 January 2023. A narrative synthesis of intervention design and outcomes was provided.
RESULTS
The search yielded 5 RCTs that satisfied the selection criteria ( = 626). Three studies included components of mood and fatigue management in the intervention, of which 2 studies found a higher percentage of subjects in the intervention group returning to work compared to those in the control group. The remaining 2 studies which did not include components of mood and fatigue management did not find any significant differences in return-to-work rates between the intervention and control groups. Screening tools to assess mood or fatigue were included in 3 studies.
CONCLUSION
Overall, the findings demonstrated that mood and fatigue are poorly addressed in rehabilitation programmes aimed at improving return-to-work after stroke, despite being a significant predictor of return-to-work. There is limited and inconsistent use of mood and fatigue screening tools. The findings were generally able to provide guidance and recommendations in the development of a stroke rehabilitation programme for return-to-work, highlighting the need to include components addressing and measuring psychological support and fatigue management.
PubMed: 37674875
DOI: 10.3389/fneur.2023.1145705 -
Journal of Occupational Rehabilitation Dec 2022This study aimed to investigate the relationships between demographic covariates, vocational rehabilitation (VR) services, and employment outcomes of individuals with...
Demographic Covariates, Vocational Rehabilitation Services, and Employment Outcomes of Working-Age Adults with Anxiety Disorders: A Multivariate Logistic Regression Analysis.
PURPOSE
This study aimed to investigate the relationships between demographic covariates, vocational rehabilitation (VR) services, and employment outcomes of individuals with anxiety disorders. The specific research question for the current study investigate demographic variables and vocational rehabilitation services as predictors of competitive employment outcomes.
METHODS
Data for the present study were extracted from the most recent United States Rehabilitation Service Administration 2018 Case Service Report (RSA-911) data. A purposeful selection, multivariate logistic regression analysis was conducted to examine the case service report data of 9266 individuals with anxiety disorders who received vocational rehabilitation services based on their demographic variables and receipt of VR services.
RESULTS
The results indicated that African Americans and Latinx, people who have completed high school or more, people who do not receive disability-related benefits, and those who received more vocational rehabilitation services were more likely to be gainfully employed. In addition, receipt of financial support for life crises and occupational credentials (i.e., other services and maintenance services) and vocational rehabilitation counseling and guidance services were significant predictors of employment outcomes. Conversely, receipt of supported employment and transition services were negatively associated with employment outcome.
CONCLUSIONS
In the present study, we identified VR services that can improve and risk factors that can impede employment outcomes of people with anxiety disorders. We also identified medical, psychosocial, and vocational interventions that can lessen the effect of anxiety disorders on physical and mental health functioning.
Topics: Adult; United States; Humans; Logistic Models; Rehabilitation, Vocational; Employment, Supported; Anxiety Disorders; Demography
PubMed: 35579667
DOI: 10.1007/s10926-022-10038-7 -
Human Vaccines & Immunotherapeutics Dec 2023Since March 2020, the pandemic caused by SARS-CoV-2 has affected nearly all aspects of daily life. In this study, we investigated the age-stratified prevalence and...
Since March 2020, the pandemic caused by SARS-CoV-2 has affected nearly all aspects of daily life. In this study, we investigated the age-stratified prevalence and genotype distribution of human papillomavirus (HPV) among females in Shandong province (eastern China) and aimed to provide guidance on HPV-based cervical cancer screening and vaccination. The distribution of HPV genotypes was analyzed using PCR-Reverse Dot Hybridization. The overall infection rate of HPV was 16.4%, which was dominated by high-risk genotypes. The most prevalent genotype was HPV16 (2.9%), followed by HPV52 (2.3%), HPV53 (1.8%), HPV58 (1.5%), and HPV51 (1.3%). Among the positive cases with HPV infection, single-genotype infection was significantly higher than that of multi-genotype infection. In subgroup analyses by age (≤25, 26-35, 36-45, 46-55, >55), HPV16, 52, and 53 were consistently the three most common hrHPV genotypes in all age groups. The infection rate of multi-genotypes in the ≤25 and >55 age groups was significantly higher than that in other age groups. A bimodal distribution of HPV infection rate was observed in different age groups. Among lrHPV genotypes, HPV6, HPV11, and HPV81 were the three most common types in the ≤25 age group, while in other age groups, HPV81, HPV42, and HPV43 are the three most common lrHPV genotypes. This study provides basic information on the distribution and genotypes of HPV in the female population in eastern China, which could improve the application of HPV diagnostic probes and vaccines.
Topics: Humans; Female; Uterine Cervical Neoplasms; Papillomavirus Infections; Human Papillomavirus Viruses; Pandemics; Prevalence; Early Detection of Cancer; COVID-19; SARS-CoV-2; Genotype; Papillomaviridae; Human papillomavirus 16; China
PubMed: 37226673
DOI: 10.1080/21645515.2023.2212571 -
Frontiers in Psychology 2022Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an...
Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we set out to identify best practices in VET as "building blocks" for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia (Spain). The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system (at VET level) and discusses lines of future research.
PubMed: 36186318
DOI: 10.3389/fpsyg.2022.1001836 -
Journal of the National Medical... Sep 1970
Topics: Health Occupations; Hospitals, Special; Inservice Training; Personnel, Hospital; Vocational Guidance
PubMed: 5469775
DOI: No ID Found -
Heliyon Feb 202321st Century Learning shifts the learning paradigm to change the way of learning and teaching. Organizing education containing three aspects of work readiness...
21st Century Learning shifts the learning paradigm to change the way of learning and teaching. Organizing education containing three aspects of work readiness (knowledge, attitudes, and skills) is challenging for educators. Many educators only use the explanation method in vocational guidance, and do not fully use the demonstration method of learning machining practices related to how to work, how to behave in the workplace, and how to comply with regulations in the workplace, this causes many graduates who only have minimal competence, so they are not according to industry standards. This study aims to determine the effect of integrated vocational guidance on student work readiness in Vocational High Schools. This research is quasi-experimental research with a quantitative approach. The experimental design used was a pretest-posttest non-equivalent control group design. This study used a control group with an explanation method and an experimental group with a demonstration method. In the explanation method in this study, the teacher explains how the machine works verbally, while in the demonstration method, the teacher demonstrates how the machine works and operates it, followed by student activities practising it again in the machine laboratory. The population of this study were students of the Mechanical Engineering Expertise Program. Data collection is done by observation and tests. Observations were used to collect data on technical skills and work attitudes. The test is used to collect data on aspects of basic knowledge. The results showed that: (1) The value of work readiness (knowledge, attitudes, skills) using the explanation method based on the Minimum Completeness Criteria (MCC); (2) The value of work readiness (knowledge, attitudes, skills) with the demonstration method above the MCC. This research has practical implications for vocational teachers who provide vocational guidance services with demonstration methods to students, especially the latest technological advances for learning, such as the use of the internet, digital technology, VR/AR, etc.
PubMed: 36814606
DOI: 10.1016/j.heliyon.2023.e13333 -
Acta Dermato-venereologica Mar 2022
Topics: Dermatitis, Atopic; Eczema; Humans; Physicians; Surveys and Questionnaires; Vocational Guidance
PubMed: 35229162
DOI: 10.2340/actadv.v102.205 -
Frontiers in Psychology 2020Technology is changing the way organizations and their employees need to accomplish their work. Empirical evidence on this topic is scarce. The aim of this study is to...
Technology is changing the way organizations and their employees need to accomplish their work. Empirical evidence on this topic is scarce. The aim of this study is to provide an overview of the effects of technological developments on work characteristics and to derive the implications for work demands and continuous vocational education and training (CVET). The following research questions are answered: What are the effects of new technologies on work characteristics? What are the implications thereof for continuous vocational education and training? Technologies, defined as digital, electrical or mechanical tools that affect the accomplishment of work tasks, are considered in various disciplines, such as sociology or psychology. A theoretical framework based on theories from these disciplines (e.g., upskilling, task-based approach) was developed and statements on the relationships between technology and work characteristics, such as complexity, autonomy, or meaningfulness, were derived. A systematic literature review was conducted by searching databases from the fields of psychology, sociology, economics and educational science. Twenty-one studies met the inclusion criteria. Empirical evidence was extracted and its implications for work demands and CVET were derived by using a model that illustrates the components of learning environments. Evidence indicates an increase in complexity and mental work, especially while working with automated systems and robots. Manual work is reported to decrease on many occasions. Workload and workflow interruptions increase simultaneously with autonomy, especially with regard to digital communication devices. Role expectations and opportunities for development depend on how the profession and the technology relate to each other, especially when working with automated systems. The implications for the work demands necessary to deal with changes in work characteristics include knowledge about technology, openness toward change and technology, skills for self- and time management and for further professional and career development. Implications for the design of formal learning environments (i.e., the content, method, assessment, and guidance) include that the work demands mentioned must be part of the content of the trainings, the teachers/trainers must be equipped to promote those work demands, and that instruction models used for the learning environments must be flexible in their application.
PubMed: 32457688
DOI: 10.3389/fpsyg.2020.00918