Página 9 dos resultados de 13528 itens digitais encontrados em 0.006 segundos

Ensino superior: percepção do docente de enfermagem quanto à formação pedagógica; Higher Education: perception of nursing faculty regarding pedagogical training

Nunes, Zigmar Borges
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 30/09/2011 Português
Relevância na Pesquisa
26.749082%
Esta pesquisa teve como objetivo identificar a percepção dos docentes de Ensino Superior em Enfermagem de uma universidade privada do interior do estado de São Paulo quanto à formação pedagógica. Trata-se de um estudo descritivo, de natureza qualitativa. A participação foi espontânea, após conhecimento da proposta do estudo e consentimento por meio de assinatura do Termo de Consentimento Livre e Esclarecido. A coleta de dados foi realizada nos meses de fevereiro e março de 2011, a população foi constituída por 17 docentes, dos quais 9 eram enfermeiros e 7 eram professores oriundos de outras categorias profissionais. Os dados foram obtidos utilizando-se o grupo focal como técnica, a pesquisadora conduziu as discussões utilizando uma questão norteadora e ao finalizar o grupo os sujeitos responderam a um questionário semiestruturado cujo objetivo foi o de caracterizar o perfil sociodemográfico, identificar a formação profissional, a formação pedagógica e o grau de atualização. Os encontros foram filmados e gravados com autorização dos sujeitos, posteriormente transcritos e analisados, cujos dados constituíram-se em material de análise deste estudo. A análise de conteúdo temática foi selecionada para análise dos dados...

Use of a MeSH-based index of faculty research interests to identify faculty publications: an IAIMSian study of precision, recall, and data reusability.

McKibbon, K. Ann; Friedman, Patricia W.; Friedman, Charles P.
Fonte: American Medical Informatics Association Publicador: American Medical Informatics Association
Tipo: Artigo de Revista Científica
Publicado em //2002 Português
Relevância na Pesquisa
26.749082%
OBJECTIVE: To determine whether MEDLINE searches based on an existing automated faculty research interest index or on author name entities can be used to automate construction of accurate online lists of faculty publications. METHODS: Curricula vitae (CVs) for 36 faculty members were selected at random. Their lists of journal publications were used to determine recall and precision of two MEDLINE search strategies. OUTCOME: Most faculty publications in the CVs (86%) were indexed in MEDLINE. The research-interest-enhanced MEDLINE searches retrieved citations in the CVs that were also in MEDLINE with a recall of 0.53 and precision of 0.85. For every 10 citations in the research interest-enhanced search, on average 8.5 were in the CVs. The name entity searches retrieved a higher proportion of citations in the CVs (recall 0.94, precision 0.59) with a higher rate of citations not in the CVs: For every 10 citations in the faculty name searches, 7.3 citations were in the CVs. Name commonness or clinical or basic sciences appointment did not change these results. CONCLUSION: MEDLINE searches, especially those based on research interests, can be used to populate faculty publication lists with high rates of accuracy. Author based searches can also be used...

SOMAS-URM: The Evolution of a Mentoring and Summer Research Program

Ramirez, Julio J.; Tonidandel, Scott
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 15/10/2009 Português
Relevância na Pesquisa
26.749082%
The need to enhance recruitment and retention of students in the sciences to strengthen the economic and scientific foundation of the United States was recently underscored by the National Science Board. The SOMAS Program (Support Of Mentors And their Students) addresses this need using a two-pronged strategy: 1) Junior faculty receive mentoring and instruction in launching research programs that engage student collaborators; and 2) College students are introduced to discovery in the neurosciences by conducting original research with their professors. Junior faculty from predominantly undergraduate institutions are invited to submit applications to obtain summer research support for undergraduate students who will spend 10 weeks collaborating with the faculty member on projects of common interest. Awards cover a travel and a supply budget, summer student housing, as well as faculty and student stipends. The faculty mentors and their students are to use the travel support to attend the joint Annual Meetings of the Society for Neuroscience (SfN) and the Faculty for Undergraduate Neuroscience (FUN). Faculty Awardees are required to participate in the Survival Skills and Ethics Workshop held at the SfN Meeting to prepare them to write grants aimed at supporting their research programs. Students are to present their summer research findings at the FUN Poster Session held jointly with the SfN Meeting. Students are also required to attend Survival Skills Workshop sessions that focus on ethics in research and that provide tips on applying to graduate school. The SOMAS-URM Program presently emphasizes recruitment and retention of underrepresented groups to enhance participation in scientific discovery by the full range of the American population.

Interprofessional Education and Practice Guide No. 1; Developing faculty to effectively facilitate interprofessional education

Hall, Leslie Walter; Zierler, Brenda K.
Fonte: Informa UK Ltd. Publicador: Informa UK Ltd.
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.774805%
With the growth of interprofessional education (IPE) and practice in health professional schools, faculty members are being asked to assume new roles in leading or delivering interprofessional curriculum. Many existing faculty members feel ill-prepared to face the challenges of this curricular innovation. From 2012–2013, University of Missouri – Columbia and University of Washington partnered with six additional academic health centers to pilot a faculty development course to prepare faculty leaders for IPE. Using a variety of techniques, including didactic teaching, small group exercises, immersion participation in interprofessional education, local implementation of new IPE projects, and peer learning, the program positioned each site to successfully introduce an interprofessional innovation. Participating faculty confirmed the value of the program, and suggested that more widespread similar efforts were worthwhile. This guide briefly describes this faculty development program and identifies key lessons learned from the initiative. Peer learning arising from a faculty development community, adaptation of curricula to fit local context, experiential learning, and ongoing coaching/mentoring, especially as it related to actual participation in IPE activities...

Prediction of junior faculty success in biomedical research: comparison of metrics and effects of mentoring programs

von Bartheld, Christopher S.; Houmanfar, Ramona; Candido, Amber
Fonte: PeerJ Inc. Publicador: PeerJ Inc.
Tipo: Artigo de Revista Científica
Publicado em 24/09/2015 Português
Relevância na Pesquisa
26.749082%
Measuring and predicting the success of junior faculty is of considerable interest to faculty, academic institutions, funding agencies and faculty development and mentoring programs. Various metrics have been proposed to evaluate and predict research success and impact, such as the h-index, and modifications of this index, but they have not been evaluated and validated side-by-side in a rigorous empirical study. Our study provides a retrospective analysis of how well bibliographic metrics and formulas (numbers of total, first- and co-authored papers in the PubMed database, numbers of papers in high-impact journals) would have predicted the success of biomedical investigators (n = 40) affiliated with the University of Nevada, Reno, prior to, and after completion of significant mentoring and research support (through funded Centers of Biomedical Research Excellence, COBREs), or lack thereof (unfunded COBREs), in 2000–2014. The h-index and similar indices had little prognostic value. Publishing as mid- or even first author in only one high-impact journal was poorly correlated with future success. Remarkably, junior investigators with >6 first-author papers within 10 years were significantly (p < 0.0001) more likely (93%) to succeed than those with ≤6 first-author papers (4%)...

A History of the Faculty of Arts at the University of Adelaide 1876-2012

Fonte: University of Adelaide Press Publicador: University of Adelaide Press
Tipo: Book (edited)
Publicado em //2012 Português
Relevância na Pesquisa
26.774805%
The Bachelor of Arts (BA) was the first recognised degree at the University of Adelaide. Although informal classes for some subjects were held at the University between 1873 and 1875, the first official University lecture was a Latin lecture at 10 am on Monday 28 March 1876. This was followed by lectures in Greek, English and Mental Philosophy. By 1878, the first BA student, Thomas Ainslie Caterer, completed his studies for the BA degree and in 1879 became the first graduate of the University of Adelaide. Even though the BA was the first degree it was not until eight years later in 1887 that the Faculty of Arts was inaugurated (after the Faculty of Law in 1884, a Board of Studies in Music in 1885 and the Faculty of Medicine in 1885). Following the creation of a separate science degree in 1882 many scientific subjects were removed from the BA. For the next five years the subjects were Latin, Greek, Mathematics, Natural Philosophy, Logic, English, History, and Comparative Philology. Later other subjects such as French, German and Political Economy were added toward the end of the nineteenth century. In 1897 the Elder Conservatorium of Music was created as the first music school of its type in Australia, although at that time it was not part of the Faculty of Arts. In the first 50 years of the University’s existence...

What Type of Faculty Member Interacts with what Type of Firm? Some Reasons for the Delocalisation of University-Industry Interaction

AZAGRA CARO Joaquin Maria
Fonte: ELSEVIER SCI LTD Publicador: ELSEVIER SCI LTD
Tipo: Articles in Journals Formato: Printed
Português
Relevância na Pesquisa
26.749082%
While there is significant interest in improving university-industry interaction, literature on the university side has tended not to focus on the characteristics of the personnel involved and has largely ignored the issue that there are differences between types of faculty member in their degrees of interaction. This question is especially relevant at regional level, as those faculty members who do interact with industry may show a preference for firms that are larger and technologically superior to those in the region. Most analysts, though, have tended to focus on the national level, particularly on those countries at the forefront of technological innovation. In the absence of any formal theory, we propose a two-step method to formulate the hypothesis that only selected faculty members interact with selected firms. First, we identify the type of faculty member who interacts with firms. Second, we examine whether this type of faculty member interacts with every type of firm. A test sample is drawn from the Valencian Community of Spain, a region with low absorptive capacity, where firms may show undesirable properties for university interaction. The results allow us to challenge the view that certain individual universities may show a higher propensity for interaction once we take into account differences between the individual characteristics of their faculty members. We also claim that in a region like the Valencian Community...

Faculty Perceptions of Privatization at Public Universities

Boon, Rachel
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
Português
Relevância na Pesquisa
26.774805%
Thesis (Ph.D.) - Indiana University, School of Education, 2009; This study examined the knowledge and perceptions of faculty leaders at thirteen public universities in the United States to examine the degree to which they were aware of and involved in decisions to undertake privatization-related activities at their institution. In general, the importance of faculty in maintaining the institutional mission and supporting the public interest as reflected in their teaching, research, and service role necessitates understanding how faculty perceive these activities and their impacts. As a model of collaboration on decision-making, shared governance has historically provided a clear mode for faculty involvement with administrators and is supported by the American Association of University Professors. Faculty leaders were administered a survey based on their participation in a faculty senate or council at their respective institutions. Public universities with both high and low levels of state appropriations were included in the study for comparative purposes. Results of t-tests and logistic regression models indicated that many privatization activities are prevalent at both high and low state appropriation institutions, but that faculty leaders were more likely involved in budget and privatization discussions at the low appropriation (i.e. more privatized) institutions. Open-ended questions regarding the impact of these changes indicated concerns with faculty morale and retention.

Mentors in the classroom : an exploratory qualitative study of the beliefs and behaviors of faculty mentor exemplars at the United States Naval Academy

Raithel, Jeffrey R.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado Formato: xiv, 86 p. ;
Português
Relevância na Pesquisa
26.749082%
Approved for public release; distribution is unlimited; This study investigated those beliefs and behaviors of exemplary faculty mentors for United States Naval Academy Midshipmen. The mission of the USNA is to develop young men and women morally, physically, and mentally. A clear task of the USNA faculty is to be the principle tool in the academic development of the midshipmen. However, the faculty is also in a unique position to be instrumental in the moral and character development of midshipmen. This thesis focused on the mentor-protege relationship from the faculty mentor's perspective and attempted to identify those beliefs and behaviors common among effective faculty mentors. The following five propositions are put forward as results of this study: 1) Exemplary mentors appear to have high emotional receptivity; 2) The primary motivation of exemplary mentors is a strong desire to help others; 3) Exemplary mentors appear to possess strong relationship skills and employ those skills in their educational techniques; 4) Organizational factors can inhibit or promote mentoring within an academic environment; 5) Civilian faculty do not feel they were less influential than military instructors. Regarding the midshipmen, this study suggests that midshipmen do experience mentoring although not necessarily according to the classical definition. Furthermore...

Effects of student-faculty interactions on persistence of underprepared community college students.

Bharath, Deoraj
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
26.774805%
The high concentration of underprepared students in community colleges presents a challenge to educators, policy-makers, and researchers. All have pointed to low completion rates and caution that institutional practices and policy ought to focus on improving retention and graduation rates. However, a multitude of inhibiting factors limits the educational opportunities of underprepared community college students. Using Tinto's (1993) and Astin's (1999) models of student departure as the primary theoretical framework, as well as faculty mentoring as a strategy to impact student performance and retention, the purpose of this study was to determine whether a mentoring program designed to promote greater student-faculty interactions with underprepared community college students is predictive of higher retention for such students. While many studies have documented the positive effects of faculty mentoring with 4-year university students, very few have examined faculty mentoring with underprepared community college students (Campbell and Campbell, 1997; Nora & Crisp, 2007). In this study, the content of student-faculty interactions captured during the mentoring experience was operationalized into eight domains. Faculty members used a log to record their interactions with students. During interactions they tried to help students develop study skills...

Effects of student-faculty interactions on persistence of underprepared community college students

Bharath, Deoraj
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.774805%
The high concentration of underprepared students in community colleges presents a challenge to educators, policy-makers, and researchers. All have pointed to low completion rates and caution that institutional practices and policy ought to focus on improving retention and graduation rates. However, a multitude of inhibiting factors limits the educational opportunities of underprepared community college students. ^ Using Tinto's (1993) and Astin's (1999) models of student departure as the primary theoretical framework, as well as faculty mentoring as a strategy to impact student performance and retention, the purpose of this study was to determine whether a mentoring program designed to promote greater student-faculty interactions with underprepared community college students is predictive of higher retention for such students. While many studies have documented the positive effects of faculty mentoring with 4-year university students, very few have examined faculty mentoring with underprepared community college students (Campbell and Campbell, 1997; Nora & Crisp, 2007). ^ In this study, the content of student-faculty interactions captured during the mentoring experience was operationalized into eight domains. Faculty members used a log to record their interactions with students. During interactions they tried to help students develop study skills...

The relationship between faculty perceptions and implementation of elements of transactional distance theory and online web-based course completion rates

Nwankwo, Victor Ikechukwu
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.774805%
The purpose of this study was to explore the relationship between faculty perceptions, selected demographics, implementation of elements of transactional distance theory and online web-based course completion rates. This theory posits that the high transactional distance of online courses makes it difficult for students to complete these courses successfully; too often this is associated with low completion rates. Faculty members play an indispensable role in course design, whether online or face-to-face. They also influence course delivery format from design through implementation and ultimately to how students will experience the course.^ This study used transactional distance theory as the conceptual framework to examine the relationship between teaching and learning strategies used by faculty members to help students complete online courses. Faculty members' sex, number of years teaching online at the college, and their online course completion rates were considered. A researcher-developed survey was used to collect data from 348 faculty members who teach online at two prominent colleges in the southeastern part of United States. ^ An exploratory factor analysis resulted in six factors related to transactional distance theory. The factors accounted for slightly over 65% of the variance of transactional distance scores as measured by the survey instrument. Results provided support for Moore's (1993) theory of transactional distance. Female faculty members scored higher in all the factors of transactional distance theory when compared to men. Faculty number of years teaching online at the college level correlated significantly with all the elements of transactional distance theory. Regression analysis was used to determine that two of the factors...

Bridging the gap between post-secondary students with disabilities and faculty members with their perceptions of access and accommodation

Donato, Krystine A.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
26.749082%
The purpose of this study was to identify factors related to successful university course completion for students with disAbilities including the knowledge that faculty members and students with disAbilities have about accommodation issues; the accommodations that students with disAbilities and faculty use and find effective in the university setting; faculty members' perceptions of and attitudes toward students with disAbilities; and the attitudes that students with disAbilities have toward faculty. Fiftyseven participants were involved in the research, eight students with disabilities and forty-nine faculty members. The main objective of the research was to describe how the skills, knowledge, and attitudes of students and faculty members, and organizational supports interact to support students' academic success. The utilization and effectiveness of accommodations to overcome barriers associated with disAbility in a post-secondary setting are described in relation to students' and faculty members' perceptions of academic success.

Information-seeking behavior of health sciences faculty: the impact of new information technologies.

Curtis, K L; Weller, A C; Hurd, J M
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /10/1997 Português
Relevância na Pesquisa
26.774805%
This paper reports on an ongoing investigation into health sciences faculty's information-seeking behavior, including their use of new information technologies. A survey was administered to all faculty in medicine, nursing, and pharmacy at the University of Illinois at Chicago. It was similar to one administered to the same population in 1991. The survey asked about faculty's use of electronic resources, documented any shift from the use of print to electronic formats, and measured the utilization of library training. The response rate was 48.5% for medicine faculty, 45.0% for nursing, and 62.5% for pharmacy. The study found that use of the print Index Medicus among faculty was in transition: While 30.5% continued to use the print resources, 68.0% of faculty accessed MEDLINE through electronic means. Faculty preferred accessing electronic databases from their offices to doing so from the library. Health sciences faculty used a wide variety of databases, in addition to MEDLINE, to fill their information needs. Most faculty did not take advantage of either in-house or electronic training sessions offered by librarians. The study concluded that the training preferences of faculty need to be further explored.

The Role of the Mentor in Retaining Junior Pharmacy Faculty Members

Fuller, Kathy; Maniscalco-Feichtl, Maria; Droege, Marcus
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/04/2008 Português
Relevância na Pesquisa
26.749082%
The American Association of Colleges of Pharmacy (AACP) has identified faculty retention as a top concern since 76 colleges of pharmacy reported a total of 406 vacant and/or lost positions in the 2004-2005 academic year. Since today's junior faculty members are tomorrow's leaders in pharmacy education, retention of quality faculty members is critical to our future. Mentoring is one effective method of retaining faculty members and decreasing workplace stress, especially in the area of scholarship. However, in the last decade, the disproportionate increase of junior faculty members to the number of senior faculty members employed has resulted in a major limitation of the dyad (mentor and protégé) mentoring process. One effective method of overcoming this limitation is the use of the triad mentoring model (organization, mentor, and protégé). Colleges of pharmacy that consider adopting this triad model will likely promote an environment that nurtures relationships, resulting in job satisfaction, and thereby leading to retention of junior faculty members.

The Undergraduate–Postgraduate–Faculty Triad: Unique Functions and Tensions Associated with Undergraduate Research Experiences at Research Universities

Dolan, Erin L.; Johnson, Deborah
Fonte: American Society for Cell Biology Publicador: American Society for Cell Biology
Tipo: Artigo de Revista Científica
Publicado em //2010 Português
Relevância na Pesquisa
26.749082%
We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate–postgraduate–faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines.

What type of faculty member interacts with what type of firm? Some reasons for the delocalisation of university-industry interaction

Azagra Caro, Joaquín
Fonte: Elsevier Publicador: Elsevier
Tipo: Artículo Formato: 319407 bytes; application/pdf
Português
Relevância na Pesquisa
26.749082%
33 pages, 6 tables.; While there is significant interest in improving university-industry interaction, literature on the university side has tended not to focus on the characteristics of the personnel involved and has largely ignored the issue that there are differences between types of faculty member in their degrees of interaction. This question is especially relevant at regional level, as those faculty members who do interact with industry may show a preference for firms that are larger and technologically superior to those in the region. Most analysts, though, have tended to focus on the national level, particularly on those countries at the forefront of technological innovation. In the absence of any formal theory, we propose a two-step method to formulate the hypothesis that only selected faculty members interact with selected firms. First, we identify the type of faculty member who interacts with firms. Second, we examine whether this type of faculty member interacts with every type of firm. A test sample is drawn from the Valencian Community of Spain, a region with low absorptive capacity, where firms may show undesirable properties for university interaction. The results allow us to challenge the view that certain individual universities may show a higher propensity for interaction once we take into account differences between the individual characteristics of their faculty members. We also claim that in a region like the Valencian Community...

The Case for a more rigorous approach to teaching spreadsheet and database applications

Neely, M. Pamela; Pray, Thoms
Fonte: Association of Information Systems Publicador: Association of Information Systems
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.749082%
Although most schools offer and/or require a course in spreadsheet and database applications, the amount of meaningful learning derived from the class varies widely, due in part to a lack of rigor in adjunct instructor led classes. The approach described in this paper involves a combination of demonstration and hands-on practice using two term-long cases to be used in an introductory course in spreadsheet and database applications. These cases, packaged together with slides emphasizing theory, hands-on quizzes and exams that foster critical thinking, can be used across the multiple sections that are taught to maintain consistency within the course and encourage faculty members and students to take the course to a higher level. In order to illustrate that the new methodology makes a difference, we focus on the percentage of As and Bs under both methods. We looked at grades between the New and Old Method for full-time faculty members as well as adjunct faculty members. Also, we looked at a comparison across faculty members for each method. We show that adjunct performance across methods was not significantly impacted, bu the full-time faculty members show a statistical change. We also found that the disparity in grading between full-time faculty members and adjunct faculty members is reduced with this New Method of teaching.

Educação superior em Enfermagem: o processo de trabalho docente em diferentes contextos institucionais; Educación superior en enfermería: el proceso de trabajo docente en distintos marcos institucionales; Higher education in nursing: the faculty work process in different institutional contexts

Leonello, Valéria Marli; Oliveira, Maria Amélia de Campos
Fonte: Universidade de São Paulo. Escola de Enfermagem Publicador: Universidade de São Paulo. Escola de Enfermagem
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; Formato: application/pdf; application/pdf
Publicado em 01/12/2014 Português
Relevância na Pesquisa
26.749082%
Objetivo Analisar as características do trabalho docente no ensino superior em Enfermagem. Método Estudo exploratório e qualitativo cujo referencial teórico-metodológico foi o materialismo histórico e dialético. Como categoria analítica, adotou-se o processo de trabalho docente, ancorado nas concepções de trabalho e profissionalidade. Foram realizadas entrevistas semiestruturadas com 24 docentes de três instituições de ensino superior da cidade de São Paulo, classificadas segundo a tipologia de contextos institucionais. Resultados Revelaram que os docentes dessas instituições de ensino superior constituem um grupo heterogêneo, submetido a diferentes condições de trabalho. A intensificação e a precarização do trabalho docente é comum aos três contextos, embora haja distinções importantes nas práticas didáticas relacionadas a ensino, pesquisa e extensão. Conclusão A profissionalização docente pode ser o ponto de partida para a análise e o enfrentamento de uma realidade tão distinta de trabalho e prática docente.; Objetivo Analizar las características del trabajo docente en la educación superior en Enfermería. Método Estudio exploratorio y cualitativo cuyo marco de referencia teórico-metodológico fue el materialismo histórico y dialético. Como categoría analítica...

Alcohol attitudes and behaviors among faculty at U.S. schools and colleges of pharmacy

Schlesselman,L.S.; Nobre,C.; English,C.D.
Fonte: Pharmacy Practice (Internet) Publicador: Pharmacy Practice (Internet)
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/12/2011 Português
Relevância na Pesquisa
26.749082%
Despite attempts to control college-aged drinking, binge and underage drinking continues at colleges and universities. Although often underutilized, faculty have the potential to influence students' behaviors and attitudes towards drinking. Little information is available pertaining to college faculty drinking patterns, views on drinking, or their influence on college drinking. What little information is available predates the economic crisis, mandates for increased alcohol education, and the American Pharmacists Association's call for increased alcohol awareness in pharmacists. Objectives: This study was designed to determine alcohol use patterns and viewpoints among faculty at U.S. colleges of pharmacy, in particular, to identify alcohol practices among faculty, use of alcohol with their students, mentioning alcohol in classroom as a social norm, and perceived drinking norms within their colleagues. Methods: Following Institution Review Board approval, 2809 invitations were emailed to U.S. pharmacy faculty for this survey-based study. The survey consisted of demographic questions, the World Health Organization Alcohol Use Disorders Identification Test (AUDIT), and questions pertaining to personal and institution attitudes on drinking and on drinking with students. Results: More than 96% of 753 respondents had a total AUDIT score <8. Males and preceptors were more likely to have higher AUDIT scores. More than 75% of faculty reported never drinking with students. Conclusion: In order to help pharmacy students address the extent of their alcohol use and misuse...