Sample records for education continuing

  1. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 31 Money and Finance: Treasury 1 2011-07-01 2011-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1) In...

  2. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 31 Money and Finance: Treasury 1 2014-07-01 2014-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1) In...

  3. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 31 Money and Finance: Treasury 1 2012-07-01 2012-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1) In...

  4. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 31 Money and Finance: Treasury 1 2013-07-01 2013-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1) In...

  5. Overview of Geriatric Distance Education for Academic Courses and Continuing Education

    ERIC Educational Resources Information Center

    Johnson, Helen Arleen

    2004-01-01

    Distance education technologies may be applied to academic settings, continuing education/continuing medical education settings or in combination to both. This article provides an overview of what we have learned about academic and continuing education/continuing medical education in geriatrics and gerontology. It includes information on the scope…

  6. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What is the Rehabilitation Continuing Education Program? 389.1 Section 389.1 Education Regulations of the Offices of the Department of Education (Continued... CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program? This...

  7. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What is the Rehabilitation Continuing Education Program? 389.1 Section 389.1 Education Regulations of the Offices of the Department of Education (Continued... CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program? This...

  8. Continuing Education: Making a Difference. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (68th, Los Angeles, California, October 27-30, 2006)

    ERIC Educational Resources Information Center

    Barrineau, Irene T., Ed.

    2006-01-01

    The 68th Annual Meeting of the Association for Continuing Higher Education was themed "Continuing Education: Making a Difference." The conference sessions explored continuing education's ability to transform lives, communities, and institutions while producing a strong return on investment. Speakers reflected on continuing education's…

  9. Continuing education requirements among State Occupational Therapy Regulatory Boards in the United States of America.

    PubMed

    Hall, Savannah R; Crifasi, Kristen A; Marinelli, Christina M; Yuen, Hon K

    2016-01-01

    The purpose of this study is to compare and contrast the contents of each state's occupational therapy (OT) regulatory board requirements regarding licensees' acquisition of continuing education units in the United States of America. Data related to continuing education requirements from each OT regulatory board of all 50 states and the District of Columbia in the United States were reviewed and categorized by two reviewers. Analysis was conducted based on the categorization of the continuing education requirements and activities required, allowed, and not allowed/not mentioned for continuing education units. Findings revealed non-uniformity and inconsistency of continuing education requirements for licensure renewal between OT regulatory boards and was coupled with lack of specific criteria for various continuing education activities. Continuing education requirements were not tailored to meet the needs of individual licensee's current and anticipated professional role and job responsibilities, with a negative bias towards presentation and publication allowed for continuing education units. Few boards mandated continuing education topics on ethics related to OT practice within each renewal cycle. OT regulatory boards should move towards unifying the reporting format of continuing education requirements across all states to reduce ambiguity and to ensure licensees are equipped to provide ethical and competent practice. Efforts could be made to enact continuing education requirements specific to the primary role of a particular licensee. Finally, assigning the amount of continuing education credits to be awarded for different activities should be based on research evidence rather than arbitrary determination.

  10. An understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China.

    PubMed

    Xiao, Lily Dongxia

    2008-09-01

    Mandatory continuing nursing education is viewed as one way to develop registered nurses' continuing competencies. However, as has been argued internationally, it can also create a paradox in terms of learning to meet study requirements. Such paradox has been discussing in China since the implementation of mandatory continuing nursing education in 1996. Nurse educators, who develop continuing nursing education programs, appear to respond to the paradox differently associated with their leadership styles. This article reports a qualitative study aiming to gain an understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China. Gadamer's philosophical hermeneutics underpins in-depth interviews with five nurse educators and data interpretation. Two categories of nurse educators, described as proactive educator and reactive educator, were identified and compared with two types of leadership styles described as transformational leader and transactional leader in the literature of educational leadership and continuing professional development. Proactive educators shared core attributors of transformational leaders and were able to relieve the paradox in mandatory continuing nursing education. Reactive educators however showed some attributors of transactional leaders and might escalate the paradox. Findings suggest further research in relation to the preparation of nurse educators.

  11. Analysis of the Concept Continuing Education in Nursing Education

    ERIC Educational Resources Information Center

    Agyepong, Edith Biamah; Okyere, Enoch Danso

    2018-01-01

    The term continuing education is extensively used throughout nursing education literature. This paper sought to re-examine the concept 'continuing education' for its meaning, relevance and appropriateness of application. The authors examined the definitions of continuing education from dictionaries, thesauruses, and current nursing education…

  12. Toward a Strategy in Continuing Education: Proceedings of the Consultation on Continuing Education for Ministers of the United Methodist Church (University of Chicago, October 20-23, 1968).

    ERIC Educational Resources Information Center

    Rouch, Mark A., Ed.

    A representative group from The United Methodist Church met to consider continuing education of the ordained pastor and to formulate recommendations for the church's strategy in ministerial continuing education. After a paper on continuing professional education, another described the minister as a professional--educated, expert, institutional,…

  13. Integrating Interprofessional Education into Continuing Education: A Planning Process for Continuing Interprofessional Education Programs

    ERIC Educational Resources Information Center

    Owen, John A.; Schmitt, Madeline H.

    2013-01-01

    Informal continuing interprofessional education (CIPE) can be traced back decades in the United States; however, interest in formal CIPE is recent. Interprofessional education (IPE) now is recognized as an important component of new approaches to continuing education (CE) that are needed to increase health professionals' ability to improve…

  14. Using Principles of Quality and Safety Education for Nurses in School Nurse Continuing Education

    ERIC Educational Resources Information Center

    Rosenblum, Ruth K.; Sprague-McRae, Julie

    2014-01-01

    School nurses require ongoing continuing education in a number of areas. The Quality and Safety Education for Nurses (QSEN) framework can be utilized in considering school nurses' roles and developing continuing education. Focusing on neurology continuing education, the QSEN framework is illustrated with the example of concussion management…

  15. The Ferris Educational Mission: A Continuing Study by the Ferris Educational Planning Committee, Part II: Continuing Education.

    ERIC Educational Resources Information Center

    Ferris State Coll., Big Rapids, MI.

    This document, the second of a two-part study, focuses on the area of continuing and adult education at Ferris State College (FSC), Michigan. An overview of the status of adult and continuing education and recommendations are provided by the schools of allied health, business, general education, education, pharmacy, technical and applied arts, and…

  16. "With diabetes, it's always a continuous education and a continuous struggle."

    MedlinePlus

    ... Diabetes Stories "With diabetes, it's always a continuous education and a continuous struggle." Past Issues / Fall 2009 ... me, too. With diabetes, it's always a continuous education and a continuous struggle. Fall 2009 Issue: Volume ...

  17. Continuing Educators' Attitudes toward Professional Program Delivery.

    ERIC Educational Resources Information Center

    Blakely, Thomas J.

    A study examined the beliefs that the deans/directors of continuing education had about the delivery of professional education programs through continuing education. Data were collected through a mailed questionnaire sent to 60 deans and directors of continuing education departments/divisions of universities and colleges that are members of Region…

  18. The role of industry in Internet education.

    PubMed

    Wieting, Mark W; Mevis, Howard; Zuckerman, Joseph D

    2003-07-01

    Each year hundreds of accredited continuing medical education conferences and meetings receive industry support through unrestricted educational grants. Many of these programs might not occur without this funding support. With the explosive growth of continuing medical education on the Internet, industry again is being asked to provide assistance through unrestricted educational grants and in some instances educational content. At the same time, industry is using the Internet to provide orthopaedic surgeons with education and information about their products and services. Education and information do not require continuing medical education accreditation to be valuable. Although some people in continuing medical education voice ethical concerns regarding the nature of industry's involvement in education, meeting the needs of orthopaedic surgeons remains the top priority. As demands on the orthopaedic surgeons' time continue to impact participation in educational meetings, industry will continue to play a critical role in helping educational organizations such as medical specialty societies develop new, innovative educational programs for presentation via the Internet.

  19. A Revolution in the Education of Women. Ten Years of Continuing Education at Sarah Lawrence College.

    ERIC Educational Resources Information Center

    Richter, Melissa Lewis; Whipple, Jane Banks

    The Sarah Lawrence Continuing Education Center provides educational opportunities for women who are not now in college, but who wish to continue their educations. This book is a publication about and a catalog for the Continuing Education Center. The Undergraduate Program is explained, as are procedures for admission, financial aid, course work,…

  20. Expanding Access to Knowledge: Continuing Higher Education. NUCEA 1915-1990.

    ERIC Educational Resources Information Center

    Rohfeld, Rae Wahl, Ed.

    In honor of its 75th anniversary, the National University Continuing Education Association (NUCEA) presents this compendium of the history of continuing higher education. It traces the adult education movement from its beginnings and explores the role of continuing education and NUCEA in the 20th century. Articles, excerpts, and reports are…

  1. University Continuing Education in Canada: Current Challenges and Future Opportunities.

    ERIC Educational Resources Information Center

    Brooke, Michael, Ed.; Waldron, Mark, Ed.

    This book contains the following papers about the role and activities of Canada's universities in continuing education: "Introduction" (Brooke, Waldron); "Continuing Education and the Canadian Mosaic" (Selman); "Philosophical Issues in Continuing Education" (Selman); "Improving Support Services for Adult…

  2. Continuing education for primary health care nurse practitioners in Ontario, Canada.

    PubMed

    Baxter, Pamela; DiCenso, Alba; Donald, Faith; Martin-Misener, Ruth; Opsteen, Joanne; Chambers, Tracey

    2013-04-01

    The Council of Ontario University Programs in Nursing offers a nine-university, consortium-based primary health care nurse practitioner education program and on-line continuing education courses for primary health care nurse practitioners. Our study sought to determine the continuing education needs of primary health care nurse practitioners across Ontario, how best to meet these needs, and the barriers they face in completing continuing education. Surveys were completed by 83 (40%) of 209 learners who had participated in continuing education offered by the Council of Ontario University Programs in Nursing between 2004 and 2007. While 83% (n=50) of nurse practitioners surveyed indicated that continuing education was extremely important to them, they also identified barriers to engaging in continuing education offerings including; time intensity of the courses, difficulty taking time off work, family obligations, finances and fatigue. The most common reason for withdrawal from a continuing education offering was the difficulty of balancing work and study demands. Continuing education opportunities are important to Ontario primary health care nurse practitioners, and on-line continuing education offerings have been well received, but in order to be taken up by their target audience they must be relevant, readily accessible, flexible, affordable and offered over brief, intense periods of time using technology that is easy to use and Internet sites that are easily navigated. Copyright © 2012 Elsevier Ltd. All rights reserved.

  3. Nurse educators' perceived challenges in mandatory continuing nursing education.

    PubMed

    Xiao, L D

    2006-09-01

    This paper reports a study that leads to understanding challenges facing nurse educators implementing mandatory continuing nursing education in The People's Republic of China. Mandatory continuing nursing education was instituted to maintain and develop registered nurses' competence in the context of healthcare reform in China in 1996. However, there is an increasing complaint of credit-focused and teacher-centred learning in Chinese literature. Despite an increasing appeal to improve the learning situation, little consensus has been reached. By examining nurse educators' perceived challenges and their coping strategies in implementing mandatory continuing nursing education, this study illuminates the possibilities for reform in mandatory continuing nursing education. Data were collected through in-depth interactive dialogues between the researcher and five nurse educators in five healthcare organizations in China, utilizing Gadamer's philosophical hermeneutics. Three themes were found in this study described as finding a way to support nurses' competence within a constrained situation, reconciling credit requirements and representing all stakeholders' interests. A tension between the mandatory continuing nursing education policy and the context of implementing the policy can contribute to credit-focused and teacher-centred learning. Regular policy review and educational support for nurse educators are crucial aspects to improve mandatory continuing nursing education.

  4. An Assessment of Continuing Education Needs of Dietitians.

    ERIC Educational Resources Information Center

    Burkholder, Vel Rae; Eisele, Jill Elizabeth

    1984-01-01

    Surveyed dietitians (N=359) from four upper midwestern states to determine their perceived continuing education needs. The self-assessment questionnaire used elicited information about their present continuing education activities, preferences for future activities, employment, and the need for continuing education in management, nutrition care,…

  5. An Anatomy of Continuing Medical Education.

    ERIC Educational Resources Information Center

    Watts, Malcolm S. M.

    1981-01-01

    Presents a conceptualization of an anatomy of continuing medical education. It is suggested that a body of knowledge developed for continuing medical education may be useful with suitable modifications in the continuing education of health professionals other than physicians. (Available from University of California Press, Berkeley, CA 94720.)…

  6. The New Majority: Impact of Older Students upon the University Today.

    ERIC Educational Resources Information Center

    Stern, Milton R.

    1992-01-01

    A discussion of the impact of an older college student population on European higher education looks at the organization of continuing education, part-time education, professional continuing education, distance learning, retirement programs for older adults, continuing education funding, staffing for no-credit education, centralized vs.…

  7. Continuing Education in the Health Professions. A Review of the Literature: 1960-1970.

    ERIC Educational Resources Information Center

    Nakamoto, June; Verner, Coolie

    A review is made of the literature on continuing education in the health professions. After an overview of the study, six chapters cover continuing education in medicine -- physical composition and distribution, participation in continuing education, organization and administration, instructional processes, evaluation, and summary and conclusions.…

  8. 42 CFR 136.340 - Provision of continuing education allowances.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Provision of continuing education allowances. 136... Improvement Act Programs Subdivision J-5-Continuing Education Allowances § 136.340 Provision of continuing education allowances. In order to encourage physicians, dentists and other health professionals to join or...

  9. The State of Adult and Continuing Education in Africa.

    ERIC Educational Resources Information Center

    Indabawa, Sabo A., Ed.; Oduaran, Akpovire, Ed.; Afrik, Tai, Ed.; Walters, Shirley, Ed.

    This document contains 21 papers examining the state of adult and continuing education in Africa. The following papers are included: "Introduction: An Overview of the State of Adult and Continuing Education in Africa" (Akpovire Oduaran); "Setting the Tone of Adult and Continuing Education in Africa" (Michael A. Omolewa);…

  10. Continuing Education Activities of the University of British Columbia, 1977/1978.

    ERIC Educational Resources Information Center

    British Columbia Univ., Vancouver.

    The 1977-78 annual report on continuing education activities of the University of British Columbia is presented. The provision of continuing education by the university is decentralized. Several administrative units are responsible for credit and noncredit, general and professional continuing education, and professional development. The following…

  11. How the medical practice employee can get more from continuing education programs.

    PubMed

    Hills, Laura Sachs

    2007-01-01

    Continuing education can be a win-win situation for the medical practice employee and for the practice. However, in order education programs must become informed consumers of such programs. They must know how to select the right educational programs for their needs and maximize their own participation. Employees who attend continuing education programs without preparation may not get the full benefit from their experiences. This article suggests benchmarks to help determine whether a continuing education program is worthwhile and offers advice for calculating the actual cost of any continuing education program. It provides a how-to checklist for medical practice employees so they know how to get the most out of their continuing education experience before, during, and after the program. This article also suggests using a study partner system to double educational efforts among employees and offers 10 practical tips for taking and using notes at a continuing education program. Finally, this article outlines the benefits of becoming a regular student and offers three practical tips for maximizing the employee's exhibit hall experience.

  12. Continuing Vocational Training (CVT).

    ERIC Educational Resources Information Center

    Drogosz-Zablocka, Elzbieta; Izycka, Halina; Trzeciak, Wlodzimierz

    Polish continuing education (CE) includes education, further education, and professional development in and out of school; in day, evening, or weekend courses; and distance education. The state, workplaces, grants, and foreign assistance provide financing. A variety of organizations cooperate to provide continuing education. High-risk groups…

  13. National Task Force on a Uniform Measurement Unit for the Recognition of Continuing Education: Working Papers; and The Continuing Education Unit: A Uniform Unit of Measure for Non-Credit Continuing Education Programs (An Interim Statement of the National Task Force).

    ERIC Educational Resources Information Center

    National Univ. Extension Association, Washington, DC.

    In 1968, a national planning conference, under the joint sponsorship of 34 organizations responsing to continuing education needs, created the National Task Force to determine the feasibility of a uniform unit of measurement and develop a proposal for field testing the concept. Stressing that continuing education units should supplement, not…

  14. Illinois Journal of Education; Continuing Education. Vol. 62, No. 1.

    ERIC Educational Resources Information Center

    Bakalis, Michael, Ed.

    The 20 articles appearing in the January, 1971, issue of The Illinois Journal of Education reflect the concept of continuing education as viewed by various agency representatives of Illinois government and by outstanding adult educators throughout the State. Article titles are: Why a Continuing Education Program?; An Associate Degree from Schools…

  15. --No Title--

    Science.gov Websites

    Links Continuing Health Education Non-BSO 18 Funding ACADEMIC PROGRAMS Management & Specialty /Selection Information Reservist Information Operational Course Nomination Form Non-operational Course Commissioning Programs Graduate Medical Education Continuing Medical Education Continuing Health Education Non

  16. Organization and Management of Continuing Education in German and Finnish Universities

    ERIC Educational Resources Information Center

    Zawacki-Richter, Olaf; Knust, Michaela; Hanft, Anke

    2009-01-01

    In 2006, an international comparison study investigated the organization and management of university continuing education (UCE). The Finnish continuing education system proved to be especially advanced in this study. On the other hand, it became clear that Germany was still lagging behind in continuing education. In this article, German and…

  17. Provision-Related Action by Institutions of Vocational Continuing Education between Standardisation and Differentiation

    ERIC Educational Resources Information Center

    Weber, Karl; Stampfli, Tiina

    2009-01-01

    In the political discourse, the idea that organising continuing education according to the rules of the market would improve the quality, efficiency and effectiveness of continuing education programmes is gaining significance. In this article, we endeavour to subject some elements of this fundamental option in continuing education policy to an…

  18. Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure up?

    ERIC Educational Resources Information Center

    Doherty-Restrepo, Jennifer L.; Hughes, Brian J.; Del Rossi, Gianluca; Pitney, William A.

    2009-01-01

    Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities.…

  19. [Adult learning, professional autonomy and individual commitment].

    PubMed

    Pardell-Alentá, H

    The concept of 'andragogy' is the basis of the adult education which is different from pedagogy in several aspects, particularly in the autonomy of the adult learner in choosing the educational programmes and the methodologies and sites in where learning occurs. This happens very often in the worksite. The professionals have to learn permanently during their active lives in order to maintain their competence updated. In this sense, continuing education correlates with continuing professional development, which is an attempt to enlarge the traditional domains of continuing education. Continuing education must be clearly differentiated from formal education, which is a requirement for granting professional degrees or titles. Very often it arises from the changing health needs and for this reason is necessary to avoid the institutionalization of continuing education programmes. Professional associations should be actively involved in providing and accrediting continuing education-continuing professional development programmes, because this involvement is an essential component of the professionals' self-regulation in the context of the current medical professionalism ideology.

  20. Applying andragogy in nursing continuing education.

    PubMed

    Nielsen, B B

    1989-01-01

    Andragogy, a philosophical orientation for adult education, receives little attention in the nursing continuing education literature. Yet, the tenets of andragogy form the organizing framework for programming. This article defines andragogy and provides selected results of a research study designed to test andragogical concepts in long-term oncology nursing continuing education programs. The results of the study suggest a new way of viewing the goals of nursing continuing education activities.

  1. Coherence between Compulsory Education, Initial and Continuing Training and Adult Education in Norway. National Report. CEDEFOP Panorama. First Edition.

    ERIC Educational Resources Information Center

    Skinningsrud, Tone

    This report discusses various aspects of continuity--internal, external, and complex--in education and training. Chapter 1 defines conditions for the three different types of continuity and describes the organization of the report, which distinguishes four different sectors of education and training: public education, private education, labor…

  2. 34 CFR 379.50 - What are the requirements for continuation funding?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false What are the requirements for continuation funding? 379.50 Section 379.50 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION PROJECTS WITH INDUSTRY...

  3. 34 CFR 379.50 - What are the requirements for continuation funding?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true What are the requirements for continuation funding? 379.50 Section 379.50 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION PROJECTS WITH INDUSTRY...

  4. 34 CFR 379.50 - What are the requirements for continuation funding?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What are the requirements for continuation funding? 379.50 Section 379.50 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION PROJECTS WITH INDUSTRY...

  5. 34 CFR 379.50 - What are the requirements for continuation funding?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false What are the requirements for continuation funding? 379.50 Section 379.50 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION PROJECTS WITH INDUSTRY...

  6. 34 CFR 366.62 - What are the requirements for continuation funding?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What are the requirements for continuation funding? 366.62 Section 366.62 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION CENTERS FOR INDEPENDENT...

  7. 34 CFR 367.42 - When does the Secretary award noncompetitive continuation grants?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true When does the Secretary award noncompetitive continuation grants? 367.42 Section 367.42 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION INDEPENDENT...

  8. 34 CFR 367.42 - When does the Secretary award noncompetitive continuation grants?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false When does the Secretary award noncompetitive continuation grants? 367.42 Section 367.42 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION INDEPENDENT...

  9. 34 CFR 366.62 - What are the requirements for continuation funding?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What are the requirements for continuation funding? 366.62 Section 366.62 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION CENTERS FOR INDEPENDENT...

  10. Developing a Marketing Strategy for Adult and Continuing Education.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    The project described in this report aimed to develop an effective and affordable educational marketing strategy in one local British continuing education provider, as a case study for adult and continuing education nationally. Methods employed were as follows: a marketing consultant visited education centers; business and community directories…

  11. A Study of Continuing Education for Selected Occupations Licensed by the State of California.

    ERIC Educational Resources Information Center

    California Univ., Berkeley. Office of the Statewide Dean.

    This paper provides, for the state of California: (1) a review of state licensing and continuing education requirements; (2) a brief discussion of trends in legislation along with arguments over the effectiveness of mandatory continuing education; (3) a listing of occupations and their continuing education requirements; (4) a listing of state…

  12. Marketing Continuing Education: A Study of Price Strategies. Occasional Papers in Continuing Education, No. 11.

    ERIC Educational Resources Information Center

    Lamoureux, Marvin E.

    The objective of the study conducted at the Centre for Continuing Education (CCE) at the University of British Columbia was to determine that threshold pricing not only existed for continuing education courses, but also was applicable to an administrative decision-making structure. The first part of the three-part investigation analyzed consumer…

  13. Continuing Education in Engineering Technology Education

    ERIC Educational Resources Information Center

    Hays, Robert

    1977-01-01

    Examines continuing education with respect to its importance, relationship to degree programs, financing, teaching opportunities, and compensation possibilities. The surveyed institutions recognize continuing education as an important and significant faculty activity and also suggest the need to further explore the financial and compensatory…

  14. Overcoming the Discontinuity of Patriotic Education and Moral Development by Means of Regional Culture

    ERIC Educational Resources Information Center

    Tikhonova, Anna U.

    2016-01-01

    The paper analyzes studies on continuing education, explains the concept of "continuity of patriotic education and moral development by means of regional culture", determines the uniqueness of regional culture as the core of patriotic education and moral development, and characterizes the model of continuity of patriotic education and…

  15. 34 CFR 472.34 - Under what circumstances may a project continue if a partner withdraws?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Under what circumstances may a project continue if a partner withdraws? 472.34 Section 472.34 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION NATIONAL WORKPLACE...

  16. Leadership in Continuing and Distance Education in Higher Education.

    ERIC Educational Resources Information Center

    Shoemaker, Cynthia C. Jones

    This book provides a framework for leadership in the combined fields of higher education, management, and marketing. It is divided into three sections. Section 1, "Challenges and Changes in Continuing Education," has two chapters identifying some of the current challenges. Section 2, "Leadership for the 21st Century in Continuing Education," has…

  17. The Facilitators and Barriers to Nurses’ Participation in Continuing Education Programs: A Mixed Method Explanatory Sequential Study

    PubMed Central

    Shahhosseini, Zohreh; Hamzehgardeshi, Zeinab

    2015-01-01

    Background: Since several factors affect nurses’ participation in Continuing Education, and that nurses’ Continuing Education affects patients’ and community health status, it is essential to know facilitators and barriers of participation in Continuing Education programs and plan accordingly. This mixed approach study aimed to investigate the facilitators and barriers of nurses’ participation, to explore nurses’ perception of the most common facilitators and barriers. Methods: An explanatory sequential mixed methods design with follow up explanations variant were used, and it involved collecting quantitative data (361 nurses) first and then explaining the quantitative results with in-depth interviews during a qualitative study. Results: The results showed that the mean score of facilitators to nurses’ participation in Continuing Education was significantly higher than the mean score of barriers (61.99±10.85 versus 51.17±12.83; p<0.001, t=12.23). The highest mean score of facilitators of nurses’ participation in Continuing Education was related to “Update my knowledge”. By reviewing the handwritings in qualitative phase, two main levels of updating information and professional skills were extracted as the most common facilitators and lack of support as the most common barrier to nurses’ participation in continuing education program. Conclusion: According to important role Continuing Education on professional skills, nurse managers should facilitate the nurse’ participation in the Continues Education. PMID:25948439

  18. The facilitators and barriers to nurses' participation in continuing education programs: a mixed method explanatory sequential study.

    PubMed

    Shahhosseini, Zohreh; Hamzehgardeshi, Zeinab

    2014-11-30

    Since several factors affect nurses' participation in Continuing Education, and that nurses' Continuing Education affects patients' and community health status, it is essential to know facilitators and barriers of participation in Continuing Education programs and plan accordingly. This mixed approach study aimed to investigate the facilitators and barriers of nurses' participation, to explore nurses' perception of the most common facilitators and barriers. An explanatory sequential mixed methods design with follow up explanations variant were used, and it involved collecting quantitative data (361 nurses) first and then explaining the quantitative results with in-depth interviews during a qualitative study. The results showed that the mean score of facilitators to nurses' participation in Continuing Education was significantly higher than the mean score of barriers (61.99 ± 10.85 versus 51.17 ± 12.83; p<0.001, t=12.23). The highest mean score of facilitators of nurses' participation in Continuing Education was related to "Update my knowledge". By reviewing the handwritings in qualitative phase, two main levels of updating information and professional skills were extracted as the most common facilitators and lack of support as the most common barrier to nurses' participation in continuing education program. According to important role Continuing Education on professional skills, nurse managers should facilitate the nurse' participation in the Continues Education.

  19. Proceedings of the HEA Title II-B Institute on Continuing Education Program Planning for Library Staffs in the Southwest, March 17-28, 1975.

    ERIC Educational Resources Information Center

    Foos, Donald D., Comp.

    The proceedings of the Institute on Continuing Education Program Planning for Library Staffs in the Southwest contain historical and state-of-the-art information, needs assessments, program planning information, program descriptions and the Continuing Education for Library Staff program. The continuing education needs of medical, school, special,…

  20. Continuing Education of Health Personnel as a Factor in Career Development. Report on a WHO Working Group. EURO Reports and Studies: 6.

    ERIC Educational Resources Information Center

    World Health Organization, Copenhagen (Denmark). Regional Office for Europe.

    A World Health Organization (WHO) working group discussed continuing education and career development of health care personnel at a meeting in Budapest, October 31-November 2, 1978. Group members defined continuing education, analyzed its methods and organization in various countries, and explored the relationship of continuing education to career…

  1. Using videoteleconferencing for continuing education and staff development programs.

    PubMed

    Heidenreiter, T J

    1995-01-01

    In times of tight budgets for continuing nursing education and staff development, using live, interactive videoteleconferencing is one approach to maintaining the quality and viability of continuing education programs. Participation in professionally produced closed circuit, satellite, or cable broadcast continuing education programs can be the first step in that effort. Careful planning for and promotion of the use of such broadcasts may not only enhance a hospital's education programs and facilitate learning, but may also prove financially beneficial.

  2. Innovations in Continuing Education. 1983 Award-Winning New Programs.

    ERIC Educational Resources Information Center

    National Univ. Continuing Education Association, Washington, DC.

    Presented are four award-winning projects from the 1983 American College Testing Program (ACT)/National University Continuing Education Association (NUCEA) competition for innovations in continuing education. The projects are categorized according to educational audience. In the category of instruction "Seminars, Courses, and Workshops for…

  3. Challenges for Continuing Higher Education Leadership: Economic Development in a Multicultural Society.

    ERIC Educational Resources Information Center

    National Univ. Continuing Education Association, Washington, DC.

    Presentations made at a 1987 forum on continuing higher education leadership sponsored by the National University Continuing Education Association include: "Shifting Demographics: Implications for the Community and Higher Education" (David Hayes-Bautista); "Minority Issues: Central Theme or Footnote" (Sarah Melendez);…

  4. A Review of Evaluations of Effectiveness in Continuing Dental Education.

    ERIC Educational Resources Information Center

    Bader, James D.

    1987-01-01

    The literature evaluating the effectiveness of continuing education in dentistry is reviewed critically. Levels of effectiveness of continuing dental education reported by the studies has tended to be low, and no distinctions in effectiveness can be made among different educational methods. (CH)

  5. Continuing Education Preferences, Facilitators, and Barriers for Nursing Home Nurses.

    PubMed

    Dyck, Mary J; Kim, Myoung Jin

    2018-01-01

    The purpose of the study was to determine the continuing education needs for nursing home nurses in rural central Illinois and to determine any potential facilitators or barriers to obtaining continuing education. Data were collected using the Educational Needs Assessment questionnaire. Descriptive statistics were computed to examine continuing education preferences, facilitators, and barriers among nursing home nurses. Independent samples t tests were used to compare preferences between administrative and staff nurses. The sample included 317 nurses from 34 facilities. The five top needs were related to clinical problems. Administrative nurses had greater needs for professional issues, managerial skills, and quality improvement than staff nurses. Barriers included rural settings, need for vacation time for programs, and inadequate staffing. Continuing education needs of nursing home nurses in Illinois are similar to previous studies conducted in Arizona and North Carolina. Continuing education barriers were mostly organizational, rather than personal. J Contin Nurs Educ. 2018;49(1):26-33. Copyright 2018, SLACK Incorporated.

  6. An analysis of the demographic, educational, and employment characteristics of participants in the continuing education program of the Medical Library Association, Denver, Colorado, June 1968.

    PubMed

    Rees, A M; Rothenberg, L

    1970-04-01

    A survey was performed to elicit details about attendees of the continuing education program given in Denver at the 1968 MLA Annual Meeting. Factors considered included sex, age, geographic distribution, professional mobility, educational background, current jobs, and interest in further continuing education.

  7. Conceptions of Environment in a Continuing Education Course for Science Teachers in Brazil

    ERIC Educational Resources Information Center

    dos Santos Matos, Mauricio; Barbosa, Paulo; Coelho-Matos, Myrna Elisa Chagas

    2012-01-01

    Studies focusing on environmental education and continuing education of science teachers play an important role in the science education area. This research analyzed conceptions of environment in a continuing education course for science teachers developed at the University of Sao Paulo, Brazil. The analysis of the material was made using a…

  8. Enhancing Continuing Education through Partnerships: The Importance of Cooperation and Collaboration. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (56th, Toronto, Ontario, Canada, October 22-25, 1994).

    ERIC Educational Resources Information Center

    Boyd, Donna J., Ed.

    The following addresses or abstracts of addresses are included: "Partnerships: Definitions, Key Ingredients, and Behaviors" (Sujansky); "A Different Mirror: Multicultural Partnerships in Continuing Higher Education" (Takaki); "Mediating Multicultural Crisis in Continuing Higher Education: Partnerships for the Department of Justice and the Academy"…

  9. Continuing Education Activities of the University of British Columbia, 1982-1983. A Report to the President, the Senate, and the Board of Governors.

    ERIC Educational Resources Information Center

    British Columbia Univ., Vancouver.

    Continuing education activities of the University of British Columbia for the 1982-1983 academic year are reported. Information is provided on: extra-sessional credit programs, guided independent study, the Centre for Continuing Education, the Division of Continuing Education in the Health Sciences, professional programs of the Faculty of Commerce…

  10. A New Vision for Distance Learning and Continuing Medical Education

    ERIC Educational Resources Information Center

    Harden, Ronald M.

    2005-01-01

    Increasing demands on continuing medical education (CME) are taking place at a time of significant developments in educational thinking and new learning technologies. Such developments allow today's CME providers to better meet the CRISIS criteria for effective continuing education: convenience, relevance, individualization, self-assessment,…

  11. A Strategy for Sourcing Continuing Engineering Education

    ERIC Educational Resources Information Center

    Baukal, Charles E., Jr.

    2012-01-01

    Many are calling for increased continuing education for engineers, but few details are provided as to how to source that education. This paper recommends a strategy for sourcing continuing engineering education (CEE). Providers of CEE are categorized here as internal (the organization itself), external (universities, professional/trade…

  12. Assessment of Continuing Interprofessional Education: Lessons Learned

    ERIC Educational Resources Information Center

    Simmons, Brian; Wagner, Susan

    2009-01-01

    Although interprofessional education (IPE) and continuing interprofessional education (CIPE) are becoming established activities within the education of health professions, assessment of learners continues to be limited. Arguably, this in part is due to a lack of IPE and CIPE within in the clinical workplace. The accountability of…

  13. Association between participation and compliance with Continuing Medical Education and care production by physicians: a cross-sectional study

    PubMed Central

    Carrera, Renato Melli; Cendoroglo, Miguel; Gonçales, Paulo David Scatena; Marques, Flavio Rocha Brito; Sardenberg, Camila; Glezer, Milton; dos Santos, Oscar Fernando Pavão; Rizzo, Luiz Vicente; Lottenberg, Claudio Luiz; Schvartsman, Cláudio

    2015-01-01

    Objective Physician participation in Continuing Medical Education programs may be influenced by a number of factors. To evaluate the factors associated with compliance with the Continuing Medical Education requirements at a private hospital, we investigated whether physicians’ activity, measured by volumes of admissions and procedures, was associated with obtaining 40 Continuing Medical Education credits (40 hours of activities) in a 12-month cycle. Methods In an exclusive and non-mandatory Continuing Medical Education program, we collected physicians’ numbers of hospital admissions and numbers of surgical procedures performed. We also analyzed data on physicians’ time since graduation, age, and gender. Results A total of 3,809 credentialed, free-standing, private practice physicians were evaluated. Univariate analysis showed that the Continuing Medical Education requirements were more likely to be achieved by male physicians (odds ratio 1.251; p=0.009) and who had a higher number of hospital admissions (odds ratio 1.022; p<0.001). Multivariate analysis showed that age and number of hospital admissions were associated with achievement of the Continuing Medical Education requirements. Each hospital admission increased the chance of achieving the requirements by 0.4%. Among physicians who performed surgical procedures, multivariate analysis showed that male physicians were 1.3 time more likely to achieve the Continuing Medical Education requirements than female physicians. Each surgical procedure performed increased the chance of achieving the requirements by 1.4%. Conclusion The numbers of admissions and number of surgical procedures performed by physicians at our hospital were associated with the likelihood of meeting the Continuing Medical Education requirements. These findings help to shed new light on our Continuing Medical Education program. PMID:25807247

  14. 34 CFR 686.10 - Application.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Application. 686.10 Section 686.10 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH...

  15. Continuing Professional Education for Licensed Accountants in Tennessee

    ERIC Educational Resources Information Center

    Lucas, Brian J.

    2017-01-01

    Accounting is a professional occupation that is continually evolving and requires a dedication to continuing education to meet the legal demands of new regulations and to maintain professional competency. Continuing Professional Education (CPE) is required by state boards for certified public accountants (CPA) to meet these requirements and to…

  16. Teachers' Collective Bargaining in Ontario: An Introduction.

    ERIC Educational Resources Information Center

    Thomas, Alan M.

    Laws regarding Ontario teachers' collective bargaining have implications for continuing education. "Continuing education" here means a system of education that serves everyone irrespective of age and to which access at any time is a right. Teacher collective bargaining laws are important in a system of continuing education because these…

  17. Continuing Education and Social Conscience.

    ERIC Educational Resources Information Center

    Smith, L. L.

    Public education has both political, or social, and personal, or self-improvement objectives; in addition it provides much of the moral quality of a democratic society. Each function--personal, political, and moral--has special significance for continuing education. Adults continue their education to update their job skills or to seek satisfaction…

  18. Four Characteristics for Regional Continuing Education in Medical Allied Health

    ERIC Educational Resources Information Center

    Koewing, J. Robert; And Others

    1976-01-01

    The Area Health Education Centers (AHEC) Program (created under the Comprehensive Health Manpower Act of 1971) is briefly described followed by a discussion of the University of North Carolina's regional planning efforts for continuing education. Major planning problems--aggregate numbers, continuing education suppliers, geographic distribution,…

  19. Continuing Education, Guideline Implementation, and the Emerging Transdisciplinary Field of Knowledge Translation

    ERIC Educational Resources Information Center

    Davis, Dave

    2006-01-01

    This article discusses continuing education and the implementation of clinical practice guidelines or best evidence, quality improvement, and patient safety. Continuing education focuses on the perspective of the adult learner and is guided by well-established educational principles. In contrast, guideline implementation and related concepts…

  20. Learning from Public Television and the Web: Positioning Continuing Education as a Knowledge Portal.

    ERIC Educational Resources Information Center

    Vedro, Steven R.

    1999-01-01

    Digital convergence--the merging of television and computing--challenges localized monopolies of public television and continuing education. Continuing educators can reposition themselves in the electronic marketplace by serving as an educational portal, bringing their strengths of "brand recognition," local customer base, and access to…

  1. Strategy Planning in Continuing Nursing Education.

    ERIC Educational Resources Information Center

    Aiken, Eula

    Corporate strategies that can be used in continuing nursing education programs are discussed, based on the Regional Action for Continuing Education in Nursing Education project. Attention is focused on strategies employed at Southern State University (SSU). A practical planning method was used to guide the process of corporate strategy formulation…

  2. The Design and Delivery of Programs under Mandatory Continuing Professional Education.

    ERIC Educational Resources Information Center

    Nelson, John W.

    1988-01-01

    Discusses mandatory continuing professional education (MCPE) in Australia for the legal and accountancy professions. Considers whether the main concern is continuing education or the certification by professional bodies of their members as competent to practice. Concludes that program designers should recognize that there are educational as well…

  3. Reinventing Continuing Higher Education

    ERIC Educational Resources Information Center

    Walshok, Mary Lindenstein

    2012-01-01

    Re-inventing continuing higher education is about finding ways to be a more central player in a region's civic, cultural, and economic life as well as in the education of individuals for work and citizenship. Continuing higher education will require data gathering, analytical tools, convening authority, interpretive skills, new models of delivery,…

  4. An Analysis of the Demographic, Educational, and Employment Characteristics of Participants in the Continuing Education Program of the Medical Library Association, Denver, Colorado, June 1968 *

    PubMed Central

    Rees, Alan M.; Rothenberg, Lesliebeth

    1970-01-01

    A survey was performed to elicit details about attendees of the continuing education program given in Denver at the 1968 MLA Annual Meeting. Factors considered included sex, age, geographic distribution, professional mobility, educational background, current jobs, and interest in further continuing education. PMID:5439905

  5. Higher Education and Employment: The Changing Relationship. Recent Developments in Continuing Professional Education. Country Study: Japan.

    ERIC Educational Resources Information Center

    Kaneko, Motohisa

    This report, one of a series of country studies on higher education and employment, particularly in continuing professional education, looks at recent developments in Japan. The first of five sections defines the scope of continuing professional education in the context of Japanese economy and society, and sets forth a theoretical framework for…

  6. Refining Our Mission: Continuing Education's Role in Engagement, Outreach and Public Service. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (69th, Roanoke, VA, October 27-30, 2007)

    ERIC Educational Resources Information Center

    Barrineau, Irene T., Ed.

    2007-01-01

    The 2007 Annual Meeting of the Association for Continuing Higher Education was themed "Refining Our Mission: Continuing Education's Role in Engagement, Outreach and Public Service." Opportunities were available to participate in sessions relating to outreach, partnerships and public service and perspectives on this theme were presented…

  7. 34 CFR 686.30 - Scope.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Scope. 686.30 Section 686.30 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH) GRANT...

  8. 34 CFR 686.4 - Institutional participation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Institutional participation. 686.4 Section 686.4 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION...

  9. 34 CFR 686.25 - Correspondence study.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Correspondence study. 686.25 Section 686.25 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH...

  10. Web-based learning for continuing nursing education of emergency unit staff.

    PubMed

    Paavilainen, Eija; Salminen-Tuomaala, Mari

    2010-01-01

    The authors describe a Web-based continuing education course focusing on patient counseling in an emergency department. Course materials were developed based on data collected from the department's patients and their family members and on earlier findings on counseling. Web-based education is an appropriate method for continuing education in a specific hospital department. This puts special demands for nurse managers in arranging, designing, and implementing the education together with educators.

  11. 34 CFR 686.33 - Frequency of payment.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Frequency of payment. 686.33 Section 686.33 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH...

  12. 34 CFR 686.41 - Periods of suspension.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Periods of suspension. 686.41 Section 686.41 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH...

  13. Designing Our Destiny: Creative Responses to Change in Continuing Higher Education. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (67th, Madison, Wisconsin, October 29-November 1, 2005)

    ERIC Educational Resources Information Center

    Barrineau, Irene T., Ed.

    2005-01-01

    The 2005 Proceedings of the Association for Continuing Higher Education (ACHE) are presented in this publication. This proceedings records the 67th Annual Meeting of ACHE held in Madison, Wisconsin. This year's annual meeting theme, "Designing Our Destiny: Creating Responses to Change in Continuing Higher Education," articulated the…

  14. 34 CFR 686.37 - Institutional reporting requirements.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 686.37 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH) GRANT PROGRAM Administration of Grant Payments § 686.37 Institutional reporting...

  15. Continuing Education in a Lifelong Learning Society: The Hong Kong Model

    ERIC Educational Resources Information Center

    Young, Enoch C. M.

    2008-01-01

    This paper examines the role and position of continuing education in the lifelong learning society of Hong Kong. The first section describes the basic components of Hong Kong's lifelong learning system, which is composed of two interconnected sub-systems--namely, conventional education and continuing education--integrated under a common…

  16. Beyond Needs Assessment to Marketing Continuing Education in Nursing.

    ERIC Educational Resources Information Center

    Bond, Susan B.; Waltz, Carolyn F.

    The prevalence of the need for marketing in continuing education in nursing is justifiable considering the growing pressures for efficiency and economies of scale in this field of higher education. This paper critically analyzes the current utilization of needs assessment in continuing education programs in nursing. It is argued that the cost…

  17. 77 FR 8886 - Food and Drug Administration Clinical Trial Requirements, Regulations, Compliance, and Good...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-15

    ... this educational activity for a maximum of 13.3 Continuing Education Credits for SoCRA CE and Nurse CNE... continuing medical education for physicians. CNE for Nurses: SoCRA is an approved provider of continuing nursing education by the Pennsylvania State Nurses Association (PSNA), an accredited approver by the...

  18. Continuing Education Leadership Matrix: A Model for Practitioners in Higher Education

    ERIC Educational Resources Information Center

    Moroney, Peter

    2007-01-01

    Continuing education (CE) units are a diverse blend of philosophical and pedagogical approaches, personal aptitudes, and professional knowledge and skills. The Continuing Education Leadership Matrix model is presented as a conceptual framework for understanding and managing CE practice. The model is useful to leaders and managers working within CE…

  19. Continuity and Change in Disaster Education in Japan

    ERIC Educational Resources Information Center

    Kitagawa, Kaori

    2015-01-01

    This article aims to describe post-war continuity and change in disaster education in Japan. Preparedness for natural disasters has been a continuous agenda in Japan for geographical and meteorological reasons, and disaster education has been practised in both formal and informal settings. Post-war disaster management and education have taken a…

  20. Community College Graduates' Perceptions of Adult Learning Instructional Practices Employed in Continuing Education Programs

    ERIC Educational Resources Information Center

    Hinkson, Chandris Christina

    2010-01-01

    The purpose of this mixed methods study was to examine continuing education students' perceptions of adult education instructional practices at an urban community college. The continuing education students recently graduated from programs of law enforcement, truck driving, and health occupations. Perception analysis was based on the six principles…

  1. 34 CFR 686.11 - Eligibility to receive a grant.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION... is in the first year of a program of undergraduate education as determined by the institution— (1) A...

  2. 34 CFR 686.3 - Duration of student eligibility.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Duration of student eligibility. 686.3 Section 686.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION...

  3. 34 CFR 686.21 - Calculation of a grant.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Calculation of a grant. 686.21 Section 686.21 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH...

  4. 20 CFR 901.11 - Enrollment procedures.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... filed. (e) Condition for renewal: Continuing professional education. To qualify for renewal of... has completed the applicable minimum number of hours of continuing professional education credit... of continuing professional education credit must be completed between January 1, 2008 and December 31...

  5. 20 CFR 901.11 - Enrollment procedures.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... filed. (e) Condition for renewal: Continuing professional education. To qualify for renewal of... has completed the applicable minimum number of hours of continuing professional education credit... of continuing professional education credit must be completed between January 1, 2008 and December 31...

  6. 20 CFR 901.11 - Enrollment procedures.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... filed. (e) Condition for renewal: Continuing professional education. To qualify for renewal of... has completed the applicable minimum number of hours of continuing professional education credit... of continuing professional education credit must be completed between January 1, 2008 and December 31...

  7. 34 CFR 682.200 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Definitions. 682.200 Section 682.200 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) FEDERAL FAMILY EDUCATION LOAN (FFEL) PROGRAM General Provisions § 682.200...

  8. 34 CFR 686.43 - Obligation to repay the grant.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Obligation to repay the grant. 686.43 Section 686.43 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION...

  9. 34 CFR 686.42 - Discharge of agreement to serve.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Discharge of agreement to serve. 686.42 Section 686.42 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION...

  10. The Funding and Organization of Adult Continuing Education Research in Britain: Trends and Prospects.

    ERIC Educational Resources Information Center

    Field, John; Taylor, Richard

    1995-01-01

    A research review identified major adult/continuing education trends in Britain: vocational education/training, university-business-industry interaction, educational needs of the disadvantaged, nonformal settings, life-cycle analysis, access to education, articulation, social purpose and radical adult education, and analysis of adult education in…

  11. Organizational Change, Leadership, and the Transformation of Continuing Professional Development: Lessons Learned From the American College of Cardiology.

    PubMed

    Beliveau, Mary Ellen; Warnes, Carole A; Harrington, Robert A; Nishimura, Rick A; O'Gara, Patrick T; Sibley, Janice B; Oetgen, William J

    2015-01-01

    There is a need for a transformational change in clinical education. In postgraduate medical education we have traditionally had a faculty-centric model. That is, faculty knew what needed to be taught and who were the best teachers to teach it. They built the agenda, and worked with staff to follow Accreditation Council for Continuing Medical Education (ACCME) accreditation criteria and manage logistics. Changes in the health care marketplace now demand a learner-centric model-one that embraces needs assessments, identification of practice gaps relative to competency, development of learning objectives, contemporary adult learning theory, novel delivery systems, and measurable outcomes. This article provides a case study of one medical specialty society's efforts to respond to this demand. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  12. Continuing Education of Nurses in Lebanon: Evaluation and Unmet Needs

    ERIC Educational Resources Information Center

    Salameh, Pascale R.; Barbour, Bernadette

    2006-01-01

    In the nursing profession it is necessary for a nurse to engage in continuing education to keep up to date. In Lebanon efforts to establish such continuing education are being made. However, a cross-sectional study conducted on a representative sample of 254 nurses found that 60 per cent attend an insufficient number of continuing education…

  13. Reflections on Involvement with Six UNESCO International Conferences on Adult Education and Suggestions for the Future

    ERIC Educational Resources Information Center

    Charters, Alexander N.

    2012-01-01

    This article presents the author's reflections on involvement with six UNESCO international conferences on adult education. As adult educators continue to look forward with enthusiasm to the future of adult and continuing education in an increasingly international society, the author argues that they need to continually remember that the mission…

  14. Strategic Planning and Leadership in Continuing Education: Enhancing Organizational Vitality, Responsiveness, and Identity. Jossey-Bass Higher Education Series.

    ERIC Educational Resources Information Center

    1987

    Ways to use strategic planning to enhance leadership in continuing education organizations are discussed in this collection of 12 papers. Paper titles and authors are as follows: "Why Continuing Education Leaders Must Plan Strategically" (Robert G. Simerly); "The Strategic Planning Process: Seven Essential Steps" (R. Simerly);…

  15. Twentieth Century Thinkers in Adult & Continuing Education. Second Edition.

    ERIC Educational Resources Information Center

    Jarvis, Peter, Ed.

    This book contains 19 papers on 20th century thinkers in adult and continuing education. The book is arranged in four parts as follows: early 20th century English thinkers; early 20th century American thinkers; theorists of adult and continuing education; and theorists of adult education and social change. The following papers are included:…

  16. Back to School: A Guide to Continuing Your Education after Prison

    ERIC Educational Resources Information Center

    Crayton, Anna; Lindahl, Nicole

    2010-01-01

    By picking up this guide, you have already taken an important step towards continuing your education. Going back to school will require hard work and dedication. The process will be both challenging and frustrating. But if you stick with it, continuing your education can bring you tremendous rewards. Earning a General Education Development…

  17. What Do Trade Unions Think about Continuing Education for Teachers in Galicia?

    ERIC Educational Resources Information Center

    Ampudia, Baena; Tilve, Ana Ma. Fernandez; Dolores, Ma.

    2016-01-01

    The common ups and downs of school agendas coupled with the existence of new educational challenges have created a complicated scenario that places the issue of continuing education for teaching staff directly under the spotlight. As a consequence, the role of teachers' trade unions as with other requirements of continuing education is now put…

  18. Academe Makes for Strange Bedfellows: How Continuing Education and Schools of Management Collide and Cooperate

    ERIC Educational Resources Information Center

    Halfond, Jay A.; Moore, Thomas E.

    2009-01-01

    A significant component of continuing education involves teaching management, especially through the array of academic degree programs offered to part-time older students. In fact, the ability to offer management education is critical for the viability of continuing education. Co-existing amicably with its institution's business schools is the…

  19. 34 CFR 686.1 - Scope and purpose.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH... awards grants to students who intend to teach, to help meet the cost of their postsecondary education. In...

  20. 34 CFR 682.410 - Fiscal, administrative, and enforcement requirements.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Fiscal, administrative, and enforcement requirements. 682.410 Section 682.410 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) FEDERAL FAMILY EDUCATION LOAN...

  1. 78 FR 42871 - Final Extension of Project Period and Waiver; Rehabilitation Continuing Education Program for the...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-18

    ...) and continuing education (CE) provided to State vocational rehabilitation (VR) agencies and their...) and continuing education (CE) for State VR agencies and agency partners that cooperate with State VR agencies in [[Page 42872

  2. Certification, Re-certification and Continuing Education.

    ERIC Educational Resources Information Center

    Conchelos, Mary

    1983-01-01

    Discussion of certification for librarians notes definitions, certification program of Medical Library Association, continuing education as means of maintaining certification, and the voluntary recognition system, which encourages and supports those who participate in continuing education by setting standards for programs, objectively evaluating…

  3. Integrating interprofessional education into continuing education: a planning process for continuing interprofessional education programs.

    PubMed

    Owen, John A; Schmitt, Madeline H

    2013-01-01

    Informal continuing interprofessional education (CIPE) can be traced back decades in the United States; however, interest in formal CIPE is recent. Interprofessional education (IPE) now is recognized as an important component of new approaches to continuing education (CE) that are needed to increase health professionals' ability to improve outcomes of care. Although there are examples of CIPE programs that are being successfully implemented, a clearly articulated, step-by-step planning process to help guide educators in providing effective CIPE programs is lacking. This lack of guidance poses a significant barrier to increasing the number of CIPE programs in the United States. In this article, we describe a process for developing, implementing, and evaluating CIPE programs using the familiar systematic CE planning process. Limitations of traditional CE also are addressed, and the relationship between CIPE and other new approaches to CE is clarified. Four examples of CIPE programs are provided to illustrate how the planning process can be adapted to include IPE, while implementing recommended changes in traditional CE offerings. The article is concluded with a discussion of some of the challenges that will face CE educators in moving toward a new vision of CE integrated with IPE. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  4. 34 CFR 686.36 - Fiscal control and fund accounting procedures.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Section 686.36 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH) GRANT PROGRAM Administration of Grant Payments § 686.36 Fiscal control and fund accounting...

  5. 34 CFR 686.38 - Maintenance and retention of records.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Maintenance and retention of records. 686.38 Section 686.38 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER...

  6. 34 CFR 686.32 - Counseling requirements.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION... as a highly-qualified teacher in a high-need field at a low-income school or of his or her intent to...

  7. 34 CFR 686.5 - Enrollment status for students taking regular and correspondence courses.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... correspondence courses. 686.5 Section 686.5 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH) GRANT PROGRAM Scope, Purpose, and General Definitions...

  8. EDUCATION IN BUSINESS AND INDUSTRY.

    ERIC Educational Resources Information Center

    DECARLO, CHARLES R.; ROBINSON, ORMSBEE W.

    CONTINUING EDUCATION IS DISCUSSED AS VITAL TO THE PROSPERITY OF BUSINESS AND INDUSTRY WHEN TECHNOLOGICAL CHANGES REQUIRE CONTINUAL READJUSTMENT OF JOB REQUIREMENTS. ROLES OF INDUSTRY, UNIVERSITIES, AND GOVERNMENT COOPERATING TO PROVIDE THE RESOURCES, MATERIALS, AND INCENTIVES FOR CONTINUING EDUCATION ARE PROPOSED. DISCUSSIONS INCLUDE--(1) PROBLEMS…

  9. Continuing Professional Education for Teachers and University and College Faculty

    ERIC Educational Resources Information Center

    Cranton, Patricia

    2016-01-01

    In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

  10. An Overview of Current Guidelines for Commercial Support of Continuing Medical Education.

    ERIC Educational Resources Information Center

    Harrison, R. Van

    1993-01-01

    A number of bodies have produced guidelines concerning financial support from commercial companies for continuing medical education. Basic principles include independence of the continuing education provider, balanced content, no unusual benefits, and disclosure of potential for bias. (SK)

  11. Learning and Context: Connections in Continuing Professional Education.

    ERIC Educational Resources Information Center

    Daley, Barbara J.

    A qualitative interpretivist study analyzed interrelationships among professional practice, knowledge gained in continuing professional education (CPE) programs, and context of employment. Eighty semi-structured, tape-recorded interviews were conducted with social workers, lawyers, adult educators, and nurses who had attended continuing education…

  12. Competence and the New Paradigm: Continuing Education of the Reference Staff.

    ERIC Educational Resources Information Center

    Weingand, Darlene E.

    1994-01-01

    Discusses the need for appropriate continuing professional education for reference librarians. Topics addressed include issues of competence; professional and ethical responsibility; certification and licensure; and continuing education and the new model that focuses on user needs. (Contains 12 references.) (LRW)

  13. American Nurses Association Position Statement on guidelines for commercial support of continuing nursing education.

    PubMed

    1999-01-01

    The attached guidelines on "Commercial Support of Continuing Nursing Education" have been developed by the American Nurses Association (ANA) to assist/guide nursing continuing educators who wish to utilize the resources of corporations to provide continuing education programs. These guidelines enable the provider to maintain a balance between the need for industry-supported dissemination of scientific information and promotional activities which meet the requirements of law, as well as professional standards of the American Nurses Association.

  14. Researching, Teaching and Professional Development: How to Build Quality and Reflection into Our MPA-Programmes?

    ERIC Educational Resources Information Center

    Notten, Ton

    2013-01-01

    Continuing adult education requires continuous education of the educators themselves--a highly self-referential issue. This article focuses on educating a group of "urban educators" in the western part of the Netherlands who have been involved in broad urban educational programmes: school, parental education and participation, living…

  15. The Landscape of Quality Assurance in Distance Education

    ERIC Educational Resources Information Center

    Scull, W. Reed; Kendrick, David; Shearer, Rick; Offerman, Dana

    2011-01-01

    Distance education permeates the field of professional and continuing education to such an extent that quality assurance (QA) is a topic no distance educator or administrator should avoid. Quality assurance is an issue not just for continuing education but also for higher education generally. Given the disruptive impact of distance education and…

  16. 34 CFR 691.71 - Scope.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Scope. 691.71 Section 691.71 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  17. 34 CFR 691.12 - Application.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Application. 691.12 Section 691.12 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  18. 34 CFR 691.12 - Application.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Application. 691.12 Section 691.12 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  19. 34 CFR 691.71 - Scope.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Scope. 691.71 Section 691.71 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  20. 34 CFR 691.12 - Application.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Application. 691.12 Section 691.12 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  1. 34 CFR 691.71 - Scope.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Scope. 691.71 Section 691.71 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  2. 34 CFR 691.71 - Scope.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Scope. 691.71 Section 691.71 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  3. 34 CFR 691.12 - Application.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Application. 691.12 Section 691.12 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  4. Strengthening healthcare delivery in Haiti through nursing continuing education.

    PubMed

    Clark, M; Julmisse, M; Marcelin, N; Merry, L; Tuck, J; Gagnon, A J

    2015-03-01

    The aim of this paper was to (1) highlight nursing continuing education as a key initiative for strengthening healthcare delivery in low-resource settings, and (2) provide an example of a nursing continuing education programme in Haiti. Haiti and other low-resource settings face extreme challenges including severe shortages of healthcare workers, high rates of nurse out-migration and variations in nurse competency at entry-to-practice. Nursing continuing education has the potential to address these challenges and improve healthcare delivery through enhanced nurse performance and retention; however, it is underutilized in low-resource settings. A case study is presented from the Hôpital Universitaire de Mirebalais in Mirebalais, Haiti of a new nursing continuing education programme called the Beyond Expert Program. The case study highlights eight key dimensions of nursing continuing education in low-resource settings: (1) involving local stakeholders in planning process, (2) targeting programme to nurse participant level and area of care, (3) basing course content on local context, (4) including diverse range of nursing topics, (5) using participatory teaching methods, (6) addressing resource constraints in time and scheduling, (7) evaluating and monitoring outcomes, and (8) establishing partnerships. The case study provides guidance for others wishing to develop programmes in similar settings. Creating a nursing continuing education programme in a low-resource setting is possible when there is commitment and engagement for nursing continuing education at all levels of the organization. Our report suggests a need for policy-makers in resource-limited settings to make greater investments in nursing continuing education as a focus of human resources for health, as it is an important strategy for promoting nurse retention, building the knowledge and skill of the existing nursing workforce, and raising the image of nursing in low-resource settings. © 2015 International Council of Nurses.

  5. Reducing cognitive skill decay and diagnostic error: theory-based practices for continuing education in health care.

    PubMed

    Weaver, Sallie J; Newman-Toker, David E; Rosen, Michael A

    2012-01-01

    Missed, delayed, or wrong diagnoses can have a severe impact on patients, providers, and the entire health care system. One mechanism implicated in such diagnostic errors is the deterioration of cognitive diagnostic skills that are used rarely or not at all over a prolonged period of time. Existing evidence regarding maintenance of effective cognitive reasoning skills in the clinical education, organizational training, and human factors literatures suggest that continuing education plays a critical role in mitigating and managing diagnostic skill decay. Recent models also underscore the role of system level factors (eg, cognitive decision support tools, just-in-time training opportunities) in supporting clinical reasoning process. The purpose of this manuscript is to offer a multidisciplinary review of cognitive models of clinical decision making skills in order to provide a list of best practices for supporting continuous improvement and maintenance of cognitive diagnostic processes through continuing education. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  6. Oncology Nurses' Use of the Internet for Continuing Education: A Survey of Oncology Nursing Society Congress Attendees.

    ERIC Educational Resources Information Center

    Cobb, Susan C.; Baird, Susan B.

    1999-01-01

    A survey to determine whether oncology nurses (n=670) use the Internet and for what purpose revealed that they use it for drug information, literature searches, academic information, patient education, and continuing education. Results suggest that continuing-education providers should pursue the Internet as a means of meeting the need for quick,…

  7. Continuing Professional Education: Moving into the 80's. Conference Proceedings (Calgary, Alberta, October 22-24, 1980).

    ERIC Educational Resources Information Center

    Baskett, H. K., Ed.; Taylor, W. H., Ed.

    This publication contains addresses on continuing professional education given at a conference at the University of Calgary (Canada) in October, 1980. Themes of the conference speakers included the need for continuing professional education and the content and delivery of such education. In an opening address, J. Roby Kidd discussed the meaning of…

  8. Education for a Multicultural Society: A New Agenda for Continuing Higher Education. Proceedings of the Annual Meeting (51st, Charleston, South Carolina, November 12-15, 1989).

    ERIC Educational Resources Information Center

    Jackson, Jan, Ed.

    The document includes these presentations: "Minority Voices" (Mora); "Reflections of Outstanding Adult Learners" (Paulk, Stwyer, Torres); "Ethical and Quality Issues in Continuing Higher Education" (Sweeney); "Vision 2000: Guess Who's Coming to the Classroom?" (McCloud); and "Beyond Management: Continuing Higher Education Leadership for Successful…

  9. 34 CFR 686.35 - Recalculation of TEACH Grant award amounts.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Recalculation of TEACH Grant award amounts. 686.35 Section 686.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER...

  10. 34 CFR 686.35 - Recalculation of TEACH Grant award amounts.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Recalculation of TEACH Grant award amounts. 686.35 Section 686.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER...

  11. 34 CFR 686.35 - Recalculation of TEACH Grant award amounts.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Recalculation of TEACH Grant award amounts. 686.35 Section 686.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER...

  12. 34 CFR 686.35 - Recalculation of TEACH Grant award amounts.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Recalculation of TEACH Grant award amounts. 686.35 Section 686.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER...

  13. 34 CFR 686.6 - Payment from more than one institution.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Payment from more than one institution. 686.6 Section 686.6 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER...

  14. 34 CFR 686.24 - Transfer student: attendance at more than one institution during an award year.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... institution during an award year. 686.24 Section 686.24 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH) GRANT PROGRAM Determination of...

  15. 34 CFR 686.31 - Determination of eligibility for payment and cancellation of a TEACH Grant.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH) GRANT PROGRAM Administration of Grant Payments... 34 Education 4 2011-07-01 2011-07-01 false Determination of eligibility for payment and...

  16. 34 CFR 686.20 - Submission process and deadline for a SAR or ISIR.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ....20 Section 686.20 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH) GRANT PROGRAM Determination of Awards § 686.20 Submission process and...

  17. Assessing the Needs of Adults for Continuing Education: A Model.

    ERIC Educational Resources Information Center

    Moore, Donald E., Jr.

    1980-01-01

    Reviews the needs assessment studies described in this journal issue. Concludes that (1) lessons from completed needs assessments can help continuing education practitioners plan and conduct future studies, and (2) a rational, need-reduction, decision-making approach can improve continuing education programs. (CT)

  18. Pharmacists' Interest in and Commitment to Obtaining an Advanced Pharmacy Degree through Continuing Education.

    ERIC Educational Resources Information Center

    Riley, David A.

    1986-01-01

    Describes results of a survey of all West Virginia pharmacists concerning their views on continuing education and advanced pharmacy degrees. Conclusions indicate a small percentage of pharmacists are interested in a higher degree via continuing education. (Author/CT)

  19. Continuing Professional Education.

    ERIC Educational Resources Information Center

    Tucker, Barbara A.; Huerta, Carolyn G.

    Continuing professional education has proven to be an acceptable control mechanism to assure professional competence. Officially recognized first under the Engineering, Science, Management War Training Act of World War II, the continuing education movement is still gaining attention in the United States with 16 professions in the 50 states…

  20. Continuing Professional Education Delivery Systems.

    ERIC Educational Resources Information Center

    Weeks, James P.

    This investigation of delivery systems for continuing professional education provides an overview of current operational delivery systems in continuing professional education, drawing on experience as found in the literature. Learning theories and conclusions are woven into the descriptive text. Delivery systems profiled in the paper include the…

  1. Continuing Education for Professionals: A Practice-Oriented Approach.

    ERIC Educational Resources Information Center

    Toombs, William; Lindsay, Carl A.

    The Continuing Professional Education Project at The Pennsylvania State University is described. Five professions were involved: architecture, accounting, clinical psychology, clinical dietetics, and nursing. The objectives were: (1) to bring the university and the professions into collaboration, (2) to focus continuing education activities as…

  2. The Continuing Education and Renewal of Employee Assistance Program Counselors.

    ERIC Educational Resources Information Center

    Beale, Andrew V.

    1984-01-01

    Surveyed 65 Virginia employee assistance program counselors to assess their continuing education needs. Results showed 86 percent of the respondents would participate in formal continuing education programs if they were available. Preferences emphasized prevention and intervention rather than assessment and referral. (JAC)

  3. Commercial Support and the Quandary of Continuing Medical Education.

    ERIC Educational Resources Information Center

    Schaffer, Mark H.

    2000-01-01

    Although commercial funding supports much continuing medical education, there is a public perception that funders may influence physician behavior. Solutions include having multiple grantors for continuing education activities, establishing clear standards for grantor behavior, and prohibiting commercial support for related social activities. (SK)

  4. 34 CFR 691.7 - Institutional participation.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Institutional participation. 691.7 Section 691.7 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  5. 34 CFR 691.7 - Institutional participation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Institutional participation. 691.7 Section 691.7 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  6. 34 CFR 691.65 - Transfer student.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Transfer student. 691.65 Section 691.65 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  7. 34 CFR 691.66 - Correspondence study.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Correspondence study. 691.66 Section 691.66 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  8. 34 CFR 691.66 - Correspondence study.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Correspondence study. 691.66 Section 691.66 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  9. 34 CFR 691.65 - Transfer student.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Transfer student. 691.65 Section 691.65 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  10. 34 CFR 691.7 - Institutional participation.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Institutional participation. 691.7 Section 691.7 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  11. 34 CFR 691.7 - Institutional participation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Institutional participation. 691.7 Section 691.7 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  12. 34 CFR 691.65 - Transfer student.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Transfer student. 691.65 Section 691.65 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  13. 34 CFR 691.65 - Transfer student.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Transfer student. 691.65 Section 691.65 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  14. 34 CFR 691.66 - Correspondence study.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Correspondence study. 691.66 Section 691.66 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  15. Targeting Continuing Medical Education on Decision Makers: Who Decides to Transfuse Blood?

    ERIC Educational Resources Information Center

    Goodnough, Lawrence T.; And Others

    1992-01-01

    Staff communication patterns were observed during 13 open-heart surgeries to identify the transfusion decision makers. It was determined that targeting decision makers for continuing medical education would improve the quality of transfusion practice and increase the efficiency of continuing education. (SK)

  16. Examination of ethical practice in nursing continuing education using the Husted model.

    PubMed

    Steckler, J

    1998-01-01

    Beliefs about human nature, adult education, adult learners, and moral commitment are at the heart of the educator-learner agreement. In continuing nursing education, it is the point where professional values, morals, and ethical principles meet. Using Husteds' bioethical decision-making model, the values, beliefs, and actions within the educator-learning agreement are identified and organized by the bioethical standards. By relating the bioethical standards to practice, continuing nurse educators can find their own basis for practice and work toward attaining a consistent professional ethical orientation.

  17. Creating an educationally minded schedule: one approach to minimize the impact of duty hour standards on intern continuity clinic experience.

    PubMed

    DeBlasio, Dominick; Kerrey, M Kathleen; Sucharew, Heidi; Klein, Melissa

    2014-11-01

    To determine if implementing an educationally minded schedule utilizing consecutive night shifts can moderate the impact of the 2011 duty hour standards on education and patient continuity of care in longitudinal primary care experience (continuity clinic). A 14-month pre-post study was performed in continuity clinic with one supervising physician group and two intern groups. Surveys to assess attitudes and education were distributed to the supervising physicians and interns before and after the changes in duty hour standards. Intern groups' schedules were reviewed for the number of regular and alternative day clinic (i.e. primary care experience on a different weekday) sessions and patient continuity of care. Fifteen supervising physicians and 51 interns participated (25 in 2011, 26 in 2012). Intern groups' comfort when discussing patient issues, educational needs and teamwork perception did not differ. Supervising physicians' understanding of learning needs and provision of feedback did not differ between groups. Supervising physicians indicated a greater ability to provide feedback and understand learning needs during regular continuity clinic sessions compared with alternative day clinics (all p < 0.05). No significant difference was detected between intern groups in the number of regularly scheduled continuity clinics, alternative day clinics or patient continuity of care. The 2011 duty hour standards required significant alterations to intern schedules, but educationally minded scheduling limited impact on education and patient continuity in care.

  18. A Lifetime of Learning

    ERIC Educational Resources Information Center

    Office of Education (DHEW), Washington, DC.

    This booklet discusses three Federal programs for the continuing education of adults: Adult Basic Education; Community Service and Continuing Education; and Civil Defense Education. Initiated through the Economic Opportunity Act of 1964, Adult Basic Education began operation in 1965, financed by the Office of Economic Opportunity and administered…

  19. 34 CFR 685.102 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Definitions. 685.102 Section 685.102 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) WILLIAM D. FORD FEDERAL DIRECT LOAN PROGRAM Purpose and Scope § 685.102...

  20. 34 CFR 691.76 - Frequency of payment.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Frequency of payment. 691.76 Section 691.76 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  1. 34 CFR 691.83 - Submission of reports.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Submission of reports. 691.83 Section 691.83 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  2. 34 CFR 691.83 - Submission of reports.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Submission of reports. 691.83 Section 691.83 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  3. 34 CFR 691.83 - Submission of reports.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Submission of reports. 691.83 Section 691.83 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  4. 34 CFR 691.83 - Submission of reports.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Submission of reports. 691.83 Section 691.83 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  5. 34 CFR 691.76 - Frequency of payment.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Frequency of payment. 691.76 Section 691.76 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  6. 34 CFR 691.76 - Frequency of payment.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Frequency of payment. 691.76 Section 691.76 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  7. 34 CFR 691.76 - Frequency of payment.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Frequency of payment. 691.76 Section 691.76 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  8. Continuing Education of Women, Report of a Seminar (Toronto, Canada, March 1, 2, 3, 1973).

    ERIC Educational Resources Information Center

    Canadian Association for Adult Education, Toronto (Ontario).

    A report of a Seminar on Continuing Education of Women, held in March 1973 for Canadian women, is provided. The seminar was held to explore key issues in continuing education of women and to give guidelines to the Canadian Association for Adult Education (CAAE) as to relevant action that could be taken by the association. The contents of the…

  9. Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development.

    PubMed

    Margolis, Alvaro; Parboosingh, John

    2015-01-01

    Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  10. Continuing education for staff in long-term care facilities: corporate philosophies and approaches.

    PubMed

    Ross, M M; Carswell, A; Dalziel, W B; Aminzadeh, F

    2001-01-01

    The purpose of this study was to determine corporate philosophies of continuing education and approaches to meeting the learning needs of staff who strive to provide for the increasingly challenging care requirements of seniors who reside in long-term care facilities. In-depth interviews lasting approximately 1 hour were conducted with key informants at the administrative level from nine long-term care facilities. Content analysis revealed a commitment to continuing education for staff. While recognizing the importance of organizational responsibility for continuing education, administrators placed emphasis on the individual responsibility of staff. Learning needs were identified as affective, managerial, and physical in nature. Challenges to providing continuing education programs were derived from a general lack of fiscal and human resources. A variety of measures was suggested as important to supporting the continuing learning of staff. Implications of this study point to the need for long-term care facilities to incorporate into their strategic plans measures of ensuring continuing education as a basis for the ongoing competence and development of staff. In addition, there is a need for collaboration between long-term care facilities and other institutions of a long-term care, acute care, and educational nature in the development of strategies to operationalize a philosophy of continuing learning as a basis for the provision of optimal care to residents.

  11. Dimensions of integration, continuity and longitudinality in clinical clerkships.

    PubMed

    Ellaway, Rachel H; Graves, Lisa; Cummings, Beth-Ann

    2016-09-01

    Over the past few decades, longitudinal integrated clerkships (LICs) have been proposed to address many perceived short-coming of traditional block clerkships. This growing interest in LICs has raised broader questions regarding the role of integration, continuity and longitudinality in medical education. A study with complementary theoretical and empirical dimensions was conducted to derive a more precise way of defining these three underlying concepts within the design of medical education curricula. The theoretical dimension involved a thematic review of the literature on integration, continuity and longitudinality in medical education. The empirical dimension surveyed all 17 Canadian medical schools on how they have operationalised integration, continuity and longitudinality in their undergraduate programmes. The two dimensions were iteratively synthesised to explore the meaning and expression of integration, continuity and longitudinality in medical education curriculum design. Integration, continuity and longitudinality were expressed in many ways and forms, including: integration of clinical disciplines, combined horizontal integration and vertical integration, and programme-level integration. Types of continuity included: continuity of patients, continuity of teaching, continuity of location and peer continuity. Longitudinality focused on connected or repeating episodes of training or on connecting activities, such as encounter logging across educational episodes. Twelve of the 17 schools were running an LIC of some kind, although only one school had a mandatory LIC experience. An ordinal scale of uses of integration, continuity and longitudinality during clerkships was developed, and new definitions of these concepts in the clerkship context were generated. Different clerkship designs embodied different forms and levels of integration, continuity and longitudinality. A dichotomous view of LICs and rotation-based clerkships was found not to represent current practices in Canada, which instead tended to fall along a continuum of integration, continuity and longitudinality. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  12. 34 CFR 686.22 - Calculation of a grant for a payment period.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Calculation of a grant for a payment period. 686.22 Section 686.22 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER...

  13. The continuing benefits of education: adult education and midlife cognitive ability in the British 1946 birth cohort.

    PubMed

    Hatch, Stephani L; Feinstein, Leon; Link, Bruce G; Wadsworth, Michael E J; Richards, Marcus

    2007-11-01

    Evidence shows education positively impacts cognitive ability. However, researchers have given little attention to the potential impact of adult education on cognitive ability, still malleable in midlife. The primary study aim was to examine whether there were continuing effects of education over the life course on midlife cognitive ability. This study used data from the Medical Research Council National Survey of Health and Development, also known as the British 1946 birth cohort, and multivariate regression to estimate the continuing effects of adult education on multiple measures of midlife cognitive ability. Educational attainment completed by early adulthood was associated with all measures of cognitive ability in late midlife. The continued effect of education was apparent in the associations between adult education and higher verbal ability, verbal memory, and verbal fluency in late midlife. We found no association between adult education and mental speed and concentration. Associations between adult education and midlife cognitive ability indicate wider benefits of education to health that may be important for social integration, well-being, and the delay of cognitive decline in later life.

  14. Exploring ward nurses' perceptions of continuing education in clinical settings.

    PubMed

    Govranos, Melissa; Newton, Jennifer M

    2014-04-01

    Health care systems demand that nurses are flexible skilful workers who maintain currency and competency in order to deliver safe effective patient centered care. Nurses must continually build best practice into their care and acquire lifelong learning. Often this learning is acquired within the work environment and is facilitated by the clinical nurse educator. Understanding clinical nurses' values and needs of continuing education is necessary to ensure appropriate education service delivery and thus enhance patient care. To explore clinical ward-based nurses' values and perceptions towards continuing education and what factors impact on continuing education in the ward. A case study approach was utilized. A major teaching hospital in Melbourne, Australia. A range of clinical nursing staff (n=23). Four focus groups and six semi-structured individual interviews were undertaken. Focus group interviews explored participants' values and perceptions on continuing education through a values clarification tool. Thematic analysis of interviews was undertaken to identify themes and cluster data. Three central themes: 'culture and attitudes', 'what is learning?' and 'being there-being seen', emerged reflecting staffs' values and perceptions of education and learning in the workplace. Multiple factors influence ward nurses' ability and motivation to incorporate lifelong learning into their practice. Despite variance in nurses' values and perceptions of CE in clinical environments, CE was perceived as important. Nurses yearned for changes to facilitate lifelong learning and cultivate a learning culture. Clinical nurse educators need to be cognizant of adult learners' characteristics such as values, beliefs, needs and potential barriers, to effectively facilitate support in a challenging and complex learning environment. Organizational support is essential so ward managers in conjunction with educational departments can promote and sustain continuing education, lifelong learning and a culture conducive to learning. © 2013.

  15. Impact of Commercial Support on Continuing Pharmacy Education

    ERIC Educational Resources Information Center

    Smith, Jayne L.; Cervero, Ronald M.; Valentine, Thomas

    2006-01-01

    Introduction: There is a serious debate over the involvement of the pharmaceutical industry in continuing education. Policies that govern the planning of continuing education for pharmacists center on the potential conflict of interest when there is commercial support for programs. The purpose of this study was to investigate the impact of…

  16. Move Your Continuing Education Unit from Function to Performance-Based.

    ERIC Educational Resources Information Center

    Kodgis, Damian

    This document explores the policies and practices essential for maintaining a profitable, efficient, and productive continuing education program. A continuing education organizational structure must produce results (sales) and services (delivery), and organizational roles must be clearly defined so that income is linked to expenses. Sales and…

  17. Building Participation through Market Research. The Guide Series in Continuing Education.

    ERIC Educational Resources Information Center

    Campbell, M. Donald

    Market research, important for professional renewal, is a critical part of continuing education program planning. It includes attention to learning needs and learner motivation to participate in continuing education. Informal market research makes use of internal sources, such as enrollment data, program evaluations, policy statements, and staff…

  18. Perceived Value of University-Based Continuing Education Leadership Development Programs for Administrators

    ERIC Educational Resources Information Center

    Stone, Geri L.; Major, Claire H.

    2014-01-01

    This quantitative study, which involved development of a Value Creation Survey, examined the perceived value of leadership development programs (LDPs) provided by continuing higher education for administrators in colleges and universities. Participants were administrators at Association for Continuing Higher Education (ACHE) member institutions.…

  19. Continuous Improvement in Education. Advancing Teaching--Improving Learning. White Paper

    ERIC Educational Resources Information Center

    Park, Sandra; Hironaka, Stephanie; Carver, Penny; Nordstrum, Lee

    2013-01-01

    In recent years, "continuous improvement" has become a popular catchphrase in the field of education. However, while continuous improvement has become commonplace and well-documented in other industries, such as healthcare and manufacturing, little is known about how this work has manifested itself in education. This white paper attempts…

  20. Lifelong Learning Trends: A Profile of Continuing Higher Education. Second Edition.

    ERIC Educational Resources Information Center

    National Univ. Continuing Education Association, Washington, DC.

    This publication provides national data on trends and participation in continuing higher education. The charts have been derived from data collected by the National University Continuing Education Association and governmental and private organizations. Narrative accompanies each chart. Section I highlights factors contributing to growth: part-time…

  1. Dangerous Opportunities: Strategic Implications of the Global Financial Crisis

    ERIC Educational Resources Information Center

    Hansen, Robert J.; McClure, William S.; Parkes, Sandra

    2009-01-01

    Without question, the current economic downturn is at the forefront of conversations in continuing higher education. Yet as recently as March 2008, this was not the case for continuing education (CE) professionals, according to surveys conducted by University Continuing Education Association (UCEA). In 2007-2008, each of UCEA's four commissions…

  2. The Strategies for Significant Survival of Postsecondary Centers for Continuing Education.

    ERIC Educational Resources Information Center

    Caldwell, Phyllis A.

    While the financial survival of postsecondary institutions is being stressed, continuing education operarions are facing increasing difficulties in surviving and competing. Strategies are needed for the significant survival of continuing education operations at the small college. The Lifelong Learning Center and others like it need to be concerned…

  3. Professional Accreditation for International Continuing Education.

    ERIC Educational Resources Information Center

    Edelson, Paul Jay

    It is reasonable to argue that the members of a profession are the only ones who can directly address issues of accreditation. In the context of accreditation for international continuing education, it may be argued that professional organizations in continuing education cannot function as accrediting bodies except in the sense that they determine…

  4. Improving critical thinking and clinical reasoning with a continuing education course.

    PubMed

    Cruz, Dina Monteiro; Pimenta, Cibele Mattos; Lunney, Margaret

    2009-03-01

    Continuing education courses related to critical thinking and clinical reasoning are needed to improve the accuracy of diagnosis. This study evaluated a 4-day, 16-hour continuing education course conducted in Brazil.Thirty-nine nurses completed a pretest and a posttest consisting of two written case studies designed to measure the accuracy of nurses' diagnoses. There were significant differences in accuracy from pretest to posttest for case 1 (p = .008) and case 2 (p = .042) and overall (p = .001). Continuing education courses should be implemented to improve the accuracy of nurses' diagnoses.

  5. Incorporating assessment and prescribing for ambulatory ailments skills into practice: An environmental scan of continuing education for pharmacist prescribing in Canada

    PubMed Central

    Habicht, Dana; Ng, Sheila; Dunford, Drena; Shearer, Brenna; Kuo, I fan

    2017-01-01

    Objectives: Pharmacists in Canadian provinces are at different stages of applying prescribing legislation into practice. The purpose of this environmental scan was to examine differences in legislation, remuneration, professional uptake, continuing education requirements and continuing education resources relating to pharmacist prescribing for ambulatory ailments, with a focus on continuing education. Methods: Data were collected between May and December 2016 using websites and communication with provincial professional regulatory bodies, advocacy bodies, drug coverage programs and other organizations that offer continuing education for pharmacists. Results: Training requirements to prescribe for ambulatory ailments vary provincially, including no training requirements, online tutorials and a comprehensive application process. Government-funded remuneration for prescribing services is absent in most provinces. Pharmacist uptake of the training required to obtain prescribing authority ranges from 30% to 100% of pharmacists. Continuing education programs on the topic of prescribing across the country include online courses, in-person courses, webinars, panel discussions and preparation courses. Conclusion: Many aspects of pharmacist prescribing for ambulatory ailments, including the style and content of continuing education resources, vary from province to province. Further research on this topic would help to determine the effect of these differences on the success of incorporating pharmacist prescribing into practice. PMID:28894501

  6. Incorporating assessment and prescribing for ambulatory ailments skills into practice: An environmental scan of continuing education for pharmacist prescribing in Canada.

    PubMed

    Habicht, Dana; Ng, Sheila; Dunford, Drena; Shearer, Brenna; Kuo, I Fan

    2017-01-01

    Pharmacists in Canadian provinces are at different stages of applying prescribing legislation into practice. The purpose of this environmental scan was to examine differences in legislation, remuneration, professional uptake, continuing education requirements and continuing education resources relating to pharmacist prescribing for ambulatory ailments, with a focus on continuing education. Data were collected between May and December 2016 using websites and communication with provincial professional regulatory bodies, advocacy bodies, drug coverage programs and other organizations that offer continuing education for pharmacists. Training requirements to prescribe for ambulatory ailments vary provincially, including no training requirements, online tutorials and a comprehensive application process. Government-funded remuneration for prescribing services is absent in most provinces. Pharmacist uptake of the training required to obtain prescribing authority ranges from 30% to 100% of pharmacists. Continuing education programs on the topic of prescribing across the country include online courses, in-person courses, webinars, panel discussions and preparation courses. Many aspects of pharmacist prescribing for ambulatory ailments, including the style and content of continuing education resources, vary from province to province. Further research on this topic would help to determine the effect of these differences on the success of incorporating pharmacist prescribing into practice.

  7. The Albany Two-Way Radio Conferences, 1955-1981: a retrospective look at a program providing interactive continuing medical education at a distance.

    PubMed

    Tulgan, Henry

    2014-01-01

    Despite early widespread recognition of the necessity of continuing medical education (CME) for practicing physicians and surgeons, medical schools and national medical organizations were slow to mobilize to address the need. One pioneering program, developed by the Albany Medical College in New York, not only provided CME, but did so in a live distance education format that allowed for interaction between the participants and the faculty presenters. The Albany Program commenced in 1955 using what was then state-of-the-art technology; it exemplified principles and practices that can be seen as the precursors for the distance education approaches used to reach physicians today. This short article describes the contributions of the Albany Two-Way Radio Conferences and places them in the context of developments in national organizations and policies in the 20th century. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  8. 34 CFR 690.75 - Determination of eligibility for payment.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Determination of eligibility for payment. 690.75 Section 690.75 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) FEDERAL PELL GRANT PROGRAM Administration of Grant...

  9. 34 CFR 690.75 - Determination of eligibility for payment.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Determination of eligibility for payment. 690.75 Section 690.75 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) FEDERAL PELL GRANT PROGRAM Administration of Grant...

  10. 34 CFR 690.75 - Determination of eligibility for payment.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Determination of eligibility for payment. 690.75 Section 690.75 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) FEDERAL PELL GRANT PROGRAM Administration of Grant...

  11. 34 CFR 686.40 - Documenting the service obligation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ....40 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER... yet employed as a full-time teacher but intends to meet the terms and conditions of the agreement to...

  12. 34 CFR 686.12 - Agreement to serve.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH... teaching service by— (1) Serving as a full-time teacher for a total of not less than four elementary or...

  13. The Educational and Instructional Responsibilities of Employers

    ERIC Educational Resources Information Center

    Suchy, Stanislaw

    1977-01-01

    Discusses the responsibilities of employers in Poland toward the continuing education of their employers. Major topics included are responsibilities of firms based on socioeconomic needs, main features of worker education within firms, continuing education programs for workers, and factors determining the development of the firms' educational and…

  14. 34 CFR 691.9-691.10 - [Reserved

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false [Reserved] 691.9-691.10 Section 691.9-691.10 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  15. 34 CFR 691.79 - Liability for and recovery of grant overpayments.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Liability for and recovery of grant overpayments. 691.79 Section 691.79 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT...

  16. 34 CFR 691.79 - Liability for and recovery of grant overpayments.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Liability for and recovery of grant overpayments. 691.79 Section 691.79 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT...

  17. 34 CFR 691.9-691.10 - [Reserved

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false [Reserved] 691.9-691.10 Section 691.9-691.10 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  18. 34 CFR 691.13-691.14 - [Reserved

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false [Reserved] 691.13-691.14 Section 691.13-691.14 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  19. 34 CFR 691.75 - Determination of eligibility for payment.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Determination of eligibility for payment. 691.75 Section 691.75 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  20. 34 CFR 691.82 - Maintenance and retention of records.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Maintenance and retention of records. 691.82 Section 691.82 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  1. 34 CFR 691.77-691.78 - [Reserved

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false [Reserved] 691.77-691.78 Section 691.77-691.78 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  2. 34 CFR 691.13-691.14 - [Reserved

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false [Reserved] 691.13-691.14 Section 691.13-691.14 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  3. 34 CFR 691.3-691.5 - [Reserved

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false [Reserved] 691.3-691.5 Section 691.3-691.5 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  4. 34 CFR 691.80 - Redetermination of eligibility for a grant award.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Redetermination of eligibility for a grant award. 691.80 Section 691.80 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT...

  5. 34 CFR 691.62 - Calculation of a grant.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Calculation of a grant. 691.62 Section 691.62 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  6. 34 CFR 691.80 - Redetermination of eligibility for a grant award.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Redetermination of eligibility for a grant award. 691.80 Section 691.80 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT...

  7. 34 CFR 691.62 - Calculation of a grant.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Calculation of a grant. 691.62 Section 691.62 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  8. 34 CFR 691.80 - Redetermination of eligibility for a grant award.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Redetermination of eligibility for a grant award. 691.80 Section 691.80 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT...

  9. 34 CFR 691.62 - Calculation of a grant.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Calculation of a grant. 691.62 Section 691.62 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  10. 34 CFR 691.72-691.74 - [Reserved

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false [Reserved] 691.72-691.74 Section 691.72-691.74 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  11. 34 CFR 691.62 - Calculation of a grant.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Calculation of a grant. 691.62 Section 691.62 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  12. 34 CFR 691.3-691.5 - [Reserved

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false [Reserved] 691.3-691.5 Section 691.3-691.5 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  13. 34 CFR 691.72-691.74 - [Reserved

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false [Reserved] 691.72-691.74 Section 691.72-691.74 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  14. 34 CFR 691.3-691.5 - [Reserved

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false [Reserved] 691.3-691.5 Section 691.3-691.5 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  15. 34 CFR 691.77-691.78 - [Reserved

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false [Reserved] 691.77-691.78 Section 691.77-691.78 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  16. 34 CFR 691.79 - Liability for and recovery of grant overpayments.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Liability for and recovery of grant overpayments. 691.79 Section 691.79 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT...

  17. 34 CFR 691.80 - Redetermination of eligibility for a grant award.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Redetermination of eligibility for a grant award. 691.80 Section 691.80 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT...

  18. 34 CFR 691.9-691.10 - [Reserved

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false [Reserved] 691.9-691.10 Section 691.9-691.10 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  19. 34 CFR 691.3-691.5 - [Reserved

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false [Reserved] 691.3-691.5 Section 691.3-691.5 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  20. 34 CFR 691.75 - Determination of eligibility for payment.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Determination of eligibility for payment. 691.75 Section 691.75 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  1. 34 CFR 691.79 - Liability for and recovery of grant overpayments.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Liability for and recovery of grant overpayments. 691.79 Section 691.79 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT...

  2. 34 CFR 691.77-691.78 - [Reserved

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false [Reserved] 691.77-691.78 Section 691.77-691.78 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  3. 34 CFR 691.72-691.74 - [Reserved

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false [Reserved] 691.72-691.74 Section 691.72-691.74 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  4. 34 CFR 691.82 - Maintenance and retention of records.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Maintenance and retention of records. 691.82 Section 691.82 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  5. 34 CFR 691.13-691.14 - [Reserved

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false [Reserved] 691.13-691.14 Section 691.13-691.14 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  6. 34 CFR 691.75 - Determination of eligibility for payment.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Determination of eligibility for payment. 691.75 Section 691.75 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  7. 34 CFR 691.77-691.78 - [Reserved

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false [Reserved] 691.77-691.78 Section 691.77-691.78 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  8. 34 CFR 691.75 - Determination of eligibility for payment.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Determination of eligibility for payment. 691.75 Section 691.75 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  9. 34 CFR 691.72-691.74 - [Reserved

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false [Reserved] 691.72-691.74 Section 691.72-691.74 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  10. 34 CFR 691.82 - Maintenance and retention of records.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Maintenance and retention of records. 691.82 Section 691.82 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  11. 34 CFR 691.82 - Maintenance and retention of records.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Maintenance and retention of records. 691.82 Section 691.82 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  12. 34 CFR 691.13-691.14 - [Reserved

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false [Reserved] 691.13-691.14 Section 691.13-691.14 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  13. 34 CFR 691.9-691.10 - [Reserved

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false [Reserved] 691.9-691.10 Section 691.9-691.10 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS...

  14. 38 CFR 21.7140 - Certifications and release of payments.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... forms include: (i) DA Form 2171, Request for Tuition Assistance—Army Continuing Education System; (ii... VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational... program of education in order to receive payments of educational assistance under 38 U.S.C. chapter 30. To...

  15. 34 CFR 691.6 - Duration of student eligibility-undergraduate course of study.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Duration of student eligibility-undergraduate course of study. 691.6 Section 691.6 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

  16. 34 CFR 691.6 - Duration of student eligibility-undergraduate course of study.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Duration of student eligibility-undergraduate course of study. 691.6 Section 691.6 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

  17. 34 CFR 691.6 - Duration of student eligibility-undergraduate course of study.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Duration of student eligibility-undergraduate course of study. 691.6 Section 691.6 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

  18. 34 CFR 691.81 - Fiscal control and fund accounting procedures.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Fiscal control and fund accounting procedures. 691.81 Section 691.81 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  19. 34 CFR 691.11 - Payments from more than one institution.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Payments from more than one institution. 691.11 Section 691.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  20. 34 CFR 691.81 - Fiscal control and fund accounting procedures.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Fiscal control and fund accounting procedures. 691.81 Section 691.81 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  1. 34 CFR 691.11 - Payments from more than one institution.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Payments from more than one institution. 691.11 Section 691.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  2. 34 CFR 691.11 - Payments from more than one institution.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Payments from more than one institution. 691.11 Section 691.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  3. 34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

  4. 34 CFR 691.11 - Payments from more than one institution.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Payments from more than one institution. 691.11 Section 691.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  5. 34 CFR 691.15 - Eligibility to receive a grant.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Eligibility to receive a grant. 691.15 Section 691.15 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  6. 34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

  7. 34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

  8. 34 CFR 691.81 - Fiscal control and fund accounting procedures.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Fiscal control and fund accounting procedures. 691.81 Section 691.81 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  9. 34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

  10. 34 CFR 691.15 - Eligibility to receive a grant.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Eligibility to receive a grant. 691.15 Section 691.15 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  11. 34 CFR 691.15 - Eligibility to receive a grant.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Eligibility to receive a grant. 691.15 Section 691.15 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  12. 34 CFR 691.81 - Fiscal control and fund accounting procedures.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Fiscal control and fund accounting procedures. 691.81 Section 691.81 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  13. 34 CFR 691.6 - Duration of student eligibility-undergraduate course of study.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Duration of student eligibility-undergraduate course of study. 691.6 Section 691.6 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

  14. 34 CFR 691.15 - Eligibility to receive a grant.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Eligibility to receive a grant. 691.15 Section 691.15 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND...

  15. An Assessment of an Operational Educational Accountability System for Continuing Education in the Health Professions.

    ERIC Educational Resources Information Center

    Walsh, Patrick L.

    1982-01-01

    The Educational Quality Assessment and Assurance System for continuing education in health sciences includes three components to measure inputs, processes, and outcomes. They are (1) Program Coordinator Competency List, (2) Quality Assessment and Assurance Program, and (3) evaluation of educational programs. (SK)

  16. Continuing education for psychiatrists: report on Canadian Psychiatric Association questionnaire.

    PubMed

    Thompson, M G; Toews, J; Lundgren, J M

    1981-08-01

    This report on the CPA Questionnaire on Continuing Education represents the answers of a sample of 485 of the 1,360 certified psychiatrists belonging to the Association. A total of 72.6% of the sample lived in urban centres with populations greater than 200,000; 28.9% worked in solo practice, but only 7.4% worked in settings where no other psychiatrists were present. The amount of time spent in continuing education activities was found to vary inversely with the distance that had to be travelled to major educational centres. Nevertheless, there were no psychiatrists that did not partake in some continuing education activities. Ninety-three percent read journals, 99% went to meetings, and 96% used consultation with other psychiatrists; 99% stated that these activities were useful. The favourite methods were reading and consultation. Eighty percent of the sample spent more than 41 hours per month in continuing education activities. Sixty-five percent stated that they would like a voluntary credit award system instituted. It is concluded that Canadian psychiatrists do spend a great deal of time in continuing education activities and believe that this is of value to their professional work.

  17. Continuing-education needs of the currently employed public health education workforce.

    PubMed

    Allegrante, J P; Moon, R W; Auld, M E; Gebbie, K M

    2001-08-01

    This study examined the continuing-education needs of the currently employed public health education workforce. A national consensus panel of leading health educators from public health agencies, academic institutions, and professional organizations was convened to examine the forces creating the context for the work of public health educators and the competencies they need to practice effectively. Advocacy; business management and finance; communication; community health planning and development, coalition building, and leadership; computing and technology; cultural competency; evaluation; and strategic planning were identified as areas of critical competence. Continuing education must strengthen a broad range of critical competencies and skills if we are to ensure the further development and effectiveness of the public health education workforce.

  18. Commission of Professors of Adult Education. Proceedings of the Annual Conference (Atlantic City, New Jersey, October 1-3, 1989).

    ERIC Educational Resources Information Center

    Quigley, B. Allen, Ed.

    Papers and task force reports are as follows: "Possibility and Plurality: The Futuring of Adult Education" (Greene); "Adult Education in an Information Age" (Steele); "Fulfilling the Promise of Adult and Continuing Education" (Quigley); "Imperatives for Planning Impactful Continuing Education Programs" (Knox); "Graduate Education for the 1990's:…

  19. 34 CFR 686.23 - Calculation of a grant for a payment period that occurs in two award years.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH) GRANT PROGRAM Determination of Awards § 686.23... 34 Education 4 2011-07-01 2011-07-01 false Calculation of a grant for a payment period that occurs...

  20. Library Continuing Education in South Central Pennsylvania: The SPACE Council Needs Assessment.

    ERIC Educational Resources Information Center

    Townley, Charles; Hollinger, James

    A survey of a sample of 141 of the 423 academic and public libraries, information centers, and media centers in its operating area was conducted by the Southeastern Pennsylvania Area Continuing Education (SPACE) Council to identify library continuing education priorities for both professional and nonprofessional staff. Questionnaires were sent to…

  1. The Dynamic Flux of Continuing Higher Education: Redefining the New Roles, Responsibilities, and Expectations

    ERIC Educational Resources Information Center

    Braverman, Lisa R.

    2013-01-01

    Continuing higher education has undergone a significant transformation in recent years, illustrated by such innovations as MOOCs, globalization, strategic collaborations with government and industry, and increased entrepreneurship. As a result, continuing education (CE) units have experienced a fundamental shift in the way they conduct business in…

  2. First-Time-Users' Impressions of Continuing Education Using the Internet

    ERIC Educational Resources Information Center

    Conte, Nelly

    2012-01-01

    Purpose: The paper's aim is to describe the first experiences of, opinions and attitudes toward, continuing education using the internet of a group of Puerto Rican pharmacists after an online course. Design/methodology/approach: This is a descriptive study using a focus group of practicing pharmacists who participated in continuing education using…

  3. A Prescription for Reframing Continuing Pharmacy Education in Massachusetts

    ERIC Educational Resources Information Center

    Young, Anita M.

    2012-01-01

    Extensive research indicates that adults learn best when they are motivated, self-directed and choose what and how they learn. This project focuses on continuing pharmacy education and seeks to answer the question: "How can pharmacists be motivated to participate in continuing pharmacy education programs because they want to, not because they…

  4. A Comparison of Two Methods of Needs Assessment: Implications for Continuing Professional Education.

    ERIC Educational Resources Information Center

    Igarashi, Michiko; Suveges, Linda; Moss, Gwenna

    2002-01-01

    A study of 113 Canadian pharmacists attending continuing education on asthma compared two methods of needs assessment: perceived needs and knowledge-based needs. Scores indicated no relationship between the two kinds of needs. Needs assessment in continuing professional education thus should recognize and address the limitations of self-perceived…

  5. Effective Measures of Continuing Education

    DTIC Science & Technology

    2013-03-01

    with increased participation in charitable or public service activities. The percentage of people who donate their time to organizations and the... Effective Measures of Continuing Education by Colonel Morris A. Turner United States Army United...STRATEGY RESEARCH PROJECT .33 3. DATES COVERED (From - To) 4. TITLE AND SUBTITLE Effective Measures of Continuing Education 5a. CONTRACT

  6. The Development of an Automated Data Base for Program Research and Evaluation in Continuing Education.

    ERIC Educational Resources Information Center

    Taylor, William H.

    The System for Program Information in Continuing Education (SPICE), an information system being implemented at The University of Calgary (Alberta, Canada), was designed to facilitate the collection, manipulation, and reporting of evaluative data from continuing education program participants. The objectives of the system include the following: to…

  7. Report of Project on Development of a Curriculum Framework for Continuing Education in Nursing in Indiana.

    ERIC Educational Resources Information Center

    Schweer, Jean E., Ed.; Puetz, Belinda E., Ed.

    A project involved development of a statewide generalized curriculum framework for continuing education in nursing by using an anticipatory approach to the selection of a coordinated, schematic arrangement of sequential course offerings by university-based centers for continuing education in nursing in Indiana. Following preliminary meetings of…

  8. Noncredit Continuing Education: Who Does what for Whom...and Why?

    ERIC Educational Resources Information Center

    Long, Norma R.

    1988-01-01

    A case study illustrates the need to examine criteria used to select noncredit continuing education offerings. In this case, the physics faculty protested that the offering "Fundamentals of Astrology" was inappropriate as a university noncredit course. A survey of 77 continuing education divisions revealed how course offering choices are made. (CH)

  9. 24 CFR 206.308 - Continuing education requirements of counselors listed on the HECM Counselor Roster.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Continuing education requirements of counselors listed on the HECM Counselor Roster. 206.308 Section 206.308 Housing and Urban... MORTGAGE INSURANCE HECM Counselor Roster § 206.308 Continuing education requirements of counselors listed...

  10. Ohio Continuing Higher Education Association Summer Conference. Proceedings (Mount Sterling, Ohio, July 23-25, 1986).

    ERIC Educational Resources Information Center

    Ohio Continuing Higher Education Association.

    Eleven presentations are provided from the summer conference of the Ohio Continuing Higher Education Association (OCHEA). A letter from the president of OCHEA, John R. Loch, appears first. These presentations follow: "Colleges and Corporations: Partners in Continuing Education" (Donna Bovard, Martha Silling); "Weekend Colleges: Serving Adults…

  11. The Status of Continuing Higher Education at German Universities: A Metaphor Analysis

    ERIC Educational Resources Information Center

    Franz, Melanie; Feld, Timm C.

    2015-01-01

    Many European countries are currently witnessing an increased development and expansion of continuing higher education at universities. In Germany, this development has until now been rather modest in comparison to countries such as England, France, Finland and the United States. The status of continuing education still seems just as unclear as…

  12. Innovations in Continuing Education. 1979 Award-Winning New Programs. NUEA-ACT Series on Continuing Education. No. 5.

    ERIC Educational Resources Information Center

    National Univ. Extension Association, Washington, DC.

    Seven 1979 innovative programs in continuing education are described which won awards from the American College Testing Program and the National University Extension Association. Awards were granted according to programs' transferability, innovativeness, workability, and impact in one of four categories: instructional programs, student services…

  13. Continuing Professional Education: Status, Trends, and Issues Related to Electronic Delivery.

    ERIC Educational Resources Information Center

    Rothenberg, Donna

    Continuing professional education for teachers, doctors, lawyers, and engineers is examined in terms of its potential for large-scale electronic technology. For each profession, a profile is provided, and current continuing education programs and use of electronics in each field are described. These include satellite projects, in-house and closed…

  14. Online Continuing Education for Health Professionals: Does Sticky Design Promote Practice-Relevance?

    ERIC Educational Resources Information Center

    Zaghab, Roxanne Ward; Maldonado, Carlos; Whitehead, Dongsook; Bartlett, Felicia; de Bittner, Magaly Rodriguez

    2015-01-01

    Online continuing education (CE) holds promise as an effective method for rapid dissemination of emerging evidence-based practices in health care. Yet, the field of CE continues to develop and delivery is predominately face-to-face programs. Practice-oriented online educational methods and e-learning platforms are not fully utilized. Educational…

  15. Continuous Partial Attention as a Problematic Technology Use: A Case of Educators

    ERIC Educational Resources Information Center

    Firat, Mehmet

    2013-01-01

    Continuous Partial Attention is a current concept open to research which, besides multitasking, intensely occupies the agenda of education, communication and cognitive psychology. The purpose of the present study was to determine educators' continuous partial attention. In line with this purpose, the research data were collected from 109 educators…

  16. The Role and Impact of Continuing Education on Rural Revitalization: A Case Study

    ERIC Educational Resources Information Center

    Miller, Marilyn

    2008-01-01

    This article presents the findings of a study that explored the role and impact of continuing education on rural revitalization. A community development approach, academic expertise, and a university's resources were used to assist the citizens of Montmartre, Saskatchewan, to establish Centre 48, an arts and continuing education centre. Courses…

  17. Continuing Education: Bridging the Information Gap. Research Publication 76-1.

    ERIC Educational Resources Information Center

    State Univ. of New York, Ithaca. Cornell Inst. for Research and Development in Occupational Education.

    As part of a statewide effort to contribute necessary information for the improvement of planning, administration, and delivery of continuing education services, the central region studies were an attempt to discover more about adult learning interests, the needs for continuing education services, and the present delivery system in an 11-county…

  18. Palestinian Continuing Education under Occupation:Images of Distress and Possibilities for Hope

    ERIC Educational Resources Information Center

    Davidson, Howard

    2010-01-01

    This study examines how aspects of a militarily enforced occupation have influenced continuing education at Palestinian universities. It focuses on three influences: the impact of the politics of occupation on the history of continuing education; the effect of travel restriction, violence, and a damaged economy on participation; and the influence…

  19. The Indiana Statewide Plan for Continuing Education in Nursing. Formative Evaluation.

    ERIC Educational Resources Information Center

    McKenzie, Leon R.; Puetz, Belinda E.

    The Indiana Statewide Plan for Continuing Education in Nursing (ISPCEN) was implemented to establish a structure for coordinating resources, data, and personnel which would provide quality continuing education for registered and licensed practical nurses in Indiana at the regional level, ultimately leading to the opportunity for nurses in every…

  20. Real Estate Tax Exemption for Continuing Education Programs.

    ERIC Educational Resources Information Center

    Charters, Alexander N.

    A court case in which the issue was whether Syracuse University was entitled to tax exemption for certain real property used for administrative offices, classrooms, student housing, and parking lots by its continuing education programs, particularly the Continuing Education Center for the Public Service, is presented. The finding of the Court is…

  1. The Relationship between Continuing Education and Perceived Competence, Professional Support, and Professional Value among Clinical Psychologists

    ERIC Educational Resources Information Center

    Bradley, Stacy; Drapeau, Martin; DeStefano, Jack

    2012-01-01

    Introduction: Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing…

  2. 78 FR 55766 - Self-Regulatory Organizations; NASDAQ OMX PHLX LLC; Notice of Filing and Immediate Effectiveness...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-11

    ... Change To Amend Rule 640, Continuing Education for Registered Persons and Adopt a Corresponding Fee... Substance of the Proposed Rule Change The Exchange proposes to amend Rule 640, Continuing Education for... 640. Continuing Education for Registered Persons (a) Regulatory Element (1) Requirements--No member...

  3. Whole-Grain Continuing Education for School Foodservice Personnel: Keeping Kids from Falling Short

    ERIC Educational Resources Information Center

    Roth-Yousey, Lori; Barno, Trina; Caskey, Mary; Asche, Kimberly; Reicks, Marla

    2009-01-01

    Objective: The purpose of this project was to develop and test whole-grain continuing education for school foodservice personnel. Methods: A continuing education program was developed to address planning, purchasing, preparing, and serving whole-grain food in schools. Participants completed a pre-post questionnaire to assess changes in knowledge,…

  4. Adult Continuing Education and Human Resource Development: Present Competitors, Potential Partners

    ERIC Educational Resources Information Center

    Smith, Douglas H.

    2013-01-01

    "Author's Note": In May 1989, this article was published in "Livelong Learning," the monthly practitioner journal of the American Association for Adult and Continuing Education (Vol. 12, No. 7, pp. 13-17). Now viewed as a period reference article, it presents the relationship of adult and continuing education (ACE) and…

  5. 4-H Volunteer Continuing Education Academy

    ERIC Educational Resources Information Center

    Culp, Ken, III; Bullock, Leslie R.

    2017-01-01

    The 4-H Volunteer Continuing Education Academy was developed to provide 4-H club leaders a continuing education opportunity, to assist them in developing and enhancing the skills and knowledge necessary for their volunteer role, and to provide a means for 4-H livestock and horse club leaders to recertify. All participants reported satisfaction…

  6. Attitudes and Preferences of Pennsylvania Primary Care Physicians Regarding Continuing Medical Education.

    ERIC Educational Resources Information Center

    Mansfield, Phyllis; And Others

    Primary care physicians in Pennsylvania were asked to give their attitudes and preferences regarding continuing medical education (CME) in an effort to expand and develop physician-oriented CME programs for the Hershey Continuing Education department at Penn State. A 32-item questionnaire was mailed to 952 primary care physicians practicing in…

  7. Entre Reproduction et Mobilisation: les Rapports de Genre EN Formation Continue EN France et AU Canada

    NASA Astrophysics Data System (ADS)

    Fourner, Christine; Béret, Pierre; Doray, Pierre; Bélanger, Paul

    2009-01-01

    REPRODUCTION OR MOBILISATION? GENDER PROPORTIONS IN CONTINUING EDUCATION IN FRANCE AND CANADA - Initial education provisions for women have evolved greatly over the past 40 years. But what about their situation within adult education and training? This article, comparing Canada and France, shows that, while it is well known that more women than men participate in adult education, their greater presence in professional training courses is a new development. The analysis highlights certain particular findings, such as the growing demand for continuing education in Canada and the increased rate of participation by full-time employees in France. In both countries, a number of social factors continue to influence women's participation.

  8. The Role of Colleges of Advanced Education in the Education of Adults. A Report to the Australian Commission on Advanced Education.

    ERIC Educational Resources Information Center

    Nelson, A. J. A.

    This report to the Australian Commission on Advanced Education is intended as a basis for discussion by those who have the responsibility for making program and policy decisions in continuing education in Australia's colleges of advanced education. Though the idea that education is continuous with life is coming to be widely accepted…

  9. Creating opportunities for training California's public health workforce.

    PubMed

    Demers, Anne L; Mamary, Edward; Ebin, Vicki J

    2011-01-01

    Today there are significant challenges to public health, and effective responses to them will require complex approaches and strategies implemented by a qualified workforce. An adequately prepared workforce requires long-term development; however, local health departments have limited financial and staff resources. Schools and programs accredited by the Council for Education on Public Health (CEPH) are required to provide continuing education but are constrained by the lack of resources, limited time, and geography. To meet these challenges, a statewide university/community collaborative model for delivering continuing education programs was developed. A needs assessment of California's public health workforce was conducted to identify areas of interest, and two continuing education trainings were developed and implemented using innovative distance education technology. Thirty-six percent of the participants completed electronic evaluations of learning outcomes and use of the digital technology platform. Participants indicated a significant increase in knowledge, reported that the trainings were cost effective and convenient, and said that they would participate in future online trainings. Collaborative partners found that this model provides a cost-effective, environmentally sound, and institutionally sustainable method for providing continuing education to public health professionals. Offering continuing education via distance technology requires substantial institutional infrastructure and resources that are often beyond what many public institutions can provide alone. This project provides a model for collaborating with community partners to provide trainings, using a digital technology platform that requires minimal training and allows presenters and participants to log on from anywhere there is Internet access. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  10. Educational differences in continuing or restarting drinking in early and late pregnancy: role of psychological and physical problems.

    PubMed

    Pfinder, Manuela; Kunst, Anton E; Feldmann, Reinhold; van Eijsden, Manon; Vrijkotte, Tanja G M

    2014-01-01

    Many women continue drinking alcohol during pregnancy. This study aimed to describe educational differences in continued drinking in early and late pregnancy and to examine the contribution of psychological and physical factors to the explanation of educational differences. We examined 4,885 women enrolled in the Amsterdam Born Children and their Development study. Information on alcohol intake during pregnancy was based on self-reports at the 16th week of gestation and at 3 months postpartum. Only women who reported alcohol intake before pregnancy were included. Explanatory factors were alcohol intake before pregnancy, psychological problems, and physical problems. The risk of continued drinking in early pregnancy was increased in higher educated women (odds ratio [OR] = 1.41, 95% CI [1.25, 1.60]); in addition, in late pregnancy, higher educated women had an increased risk of restarting (OR = 1.67, 95% CI [1.37, 2.04]) and continuing drinking (OR = 1.77, 95% CI [1.36, 2.30]). The intensity of alcohol intake before pregnancy and all physical and psychological problems together explained 17.1% and 8.8% of the educational differences in continued drinking in early pregnancy, respectively. Higher educated women are more likely to continue drinking during pregnancy. The intensity of alcohol intake before pregnancy and physical and psychological problems contributed to the explanation of continued drinking. However, other factors may play a greater role, such as cultural factors and social norms.

  11. 32 CFR 154.61 - Security education.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 32 National Defense 1 2011-07-01 2011-07-01 false Security education. 154.61 Section 154.61... PERSONNEL SECURITY PROGRAM REGULATION Continuing Security Responsibilities § 154.61 Security education. (a.... Through security briefings and education, the Department of Defense continues to provide for the...

  12. 32 CFR 154.61 - Security education.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 32 National Defense 1 2012-07-01 2012-07-01 false Security education. 154.61 Section 154.61... PERSONNEL SECURITY PROGRAM REGULATION Continuing Security Responsibilities § 154.61 Security education. (a.... Through security briefings and education, the Department of Defense continues to provide for the...

  13. 32 CFR 154.61 - Security education.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 32 National Defense 1 2013-07-01 2013-07-01 false Security education. 154.61 Section 154.61... PERSONNEL SECURITY PROGRAM REGULATION Continuing Security Responsibilities § 154.61 Security education. (a.... Through security briefings and education, the Department of Defense continues to provide for the...

  14. 32 CFR 154.61 - Security education.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 32 National Defense 1 2014-07-01 2014-07-01 false Security education. 154.61 Section 154.61... PERSONNEL SECURITY PROGRAM REGULATION Continuing Security Responsibilities § 154.61 Security education. (a.... Through security briefings and education, the Department of Defense continues to provide for the...

  15. 32 CFR 154.61 - Security education.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 32 National Defense 1 2010-07-01 2010-07-01 false Security education. 154.61 Section 154.61... PERSONNEL SECURITY PROGRAM REGULATION Continuing Security Responsibilities § 154.61 Security education. (a.... Through security briefings and education, the Department of Defense continues to provide for the...

  16. An Overview of Continuing Interprofessional Education

    ERIC Educational Resources Information Center

    Reeves, Scott

    2009-01-01

    Interprofessional education, continuing interprofessional education, interprofessional collaboration, and interprofessional care are moving to the forefront of approaches with the potential to reorganize the delivery of health professions education and health care practice. This article discusses 7 key trends in the scholarship and practice of…

  17. 34 CFR 682.301 - Eligibility of borrowers for interest benefits on Stafford and Consolidation loans.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Eligibility of borrowers for interest benefits on Stafford and Consolidation loans. 682.301 Section 682.301 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED...

  18. From Access to Excess: Changing Roles and Relationships for Distance Education, Continuing Education, and Academic Departments in American Universities

    ERIC Educational Resources Information Center

    Ashcroft, Judy Copeland

    2013-01-01

    In American universities, early distance education needed both continuing education and academic departments for establishing institutional cooperation, developing quality standards, adapting to change, and finding a funding model. Today, the Internet and the need for additional revenue are driving new distance education models.

  19. Continuing Education for Texas: Special Studies of Non-Traditional Approaches to Education.

    ERIC Educational Resources Information Center

    Neidhart, Anthony C., Ed.

    The report presents 13 studies, undertaken by Texas institutions of higher learning, responding to educational needs for improved delivery systems of higher education services to adults, and adult continuing education programs. The individual studies are: The Urban University and the Learning Society (J. E. Champagne, R. Hopper, B. Leaman); The…

  20. 34 CFR 691.63 - Calculation of a grant for a payment period.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Calculation of a grant for a payment period. 691.63 Section 691.63 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  1. 34 CFR 691.63 - Calculation of a grant for a payment period.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Calculation of a grant for a payment period. 691.63 Section 691.63 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  2. 34 CFR 691.63 - Calculation of a grant for a payment period.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Calculation of a grant for a payment period. 691.63 Section 691.63 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  3. 34 CFR 691.63 - Calculation of a grant for a payment period.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Calculation of a grant for a payment period. 691.63 Section 691.63 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL...

  4. 34 CFR Appendix C to Part 682 - Procedures for Curing Violations of the Due Diligence in Collection and Timely Filing of Claims...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Procedures for Curing Violations of the Due Diligence... Part 682 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) FEDERAL FAMILY EDUCATION LOAN (FFEL) PROGRAM Pt...

  5. 34 CFR Appendix C to Part 682 - Procedures for Curing Violations of the Due Diligence in Collection and Timely Filing of Claims...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Procedures for Curing Violations of the Due Diligence... Part 682 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) FEDERAL FAMILY EDUCATION LOAN (FFEL) PROGRAM Pt...

  6. 34 CFR Appendix D to Part 682 - Policy for Waiving the Secretary's Right To Recover or Refuse To Pay Interest Benefits, Special...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Policy for Waiving the Secretary's Right To Recover or... 682 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) FEDERAL FAMILY EDUCATION LOAN (FFEL) PROGRAM Pt...

  7. 34 CFR Appendix C to Part 682 - Procedures for Curing Violations of the Due Diligence in Collection and Timely Filing of Claims...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Procedures for Curing Violations of the Due Diligence... Part 682 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) FEDERAL FAMILY EDUCATION LOAN (FFEL) PROGRAM Pt...

  8. The Continuing Benefits of Education: Adult Education and Midlife Cognitive Ability in the British 1946 Birth Cohort

    PubMed Central

    Hatch, Stephani L.; Feinstein, Leon; Link, Bruce G.; Wadsworth, Michael E. J.; Richards, Marcus

    2007-01-01

    Objectives. Evidence shows education positively impacts cognitive ability. However, researchers have given little attention to the potential impact of adult education on cognitive ability, still malleable in midlife. The primary study aim was to examine whether there were continuing effects of education over the life course on midlife cognitive ability. Methods. This study used data from the Medical Research Council National Survey of Health and Development, also known as the British 1946 birth cohort, and multivariate regression to estimate the continuing effects of adult education on multiple measures of midlife cognitive ability. Results. Educational attainment completed by early adulthood was associated with all measures of cognitive ability in late midlife. The continued effect of education was apparent in the associations between adult education and higher verbal ability, verbal memory, and verbal fluency in late midlife. We found no association between adult education and mental speed and concentration. Discussion. Associations between adult education and midlife cognitive ability indicate wider benefits of education to health that may be important for social integration, well-being, and the delay of cognitive decline in later life. PMID:18079429

  9. Using quantum principles to develop independent continuing nursing education programs.

    PubMed

    Zurlinden, Jeffrey; Pepsnik, Dawn

    2013-01-01

    Innovations in health care call for fresh approaches to continuing nursing education that support lateral relationships, teamwork, and collaboration. To foster this transformation, we devised the following education principles: Everyone teaches, everyone learns; embrace probability; information is dynamic; and trust professionals to practice professionally. These principles guided the development of seven independent, practice-specific, evidence-based continuing nursing education programs totaling 21.5 contact hours for casual-status nurses who practiced as childbirth educators. The programs were popular, promoted teamwork, and increased communication about evidence-based practice.

  10. The Need for Specialty Curricula Based on Core Competencies: A White Paper of the Conjoint Committee on Continuing Medical Education

    ERIC Educational Resources Information Center

    Jackson, Marcia J.; Gallis, Harry A.; Gilman, Stuart C.; Grossman, Michael; Holzman, Gerald B.; Marquis, Damon; Trusky, Sandra K.

    2007-01-01

    At present there is no curriculum to guide physician lifelong learning in a prescribed, deliberate manner. The Conjoint Committee on Continuing Medical Education, a group representing 16 major stakeholder organizations in continuing medical education, recommends that each specialty society and corresponding board reach consensus on the…

  11. The Pacific Century. Opportunities and Challenges for Continuing Education, NUCEA Region VI Conference Proceedings (Turtle Bay, Hawaii, October 12-15, 1986).

    ERIC Educational Resources Information Center

    National Univ. Continuing Education Association, Los Angeles, CA. Region VI.

    These 15 presentations are from a conference held to draw attention to the importance of countries bordering the Pacific Ocean and their contributions to continuing education. They provide perspectives on continuing education opportunities from the standpoint of programming, marketing, technology, and intercultural relations. Presentations include…

  12. Research in Adult and Continuing Education: Master of Adult and Continuing Education Program.

    ERIC Educational Resources Information Center

    Washington State Univ., Pullman. Coll. of Education.

    The document presents an annotated bibliography of Master's degree theses in Adult and Continuing Education, Washington State University, 1974-76. Abstracts for the following 12 theses are presented: (1) Agrarian Reform in Chile: A Case Study; (2) An Analysis of the Activities and the Needs of the Senior Citizens in Garfield, Washington and the…

  13. A Road Travelled Too Far?: A Case Study of the Restructuring of University Adult and Continuing Education.

    ERIC Educational Resources Information Center

    Findsen, Brian

    2001-01-01

    Describes the restructuring of the Centre for Continuing Education and the University of Auckland within the context of political ideology, developments in New Zealand universities, and the historical role of adult and continuing education. Concludes that strategic neglect enabled external forces to drive policy and practice toward neoliberal…

  14. Continuing Education Unit: A Collection of Five Journal Articles, 1972.

    ERIC Educational Resources Information Center

    1972

    Using the Georgia plan as his basis for meeting classification needs, Charles B. Lord categorizes programs into five broad areas in "A Classification System for Continuing Education Programs," Adult Leadership, April 1972, pp. 357-359. Paul J. Grogan's "The Concept of a Continuing Education Unit," Indiana State Board of Health Bulletin, May 1972,…

  15. Professional Workers as Learners. The Scope, Problems, and Accountability of Continuing Professional Education in the 1990s.

    ERIC Educational Resources Information Center

    Hunt, E. Stephen, Ed.

    This monograph presents six papers that analyze the current state of research and practice in continuing professional education. Papers address: (1) the problems confronting effective research and policymaking presented by the diverse and unorganized nature of the continuing professional education enterprise; (2) what is known concerning the…

  16. Innovation in Continuing Education Provision, Teaching and Learning: Research Perspectives. Papers from a Conference (Lancaster, England, United Kingdom, April 27, 1995).

    ERIC Educational Resources Information Center

    Hamilton, Mary, Ed.; Withnall, Alexandra, Ed.

    The following conference papers cover a wide spectrum of issues in continuing education: "Introduction" (Katherine Leni Oglesby); "Footprints in the Sand?--The Legacy of the University Funding Council's Support for Research in Continuing Education" (Chris Duke); "Thinking Fragments: Learning, Life Histories and the…

  17. 78 FR 50128 - Self-Regulatory Organizations; EDGX Exchange, Inc.; Notice of Filing and Immediate Effectiveness...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-16

    ... Change To Amend Rule 2.5 To Outline the Continuing Education Requirements for Series 56 Licensees and Its Fee Schedule To Include Fees for the Series 56 Examination and Its Related Continuing Education... Rule 2.5 to: (i) outline the continuing education requirements for Authorized Traders \\3\\ of Members \\4...

  18. 78 FR 50120 - Self-Regulatory Organizations; EDGA Exchange, Inc.; Notice of Filing and Immediate Effectiveness...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-16

    ... Change To Amend Rule 2.5 To Outline the Continuing Education Requirements for Series 56 Licensees and Its Fee Schedule To Include Fees for the Series 56 Examination and Its Related Continuing Education... Rule 2.5 to: (i) Outline the continuing education requirements for Authorized Traders \\3\\ of Members \\4...

  19. Fostering the Growing Need to Learn: Designs for the Continuing Education of Health Manpower. Part One, Volume One.

    ERIC Educational Resources Information Center

    Syracuse Univ., NY.

    This publication is one of four parts of the Project Continuing Education for Health Manpower performed by Syracuse University for the Regional Medical Programs Service. Continuing education is defined as systematic efforts to acquire, maintain, and develop the abilities, skills, knowledge, and attitudes of persons already engaged in providing…

  20. Positioning Continuing Education: Boundaries and Intersections between the Domains Continuing Education, Knowledge Translation, Patient Safety and Quality Improvement

    ERIC Educational Resources Information Center

    Kitto, Simon; Bell, Mary; Peller, Jennifer; Sargeant, Joan; Etchells, Edward; Reeves, Scott; Silver, Ivan

    2013-01-01

    Public and professional concern about health care quality, safety and efficiency is growing. Continuing education, knowledge translation, patient safety and quality improvement have made concerted efforts to address these issues. However, a coordinated and integrated effort across these domains is lacking. This article explores and discusses the…

  1. Examining the Satisfaction Levels of Continual Professional Development Provided by a Rural Accounting Professional Body

    ERIC Educational Resources Information Center

    Halabi, Abdel K.

    2014-01-01

    The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting…

  2. California Dreaming: The Past, Present, and Future of Continuing and Higher Education in California

    ERIC Educational Resources Information Center

    Matkin, Gary W.

    2012-01-01

    In this article, Gary Matkin, Dean of Continuing Education, Distance Learning, and Summer Session at the University of California, Irvine and long-time member of UPCEA, talks about his experience with higher and continuing education in California. The situation of public universities has changed considerably, and his 43 years as an undergraduate,…

  3. 34 CFR 685.205 - Forbearance.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... leading to a degree or certificate awarded by an institution of higher education, a hospital, or a health... Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) WILLIAM D. FORD FEDERAL DIRECT LOAN PROGRAM Borrower Provisions § 685.205...

  4. Continuing Education in the Professions. Current Information Sources, No. 24.

    ERIC Educational Resources Information Center

    Syracuse Univ., NY. ERIC Clearinghouse on Adult Education.

    Beginning with bibliographies, surveys, and other general works, this 225-item annotated bibliography on professional continuing education covers the following areas: engineering and technical education; chemistry and clinical psychology; medicine and health (including psychiatry); inservice education and retraining for lawyers, law enforcement…

  5. Multisite Assessment of Nursing Continuing Education Learning Needs Using an Electronic Tool.

    PubMed

    Winslow, Susan; Jackson, Stephanie; Cook, Lesley; Reed, Joanne Williams; Blakeney, Keshia; Zimbro, Kathie; Parker, Cindy

    2016-02-01

    A continued education needs assessment and associated education plan are required for organizations on the journey for American Nurses Credentialing Center Magnet® designation. Leveraging technology to support the assessment and analysis of continuing education needs was a new venture for a 12-hospital regional health system. The purpose of this performance improvement project was to design and conduct an enhanced process to increase the efficiency and effectiveness of gathering data on nurses' preferences and increase nurse satisfaction with the learner assessment portion of the process. Educators trialed the use of a standardized approach via an electronic survey tool to replace the highly variable processes previously used. Educators were able to view graphical summary of responses by category and setting, which substantially decreased analysis and action planning time for education implementation plans at the system, site, or setting level. Based on these findings, specific continuing education action plans were drafted for each category and classification of nurses. Copyright 2016, SLACK Incorporated.

  6. Emergency medical service attitudes toward geriatric prehospital care and continuing medical education in geriatrics.

    PubMed

    Peterson, Lars-Kristofer N; Fairbanks, Rollin J; Hettinger, Aaron Z; Shah, Manish N

    2009-03-01

    To understand the opinions of emergency medical service (EMS) providers regarding their ability to care for older adults, the domains of geriatric medicine in which they need more training, and the modality through which continuing education could be best delivered. Qualitative study using key informant interviews. Prehospital EMS system in Rochester, New York. EMS providers, EMS instructors and administrators, emergency physicians, and geriatricians. Semistructured interviews were conducted using an interview guide that addressed knowledge and skill deficiencies, recommendations for improvement of geriatrics continuing education, and delivery methods of education. Participant responses were generally congruous despite the diverse backgrounds, and redundancy was achieved rapidly. All participants perceived a deficit in EMS education on the care of older adults, particularly related to communications with patients and skilled nursing facility staff. All desired more geriatric continuing education for EMS providers, especially in communications and psychosocial issues. Education was desired in various modalities. Further geriatric continuing education for EMS providers is needed. Some specific topics relate to medical issues, but a large proportion involve communications and psychosocial issues. Education should be delivered in a variety of modalities to meet the needs of the EMS community. Emerging on-line video technologies may bridge the gap between learners preferring classroom-based modailities and those preferring self-study modules.

  7. The use of continuing adult education

    NASA Technical Reports Server (NTRS)

    Redd, Frank J.

    1990-01-01

    The objectives of the National Space Grant and Fellowship Program include the expansion of space-oriented educational programs beyond the traditional boundaries of university campuses to reach 'non-traditional' students whose personal and professional lives would be enhanced by access to such programs. These objectives coincide with those of the continuing education programs that exist on most university campuses. By utilizing continuing educations resources and facilities, members of the National Space Grant Program can greatly enhance the achievement of program objectives.

  8. Effects of e-Learning and m-Learning on Nursing Care in a Continuing Education Context: An Overview of Mixed Method Systematic Reviews (Protocol).

    PubMed

    Rouleau, Geneviève; Gagnon, Marie-Pierre; Côté, José; Hudson, Emilie; Payne-Gagnon, Julie; Bouix-Picasso, Julien; Duboi, Carl-Ardy

    2017-01-01

    Continuing education is an imperative for professional nursing. e-Learning is one modality to support education and it has been extensively examined in a nursing academic context. An overview of quantitative, qualitative, and mixed-method systematic reviews were conducted to draw a broad picture of the effects of e-Learning and m-Learning used by registered nurses in a continuing education context.

  9. Satellite videoconferencing for healthcare workers: audience characteristics and the importance of continuing education credits.

    PubMed

    Chen, I L; Eckhardt, J N; Sinkowitz-Cochran, R L; Jarvis, W R

    1999-11-01

    To assess the opinions of healthcare workers (HCWs) about a satellite videoconference as a means of earning continuing education credit, a telephone survey was conducted in September 1998, 1 month after a live interactive satellite videoconference on antimicrobial use and resistance. There were 180 registered sites in 45 states surveyed, representing 1,589 viewers: 764 nurses (48.1%), 201 physicians (12.6%), and 624 other HCWs (39.3%). Continuing education credit was requested by 51% of nurses, 31% of physicians, and 27% of all other HCWs. Although preferred learning formats varied, 70% of respondents said it was important to offer continuing education credit. Furthermore, 31% of the respondents stated that the videoconference influenced institutional strategies. We concluded that satellite videoconferences are a method to reach audiences around the world efficiently and effectively, provide the latest information, facilitate interaction, and meet some of the demand for continuing education credit for HCWs.

  10. Accreditation and Continuous Quality Improvement in Athletic Training Education.

    ERIC Educational Resources Information Center

    Peer, Kimberly S.; Rakich, Jonathon S.

    2000-01-01

    Describes the application of the continuous quality improvement model, commonly associated with the business sector, to entry-level athletic training education programs accredited by the Commission on the Accreditation of Allied Health Education Programs. After discussing historical perspectives on athletic training education programs, the paper…

  11. Adult Education in Korea.

    ERIC Educational Resources Information Center

    Miller, Harry G.; Lee, Hyon Chong

    Adult and continuing education in Korea is associated with a national emphasis on social education in nonformal settings outside traditional elementary and secondary systems. During the last decades, achievements have included growth in the variety of programs, national attention to the necessity of adult and continuing education, and expansion of…

  12. Future of Online Education in Crisis: A Call to Action

    ERIC Educational Resources Information Center

    Nash, Julie Ann

    2015-01-01

    Online education is growing rapidly and there is little doubt that it will continue to expand until it one day encompasses the majority of higher education course offerings. Higher education leaders agree that online education will continue to grow even in the face of a slight recent decline (Allen & Seaman, 2013). As the rise of online…

  13. 34 CFR 694.8 - Under what conditions may the Secretary approve a request from a Partnership applying for a GEAR...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Under what conditions may the Secretary approve a...? 694.8 Section 694.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) GAINING EARLY AWARENESS AND...

  14. 34 CFR 694.8 - Under what conditions may the Secretary approve a request from a Partnership applying for a GEAR...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Under what conditions may the Secretary approve a...? 694.8 Section 694.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) GAINING EARLY AWARENESS AND...

  15. 34 CFR 694.8 - Under what conditions may the Secretary approve a request from a Partnership applying for a GEAR...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Under what conditions may the Secretary approve a...? 694.8 Section 694.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) GAINING EARLY AWARENESS AND...

  16. In Search of Coherence: A View from the Accreditation Council for Graduate Medical Education

    ERIC Educational Resources Information Center

    Leach, David C.

    2005-01-01

    The Conjoint Committee on Continuing Medical Education has developed a position paper, a set of recommendations, and next steps in the reform of continuing medical education (CME). The Accreditation Council for Graduate Medical Education (ACGME) sets standards for and accredits residency programs in graduate medical education and is not directly…

  17. 34 CFR 694.8 - Under what conditions may the Secretary approve a request from a Partnership applying for a GEAR...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Under what conditions may the Secretary approve a...? 694.8 Section 694.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) GAINING EARLY AWARENESS AND...

  18. 34 CFR 691.64 - Calculation of a grant for a payment period which occurs in two award years.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false Calculation of a grant for a payment period which occurs in two award years. 691.64 Section 691.64 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED...

  19. 34 CFR 691.64 - Calculation of a grant for a payment period which occurs in two award years.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false Calculation of a grant for a payment period which occurs in two award years. 691.64 Section 691.64 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED...

  20. 34 CFR 691.64 - Calculation of a grant for a payment period which occurs in two award years.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false Calculation of a grant for a payment period which occurs in two award years. 691.64 Section 691.64 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED...

  1. 34 CFR 691.64 - Calculation of a grant for a payment period which occurs in two award years.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false Calculation of a grant for a payment period which occurs in two award years. 691.64 Section 691.64 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED...

  2. The Ghetto Sophisticates: Performing Black Masculinity, Saving Lost Souls, and Serving as Leaders of the New School

    ERIC Educational Resources Information Center

    Gause, C. P.

    2005-01-01

    The educational discourse chronicling the experiences of African American educators continues to be limited, while the anthropological and sociological literature appears to be more inclusive. Educational literature in regards to African American educators since 1966 continues to focus on how African American educators maintain the status quo and…

  3. How to Prosper in the Continuing Education Classroom.

    ERIC Educational Resources Information Center

    Brook, Paula A.

    1989-01-01

    Suggests that continuing education teachers work continually to develop and maintain mastery of their subject area, employ unexploitative methods and techniques in knowledge transference, and nurture personal, emotional ties with students through role playing. (DMM)

  4. Continuing education for maternal child health nurses: a means to improve the health care of mothers and children.

    PubMed Central

    Bolte, I M; Presler, E P

    1983-01-01

    The University of Kentucky College of Nursing is in the 7th year of implementing a 7-year federally funded continuing education project. The major goal of MCH (maternal child health) Project 969, which is scheduled to terminate Sept. 30, 1984, is to develop and offer a series of quality continuing education courses for three distinct populations--practicing maternal child health nurses, State nurse consultants, and nurse supervisors at county or district levels. The purpose of these courses is to improve the practice of the participating nurses and thereby ultimately to improve the health status of mothers and children in Region IV of the Department of Health and Human Services. Evaluation of the project by its staff after its first 5 years showed that (a) it has provided a series of continuing education courses of high quality; (b) met its goals and objectives; (c) provided continuing education for practicing maternal child health nurses that has improved MCH nursing practice in Region IV; (d) provided continuing education for State nurse consultants that has enabled them to become more effective leaders in their respective States; (e) used previously untapped resources in Region IV to make the concept of regional continuing education in maternal child health nursing a reality; and (f) generated a networking system among State nurse consultants, nurse educators, and nurse leaders in other service-oriented Title V programs that has been most effective in meeting the learning needs of the three distinct populations it serves. PMID:6419272

  5. Survey of Students and Non-Students about Continuing Education Market Place. Volume XXIV, Number 16.

    ERIC Educational Resources Information Center

    Lucas, John A.; And Others

    To evaluate the outreach and marketing efforts for its non-credit offerings, William Rainey Harper College in Illinois conducted a study of recent continuing education students in spring 1996. First, a random sample of 200 former students who had enrolled in continuing education courses in the past 5 years was surveyed, receiving 57 completed…

  6. A STUDY OF CONTINUING EDUCATION NEEDS OF SELECTED PROFESSIONAL GROUPS AND UNIVERSITY EXTENSION CONTRACT PROGRAMS IN WYOMING.

    ERIC Educational Resources Information Center

    NICHOLAS, ROBERT A.

    THIS STUDY AIMED TO DEVELOP PRINCIPLES FOR A MODEL PROGRAM OF CONTINUING EDUCATION FOR THE PROFESSIONS AT THE UNIVERSITY OF WYOMING. THE AUTHOR REVIEWED THE LITERATURE ON THE GROWTH OF THE PROFESSIONS AND ON CONTINUING EDUCATION IN THE PROFESSIONS GENERALLY, WITH SPECIAL REFERENCE TO ARCHITECTURE, DENTISTRY, LAW, MEDICINE, AND PHARMACY. FROM THIS…

  7. Adjunct Faculty: Perception of Leadership Styles, Leadership Outcomes, and Organizational Commitment in Online and Faith-Based Education Settings

    ERIC Educational Resources Information Center

    Pope Zinsser, Kam Lara

    2017-01-01

    Research indicates that adjunct faculty continues to grow in the higher education setting. Overall, universities continue to hire adjunct faculty to facilitate online courses and as a cost saving measure. While institutions continue to rely on adjunct faculty, a disconnection exists between the adjunct and the higher education administrators. This…

  8. Continuing Education for Early Primary School Leavers. Report of a Technical Working Group Meeting (Chiang Mai, Thailand, October 4-11, 1988).

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

    This report summarizes discussions of a working group meeting on the continuing education needs of early primary school leavers in Asia and the Pacific. An introduction summarizes the welcoming addresses. Chapter 1 presents highlights of experiences of these countries in providing continuing education to school leavers: Bangladesh, China, India,…

  9. Continuing Education for Primary Health Care. Report on a Seminar (San Remo, Italy, October 19-21, 1981).

    ERIC Educational Resources Information Center

    World Health Organization, Copenhagen (Denmark). Regional Office for Europe.

    A report on a 1981 seminar on continuing education for primary health care, sponsored by the World Health Organization's Regional Office for Europe is presented. The main purpose of the seminar was to determine the characteristics of continuing education as a support measure for primary health care provision, based on an analysis of the…

  10. Systems of Continuing Education: Priority to District Health Personnel. Report of a WHO Expert Committee. Technical Report Series 803.

    ERIC Educational Resources Information Center

    World Health Organization, Geneva (Switzerland).

    Continuing education systems can improve the performance of health workers in countries around the world and support the functioning of district health systems. Continuing education guides health personnel toward the principles and methods of primary health care and improves their work with the community and family to attain an adequate level of…

  11. Lessons from a New Continuing Education Mandate: The Experience of NASW-NYC

    ERIC Educational Resources Information Center

    Schachter, Robert

    2016-01-01

    The New York City Chapter of the National Association of Social Workers (NASW-NYC), one of the largest in the country, launched a continuing education initiative in 2015 in response to passage of a new statute mandating that all MSW-level state licensed social workers begin accumulating approved hours of continuing education as a requirement for…

  12. Health Care Improvement and Continuing Interprofessional Education: Continuing Interprofessional Development to Improve Patient Outcomes

    ERIC Educational Resources Information Center

    Wilcock, Peter M.; Janes, Gillian; Chambers, Alison

    2009-01-01

    Health care improvement and continuing professional education must be better understood if we are to promote continuous service improvement through interprofessional learning in the workplace. We propose that situating interprofessional working, interprofessional learning, work-based learning, and service improvement within a framework of social…

  13. A cross-sectional study of facilitators and barriers of Iranian nurses' participation in continuing education programs.

    PubMed

    Hamzehgardeshi, Zeinab; Shahhosseini, Zohreh

    2013-12-27

    Continuing education is one of the modern strategies to maintain and elevate knowledge and professional skills of nurses which in turn elevate the health status of society. Since several factors affect nurses' participation in continuing education, it's essential to know promoters and obstacles in this issue and plan accordingly. In this cross-sectional study, 361 Iranian nurses who were recruited by convenience sampling method completed an anonymous, self-administered questionnaire from October 2012 to April 2013. Topics covered the participants' attitudes towards facilitators and barriers of their participation in continuing education. Mean and standard deviation of participants ' age were 37.14±7.58 years and 93.94% were female. The maximum score of facilitators and barriers to nurses' participation in continuing education were related to "Update my knowledge" and "Work commitments" respectively. The results showed among Iranian nurses, the mean score of personal and structural barriers was significantly higher than the mean score of interpersonal ones (F=2122.66, p<0.001). Results highlight policy makers and nursing managers' role on improving the accessibility to provided continuing education programs by enforcement of facilitators and reducing barriers focusing on the personal and structural barriers.

  14. Continuing medical education for general practitioners: a practice format

    PubMed Central

    VanNieuwenborg, Lena; Goossens, Martine; De Lepeleire, Jan; Schoenmakers, Birgitte

    2016-01-01

    Introduction Our current knowledge-based society and the many actualisations within the medical profession require a great responsibility of physicians to continuously develop and refine their skills. In this article, we reflect on some recent findings in the field of continuing education for professional doctors (continuing medical education, CME). Second, we describe the development of a CME from the Academic Center for General Practice (ACHG) of the KU Leuven. Methods First, we performed a literature study and we used unpublished data of a need assessment performed (2013) in a selected group of general practitioners. Second, we describe the development of a proposal to establish a CME programme for general practitioners. Results CME should go beyond the sheer acquisition of knowledge, and also seek changes in practice, attitudes and behaviours of physicians. The continuing education offerings are subject to the goals of the organising institution, but even more to the needs and desires of the end user. Conclusions Integrated education is crucial to meet the conditions for efficient and effective continuing education. The ACHG KU Leuven decided to offer a postgraduate programme consisting of a combination of teaching methods: online courses (self-study), contact courses (traditional method) and a materials database. PMID:26850504

  15. Effective medical education: insights from the Cochrane Library.

    PubMed

    Satterlee, Winston G; Eggers, Robin G; Grimes, David A

    2008-05-01

    In 2006, the Accreditation Council for Continuing Medical Education highlighted the need for linking educational activities to changes in competence, performance, or patient outcomes. Hence, educational providers increasingly need to know what strategies are effective. The Cochrane Library is widely regarded as the best source of credible evidence concerning health care. The authors searched the Cochrane Database of Systematic Reviews (issue 4 for 2006) using the search terms "continuing medical education," "medical education," and "continuing education." They conducted a second complementary search of this database by review group (Effective Practice and Organization of Care). Finally, the authors examined the references of recent review articles for Cochrane reviews and found 9 relevant reviews. The most effective educational methods were the most interactive. Combined didactic presentations and workshops were more effective than traditional didactic presentations alone. Medical education was more effective when more than 1 intervention occurred, especially if these interventions occurred over an extended period. Targeted education should focus on changing a behavior that is simple, because effect size is inversely proportional to the complexity of the behavior. In the era of evidence-based medicine, interventions-including educational ones-should reflect the best available evidence. Cochrane reviews of randomized controlled trials of educational methods provide important guidance that often challenges traditional didactic approaches. Integrating the findings from the Cochrane reviews may allow continuing medical education to be more successful in bringing about changes to healthcare providers' behavior. Obstetricians & Gynecologists, Family Physicians. After completion of this article, the reader should be able to explain the scientific evidence concerning the effectiveness of various techniques used for continuing medical education, state the relative value of such techniques as traditional didactic lectures, conferences led by local opinion leaders, interactive workshops, and educational outreach visits, and identify the value and limitations of teaching critical appraisal skills.

  16. How to develop a low cost, in-house distance learning center for continuing medical education. Part II.

    PubMed

    Lanza, Vincenzo

    2002-12-01

    The first part of this paper discussed the advantages and communication tools needed to create a Distance Learning Center for continuing medical education by using an Intranet or the Internet. This part continues with an explanation of the hardware, software (largely free) and human resources needed for videoconferencing as well as the costs. Suitable even for small hospitals Distance Learning Centers can be of higher quality than traditional methods of continuing medical education.

  17. Continuing Education and the Adult Curriculum.

    ERIC Educational Resources Information Center

    Griffin, Colin

    1979-01-01

    Discusses the gulf between adult education theory and practices and looks at other British papers and reports on adult and continuing education issues and policies. Argues that insufficient thought has been given to adult education content and to the difficulty of integrating institutions with traditionally different types of curriculum. (MF)

  18. Mandatory Continuing Professional Education for CPAs: Is It Working?

    ERIC Educational Resources Information Center

    Coffee, David; Beegle, John

    1994-01-01

    According to responses from 254 of 400 certified public accountants (133 practitioners, 121 educators), 91% believe that mandatory continuing professional education is beneficial and enhances professional image. Most believe it improves the quality of their work; practitioners feel more strongly about the benefits than do educators. (SK)

  19. Nonformal Continuing Education in Rural Brazil.

    ERIC Educational Resources Information Center

    Chesterfield, Ray; Schutz, Paulo

    1978-01-01

    The authors describe a nonformal adult vocational education program developed in Rio Grande do Sul, a rural Brazilian state, which offers in-school vocational education as well as adult continuing education. Truck trailers with vocational equipment and trained personnel visit rural communities to provide learning experiences both in and out of the…

  20. Medical Education and Communication Companies Involved in CME: An Updated Profile

    ERIC Educational Resources Information Center

    Peterson, Eric D.; Overstreet, Karen M.; Parochka, Jacqueline N.; Lemon, Michael R.

    2008-01-01

    Introduction: Medical Education and Communication Companies (MECCs) represent approximately 21% of the providers accredited by the Accreditation Council for Continuing Medical Education (ACCME), yet relatively little is known about these organizations in the greater continuing medical education (CME) community. Two prior studies described them,…

  1. Seeking a progressive relationship for learning: A theoretical scheme about the continuity of the student-educator relationship in clinical nursing education.

    PubMed

    Yaghoubinia, Fariba; Heydari, Abbas; Latifnejad Roudsari, Robab

    2014-01-01

    The student-educator relationship is an educational tool in nursing education and has long-lasting influence on the professional development of nursing students. Currently, this relationship in clinical settings is different from that in the past due to a paradigm shift in nursing education and its emphasis on the centrality of the relationship. The purpose of this grounded theory study was to explore the continuity of the student-educator relationship in the Iranian context of clinical nursing education. Ten bachelor nursing students and 10 clinical educators at Mashhad University of Medical Sciences, Iran, were selected through purposive and theoretical sampling. The data were collected through semi-structured interviews and participant observation. Interviews were transcribed verbatim, and data analysis was done through open, axial, and selective coding, using MAXQDA ver. 2007 qualitative data analysis software. The core category emerging from the data analysis was "seeking a progressive relationship for learning". Other major categories linked to and embraced within this core category were: "creating emotional connection", "trying to continue the relationship chain", and "adapting the behaviors". The findings indicated that in the Iranian sociocultural context, students and educators gain some action/interaction strategies for continuity of their relationship. It is obvious that the role of the nursing clinical educators and their relationship skills are critical in the relationship continuity of clinical settings. © 2013 The Authors. Japan Journal of Nursing Science © 2013 Japan Academy of Nursing Science.

  2. Toward a Freedom to Learn in Continuing Professional Education.

    ERIC Educational Resources Information Center

    Boyer, Cheryl

    1986-01-01

    A hybrid of professional continuing education and Carl Rogers's humanistic philosophy supporting freedom in learning is proposed, and the five principles of the philosophy are examined for their potential for transfer to professional education. (MSE)

  3. Continuing Education -- A Management Point of View.

    ERIC Educational Resources Information Center

    Williams, J. D.

    The needs for continuing engineering education to avoid technical obsolescence and the programs offered by one company to fill this need are discussed. Ten educational alternative programs of the Sandia Laboratories, Albuquerque (New Mexico) are described. (CP)

  4. A new vision for distance learning and continuing medical education.

    PubMed

    Harden, Ronald M

    2005-01-01

    Increasing demands on continuing medical education (CME) are taking place at a time of significant developments in educational thinking and new learning technologies. Such developments allow today's CME providers to better meet the CRISIS criteria for effective continuing education: convenience, relevance, individualization, self-assessment, independent learning, and a systematic approach. The International Virtual Medical School (IVIMEDS) provides a case study that illustrates how rapid growth of the Internet and e-learning can alter undergraduate education and has the potential to alter the nature of CME. Key components are a bank of reusable learning objects, a virtual practice with virtual patients, a learning-outcomes framework, and self-assessment instruments. Learning is facilitated by a curriculum map, guided-learning resources, "ask-the-expert" opportunities, and collaborative or peer-to-peer learning. The educational philosophy is "just-for-you" learning (learning customized to the content, educational strategy, and distribution needs of the individual physician) and "just-in-time" learning (learning resources available to physicians when they are required). Implications of the new learning technologies are profound. E-learning provides a bridge between the cutting edge of education and training and outdated procedures embedded in institutions and professional organizations. There are important implications, too, for globalization in medical education, for multiprofessional education, and for the continuum of education from undergraduate to postgraduate and continuing education.

  5. Repurposing traditional instructor-led lectures for continuing education: rewarding instructors as authors and maximizing return on investment.

    PubMed

    Rushinek, Avi; Rushinek, Sara; Lippincott, Christine; Ambrosia, Todd

    2014-04-01

    The aim of this article is to describe the repurposing of classroom video surveillance and on-screen archives (RCVSOSA) model, which is an innovative, technology-enabled approach to continuing education in nursing. The RCVSOSA model leverages network Internet-protocol, high-definition surveillance cameras to record videos of classroom lectures that can be automatically uploaded to the Internet or converted to DVD, either in their entirety or as content-specific modules, with the production work embedded in the technology. The proposed model supports health care continuing education through the use of online assessments for focused education modules, access to archived online recordings and DVD training courses, voice-to-text transcripts, and possibly continuing education modules that may be translated into multiple languages. Potential benefits of this model include increased access to educational modules for students, instant authorship, and financial compensation for instructors and their respective organizations.

  6. The Institutional Design for Continuing Education in the "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)"

    ERIC Educational Resources Information Center

    Mingming, Ji

    2012-01-01

    The cause of continuing education has gained significant strides in China after the advent of Reform and Opening Up, but it is still the weakest link in the current system of education. The "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)" (hereafter abbreviated as the "Guideline") has…

  7. The Global Challenge in Basic Education: Why Continued Investment in Basic Education Is Important

    ERIC Educational Resources Information Center

    Mertaugh, Michael T.; Jimenez, Emmanuel Y.; Patrinos, Harry A.

    2009-01-01

    This paper documents the importance of continued investment in basic education and argues that investments need to be carefully targeted to address the constraints that limit the coverage and quality of education if they are to provide expected benefits. Part I begins with a discussion of the returns to investment in education. Part II then…

  8. Texas Adult Education: Soaring Into the 21st Century. An Adult Education Administrator's Guide for Continuous Improvement and Evaluation.

    ERIC Educational Resources Information Center

    Gall, Dan; Payne, Emily Miller; Burger, Phil; Curtis, Evelyn; Douglas, James; Kean, Nona; Parker, Ursula; Perez, Juan; Rosenberg, Sheila; Saucedo-Schwarz, Myrna; Franklin, Effie; Reed, Joseph

    This guide is designed as an aid for the adult education administrator in the pursuit of continuous excellence and quality improvement in adult education programs in Texas. The Acknowledgments section provides an introduction, background, history, and overview of the adult education National Reporting System (NRS); overview of the NRS measures and…

  9. Investing in Education Powers U.S. Competitiveness: Education Funding Must Be Preserved

    ERIC Educational Resources Information Center

    Epstein, Diana

    2012-01-01

    Education is the key to American competitiveness and a strong economy, and continued federal investment in education is needed in order to support improvements in student achievement and put American economy on the path to sustained growth. The United States must continue to invest in education in order to create a system that is more equitable…

  10. Study on the continuing education innovative talents training mode of civil engineering major

    NASA Astrophysics Data System (ADS)

    Sun, Shengnan; Su, Zhibin; Cui, Shicai

    2017-12-01

    According to the characteristics of civil engineering professional continuing education, continuing education of innovative talents training mode suitable for the characteristics of our school is put forward in this paper. The characteristics of the model include: the education of professional basic courses and specialized courses should be paid attention to; engineering training should be strengthened and engineering quality should be trained; the concept of large civil engineering should be highlighted, the specialized areas should be broadened, and the curriculum system should be reconstructed; the mechanism of personnel training program should be constructed by the employers, the domestic highlevel institutions and our university. It is hoped that the new training model will promote the development of continuing education of civil engineering specialty in our university.

  11. How to use case studies: continuity cases vs. one-shot cases.

    PubMed

    Reeves, P N

    1992-01-01

    Cases are a widely used instructional technique in health services administration education. This article discusses the merits of using cases in graduate education and identifies two types of cases, one-shot cases and continuity cases. The continuity case has many advantages for professional education. In particular it requires the students to recognize and cope with the interactions among decisions. Continuity cases are good vehicles both for instruction and for evaluation of students' competence. The supply of good continuity cases, however, is very limited. Consequently, despite the advantages of this type of case, instructors must consider using a blend of continuity and one-shot cases. Suggestions for the mix of cases within a curriculum are presented.

  12. An exploration of the midwifery continuity of care program at one Australian University as a symbiotic clinical education model.

    PubMed

    Sweet, Linda P; Glover, Pauline

    2013-03-01

    This discussion paper analyses a midwifery Continuity of Care program at an Australian University with the symbiotic clinical education model, to identify strengths and weakness, and identify ways in which this new pedagogical approach can be improved. In 2002 a major change in Australian midwifery curricula was the introduction of a pedagogical innovation known as the Continuity of Care experience. This innovation contributes a significant portion of clinical experience for midwifery students. It is intended as a way to give midwifery students the opportunity to provide continuity of care in partnership with women, through their pregnancy and childbirth, thus imitating a model of continuity of care and continuity of carer. A qualitative study was conducted in 2008/9 as part of an Australian Learning and Teaching Council Associate Fellowship. Evidence and findings from this project (reported elsewhere) are used in this paper to illustrate the evaluation of midwifery Continuity of Care experience program at an Australian university with the symbiotic clinical education model. Strengths of the current Continuity of Care experience are the strong focus on relationships between midwifery students and women, and early clinical exposure to professional practice. Improved facilitation through the development of stronger relationships with clinicians will improve learning, and result in improved access to authentic supported learning and increased provision of formative feedback. This paper presents a timely review of the Continuity of Care experience for midwifery student learning and highlights the potential of applying the symbiotic clinical education model to enhance learning. Applying the symbiotic clinical education framework to evidence gathered about the Continuity of Care experience in Australian midwifery education highlights strengths and weaknesses which may be used to guide curricula and pedagogical improvements. Copyright © 2011 Elsevier Ltd. All rights reserved.

  13. Continuing education for performance improvement: a creative approach.

    PubMed

    Collins, Patti-Ann; Hardesty, Ilana; White, Julie L; Zisblatt, Lara

    2012-10-01

    In an effort to improve patient safety and health care outcomes, continuing medical education has begun to focus on performance improvement initiatives for physician practices. Boston University School of Medicine's (BUSM) Continuing Nursing Education Accredited Provider Unit has begun a creative project to award nursing contact hours for nurses' participation in performance improvement activities. This column highlights its initial efforts. Copyright 2012, SLACK Incorporated.

  14. Midwest Research-to-Practice Conference. An Annual Conference in Adult, Continuing, and Community Education (9th, DE Kalb, Illinois, October 18-19, 1990).

    ERIC Educational Resources Information Center

    Northern Illinois Univ., De Kalb. Coll. of Continuing Education.

    This document contains 24 research presentations: "Adult Continuing Education: Whence Came Our Roots" (Judith Gwinn Adrian); "Faculty Receptivity to Participation in Continuing Education as Instructors, Facilitators, or Group Leaders" (Mary G. Bruning); "A Sound Mind in a Sound Body: The Potential to Enhance Learning in Later Life" (Alicia C.…

  15. Perspectives for Continuing Education and Training: Cooperation between Western and Eastern Europe. European Congress on Continuing Education and Training (3rd, Berlin, Germany, March 14-15, 1991). Congress Papers.

    ERIC Educational Resources Information Center

    Wollschlager, Norbert, Ed.

    The proceedings of the congress include the following workshop summaries: "Continuing Education and Training (CET) and Society" (Sellin); "The Social Dialogue" (Smith); "The Role of the Social Partners in Vocational and Further Training in Denmark" (Jensen); "Problems of Vocational Training in the Period of…

  16. Why Students Withdraw or Continue Their Educational Careers: A Closer Look at Differences in Study Approaches and Personal Reasons

    ERIC Educational Resources Information Center

    Van Bragt, Cyrille A. C.; Bakx, Anouke W. E. A.; Teune, Peter J.; Bergen, Theo C. M.; Croon, Marcel A.

    2011-01-01

    The central goal of this study is to gain insight into students' study approach, their personal reasons and the relations between them regarding students who continue or withdraw from the educational system within one year. Results of our questionnaire study show that students who continue their educational careers show higher scores on a…

  17. Continuing Education in the Era of Quantum Change. 2003 ACHE Proceedings. (65th Annual Meeting, Charlottesville, VA, November 8-12, 2003)

    ERIC Educational Resources Information Center

    Barrineau, Irene T., Ed.

    2003-01-01

    This document presents the proceedings of the 2003 annual meeting of the Association for Continuing Higher Education (ACHE). These proceedings record the 65th Annual Meeting of ACHE held in Charlottesville, Virginia. President Allen Varner's theme for this annual meeting was, "Continuing Education in the Era of Quantum Change." The theme…

  18. CONSULTATION ON CONTINUING EDUCATION FOR THE MINISTRY (1ST, ANDOVER NEWTON THEOLOGICAL SCHOOL, NEWTON CENTRE, MASSACHUSETTS, JUNE 15-18, 1964).

    ERIC Educational Resources Information Center

    1964

    IN AN EFFORT TO STATE THE PROBLEMS OF CONTINUING EDUCATION FOR THE MINISTRY, DESCRIBE ITS AIMS, DELINEATE AN ADEQUATE PROGRAM, DEFINE THE ROLES OF SPONSORS, EVALUATE THE CONCEPTS EMERGING FROM OTHER FIELDS OF CONTINUING EDUCATION, AND ADVISE ON COORDINATION OF PROGRAMS, CONSULTATION SPEAKERS DISCUSSED THE TASK OF THE MINISTER IN THE CHANGING…

  19. Survey of Interest for Continuing Education among Registered Nurses in the Northwest Suburbs. Volume XVII, No. 8.

    ERIC Educational Resources Information Center

    Wisner, Patricia; And Others

    In 1988, a study was conducted at William Rainey Harper College (WRHC) to assess the needs of registered nurses in the college's service district for continuing education courses, seminars, and workshops. A survey was mailed to 6,228 registered nurses to determine their awareness of and/or past participation in WRHC's continuing education program,…

  20. Continuing Education and the Reference Librarian in the Academic and Research Library.

    ERIC Educational Resources Information Center

    Stieg, Margaret F.

    1980-01-01

    Reading is the key for reference librarians to increase general and subject knowledge for continuing professional growth. Continuing education has been limited in practice and thinking to the technical aspects of the profession. (RAA)

  1. Women's Ways of Coping with Continuing Education.

    ERIC Educational Resources Information Center

    Clouder, Lynn

    1997-01-01

    Women may attempt to cope with conflicting school and family roles by trying to work harder, altering personal expectations or behavior, or altering externally imposed expectations. When possible, continuing educators can help by transforming the inflexibilities of higher education. (SK)

  2. A Developing Market for Continuing Higher Education: The Reserve Components.

    ERIC Educational Resources Information Center

    Watt, David M.

    Due to increasingly sophisticated military equipment, the Reserve Components of the armed forces need to raise the educational standards for recruits. A number of U.S. educational institutions have responded to their needs for continuing higher education in the areas of job skill enhancement (such as computer operation), regular courses directly…

  3. Class and University Education: Inter-Generational Patterns in Canada. NALL Working Paper.

    ERIC Educational Resources Information Center

    Livingstone, D. W.; Stowe, Susan

    Young people from lower class origins continue to face major barriers to university education in Canada. This paper documents both substantial inter-generational class mobility and continuing inequalities in formal educational attainments by class origins. While Canada now has the world's higher educational attainments in its youth cohort and has…

  4. Business as Usual? A Review of Continuing Professional Education and Adult Learning

    ERIC Educational Resources Information Center

    Wittnebel, Leo

    2012-01-01

    The commodification of education in all forms has created a lucrative trade, particularly within the realm of continuing professional education. Mandated across a wide spectrum of industries, and particularly salient in healthcare due to rapid advances in medicine and technology, professional education is said to be the vehicle that keeps…

  5. Partnering with Industry to Deliver Continuing Education to Florida's Licensed Pesticide Applicators

    ERIC Educational Resources Information Center

    Fishel, Fred

    2014-01-01

    Partnering with private industry can empower Extension educators to enhance their educational outreach efforts. Since 2011, UF/IFAS has cooperated with the Florida Turfgrass Association in conducting a 1-day statewide Polycom® event for providing continuing education to licensed pesticide applicators employed primarily in the ornamental and…

  6. Indian Education - Post School Highlights: Regional Continuing Education Programs.

    ERIC Educational Resources Information Center

    Department of Indian Affairs and Northern Development, Toronto (Ontario). Education Div.

    Summarizing Canada's Regional Continuing Education Programs for the 1972-74 fiscal years, this document indicates support for solid education programs for the development of Indians in their communities. Brief summations are presented for the following regions: Maritime Region (1972-73 was a peak year for on-the-job training placements with…

  7. Youth Education and Training in the Context of Lifelong Learning and Continuing Education.

    ERIC Educational Resources Information Center

    Haffenden, Ian G.

    1987-01-01

    Criteria for analysis of youth education and training in the context of lifelong learning and continuing education should be democratization, vertical articulation, and horizontal integration. Such an analysis should pay attention to the psychological development of youth and the meaning given to the criteria in specific national contexts. (CH)

  8. University Continuing Education for Lifelong Learning in Korea

    ERIC Educational Resources Information Center

    Lee, Haejoo

    2008-01-01

    Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of…

  9. A Multiple Case Study Approach to Explore Generational Theory to Enhance Online Continuing Nursing Education

    ERIC Educational Resources Information Center

    Foecke, Jan

    2017-01-01

    Nurses are expected to participate in ongoing professional development, whether that is higher education to obtain another degree or continuing nursing education (CNE) to enhance knowledge or skills, maintain licensure, and/or maintain certification. Because there are generational differences that can affect adult education, learning preferences…

  10. A Self-Ethnographic Investigation of Continuing Education Program in Engineering Arising from Economic Structural Change

    ERIC Educational Resources Information Center

    Kaihlavirta, Auri; Isomöttönen, Ville; Kärkkäinen, Tommi

    2015-01-01

    This paper provides a self-ethnographic investigation of a continuing education program in engineering in Central Finland. The program was initiated as a response to local economic structural change, in order to offer re-education possibilities for a higher educated workforce currently under unemployment threat. We encountered considerable…

  11. 34 CFR 389.2 - Who is eligible for assistance under this program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Who is eligible for assistance under this program? 389.2 Section 389.2 Education Regulations of the Offices of the Department of Education (Continued... CONTINUING EDUCATION PROGRAMS General § 389.2 Who is eligible for assistance under this program? Those...

  12. Commissioned Papers of the Illinois Policy Project: Accreditation, Certification and Continuing Education.

    ERIC Educational Resources Information Center

    Koff, Robert H.; And Others

    The papers contained in this document were commissioned for presentation to the Illinois Project on Accreditation, Certification, and Continuing Education, designed to define issues, analyze procedures, and make recommendations to the Illinois State Board of Education and a national audience of educators and policy makers. Two papers (Arnstein,…

  13. Interdisciplinary Continuing Education in a Rural and Remote Area: The Approach of the Northern Educational Centre for Aging and Health.

    ERIC Educational Resources Information Center

    Kelley, Mary Lou; MacLean, Michael J.

    1997-01-01

    A case study of professional continuing education in palliative care delivered in rural northern Canada identified these effectiveness factors: interdisciplinary and participatory approach, responsiveness to rural health practitioners' practice context and work style, and integration of educational approaches with rural realities. (SK)

  14. The College and its Customers. Coombe Lodge Report, Collection of Papers.

    ERIC Educational Resources Information Center

    Further Education Staff Coll., Blagdon (England).

    Papers considering some aspects of the British and Canadian continuing education institution in relation to its clients include: the college and the environment (C.M. Turner); the concept of social responsiveness in postsecondary education (G.T. Fowler); adult education as part of the service of continuing education (L. Russell); community…

  15. Perceptions of registered nurses in four state health insititutions on continuing formal education.

    PubMed

    Richards, L; Potgieter, E

    2010-06-01

    This study investigated registered nurses in four selected state health institutions' perceptions with regard to continuing formal education. The relevance of continuing formal education is being emphasised globally by the increasing quest for quality assurance and quality management systems within an ethos of continuous improvement. According to Tlholoe (2006:5), it is important to be committed to continual learning, as people's knowledge become less relevant because skills gained early in a career are insufficient to avoid costly mistakes made through ignorance. Continuing formal education in nursing is a key element to the maintenance of quality in health care delivery. The study described: registered nurses' views on continuing formal education. Registered nurses' perceived barriers to continuing formal education. A quantitative descriptive survey design was chosen using a questionnaire for data collection. The sample consisted of 40 registered nurses working at four state health institutions in the Western Cape Province, South Africa. Convenience sampling was selected to include registered nurses who were on duty on the days during which the researcher visited the health institutions to distribute the questionnaires. The questionnaire contained mainly closed-ended and a few open-ended questions. Content validity of the instrument was ensured by doing a thorough literature review before construction of items and a pretest. Reliability was established by the pretest and providing the same information to all respondents before completion of the questionnaires. The ethical considerations of informed consent, anonymity and confidentiality were adhered to and consent to conduct the study was obtained from relevant authorities. Descriptive statistics, based on calculations using the Microsoft (MS) Excel (for Windows 2000) programme, were used to summarise and describe the research results. The research results indicated that most registered nurses perceive continuing formal education as beneficial to their personal and professional growth and that it could lead towards improving the quality of patient/client care, but barriers exist which prevent or deter them from undertaking continuing formal education programmes. The main structural barriers included lack of funding and lack of coherent staff development planning and physical barriers including job and family responsibilities.

  16. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2016 International Pre-Conference (65th, Albuquerque, New Mexico, November 6-8, 2016)

    ERIC Educational Resources Information Center

    Boucouvalas, Marcie, Ed.; Avoseh, Mejai, Ed.

    2016-01-01

    The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the…

  17. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2013 International Pre-Conference (Lexington, Kentucky, November 3-5, 2013)

    ERIC Educational Resources Information Center

    Boucouvalas, Marcie, Ed.

    2013-01-01

    The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the…

  18. Prosthetists' perceptions and use of outcome measures in clinical practice: Long-term effects of focused continuing education.

    PubMed

    Hafner, Brian J; Spaulding, Susan E; Salem, Rana; Morgan, Sara J; Gaunaurd, Ignacio; Gailey, Robert

    2017-06-01

    Continuing education is intended to facilitate clinicians' skills and knowledge in areas of practice, such as administration and interpretation of outcome measures. To evaluate the long-term effect of continuing education on prosthetists' confidence in administering outcome measures and their perceptions of outcomes measurement in clinical practice. Pretest-posttest survey methods. A total of 66 prosthetists were surveyed before, immediately after, and 2 years after outcomes measurement education and training. Prosthetists were grouped as routine or non-routine outcome measures users, based on experience reported prior to training. On average, prosthetists were just as confident administering measures 1-2 years after continuing education as they were immediately after continuing education. In all, 20% of prosthetists, initially classified as non-routine users, were subsequently classified as routine users at follow-up. Routine and non-routine users' opinions differed on whether outcome measures contributed to efficient patient evaluations (79.3% and 32.4%, respectively). Both routine and non-routine users reported challenges integrating outcome measures into normal clinical routines (20.7% and 45.9%, respectively). Continuing education had a long-term impact on prosthetists' confidence in administering outcome measures and may influence their clinical practices. However, remaining barriers to using standardized measures need to be addressed to keep practitioners current with evolving practice expectations. Clinical relevance Continuing education (CE) had a significant long-term impact on prosthetists' confidence in administering outcome measures and influenced their clinical practices. In all, approximately 20% of prosthetists, who previously were non-routine outcome measure users, became routine users after CE. There remains a need to develop strategies to integrate outcome measurement into routine clinical practice.

  19. Learning Strategies for Post-Literacy and Continuing Education in Mali, Niger, Senegal, and Upper Volta. UIE Studies on Post-Literacy and Continuing Education 2.

    ERIC Educational Resources Information Center

    Dave, R. H., Ed.; And Others

    This collection contains four papers discussing the outcomes of an international research project on the concept of lifelong education and its implications for educational reforms and development in developing nations. The following papers are included: "Rural Newspapers and Other Learning Strategies for Post-Literacy and Basic Education in…

  20. Aesthetic Education of Primary School Pupils as an Integral Part of the National System of Continuous Art Education in Japan

    ERIC Educational Resources Information Center

    Kuchai, Tetiana

    2014-01-01

    The article examines aesthetic education of primary school pupils as an integral part of the national system of continuous art education in Japan. One of the most important traditional means of aesthetic education in Japan, according to L. Tsaryova is considered nature. Analysis of the scientific literature by domestic and foreign scientists…

  1. Continuing Professional Education in the Military

    ERIC Educational Resources Information Center

    Gleiman, Ashley; Zacharakis, Jeff

    2016-01-01

    The military relies on continuing professional education as a key component to the success of its organization. With decreasing budgets and increasing importance for a force that operates efficiently and thinks critically, the cognitive tension among training, education, and learning comes center stage.

  2. Adult Continuing Education in Small States and Islands: Concept Paper.

    ERIC Educational Resources Information Center

    Rogers, Alan

    1996-01-01

    Small states and islands have strengths and weaknesses that affect adult continuing education: marginalization and threats to their legitimacy from economic globalization; educational globalization, with increasing credentialism and sectoralization; and limited resources for technology and teacher development. (SK)

  3. Training the Trainer: Developing Educators for Continuing Professional Education.

    ERIC Educational Resources Information Center

    Canellos, Harriete; Medio, Franklin J.; Mozlin, Rochelle; Perry, Claudia A.

    2000-01-01

    Describes a program at the State University of New York College of Optometry targeted at training younger clinical faculty who wish to become involved in continuing professional education. Covers the program's purpose and the institution's experiences with implementation. (DB)

  4. The importance of continuing education for transplant coordination staff.

    PubMed

    Tokalak, Ibrahim; Emiroğlu, Remzi; Karakayali, Hamdi; Bilgin, Nevzat; Haberal, Mehmet

    2005-06-01

    Continuous quality improvement activities are necessary to achieve excellence at any institution. The Başkent University Hospitals have implemented continuous in-service training programs to improve all health services provided. Also, continuing medical education programs are being instituted in organ procurement and transplantation centers. In addition to receiving basic orientation and training upon hiring, transplant coordination staff complete forms that detail their current training status, further job training needed, and other courses of interest. The information is used to monitor skill levels, to determine the success of educational programs, and to identify further education that is needed. Our aim is to improve the quality of transplant coordination activities and increase organ donation at the hospitals in our network through effective monitoring and evaluation of continuous in-service training. These training programs enhance staff members' understanding of and participation in procedures related to transplantation and improves the total quality of the transplantation process. In the near future, this training model may be used to improve the donor hospital education program in Turkey.

  5. Development of continuing nursing education offerings for the World Wide Web.

    PubMed

    Billings, D M; Rowles, C J

    2001-01-01

    Nurses are seeking continuing professional development that is easily accessible, convenient, and available at any time and any place. As nurses have increasing access to Internets and Intranets at home and their workplace, courses for continuing nursing education must be available to meet this need. This article discusses the planning, implementation, and evaluation of continuing nursing education (CNE) on the World Wide Web. The article explains how to develop a strategic plan, develop course offerings, select technology tools to support teaching and learning, and market and evaluate the courses.

  6. Studies and Training in Continuing Education; A Directory of Residential Continuing Education Centers in the United States, Canada, and Abroad, 1967-68.

    ERIC Educational Resources Information Center

    Chicago Univ., IL.

    This directory is a descriptive list of residential continuing education centers in the United States, Canada, and abroad which were known to be operating in 1968. They are distributed as follows: 117 in 37 states and the District of Columbia; 33 in Alberta, British Columbia, Manitoba, Nova Scotia, Ontario, Quebic, and Saskatchewan; one each in…

  7. Is participation in research as an investigator an effective form of continuing medical education?

    PubMed Central

    Huas, D; Wallace, P

    2000-01-01

    Continuing medical education and research are a daily necessity for general practitioners (GPs). This study investigated the possibility that participation in research is an effective form of continuing medical education. Although there was an indication that some modification of GPs' knowledge and skills had occurred, it was not possible to conclude that this was entirely due to participation in research. PMID:11224971

  8. Unlocking the Transformational Power of Continuing Education. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (71st, Philadelphia, Pennsylvania, November 15-18, 2009)

    ERIC Educational Resources Information Center

    Jerman, Jerry, Ed.

    2009-01-01

    The 2009 proceedings of the Association for Continuing Higher Education represent the professional presentations of the keynote sessions, the concurrent sessions, and the business meeting of the association's 71st annual conference, held at the Sheraton Society Hill Hotel in Philadelphia on November 15-18, 2009. The conference provided an engaging…

  9. The Continuing Education Unit. Five Guideline Statements: Purdue University, Indiana University, University of Delaware, University of New Hampshire, University of North Dakota.

    ERIC Educational Resources Information Center

    New Hampshire Univ., Durham. Div. of Continuing Education.

    The National Task Force Interim Statement of 1970, regarding the utilization of the Continuing Education Unit (CEU), provides the basic framework of these five documents. All agree in their definition of the CEU as 10 contact hours of participation in an organized continuing education experience and set forth criteria for applying the CEU to their…

  10. Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development.

    PubMed

    Van Hoof, Thomas J; Doyle, Terrence J

    2018-01-15

    Learning science is an emerging interdisciplinary field that offers educators key insights about what happens in the brain when learning occurs. In addition to explanations about the learning process, which includes memory and involves different parts of the brain, learning science offers effective strategies to inform the planning and implementation of activities and programs in continuing education and continuing professional development. This article provides a brief description of learning, including the three key steps of encoding, consolidation and retrieval. The article also introduces four major learning-science strategies, known as distributed learning, retrieval practice, interleaving, and elaboration, which share the importance of considerable practice. Finally, the article describes how learning science aligns with the general findings from the most recent synthesis of systematic reviews about the effectiveness of continuing medical education.

  11. Post-Secondary Education Development in South East Asia: A Model for Curriculum Development in Continuing Education

    ERIC Educational Resources Information Center

    MacKinnon, Allan

    2012-01-01

    This article presents a model for continuing education that emanated from the author's involvement in the Participatory Action Research (PAR) component of Simon Fraser University's Adult Education for Economic Development (AEED) Project, funded by the Canadian International Development Agency (CIDA). The project's goal was to develop new centers…

  12. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?

    ERIC Educational Resources Information Center

    Phillips, Virginia B.

    2011-01-01

    Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver CPE is through educational conferences. While adult education theories and frameworks offer developmental and operational guidance and advice, there is little practice data to…

  13. Investigating the Relationship between Enrollment Characteristics and Academic Performance with the Educational Outcomes of First- and Continuing-Generation Students

    ERIC Educational Resources Information Center

    Oyler, Jessica Marie

    2015-01-01

    First-generation students in higher education face challenges in terms of access to and graduation from higher education institutions. The purpose of this study was to examine the educational outcomes of graduation, cumulative loan debt, and employment for first-generation students compared to their continuing-generation peers at…

  14. Recruiting and Retaining African American Students for Gifted Education and Accelerated Programs in Middle School: A Qualitative Case Study

    ERIC Educational Resources Information Center

    Roberson, Ivory S.

    2017-01-01

    Recruiting and retaining African American students in middle school gifted education continues to be challenging in American schools. African American students continue to be underrepresented in middle school gifted education and accelerated programs, even when they qualify to be gifted education participants. The case study that follows focuses…

  15. Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing Education Learning Environments

    ERIC Educational Resources Information Center

    Wuetherick, Brad; Dickinson, John

    2015-01-01

    Over the past decade, there has been an increased exploration of ePortfolios in higher education across disciplines at both the undergraduate and graduate level. ePortfolios have been significantly under-explored, however, in the context of non-traditional continuing education environments within higher education. This paper explores students'…

  16. Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Approach

    ERIC Educational Resources Information Center

    Bacheler, Margaret

    2015-01-01

    The purpose of this study was to examine the effect of professional development experiences on the career competencies of continuing higher education unit leaders (CHEULs). In the American system of higher education, a CHEUL manages an administrative unit that offers educational programs to adult learners (Cranton, 1996). To face the challenges…

  17. Educational Change, Baldrige, and Schlechty

    ERIC Educational Resources Information Center

    Vaszauskas, Jim

    2011-01-01

    This article explores the relationship between research on educational change, the Baldrige continuous improvement framework, and Schlechty's (2002) WOW school standards articulated in "Working on the Work". Each of Schlechty's standards are examined and examples from practicing educators who have been trained in continuous improvement…

  18. Continuing Professional Development (CPD) as a Means to Reducing Barriers to Inclusive Education: Research Study of the Education of Refugee Children in the Czech Republic

    ERIC Educational Resources Information Center

    Bacakova, Marketa; Closs, Alison

    2013-01-01

    The article supports the view that teachers are key to quality inclusive education and that continuing professional development (CPD) plays an essential role in promoting pro-inclusion changes in education systems. It reports and uses the findings from a research study focused on the educational experiences of two groups of Myanmar (Burmese)…

  19. The Role of WHO Participating Centres in Continuing Education, Specialty Training and Educational Research. Report on a Seminar (London, England, October 31-November 2, 1983).

    ERIC Educational Resources Information Center

    World Health Organization, Copenhagen (Denmark). Regional Office for Europe.

    This document reports on a seminar to discuss the role that World Health Organization (WHO) participating centers should play in meeting the priority educational needs of the European Region in specialty training, continuing education, and educational research. The three working papers are summarized, and results of discussion on them are noted.…

  20. The Continuity of Care Experience in Australian midwifery education-What have we achieved?

    PubMed

    Tierney, Olivia; Sweet, Linda; Houston, Don; Ebert, Lyn

    2017-06-01

    The Continuity of Care Experience is a mandated workplace based component of midwifery education in Australia. Since its inclusion in midwifery clinical education, the pedagogical approaches used across Australia have varied. The purpose of this integrative review is to determine the outcomes of the Continuity of Care Experience as an educational model. A search for relevant research literature was undertaken in 2015 using a range of databases and by examining relevant bibliographies. Articles published in English, which provided information about the outcomes of Continuity of Care Experiences for midwifery education were included. A total of 20 studies were selected. The included studies were primarily exploratory and descriptive. Studies reported the value that both students and women place on the relationship they developed. This relationship resulted in opportunities that enhanced student learning by providing a context in which clinical practice learning was optimized. Challenges identified included managing time and workload pressures for students in relation to the CCE, inconsistencies in academic use of the experience, and variations in how the healthcare system influences the continuity experience. No research was found that reports on the educational model in terms of defining learning objectives and assessment of outcomes. This represents an important omission in mandating this clinical practice model in midwifery curricula without sufficient guidance to unify and maximize learning for students. Research is required to explore the educational intent and assessment methods of the Continuity of Care Experience as an educational model. Copyright © 2016 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  1. Charter on continuing medical education/continuing professional development approved by the UEMS Specialist Section and European Board of Anaesthesiology.

    PubMed

    Alahuhta, S; Mellin-Olsen, J; Blunnie, W P; Knape, J T A

    2007-06-01

    The mission of the Section and Board of Anaesthesiology of the European Union of Medical Specialists (EUMS/UEMS) is to harmonize training and medical practice in all European countries to continuously improve the quality of care. The need for continuous medical education in the field of anaesthesiology has long been recognized. However, specialty-based competencies are not the only requirements for successful medical practice. The need to acquire medical, managerial, ethical, social and personal communication skills on top of specialty-based competencies has developed into the principle of continuous professional development, which embraces both objectives. The Section and Board of Anaesthesiology of the EUMS/UEMS has approved a proposal of its Standing Committee on Continuous Medical Education/Continuous Professional Development to adopt the following charter on the subject.

  2. Continuing education for pathology laboratory technologists: a needs analysis in a Singapore teaching hospital.

    PubMed

    Tan, Kong-Bing; Thamboo, Thomas Paulraj; Lim, Yaw-Chyn

    2007-11-01

    Continuing education is important to laboratory technologists. It helps them keep pace with the advances in medicine and pathology and thus to provide quality service. A survey was conducted to assess the attitudes of pathology laboratory technologists towards different educational activities. Relevant continuing education activities include lectures, case discussions, journal clubs, short courses, scientific conferences and higher educational courses. Technologists were asked for their views on these various activities, scoring each item 1-5 out of 5. The response rate was 66% (19/29); respondents' work experience ranged from <3 years to >20 years. Short courses was rated the most highly; 89% of respondents considered them good/excellent. General medical knowledge and the methods and rationale of key histopathology procedures were the preferred lecture topics. Most respondents (58%) were interested (4-5/5) to have their own journal club. 84% of respondents were fairly keen/keen (4-5/5) to participate in conferences. 74% responded that they were fairly keen/keen to consider pursuing higher education. 84% were fairly keen/keen to upgrade themselves and to assume higher responsibilities. The results indicate a positive outlook of technologists towards continuing education. The planning of future lecture topics has taken into account their preferences, and talks on the pursuit of higher education have been organised. It is hoped that these measures and others, will help boost the usefulness of continuing education and enhance the work environment.

  3. Continuing medical education challenges in chronic fatigue syndrome.

    PubMed

    Brimmer, Dana J; McCleary, K Kimberly; Lupton, Teresa A; Faryna, Katherine M; Reeves, William C

    2009-12-02

    Chronic fatigue syndrome (CFS) affects at least 4 million people in the United States, yet only 16% of people with CFS have received a diagnosis or medical care for their illness. Educating health care professionals about the diagnosis and management of CFS may help to reduce population morbidity associated with CFS. This report presents findings over a 5-year period from May 2000 to June 2006 during which we developed and implemented a health care professional educational program. The objective of the program was to distribute CFS continuing education materials to providers at professional conferences, offer online continuing education credits in different formats (e.g., print, video, and online), and evaluate the number of accreditation certificates awarded. We found that smaller conference size (OR = 80.17; 95% CI 8.80, 730.25), CFS illness related target audiences (OR = 36.0; 95% CI 2.94, 436.34), and conferences in which CFS research was highlighted (OR = 4.15; 95% CI 1.16, 14.83) significantly contributed to higher dissemination levels, as measured by visit rates to the education booth. While print and online courses were equally requested for continuing education credit opportunities, the online course resulted in 84% of the overall award certificates, compared to 14% for the print course. This remained consistent across all provider occupations: physicians, nurses, physician assistants, and allied health professionals. These findings suggest that educational programs promoting materials at conferences may increase dissemination efforts by targeting audiences, examining conference characteristics, and promoting online continuing education forums.

  4. The Next Generation: Access and Opportunity in Continuing Higher Education. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (70th, Nashville, Tennessee, November 8-11, 2008)

    ERIC Educational Resources Information Center

    Barrineau, Irene T., Ed.

    2008-01-01

    These proceedings record the 70th Annual Conference and Meeting of ACHE (Association for Continuing Higher Education) held at the Gaylord Opryland Resort and Convention Center in Nashville, Tennessee. The conference theme, "The Next Generation: Access and Opportunity in CHE" challenged attendees to think about the coming new age and its…

  5. [Continuing education of graduate students: a commitment of the university?].

    PubMed

    Backes, Vânia Marli Schubert; Nietsche, Elisabeta Albertina; Camponogara, Silviamar; Fraga, Rosana da Silva; Cerezer, Rita de Cássia

    2002-01-01

    The objective of this study is to reflect on the role of the university as a fomenter of continued education, during and after undergraduation, according to the referential of Paulo Freire. Thus, it is necessary to rescue and indicate as a goal the integration of teaching, research and extension, as well as the construction of an institutional culture committed to continued education and the development of partnerships and support group for egressed students.

  6. Continuing Higher Education: In Retrospect and toward the Future. Proceedings of the Annual Meeting, Association for Continuing Higher Education (50th, Salt Lake City, Utah, October 30-November 2, 1988).

    ERIC Educational Resources Information Center

    Jackson, Jan, Ed.

    These proceedings contain addresses and summaries of presentations made in concurrent sessions at the annual meeting. The addresses are: Association for Continuing Higher Education (ACHE)--Then and Now: What Our Past Has To Tell Us about Our Future" (Nelcamp and others); "A Conversation with Alex Haley" (Haley); "Luncheon Address of…

  7. Current and Future Opportunities and Challenges in Continuing Pharmacy Education

    PubMed Central

    Wadelin, Jeffrey W.; Janke, Kristin K.; Zellmer, William A.; Vlasses, Peter H.

    2017-01-01

    The Accreditation Council for Pharmacy Education (ACPE) convened a consensus-seeking invitational conference on October 29-30, 2015, in Chicago, Ill. ACPE’s desire to have stakeholder guidance on its role in the future of continuing pharmacy education and continuing professional development led to the convening of the conference. The purpose of this article is to summarize the proceedings of the conference, including the recommendations from the stakeholders. PMID:28496264

  8. Changes and Emerging Trends in the CE Function on University Campuses.

    ERIC Educational Resources Information Center

    Einsiedel, Albert A., Jr.

    1998-01-01

    Reviews global changes and the following strategies changing the definition of university extension and continuing education: (1) cost-recovery entrepreneurial model; (2) emphasis on professional continuing education; (3) diminishing focus on traditional service; (4) distance education; and (5) global marketing. (SK)

  9. Ethical Issues in Continuing Professional Education.

    ERIC Educational Resources Information Center

    Lawler, Patricia Ann

    2000-01-01

    Continuing professional education practitioners often face ethical dilemmas regarding their obligations to multiple stakeholders and issues arising in new arenas such as the workplace, distance education, and collaboration with business. Codes of ethics can guide practice, but practitioners should also identify their personal core values system…

  10. Continuing Education Records: Can They Withstand Scrutiny?

    ERIC Educational Resources Information Center

    Shimberg, Benjamin

    The need for ensuring the educational quality of experiences pursued by practitioners to satisfy their continuing education requirements and the difficulties of evaluating the experiences are addressed. Because of financial constraints placed on state regulatory boards and state professional associations, neither is equipped to handle the…

  11. An Anatomy of Continuing Interprofessional Education

    ERIC Educational Resources Information Center

    Barr, Hugh

    2009-01-01

    Continuing interprofessional education is the means by which experienced health, social care, and other practitioners learn with, from, and about each other, formally and informally, to improve their collective practice and to cultivate closer collaboration. It applies principles of interprofessional education through media commonly employed in…

  12. Continuity and Change.

    ERIC Educational Resources Information Center

    Istance, David

    1985-01-01

    Examines issues related to continuity in education and educational change. Indicates that although schools must be responsive to changing social and economic conditions (and contribute to them), they must also be protected against fluctuating swings of educational fashion and safeguard their long-term mission, even when buffeted by short-term…

  13. To Be Continued...

    ERIC Educational Resources Information Center

    Poliniak, Susan

    2010-01-01

    Professional growth, like personal growth, comes only through an investment of effort, but it can provide significant returns. Music educators--indeed, most serious musicians--are naturally curious and intensely interested in opportunities for continuing education. If music educators are looking for ways to increase the level of knowledge they…

  14. Programs and Registrations (ACHE-NUEA), 1975-76.

    ERIC Educational Resources Information Center

    Barton, William D.; And Others

    This annual report (1975-76) presents responses from 258 higher education institutions on the trends in continuing education registration in classes, conference programs, and independent study. (The institutions responding carried membership in the Association for Continuing Higher Education and the National University Extension Association.) The…

  15. Inequities in Japanese Urban Schools

    ERIC Educational Resources Information Center

    Gordon, June A.

    2005-01-01

    Interviews with Japanese public school educators allow a distinctive view of how the continuing economic decline in Japan has affected educational motivation and decision-making among students and parents. The nature of socioeconomic stratification within Japanese educational opportunity is seen as a continuing situation exacerbated by the costs…

  16. Promoting occupational health nursing training: an educational outreach with a blended model of distance and traditional learning approaches.

    PubMed

    Ward, Julie A; Beaton, Randal D; Bruck, Annie M; de Castro, A B

    2011-09-01

    In 2009, occupational health nursing faculty and professionals at the University of Washington developed an innovative continuing nursing education offering, the OHN Institute. The OHN Institute was designed to meet the following objectives: (1) extend basic occupational health nursing training to non-occupational health nurses in Federal Region X, (2) target new occupational health nurses or those who possessed little or no advanced education in occupational health nursing, and (3) offer a hybrid continuing nursing education program consisting of on-site and distance learning modalities. Evaluation findings suggested that the various continuing nursing education modalities and formats (e.g., asynchronous vs. synchronous, online modules vs. live modules) were essentially comparable in terms of effectiveness. Perhaps most importantly, the OHN Institute evaluation demonstrated that quality continuing nursing education outcomes for occupational health nurses depended largely on knowledgeable and engaging faculty and a compelling vision of desired outcomes, including the application of learned content to professional practice. Copyright 2011, SLACK Incorporated.

  17. Judicious use of simulation technology in continuing medical education.

    PubMed

    Curtis, Michael T; DiazGranados, Deborah; Feldman, Moshe

    2012-01-01

    Use of simulation-based training is fast becoming a vital source of experiential learning in medical education. Although simulation is a common tool for undergraduate and graduate medical education curricula, the utilization of simulation in continuing medical education (CME) is still an area of growth. As more CME programs turn to simulation to address their training needs, it is important to highlight concepts of simulation technology that can help to optimize learning outcomes. This article discusses the role of fidelity in medical simulation. It provides support from a cross section of simulation training domains for determining the appropriate levels of fidelity, and it offers guidelines for creating an optimal balance of skill practice and realism for efficient training outcomes. After defining fidelity, 3 dimensions of fidelity, drawn from the human factors literature, are discussed in terms of their relevance to medical simulation. From this, research-based guidelines are provided to inform CME providers regarding the use of simulation in CME training. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  18. Development and Evaluation of a Continuing Education Program for Nursing Technicians at a Pediatric Cardiac Intensive Care Unit in a Developing Country.

    PubMed

    Borim, Bruna Cury; Croti, Ulisses A; Silveira, Patricia C; De Marchi, Carlos H; Moscardini, Airton C; Hickey, Patricia; Jenkins, Kathy

    2017-11-01

    The nursing profession faces continuous transformations demonstrating the importance of professional continuing education to extend knowledge following technological development without impairing quality of care. Nursing assistants and technicians account for nearly 80% of nursing professionals in Brazil and are responsible for uninterrupted patient care. Extensive knowledge improvement is needed to achieve excellence in nursing care. The objective was to develop and evaluate a continuing education program for nursing technicians at a pediatric cardiac intensive care unit (PCICU) using a virtual learning environment entitled EDUCATE. From July to September 2015, a total of 24 nursing technicians working at the PCICU at a children's hospital located in the northwestern region of São Paulo state (Brazil) fully participated in the continuing education program developed in a virtual learning environment using Wix platform, allowing access to video classes and pre- and post-training theoretical evaluation questionnaires outside the work environment. The evaluation tools recorded participants' knowledge evolution, technological difficulties, educational, and overall rating. Knowledge development was descriptively presented as positive in more than 66.7%. Content and training were considered "excellent" by most participants and 90% showed an interest in the use of technological resources. Technical difficulties were found and quickly resolved by 40% of participants including Internet access, login, and lack of technical expertise. The continuing education program using a virtual learning environment positively contributed to the improvement in theoretical knowledge of nursing technicians in PCICU.

  19. 7 CFR 2903.6 - Project types.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... AGRICULTURE BIODIESEL FUEL EDUCATION PROGRAM Program Description § 2903.6 Project types. OEPNU intends to award continuation grants to successful Biodiesel Fuel Education Program applicants. A continuation...

  20. 7 CFR 2903.6 - Project types.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... AGRICULTURE BIODIESEL FUEL EDUCATION PROGRAM Program Description § 2903.6 Project types. OEPNU intends to award continuation grants to successful Biodiesel Fuel Education Program applicants. A continuation...

  1. 7 CFR 2903.6 - Project types.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... AGRICULTURE BIODIESEL FUEL EDUCATION PROGRAM Program Description § 2903.6 Project types. OEPNU intends to award continuation grants to successful Biodiesel Fuel Education Program applicants. A continuation...

  2. 7 CFR 2903.6 - Project types.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... AGRICULTURE BIODIESEL FUEL EDUCATION PROGRAM Program Description § 2903.6 Project types. OEPNU intends to award continuation grants to successful Biodiesel Fuel Education Program applicants. A continuation...

  3. 7 CFR 2903.6 - Project types.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... AGRICULTURE BIODIESEL FUEL EDUCATION PROGRAM Program Description § 2903.6 Project types. OEPNU intends to award continuation grants to successful Biodiesel Fuel Education Program applicants. A continuation...

  4. Promoting Occupational Health Nursing Training

    PubMed Central

    Ward, Julie A.; Beaton, Randal D.; Bruck, Annie M.; de Castro, A. B.

    2012-01-01

    In 2009, occupational health nursing faculty and professionals at the University of Washington developed an innovative continuing nursing education offering, the OHN Institute. The OHN Institute was designed to meet the following objectives: (1) extend basic occupational health nursing training to non-occupational health nurses in Federal Region X, (2) target new occupational health nurses or those who possessed little or no advanced education in occupational health nursing, and (3) offer a hybrid continuing nursing education program consisting of on-site and distance learning modalities. Evaluation findings suggested that the various continuing nursing education modalities and formats (e.g., asynchronous vs. synchronous, online modules vs. live modules) were essentially comparable in terms of effectiveness. Perhaps most importantly, the OHN Institute evaluation demonstrated that quality continuing nursing education outcomes for occupational health nurses depended largely on knowledgeable and engaging faculty and a compelling vision of desired outcomes, including the application of learned content to professional practice. PMID:21877672

  5. Midwest Research-to-Practice Annual Conference in Adult Continuing and Community Education. Conference Proceedings (11th, Manhattan, Kansas, October 8-9, 1992).

    ERIC Educational Resources Information Center

    Kansas State Univ., Manhattan. Coll. of Education.

    A conference on research to practice in adult, continuing and community education included the following papers: "Education as a Community Intervention Strategy" (Ashcraft, Andrews); "Assessing Educational Needs of Adults: An Ohio Extension Example" (Bratkovich, Miller); "Questions and Issues Related to a Lack of Multicultural Research in Adult…

  6. Historical Experiments and Science Education--From Conceptual Planning of Exhibitions to Continuing Education for Teachers

    ERIC Educational Resources Information Center

    Teichmann, Juergen

    2015-01-01

    At the Deutsches Museum in München, we established in the department of education during more than 35 years a series of historical experiments and constructed apparatus for pedagogic purposes. We use these reproductions mainly for continuing teacher education within our department. At the exhibitions of the Deutsches Museum there exist many…

  7. General practitioners' continuing education: a review of policies, strategies and effectiveness, and their implications for the future.

    PubMed

    Smith, F; Singleton, A; Hilton, S

    1998-10-01

    The accreditation and provision of continuing education for general practitioners (GPs) is set to change with new proposals from the General Medical Council, the Government, and the Chief Medical Officer. To review the theories, policies, strategies, and effectiveness in GP continuing education in the past 10 years. A systematic review of the literature by computerized and manual searches of relevant journals and books. Educational theory suggests that continuing education (CE) should be work-based and use the learner's experiences. Audit can play an important role in determining performance and needs assessment, but at present is largely a separate activity. Educational and professional support, such as through mentors or co-tutors, has been successfully piloted but awaits larger scale evaluation. Most accredited educational events are still the postgraduate centre lecture, and GP Tutors have a variable role in CE management and provision. Controlled trials of CE strategies suggest effectiveness is enhanced by personal feedback and work prompts. Qualitative studies have demonstrated that education plays only a small part in influencing doctors' behavior. Maintaining good clinical practice is on many stakeholders' agendas. A variety of methods may be effective in CE, and larger scale trials or evaluations are needed.

  8. Continuity and Discontinuity in Education: Example of Transition from Preschool to School

    ERIC Educational Resources Information Center

    Babic, Nada

    2017-01-01

    This article reconsiders multiple perspectives about continuity and discontinuity of early childhood education. Theoretical starting points, childhood policies and research of continuity and discontinuity exemplified through transition to school, are promising in rethinking and creating productive practices of childhood in different sociocultural…

  9. 24 CFR 3286.309 - Continuing education-trainers and curriculum.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 24 Housing and Urban Development 5 2010-04-01 2010-04-01 false Continuing education-trainers and curriculum. 3286.309 Section 3286.309 Housing and Urban Development Regulations Relating to Housing and Urban Development (Continued) OFFICE OF ASSISTANT SECRETARY FOR HOUSING-FEDERAL HOUSING COMMISSIONER, DEPARTMENT OF...

  10. 24 CFR 3286.309 - Continuing education-trainers and curriculum.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 24 Housing and Urban Development 5 2011-04-01 2011-04-01 false Continuing education-trainers and curriculum. 3286.309 Section 3286.309 Housing and Urban Development Regulations Relating to Housing and Urban Development (Continued) OFFICE OF ASSISTANT SECRETARY FOR HOUSING-FEDERAL HOUSING COMMISSIONER, DEPARTMENT OF...

  11. Development of Continuing Nursing Education Offerings for the World Wide Web.

    ERIC Educational Resources Information Center

    Billings, Diane M.; Rowles, Connie J.

    2001-01-01

    Describes steps for web-based continuing education courses in terms of planning (strategic plan, website development, resource team, marketing plan), implementing (course design, web-based tools, copyright and intellectual property), and evaluating (pilot test, formative/summative evaluation, continuous quality improvement). (Contains 16…

  12. 34 CFR 694.1 - What is the maximum amount that the Secretary may award each fiscal year to a Partnership or a...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 4 2014-07-01 2014-07-01 false What is the maximum amount that the Secretary may award each fiscal year to a Partnership or a State under this program? 694.1 Section 694.1 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) GAINING EARL...

  13. 34 CFR 694.1 - What is the maximum amount that the Secretary may award each fiscal year to a Partnership or a...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 4 2013-07-01 2013-07-01 false What is the maximum amount that the Secretary may award each fiscal year to a Partnership or a State under this program? 694.1 Section 694.1 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) GAINING EARL...

  14. 34 CFR 694.1 - What is the maximum amount that the Secretary may award each fiscal year to a Partnership or a...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 4 2011-07-01 2011-07-01 false What is the maximum amount that the Secretary may award each fiscal year to a Partnership or a State under this program? 694.1 Section 694.1 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) GAINING EARL...

  15. 34 CFR 694.1 - What is the maximum amount that the Secretary may award each fiscal year to a Partnership or a...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 4 2012-07-01 2012-07-01 false What is the maximum amount that the Secretary may award each fiscal year to a Partnership or a State under this program? 694.1 Section 694.1 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) GAINING EARL...

  16. The Influence of Parental Divorce on Educational Ambitions of 18/19 Year-Old Adolescents from Oslo, Norway.

    PubMed

    Zeratsion, Henok; Bjertness, Cecilie B; Bjertness, Espen; Dalsklev, Madeleine; Haavet, Ole R; Halvorsen, Jon A; Lien, Lars; Claussen, Bjørgulf

    Former studies have shown that children and adolescents of divorced parents have significantly poorer educational attainment than their peers from continuously married parents. Educational ambition is important because it has relationship with educational attainment. Our aim was to investigate the associations between parental divorce and educational ambitions among adolescents in the Scandinavian region. Data were used from Young-HUBRO surveys that were conducted in Oslo in the years 2000/2001 and 2004. A change in educational ambition was investigated in a prospective study (n = 1,861) by comparing 18/19 year-olds who experienced late parental divorce with adolescents of continuously married parents. 18/19 year-old adolescents who experienced parental divorce during childhood or adolescence were compared in a cross-sectional study (n = 2,391) with their peers from continuously married parents. Multinomial logistic regression models were fitted to include, among others, mental health problem as a potential confounder. The prospective study showed that a change from ambition for university/college education to having undecided educational ambition was significantly higher among adolescents with experience of late parental divorce than among adolescents of continuously married parents (OR 1.8; 95 % CI 1.1-3.0). In the cross-sectional study, adolescents who experienced parental divorce during childhood or adolescence were more likely to have undecided educational ambition, compared to their peers from continuously married parents (OR 1.3; 95 % CI 1.1-1.8). In conclusion, experience of parental divorce seems to be associated with undecided educational ambition among 18/19 year-old adolescents. Mechanisms that reduce the adverse influence of parental divorce on educational ambitions need to be in place.

  17. Implementation of Strategies in Continuing Education

    ERIC Educational Resources Information Center

    Kettunen, Juha

    2005-01-01

    Purpose--The purpose of this paper is to provide higher education institutions with strategies of continuing education and methods to communicate and implement these strategies. Design/methodology/approach--The balanced scorecard approach is used to implement the strategy. It translates the strategy into tangible objectives, measures and targets…

  18. Medical Asepsis, Research, and Continuing Education

    ERIC Educational Resources Information Center

    Trussell, Patricia M.; Crow, Sue

    1977-01-01

    Emphasizes the need that continuing education programs for nurses in hospitals orient newly employed graduate nurses specifically to infection control measures as carried out in that institution and then to reinforce these learnings by regular planned programs. Points out ways that those responsible for inservice nursing education can facilitate…

  19. Access to Interprofessional Continuing Education in Integrated Care through Digital Instructional Technology

    ERIC Educational Resources Information Center

    Lapidos, Adrienne; Ruffolo, Mary

    2017-01-01

    In preparing the workforce for integrated care, continuing professional education serves a critical role. Within a rapidly changing health care landscape, matriculated students now benefit from pedagogical innovations supporting integrated care, particularly interprofessional education, and working professionals must not be excluded from this…

  20. Social Work Continuing Education: A Statewide Case Study

    ERIC Educational Resources Information Center

    Gianino, Mark; Ruth, Betty J.; Miyake Geron, Scott

    2016-01-01

    This article presents findings from a 2013 qualitative study of social work continuing education (CE) in Massachusetts. Eleven focus groups were conducted with 75 participants from key stakeholder groups: practitioners, educators, licensing board members, and agency administrators. Although positive perspectives surfaced--such as diversity of CE…

  1. 77 FR 44255 - Medicare Program; Application by the American Association of Diabetes Educators (AADE) for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-27

    ...] Medicare Program; Application by the American Association of Diabetes Educators (AADE) for Continued Recognition as a National Accreditation Organization for Accrediting Entities To Furnish Outpatient Diabetes... of Diabetes Educators for continued recognition as a national accreditation program for accrediting...

  2. Adopting Disruptive Technologies in Traditional Universities: Continuing Education as an Incubator for Innovation.

    ERIC Educational Resources Information Center

    Archer, Walter; Anderson, Terry; Garrison, Randy

    1999-01-01

    Traditional universities are feeling the impact of "disruptive technologies" such as distance education. Seeing how businesses have responded to such disruptions, universities should "incubate" innovations in a semiautonomous unit such as continuing education, which can address new markets with low margins. (SK)

  3. A Report of Selected Residential Continuing Education Centers in the United States.

    ERIC Educational Resources Information Center

    Brown, W. Rex

    General information is presented concerning residential continuing education centers affiliated with public institutions of higher education. Attention was directed to those universities considered self-contained with full-service facilities, including conference facilities, housing accommodations, and food services. Based on the latest documents…

  4. 34 CFR 685.204 - Deferment.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... periodic reports, projects, or evidence of the fellow's progress; and (D) In the case of a course of study... Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) WILLIAM D. FORD FEDERAL DIRECT LOAN PROGRAM Borrower Provisions § 685.204...

  5. Competitive Strategy in Continuing Education.

    ERIC Educational Resources Information Center

    Baden, Clifford

    1987-01-01

    Reviews strategic variables available to those planning continuing education marketing programs. Discusses generic competitive strategies: (1) overall cost leadership, (2) differentiation, and (3) specialization. Mentions several potential problems. (CH)

  6. Locating Continuing Education Programs.

    ERIC Educational Resources Information Center

    Mason, Robert C.

    1986-01-01

    Emphasizes program location as an important component of the marketing plan for continuing education. Also discusses relations among program location and quality, costs, supportive services, and economies of scale. (CH)

  7. Educating nurses about research ethics and practices with a self-directed practice-based learning program.

    PubMed

    Cibulka, Nancy J

    2011-11-01

    Learner-driven and practice-based education programs are recommended for integration of learning. A continuing education program on research ethics was introduced to five nurses in an ambulatory care setting at a Magnet® hospital, using a commercially available web-based course followed by a research practicum. The seasoned nurses reported little previous education in this area. Working with a nurse researcher, three nurses participated in a research project for improving clinic care delivery. The success of the continuing education program was determined by knowledge acquisition, satisfaction with learning activities, and perceived confidence in research participation. This continuing education program was effective in providing for knowledge and skill development in research ethics. The integrative learning format was well received. Copyright 2011, SLACK Incorporated.

  8. Reproducibility of cervical cytopathology following an intervention by an external quality control laboratory.

    PubMed

    Ázara, Cinara Zago Silveira; Manrique, Edna Joana Claudio; Tavares, Suelene Brito do Nascimento; Alves de Souza, Nadja Lindany; Magalhães, Juliana Cristina; Amaral, Rita Goreti

    2016-04-01

    This study assessed the effects of a continued education program on the agreement between cervical cytopathology exams interpreted by local laboratories and interpretation made by an external quality control laboratory (LabMEQ). Overall, 9,798 exams were analyzed between 2007 and 2008, prior to implementation of a continued education program, and 10,028 between 2010 and 2011, following implementation. Continued education consisted of theoretical and practical classes held every two months. The chi-square test and the kappa coefficient were used in the statistical analysis. Following implementation of continued education, the rate of false-negative results, and those leading to delays in clinical management fell in eight laboratories and the rate of false-positive results in five. Agreement between the results reported by the laboratories and the findings of LabMEQ, evaluated according to clinical management, remained excellent in three laboratories (kappa >0.80 and <1.0), went from good (kappa >0.60 and <0.80) to excellent in seven and from excellent to good in two. Agreement regarding the identification of metaplastic epithelium was poor (kappa = 0.25) but progressed to excellent following the implementation of continued education (kappa = 0.950). Agreement between cytopathology results improved significantly following implementation of continued education in cases reported as unsatisfactory (P < 0.001), atypical squamous cells of undetermined significance, cannot exclude high-grade squamous intraepithelial lesion (P < 0.001), low-grade squamous intraepithelial lesion (P < 0.001), and glandular atypia (P < 0.001). Continued education contributed towards improving the reproducibility of cervical cytopathology, decreased the rates of false-negative and false-positive results, and reduced delays in clinical management. © 2016 Wiley Periodicals, Inc.

  9. The Royal College experience and plans for the maintenance of certification program.

    PubMed

    Campbell, Craig M; Parboosingh, John

    2013-01-01

    The Royal College of Physicians and Surgeons of Canada, in 2001, implemented a mandatory maintenance of certification (MOC) program that is required for fellows to maintain membership and fellowship. Participation in the MOC program is one of the recognized pathways approved by provincial medical regulatory authorities in Canada by which specialists can demonstrate their commitment to continued competent performance in practice. This article traces the historical beginnings of the MOC program, highlighting the educational foundation and scientific evidence that influenced its philosophy, goals, and strategic priorities. The MOC program has evolved into a complex system of continuing professional development to facilitate and enable a "cultural shift'' in how we conceptualize and support the continuing professional development (CPD) of specialists. The MOC program is an educational strategy that supports a learning culture where specialists are able to design, implement and document their accomplishments from multiple learning activities to build evidence-informed practices. In the future, the MOC Program must evolve from assisting fellows to use effective educational resources "for credit" to enable fellows, leveraging a competency-based CPD model, to demonstrate their capacity to continuously improve practice. This will require innovative methods to capture learning and practice improvements in real time, integrate learning during the delivery of health care, expand automation of reporting strategies, and facilitate new sociocultural methods of emergent learning and practice change. Collectively, these directions will require a research agenda that will generate evidence for how transformative cultural change in continuing professional education of the profession can be realized. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  10. Evaluating Continuing Nursing Education: A Qualitative Study of Intention to Change Practice and Perceived Barriers to Knowledge Translation.

    PubMed

    Wellings, Cynthea A; Gendek, Marilyn A; Gallagher, Silvia E

    Evaluating the effectiveness of continuing nursing education does not always include behavioral change and patient health outcomes. A qualitative analysis of open-ended evaluation questions from continuing nursing education activities was conducted. The aim was to evaluate learners' intentions to change their practice resulting from their learning and their perceived barriers to implementing practice changes. Results revealed the multiple, interconnected challenges involved in translating new learning into practice.

  11. Advocating for continuing nursing education in a pediatric hospital: the Prince Scholar and Sabbatical Programs.

    PubMed

    Sperhac, A M; Goodwin, L D

    2000-01-01

    As nurses gain more experience, they often question the basis of nursing practice and want to find the most current and accepted methods of providing nursing care. Attending seminars, conferences, and continuing education programs is often difficult because of financial and staffing constraints. The authors describe the design and implementation of two funded programs--the Prince Scholars and Sabbatical Programs--that support continuing nursing education in a pediatric tertiary hospital.

  12. The Power of Continuity in Graduate Teacher Education Master's Programmes

    ERIC Educational Resources Information Center

    Molseed, Timothy R.

    2009-01-01

    The intentional development of continuity as it applies to programme structure, themes and outcomes is examined for their power in providing a coherent circular connection between the philosophy, operation, assessment and outcomes of a graduate teacher education programme. It is argued that the intentional development of programme continuity will…

  13. Creating State Accountability Systems That Help Schools Improve

    ERIC Educational Resources Information Center

    Elgart, Mark A.

    2016-01-01

    Organizational leaders from nearly every sector have been using continuous improvement models and improvement science for years to improve products, services, and processes. Though continuous improvement processes are not new in education, they are relatively new in the state policy arena. In a continuous improvement system, educators use data,…

  14. Social Work Continuing Education: Current Issues and Future Direction

    ERIC Educational Resources Information Center

    Kurzman, Paul A.

    2016-01-01

    Continuing education is arising as an area of rapid growth and increased attention in the social work profession. Conceptually, the impetus and focus are on the promotion of the principles of lifelong learning and professional replenishment; but pragmatically, the driving force has been the virtually universal requirement of continuing education…

  15. Imagining a Continuing Interprofessional Education Program (CIPE) within Surgical Training

    ERIC Educational Resources Information Center

    Kitto, Simon C.; Gruen, Russell L.; Smith, Julian A.

    2009-01-01

    In recent years increasing attention has been paid to issues of professionalism in surgery and the content and structure of continuing professional development for surgeons; however, little attention has been paid to interprofessional education (IPE) in surgical training. Imagining the form(s) of IPE and/or continuing interprofessional education…

  16. Education on invasive mechanical ventilation involving intensive care nurses: a systematic review.

    PubMed

    Guilhermino, Michelle C; Inder, Kerry J; Sundin, Deborah

    2018-03-26

    Intensive care unit nurses are critical for managing mechanical ventilation. Continuing education is essential in building and maintaining nurses' knowledge and skills, potentially improving patient outcomes. The aim of this study was to determine whether continuing education programmes on invasive mechanical ventilation involving intensive care unit nurses are effective in improving patient outcomes. Five electronic databases were searched from 2001 to 2016 using keywords such as mechanical ventilation, nursing and education. Inclusion criteria were invasive mechanical ventilation continuing education programmes that involved nurses and measured patient outcomes. Primary outcomes were intensive care unit mortality and in-hospital mortality. Secondary outcomes included hospital and intensive care unit length of stay, length of intubation, failed weaning trials, re-intubation incidence, ventilation-associated pneumonia rate and lung-protective ventilator strategies. Studies were excluded if they excluded nurses, patients were ventilated for less than 24 h, the education content focused on protocol implementation or oral care exclusively or the outcomes were participant satisfaction. Quality was assessed by two reviewers using an education intervention critical appraisal worksheet and a risk of bias assessment tool. Data were extracted independently by two reviewers and analysed narratively due to heterogeneity. Twelve studies met the inclusion criteria for full review: 11 pre- and post-intervention observational and 1 quasi-experimental design. Studies reported statistically significant reductions in hospital length of stay, length of intubation, ventilator-associated pneumonia rates, failed weaning trials and improvements in lung-protective ventilation compliance. Non-statistically significant results were reported for in-hospital and intensive care unit mortality, re-intubation and intensive care unit length of stay. Limited evidence of the effectiveness of continuing education programmes on mechanical ventilation involving nurses in improving patient outcomes exists. Comprehensive continuing education is required. Well-designed trials are required to confirm that comprehensive continuing education involving intensive care nurses about mechanical ventilation improves patient outcomes. © 2018 British Association of Critical Care Nurses.

  17. 78 FR 52224 - Self-Regulatory Organizations; BOX Options Exchange LLC; Notice of Filing and Immediate...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-22

    ... Trader Continuing Education Program (S501) is a computer-based education program developed by many of the... Continuing Education Program, which is developed and maintained by the Securities Industry Regulatory Council... change will authorize the Exchange to administer different CE programs to differently registered...

  18. Computer Literacy and Societal Impact of Computers: Education and Manpower.

    ERIC Educational Resources Information Center

    Hamblen, John W.

    The use of computers in education and general society is continually expanding, but the growing need for highly educated computer technologists will continue unless universities take major steps toward the reallocation of their resources in favor of the burgeoning computer science departments, and government and industry provide a significant…

  19. Continuing Education of Health Sciences Librarians: A National Survey.

    ERIC Educational Resources Information Center

    Qureshi, Azra

    This study examines continuing education and professional development of 210 health sciences librarians affiliated with 70 academic medical libraries in the United States, which has the most advanced system of education in librarianship in the world. Of the 102 respondents, the largest categories were library directors/administrators and public…

  20. To: The Inter-Galaxy Council on Higher Education Re: Winds of change in Adult and Continuing Education

    ERIC Educational Resources Information Center

    Kezard, Yelnats

    1975-01-01

    From the perspective of a visitor from outer space, the author cites the needs of adult and continuing education throughout the world. Listed are several recommendations that merit attention with the United States as prime force in their implementation. (BP)

Some links on this page may take you to non-federal websites. Their policies may differ from this site.
Top