Greg Belcher - Academia.edu (original) (raw)

Papers by Greg Belcher

Journal of the Advanced Practitioner in Oncology

Background: Advanced practice providers (APPs) affect high-quality health care through leadership... more Background: Advanced practice providers (APPs) affect high-quality health care through leadership, evidence-based practice implementation, and quality improvement projects. When planning solutions to clinical problems, leadership must solicit APP input to promote success. Hematology patients are more likely to receive poor-quality end-of-life (EOL) care than those with solid tumors. Regardless of disease, aggressive EOL care is increasing despite evidence that it is often inconsistent with patients’ goals of care (GOC). Data regarding this phenomenon in hematology specifically is lacking. The distorted association of “end of life” with “goals of care” has “silenced” crucial goals discussions in patients with relapsed or refractory high-risk leukemia, which raises concerns for the provision of care that is inconsistent with patients’ values and preferences. Hematologists may possess certain traits and distinct barriers leading to what one might call an aversion to GOC discussions in ...

Journal of Forensic Nursing

ABSTRACT The Southeast Kansas (SEK) comprehensive rural Sexual Assault Nurse Examiners (SANE) pro... more ABSTRACT The Southeast Kansas (SEK) comprehensive rural Sexual Assault Nurse Examiners (SANE) program was developed as part of an effort to increase the availability of SANE services nationwide. The primary goal of the program is to provide education to assist with training and certification of registered nurses and advanced practice registered nurses in SEK to conduct sexual assault forensic examinations and become certified. This will provide better physical and mental health care for survivors and better evidence collection and higher prosecution rates in a rural, medically underserved area. The project established a rural academic-practice-community partnership to provide longitudinal immersive SANE clinical training. The success of the project in SEK will be impacted by the retention of SANEs; therefore, the integration of the Professional Quality of Life (ProQOL) self-assessment was seen as an important component of the grant implementation. ProQOL determines compassion satisfaction, burnout, and secondary traumatic stress. The data collected from SANEs on their self-assessments with the ProQOL lead to early identification of SANEs experiencing negative effects of forensic nursing and the ability to intervene for decreased attrition.

The Journal of Vocational Education Research, 2000

A study was conducted to describe instructors' attitudes toward and use of assessment methods... more A study was conducted to describe instructors' attitudes toward and use of assessment methods in postsecondary technical and occupational classrooms and laboratories. Data were collected through a questionnaire mailed to a random sample (n.318) of all postsecondary technical and occupational instructors in Ohio. Results indicated that instructors tended to use information from paper-and-pencil tests most often in making instructional decisions, followed by information from performance assessments and informal observations. Postsecondary instructors tended rarely to use information from standardized tests, portfolios and essay methods. Instructors neither agreed or disagreed that they faced potential constraints while conducting assessment activities. More than four-fifths of the instructors reported a positive attitude toward assessment and more than one-half considered themselves very competent in assessment. Marketing instructors used portfolios more often in making instructio...

Evaluation and Program Planning, 2017

This study was designed to identify the degree to which the directors of adult basic education pr... more This study was designed to identify the degree to which the directors of adult basic education programs perceive they have program quality support, as evidenced by a well-defined mission and role in the community, a management system, human resources management, and a suitable learning environment. NSCALL's Evidence-based program self-assessment (2006) was modified and administered electronically to administrators of adult education programs in a mid-southern state. Findings indicated that most directors perceive they are implementing the indicators of program quality support in all of the areas surveyed. A research-based annual self-study that considers the quality indicators is recommended, leaving a need for an update to the NCSALL assessment for use as a program assessment instrument.

A study was conducted to describe instructors' attitudes toward and use of assessment methods in ... more A study was conducted to describe instructors' attitudes toward and use of assessment methods in postsecondary technical and occupational classrooms and laboratories. Data were collected through a questionnaire mailed to a random sample (n.318) of all postsecondary technical and occupational instructors in Ohio. Results indicated that instructors tended to use information from paper-and-pencil tests most often in making instructional decisions, followed by information from performance assessments and informal observations. Postsecondary instructors tended rarely to use information from standardized tests, portfolios and essay methods. Instructors neither agreed or disagreed that they faced potential constraints while conducting assessment activities. More than four-fifths of the instructors reported a positive attitude toward assessment and more than one-half considered themselves very competent in assessment. Marketing instructors used portfolios more often in making instructional decisions. Two program areas (marketing and business) were the primary users of essay methods. Instructors' attitudes toward assessment were found to explain 11 percent of the variation in use of performance assessment and 4 percent in use of portfolios. The perceived competency level of instructions in assessment contributed to about 3 percent of the variation in use of portfolios. (Contains 14 references.) (KC)

Career and Technical Education Research, 2007

The colleagues listed below generously contributed their time and expertise to the constructive r... more The colleagues listed below generously contributed their time and expertise to the constructive review of manuscripts submitted to Career and Technical Education Research during calendar year 2007. Double-blind, peer reviews are critical and each of these individuals is commended for their outstanding performance and contributions to career and technical education research.

Ohio vocational education teachers ' awareness of, attitudes toward, and use of national ski... more Ohio vocational education teachers ' awareness of, attitudes toward, and use of national skill standards were examined through a survey of a proportional (by vocational program area) stratified random sample of 346 of Ohio's 3,499 secondary vocational teachers. Of the teachers surveyed, 205 (59%) returned usable responses. The teachers were questioned about their gender, vocational teaching area, educational attainment, type of high school, and teaching certification, and they were asked to agree/disagree with 62 statements concerning national skill standards. Although 59 % of respondents agreed that students who have met entry-level skill standards have smoother school-to-work transitions, only 39 % believed that national skill standards enhance vocational education. Of the respondents, only 37 % believed that national skill standards would improve their particular program, 55%

Career and Technical Education Research, 2021

The purpose of this Delphi study was to identify the dominant technical competencies needed to ef... more The purpose of this Delphi study was to identify the dominant technical competencies needed to effectively teach architecture and construction at the secondary and postsecondary level and to determine if there are differences of opinion among educators, recent graduates and industry personnel as to what those competencies should be. To provide instructors with the knowledge and skills that align with industry needs, it was imperative to identify the changing technical competencies needed by the workforce and the instructors who prepare these future employees. A three round Delphi study was conducted to identify the dominant technical competencies. From a list of 23 technical competencies identified in round one, seven technical competencies emerged as the highest rated in perceived level of importance by the three groups.

The Journal of Vocational Education Research, 1998

Ohio vocational education teachers' awareness of, attitudes toward, and use of national skill... more Ohio vocational education teachers' awareness of, attitudes toward, and use of national skill standards were examined through a survey of a proportional (by vocational program area) stratified random sample of 346 of Ohio's 3,499 secondary vocational teachers. Of the teachers surveyed, 205 (59%) returned usable responses. The teachers were questioned about their gender, vocational teaching area, educational attainment, type of high school, and teaching certification, and they were asked to agree/disagree with 62 statements concerning national skill standards. Although 59% of respondents agreed that students who have met entry-level skill standards have smoother school-to-work transitions, only 39% believed that national skill standards enhance vocational education. Of the respondents, only 37% believed that national skill standards would improve their particular program, 55% stated that national skill standards should have a positive effect on work force productivity, 60% st...

The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings, 2020

Journal of Agricultural Education, 1997

Currently, there is a movement in the U.S. for business and industry to voluntarily develop natio... more Currently, there is a movement in the U.S. for business and industry to voluntarily develop national skill standard systems for their occupations. Once these systems are developed they will be used to develop training programs and certify workers' competence. To success-filly implement any new system or program, it is vital to know the attitudes of the people that will be involved in the implementation process toward skill standards. After the attitudes of these key people are known, strategies for implementing such systems can be developed This study was conducted to determine secondary agricultural teachers " attitudes toward national skill standards. The population consisted of all agricultural teachers in secondary schools in Ohio. It was found that agricultural teachers agreed that they would or had used skill standards. However, they currently lack information about these skill standards. Several individuals have promoted national skill standards that would identify the knowledge and abilities a worker should possess to successfully gain and maintain employment (Hudelson, 1993; Hudson, 1994; Hoachlander and Rahn, 1994). Skill standards are currently being developed for twentytwo occupational areas (Hull, 1994) and are to be nationally recognized and portable from state to state. Examples of occupational areas related to agricultural education include: biotechnology, automotive, electrical, and welding. Workers that successfully demonstrate these skills are certified as having met these preset standards. Proponents have stated that national skill standards would improve the U.S. workforce and product quality, provide better education, and increase accountability among schools (Hudelson, 1993, Hoachlander and Rahn, 1994). In addition, Hoachlander and Rahn listed the following as potential benefits of a skill standard system: (a) greater work mobility and portability of credentials; (b) higher pay; (c) greater job certainty and more job opportunities for workers; (d) more efficient recruitment, screening, and placement of employees by employers; (e) clearer goals and educational pathways for students; (f) more consistent, focused instruction, and curriculum; (g) greater accountability for schools, programs, teachers and students; (h) increased quality of products and services; and (i) higher consumer confidence and satisfaction (p. 20). Hudelson (1993) suggested that national skill standards offer accountability for workers by recognizing the individual as being certified or an accomplished craftsperson. Employers can use skill standards to indicate the level of workers' occupational competence. Skill standards also help teachers define the knowledge and skills that industry expects of vocational education program graduates. Finally, skill standards provide a fair means for administrators to use in evaluating vocational education programs.

Journal of Agricultural Education, 1996

The Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990 mandated t... more The Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990 mandated that states develop a system of performance measures and standards to be used for program evaluation and improvement. The purpose of this study was to examine the systems of performance measures and standards that each state had approved in response to the Perkins Act of 1990 for secondary vocational programs and identify implications for agricultural educators. Ninety-six percent of the states reported academic measures and standards for secondary programs. Academic areas of mathematics, reading, and language were ranked high by states as an approved measures for academic skill in both basic and advanced skill area. For other performance, one hundred percent of the states had approved at least one measure for secondary programs. The most common types of measures for other performance were work skill attainment and any placement. Agricultural educators need to be aware of these measures and standards as they plan and modify programs. Agricultural educators should place more emphasis on mathematics, reading, and language. In addition, agricultural educators need to increase their knowledge and skills related to assessment since states indicated a heavy reliance on locally developed assessment techniques.

Public Personnel Management, 2000

This study compares the attitudes of incumbent Fire Captains and their supervisors regarding crit... more This study compares the attitudes of incumbent Fire Captains and their supervisors regarding critical aspects of a Fire Captain's job. Fire Captains and supervisors (Fire Chief, Deputy Fire Chiefs, and Division Chiefs) were held as separate subject matter expert groups in an analysis of the Captain's job. Data regarding the attitudes held by these SME groups concerning the criticality of Fire Captain job tasks and work required knowledge, skills, abilities and worker characteristics were collected through task inventory and worker attribute surveys. These data were compared to determine the degree to which the SME groups agreed upon the critical aspects of the Fire Captain's job. The data indicate that Fire Captains and their supervisors substantially agree upon the criticality of Fire Captain tasks, and moderately agree upon the criticality of requisite Fire Captain attributes. The findings of this study have applications for current job analysis practice as well as poi...