Thematische Bibliographien / Practice confidence

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Auswahl der wissenschaftlichen Literatur zum Thema „Practice confidence“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 8. Februar 2022

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Zeitschriftenartikel zum Thema "Practice confidence"

Hamilton, P., und R. Proops. „Confidence in child protection practice“. BMJ 337, jul28 2 (28.07.2008): a1063. http://dx.doi.org/10.1136/bmj.a1063.

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Dietrich, Karl, Elizabeth Hutchinson und Miranda D. Lu. „Advanced Primary Care Orthopedics: Bridging the Gap in Musculoskeletal Education“. Family Medicine 52, Nr. 6 (05.06.2020): 444–47. http://dx.doi.org/10.22454/fammed.2020.362716.

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Background and Objectives: Musculoskeletal problems are common in primary care, yet many family physicians lack confidence and competence in this area. The Advanced Primary Care Orthopedics (APCO) course utilizes hands-on physical exam instruction, interactive cases, and intentional repetition to teach anatomy, a standardized exam, and important diagnoses. This study assesses the effectiveness of APCO in improving musculoskeletal exam knowledge and confidence. Methods: APCO is a 1.5-day course taught annually to family medicine residents. A 1-day course has also been conducted as a preconference workshop targeting faculty physicians. Participants completed pre- and postcourse assessments to evaluate their knowledge and confidence with the musculoskeletal exam. We compared results using mean differences with paired t-test statistics. Results: In the 2018 and 2019 resident courses, 23 of 30 participants (77%) completed the knowledge assessment and 25 of 30 participants (83%) completed the confidence assessment. Knowledge assessment scores improved by 9.5 points (P<.05) after completion of the course. Confidence in the musculoskeletal exam, as assessed on a 5-point Likert scale (1–not confident at all; 5–very confident), improved from 2.2 to 3.8 after the course (P<.05). In the 2018 preconference workshop, 23 of 36 participants (64%) completed the confidence assessment. Confidence increased from 2.17 to 3.61 (P<.05) after course completion. Conclusions: Participation in the APCO course increased short-term musculoskeletal knowledge and confidence. APCO has many potential applications for residency curriculums, faculty development, and continuing medical education.

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Kamper, Steven J. „Confidence Intervals: Linking Evidence to Practice“. Journal of Orthopaedic & Sports Physical Therapy 49, Nr. 10 (Oktober 2019): 763–64. http://dx.doi.org/10.2519/jospt.2019.0706.

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Casey, Richard. „Building your graduate's confidence in practice“. In Practice 41, Nr. 8 (Oktober 2019): 394–96. http://dx.doi.org/10.1136/inp.l5613.

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Tomić, Vesna. „Confidence: A base for good medical practice“. Zdravstvena zastita 43, Nr. 6 (2014): 21–25. http://dx.doi.org/10.5937/zz1402021t.

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Flott, Elizabeth, Christine Young, Sarah J. Ball und Maribeth Hercinger. „Enhancing Confidence and Communication for Clinical Practice“. Nurse Educator 45, Nr. 6 (17.03.2020): 351. http://dx.doi.org/10.1097/nne.0000000000000833.

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Davidhizar, Ruth. „Self-Confidence: A Requirement for Collaborative Practice“. Dimensions of Critical Care Nursing 12, Nr. 4 (Juli 1993): 218–23. http://dx.doi.org/10.1097/00003465-199307000-00006.

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Glidewell, John C., und David E. Livert. „Confidence in the practice of clinical psychology.“ Professional Psychology: Research and Practice 23, Nr. 5 (1992): 362–68. http://dx.doi.org/10.1037/0735-7028.23.5.362.

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Hargrove, Patricia. „Evidence-Based Practice Tutorial #5: Confidence Interval“. Perspectives on Language Learning and Education 10, Nr. 2 (Juli 2003): 33. http://dx.doi.org/10.1044/lle10.2.33.

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Hackell, Jesse, und Kathryn Edwards. „Encouraging Vaccine Confidence in Clinical Practice Settings“. Academic Pediatrics 21, Nr. 4 (Mai 2021): S48—S49. http://dx.doi.org/10.1016/j.acap.2020.10.019.

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Dissertationen zum Thema "Practice confidence"

Lacue, Sharon. „Deliberate Practice Using Simulation to Improve Clinical Competency and Confidence“. Thesis, Carlow University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276390.

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Bridging the gap between classroom learning and nursing practice is an ongoing concern in nursing education. Multiple studies have found that students who are provided the knowledge, skills and modeling behavior, in addition to an expectation of efficacy, have an increase in their confidence of acquired skills and thus an increase in self-confidence and competence. However, patients in acute care settings have increasingly complex medical problems, which often leave nursing students with minimal hands-on care for their assigned patient. The purpose of this study was to examine the effect of deliberate practice, using a repeated simulated clinical experience, on student self-confidence and competency. A quantitative method with a descriptive, non-experimental, pre-test-posttest study provided information about the effect of a repeated simulated clinical experience on student self-confidence and competence. A convenience sample of 26 nursing students from a university located in central Pennsylvania enrolled in their junior year medical-surgical course participated. Self-confidence was measured using the National League for Nursing (NLN) Self-Confidence in Learning with Simulation self-reporting instrument prior to experiencing the simulation and then immediately following the initial and repeated simulation. Competence with nursing skills using simulation was measured using the Creighton Competency Evaluation Instrument (CCEI) for both the initial simulation and the repeated simulation. Parametric statistics and a multivariate analysis of variance (MANOVA) indicated a statistical significance for overall improvement in competence following the repeated scenario, p = 0.001. There was no statistical significance in improvement of student self-confidence. The findings of this study suggest that repetition of a simulation scenario promoted an increase in overall competence and support incorporating deliberate practice of simulation scenarios.

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Liertz, Carmel, und n/a. „Developing performance confidence : a holistic training strategies program for managing practice and performance in music“. University of Canberra. Communication & Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20060817.132817.

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The thesis aims to address a perceived gap in the training and development of music performers, namely the lack of a practical strategies framework for developing performance confidence, especially self-efficacy (situational selfconfidence) in music performance. To this end, a Training Program with Training Manual was designed to assist musicians in the management of practice and performance, using a framework of six integrative mental and physical strategies taken from Sport Performance and applied to Music Performance. Five musicians trialed the Training Program for five weeks. Five individual case studies were constructed to explore and interpret the musicians' practice and performance experiences before and after using the Training Program / Manual. Analyses of in-depth interviews and a follow-up questionnaire revealed that the Training Program had produced positive changes in mental and physical behaviour, along with increased concentration ability and coping skills in stressful situations, resulting in a sense of control in performance. A cross-case analysis revealed that the shared issues of significance for the musicians were Concentration, Stress and Lifestyle Practices, and Sense of Control in practice and performance. This qualitative study demonstrates that a training program addressing the lifestyle context of music performance is beneficial for practice and the lead-up to performance. Confidence in playing ability develops, when practice and performance are perceived to be effectively self-managed and practice becomes a positive experience. The findings of this study suggest the need for a holistic approach to music performance, based on awareness of the mind-body connections involved in performance.

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Joyce, Penelope. „The relationship between confidence and competence in operating department practice students“. Thesis, University of Southampton, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543395.

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Hanauer, Courtney, Dani Schiefer, Natalee Tanner, Jeannie Lee und Richard Herrier. „Student Confidence and Knowledge Pre and Post a Capstone Course“. The University of Arizona, 2013. http://hdl.handle.net/10150/614247.

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Class of 2013 Abstract
Specific Aims: To determine the impact of a capstone course, Pharmacy Practice (PhPr) 811 entitled Advanced Patient Care, on preparing third-year University of Arizona College of Pharmacy (UA COP) Doctor of Pharmacy (Pharm.D.) students for their advanced pharmacy practice experiences and their future responsibilities as members of interprofessional healthcare teams. Methods: This study used pretest-posttest design. A survey was utilized to assess both the student’s self-confidence and knowledge in managing eight, commonly-encountered acute and chronic disease states. The students’ level of self-confidence in clinically managing patients with the specified disease states was measured using 17 questions on a 5-point Likert-type scale, while their knowledge was assessed using eight multiple-choice questions. Main Results: A total of 83 students participated in the study by completing both the pre- and post-course surveys (87.4% response rate). Following completion of the course, mean confidence score increased significantly to 4.01 (±0.80, p<0.001), while mean knowledge score increased slightly to 6.85 (±1.08). Positive change scores were determined for each self-assessed confidence item (0.90 ± 0.90), which indicated a significant increase in students’ overall level of confidence (p <0.001). On the other hand, the change in knowledge resulted in an overall positive change (0.47 ±1.19), which was not statistically significant (p= 0.47). Conclusion: The Advanced Patient Care course, PhPr 811, positively impacted the students’ self-assessed level of confidence. Even though the level of knowledge did not change significantly due to high baseline level, the students’ confidence level for clinical management increased significantly after participating in the capstone course.

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Oraif, Fatmah Abdullah. „An exploration of confidence related to formal learning in Saudi Arabia“. Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/8033/.

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Learners approach learning tasks with varying degrees of confidence and their confidence may influence the prospects of progress and success. The main purpose of the investigations reported in this thesis was to explore confidence in relation to learning, in the context of education in Saudi Arabia, focussing mainly on early university experiences. Because of access to students in Saudi Arabia, most of the sample of over 1400 students were female. Confidence is an elusive concept but it can affect many areas of life. This study seeks to explore academic confidence, to see how it relates to other aspects of confidence and to see whether any aspects of learning or the nature of learning situations relates particularly to the enhancement of confidence with learners. The study starts by exploring what is meant by confidence, specifically in an educational setting, and then moves on to consider how experiences held in memory relate to the formation and development of confidence. In thinking of confidence, it is suggested that confidence can be seen, at least in part, as an attitude towards oneself. It is how a person sees himself in the context of a task or opportunity. This study starts by an attempt to explore several aspects of confidence to see to what extent confidence is a generic characteristic and how academic confidence might relate to that. Academic confidence might be related to specific cognitive characteristics or to views of learning or to specific kinds of learning situations. Questionnaires and interviews were the approach adopted in this study. Semi-structured interviews were undertaken to establish some kind of measure of the validity of the questionnaires. Working memory capacity was measured using the digits span backwards test while examination and test data were also obtained. In every case, large samples were used in the data collection. The overall aim was to obtain a picture of the nature of confidence and to see how this was related to other attributes (which were also measured by survey) and to performance (as measured by formal examinations). The key observation is that academic performance tends only to be correlated with academic confidence. Thus, confidence is probably not a general attribute. Interviews tend to confirm the outcomes from the survey. In that working memory is a well established rate determining factor in much learning, it might be thought that that working memory capacity might be a factor in enhancing confidence but, in the context of the sample of female students used in this study, this was not found to be so. Students were asked to look at themselves in the learning process, to indicate their preferred styles of learning and assessment but, in general, few aspects seem to show any strong relationship with the development of academic confidence. However, those who expressed specific confidence in their abilities related to studying tended to be those who were, in fact, better performers as measured by examinations. Thus, students seem to be appropriately self-aware. Also, the importance of tests and examinations was seen and it did appear that results from these were a major feature of confidence growth. Attitudes to learning (following the Perry model, 1999) also tend not to correlate significantly with academic performance although there is a hint that assessment might be important. Aspects of learning style, purposes of learning, evaluation in examinations, group-working skills and academic self-perception showed few clear patterns in relation to confidence. The strong. overall impression is that preferred curriculum approaches are not very important in developing confidence although the influence of the subject teacher may be very important. Also it seems to be an innate human characteristic to seek for meaning. Memorisation is not, perhaps, the natural way forward. All of this tends to give a kind of picture of characteristics that might describe some confident students rather than give a set of criteria for developing a confident person. Although not the main purpose of the study, the patterns of results from the many questionnaires revealed major deficiencies in the Saudi education system as seen by the learners and offers an agenda for change for the future. There seemed to be an expressed interest in more opportunities for thinking (rather than memorising), for questioning, creativity and working in groups. From all of this, it might be deduced that the key feature underpinning confidence lies in simple success (reflected in speed of learning, understanding, and examination success). Thus, confidence makes it possible for students to enjoy the challenges of further learning, to take risks and to take risks in a social learning situation like group work. Perhaps the most remarkable thing is the lack of features which correlate with measures of academic confidence. Any attempt to find some kind of insight into a way of teaching and learning which generates increased confidence is not easy from the data. There are two possible reasons for this. Perhaps, different students prefer different ways and this hides any significant correlations overall. Perhaps, also, the students are so accustomed to a system which offers information in quantity and provides rewards only to those who can recall it accurately that this hides other possibilities for these students. The one thing that stands out is that success seems to lead to confidence. These students are among those who have been more successful at school in terms of examinations. The fundamental question is how to offer success to those who are not so good at formal examinations based on recall. If success is so dependent on this and confidence is not related much to other aspects, then there is a real danger that the examination system will generate a population where many are unsuccessful. The system might be leading to a destruction of confidence. It does not seem to be the style of examination but the fact of success in examinations which is an important determinant of confidence. The samples considered were drawn from those who had been successful at school. Further studies might focus on those, who were not so successful.

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Kealy-Morris, Elizabeth. „The artist's book : making as embodied knowledge of practice and the self“. Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620375.

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The initial research questions for this practice-based doctoral research project was to ask, "Is it possible to develop a more confident, self-conscious creative voice able to articulate one's identity more clearly through the making of handmade artefacts?"; this thesis applies the methodologies of autoethnography and pedagogy to consider an answer. My original contribution to knowledge through this enquiry is the identification of the ways in which the exploration of identity through autoethnographic, creative and pedagogic methods encourages an expanded field of self-knowledge, self-confidence and sense of creative self.

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Svercauski, Jacquelyn. „Effects of Transition to Practice Programs on New Nurses' Confidence and RN Role Transition“. Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700047.

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Background and Purpose: The healthcare system is currently facing daunting challenges; to increase the number of new nurses needed to provide care to the burgeoning population of seniors, to provide primary care for individuals covered by the Affordable Care Act of 2010 and to fill the vacancies left by retiring nurses. Transition into practice programs are needed to help new graduate nurses develop comfort and confidence in the autonomous Registered professional nurse (RN) role. New graduate nurses are at risk for significant job stress, leading to rapid job turnover, putting patient safety at risk. Recent studies examining transition to practice programs include results and implications that are limited by the sampling of only baccalaureate prepared new graduate nurses enrolled in a structured nurse residency program.

The purpose of this study was to examine the effects of transition to practice programs on new graduate nurses regardless of transition to practice program type, length of program or degree upon initial entry to practice in the state of New Jersey. Research Question: What are the effects of transition to practice programs on new nurse comfort, confidence and RN role transition?

Design, methods and participants: The non-experimental, cross-sectional, correlational descriptive study utilized the Casey-Fink Graduate Nurse Experience Survey to examine new graduate nurses' comfort, confidence and RN role transition. The purposive convenience sample consisted of 182 RNs licensed in New Jersey, who were hired into their first nursing job between January 2012 and June 2014.

Results and implications: Data analysis revealed that there were no significant differences in new graduate comfort and confidence score regardless of length of transition to practice program or entry degree received. Approximately one-third of respondents felt that they were not able to complete their patient care assignment on time, had difficulty prioritizing and organizing patient care needs, and felt that they may harm a patient due to their lack of knowledge and experience. The results of this study indicate that up to one-third of new graduate nurses surveyed, who after completion of a TTP program, are often expected to care for a full assignment of high acuity patients comparable to a seasoned RN, lacked the comfort and confidence to do so. The study also indicates however, that those who participated in a longer TTP program fared best, reporting heightened comfort and confidence responses on the survey instrument.

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Tilbury, Desiree. „Pharmacy Students’ Training in Smoking Cessation and Confidence on Implementation in the Practice Setting“. The University of Arizona, 2005. http://hdl.handle.net/10150/624772.

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Class of 2005 Abstract
Objectives: To assess students’ confidence levels about smoking cessation implementation from different types of training experience and assess what factors contribute the strongest towards successful interventions for students in the practice setting. Methods: The project design involved the administration of a questionnaire for students distributed by the investigator to 1st, 2nd, and 3rd year University of AZ College of pharmacy students. Section I provided a grid which asked the student to fill in how many hours of each tobacco cessation training areas they had completed. Section II was focused on how the student addressed these issues in their work setting, and used confidence intervals to identify how confident they were in addressing these issues with patients. Section III focused on work history and addressed issues such as work hours, exposure to patients, counseling opportunities, etc., to get a feel for how active the students were in counseling at their worksite. Section IV of the questionnaire addressed the student’s demographic characteristics, such as race/ethnicity, marital status, and age. Question 18 at the end of Section IV provided the student space for constructive comments about the survey. Results: Scores were derived from the surveys and confidence intervals were compared to total training time using a Pearson r. The third year students were significantly more confident (p < 0.035) for all aspects of counseling, asking, advising, assessing readiness, arranging, and monitoring. Third year students were also more confident than second year students in all aspects of counseling except asking. The differences between the first and second years were not significant for any of the aspects of counseling (p > 0.05). Third year students also had significantly more experience (2.9 years) than first (1.1 years) or second (1.8 years) year students (p = 0.001). Correlations were drawn to compare confidence and: total training hours, work experience, times counseled; to correlate training time and times counseled, and to compare work experience to actual times counseled. The highest correlation drawn to actual times counseled was shown to be total training time, suggesting this is the most important predictor of patient counseling for pharmacy students. ANOVA tests were used to assess any differences in demographics between year of student categories. Implications: Students effectively counseling patients on smoking cessation is most closely related with formal training they complete, rather than how confident they feel or how knowledgeable they are about the effects of smoking.

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Barton, Andrew Ian. „A study into the use of self-efficacy and confidence measurements“. Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/8058/.

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This thesis focuses on an aspect of the professional work of the author: that of the training of local trade union representatives by trade unions to ensure they are competent, capable and confident in the delivery of their role in local workplaces. It considers the four levels of evaluation of training outlined by Kirkpatrick (1994) and proposes the use of confidence scales as a means of demonstrating levels of evaluation in this field of training. Trade unions are reliant on the many members that volunteer to be local (unpaid) representatives in their own work places. To ensure the union provides an adequate service to its fee paying membership it needs to support and train its volunteers so they become competent, capable and confident in their roles. This research considers the effects on those volunteers who have attended training courses provided by the union trainers. It draws on the research on confidence levels and examines practice from a range of trade unions across European countries. Three types of training course are the focus for the study; as the thesis will look at whether or not the confidence levels of trade union representatives differ depending on the type and delivery method of the course they attend and whether or not this will have an impact on their post-course behaviour in the workplace. A research tool (questionnaire) was developed to measure the responses of participants attending courses and the results compared using Chi-square statistical tests to consider any results that were of statistical significance. The study concludes that statistically significant higher confidence levels are reported on the 2+2+2 mode of delivery of the six day training course in comparison to either the traditional 5 day or the mixed method modes of delivery. It recommends the use of confidence measures as a useful concept in the evaluation of training courses for union representatives as a way of improving value for money and return on investment for unions and a better developed trade union representative for the future.

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Bäck, Lena. „Confidence in Midwifery : Midwifery students and midwives’ perspectives“. Licentiate thesis, Mittuniversitetet, Avdelningen för omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-33560.

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A confident midwife has an impact on a pregnant woman’s clinical outcome and birth experience. Knowledge acquisition, competence, and confidence develops over a lifetime and is of great importance in developing and forming personal skills and allowing the personal traits to grow and mature. Previous international studies have shown that midwifery students do not feel confident in many areas in which they are supposed to practice independently. The aim of this thesis was to investigate confidence levels in basic midwifery skills in Swedish midwifery students in their final semester just before entering the midwifery profession. An additional aim was to describe clinical midwives’ reflections about learning and what factors that developes professional competence, and confidence. Study I was a cross-sectional survey with Swedish midwifery students (n=238). They assessed their own confidence in all competencies that a midwife should have and could practice independently. The results of study I confirmed that Swedish midwifery students feel confident in dealing with the most common procedures during normal pregnancy, childbirth, and postpartum and newborn care. However, they do not feel fully confident in cases in which there are deviations from the normal procedures and obstetric emergencies. When comparing groups of midwifery students, the younger group of midwifery students felt more confident in general compared to the older group. Students at a university with a medical faculty were also more confident than the students at a university without a medical faculty. In study II, focus group discussions were held with 14 midwives emphasizing the way in which midwives reflect on learning and the development of competence and confidence. Content analysis was used to analyze the focus group discussions. Four categories were identified as a result of study II: 1.) feelings of professional safety evolve over time; 2.) personal qualities affect professional development; 3.) methods for knowledge and competence expansion; and 4.) competence as developing and demanding. The conclusion of this thesis is that more practical and clinical training during education is desirable. Midwifery students need to have access and the opportunity to practice obstetrical emergencies within a team of obstetricians and pediatricians. Learning takes time, and one improvement is to extend midwifery education to include and increase in clinical training. This would strengthen the students theoretical, scientific, and clinical confidence. Clinical midwives claim that it takes time to feel confident and that there is a need to develop professionalism.
En trygg barnmorska har en positiv inverkan för förlossningsutfall samt förlossningsupplevelse. Kunskap, kompetens och trygghet är ett livslångt lärande och har stor betydelse för att utveckla och forma personliga färdigheter, att låta de personliga egenskaperna växa och mogna. Tidigare internationella studier har påvisat att barnmorskestudenter känner sig otrygga inom områden där förväntas vara självständiga. Syftet med denna avhandling var att undersöka graden av trygghet hos svenska barnmorskstudenter strax innan de var färdigutbildade. Ett annat syfte var att utforska hur kliniskt verksamma barnmorskor reflekterar över lärande och vilka faktorer som bidrar till att utveckla yrkesmässig kompetens och trygghet. Studie I var en tvärsnittsundersökning med svenska barnmorskestudenter (n = 238). De bedömde egen trygghet inom alla kompetenser som en barnmorska förväntas kunna samt utföra självständigt. Resultaten av studie I bekräftade att svenska barnmorskestudenter känner sig trygga att hantera de vanligaste rutinerna vid normal graviditet, förlossning, eftervård samt nyföddhets vård. De känner sig emellertid inte fullt så trygga när något avviker från det normala samt vid obstetriska nödsituationer. Vid jämförelse mellan yngre och äldre barnmorskestudenter samt grad av trygghet, var det den yngre gruppen av barnmorskestudenter som kände sig tryggare i allmänhet jämfört med den äldre gruppen. Studenter vid ett universitet med en medicinsk fakultet var också mer trygga än studenterna vid ett universitet utan en medicinsk fakultet. I studie II hölls fokusgrupper med 14 barnmorskor, de diskuterade och reflekterade över hur barnmorskor utvecklar kompetens. Metod för att analysera var innehållsanalys, i resultatet framkom fyra kategorier 1.) känslor av professionell trygghet utvecklas över tid ; 2.) Personliga kvaliteter påverkar yrkesutveckling. 3.) metoder för kunskap och kompetensutveckling; och 4.) Kompetens som utveckling och krävande. Slutsatsen av denna avhandling är att mer klinisk träning under utbildning är önskvärt. Barnmorskestudenter behöver tillgång och möjlighet att öva obstetriska nödsituationer tillsammans i team bestående av förlossningspersonal och barnläkare. Det tar tid att lära samt att känna trygghet, en möjlighet att underlätta för studenter vore att utöka samt förlänga barnmorskeutbildningen, att inkludera mer klinisk träning. Detta skulle innebära att stärka studenters möjligheter till en utökad klinisk trygghet. Kliniska barnmorskor hävdar att det tar tid att känna sig trygg och att det ett finns behov av att utveckla professionalism.

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Bücher zum Thema "Practice confidence"

Baldwin, Mark. The value of practice teaching: Developing the confidence and competence of practice teachers. [London]: Children's Society, 1995.

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Paul, Kevin. Chairing a meeting with confidence: An easy guide to rules and procedure. North Vancouver, B.C: Self-Counsel Press, 1989.

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Clark, Sherryl. The too-tight tutu: Will practice make Merry perfect? Philadelphia, PA: Running Press Kids, 2007.

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Horowitz, Leonard G. Dentistry in the age of AIDS: A practice building manual : inspiring confidence & marketing infection control to your patients. Rockport, MA: Tetrahedron, 1992.

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Yerevan, Armenia) Prospects for reconciliation (2010. Prospects for reconciliation: Theory and practice; proceedings of the international workshop, Yerevan, 27 November 2010. Bonn, Federal Republic of Germany: Institut für Internationale Zusammenarbeit des Deutschen Volkshochshul-Verbandes, 2011.

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United States. Congress. House. Committee on the Judiciary. Subcommittee on Crime, Terrorism, and Homeland Security., Hrsg. Allegations of selective prosecution: The erosion of public confidence in our federal justice system. Washington: U.S. G.P.O., 2009.

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How to pass psychometric tests: This book gives you the three things you need to pass a psychometric test--information, confidence and plenty of practice. 3. Aufl. Oxford, U.K: How To Books, 2011.

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Office, General Accounting. Davis-Bacon Act: Process changes could raise confidence that wage rates are based on accurate data : report to congressional requesters. Washington, D.C: The Office, 1996.

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Holzner, Thomas. Die normative Kraft des Faktischen: Die Vertrauensfrage nach Art. 68 GG : stiller Verfassungswandel hin zu einem Selbstauflösungsrecht? Berlin: Duncker & Humblot, 2009.

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Holzner, Thomas. Die normative Kraft des Faktischen: Die Vertrauensfrage nach Art. 68 GG : stiller Verfassungswandel hin zu einem Selbstauflösungsrecht? Berlin: Duncker & Humblot, 2009.

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Buchteile zum Thema "Practice confidence"

Uggla, Bengt Kristensson, Marta Reuter und Filip Wijkström. „Trust Contextualized: Confidence in Theory and Practice“. In Trust and Organizations, 1–18. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137368812_1.

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Rees, D. G. „Hypothesis tests and confidence intervals for percentages“. In Essential Statistics for Medical Practice, 151–61. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-4505-1_10.

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Rees, D. G. „Hypothesis tests and confidence intervals for means“. In Essential Statistics for Medical Practice, 127–41. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-4505-1_8.

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Hanmer, Jalna, und Daphne Statham. „Developing Woman-centred Practice: Building Confidence and Overcoming Isolation“. In Women and Social Work, 124–38. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19501-5_10.

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Iredale, Alison. „The Journey into Praxis: Confidence, Excellence and Routinised Practice“. In Teacher Education in Lifelong Learning, 139–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65819-3_5.

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Chu, Geoffrey, Christian Schulte und Peter J. Stuckey. „Confidence-Based Work Stealing in Parallel Constraint Programming“. In Principles and Practice of Constraint Programming - CP 2009, 226–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04244-7_20.

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Zeiler, P., F. Müller und B. Bertsche. „New methods for the availability prediction with confidence level“. In Risk, Reliability and Safety: Innovating Theory and Practice, 313–20. Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2016. http://dx.doi.org/10.1201/9781315374987-50.

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Ding, Liya, und Sio-Long Lo. „An Interval-Valued Confidence for Inference in Hybrid Knowledge-Based Systems“. In Knowledge-Based Information Systems in Practice, 159–84. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13545-8_10.

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McLean, Karen. „Using Reflective Practice to Foster Confidence and Competence to Teach Literacy in Primary Schools“. In Self-Study of Teaching and Teacher Education Practices, 119–39. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3431-2_7.

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Francis, Abraham P., und Amy Forbes. „Social Worker as a Multidisciplinary Team Member: Embedding Three Cs (Competence, Confidence and Compassion) in Social Work Education in Mental Health“. In Social Work Education, Research and Practice, 59–72. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9797-8_5.

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Konferenzberichte zum Thema "Practice confidence"

Basit, Mohammad, und Chindy Antiariani. „Confidence and Work Period Interests Independent Practice Nurse in Banjarmasin“. In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298388.

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Glassman, Daniel, Marina Yiasemidou, Balachandran Venkateswaran, Rangasamy Sivakumar, Sanjib Majumder und Chandra Shekhar Biyani. „0075 Improving Trainees’ Confidence With A Novel Multidsciplinary Simulated Surgical Course“. In Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. The Association for Simulated Practice in Healthcare, 2014. http://dx.doi.org/10.1136/bmjstel-2014-000002.93.

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Makedonska, Elvira. „THE PHENOMENON OF DEVELOPING CONFIDENCE IN Yourself IN THE ONLINE ENVIRONMENT“. In Psychoanalysis and the Virtual: ethics, metapsychology and clinical experience of the remote practice. N-DSA-N, 2021. http://dx.doi.org/10.32437/pvemcerpdppp0018.

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Meilani, Rini Intansari, und Rita Rosmawati. „Prospective Workers’ Self Responsibility and Confidence: A post-industrial work practice reflective study“. In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.43.

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Critchlow, Anita, und Elphick Heather. „An exploratory questionnaire to assess the confidence levels of practice nurses when managing asthma in children within local General Practices“. In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.pa4594.

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Wang, Zhaodong, und Matthew E. Taylor. „Improving Reinforcement Learning with Confidence-Based Demonstrations“. In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/422.

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Reinforcement learning has had many successes, but in practice it often requires significant amounts of data to learn high-performing policies. One common way to improve learning is to allow a trained (source) agent to assist a new (target) agent. The goals in this setting are to 1) improve the target agent's performance, relative to learning unaided, and 2) allow the target agent to outperform the source agent. Our approach leverages source agent demonstrations, removing any requirements on the source agent's learning algorithm or representation. The target agent then estimates the source agent's policy and improves upon it. The key contribution of this work is to show that leveraging the target agent's uncertainty in the source agent's policy can significantly improve learning in two complex simulated domains, Keepaway and Mario.

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Bamford, Richard, Natasha Chinai, James Coulston und Andrew Stewart. „0127 Self reported confidence increases after simulated endovenous therapy course“. In Conference Proceedings of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 3rd to 5th November 2015, Brighton, UK. The Association for Simulated Practice in Healthcare, 2015. http://dx.doi.org/10.1136/bmjstel-2015-000075.130.

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Akinyemi, Adefolake. „P78 Junior doctors’ confidence levels at interpreting ecgs in stressful situations“. In Abstracts of the Association of Simulated Practice in Healthcare, 10th Annual Conference, Belfast, UK, 4–6 November 2019. The Association for Simulated Practice in Healthcare, 2019. http://dx.doi.org/10.1136/bmjstel-2019-aspihconf.175.

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Koop, Arjen, SeongMo Yeon, Kai Yu, Sebastien Loubeyre, Wei Xu, Jerry Huang, Vimal Vinayan, Madhusuden Agrawal und Jang Kim. „Development and Verification of Modeling Practice for CFD Calculations to Obtain Current Loads on FPSO“. In ASME 2020 39th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/omae2020-19173.

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Abstract Current loads are important input parameters for mooring studies. To accurately predict the motions of moored vessels these quantities should be determined with confidence in the values. Traditionally, these quantities have been determined using model tests in water basins or in wind tunnels. With recent advancements in CFD modeling, the offshore industry has started using CFD as an alternative tool to compute current loads on FPSO’s. In order to help adopt CFD as a widely accepted tool, there is a need to develop confidence in CFD predictions. Therefore, a practical CFD Modeling Practice is developed within the Reproducible Offshore CFD JIP. The Modeling Practice describes the geometry modeling, computational mesh, model set-up and post-processing for these types of CFD calculations. This Modeling Practice is verified and validated by five independent verifiers against model test data, such that reproducible and accurate results can be obtained by following the Modeling Practice. This paper provides an overview of the developed Modeling Practice and the calculated CFD results from the verifiers. The CFD Modeling Practice is benchmarked against available model test results for a barge-type and a tanker-shaped FPSO. By following this Modeling Practice, the CFD predictions for CY and CMZ are within 10% from all verifiers and within 10% from the model test results. Larger differences may be obtained for CX, depending on local grid resolution and turbulence model used, but also due to larger experimental uncertainty for this quantity.

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LESHKOVA ZELENKOVSKA, Stefanija, und Aida ISLAM. „Evaluation of Music Education: Musical Competences and Self-confidence in Teaching“. In 8th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice | RSACVP 2017 | 6-9 April 2017 | Suceava – Romania. LUMEN Publishing House, 2017. http://dx.doi.org/10.18662/lumproc.rsacvp2017.38.

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Berichte der Organisationen zum Thema "Practice confidence"

DiAngelo, Lucy, Libby Lowry, Kayla McDaniel, Clare Sauser, Shelby Terry und Erin Williams. Increasing Confidence and Mental Health in Caregivers. University of Tennessee Health Science Center, Mai 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0011.

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The purpose of our critically appraised topic is to synthesize the highest-level evidence available regarding interventions for increasing confidence and mental health outcomes in caregivers taking loved ones home from inpatient rehabilitation. The final portfolio contains six research articles from peer-reviewed journals. Study designs include randomized control trials, a systematic review, and a pretest-posttest without a control group. All studies relate directly to the components of the PICO question. Four of the articles discussed both caregiver confidence and mental health while two articles discussed only mental health. There is strong evidence to support that in-person hands on training, in person discussion-based training, and/or virtual resources helped increase confidence in caregivers of patients. There is mixed evidence and only limited improvement to support mental health. The findings from this critically appraised topic will be used to draft new ideas for practice guidelines for addressing caregiver education and caregiver mental health in an inpatient rehabilitation facility.

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Graf, J. Building trust and confidence in laboratory ES and H policy and practices. Office of Scientific and Technical Information (OSTI), August 2000. http://dx.doi.org/10.2172/765953.

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Kott, Phillip S. The Degrees of Freedom of a Variance Estimator in a Probability Sample. RTI Press, August 2020. http://dx.doi.org/10.3768/rtipress.2020.mr.0043.2008.

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Inferences from probability-sampling theory (more commonly called “design-based sampling theory”) often rely on the asymptotic normality of nearly unbiased estimators. When constructing a two-sided confidence interval for a mean, the ad hoc practice of determining the degrees of freedom of a probability-sampling variance estimator by subtracting the number of its variance strata from the number of variance primary sampling units (PSUs) can be justified by making usually untenable assumptions about the PSUs. We will investigate the effectiveness of this conventional and an alternative method for determining the effective degrees of freedom of a probability-sampling variance estimator under a stratified cluster sample.

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Birch, Izzy. Thinking and Working Politically on Transboundary Issues. Institute of Development Studies (IDS), Januar 2020. http://dx.doi.org/10.19088/k4d.2021.010.

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There is growing consensus that political factors are a key determinant of development impact. The practice of Thinking and Working Politically (TWP) is built around three interconnected principles: (i) strong political analysis, insight, and understanding; (ii) detailed appreciation of, and response to, the local context; and (iii) flexibility and adaptability in program design and implementation. The literature notes that while TWP emphasises the centrality of politics and power, technical knowledge is still important and can reinforce the political agenda, for example by increasing the confidence of smaller states or by strengthening collective understanding. Furthermore, improving the quality of domestic cooperation can be a step towards regional cooperation, and flexible engagement with the diverse range of actors that populate transboundary settings has been shown to be an effective strategy. The literature also highlights lessons learned including Transboundary cooperation can be built from the bottom up and for development partners, pre-existing bilateral partnerships may facilitate their engagement at a transboundary level, particularly on sensitive issues. Given the relatively isolated experience of TWP in transboundary settings, the evidence base for this report is also limited. The two areas where most examples were found concern regional integration and transboundary water management.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas und Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, Februar 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.

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Jukes, Matthew C. H., Yasmin Sitabkhan und Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.

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Bano, Masooda, und Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), Dezember 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.

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Paynter, Robin A., Celia Fiordalisi, Elizabeth Stoeger, Eileen Erinoff, Robin Featherstone, Christiane Voisin und Gaelen P. Adam. A Prospective Comparison of Evidence Synthesis Search Strategies Developed With and Without Text-Mining Tools. Agency for Healthcare Research and Quality (AHRQ), März 2021. http://dx.doi.org/10.23970/ahrqepcmethodsprospectivecomparison.

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Background: In an era of explosive growth in biomedical evidence, improving systematic review (SR) search processes is increasingly critical. Text-mining tools (TMTs) are a potentially powerful resource to improve and streamline search strategy development. Two types of TMTs are especially of interest to searchers: word frequency (useful for identifying most used keyword terms, e.g., PubReminer) and clustering (visualizing common themes, e.g., Carrot2). Objectives: The objectives of this study were to compare the benefits and trade-offs of searches with and without the use of TMTs for evidence synthesis products in real world settings. Specific questions included: (1) Do TMTs decrease the time spent developing search strategies? (2) How do TMTs affect the sensitivity and yield of searches? (3) Do TMTs identify groups of records that can be safely excluded in the search evaluation step? (4) Does the complexity of a systematic review topic affect TMT performance? In addition to quantitative data, we collected librarians' comments on their experiences using TMTs to explore when and how these new tools may be useful in systematic review search¬¬ creation. Methods: In this prospective comparative study, we included seven SR projects, and classified them into simple or complex topics. The project librarian used conventional “usual practice” (UP) methods to create the MEDLINE search strategy, while a paired TMT librarian simultaneously and independently created a search strategy using a variety of TMTs. TMT librarians could choose one or more freely available TMTs per category from a pre-selected list in each of three categories: (1) keyword/phrase tools: AntConc, PubReMiner; (2) subject term tools: MeSH on Demand, PubReMiner, Yale MeSH Analyzer; and (3) strategy evaluation tools: Carrot2, VOSviewer. We collected results from both MEDLINE searches (with and without TMTs), coded every citation’s origin (UP or TMT respectively), deduplicated them, and then sent the citation library to the review team for screening. When the draft report was submitted, we used the final list of included citations to calculate the sensitivity, precision, and number-needed-to-read for each search (with and without TMTs). Separately, we tracked the time spent on various aspects of search creation by each librarian. Simple and complex topics were analyzed separately to provide insight into whether TMTs could be more useful for one type of topic or another. Results: Across all reviews, UP searches seemed to perform better than TMT, but because of the small sample size, none of these differences was statistically significant. UP searches were slightly more sensitive (92% [95% confidence intervals (CI) 85–99%]) than TMT searches (84.9% [95% CI 74.4–95.4%]). The mean number-needed-to-read was 83 (SD 34) for UP and 90 (SD 68) for TMT. Keyword and subject term development using TMTs generally took less time than those developed using UP alone. The average total time was 12 hours (SD 8) to create a complete search strategy by UP librarians, and 5 hours (SD 2) for the TMT librarians. TMTs neither affected search evaluation time nor improved identification of exclusion concepts (irrelevant records) that can be safely removed from the search set. Conclusion: Across all reviews but one, TMT searches were less sensitive than UP searches. For simple SR topics (i.e., single indication–single drug), TMT searches were slightly less sensitive, but reduced time spent in search design. For complex SR topics (e.g., multicomponent interventions), TMT searches were less sensitive than UP searches; nevertheless, in complex reviews, they identified unique eligible citations not found by the UP searches. TMT searches also reduced time spent in search strategy development. For all evidence synthesis types, TMT searches may be more efficient in reviews where comprehensiveness is not paramount, or as an adjunct to UP for evidence syntheses, because they can identify unique includable citations. If TMTs were easier to learn and use, their utility would be increased.

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