To see the other types of publications on this topic, follow the link: Johns’ model for structured reflection.
Journal articles on the topic 'Johns’ model for structured reflection'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Johns’ model for structured reflection.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Noveletsky-Rosenthal,, Hollie T., and Kathleen Solomon,. "Reflections on the Use of Johns’ Model of Structured Reflection in Nurse-Practitioner Education." International Journal of Human Caring 5, no. 2 (March 2001): 21–26. http://dx.doi.org/10.20467/1091-5710.5.2.21.
Full textAbstract:
This article examined the use of Johns’ model of structured reflection as a teaching strategy in nurse-practitioner education. Structured reflection provided students with the opportunity for retrospective analysis of clinical interactions to gain a greater sense of self-awareness. This increased self-awareness enabled the students to be more honest and present in their interactions. Thus, structured reflection provided a useful framework for students to uncover their caring potential within the human health experience.
2
Deann-Valentine, Yvette. "Risk Assessment in the Post Anaesthetic Care Unit Using Critical Incident Analysis." British Journal of Anaesthetic and Recovery Nursing 3, no. 4 (November 2002): 3–7. http://dx.doi.org/10.1017/s1742645600001649.
Full textAbstract:
It is generally accepted that the theatre is a highly technical and complex environment where clinical risks need to be managed effectively to ensure safe practice and to limit liability and litigation. Although anaesthesia and post anaesthesia care has long been the focus of risk management, the potential for errors and adverse events remains high. When errors occur, it is important to analyse the causes, so that preventative measures can be taken and similar incidents do not reoccur. This article sets out to examine and evaluate the process of reflection using a critical incident approach. A model of reflective practice, as suggested by Johns [1996] has been used to structure this paper. A critical incident is described and key issues arising from it are discussed and reflected upon. This incident was chosen because important clinical and risk management issues were highlighted.
3
Tang, Yi Ping, Li Juan Wu, Ming Li Zong, and Fu Ding Sun. "Research on Identification of Color Structured Light Based on Dichromatic Reflection Model." Advanced Materials Research 403-408 (November 2011): 2780–86. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.2780.
Full textAbstract:
In order to identify projection light color information of the color structured light rapidly and accurately, this paper proposes a projection light color correction algorithm based on “Dichromatic Reflection Model”(DRM). This algorithm revises the effect on projection light color which caused by object surface’s color and highlight, through estimating three-channel spectral reflectance of the object, separating specular and diffuse components. The experiment shows that the proposed method has more advantages than the color recognition of color structured light which based on DRM, such as high robustness, fast calculation and high accuracy.
4
TANG, Yi-Ping, Ming-Li ZONG, and Li-Juan WU. "Research on Identification of Color Structured Light Based on Dichromatic Reflection Model." Chinese Journal of Computers 36, no. 9 (March 19, 2014): 1908–16. http://dx.doi.org/10.3724/sp.j.1016.2013.01908.
Full text
5
Gilbert, Wade D., and Pierre Trudel. "Learning to Coach through Experience: Reflection in Model Youth Sport Coaches." Journal of Teaching in Physical Education 21, no. 1 (October 2001): 16–34. http://dx.doi.org/10.1123/jtpe.21.1.16.
Full textAbstract:
The present study examined how model youth sport coaches learn to coach through experience. Yin’s multiple-case study approach was used with six youth team sport coaches. Data were collected over an entire sport season through a series of semi-structured interviews, observations, and documents. All six case study coaches developed and refined coaching strategies through a process of reflection. Six components characterized reflection: coaching issues, role frame, issue setting, strategy generation, experimentation, and evaluation. A reflective conversation comprising the latter four components, triggered by coaching issues and bound by the coach’s role frame, was central to reflection. The selection of options at each stage in a reflective conversation was influenced by access to peers, a coach’s stage of learning, issue characteristics, and the environment. Furthermore, three types of reflection were evident: reflection-in-action, reflection-on-action, and retrospective reflection-on-action.
6
Tracy, Marianne. "Reflection with executives." Development and Learning in Organizations: An International Journal 30, no. 2 (March 7, 2016): 3–6. http://dx.doi.org/10.1108/dlo-11-2015-0094.
Full textAbstract:
Purpose The purpose for this study is to publish the author’s dissertation research. Design/methodology/approach The qualitative study used stimulated recall (Gass and Mackey, 2000) of critical incidents (Flanagan, 1954) in a structured reflection interview (Johns, 1994) to study executives’ “reflection-in-action and on action” business practices. All of the participants (60 people from 10 organizations, aged from 38 to 68) were experienced executives. Each brought an average of over 15 years of leadership and industry experience to their understanding of and experience with these phenomena. The results were analyzed using Miles and Huberman (1994) qualitative data analysis methods. Findings Three research questions guided this study: How do executives describe, understand and utilize reflection-in-action in their work practices? The study participants were interviewed soon after an experience, meeting with subordinates and a discussion of two critical incidents representing their reflection-in-action to isolate and illuminate the instant and better understand this often subconscious process of reflection-in-action; How do executives describe, understand and use reflection-on-action in their working life? Here the study participants were asked to describe a recent change initiated by reflection-on-action to better understand that process and how it moves from reflection-on-action to action-on-reflection: the initiation of the new action or change; How do executives learn and develop their reflective practices? The participants were asked to describe how they learned, developed and sustained their reflective practices to better understand the nature and development of reflective practice on all levels: in-action, on-action and cyclically. The results of my research included four areas of analysis: reflection as emotional interaction, reflection as development, reflection as a system and reflection as a frame of knowing. Originality/value In this doctoral work, the author attempted to show that reflection contributes to improved performance. What the author also learned was that there is a positive relationship between reflection and building supervisor/employee relations, especially within teams. The author also learned that as you reflect, there are a lot of emotions involved. This is largely, in the author’s opinion, where there is a results focus and during performance conversations. The importance of this is that people grow and change when this happens. There is a definitive link. This was the author’s hypothesis and was proved.
7
Muurinen, Heidi, and Aino Kääriäinen. "Integrating theory and practice in social work: An intervention with practitioners in Finland." Qualitative Social Work 19, no. 5-6 (January 16, 2020): 1200–1218. http://dx.doi.org/10.1177/1473325019900287.
Full textAbstract:
How could social workers apply theory in their everyday practice? According to John Dewey, theories are helpful instruments in analysing situations and forming hypotheses which are tested in practical experiments. Inspired by Dewey’s pragmatist philosophy, we designed a “Practice and Theory” pilot intervention group in which social workers were provided external, theory-driven supervision. This research is a three-case study of the pilot intervention group. Based on a thematic analysis of reflective discussions during the last group sessions and follow-up group interviews, we investigate the difficulties the social workers described in applying theoretical knowledge to practice. We explore what consequences they recognized when reflecting on and experimenting with theoretical knowledge. Our study demonstrates that the major barriers were lack of time and access to theories, difficulties in changing one’s own practice and establishing supportive structures, the lack of competence to understand the role theories and having become estranged theories. However, the positive consequences experienced in the three Practice and Theory groups suggest that the pilot intervention could serve as a potential model for integrating theoretical research into practice. The participants considered that reflecting theories enabled new understanding as well as allowed experimenting with new ways of operating. Participating in the group also improved social workers’ argumentation, helping them to recognize their own expertise. It also raised professional self-esteem and enabled self-development. In the group, the dialogical, reflective and experimental inquiry were key to understanding how theoretical knowledge can open new perspectives.
8
Ovsenik, Marija. "Identification Elements of Optimal Organisational Model of Tourism Education in Slovenia." Organizacija 46, no. 4 (July 1, 2013): 130–41. http://dx.doi.org/10.2478/orga-2013-0015.
Full textAbstract:
The main aim of the research was to identify the elements of a suitable organisational educational model for tourism in Slovenia. Our research was based on the need of inner circular reflexive performance of the individual in the tourism education model, institutionalised concept of education, which is viewed by outer reflexive model of tourism educational institutions performance and functional practical interaction of individuals and tourism institutions at the development of innovative potentials in the field of tourism. Tendencies to develop complex and qualitative services coming from permanent strengthening of innovative potential of tourism services are common in this field. It is necessary to develop a suitable model in the field of tourism education that places an individual in the educational process taking into account his/her conscious reflection, rational reflection and acquired motivation for solving complex projects in various levels of tourism. Suitable tourism education model, which is level-structured, is expanded in two ways. It includes the active role of an individual in rationalising practical knowledge and strengthening the innovative potential in developing his/her competences, and the role of tourism education institutions. The organisational cultural dimension can be observed as dual activity structure distinguishing between conscious reflection of the external environment on the level of educational institution and internal practical consciousness on the level of individual development of competences. Giddens structuration theory is used as a conceptual frame explaining the organisational-cultural dimensions of suitably structured educational model for tourism in Slovenia. The conclusion is based on the fact that an individual does not acknowledge the multilevel structure of study at higher education where there is an absence of conscious, practical and motivational reflection. Organisational cultural environment in the field of tourism education in Slovenia prefers practical and functional ways of acquiring competences on a higher and postgraduate (Master’s) level of study. Due to the structured changes implemented by the Bologna process, competences are not realised on the higher education level but on the postgraduate (Master’s) level, which demands a systematic review and a suitable education model change.
9
Stonehouse, David. "Reflection and you." British Journal of Healthcare Assistants 14, no. 11 (December 2, 2020): 572–74. http://dx.doi.org/10.12968/bjha.2020.14.11.572.
Full textAbstract:
This article explores the important activity of reflection and reflective practice. Support workers and nursing associates, as well as all healthcare professionals, have a responsibility to reflect upon their own practice, identifying not only areas of good practice but also where improvements can be made. The article starts by defining what reflection and reflective practice are. The requirement to reflect is clearly laid down within the recently amended Nursing and Midwifery Council (NMC) code for nursing associates ( NMC, 2018 ) and is implied within the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England ( Skills for Care and Skills for Health, 2013 ). Relevant sections of these two codes will be highlighted. The article will then move on to highlight two reflective models, the Gibbs (1988) Reflective Cycle, and Driscoll's (2007) Model of Structured Reflection, both of which are commonly used today. Clinical supervision will be discussed and the importance of recording reflections will be emphasised.
10
Frecentese, S., T. K. Papathanasiou, A. B. Movchan, and N. V. Movchan. "Dispersion of waves and transmission–reflection in blood vessels with structured stents." Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences 475, no. 2223 (March 2019): 20180816. http://dx.doi.org/10.1098/rspa.2018.0816.
Full textAbstract:
A new model is proposed for elastic waves induced by a pulsating flow in a stenotic artery containing several stents. Dispersion properties of the waves depend on the stent structure—this feature is addressed in the present paper. Several vascular stenting procedures include overlapping stents; this configuration is also included in the model. The dispersion and transmission properties are analysed; the analytical derivations are accompanied by illustrative numerical examples.
11
Souter, Jill. "Using a model for structured reflection on palliative care nursing: exploring the challenges raised." International Journal of Palliative Nursing 9, no. 1 (January 2003): 6–12. http://dx.doi.org/10.12968/ijpn.2003.9.1.11047.
Full text
12
Alekseeva, Tatiana A., Ramil L. Akhmedshin, and Vladimir L. Yuan. "A full-structured model of the personality reflection mechanism in the traces of a crime." Vestnik Tomskogo gosudarstvennogo universiteta, no. 397 (August 1, 2015): 197–203. http://dx.doi.org/10.17223/15617793/397/31.
Full text
13
Thomas, W. "A three-dimensional model for calculating reflection functions of inhomogeneous and orographically structured natural landscapes." Remote Sensing of Environment 59, no. 1 (January 1997): 44–63. http://dx.doi.org/10.1016/s0034-4257(96)00078-8.
Full text
14
Reymen, I. M. M. J., D. K. Hammer, P. A. Kroes, J. E. van Aken, C. H. Dorst, M. F. T. Bax, and T. Basten. "A domain-independent descriptive design model and its application to structured reflection on design processes." Research in Engineering Design 16, no. 4 (March 24, 2006): 147–73. http://dx.doi.org/10.1007/s00163-006-0011-9.
Full text
15
Šimonová, Ivana. "E-Learning in Higher Education: Reflection of the Term in Mind Maps." International Journal of Information and Communication Technologies in Education 4, no. 1 (March 1, 2015): 16–27. http://dx.doi.org/10.1515/ijicte-2015-0002.
Full textAbstract:
Abstract The paper presents results of the survey monitoring individual concepts of e-learning of university students. The survey ran at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The research sample consisted of 104 respondents who enrolled in the first year of bachelor study programme of Applied Informatics and master study programme of Information Management. In the first phase, students did not design their mind maps by themselves but the Khan’s model of e-learning was used. This model includes 17 terms which are structured in eight dimensions. In the first phase students worked with these terms and structured them into their own concept; adding other terms or omitting any of them was encouraged. In case of completely different concept, students might have designed their own mind maps. The results showed students’ concept of e-learning had not been completely built despite their field of study is Informatics, i.e. they are expected to have close relation to modern technologies in general, including the field of education.
16
Prior, Sarah J., Phoebe Griffin, Lauri O’Brien, and Pieter J. Van Dam. "Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052096525. http://dx.doi.org/10.1177/2382120520965253.
Full textAbstract:
COVID-19 has had a significant impact on teaching and learning in postgraduate education. In particular, work integrated learning, in health care settings, has been disrupted in many ways negatively impacting student learning. Our Clinical Redesign courses are designed to deliver work-integrated learning in partnership with healthcare organisations to deliver workplace projects in real time, which has been complicated by COVID-19. This reflection examines the challenges that arose in the healthcare redesign teaching and learning space during the COVID-19 pandemic. We explore the experiences of our work-integrated learning students using Johns’ reflection model.1 Our students faced disruption to their education, workplaces and personal lives, and the experiences of our teaching team whose teaching philosophies were challenged. In response to the ongoing challenges, we developed strategies for supporting our students including the development of virtual projects for students who no longer had access to their workplaces or project appropriate resources.
17
Salam, Maimoona, Dayang Hanani Abang Ibrahim, and Dayang Nurfatimah Awang I. Skandar. "Co-Reflective System: Supporting Collaborative Critical Thinking and Knowledge Building." International Journal of Innovation in Enterprise System 3, no. 02 (July 31, 2019): 9–23. http://dx.doi.org/10.25124/ijies.v3i02.36.
Full textAbstract:
Service-learning pedagogy provides practical learning experience for students by integrating community service with academic learning. However, experience is not enough, reflection on that experience is essential to produce new understanding. The concept of collaborative reflection has been recognized recently however, there is lack of research on how to structure guided collaborative reflection to view the process of knowledge building and how technologies can support it. To shed light on this issue, this study proposed a computational workflow of structured collaborative reflection which is adopted from integrated collaborative reflection model and implement a prototype (i.e. named as ‘Co-Reflective’) to proof the concept how Computer Supported Collaborative Reflection System (CSCRS) is supporting collaborative critical thinking and knowledge building. For this purpose, design science research methodology was employed in this study. The evaluation of Co-Reflective is provided where we asked our participants to evaluate their experience and give feedback about system. Based on the positive feedback of participants we conclude that Co-Reflective can effectively support for guided collaborative reflection activities to promote collaborative critical thinking and knowledge building. Implementation of Co-Reflective not only addresses the limitations of current technologies but also contribute in the body of knowledge by presenting the concept of integrated collaborative reflection model that promotes collaborative critical thinking and knowledge building.
Keywords—collaborative knowledge building, collaborative reflection, Computer Supported Collaborative Reflection System (CSCRS), service learning.
18
Song, Zhao, Zhan Song, and Yuping Ye. "Eliminating the Effect of Reflectance Properties on Reconstruction in Stripe Structured Light System." Sensors 20, no. 22 (November 17, 2020): 6564. http://dx.doi.org/10.3390/s20226564.
Full textAbstract:
The acquisition of the geometry of general scenes is related to the interplay of surface geometry, material properties and illumination characteristics. Surface texture and non-Lambertian reflectance properties degrade the reconstruction results by structured light technique. Existing structured light techniques focus on different coding strategy and light sources to improve reconstruction accuracy. The hybrid system consisting of a structured light technique and photometric stereo combines the depth value with normal information to refine the reconstruction results. In this paper, we propose a novel hybrid system consisting of stripe-based structured light and photometric stereo. The effect of surface texture and non-Lambertian reflection on stripe detection is first concluded. Contrary to existing fusion strategy, we propose an improved method for stripe detection to reduce the above factor’s effects on accuracy. The reconstruction problem for general scene comes down to using reflectance properties to improve the accuracy of stripe detection. Several objects, including checkerboard, metal-flat plane and free-form objects with complex reflectance properties, were reconstructed to validate our proposed method, which illustrates the effectiveness on improving the reconstruction accuracy of complex objects. The three-step phase-shifting algorithm was implemented and the reconstruction results were given and also compared with ours. In addition, our proposed framework provides a new feasible scheme for solving the ongoing problem of the reconstruction of complex objects with variant reflectance. The problem can be solved by subtracting the non-Lambertian components from the original grey values of stripe to improve the accuracy of stripe detection. In the future, based on stripe structured light technique, more general reflection models can be used to model different types of reflection properties of complex objects.
19
Arts, M., P. Sanderse-Besselink, H. Terburg, and R. Van De Sande. "Structured risk Assessment: Aggression and Safety in Ambulatory Emergency Service." European Psychiatry 41, S1 (April 2017): S149—S150. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2001.
Full textAbstract:
IntroductionDiscussing the threat of aggression is not always at the forefront in ambulatory care providers. A structured risk analysis model for ambulatory emergency psychiatry is currently not available, while aggression does occur regularly.Objectives and aimsThe aim of this study is to evaluate the added value of a risk analysis model and implement the best available model in emergency outpatient practice.MethodsThe study design is a mixed method model. Semi-structured questionnaires were administered by nurses and psychiatrists. A benchmark study took place at an outpatient emergency service in South Netherlands. A literature search was performed using PubMed and CINAHL for the period 2000–2014.ResultsFrom this research, we found a discrepancy between the perception and the actual occurred aggression. Care workers often do not discuss aggression related issues, however, case studies show that aggression does occur frequently. In literature studies we have found several risk assessment models, most of which are used within the inpatient psychiatry.ConclusionTo avert aggression incidents and prevent recurrence, it is important to maintain a solid risk analysis model. Introducing a checklist risk crisis service (CRC) can promote a critical reflection on the threat of aggression and bring awareness on the theme of aggression. Implementation of a CRC in daily practice can be of great value.
20
Gilmore, Linda, and Marilyn Campbell. "Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students." Australian Educational and Developmental Psychologist 26, no. 2 (December 1, 2009): 165–73. http://dx.doi.org/10.1375/aedp.26.2.165.
Full textAbstract:
AbstractThe assessment of intellectual ability is a core competency in psychology. The results of intelligence tests have many potential implications and are used frequently as the basis for decisions about educational placements, eligibility for various services, and admission to specific groups. Given the importance of intelligence test scores, accurate test administration and scoring are essential; yet there is evidence of unacceptably high rates of examiner error. This article discusses competency and postgraduate training in intelligence testing and presents a training model for postgraduate psychology students. The model aims to achieve high levels of competency in intelligence testing through a structured method of training, practice and feedback that incorporates peer support, self-reflection and multiple methods for evaluating competency.
21
Hyder, Irfan, and Shelina Bhamani. "Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief." Journal of Education and Educational Development 3, no. 2 (December 9, 2016): 288. http://dx.doi.org/10.22555/joeed.v3i2.1039.
Full textAbstract:
<p>The role of taxonomy of objectives is considered to be one of the<br />most imperative elements in curriculum designing and drafting of<br />learning outcomes and objectives. Several educationists and academicians have regarded this model in facilitating learning achievement from lower level knowledge acquisition to higher order thinking. However, a few others have critiqued this phenomenon by reconnoitering its implications on segmentation of knowledge application into a hierarchical model, that may restrict learners, specifically in higher<br />education settings to limit their acquisition of a concept. Moreover,<br />students’ learning and motivation are hampered while undergoing<br />such an intensive, structured assessment of those learning outcomes.<br />This reflection brief will appraise and reflect in favour of the various<br />critiques established around the phenomenon of progressive Bloom’s<br />taxonomy and will briefly discuss the idea of reversing the level of<br />taxonomy in higher education settings to sustain student learning<br />motivation.</p>
22
Adeani, Ikin Syamsudin, R. Bunga Febriani, and Syafryadin Syafryadin. "USING GIBBS� REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS." Indonesian EFL Journal 6, no. 2 (August 11, 2020): 139. http://dx.doi.org/10.25134/ieflj.v6i2.3382.
Full textAbstract:
In English as Foreign Language (EFL) classroom context, it is compulsory for the students to make reflections of literary works. The current study is aimed at examining how the students implement Gibbs� reflective cycle in making reflections of literary analysis. The qualitative study employed a document analysis upon the students� reflection artefacts. The students� reflections are their responses to a short story written by Amy Tan. The findings of the study revealed that Gibbs� reflective cycle is a good framework to be used by the students in writing reflections upon literary works they are working on. The well-structured framework of writing reflection helped the students explore the literary work deeply, since the reflective cycle accommodates important aspects that can be explored from the literary work by the students. It can be concluded from this study that among the models of reflective writing developed by Kolb, Johnson, and Gibbs, the latest model is considered the most suitable to be used in literary classroom since its well-structured model enables the students to write better reflections of literary works.Keywords: reflective writing; Gibbs� reflective cycle framework; literary works; literary analysis.
23
Noviantari, Putu Suarniti. "PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE “5E” BERBANTUAN LKS TERSTRUKTUR UNTUK MENINGKATKAN KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIKA." Jurnal Santiaji Pendidikan (JSP) 5, no. 2 (July 25, 2015): 158–70. http://dx.doi.org/10.36733/jsp.v5i2.442.
Full textAbstract:
This study aimed at (1) improving the math reasoning and communicating skill of VIIIA students at SMP Negeri 3 Karangasem and (2) investigating the students’ responses towards the implementation of 5E Learning Cycle model assisted by structured student worksheet. This study was a classroom action research whisch was conducted in 3 cycles. Each cycle consisted of planning phase, action phase, observation/evaluation phase, and reflection phase. The subject of the study was 30 VIIIA students at SMP Negeri 3 Karangasem in the academic year 2013/2014. Math reasoning and communicating skill data were gathered through an essay test and the students’ response data was collected through a questionnaire. Afterwards, the data was analyzed by means of descriptive analysis. The findings revealed that the implementation of 5E Learning Cycle model assisted by structured student worksheet was able to improve the math reasoning and communicating skill of VIIIA students at SMP Negeri 3 Karangasem. It was proven by the mean score 23.06 (quite good) in cycle I turned into 28.57 (good) in cycle II, and it turned into 34.2 (very good) in cycle III. The students gave positive responses towards the implementation of 5E Learning Cycle model assisted by structured student worksheet which was proven by the mean score 35.7.
24
Harris, Judith. "Experiential Learning in Circles of Safety: Reflections on Walls to Bridges and Dewey’s Theory of Experience." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 197–211. http://dx.doi.org/10.15402/esj.v4i1.317.
Full textAbstract:
This paper discusses a Winnipeg-based community-university partnership structured as a set of interlinked “Circles of Safety” to support criminalized women while incarcerated and after their release. The four Circles include university, community, social co-operatives, and corrections; these circles contain the action research activities we are undertaking to provide greater safety for women transitioning from prison into the community. The motivation for our prison education program, which draws on the American Inside-Out Program and the newer Canadian Walls to Bridges Program, comes from these four directions and is energized by a belief in the human right to education. This paper argues that the success of both American and Canadian programs is explained by an approach to prison education that is complementary to John Dewey’s principles of educative experience, specifically principles based on continuity and interaction. Adapting and extending Dewey, the Circles of Safety model described in this paper maintains the value of experiential learning, which is defined as learning in situations that begin with the experience that the learners already have and subject matter that is within the scope of their ordinary life-experience, leading to their formation of purpose.
25
Li, Bo, and Jayanth Kanugo. "Super-structured photonic crystal fiber Bragg grating biosensor image model based on sparse matrix." Open Physics 16, no. 1 (November 30, 2018): 727–33. http://dx.doi.org/10.1515/phys-2018-0091.
Full textAbstract:
Abstract Fiber grating (FBG) is an important optical device of fiber, which is widely used in optical fiber communication and sensing. At the present stage, the fiber grating is almost prepared in the static state of the fiber, and then the grating is welded into the fiber grating array or network. With the continuous improvement of the application effect of fiber grating, has become one of the most promising, representative and fastest developing fiber passive devices. In this paper, fiber grating is classified according to the refractive index distribution of grating axis. The central wavelength of Bragg fiber grating is modulated by using external parameters (temperature or stress strain). The wave equation of insulating medium is obtained by the reflection characteristic and coupling mode theory of fiber grating. Using sparse matrix model of nerve action potential signal with wavelet decomposition layers, nerve action potential signal reconstruction of the relative error between the value and the original value contrast found that reconstructed and original signals are very close. Good results have been obtained for the sampling reconstruction of the filtered high signal-to-noise ratio neural action potential signal. Researchers have conducted extensive and in-depth research on fiber grating sensing technology, and achieved gratifying results. But with the of the engineering application of technical requirements, they need real-time monitoring. Due to the cross sensitivities of fiber grating, it became the bottleneck of multiple parameter measurement.
26
Liu, Wancun, Liguo Zhang, Xiaolin Zhang, and Lianfu Han. "3D Snow Sculpture Reconstruction Based on Structured-Light 3D Vision Measurement." Applied Sciences 11, no. 8 (April 7, 2021): 3324. http://dx.doi.org/10.3390/app11083324.
Full textAbstract:
Structured-light technique is an effective method for indoor 3D measurement, but it is hard to obtain ideal results outdoors because of complex illumination interference on sensors. This paper presents a 3D vision measurement method based on digital image processing to improve resistance to noise of measuring systems, which ensuresnormal operation of a structured-light sensor in the wild without changing its components, and the method is applied in 3D reconstruction of snow sculpture. During image preprocessing, an optimal weight function is designed based on noise classification and minimum entropy, and the color images are transformed into monochromatic value images to eliminate most environmental noise. Then a Decision Tree Model (DTM) in a spatial-temporal context of video sequence is used to extract and track stripe. The model is insensitive to stubborn noise and reflection in the images, and the result of the model after coordinate transformation is a 3D point cloud of the corresponding snow sculpture. In experimental results, the root mean square (RMS) error and mean error are less than 0.722 mm and 0.574 mm respectively, showing that the method can realize real-time, robust and accurate measurement under a complex illumination environment, and can therefore provide technical support for snow sculpture 3D measurement.
27
Aydin-Gunbatar, Sevgi, Betul Ekiz-Kiran, and Elif Selcan Oztay. "Pre-service chemistry teachers’ pedagogical content knowledge for integrated STEM development with LESMeR model." Chemistry Education Research and Practice 21, no. 4 (2020): 1063–82. http://dx.doi.org/10.1039/d0rp00074d.
Full textAbstract:
This study aimed to examine pre-service teachers’ (PST) personal and declarative pedagogical content knowledge (PCK) for integrated science, technology, engineering, and mathematics (STEM) through a 13 week training course. A new model based on research-based practices was proposed. The model includes Learn, Experience, Study with Mentors, and Reflection on own development and learning, and the acronym LESMeR has been coined as the name for this model. The data were collected through Content Representation (CoRe) as pre- and post-lesson plans, semi-structured interviews conducted after the training, and reflection papers written on a weekly basis. Inductive and deductive data analyses were employed. Results revealed that all participants started the training with a topic-specific PCK (PCK A). None of the participants’ pre-CoRe included essential features of integrated STEM. However, after the training, eight participants were able to balance among STEM disciplines, and integrated at least two STEM disciplines; this was coded as PCK for integrated STEM (PCK C). Five PSTs showed PCK for integrated STEM development to some extent but they were unable to achieve balance among STEM disciplines; this was coded as transitional PCK (PCK B). Results revealed that PCK for integrated STEM development requires considerable time and support. Implications are provided for integrated STEM education.
28
Bernardes, Rafael, and Cristina Lavareda Baixinho. "A physical resilience conceptual model – contributions to gerontological nursing." Revista Brasileira de Enfermagem 71, no. 5 (October 2018): 2589–93. http://dx.doi.org/10.1590/0034-7167-2017-0111.
Full textAbstract:
ABSTRACT Objectives: To analyze and reflect on the potential applicability of the contribution of the physical resilience conceptual model of Whitson et al. in the care for older adults. Method: The present article of reflection was structured based on the consultation of articles and definition of inherent concepts, with analysis and reason of the potentialities of its application in geriatric nursing care. Results: Physical resilience is influenced by diverse stimuli. The identification of stressors and early intervention enable the delay of the functional capacity decline. In practice, the planning of interventions that depend on the innate capacity of older adults is of utmost importance. Conclusion: The trajectory outlined over a debilitating event is relevant to understand the factors that contribute to the development of frailty or pre-frailty conditions. This knowledge allows nurses to adjust their practice and contribute to the effectiveness of interventions and a better prevention of the frailty syndrome.
29
Zeng, Qiao-Miao, and Lian-Xiang He. "Listen and talk to the older patients: a critical emancipatory reflection on the practice of communication issues." Frontiers of Nursing 6, no. 1 (May 20, 2019): 35–40. http://dx.doi.org/10.2478/fon-2019-0007.
Full textAbstract:
Abstract Objective Reflection is a process of deliberating thinking and examining one’s practice in the past and thereby encouraging nurses to make improvements in future care delivery. This work outlines a piece of reflection involving the practice of communication between nurses and the elderly, to emancipate the authors from their constraints, help to find values as practitioners, and gain a greater understanding of the nurse–patient relationship. Methods Using Smyth’s four-stage model as a guide, as well as empirical and theoretical knowledge on nurse–patient relationships, this paper presents a deep reflection on the relationship that the authors developed with elderly patients and their families, encountered during the practice as a nurse. By applying the four main stages consisting of describe, inform, confront, and reconstruct, this model enabled the authors to frame, describe the practice issue, and explore the meaning behind it, which helps to facilitate a structured reflection. Results Critical emancipatory reflection, in association with the Espoused theory and Theory-in-use, as well as reflexivity, critical social theory, and hegemony, was applied to uncover the various power relationships and constraining forces in the authors’ practice involved in communicating with the elderly, such as the underlying false consciousness, hegemony, hidden assumptions, influential values, and dominant power structure, which are subtle and persuasive. By applying this process of critical reflection, transformative practice could be achieved. Conclusions The process of critical reflection facilitated the development of the abilities required to develop and maintain the nurse– patient relationship. It helps to enhance the care of old patients and their families, which illuminates the future nursing practice.
30
Putri, Marisca Revani. "Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation." Humaniora 11, no. 1 (May 11, 2020): 45. http://dx.doi.org/10.21512/humaniora.v11i1.6363.
Full textAbstract:
The research aimed to investigate the utilization of technological tools in implementing the research-based teaching method in English for Academic Writing Course. The narrative research design was implemented to reach the conclusion of the research. 66 (sixty-six) students enrolled in English for Academic Writing Course were observed. Lecturer’s reflective journal and portfolios were analyzed. An online interview was conducted to confirm the initial findings. There were six technological tools and applications utilized during the preparation process, instruction, and practice process, as well as in the assessment and transfer process. Through a structured reflection process based on Gibbs’ model of reflection, the result shows that the students’ motivation is increased during the use of technology. Technology also enables students to work collaboratively. Nevertheless, preparation and briefing are needed to be done before the class begins. Like the classic problem of technology implementation, internet access becomes the main challenge in conducting Technology-Enhanced Learning (TEL) in the classroom.
31
Yorks, Lyle, Denise Rotatori, SeoYoon Sung, and Sean Justice. "Workplace Reflection in the Age of AI: Materiality, Technology, and Machines." Advances in Developing Human Resources 22, no. 3 (June 30, 2020): 308–19. http://dx.doi.org/10.1177/1523422320927299.
Full textAbstract:
The Problem This article explores the nature of reflection within the workplace during the fourth industrial revolution (4IR), a period characterized by the proliferation of cognitive technologies—like artificial intelligence (AI)—which are changing the nature of work. This piece explores the manner in which individuals and teams learn through reflective practice as a result of increased human–machine collaboration in the 4IR since it has not been extensively researched. The Solution Through an analysis of Anand Rao’s three-tiered model of AI— assisted intelligence, augmented intelligence, and autonomous intelligence—and by using data collected through a semi-structured interview process that situated the article within a particular sector of the economy—the health care industry—this article provides a framework for understanding the workplace, and human-machine collaboration, during the 4IR. The Stakeholders Human resource development practitioners and researchers interested in the role of cognitive technologies within the workplace and their impact on human reflection.
32
Szűcs, Ida Zagyváné. "Teacher trainers’ self-reflection and self-evaluation." Acta Educationis Generalis 8, no. 2 (August 1, 2018): 9–23. http://dx.doi.org/10.2478/atd-2018-0008.
Full textAbstract:
Abstract Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training centres in Hungary - Eszterházy Károly University. The data analysis was done with the General Step-by Step Model of Qualitative Content Analysis supported by MAXQDA 12 software programme. Results: Self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. Existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. However, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. Discussion: The results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. It has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. As research-based teacher training is being introduced in Hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. Limitations: The sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. A future research of quantitative design should cover more teacher trainers from other universities and regions. Conclusions: The general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. The evidence of the acceptance of the position of a role model for their instructed, mentored or supported student teachers, teacher assistants and teachers has been given by this research. The need for research-based teacher training in Hungary has been confirmed. Further research should be carried out focusing on teaching strategies, methods and good practices where self-reflection and self-evaluation play a crucial role in enhancing self-regulatory learning
33
Blake-Beard, Stacy, Mary Shapiro, and Cynthia Ingols. "A Model for Strengthening Mentors: Frames and Practices." International Journal of Environmental Research and Public Health 18, no. 12 (June 15, 2021): 6465. http://dx.doi.org/10.3390/ijerph18126465.
Full textAbstract:
The extensive body of literature on mentoring has largely ignored the developmental needs of mentors themselves. This conceptual and practice-oriented paper asks mentors and others to consider the needs of mentors who may or may not arrive ready to deal with the challenges of being effective mentors. The authors ask: how should mentors think about their own growth and development? Drawing on a broad spectrum of academic literatures, three frames are proposed for guiding mentors’ thinking about themselves and four practices to spur their continuous improvement. The three frames are a simultaneous dual focus on people and tasks as mentors exercise leadership; an inclusive mind-set that works across the multidimensionality of identities in others and themselves; and a keen sense of the threats and rewards of managing the perceptions of others. We recommend the use of four practices for self-examination: engage in structured self-reflection; participate in standardized assessments to see others and one’s self differently; build peer support among colleagues; and ask for feedback in concrete terms. We conclude by offering the benefits and challenges as mentors engage in the difficult work of acquiring in-depth self-awareness.
34
Silva, Glayse Ferreira Perroni da, and Mischel Carmen Neyra Belderrain. "Prioritization of strategic initiatives in the context of natural disaster prevention." Brazilian Journal of Operations & Production Management 16, no. 3 (August 29, 2019): 473–89. http://dx.doi.org/10.14488/bjopm.2019.v16.n3.a10.
Full textAbstract:
Goal: The purpose of this paper is to build the structure of a multicriteria decision model that supports definition and prioritization of strategic initiatives by an institution performing in the prevention of natural disasters.
Design/Methodology/Approach: The Multicriteria Decision Analysis (MCDA) methodological process is adopted to build a multicriteria evaluation model. A two-phase process is followed, employing a top-down approach, based on Value-Focused Thinking (VFT), in combination with the Multi Attribute Value Theory (MAVT) method. The participants of the MCDA process were experts of the control room in the case study institution.
Results: The proposed methodology not only helped decision makers to enumerate a number of strategic initiatives to accomplish the organizational objective, but also helped them to establish a structured procedure to prioritize these initiatives.
Limitations: Absence of a criterion related to the organization budget in the model; limited scope of participation in the process; absence of quantitative criteria.
Practical implications: The major practical contributions are as follows: an structured model that supports the strategic planning process; a better allocation of resources (human, financial, and materials) in projects that are truly aligned with the strategic objective of the organization; the organizational learning coming from the exercise of reflection on values, objectives and preferences; and the legitimacy of decisions as a result of the participative character of the construction process of the model.
Originality/Value: In this study, a multicriteria evaluation model is structured and applied as support for strategic decision making in the context of a natural disaster early warning system. The model has a significant application potential, since it encourages the adoption of structured decision support methods rather than traditional empirical decision making. Thus, the value of the study lies in the contribution that the proposed model can offer to more effective disaster prevention.
35
Charles, Michael, Ben Farr-Wharton, Tania von der Heidt, and Neroli Sheldon. "Evaluating Perry’s structured approach for professional doctorate theses." Education + Training 59, no. 2 (February 13, 2017): 215–30. http://dx.doi.org/10.1108/et-02-2016-0025.
Full textAbstract:
Purpose The purpose of this paper is to investigate examiner reactions to doctorate of business administration (DBA) theses at an Australian university applying Perry’s structured approach to thesis presentation, which had its origin in the marketing discipline, but is now widely applied to other business disciplines. Design/methodology/approach This paper examines 49 DBA examiner reports relating to 19 DBA theses using the structured Perry approach, with emphasis paid to comments relating to thesis structure and presentation. Only those theses that acknowledged Perry or demonstrated Perry-like characteristics were interrogated. Findings The use of Perry’s structured approach can lead to DBA theses that place excessive emphasis on description rather than practical outcomes, as should occur with a professional doctorate, and also fosters excessive repetition and scaffolding that unduly interferes with the candidate’s “story telling”. Many examiners found theses using Perry’s structured approach problematic, particularly with respect to a lack of integration with the literature and reflection on the findings in relation to previous studies. Research limitations/implications The use of Perry’s structured approach potentially acts as a further barrier to DBA theses, and other professional doctorates by extension, sufficiently differentiating themselves from PhDs. This has implications for the examination of such theses, which are sometimes viewed as lower-quality PhDs instead of professional doctorates. Originality/value Applying a traditional PhD thesis structure, such as the model advocated by Perry with its use of five chapters, to DBA theses potentially exacerbates existing professional doctorate “image” issues, thereby leading to ambiguity for examiners and the candidates themselves.
36
Xu, Caibin, Zhibo Yang, and Mingxi Deng. "Weighted Structured Sparse Reconstruction-Based Lamb Wave Imaging Exploiting Multipath Edge Reflections in an Isotropic Plate." Sensors 20, no. 12 (June 21, 2020): 3502. http://dx.doi.org/10.3390/s20123502.
Full textAbstract:
Lamb wave-based structural health monitoring techniques have the ability to scan a large area with relatively few sensors. Lamb wave imaging is a signal processing strategy that generates an image for locating scatterers according to the received Lamb waves. This paper presents a Lamb wave imaging method, which is formulated as a weighted structured sparse reconstruction problem. A dictionary is constructed by an analytical Lamb wave scattering model and an edge reflection prediction technique, which is used to decompose the experimental scattering signals under the constraint of weighted structured sparsity. The weights are generated from the correlation coefficients between the scattering signals and the predicted ones. Simulation and experimental results from an aluminum plate verify the effectiveness of the present method, which can generate images with sparse pixel values even with very limited number of sensors.
37
Piryani, Rano M., P. Ravi Shankar, Trilok P. Thapa, Bal M. Karki, Rishi K. Kafle, Mahesh P. Khakurel, and Shital Bhandary. "Introduction of structured physical examination skills to second year undergraduate medical students." F1000Research 2 (January 16, 2013): 16. http://dx.doi.org/10.12688/f1000research.2-16.v1.
Full textAbstract:
Introduction: Effective learning of physical examination skills (PES) requires suitable teaching and learning techniques and assessment methods. The Tribhuvan University (Nepal) curriculum recommends involving the departments of Medicine and Surgery in PES training (PEST) for second year students as a part of early clinical exposure. The project was developed to make teaching/learning of PES structured, involving eight clinical sciences departments and using appropriate methods for teaching and assessment in KIST Medical College, Nepal.Methods: Irby’s three stages of clinical teaching model (Preparation, Teaching, Reflection), was applied for teaching. Skill acquisition was based on Millers’ learning pyramid at “show how level” and Dreyfus’ competency model at “competent level”. Teaching/learning was conducted in small groups. A tutorial, demonstration and practice (TDS) model was developed for teaching/learning techniques based on a simple five-step method for teaching clinical skills. Assessment of effectiveness of training was done at “reaction level” as per Kirkpatrick’s model based on students’ feedback, “shows how level” as per Miller’s pyramid of learning by OSCE and “competent level” as per Dreyfus’ model using retro-pre questionnaire.Results: The analysis of retro-pre questionnaire based on the Dreyfus model found the average skill score (max score 184), before the introduction of the project module as 15.9 (median = 13.5) and after as 116.5 (median = 116). A paired t-test showed the difference to be statistically significant (100.5±23 and 95% CI 95.45 – 105.59). The average overall feedback score for the students on PES training based on seven items on a five point Likert scale was found to be 4.30. The mean total objective structured clinical examination (OSCE) score was 3.77 (SD+/- 0.33) out of 5; 80% of students scored more than 70%.Conclusion: Students learned most of the skills with the implementation of the structured PES module and did well in the OSCE. Students and faculty were satisfied with the training and assessment.
38
Wei, Zhai Hai, Meng Shu Wang, and Ding Li Zhang. "Study on the Full State Function of Structural Parameters for Materials." Applied Mechanics and Materials 470 (December 2013): 344–52. http://dx.doi.org/10.4028/www.scientific.net/amm.470.344.
Full textAbstract:
The structural problem of materials, belonging to the field of material mechanics, is one of the most challenging problems for geotechnical materials. The theory of full state function for materials is a feasible method to describe the structural property of materials. Based on the analysis of structural parameters and its number in the geometric - mechanical material model, the concept of full state function for materials was introduced in this study. The full state function of structural parameters for the materials was obtained. It was found that, in the specific material analysis model, the number of the structural parameters of materials was known. The physical meaning of the corresponding material parameters was essentially the reflection of the degree of mutual influence among the directions of the structure of the material. The number of independent structural parameters represented the number of combinations which could produce influence independently among the direction of structured materials. The magnitude of the structural parameter reflected the degree of mutual influence among the structured directions. It could also be thought that the inconsistency of geometric - mechanical properties along the direction of the structured materials was reflected by the number of structural parameters, while the inconsistency degree was reflected by the magnitude of the structural parameters.
39
Vaughan, Barbara. "How Experienced Practitioners Gain Knowledge." Creative Nursing 20, no. 1 (2014): 30–36. http://dx.doi.org/10.1891/1078-4535.20.1.30.
Full textAbstract:
An evolution in nursing in the United Kingdom in the 1970s from rule-bound toward holistic, autonomous practice engendered an examination of nursing’s body of knowledge and how it is incorporated into practice. This article describes Barbara Carper’s (1978) Fundamental Patterns of Knowing in Nursing (empiric, ethical, aesthetic, and personal knowledge), and links it to three major worldviews of the way in which knowledge is sought (positivism, naturalism, and critical social theory). Carper’s model was used in the United Kingdom as the basis for a curriculum of structured reflective practice using workshops, journaling, and clinical supervision. An example from a practitioner’s diary demonstrates how Carper’s model informs reflection on an interaction with a patient with newly diagnosed cancer.
40
Sulhiah, Sulhiah. "Meningkatkan Prestasi Belajar Matematika Menggunakan Model Kooperatif Tipe Jigsaw pada Peserta Didik SMK Negeri 1 Sakra." AS-SABIQUN 1, no. 2 (October 7, 2019): 32–40. http://dx.doi.org/10.36088/assabiqun.v1i2.351.
Full textAbstract:
Cooperative learning methods of learning are not just working together, but rather on structuring. So that cooperative learning is defined as structured group learning. The purpose of writing: (a) obtaining the influence of Jigsaw type cooperative models on Mathematics learning outcomes. (b) To find out the mastery of Mathematics after the implementation of Jigsaw cooperative learning. Classroom action research (action research) is carried out in three cycles. Each cycle consists of stages namely: design, observation, reflection, and revision. The focus of this writing is students of Class XI SMK 1 East Sakra Lombok. Data obtained in the form of formative test results, observation sheets of learning activities. So it was found that the learning ability of students has increased from cycle I to cycle III namely, cycle I (66.67%), cycle II (75.00%), cycle III (87.50%). The Jigsaw type cooperative model has a positive effect on the learning effect of Class XI Students of SMKN 1 Sakra East Lombok.
41
McKay, Loraine, and Heather Manning. "Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice." Journal of Teacher Education 70, no. 4 (December 25, 2018): 360–71. http://dx.doi.org/10.1177/0022487118811326.
Full textAbstract:
Preservice teachers enter university with a range of personally held beliefs related to inclusive education and themselves as educators. This article reports on one case study from a larger qualitative research project. The study examined a preservice teacher’s perceptions of herself as an inclusive educator as she approached the final year of her undergraduate degree. Data included a metaphorical representation of being an inclusive educator, and two semi-structured interviews held 6 months apart. The use of collage and a structured written response completed the data set. Evelein and Korthagen’s model of core reflection and Voice-Centred Relational Method were used to analyze the data. Analysis exposed the dissonance between the layers that separate the preservice teacher’s core qualities and the environment. Data are presented using I-poems and discussed using the emerging themes. The consequences for her emerging identity as an inclusive educator and sense of belonging in the profession are discussed.
42
., Elisa, and Amin Fauzi. "IMPROVING THE UNDERSTANDING OF THE CONCEPT AND STUDENT LEARNING ACTIVITIES USED COOPERATIVE LEARNING MODEL TYPE STAD BASED STRUCTURED LKS." Jurnal Pendidikan Fisika 2, no. 1 (June 1, 2013): 43. http://dx.doi.org/10.22611/jpf.v2i1.4336.
Full textAbstract:
The objective in this research to improve understanding of the concepts and learning activity of students in solving physics problems through learning models of Cooperative type STAD based structured worksheet. The subjects were first grade students of SMA Swasta Galih Agung numbered 21 people consisted of 21 girls. Object of research is a process of learning by applying Cooperative type STAD model of learning. The research method was applied action research through two learning cycles, each cycle consisting of the stages of planning, implementation, observation and reflection. The results of the data analysis shown that through the application of Cooperative type STAD based structured worksheet model of learning there is an increasing mastery of physics concepts and learning activity first grade students. Increased mastery of physics concepts is seen from increase the number of students who pass out of 10 students (47,62%) to 18 students (85,7%) with averages of 66,62 and 81,09, the learning outcomes completeness criteria of a minimum of 65. Increasing students' learning activity was view from the first and second cycles includes Visual with an average of 81,90% to 91,42%, Oral with an average of 80% to 87,90%, Listening with an average of 81,27% to 84,15%, Writing with an average of 78,08 to 85,41%, Motor with an average of 72,05% to 80%, Mental with an average of 71,44% to 82,20% and Emotional with an average of 73,03% to 82,24%.
43
Hines,, Mary Enzman, and Jennifer Gaughan,. "Pediatric Nurses Acknowledging Praxis: Recognizing Caring in Reflective Narratives." International Journal of Human Caring 18, no. 3 (April 2014): 26–35. http://dx.doi.org/10.20467/1091-5710.18.3.26.
Full textAbstract:
Nurses are identified as caregivers, but caring and the work of nursing are often difficult to describe. This study explored caring within pediatric nursing practice, specifically how reflective narrative can be used to capture the essence of caring within practice. How nurses revealed praxis in the narratives is also explicated. Nine nurses’ narratives were analyzed by the participants using Johns’s (2009) model for structured reflection (MSR). Researchers then analyzed the narratives to identify the common themes of caring. Seven themes emerged: normalizing the environment, creating sacred space, being rooted in compassion, the art of being present, establishing trust-caring, coaching the family as caregiver, and inspiration for the future.
44
Ernawati, Ernawati. "PENINGKATAN KOMPETENSI GURU DALAM MENYUSUN RUBRIK PENILAIAN MELALUI PEMBINAAN TERSTRUKTUR (Penelitian Tindakan di SDN 1 Cempaka Lampung Utara)." Pedagogia: Jurnal Ilmiah Pendidikan Dasar Indonesia 2, no. 1 (September 13, 2020): 97–106. http://dx.doi.org/10.52217/pedagogia.v2i1.542.
Full textAbstract:
One of the important tasks of the teacher is conducting research. The research developed at this time is the Class Research Model. But the reality on the ground, the assessment of learning outcomes is still very poorly adjusted. This is due to research conducted by teachers currently not using the assessment rubric. Therefore, it is necessary to have an effort to improve teacher competency in compiling assessment rubrics so that research meets the expected requirements. The problem in this study is how to improve the competence of teachers in grades IV, V, VI teaching Indonesian North Lampung in compiling assessment rubrics. To improve teacher competency in compiling the rubric of assessment, there needs to be structured coaching. Structured coaching is coaching that is carried out in a planned and ongoing manner, this research is a school action research. In this action research using repetitive cycles. Each cycle there are four stages, namely planning, implementing action, observation-evaluation, and reflection. The results showed that increasing teacher competency in compiling assessment rubrics could be improved through structured coaching. Structured guidance referred to in this study, is guidance (MGMP/KKG) activities. Based on the results of observations and evaluations of the cycle, it can be obtained that the assessment rubric prepared by the teacher is increasing. This is indicated by the average value of the results of the assessment rubric.
45
Bolmsjö, Ingrid Ågren, Lars Sandman, and Edith Andersson. "Everyday Ethics in the Care of Elderly People." Nursing Ethics 13, no. 3 (May 2006): 249–63. http://dx.doi.org/10.1191/0969733006ne875oa.
Full textAbstract:
This article analyses the general ethical milieu in a nursing home for elderly residents and provides a decision-making model for analysing the ethical situations that arise. It considers what it means for the residents to live together and for the staff to be in ethically problematic situations when caring for residents. An interpretative phenomenological approach and Sandman’s ethical model proved useful for this purpose. Systematic observations were carried out and interpretation of the general ethical milieu was summarized as ‘being in the same world without meeting’. Two themes and four subthemes emerged from the analysis. Three different ethical problems were analysed. The outcome of using the decision-making model highlighted the discrepancy between the solutions used and well-founded solutions to these problems. An important conclusion that emerged from this study was the need for a structured tool for reflection.
46
Ceserani, Jonne. "Innovation and trust – the path to mastery." Industrial and Commercial Training 46, no. 6 (August 26, 2014): 302–6. http://dx.doi.org/10.1108/ict-04-2014-0024.
Full textAbstract:
Purpose – The purpose of this paper is to encourage the reader to reflect upon the consequences of leadership behaviour and the effect on innovation and performance in an organisation. Design/methodology/approach – The reader is encouraged to begin by answering five leadership questions for themselves. Some underpinning ideas are introduced with examples from the world of commerce, all within a structured model designed to encourage further reflection. Findings – The consequences of low-performing leadership as demonstrated by behaviour, intended or not, are catastrophic for innovation performance. Originality/value – This is work based upon the author's own 30 years working with organisations helping them with innovation and leadership. The source of the five leadership questions and the “love” model is unknown as they were given to me with no attributions.
47
Nunstedt, Håkan, Gudrun Rudolfsson, Pia Alsen, and Sandra Pennbrant. "Patients´ Variations of Reflection About and Understanding of Long-Term Illness- Impact of Illness Perception on Trust in Oneself or Others." Open Nursing Journal 11, no. 1 (April 17, 2017): 43–53. http://dx.doi.org/10.2174/1874434601711010043.
Full textAbstract:
Background:Patients' understanding of their illness is of great importance for recovery. Lacking understanding of the illness is linked with the patients' level of reflection about and interest in understanding their illness.Objective:To describe patients’ variations of reflection about and understanding of their illness and how this understanding affects their trust in themselves or others.Method:The study is based on the “Illness perception” model. Latent content analysis was used for the data analysis. Individual, semi-structured, open-ended and face-to-face interviews were conducted with patients (n=11) suffering from a long-term illness diagnosed at least six months prior to the interview. Data collection took place in the three primary healthcare centres treating the participants.Results:The results show variations in the degree of reflection about illness. Patients search for deeper understanding of the illness for causal explanations, compare different perspectives for preventing complication of their illness, trust healthcare providers, and develop own strategies to manage life.Conclusion:Whereas some patients search for deeper understanding of their illness, other patients are less reflective and feel they can manage the illness without further understanding. Patients' understanding of their illness is related to their degree of trust in themselves or others. Patients whose illness poses an existential threat are more likely to reflect more about their illness and what treatment methods are available.
48
Berraies, Sarra, Maha Achour, and Mehrez Chaher. "Focusing The Mediating Role Of Knowledge Management Practices: How Does Institutional And Interpersonal Trust Support Exploitative And Exploratory Innovation?" Journal of Applied Business Research (JABR) 31, no. 4 (July 10, 2015): 1479. http://dx.doi.org/10.19030/jabr.v31i4.9331.
Full textAbstract:
<p>The purpose of this paper is to investigate the influence of both institutional and interpersonal trust on innovation and deepens the analysis by exploring the mediating role of knowledge management (KM) practices in this relationship. Conceptually, this reflection leads to the proposal of a conceptual model summarizing the relationships between the research variables. This model was tested with 226 senior officials in companies operating in the information and communication technologies (ICT) Tunisian sector on the basis of a structured questionnaire. The collected data were treated by structural equation analysis using AMOS software. The results of the empirical study highlighted the significant relationship between interpersonal trust and innovation and confirmed that KM practices act as partial mediators in this relationship. Findings show also that institutional trust is not correlated to KM practices and to innovation.</p>
49
Kaplunenko, Yaryna. "Psychological First Aid: Experience of International Organizations." Psychology and Psychosocial Interventions 3 (March 3, 2021): 36–41. http://dx.doi.org/10.18523/2617-2348.2020.3.36-41.
Full textAbstract:
The turbulent shocks of recent decades—man-made and natural disasters, political instability, pandemics, and military conflicts—highlight the need for psychosocial support for victims. To plan and train those who can provide it, a number of guidelines have been developed at the global and national levels, within international medical organizations that can minimize the impact of the crisis and start the recovery process. The article presents the definition of the concept of Psychological First Aid (PFA), describes the key aspects, structure, time limits, and principles of activity; a description of three leading models of first psychological assistance in the context of international medical organizations: the World Health Organization (WHO), Doctors Without Borders (Médecins Sans Frontières, MSF), and the Johns Hopkins Center for Public Health Preparedness, USA. The RAPID model of first aid and key competencies for psychosocial workers involved in helping victims are described. The principles and techniques of PFA meet four basic standards: they are based on the results of research of risks and resilience after injury; they are practical and suitable for use in the “field”; they meet the age characteristics of development; they take into account cultural differences. The chronogram of mental reactions to a stressful event and the provision of PFA to victims within international medical organizations is divided into four phases which should be taken into account in the organization of psychosocial support. The RAPID model is based on five aspects designed to alleviate acute stress: Rapport and Reflective listening; Assessment of needs; Prioritization; Intervention; Disposition. If control over bodily reactions, emotions, and thoughts in the victims are restored, the narrative of the event is completed and accompanied by appropriate reactions, emotions are accepted, self-esteem and self-confidence are restored, and a sense of the future appears, we can say that the person has successfully adapted to the traumatic event and is ready to move on.
50
Podlesek, Anja, and Vlasta Zabukovec. "EuroPsy in Slovenia." European Psychologist 17, no. 4 (January 1, 2012): 337–40. http://dx.doi.org/10.1027/1016-9040/a000108.
Full textAbstract:
EuroPsy – European Certificate in Psychology represents an educational framework and minimum standards for training of psychologists across different European countries. Within this framework, a year of supervised practice is required for entry into independent practice. In Slovenia, supervised practice has not been regulated until now. The paper presents a project which aimed at establishing a mentoring network and developing a model of education program for mentors and students involved either in internship or supervised practice. Steps in the educational process are presented: Acquiring the competence approach and task planning, hands-on activities in practical settings, structured reflection, and assessment of students’ competences and mentors’ role. The project is evaluated and some guidelines for education programs on supervised practice are outlined.