To see the other types of publications on this topic, follow the link: Practice confidence.
Dissertations / Theses on the topic 'Practice confidence'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Practice confidence.'
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 dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Lacue, Sharon. "Deliberate Practice Using Simulation to Improve Clinical Competency and Confidence." Thesis, Carlow University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276390.
Full textAbstract:
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.
2
Liertz, Carmel, and 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.
Full textAbstract:
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.
3
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.
Full text
4
Hanauer, Courtney, Dani Schiefer, Natalee Tanner, Jeannie Lee, and Richard Herrier. "Student Confidence and Knowledge Pre and Post a Capstone Course." The University of Arizona, 2013. http://hdl.handle.net/10150/614247.
Full textAbstract:
Class of 2013 AbstractSpecific 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.
5
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/.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
Class of 2005 AbstractObjectives: 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.
9
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/.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Hess, Melinda Rae. "Effect Sizes, Significance Tests, and Confidence Intervals: Assessing the Influence and Impact of Research Reporting Protocol and Practice." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1390.
Full textAbstract:
This study addresses research reporting practices and protocols by bridging the gap from the theoretical and conceptual debates typically found in the literature with more realistic applications using data from published research. Specifically, the practice of using findings of statistical analysis as the primary, and often only, basis for results and conclusions of research is investigated through computing effect size and confidence intervals and considering how their use might impact the strength of inferences and conclusions reported.
Using a sample of published manuscripts from three peer-rviewed journals, central quantitative findings were expressed as dichotomous hypothesis test results, point estimates of effect sizes and confidence intervals. Studies using three different types of statistical analyses were considered for inclusion: t-tests, regression, and Analysis of Variance (ANOVA). The differences in the substantive interpretations of results from these accomplished and published studies were then examined as a function of these different analytical approaches. Both quantitative and qualitative techniques were used to examine the findings. General descriptive statistical techniques were employed to capture the magnitude of studies and analyses that might have different interpretations if althernative methods of reporting findings were used in addition to traditional tests of statistical signficance. Qualitative methods were then used to gain a sense of the impact on the wording used in the research conclusions of these other forms of reporting findings. It was discovered that tests of non-signficant results were more prone to need evidence of effect size than those of significant results. Regardless of tests of significance, the addition of information from confidence intervals tended to heavily impact the findings resulting from signficance tests.
The results were interpreted in terms of improving the reporting practices in applied research. Issues that were noted in this study relevant to the primary focus are discussed in general with implicaitons for future research. Recommendations are made regarding editorial and publishing practices, both for primary researchers and editors.
12
McAllister, Rebecca Denise. "Evaluation of Oncology Nurses' Knowledge, Practice Behaviors, and Confidence Specific to Chemotherapy Induced Peripheral Neuropathy." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3524.
Full textAbstract:
Chemotherapy induced peripheral neuropathy (CIPN) remains one of the most serious and challenging symptoms oncology nurses encounter in caring for patients receiving neurotoxic chemotherapy. CIPN is under-addressed, under-reported, and symptoms are minimized by healthcare providers, which adversely affect patient quality of life, physical function, and emotional well-being. There is an absence of research examining nurses’ knowledge and practice behaviors related to CIPN. The purpose of this study was to explore oncology nurses knowledge, practice behaviors, confidence, and the relationship between education, experience, and knowledge specific to CIPN.
Data was collected at Oncology Nursing Society (ONS) Chapter meetings throughout central and south Florida. The sample consisted of 70 oncology nurses who provide direct care to patients with cancer. Participants completed the CIPN: Assessment of Oncology Nurses’ Knowledge and Practice–Revised questionnaire. Demographic data revealed the overall years of nursing experience mean to be 24.7 (SD=12.2), mean years of oncology experience to be 13.5 (SD=7.5), and mean age to be 50.3 years (SD=9.5). The participants varied in highest attained level of education with the majority having Bachelor of Science degrees (40.0%).
The results of this study revealed adequate nursing knowledge pertaining to CIPN 13.0 (SD=1.9) (81%). Fifty-percent of nurses reported always or frequently screening for CIPN. The majority of participants reported always or frequently; evaluating fine motor skills (68.6%), documenting findings (64.3%), assessing risk factors (55.7%), assessing motor function (52.9%), performing assessment prior to each neurotoxic chemotherapy infusion (58.6%), eliciting patient symptoms (65.7%), teaching strategies for adaptation (57.1%), and teaching safety precautions (74.3%). Nurses less frequently reported always or frequently assessing deep tendon reflexes (17.2%) and assessing muscle strength (35.7%). The majority reported confidence in sharp vs. dull sensation testing (62.8%), and manual muscle strength testing (52.9%), while the majority lacked confidence performing deep tendon reflex testing (71.5%), tuning fork vibration sensation testing (72.8%), and Romberg testing (72.8%). There was a significant relationship between highest educational level achieved and knowledge of CIPN (r=.252, p=.037).
This is one of two studies documenting oncology nurses’ knowledge, practice behaviors, and confidence specific to CIPN. Findings lay the foundation in documenting the need for providing oncology nurses with continued education, and the need to teach oncology nurses the skills necessary to confidently assess for CIPN and interpret the findings.
13
Tassell, Barbara Kaye. "EBP Knowledge and Confidence in Context of Leadership Responsibilities: A DNP Project." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn158696591888518.
Full text
14
Harwood, Peter James. "An investigation into a constructivist approach to raising primary teachers' confidence in teaching science." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6008/.
Full text
15
khunkaew, Saneh. "A stairway to Confidence in Nursing: Thai Male Nursing Students’ Caring Experience of First Nursing Practice." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12891.
Full textAbstract:
Learning to care and first encounter to care patients for male nursing students introduce a unique set of dilemmas to the predominantly female nursing educational process. The purpose of this study was to describe the experience male nursing students learning to care and first encounter care patients in their first nursing practice. A purposive sampling of seven male nursing students were interviewed by internet interview and analyzed by Qualitative content analysis. The results show that the Thai male nursing student stairway to confidence in nursing they start with feelings of stressfulness, developing sensitiveness, developing co—operation and developing strategies to care and encounter with patient. The results also seem to include gender specific questions on how to handle dilemmas in the predominantly female nursing education. These may reflect facilitators and barriers of developing a caring mind among male nursing students. Implication for nursing education and practice are presented and discussed. In the clinical practice, the method of teaching was important to encourage, but also to gain additional knowledge and support peer groups as a suitable learning environment.
16
Shinew, Kayla A. "Entry-Level Athletic Trainers' Perceived Adequacy of Clinical Education in Preparationfor Confident Professional Practice." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304895131.
Full text
17
Collins, Nicole Lynn. "Training Auditory-Perceptual Voice Ratings Over Time: Effects on Rater Confidence." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619161559939641.
Full text
18
Maggio, Nancy J. "THE EFFECT OF HEART FAILURE EDUCATION ON NURSING STAFFS KNOWLEDGE AND CONFIDENCE IN A SKILLED NURSING FACILITY." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1492024614598638.
Full text
19
Hagemeier, Nicholas E., Daniel Ventricelli, and Rajkumar J. Sevak. "Situational Communication Self-Confidence Among Community Pharmacists: A Descriptive Analysis." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1481.
Full textAbstract:
Objective: To compare community pharmacists' self-perceived communication confidence in prescription drug abuse and addiction (PDAA)-related scenarios to their self-confidence in other scenarios.
Methods: An 18-item survey instrument adapted from the Self-Perceived Communication Competence instrument was administered to 2000 licensed Tennessee community pharmacists. Items elicited communication confidence across common community pharmacy scenarios. Analysis of communication self-confidence scores across context, receiver, audience, and demographic variables was conducted.
Results: Mean self-confidence ratings ranged from 54.2 to 92.6 (0-100 scale). Self-perceived communication confidence varied across context, receiver, audience, personal and practice setting characteristics. Scenarios that involved PDAA communication with patients were scored significantly lower than non-PDAA patient scenarios (mean = 84.2 vs. 90.4, p
Conclusion: Community pharmacists are less confident in their ability to communicate with patients about PDAA as compared to non-PDAA scenarios. Practice Implications: Engaging patients and prescribers in PDAA conversations is a critical component of preventing and treating PDAA. Research is warranted to further explore measures of situational communication self-confidence and interventions to optimize self-confidence beliefs across PDAA scenarios.
20
Labrum, Debbie Ann. "A Core Knowledge Based Curriculum Designed to Help Seventh and Eighth Graders Maintain Artistic Confidence." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2864.
Full textAbstract:
How do we as art educators help adolescents maintain artistic creation as a way of visual expression? This study reviews artistic approaches among kindergarten through eighth grade students as they relate to the U-curve model of development (Davis, 1997; Pariser & van den Berg, 1997). As an art educator, my observation has been that as students approach seventh and eighth grades they lose confidence in their art making abilities as they try to draw in a realistic manner. When asked if they think they are artists, most are certain that they are not. This lack in confidence is in stark contrast to the lower elementary students, who when asked the same question, are certain that they are artists and create in an uninhibited manner. The problem addressed in this thesis is the decline in artistic confidence in older children and ways we as art educators can help adolescents maintain artistic creation as visual expression. A survey was conducted in response to this problem that explored the artistic approaches of kindergarten through eighth grade students to address the decline of artistic activity in older children. This survey included questionnaires that were given to the seventh and eighth grade students I taught to help answer the question as to why adolescents become more inhibited and lose the desire to create art the same way they did when they were younger. The questionnaires were given to each student before and after the Core Knowledge based art curriculum asking students if they thought they were artists and how confident they were in making art. The findings showed a measurable increase in students' self-confidence as artists after experiencing a Core Knowledge based art curriculum. A review of current textbooks revealed that not enough curricula which included contemporary practices were included in many elementary and secondary art programs. Only 2 percent of the art textbooks examined included units that dealt with contemporary art and postmodern practices after 1980. Much is being taught in art history and the historical functions of art, leaving large gaps in contemporary art and postmodern practices. A Core Knowledge based art curriculum was designed in response to the ostensible demise of art making as a way of visual expression in adolescent children. Historical practices bridged with contemporary practices such as appropriation, Conceptual art, and Installation art are included in the curriculum and designed to boost students' confidence and interest in artistic creation. A Core Knowledge based art curriculum for seventh and eighth grades consists of three units: Pre-modern, Modern, and Postmodern. Three periods of time, the Renaissance, High Modernism, and Contemporary art are covered within these units. The first two lesson units, the Renaissance and High Modernism, lead up to the Contemporary art unit which includes Conceptual art and culminates in an installation piece. Each unit contains two lesson plans. The first lesson in each unit covers historical aspects of that particular era, and the second lesson ties current practices with the historical content of each specific unit. Within each unit, students explore different ways of making art through appropriation, borrowing ideas, Conceptual art, and Installation art. As students build on various concepts and learn new ways to make art, they are more able to sustain artistic creation as visual expression through new methods and materials. The three lesson units included in the Core Knowledge based curriculum are not only designed to sustain artistic creation and help students to gain self-confidence in their own abilities, but also to gain a better understanding of the contemporary art world around them. Students' understandings are broadened as they learn about the artists and art movements from previous eras and their connections to artists, ideas, and art movements today.
21
Fish, Terence Charles. "Relationship between managing teamwork with teachers and building self confidence for science learning among children." Thesis, University of Southampton, 1994. https://eprints.soton.ac.uk/192423/.
Full textAbstract:
The purpose of this study was to investigate the factors and strategies which enable pupils to focus their minds on the conceptual issue being taught, and how teachers may build and maintain the pupils' self confidence in articulating scientific ideas. The study focused on the work of the science department in a boys' 12 to 16 comprehensive school in Southern England, where the researcher was Head of the Faculty of Science and Technology. This was an ethnographic case study where the researcher was a participant observer in action research. The research focused on national curriculum years 8 and 9 and involved three methodological stages; the exploratory, field operational and explanatory search. The exploratory stage involved the development of the Responsive Teaching Model and the writing and implementation, by all the science teachers, of schemes of work which bore this model in mind. Formal data collection involved; lesson observations, pupil questionnaire, analysis of end of year 8 pupil profiles and interviews with the science staff and the school's Special Needs coordinator. The field operational stage involved a science teacher working with an advisory teacher in the production, implementation and reviewing of a module of work. This stage also involved the detailed observation of science lessons using an observation schedule developed from the initial findings from the other instruments. During the period of the research, the GCSE examination results improved considerably and were found to be significantly higher than may have been expected. The explanatory search stage revealed that successful lessons were associated with science teachers orchestrating a number of interrelated characteristics: the teachers' planning, individual pupils' conceptual understanding, the group social behaviour of the children and the interpersonal relations. It appears that the interpersonal relations have a central role to play in enabling effective learning. There was evidence that the manner in which whole class and small group work is organised could facilitate effective learning. The way in which the science department had worked together as a team had encouraged teachers to reflect on their practice, and seemed to enable teachers to adapt their teaching styles and strategies. The reflectivity itself, and the fact that it was research based was felt to be particularly significant. This study raises further issues related to; the initial training of teachers, the in-service training of established teachers and the possible advantages of undertaking action research in schools.
22
Ortiz, Jennifer A. "New graduate nurses' experiences of what accounts for their lack of professional confidence during their first year of practice." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670392.
Full textAbstract:
Professional confidence is an essential trait for new graduate nurses to possess in order to provide safe and effective patient care in today's complex hospital setting. However, many new graduate nurses are entering the workforce with a lack of professional confidence and it was unclear why this is so. The purpose of this basic qualitative study was to find out and understand how new graduate nurses accounted for their lack of professional confidence during their first year of practice in the hospital setting. The primary research question asked about new graduate nurses' experiences during their first year of practice related to the development of professional confidence in the hospital setting. Two sub-questions were used to address circumstances that hindered and promoted the development of professional confidence. Data collection involved two individual, semi-structured, audio recorded interviews which were transcribed verbatim. Each transcript was analyzed through a manual content analysis approach and ultimately, seven themes emerged which answered the research questions. Findings confirmed that seven themes related to a lack of professional confidence in new graduate nurses' experiences: (a) "communication is huge," (b) "making mistakes," (c) "disconnect between school and practice," (d) " independence," (e) "relationship building," (f) "positive feedback is important," and (g) "gaining experience." These findings revealed that new graduate nurses lacked professional confidence upon entry into practice which had implications for both undergraduate nursing education programs and workplace support for new graduate nurses in the hospital setting. Undergraduate nursing education programs may have a duty to improve strategies that prepare graduates for entry into professional practice. Nurse leaders in practice, specifically, nurse managers and preceptors must be mindful of the fact that new graduate nurses are entering the workforce with a lack of professional confidence and that it is in their power to promote the development of professional confidence during the first year of practice.
23
Almoghrabi, Hannoud. "WATER BIRTH: MIDWIVES PERCEPTION, ATTITUDE, KNOWLEDGE, AND CLINICAL PRACTICES." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1523398858143798.
Full text
24
Hess, Melinda Rae. "Effect sizes, signficance tests, and confidence intervals [electronic resource] : assessing the influence and impact of research reporting protocol and practice / by Melinda Rae Hess." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000148.
Full text
25
Meyer, Jordan. "The Effect of Interprofessional Education on Student Knowledge, Confidence, and Attitudes of Healthcare for People with Dementia." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1619424250457981.
Full text
26
Hagemeier, Nicholas E., Rajkumar J. Sevak, and Daniel Ventricelli. "Situational Prescription Drug Abuse-Related Communication Confidence among Community Pharmacists: An Exploratory Analysis." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1446.
Full textAbstract:
Prescription drug abuse and misuse (PDA/M) prevalence has increased dramatically in the United States over the last two decades.
Community pharmacists are intimately involved in the dispensing of a majority of eventually abused/misused prescription drugs and are thus well positioned to engage in PDA/M prevention and treatment. A known barrier to engagement in prevention efforts among providers is discomfort with PDA/M communication. The objective of this study was to explore relative situational self-perceived PDA/M communication confidence among Tennessee community pharmacists.
Using the validated Self-Perceived Communication Competence instrument as a framework, an 18-item survey instrument (0-100 scale; 0=completely unconfident, 100=completely confident) was developed and administered to 2000 Tennessee pharmacists. Items elicited communication confidence across multiple contexts and receivers, including PDA/M situations and common community pharmacy situations. Parametric statistical tests were used to examine differences in communication confidence across demographic variables.
A 40% response rate was obtained. Mean self-perceived communication confidence ratings ranged from 54.2 to 92.6. Statistically significant differences were noted across receiver type and context. Addiction communication confidence was significantly lower than all other scenarios involving patient communication, including items that could be considered accusatory to patients (non-adherence, smoking cessation). Differences in communicative self-confidence were noted across gender, practice setting, years in practice, hours worked per week, and number of prescriptions filled per week.
Pharmacists’ self-perceived communication confidence is situational and varies across pharmacist and practice setting characteristics. Efforts to engage community pharmacists in PDA/M prevention and treatment should foster development of communicative self-confidence across multiple PDA/M situations.
27
McIntyre, Helen Rachel. "Factors influencing student midwives' competence and confidence when incorporating UNICEF UK Baby Friendly Initiative (BFI) Education Standards in clinical practice." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27802/.
Full textAbstract:
Background: Breastfeeding is crucial in providing optimum nutrition and health for babies' to develop into healthy adults and has important emotional, physical and psychological benefits on maternal health. The UK has stubbornly low breastfeeding initiation and continuation rates. To address this, the government has policies targeting maternity and public health services. Furthermore, UNICEF UK introduced Baby Friendly Initiative (BFI) Hospital Standards in 1998 and Midwifery Education Standards in 2002. The University of Nottingham adopted BFI Education Standards in 2005 and have maintained accreditation since 2008. The BFI curriculum changes incorporated a knowledge, skills and attitude framework for teaching, learning and assessing. The embedding of positive attitudinal and skills facilitation of breastfeeding within the curriculum changes was essential. The influence of Trust's organisational culture on student learning was considered critical due to its impact on midwives working practises and pre-registration midwifery curricula having a minimum of 50% clinical practice. There is a lack of information about the efficacy of BFI Education Standards on student learning and application to practice. The aim of this study was to explore factors affecting student midwives competence and confidence when incorporating BFI Education Standards into clinical practice. Methodology and methods: A three year longitudinal multiple educational case study of a Bachelor of Midwifery programme commenced in 2009. Ethical and R&D approval were gained from the University and five Trusts, each at different stages of BFI clinical accreditation. The inclusion criteria were any student in the September 2009 midwifery cohort and their allocated midwife mentors. From a cohort of 32 students, 22 consented and 16 supplied data at each collection point throughout the three years. Students identified 92 midwife mentors, they had worked with, who were then invited to participate; 16 consented and 6 supplied data at each collection point throughout the three years. A total of 92 questionnaires and 70 one hour interviews were conducted. Data collected from students included questionnaire, individual interview and documentary evidence at 6, 18 and 30 months into the programme. Data from midwife mentors was questionnaire and individual interview at each stage. Documentary evidence was obtained from the students' NMC record of clinical skills and second year biology examination question on infant feeding. Data analysis used NVivo for qualitative data management, and PAWS for quantitative data analysis. Verbatim transcription of interviews was followed by thematic analysis. Findings: Findings are presented using BFI 'Ten Steps' Standards with the underpinning knowledge, skills and attitude framework. All students considered themselves to be competent and confident in 'normal' aspects of infant feeding but only competent in 'complex' feeding scenarios. Students self reported the theoretical component was most important to their learning in years 1 and 3 and clinical placements in year 2. Students who were mothers and students working in BFI accredited units had better examination results. Changes in workforce skill mix and reduced community midwife visits were factors in reported gaps of 'complex' breastfeeding learning opportunities. These were addressed by scenario role play. Reductions in Infant Feeding Advisor hours were found to correlate with increased formula supplementation. Mentors praised students' enhanced theoretical knowledge from their first year, and assessment and planning in the third year. They attributed this to the BFI curriculum. More prescriptive and structured organisational documentation facilitated student learning. Theory practice gaps existed at all five case study sites. At BFI accredited sites mothers and babies were statistically more likely to experience skin-to-skin following any mode of birth (n=1462 p<0.001 phi=0.21). At all sites a normal birth statistically increased the opportunity of mother-baby skin-to-skin (n=1462 p<0.001 phi=0.57) and initiation of breastfeeding (n=1462 p<0.001 phi=0.52). Students embraced a 'hands-off' technique to support breastfeeding and hand expression of the breast against prevailing clinical role modelling. Techniques students developed were 'shadowing', use of props, use of feeding cues and increasing the accessibility of their knowledge to women through facilitative communication skills. Use of infant feeding tools provided through the curriculum supported student learning. Detail provided within the postnatal data was poor and mirrored by mentors reporting poor use of relevant organisational documentation. Students had little opportunity to develop constructive formula feeding support, sterilisation of feeding equipment and reconstitution of formula milk. Anxiety was expressed by mentors and students in providing support to formula feeding women within a BFI framework. The use of interactive teaching methods and individual assessment through a workshop in year 3 were identified by students as significant to their learning. Students desire to support women to breastfeed grew over the 3 years. This was independent of personal feeding experiences of students who were mothers and the non-mothers embedded norms. The reinforcement and incremental delivery of the BFI curriculum in each year was identified as essential in this process. Conclusion: A BFI accredited midwifery curriculum positively impacts on student learning in infant feeding, raises the profile of infant feeding within postnatal care and enables students to create positive experiences for women. This study's findings would recommend that all midwifery curricula embrace BFI Education Standards within a knowledge, skills and attitudes framework.
28
Sandhu, Harjinder. "A phenomenological exploration of the effects of human patient simulation on undergraduate student nurses confidence to practice in the clinical environment." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43050.
Full textAbstract:
There is a growing need for undergraduate students to acquire quality placements for clinical practice. However with the current state in healthcare, quality placements have been very hard to attain (Traynor, et al., 2010). Therefore HPS are become the latest trend in many nursing schools in attempt to address this issue (Traynor, et al., 2010). In this study, HPS has been seen to help with confidence levels for clinical practice. However, the benefits that students’ take away from the simulation based learning activities is very dependent on how the simulation is organized, structured and conducted. This notion is supported by the findings of this study.
A qualitative phenomenological study design using two focus groups was used. A convenience sample of students from one educational institution, University of British Columbia (UBC) in the term 3, of their undergraduate nursing degree was emailed an invitation to attend a focus group session.
There were six major themes and multiple sub- themes that came about during this study that impacted how students perceived their experience with HPS in relation to clinical confidence. The major themes that were evident from the participants’ experiences were classified as: Realism, building on knowledge, safe environment, critical thinking and confidence and anxiety. From this study several conclusions can be drawn about how HPS effects undergraduate student nurses confidence for clinical practice. Findings indicate it is crucial for participants to feel that the whole simulation experience depicts reality. Realism was the major theme related to clinical confidence. If the scenario was not simulating enough participants felt they did not learn much from them; however, during times when simulations were at the optimal level participants felt that they acquired many things, such as confidence, clinical techniques, linking theory to practice, identifying their own knowledge gaps, critical thinking, background knowledge to help in similar cases in the actual clinical environment. It is very important that HPS is well integrated into the nursing programs so students achieve great results from the simulations, which can be done if the simulations being conducted and organized at the right times in the programs.
29
Darmody, Julie. "Theory and practice : an examination of the factors influencing the development of confidence in mathematical pedagogical content knowledge (PCK) within primary trainee teachers." Thesis, Open University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701363.
Full textAbstract:
Pedagogical content knowledge was first introduced by Shulman (1986). This concept is in relation to the ability of teachers to transform the content knowledge they possess into a pedagogical form, adapted to suit the needs and abilities of the children. This study examined the ways in which primary trainees following two different routes into qualified teacher status developed confidence in mathematical pedagogical content knowledge. A case study approach was adopted focusing on trainees from a Primary SCITT (School-centred initial teacher training) and EBITT (Employment based initial teacher training) Partnership. This process explored key aspects of the training year and the perceived overall impact on the development of trainees' confidence levels in the pedagogical content knowledge aspect of mathematics. Lines of enquiry were identified related to research on the ways in which trainees learn. This included an examination of the impact of the practical experience of teaching; feedback from observations; observations of good practice; discussions with mentors and other professionals; centre-based training; discussions with peers, and previous experiences of mathematics. The trainees' perceptions of the impact of these aspects were gained through a mixed method approach and included: hard copy questionnaires, group interviews, observations of training sessions, and scrutiny of written lesson observation reports. Additional perspectives were also gained through the surveying of mentors working with the trainees and also an interview with the mathematics core tutor. Findings highlighted the importance of: reflective practice; the development of an understanding of progression in children's learning; centre-based training; the support structure within the school environment, and the teaching' experience within a second school setting. The relationship between theoretical and practical learning has been examined in detail and this highlighted the symbiotic relationship which exists between the two - concluding that both play an important role in advancing trainee teachers' confidence in mathematical pedagogical understanding.
30
Kumar, Anupum. "Developing confidence in negotiating the multiple influences in understanding sex and sexuality in therapeutic practice : an Interpretative Phenomenological Analysis of Counselling Psychologists' perspectives." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/developing-confidence-in-negotiating-the-multiple-influences-in-understanding-sex-and-sexuality-in-therapeutic-practice(fa27c3df-3e88-4c35-8c2f-017252b17bd5).html.
Full textAbstract:
Understanding sex and sexuality, particularly in the context of therapeutic work has been consistently identified as problematic. This qualitative study focused on the accounts of 8 counselling psychologists’ understanding and experiences of working with sex and sexuality. An interpretative phenomenological analysis was conducted and three master themes were identified. These highlighted how participants negotiated firstly, the influences of circulating cultural norms, in the past and present, secondly, the diverse presentations of sexuality and thirdly, the challenges of working therapeutically in relation to sex and sexuality. These negotiations and challenges were presented in their appraisal of their own personal lives; and in their training and professional experiences in client work. Participants’ developing confidence as practitioners seemed to be related to their capacity to re-evaluate their understandings of sexuality both personally and in relation to their therapeutic work. Overall, this research makes visible how a reflexive approach can inform counselling psychologists’ understanding that sex and sexuality are not static concepts and require continual questioning and revision.
31
Anderson, Michelle. "Target Practice: Exploring Student TL/L1 Use in Paired Interactions." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6296.
Full textAbstract:
Teachers of foreign languages typically encourage their students to speak in the target language (TL) often, but due to various factors, this is not always achieved. Some reasons might include insufficient vocabulary, lack of topic knowledge, embarrassment, or simple unwillingness. Much of the existing research observes uses of the TL or native language (L1). The purpose of this study was to examine how often students use the TL in paired interactions and whether that amount has any relationship to the students' oral proficiency at the end of the course. In a SPAN 105 course at Brigham Young University, 27 students participated in this project by recording themselves during six in-class, paired interactions, after which they provided comments via questionnaires. This study was conducted using a mixed-methods approach, with both quantitative and qualitative data. The quantitative data revealed information about the time spent in the TL, as well as the time spent in the L1, and what relationship these variables had with listening comprehension and oral proficiency. The qualitative data exposed emergent findings related to TL/L1 use: helpful tools, effects of task type, pitfalls the students experienced, struggles and benefits of partnering, effects of recording, and student perceptions about the L1. The results of the study indicate a need for teacher strategies to encourage TL use in the classroom.
32
Nilson, Anna. "Reflektion i förhållande till lärande för yrkesprofessionen : Frisör- och stylistelevers beskrivningar." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5594.
Full textAbstract:
Studiens utgångspunkt är mina egna frågeställningar kring reflektion i relation till lärande. Studien syftar till att undersöka hur elever inom en gymnasial frisör- och stylistutbildning beskriver reflektion som metod i utbildningen. Inom ramen för det här arbetet belyses fem elevers beskrivningar av reflektion i relation till lärande för yrkesprofessionen. Mina huvudsakliga forskningsfrågor är: Kan ökad reflektion leda till ett mer utvecklat lärande? Vad krävs av läraren för elevers ökade reflektioner? Det finns uppfattningar om att vissa utbildningar är teoretiska och andra är praktiska. Istället menar Schön att det för mer förståelse och utvecklat lärande krävs reflektion för att binda samman dikotomierna som inte är motsatser utan beroende av varandra. Studiens teoretiska utgångspunkt är framförallt hämtad från John Deweys teorier kring kunskapsutveckling genom reflektion. Studien är empirisk samt kvalitativ och uppbyggd genom fallbeskrivningar med utvecklingsarbete. Individuella intervjuer och observationer av fem olika elever har använts för att samla in mitt datamaterial. I resultatet beskriver eleverna att reflektion bland annat kan användas för ökad delaktighet och ökat självförtroende samt att reflektion ger möjlighet till förståelse för handlingen i förhållande till resultatet. Metoder för elevers ökade reflektion beskrivs genom att läraren visar, ger tips och ställer frågor vilket leder till diskussion, samt möjlighet för elever att reflektera över sina val och sitt arbete. I användandet av reflektion inom utbildningen är det väsentligt att vara medveten om betydelsen av att reflektera kring de faktorer som leder fram till resultatet och inte bara resultatet i sig, vilket bland andra även Dewey argumenterar för. Även lärarens medvetenhet om dennes förhållningssätt och frågeställningar för att uppmuntra elevers reflektion, delaktighet och självförtroende är betydande.The study's starting point is my own questions about reflection in relation to learning. The study aims to investigate how students in an upper secondary hairdresser and hairstylist education describe reflection as a method of education. In the framework of this study, five pupils' descriptions of reflection in relation to learning for the profession are highlighted. My main research questions are: Can increased reflection lead to a more developed learning? What is required by the teacher for students increased reflections? There are perceptions that some educations are theoretical and others are practical. Instead, Schön says that more understanding and developed learning requires reflection to link these dichotomies that are not opposites but mutually dependent. The study's theoretical basis is mainly taken from John Dewey's theories of knowledge through reflection. The study is empirical and qualitative and built up through case studies and development project. Individual interviews and observations of five different students were used to collect my data. In the result students describe that reflection can be used for, among other things, increased participation and self-confidence, and that reflection allows understanding of the action in relation to the result. Methods for increasing students' reflections describes as when the teacher is showing, giving advice and asking questions, leading to discussion and an opportunity for students to reflect on their choices and their work. When using reflection in education, it is essential to be aware of the importance of reflecting over the factors that leads to the result, and not just the result itself, which among others also Dewey argues. Even the teacher’s awareness of the attitudes and questions to encourage students' reflection, participation and self-confidence is significant.
33
Trivette, Carol M., and R. Banerjee. "Using Recommended Practices to Build Parent Competence and Confidence." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4596.
Full text
34
Papadopoulos, Georgios. "Theoretical issues and practical considerations concerning confidence measures for multi-layer perceptrons." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/12753.
Full textAbstract:
The primary aim of this thesis is to study existing CM methods and assess their practicability and performance in harsh real-world environments. The motivation for this work was a real industrial application - the development of a paper curl prediction system. Curl is an important paper quality parameter that can only be measured after production. The available data were sparse and were known to be corrupted by gross errors. Moreover, it was suspected that data noise was not constant over input space. Three approaches were identified as suitable for use in real-world applications: maximum likelihood (ML), the approximate Bayesian approach and the bootstrap technique. These methods were initially compared using a standard CM performance evaluation method, based on estimating the prediction interval coverage probability (PI CP). It was found that the PI CP metric can only gauge CM performance as an average over the input space. However, local CM performance is crucial because a CM must associate low confidence with high data noise/low data density regions and high confidence with low noise/high data density regions. Moreover, evaluating local performance could be used to gauge the input-dependency of the noise in the data. For this reason, a new CM evaluation technique was developed to study local CM performance. The new approach, called classification of local uncertainty estimates (CLUES), was then used for a new comparison study, this time in the light of local performance. Three main conclusions were reached: the noise in the curl data was found to have input-dependent variance, the approximate Bayesian approach outperformed the other two in most cases, and the bootstrap technique was found to be inferior to both ML and Bayesian methods for data sets of input-dependent data noise variance.
35
Kevork, Ilias. "Confidence interval methods in discrete event computer simulation : theoretical properties and practical recommendations." Thesis, London School of Economics and Political Science (University of London), 1990. http://etheses.lse.ac.uk/1257/.
Full textAbstract:
Most of steady state simulation outputs are characterized by some degree of dependency between successive observations at different lags measured by the autocorrelation function. In such cases, classical statistical techniques based on independent, identical and normal random variables are not recommended in the construction of confidence intervals for steady state means. Such confidence intervals would cover the steady state mean with probability different from the nominal confidence level. For the last two decades, alternative confidence interval methods have been proposed for stationary simulation output processes. These methods offer different ways to estimate the variance of the sample mean with final objective of achieving coverages equal to the nominal confidence level. Each sample mean variance estimator depends on a number of different parameters and the sample size. In assessing the performance of the confidence interval methods, emphasis is necessarily placed on studying the actual properties of the methods in an empirical context rather than proving their mathematical properties. The testing process takes place in the context of an environment where certain statistical criteria, which measure the actual properties, are estimated through Monte Carlo methods on output processes from different types of simulation models. Over the past years, however, different testing environments have been used. Different methods have been tested on different output processes under different sample sizes and parameter values for the sample mean variance estimators. The diversity of the testing environments has made it difficult to select the most appropriate confidence interval method for certain types of output processes. Moreover, a catalogue of the properties of the confidence interval methods offers limited direct support to a simulation practitioner seeking to apply the methods to particular processes. Five confidence interval methods are considered in this thesis. Two of them were proposed in the last decade. The other three appeared in the literature in 1983 and 1984 and constitute the recent research objects for the statistical experts in simulation output analysis. First, for the case of small samples, theoretical properties are investigated for the bias of the corresponding sample mean variance estimators on AR(1) and AR(2) time series models and the delay in queue in the M/M/1 queueing system. Then an asymptotic comparison for these five methods is carried out. The special characteristic of the above three processes is that the 5th lag autocorrelation coefficient is given by known difference equations. Based on the asymptotic results and the properties of the sample mean variance estimators in small samples, several recommendations are given in making the following decisions: I) The selection of the most appropriate confidence interval method for certain types of simulation outputs. II) The determination of the best parameter values for the sample mean variance estimators so that the corresponding confidence interval methods achieve acceptable performances. III) The orientation of the future research in confidence interval estimation for steady state autocorrelated simulation outputs.
36
Morris, Shana R. "Completion of a Personal Financial Management Course in Relation to Financial Satisfaction, Confidence and Practices." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/2500.
Full textAbstract:
This study was conducted to examine the relationship between completion of a personal financial management course and financial satisfaction, confidence, and practices. The relationship between the use of recommended financial management practices and financial satisfaction and confidence was also examined.
Data for this study were collected through a questionnaire mailed to a sample of Utah State University graduates who had taken a personal financial management course at the university and those who had not. The survey investigated financial satisfaction, confidence in financial management skills, and use of recommended financial management techniques.
Mean financial satisfaction scores were computed by averaging responses to the multi-question six-point Likert scale. Confidence was measured by computing the mean score on a single-question six-point Likert scale. The measurement of use of recommended financial management practices was computed by summing the points assigned for use of recommended practices and the extent to which each was implemented. The recommended financial management practices scores were then divided into three groups: poor, average, and good.
One-way analysis of variance and the Scheffe multiple range test were used to determine if differences existed in the mean scores on financial satisfaction, confidence , and practices between respondents who had completed a college level personal financial management course and those who had not. These tests revealed that there is no significant difference in financial satisfaction, confidence, and practices between subjects who had completed a financial management course and those who had not. There was a significant difference between the groups in the mean number of recommended financial practices used and financial satisfaction and confidence, although mean scores were only separated by one point.
37
Chapman, Russell Alan Dr. "Cybersupervision of Entry Level Practicum Supervisees: The Effect on Acquisition of Counselor Competence and Confidence." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-10222006-092055/.
Full textAbstract:
The purpose of this dissertation paper is to propose and implement a research study in Cybersupervision (Watson, 2003). This research experiment is a N=1 case study design, replicated 5 times, to investigate counselor self-efficacy and skill competence in an online/distance learning practicum course. Cybersupervision, or electronically mediated counseling supervision and practice, is of growing interest to the profession. The research in this area is minimal, but does provide positive findings which indicate effective counselor training and supervision practices. This study?s purpose is not only to add to the research in this area, but also to show that counselor self-efficacy (CSE) can increase as counselor skill acquisition increases through the use of online counselor supervision (Cybersupervision). This researcher found the participants in this study increased both CSE and skill acquisition in all five experiments, and in 4 of 5 experiments the results were significant and conclusive.
38
Machell, James P. "Integration of Evaluation Processes into e-learning Environments: Developing the learning of Practical Science with the Bradford Robotic Telescope." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17401.
Full textAbstract:
This thesis presents a novel framework for the collection and evaluation of data around e-learning. It shows how e-learning can play a positive role in empowering teachers in reflective practice through accessible statistical methods, as part of an evidence-based approach. Within this new framework data generated by pupils’ actions in three levels of pedagogical activity: declarative content based, functional tools based and social functional are aligned with three levels of evaluation: satisfaction, learning and behavioural changes.
The framework is evaluated using the e-learning system for the Bradford Robotic Telescope. Analysis and assessment of the data by using the tools and concepts of statistics are performed. The first group of 78 clusters, mean size of 25.6 pupils, are examined to determine the effect of contextual factors. Pupils responded consistently to the same learning design across a range of contexts. National indicators for social/economic, academic achievement and group size are examined for bias.
Suitable measurements for interpretation by simple Gaussian distributions are identified: satisfaction through the frequency of use with a probability of P>0.05, learning through formative assessment (P>0.3) and behavioural changes through engagement with higher order activities (P>0.2).
The second group of 168 clusters, mean cluster size 25.9, demonstrates a meaningful effect size for a change in approach within the e-learning system in the areas of satisfaction, learning and behavioural changes with a probability of P<0.01.
39
Allen, Julia Elizabeth. "Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011768/.
Full textAbstract:
This study applied the stages of transformative learning to faculty perceptions and application of best practices to online learning. Research questions included: Can transformative learning theory constructs be used to identify potential barriers in faculty development and delivery of online instruction?; How does the stage of transformative learning of online faculty relate to their perceptions about online learning and their application of best practices?; Is there a correlation between stage of transformative learning and the amount of experience with online instruction a faculty member has? Principal component analysis and cluster analysis support a four-component solution. The four constructs equate to Mezirow's four stages of learning: transforming frames of reference through critical reflection of assumptions, validating contested beliefs through discourse, taking action on one's reflective insight, and critically assessing it. Multiple regression analyses were run to predict faculty perceptions on the identified components. Three of these were statistically significant based on years of experience teaching online, the number of professional development workshops taken on online teaching, or both. While the instrument appears to be a valid measurement of transformation of frame of reference, examination of previously contested beliefs, and critical assessment of action, further efforts will be needed before this is a fully validated instrument.
40
Lonnemann, Abby. "The Relationship between Parent Practices and Daily Living Skills in Teens with Autism Spectrum Disorder." Xavier University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1572430742786698.
Full text
41
Kirchhoff, Alexander. "Individual Responsibility and Practical Virtues in the Light of Climate Change : Why our confidence in rationality might make us less ethical that we ought to be, and how we might fix it." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105637.
Full text
42
Frän, Ingela. "New Public Phronesis : Ett mellanrum med möjligheter." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33298.
Full textAbstract:
I den vetenskapliga essäns form undersöker jag hur dagens styrningsideal och metoder påverkar vårdarens möjligheter att utveckla och praktisera fronesis. Fronesis är den benämning som filosofen Aristoteles använder om praktisk kunskap och klokt omdöme. Jag undersöker också hur styrningsidealen påverkar människosyn och bildningens villkor i ett vidare samhällsperspektiv. Jag ger utrymme åt begreppsutredning av fronesis eftersom det är en kunskapsform som har stor giltighet i sjukvården liksom i de flesta yrken där fokus ligger på det mellanmänskliga mötet och dess möjligheter men även utmaningar. Jag diskuterar mellanrummens betydelse och vikten av att ta ansvar för det som finns där. Det visar sig att i mellanrummen finns humanvetenskapen och vårdkonsten. Utan dessa riskerar det mellanmänskliga mötets underverk att utebli och det etiska vetandet att ersättas av ren rationalism. I min undersökning kommer jag fram till att hermeneutiken är en möjlighetsfilosofi i mötet med New Public Management. Alternativet som växer fram kan bli New Public Phronesis.By using the scientific essay as a method, I investigate how today's governing ideals and methods affect the healthcare provider's ability to develop and practice fronesis. Fronesis is the term used by philosopher Aristotle on practical knowledge and wise judgment. I also investigate how the governance ideals affects view of man and the conditions of cultivation in a broader social perspective. I devote myself to the concept of fronesis because it is a form of knowledge which is of great value in health care, as well as in most professions with focus on interpersonal meetings with opportunities but also challenges. I discuss the importance of spaces and the importance of taking responsibility for what´s in there. It turns out that the spaces are where human science and art of care is practiced. Without these, the miracle of interpersonal meeting risks losing out and ethical knowledge to be replaced by pure rationalism. In my survey, I conclude that Hermeneutics is a philosophy of opportunities in meeting New Public Management. The emerging alternative might be New Public Phronesis.
43
Swersky, Liz. "Developing Skills for Successful Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.
Full text
44
Graven, Mellony Holm. "Mathematics teacher learning, communities of practice and the centrality of confidence." Thesis, 2015. http://hdl.handle.net/10539/17941.
Full text
45
Luedtke, Tracy. "Undergraduate nursing student perceptions of developing confidence through clinical learning experiences." 2016. http://hdl.handle.net/1993/31824.
Full textAbstract:
The clinical learning environment (CLE) provides students with an opportunity to build confidence and competence in the provision of patient care (Benner, 2010). The aim of this qualitative descriptive research was to explore and describe student perceptions of developing confidence through their clinical learning experiences, discovering what features of the CLE support their learning and the development of confidence. Ten students were recruited through purposive sampling and participated in one-on-one semi-structured interviews. Self-efficacy theory (Bandura, 1997) was used as a theoretical framework to guide this research and for the interpretation of the content analysis. The analysis revealed five socio-structural themes that support student learning and development of confidence. These findings elaborate Bandura’s (1997) theory. The most influential, through verbal persuasion was the clinical nursing instructor (CNI) followed by self, the buddy nurse, peers, and the staff/unit environment. Students perceived their development of confidence through a bi-directional interaction between their cognitive/affective processes, behaviour and the CLE. Understanding student perceptions of their confidence development, signals the need for informed pedagogical strategies to support student learning and development of confidence.October 2016
46
Green, Margaret A. "Tobacco use among individuals with mental illness: nurses' knowledge, confidence, attitudes, and practice." 2010. http://hdl.handle.net/1993/3867.
Full textAbstract:
The prevalence of smoking among individuals living with mental illness is high. The purpose of this study was to describe the knowledge, confidence, attitudes, training, nursing practice, perceived overall ability, interest and demographics of psychiatric/mental health nurses regarding tobacco use among psychiatric inpatients. A non-experimental descriptive correlational cross-sectional design was used. Sixty surveys were returned with an overall response rate of 39%. A minority of nurses were knowledgeable about the “5As” of smoking cessation, (Ask about smoking, Advise to quit, Assess readiness to quit, Assist with quitting, Arrange follow-up), a well known intervention framework. Most psychiatric/mental health nurses were confident about assisting patients with tobacco use and attitudes toward intervention were more positive than reported in the literature. However, actual tobacco-related nursing practice was sub-optimal. Minimal tobacco-related training during entry level into nursing practice may be one reason for this situation. Nurses require systemic support to enhance tobacco-related nursing practice.
47
Chien-kuo, Chuan Sun, and 顓孫建國. "Research of Confidence-Building Measures in the Development of the Cross-Strait Relationship: Theory and Practice." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/gwy7k2.
Full textAbstract:
碩士淡江大學
國際事務與戰略研究所
91
Because of the Nato group and Warsaw Pack was successfully practiced the “Confidence-Building Measures” which maintain the long-term peace and avoid the conflict effectively during the Cold War. Recently, the “Confidence-Building Measures” is become a research method in strategic field in order to consult the international conflicts and be used as a tool for avoiding the war. The long-term Cross-Strait Relationship inclines toward to “Cold Peace” since 1949 to present. Until the dispute of “one China” and “two states” was occurred, and the DPP won the presidential election in 2000 which push about the “one country on each side” step by step make the Cross-Strait Relationship become strain and distrust. Due to the Cross-Strait Relationship, whether good or bad, is the key point for Taiwan situation, Asia-Pacific region situation and also the factor of stabilizing international peace. Base on those reasons, the “Confidence-Building Measures” concept is adopt to pursuit peace between Taiwan and Mainland China gradually. Firstly, the thesis indicates the conception of the “Confidence-Building Measures”, and gathers the international and cross-strait standing for this concept. Base on the point of this concept to analysis the unsuitable problem for cross-strait situation. Finally, the thesis offer a direction to pursuit peace for cross-strait by following the Michael Krepon who was pointed out three stages which are “Conflict Avoidance”, “Confidence-Building”, and “Strengthening the Peace”. The thesis is different from other research which base on military point of view to discuss same issues. It tries to base on the broad sense including political, economical and military aspects to combine theoretical and practicability discussion. The thesis points out this vicious circle situation which is one side trying to independent and the other side threatens with force to unification, can leads to a weak mutual trustiness and it is hard to practice the “Confidence-Building Measures”. After all, the both sides are willing to pursuit peace and benefit, whether in economic or political, it is good for base on the “Confidence-Building Measures” concept to achieved the new peaceful future.
48
Bacchus, A., and Amanda Firth. "What factors affect the emotional well-being of newly qualified midwives in their first year of practice?" 2017. http://hdl.handle.net/10454/14181.
Full textAbstract:
YesThe Royal College of Midwives (RCM) reports that between 5–10% of newly qualified midwives (NQM) leave the profession in the UK within a year of registration, with similar losses reported internationally (RCM 2010). NQMs are in a position of vulnerability and are highly susceptible to workplace adversity that subsequently may affect their emotional well-being. This literature review explores the experiences of NQMs surrounding their emotional well-being within the first 12 months of transition. Following a thorough search and appraisal of the literature, four papers were reviewed. Two key themes were identified consisting of factors that challenge NQMs’ resilience causing negative emotional well-being, and factors that enhance resilience, promoting positive emotional well-being. The findings of this review demonstrate that there is a need for the consistent implementation of protective mechanisms such as structured preceptorship and supportive mentorship. Such interventions may improve physical and emotional well-being, increase retention and better prepare NQMs for the journey ahead; ultimately also improving quality of care for women and patient safety.
49
Walker, Debra. "Using Simulation-based Practice Labs to Promote Instructional Effectiveness and Community Cohesion in a Blended Distance Nursing Program." 2012. http://hdl.handle.net/10791/18.
Full textAbstract:
An on-site simulation-based practice lab was conducted with 42 students enrolled in a blended distance practical nursing diploma program at the end of their first year of study, prior to their clinical placements. The six-hour practice lab involved an orientation, small group activities involving three obstetric-related scenarios using the moderate fidelity simulator Noelle®, and a debriefing activity. An evening social activity was also provided. The study used a mixed method research design involving both quantitative and qualitative methods. Data were collected using a demographic questionnaire, a 20-item pre-test/post-test knowledge quiz, and three National League for Nursing (NLN) instruments — the Simulation Design Scale, the Educational Practices in Simulation Scale, and the Learner Satisfaction and Self-Confidence in Learning Scale — as well as a pre- and post-lab administration of Rovai’s (2002b) Classroom Community Scale. The qualitative component of the study involved semi-structured interviews with 25 students, three lab facilitators, and five clinical placement instructors. Analysis of data collected before and after the simulation-based lab revealed a significant increase in knowledge and sense of community in the group as a whole. Analysis of the results of the NLN instruments indicated that the simulation-based practice lab was instructionally effective. Students were highly positive in their ratings of the design elements and implementation of the simulation-based practice lab, satisfied with the simulation-based learning activities, and confident in their ability to provide patient care. The qualitative analysis added a rich, descriptive understanding of how the simulation-based practice lab promoted instructional effectiveness (i.e., skills and knowledge, confidence, and learner satisfaction), preparation for clinical placement, and community cohesion. Thematic analysis of the interview data identified the following major themes: benefits to distance learners, nurse-patient interaction, theory to practice, positive experience, sense of community, and supportive learning (student interviews); benefits of simulation experience, facilitator role, and technology (facilitator interviews); and theory to practice, positive experience, and sense of community (clinical instructor interviews). This research supports the use of on-site simulation-based practice labs as a means to provide greater readiness for clinical practice and strengthen the sense of community among distance learners.2012-06
50
Lin, Chuan-Sen, and 林傳盛. "China on Confidence Building Measures：Positions and Practices." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/82550966178258307690.
Full textAbstract:
碩士淡江大學
國際事務與戰略研究所碩士在職專班
97
Since the end of the Cold war, many tensions in the international society appear to be eased. In order to sustain it’s economic development, China have to keep stable relationship with international community and such intention also affects China’s positions and practices on confidence building measures (CBMs). Besides, to ease the concerns of other countries about “China threat”, China has been enthusiastically concluding many CBMs agreements with other countries and group of countries by advocating new security concept and cooperative patterns. However, the measures which China took still think inside the box of national strategies. The features of China’s CBMs can be summarized as follow: 1) setting up political statement, 2) enhancing informal patterns, 3) developing bilateral and multilateral relationship simultaneously, 4) advancing step by step. To maintain its best interests, China’s CBMs establishment with Russia, central Asia countries, India, USA and Japan is based on four dimensions: 1. military strategy: to ease the concerns of other countries about China threat. 2. economic strategy: to protect primary economic interests, and to create a suitable economic development environment. 3. security strategy: to constrain the rise of separationism. 4. energy strategy: to assure the security of supply line and supply. With the rapidly rising of China’s national power, the strengths of economy and military power have gradually tilted to in favor of China. It’s important to put efforts on how to establish CBMs between both sides under the prerequisite of security across the Taiwan Strait. However, there still exist differences on the issues of definition of “one China,” perception of sovereignty, and perception of threat between Taiwan and the Mainland. Close cross-strait contacts on all aspects over the years have produced structural changes in cross-strait relations, and this has given opportunities for both sides to achieve peace. Based on the research findings, I suggest that, how to establish CBMs between both sides through “enhancing political will”, “indentifying responsible institution”, “establishing research units and databases”, “adopting defense strategies” and “obtaining support from the US” by the Taiwan government should be the priority in the current stage. In the meanwhile, the planning of establishing thinking tank and the effects caused by military imbalance of cross-strait should be put into evaluation by the Ministry of National Defense of Taiwan.