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The effectiveness of an educational program to teach a group of A.C.T. nurses comprehensive physical assessment skillsReaby, Linda Lewis, n/a January 1989 (has links)
A sample of 22 registered nurses participated in an
educational program to learn comprehensive physical
assessment skills. This study investigated the effects
of that program on their nursing practice. Administration
of tests and questionnaires provided a measure
of the: (a) use of physical assessment skills; (b)
knowledge of physical assessment; (c) changes in
nursing practice since learning the skills; (d)
barriers to the use of the skills.
The model used for the program's curriculum development
was adult learning theory. The curriculum focused on
this theory's key aspects. Namely, adult students
build new skills on their past knowledge and already
developed skills. Additionally, they must see the
relevance of learning the skills and be able to apply
them in their current life situation. The findings
suggest this model was appropriate.
The nurses in the study used the majority of learned
skills after they completed the program. Their
knowledge concerning these skills also showed
dramatic improvement.
The major findings regarding the increase in knowledge
and use of physical assessment skills, positive changes
in nursing practice and lack of barriers to the use of
skills indicate that an educational program in physical
assessment can be very beneficial to nurses. The
results support those of previous studies in that
nurses will use the physical assessment skills they
have learned in continuing education programs.
The implications for nursing practice and education
were discussed. Suggestions were then made for future
research in this area.
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Developing skills to explain scientific concepts during initial teacher education : the role of peer assessmentCabello Gonzalez, Valeria Magally January 2013 (has links)
Initial teacher education is an area of weakness within the Chilean education system. Yet it is highlighted as a crucial aspect of educational success. Success in educational improvement depends mainly on the teachers (because they enact a reform by putting it into practice), and teacher thinking is likely to influence teacher decision-making. How teacher conceptions and practice change, and how to facilitate this change, was the focus of this study. It explored to what extent peer assessment could facilitate change in pre-service science teachers’ conceptions and practices regarding conceptual explanations in science teaching.In a quasi-experimental design, a ten-session peer assessment intervention was carried out with thirty seven pre-service science teachers in three Chilean universities, each with an experimental and control group. The intervention sought to develop changes in teachers’ conceptions about the quality of explanations and in their skill of explaining scientific concepts. Teachers' thoughts were obtained through a peer assessment questionnaire, feedback sessions, focus groups and interviews. The quality of their explanations was measured at pre, post and follow-up in their eventual first job via video-recorded microteaching episodes using observational analysis. Inter-rater reliability was calculated on 5% of all qualitative data and all the videos were rated by two researchers in a blind process. Qualitative analysis indicated how teachers transformed their conceptions about the quality of explanations from general pedagogical knowledge into pedagogical content knowledge. A quantitative instrument was created to evaluate student teachers’ explanations in practice. Its reliability enables the assessment the skill of explaining based on ten elements (Cronbach’s alpha=.77). Results showed pre-service teachers significantly improved their explanations of scientific concepts in some practical aspects, although not all of them were transferred into real teaching contexts. The changes in student teachers’ conceptions and practice were analysed to indicate how the process occurred, to what extent peer assessment had a role on it, and which elements facilitated or made difficult the transference of the skill of explaining into real teaching. These results indicated that peer assessment can play a noteworthy role in teacher education to develop skills. There are implications for policy and practice in this study, not only for teacher education but also for in-service teacher professional development, not only for Chile but also for other countries.
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Co-analyse de la reconstruction du savoir-évaluer d’enseignants formés à l’étranger en situation d’intégration socioprofessionnelle au Québec : une recherche collaborativeDiedhiou, Serigne Ben Moustapha 07 1900 (has links)
No description available.
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