Context-Driven Variability in Personality and Interpersonal Behavior: Evidence-Based Assessment Strategies

2021 ◽  
Vol 104 (1) ◽  
pp. 122-124
Author(s):  
Robert F. Bornstein
Keyword(s):  
Interpersonal Behavior ◽  
Evidence Based ◽  
Assessment Strategies

Evidence-based assessment strategies for working with ethnic minority youth.

2017 ◽  
Vol 5 (1) ◽  
pp. 108-120 ◽  
Author(s):  
Jessica M. Valenzuela ◽  
Elizabeth R. Pulgaron ◽  
Katherine S. Salamon ◽  
Anna Maria Patiño-Fernandez
Keyword(s):  
Ethnic Minority ◽  
Minority Youth ◽  
Evidence Based ◽  
Ethnic Minority Youth ◽  
Assessment Strategies

scholarly journals Developing a postgraduate professional education framework for emergency nursing: a co-design approach

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Karen A. Theobald ◽  
Fiona Maree Coyer ◽  
Amanda Jane Henderson ◽  
Robyn Fox ◽  
Bernadette F. Thomson ◽  
...  
Keyword(s):  
Professional Education ◽  
Service Providers ◽  
Postgraduate Education ◽  
Evidence Based ◽  
Emergency Nursing ◽  
Integration Framework ◽  
Graduate Certificate ◽  
University Settings ◽  
Assessment Strategies ◽  
University Industry

Abstract Background Hospital and university service providers invest significant but separate resources into preparing registered nurses to work in the emergency department setting. This results in the duplication of both curricula and resource investment in the health and higher education sectors. This paper describes an evidence-based co-designed study with clinical-academic stakeholders from hospital and university settings. Methods The study was informed by evidence-based co-design, using emergency nursing as an exemplar. Eighteen hours of co-design workshops were completed with 21 key clinical-academic stakeholders from hospital and university settings. Results Outcomes were matrices synchronising professional and regulatory imperatives of postgraduate nursing coursework; mutually-shaped curriculum content, teaching approaches and assessment strategies relevant for postgraduate education; a new University-Industry Academic Integration Framework; five agreed guiding principles of postgraduate curriculum development for university-industry curriculum co-design; and a Graduate Certificate of Emergency Nursing curriculum exemplar. Conclusion Industry-academic service provider co-design can increase the relevance of postgraduate specialist courses in nursing, strengthening the nexus between both entities to advance learning and employability. The study developed strategies and exemplars for future use in any mutually determined academic-industry education partnership.

Interprofessional Education

2018 ◽  
pp. 520-541
Author(s):  
Rebecca Moote
Keyword(s):  
Patient Care ◽  
Student Learning ◽  
Interprofessional Education ◽  
Improve Patient Care ◽  
Collaborative Practice ◽  
Evidence Based ◽  
High Quality ◽  
Design And Implementation ◽  
Assessment Strategies ◽  
Improve Patient

Interprofessional education (IPE) is recognized as an important component in the education of healthcare students. The goal of bringing students together to learn with, from, and about each other is to ultimately impact collaborative practice and improve patient care. Over the last 20 years there has been increased focus on the design and implementation of IPE experiences. Several IPE collaborative organizations and IPE centers have been formed to provide evidence-based recommendations and guidelines. Strategies have been created for designing and implementing high quality IPE activities, developing faculty in IPE, overcoming student stereotypes, determining assessment strategies, and identifying barriers to IPE. This chapter will focus on each of these elements and provide specific recommendations on how to create and implement IPE that improves student learning.

scholarly journals Collect with Intent: Craft Meaningful Questions that Drive Evidence Based Assessment Strategies

2018 ◽  
Vol 13 (2) ◽  
pp. 89-93
Author(s):  
Melissa Goertzen
Keyword(s):  
Data Analysis ◽  
Professional Community ◽  
Assessment Practices ◽  
Evidence Based ◽  
Skill Sets ◽  
Standardize Assessment ◽  
The Past ◽  
Inquiry Process ◽  
Assessment Strategies ◽  
Training Opportunities

Data analysis is a relatively new skill sets required of librarians. Many articles published over the past several years focused on the fact that training opportunities are not widely available, and this disparity has prevented the standardization of assessment practices within the profession. I propose that the key to developing sustainable assessment strategies is to first uncover the correct questions to guide investigations. The inquiry process provides a focus to assessment work, ensures that the proper data is collected, and dictates how to conduct analysis activities in order to arrive at answers that support collection decisions. When librarians locate the central questions at the heart of evidence-based collection assessment, they create a roadmap that leads to correct answers and essentially, guides efforts to standardize assessment practices across the professional community as a whole.

scholarly journals Developing a postgraduate professional education framework for emergency nursing: A co-design approach between healthcare industry and academic partners

2020 ◽  
Author(s):  
Karen Ann Theobald ◽  
Fiona Maree Coyer ◽  
Amanda Jane Henderson ◽  
Robyn Fox ◽  
Bernadette F Thomson ◽  
...  
Keyword(s):  
Professional Education ◽  
Service Providers ◽  
Postgraduate Education ◽  
Evidence Based ◽  
Emergency Nursing ◽  
Integration Framework ◽  
Graduate Certificate ◽  
University Settings ◽  
Assessment Strategies ◽  
University Industry

Abstract Background: Hospital and university service providers invest significant but separate resources into preparing registered nurses to work in the emergency department setting. This results in the duplication of both curricula and resource investment in the health and higher education sectors. This paper describes an evidence-based co-designed study with clinical-academic stakeholders from hospital and university settings. Methods: The study was informed by evidence-based co-design, using emergency nursing as an exemplar. Eighteen hours of co-design workshops were completed with 21 key clinical-academic stakeholders from hospital and university settings. Results: Outcomes were matrices synchronising professional and regulatory imperatives of postgraduate nursing coursework; mutually-shaped curriculum content, teaching approaches and assessment strategies relevant for postgraduate education; a new University-Industry Academic Integration Framework; five agreed guiding principles of postgraduate curriculum development for university-industry curriculum co-design; and a Graduate Certificate of Emergency Nursing curriculum exemplar. Conclusion: Industry-academic service provider co-design can increase the relevance of postgraduate specialist courses in nursing, strengthening the nexus between both entities to advance learning and employability. The study developed strategies and exemplars for future use in any mutually determined academic-industry education partnership.

Interprofessional Education

2017 ◽  
pp. 186-207
Author(s):  
Rebecca Moote
Keyword(s):  
Patient Care ◽  
Student Learning ◽  
Interprofessional Education ◽  
Improve Patient Care ◽  
Collaborative Practice ◽  
Evidence Based ◽  
High Quality ◽  
Design And Implementation ◽  
Assessment Strategies ◽  
Improve Patient

Interprofessional education (IPE) is recognized as an important component in the education of healthcare students. The goal of bringing students together to learn with, from, and about each other is to ultimately impact collaborative practice and improve patient care. Over the last 20 years there has been increased focus on the design and implementation of IPE experiences. Several IPE collaborative organizations and IPE centers have been formed to provide evidence-based recommendations and guidelines. Strategies have been created for designing and implementing high quality IPE activities, developing faculty in IPE, overcoming student stereotypes, determining assessment strategies, and identifying barriers to IPE. This chapter will focus on each of these elements and provide specific recommendations on how to create and implement IPE that improves student learning.

Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?

2008 ◽  
Vol 45 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Liz McDowell ◽  
Joanne Smailes ◽  
Kay Sambell ◽  
Alistair Sambell ◽  
Delia Wakelin
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Assessment Strategies

The Interpersonal Situation

2019 ◽  
pp. 94-121
Author(s):  
Christopher J. Hopwood ◽  
Aaron L. Pincus ◽  
Aidan G. C. Wright
Keyword(s):  
Situation Model ◽  
Interpersonal Behavior ◽  
Interpersonal Theory ◽  
Evidence Based ◽  
Agency And Communion ◽  
Perceptual Distortions ◽  
Valence And Arousal ◽  
Interpersonal Situations ◽  
Evidence Based Model

Interpersonal theory assumes that the most important expressions of personality and psychopathology occur in interpersonal situations between a self and an other, and that personality pathology is best understood in terms of patterned affective, behavioral, and self dysregulations as well as perceptual distortions in these interpersonal situations. This chapter presents an evidence-based model of interpersonal situations that is structured by dimensions relevant to the self (agency and communion), interpersonal behavior (dominance and warmth), and affect (valence and arousal). This dimensions in this structure can be assessed as relatively stable traits or as dynamic processes. The ability of the interpersonal situation model to provide a useful heuristic model for testable clinical hypotheses is illustrated through a case study of David.

Assessment Strategies and Evidence-Based Interventions

2017 ◽  
Vol 13 ◽  
pp. 304-313
Author(s):  
Nora Katona
Keyword(s):  
Self Esteem ◽  
The Other ◽  
Evidence Based ◽  
Content Validation ◽  
Significance Level ◽  
Entrepreneurial Skills ◽  
Programme Development ◽  
Strengths And Difficulties ◽  
Evidence Based Programs ◽  
Assessment Strategies

An overview of assessment strategies in an evidence-based programme aimed at promoting entrepreneurial skills of disadvantaged young people. Key-elements of evidence-based programs are reviewed and the development of a competence questionnaire to fulfil the requirements of assessments of evidence-based programme development practices and research based on Chorpita’s (2003) categorization. The strategies of selecting scales to utilize in content validation of the ten competencies identified are provided. Self-efficacy, assertive behaviour, locus of control scales, as well as the Strengths and Difficulties Questionnaire (Goodman, 1997) have corroborate the content validity of the competency questionnaire by providing strong correlation with required competency sub-scales at a p < 0,01 significance level. On the other hand, two alternative possible explanations are offered why self-esteem scale of Rosenberg (1965) did not provide any correlations.

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