Professional Preparation: Faculty Practices for NCLEX-RN® Success

2021 ◽  
Vol 34 (4) ◽  
pp. 360-365
Author(s):  
Janet H. Davis ◽  
Mary R. Morrow
Keyword(s):  
Program Evaluation ◽  
Professional Preparation ◽  
Faculty Members ◽  
External Support ◽  
Collaborative Approach ◽  
Support Structures ◽  
Faculty Perspectives ◽  
Collaborative Processes ◽  
Commercial Testing ◽  
Caring Relationship

Davis proposed that there are three overlapping phases of a caring relationship to NCLEX-RN® preparation, grounded in Peplau’s theory. Faculty members’ perspectives on successful strategies related to NCLEX-RN® results were explored using semistructured phone interviews. Faculty perspectives were categorized under external support structures and internal collaborative processes. The results indicate that a multifaceted collaborative approach using commercial testing products and program evaluation is the best approach.

scholarly journals Developing the Program Evaluation Utility Standards: Scholarly Foundations and Collaborative Processes

2017 ◽  
Vol 31 (3) ◽  
Author(s):  
Donald B. Yarbrough
Keyword(s):  
Program Evaluation ◽  
Present Article ◽  
Task Force ◽  
Educational Evaluation ◽  
Évaluation De Programme ◽  
The Third ◽  
Mise En Œuvre ◽  
Collaborative Processes ◽  
Recent Scholarship

Developing the third edition of the program evaluation utility standards required multilevel collaborations among task force members, members of the Joint Committee on Standards for Educational Evaluation, sponsoring organizations, and hundreds of involved stakeholders. The scholarship on evaluation use, influence, and collaboration was foundational for the utility standards and materials accompanying them and equally important for informing the processes guiding utility standards development. This article emphasizes the foundational role of this recent scholarship and the roles played by all who collaborated in planning and implementing the utilitystandards development processes.Il a fallu une collaboration à toutes sortes de niveaux entre les membres du groupe de travail, les membres du Comité mixte sur les normes d'évaluation en éducation, les organisations commanditaires et des centaines d’intervenants pour arriver à la troisième édition des normes d’utilité en évaluation de programme. Les normes d’utilité et les documents connexes ont leur fondement dans les recherches sur l’utilisation, l’influence de l’évaluation, et la collaboration, recherches qui ont eu un impact important sur les processus qui ont guidé l’établissement des normes d’utilité. Le présent article met l’accent sur le rôle fondamental de ces recherches récentes et sur les rôles joués par toutes les personnes qui ont contribué à la planifi cation et à la mise en oeuvre des processus d’élaboration des normes d’utilité.

A Collaborative Approach to Program Evaluation of Community-Based Teen Pregnancy Prevention Projects

2004 ◽  
Vol 5 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Janene D. Fluhr ◽  
Roy F. Oman ◽  
James R. Allen ◽  
Marilyn G. Lanphier ◽  
Kenneth R. McLeroy
Keyword(s):  
Program Evaluation ◽  
Teen Pregnancy ◽  
Pregnancy Prevention ◽  
Collaborative Approach ◽  
Teen Pregnancy Prevention ◽  
Community Based

Faculty Perspectives on the Master’s Degree in Music Education

2022 ◽  
pp. 105708372110677
Author(s):  
D. Gregory Springer ◽  
Kari Adams ◽  
Jessica Nápoles
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Master's Degree ◽  
Faculty Members ◽  
Music Teacher ◽  
Research Articles ◽  
Faculty Perspectives ◽  
Doctoral Study ◽  
Teaching Pedagogy ◽  
Master’S Degree

The purpose of this study was to examine music education faculty members’ perceptions of the master’s degree in music education (MME). A total of 76 music teacher educators completed a researcher-designed survey instrument. Participants believed their MME students’ top four motivations for pursuing MME degrees were to become a better teacher, to gain a higher salary, to create a possible pathway to doctoral study in the future, and to gain academic stimulation through graduate level coursework. Faculty also indicated the MME degree was focused on both teaching/pedagogy and research. Participants explained that their students primarily learn about research through reading and discussing research articles in class, and that their students learn about pedagogy primarily from reading pedagogical articles and reflecting on personal teaching videos. In addition, participants presented various opinions regarding the purpose of MME degrees. Implications for music teacher educators are discussed.

scholarly journals ‘Dudes Are Meant to be Tough as Nails’: The Complex Nexus Between Masculinities, Culture and Health Literacy From the Perspective of Young Aboriginal and Torres Strait Islander Males – Implications for Policy and Practice

2020 ◽  
Vol 14 (3) ◽  
pp. 155798832093612 ◽  
Author(s):  
James A. Smith ◽  
Anthony Merlino ◽  
Ben Christie ◽  
Mick Adams ◽  
Jason Bonson ◽  
...  
Keyword(s):  
Health Literacy ◽  
Torres Strait Islander ◽  
Charles Darwin ◽  
Well Being ◽  
External Support ◽  
Support Structures ◽  
Framework Analysis ◽  
Policy And Practice ◽  
Data Ethics ◽  
Torres Strait

Health literacy is generally conceptualized as skills related to successfully navigating health – ultimately linked to well-being and improved health outcomes. Culture, gender and age are considered to be influential determinants of health literacy. The nexus between these determinants, and their collective relationship with health literacy, remains understudied, especially with respect to Indigenous people globally. This article presents findings from a recent study that examined the intersections between masculinities, culture, age and health literacy among young Aboriginal and Torres Strait Islander males, aged 14–25 years in the Northern Territory, Australia. A mixed-methods approach was utilized to engage young Aboriginal and Torres Strait Islander males. The qualitative components included Yarning Sessions and Photovoice using Facebook, which are used in this article. Thematic Analysis and Framework Analysis were used to group and analyse the data. Ethics approval was granted by Charles Darwin University Human Research Ethics Committee (H18043). This cohort constructs a complex interface comprising Western and Aboriginal cultural paradigms, through which they navigate health. Alternative Indigenous masculinities, which embrace and resist hegemonic masculine norms simultaneously shaped this interface. External support structures – including family, friends and community engagement programs – were critical in fostering health literacy abilities among this cohort. Young Aboriginal and Torres Strait Islander males possess health literacy abilities that enable them to support the well-being of themselves and others. Health policymakers, researchers and practitioners can help strengthen and expand existing support structures for this population by listening more attentively to their unique perspectives.

scholarly journals One Room School: The Summer Institute in Program Evaluation

2018 ◽  
Vol 33 (2) ◽  
Author(s):  
Javier Mignone ◽  
Aynslie Hinds ◽  
Migliardi Paula ◽  
Marianne Krawchuk ◽  
Bohdanna Kinasevych ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Service Sector ◽  
Real Life ◽  
Faculty Members ◽  
Summer Institute ◽  
Student Group ◽  
Life Evaluation ◽  
Services Sociaux ◽  
University Of Manitoba ◽  
Intensive Course

This article describes the Summer Institute in Program Evaluation conceived and organized in partnership by University of Manitoba faculty members, four partnering organizations in the health and social-service sector, and a university student group. It explains the model of learning, which involves the development of real-life evaluation plans in a week-long intensive course that includes university students and community participants. The article concludes by detailing a series of lessons learned.Le présent article décrit le Summer Institute in Program Evaluation (programme de formation d’été en évaluation de programme) conçu et organisé en partenariat par des professeurs de l’Université du Manitoba, quatre organisations du secteur de la santé et des services sociaux, et un groupe d’étudiants universitaires. Il explique le modèle d’apprentissage, qui inclut l’élaboration de plans d’évaluation concrets pendant un cours intensif d’une semaine auquel participent des étudiants universitaires et des acteurs de la communauté. Nous identifions une série d’enseignements tirés de cette expérience.

scholarly journals Novel foundation course for medical students: student and faculty perspectives

2021 ◽  
Vol 10 (1) ◽  
pp. 11-11
Author(s):  
Amrutha A M ◽  
Vijayalaxmi Mangasuli ◽  
Ganashree CP ◽  
Yogesh D
Keyword(s):  
Extracurricular Activities ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Faculty Members ◽  
Medical Council ◽  
Sectional Study ◽  
Faculty Perspectives ◽  
Cross Sectional ◽  
National Medical ◽  
General Experience

Background: According to the National Medical Council (NMC) recommendation, the foundation course was carried out in our institution for I MBBS 2019 and 2020 students. The current study was done to solicit the viewpoints of the students and faculty members about the connection of the topics included in the foundation course. Methods: This cross-sectional study was carried out to seek the perspectives of students who took the foundation course and the faculties involving in teaching the topics allotted for the 2019 and 2020 MBBS students. Google Forms was used to collect the data, which was analyzed by Excel. Results: The general experience of the students and faculty was uniformly positive for 100% for both students and faculty in the 2019 group, and 94.1% and 97.8% for students and faculty, respectively, in the 2020 group. In the 2019 group, the skills module was recognized as the most appropriate module in the foundation course with (77.8%), followed by sports and extracurricular activities module (both at 64.6%). In the 2020 group, the professional development and ethics module was recognized as most appropriate by 89.3% of students, followed by the orientation module (83.3%) and language & computer skills module (80.9%) Conclusions: This Foundation Course for MBBS students provided before the start of the medical curriculum is a novel and useful step. Feedback from various colleges across India can help make this course still more useful.

scholarly journals Collaborative Approach for Teaching Chemical Process Design

2013 ◽  
Author(s):  
Michel F. Couturier ◽  
Guida Bendrich
Keyword(s):  
Process Design ◽  
Chemical Engineering ◽  
Local Economy ◽  
Faculty Members ◽  
Engineering Practice ◽  
Final Report ◽  
Collaborative Approach ◽  
Chemical Process Design ◽  
Engineering Program ◽  
Design Activities

A collaborative approach has been successfully used to teach the senior process design course in the Chemical Engineering program at UNB since 2010. Every design project in the course is sponsored by an outside client. Two teams of four or five students are assigned to each project. The teams work independently and are co-mentored by a faculty member and a practicing engineer. This collaborative approach brings engineering practice in the classroom while keeping faculty members in control of academic requirements. Eight evenly-spaced milestones pace students and co-mentors by defining the tasks that need to be accomplished, by setting the marking scheme for the deliverables and by providing a framework for the progressive assembly of a high-quality final report. Our approach has increased the number of faculty members interested in design activities and allows students to contribute to the local economy while becoming proficient in engineering design. Comments received from students, clients and co-mentors have been highly positive.

scholarly journals Self-Transcendence Values, Relationships, and Participatory Practice in Early Childhood Education

2014 ◽  
Vol 2014 ◽  
pp. 1-8
Author(s):  
Clodie Tal
Keyword(s):  
Student Teachers ◽  
Educational Practice ◽  
Professional Preparation ◽  
Meaningful Participation ◽  
Children’S Participation ◽  
Social Encounters ◽  
Caring Relationship ◽  
Self Transcendence ◽  
Representations Of Relationships ◽  
Children's Participation

This study seeks to reveal the circumstances that encourage versus those that block children’s participation in the context of daily teacher-children encounters in preschools in Israel. Six cases were selected for analysis—three in which children’s participation was enabled and three in which children’s participation was blocked by teachers or student-teachers. Participants in the study were five student-teachers doing fieldwork as part of their professional preparation as well as two teachers. Analysis yielded the following conclusions: meaningful participation takes place in the context of a personal, caring relationship with an educator. For challenging situations that require decisions about enabling or denying children’s participation, self-transcendence values need to be activated by student-teachers or teachers. Activation of these values is the outcome of personal mental struggle, which is strengthened by having clear, articulated goals to include children in guided and nonguided social encounters. This study suggests that a teacher’s espousal of self-transcendence values is among the attributes that have an impact on teachers’ representations of relationships, their interactions with children, and the children’s participation in daily, preschool social encounters, whose quality may in turn affect the relationships with children. Documentation and critical reflection need to be incorporated into educational practice so that decision-making in challenging situations will be the product of thorough deliberation.

“Sometimes I Do Not Understand Exactly Where the Difficulties Are for My Students”: Language, Literacy, and the New Mainstream in Community Colleges

2020 ◽  
Vol 48 (3) ◽  
pp. 303-329
Author(s):  
George C. Bunch ◽  
Heather Schlaman ◽  
Nora Lang ◽  
Kylie Kenner
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Critical Thinking ◽  
Problem Solving ◽  
Health Program ◽  
Allied Health ◽  
Literacy Practices ◽  
Professional Preparation ◽  
Faculty Members ◽  
Language And Literacy

Objective: To inform efforts to boost college completion and professional preparation for the linguistically diverse New Mainstream, we explored language and literacy demands, and how faculty conceive of those demands, in one allied health program at one community college in California. We also explore the implications for the preparation of community college students in academic and professional preparation programs more generally. Method: We examined program documents and outlines of courses in the allied health program and interviewed eight faculty members teaching these courses. We analyzed data using deductive and inductive codes and drafted a program overview of assignments, associated language and literacy demands, and identifiable genres and metagenres. We also conducted member checks with key faculty members to clarify and deepen our understanding. Results: Despite our efforts to focus on disciplinary dimensions of language and literacy in the allied health program, we found that course outlines and instructors tended instead to emphasize general reading and writing competencies, critical thinking, and problem-solving. Discussing students’ language and literacy challenges, instructors underscored challenges common to English-dominant and language-minority students, including problems with students’ study skills, critical thinking, problem-solving, or time committed to their studies. Contributions: We argue that, although focusing on general academic and life skills is important for the diversity of students served by community colleges, a deeper focus on disciplinary and professional language and literacy practices is warranted by both instructors and institutions to prepare and support the New Mainstream in completing college and succeeding in the workforce.

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