The PEPS Protocol: Toward a Pedagogy of Self-Directed Wellness for Nurse Role Models

2018 ◽  
Vol 5 (1) ◽  
pp. 30-35
Author(s):  
Shelia Hurley ◽  
Laura Cruz
Keyword(s):  
Nursing Education ◽  
Role Models ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Directed Learning ◽  
Pedagogical Strategies ◽  
Behavioral Challenges ◽  
Self Reflection ◽  
Education Practice ◽  
Nurse Role

Nurses play an important part in educating and promoting health to the public, yet they face the same behavioral challenges and health conditions as the general population. The challenge for nursing education is how to close the gap between how nurses treat their patients and how they treat themselves, and to identify effective pedagogical strategies to facilitate increased knowledge, confidence, and expertise for nurses to serve as role models. This article presents a framework of wellness instruction, called PEPS (personal values, education, practice, self-reflection), that integrates social cognitive theory with best practices in online and self-directed learning. The protocol is designed to enhance the credibility of nurses and their ability to exemplify healthy practices.

Enhancing Self-Efficacy During Community Service: Factors Influencing AmeriCorps’ Members’ Change in Self-Efficacy

2021 ◽  
pp. 089976402199165
Author(s):  
Yinglin Ma ◽  
Mary Tschirhart
Keyword(s):  
Community Service ◽  
Self Efficacy ◽  
Role Models ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Random Effects Model ◽  
Panel Survey ◽  
Positive Role ◽  
Context Specific ◽  
Service Factors

Our study uses a social cognitive theory lens to examine the development of AmeriCorps’ members’ context-specific self-efficacy (self-efficacy to perform community service). The analysis uses panel survey data from 189 Ohio State AmeriCorps members collected at the beginning and end of their service terms in 2017–2018 or 2018–2019. Using a random-effects model, the results indicate that generally self-efficacy increased from beginning to end of the service term. Perceptions of having performance accomplishments, having positive role models, and receiving useful feedback significantly increased self-efficacy to perform community service, while experiencing service stress diminished self-efficacy development.

“Robots Vs Animals”

2017 ◽  
Vol 39 (2) ◽  
pp. 195-220 ◽  
Author(s):  
Laura Fogg-Rogers ◽  
Margarida Sardo ◽  
Corra Boushel
Keyword(s):  
Role Models ◽  
Science Communication ◽  
Qualitative Data ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Peer Group ◽  
Early Career ◽  
Social Persuasion ◽  
Purposive Selection ◽  
Selection Of

A widespread culture supporting public engagement activities in higher education is desirable but difficult to establish. Drawing on social cognitive theory, this science communication project aimed to enhance culture change in engineering by developing communication skillsets of early-career engineers, particularly supporting female engineers as role models. Engineers received training in storytelling to present at live events, enhanced by peer group social persuasion and vicarious modeling. A science communication coordinator and senior management endorsement removed barriers to participation. Evaluation showed engineers’ self-efficacy levels significantly increased. Qualitative data highlighted a developing culture of engagement but purposive selection of women proved controversial.

An Integrative Model of Self-Regulated Learning for University Students: The Contributions of Social Cognitive Theory of Carriers

2020 ◽  
pp. 002205742090437
Author(s):  
Mauricio Federico Zalazar-Jaime ◽  
Leonardo Adrián Medrano
Keyword(s):  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Empirical Support ◽  
Integrative Model ◽  
Equation Modeling ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Social Cognitive Career

Self-regulated learning (SRL) has gained increasing interest in educational research. Although SRL models agree on the dynamic interplay between forethought, performance, and self-reflection processes, they differ in the subprocesses implied at each phase. The main objectives of this study were to develop and test an SRL model by integrating main contributions of social cognitive career theory and Zimmerman’s SRL model in a sample of undergraduates in Argentina. Structural equation modeling showed that three models fitted well to the data, explaining between 21% and 34% of the variance. The results of this study provide theoretical and empirical support for the SRL model.

Sales Education for Engineering Students: What Drives Interest and Choice?

2020 ◽  
Vol 42 (3) ◽  
pp. 324-338
Author(s):  
Joseph I. Scott ◽  
Frederik Beuk
Keyword(s):  
Role Models ◽  
Engineering Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Business Students ◽  
Personality Factors ◽  
Big Five Personality ◽  
Actual Choice ◽  
Big Five Personality Factors ◽  
Academic Self Efficacy

Universities increasingly make their sales curriculum available for groups other than dedicated sales students. This study investigates engineering students’ drivers that predict interest in sales certification, as well as drivers that predict actual choice for a sales curriculum. We focus on engineering students ( n = 204) and contrast our findings with business students ( n = 179). Based on social cognitive theory, we investigate how personality (Big Five personality factors and Trait Competitiveness), ability (ACT, GPA, and Academic Self-Efficacy), and social factors (role models, and perception of salespersons) affect interest and choice. Our results indicate that although the regression models explain a reasonable amount of variance, models that work for business students do not work equally well for engineering students. Also, our analysis reveals that factors that explain interest do not explain actual choice, and vice versa. In addition, we uncover subtle gender difference when it comes to actual choice for a sales curriculum. Finally, the benefits that engineering students perceive of sales certification differ primarily based on whether students are taking sales classes, and not on degree sought.

Perceptions of Namibian College of Open Learning learners' self-regulated skills

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Bernadette Geduld ◽  
Selma Iiyambo
Keyword(s):  
Academic Success ◽  
Curriculum Design ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Ministry Of Education ◽  
Open Learning ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Self Regulated Learning

This paper presents a case study of tutor and learner perceptions of Grade 10 Namibian College of Open Learning (NAMCOL) learners’ self-regulated learning (SRL) skills to achieve academic success. Zimmerman and Moylan’s (2009) model of SRL, grounded in social cognitive theory, formed the theoretical framework of the study. A qualitative research design, guided by a phenomenological case study in an interpretivist paradigm, was used to explore the perceptions of tutors and learners regarding the Grade 10 NAMCOL learners’ SRL skills to cope with the challenges of open distance learning (ODL). Three NAMCOL centres, six tutors and 15 learners were conveniently and purposively selected. Semi-structured interviews were conducted to collect data. The findings reveal discrepancies between tutors’ and learners’ perceptions of Grade 10 NAMCOL learners’ SRL skills to cope with ODL and to achieve academic success. The findings underline the importance of academic support for ODL learners as well as the development of tutors’ knowledge and use of SRL teaching strategies to foster SRL learning,self-directed learning and academic success. Recommendations are offered to the Namibian Ministry of Education to improve infrastructure for ODL centres and to NAMCOL to adapt their curriculum design and tutor training. Further studies should be conducted to explore academic and institutional support for NAMCOL learners. 

The Application of Social Cognitive Theory to Diabetes Health Education Practice for Hispanic American women

2020 ◽  
Vol 33 (2) ◽  
Author(s):  
Olumayowa Azeez ◽  
Brittny Bratcher-Rasmus ◽  
Galen Dickey-Laprocido ◽  
Jeannine Rios
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Peer Education ◽  
Cultural Influences ◽  
Hispanic American ◽  
American Women ◽  
Education Practice ◽  
Reciprocal Determinism ◽  
Hispanic American Women

Hispanic American women face high risk for developing type 2 diabetes. Cultural influences, language barriers, and lifestyle habits are major influences on health outcomes for this demographic. The peer education model has been proven to decrease health disparities for Hispanic communities overall, and increase effectiveness of health programs. As prevention education becomes more mainstream however, it is important to develop programs grounded in theory. The Social Cognitive Theory offers a theoretical framework for diabetes peer education programs geared to Hispanic American women, with its core constructs of personal cognitive, socioenvironmental, and behavior factors interacting in a way known as reciprocal determinism.

scholarly journals Improving Fruit and Vegetable Intake Among Children

2009 ◽  
Vol 7 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Alisha Gaines ◽  
Lori W. Turner
Keyword(s):  
Social Cognitive Theory ◽  
Role Models ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Vegetable Intake ◽  
Self Management ◽  
Fruit And Vegetable ◽  
Management Skills ◽  
The Social ◽  
Study Inclusion

Objectives of this review are to identify effective factors of interventions using the Social Cognitive Theory to increase fruit and vegetable (FV) intake among children and to develop strategies for program development based on the interventions reviewed. Articles were obtained from multiple databases; study inclusion criteria were publication in years 1998-2008 and utilization of Social Cognitive Theory to increase FV intake among children primarily 6-11 years old. Creative informational components delivered in non-traditional fashions, inclusion of role-models, and promotion of activities for bolstering self-management skills and self-efficacy were often incorporated in interventions. FV intake programs were child-focused, multi-component interventions utilizing SCT; such interventions have been modestly successful in increasing FV intake among children.

The One-to-One Relationship: Is it Really Key to an Effective Preceptorship Experience? A Review of the Literature

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Florence Loyce Luhanga ◽  
Diane Billay ◽  
Quinn Grundy ◽  
Florence Myrick ◽  
Olive Yonge
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Vital Role ◽  
Clinical Experiences ◽  
Review Of The Literature ◽  
Education Practice ◽  
Graduate Nurse ◽  
Nurse Role ◽  
One To One ◽  
The One

Currently, considerable focus is directed at improving clinical experiences for nursing students, with emphasis placed on adequate support and supervision for the purpose of creating competent and safe beginning practitioners. Preceptors play a vital role in supporting, teaching, supervising and assessing students in clinical settings as they transition to the graduate nurse role. Intrinsic to this model is the assumption that the one-to-one relationship provides the most effective mechanism for learning. With the current Registered Nurses (RN) shortage, among other factors, the one-to-one relationship may not be feasible or as advantageous to the student. Thus, nurse educators need to carefully assess how this relationship is configured and maintained to assist them in fostering its evolution. In this review of the literature, the authors explore the assumption that a one-to-one relationship in the preceptorship experience fosters a rich and successful learning environment, and implications for nursing education, practice and research are outlined.

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