scholarly journals Uma Formação Pedagógico-Reflexiva em Psicologia: Análise de Diários de Aprendizagem

2021 ◽  
Vol 27 (2) ◽  
pp. 159-168
Author(s):  
Juliana Crespo LOPES ◽  
Francielly de Oliveira Müller LIMA ◽  
Sandra Ferraz de Castilho Dourado FREIRE ◽  
Lucia Helena Cavasin Zabotto PULINO
Keyword(s):  
Professional Development ◽  
Present Article ◽  
Thematic Analysis ◽  
Psychology Students ◽  
Academic Context ◽  
Core Conditions ◽  
Facilitating Conditions ◽  
University Degree ◽  
Learning Logs ◽  
Person Centered Approach

The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.

Social media participatory CPD for nursing revalidation, professional development and beyond

2019 ◽  
Vol 28 (13) ◽  
pp. 870-877
Author(s):  
Calvin Moorley ◽  
Theresa Chinn
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Thematic Analysis ◽  
Design Data ◽  
The Social ◽  
Reflective Design ◽  
Professional Requirements ◽  
Social Media Tools ◽  
The Uk ◽  
Media Applications

Background: In 2016 the Nursing and Midwifery Council in the UK introduced revalidation, which is the process nurses are required to follow to renew their registration. This provides an opportunity for nurses to shape, develop and evolve social media to meet their professional requirements. Aims: to examine different ways nurses can use social media tools for continuous professional development (CPD) and revalidation. Methods: using a qualitative reflective design, data were gathered from content on the @WeNurses platform and activities organised with other leading health organisations in England. These data were analysed using the social media relationship triangle developed by the authors with a thematic analysis approach. Findings: analysis revealed that social media was used in six categories: publishing, sharing, messaging, discussing, collaborating, and networking. Organised social media events such as: blogs, tweetchats, Twitter storms, webinars, infographics, podcasts, videos and virtual book clubs can support nurses with revalidation and professional development. Conclusion: Through using a participatory CPD approach and embracing professional social media applications nurses have moved social media from the concept of a revolution to an evolution.

The challenges acute care nurse unit managers face and the strategies they use to address them: Perceptions of directors of nursing and nurse unit managers

2012 ◽  
Vol 18 (5) ◽  
pp. 625-640 ◽  
Author(s):  
Cadeyrn J Gaskin ◽  
Cherene M Ockerby ◽  
Tammy R Smith ◽  
Vibeke Russell ◽  
Bev O'Connell
Keyword(s):  
Professional Development ◽  
Acute Care ◽  
Thematic Analysis ◽  
Management Education ◽  
Team Development ◽  
Clinical Aspects ◽  
Trial And Error ◽  
Care Nurse ◽  
Comprehensive Management ◽  
Large Organisation

AbstractThe aim of this study was to investigate the challenges that nurse unit managers (NUMs) face while working in acute care settings, the strategies they use to deal with these challenges, and the effectiveness of these strategies from the perspectives of NUMs and their supervisors. NUMs (N = 22) and directors of nursing (N = 3) were interviewed for this study. Thematic analysis revealed 14 challenges relating primarily to NUMs interactions with others, both within and outside of their wards/units. These challenges related to the managerial, but not clinical, aspects of their roles; 16 strategies for managing these challenges were identified, the effectiveness of which seemed dependent on how well they were executed. The strategies are: seeking assistance and support; trial and error; satisficing; taking responsibility for own professional development; scheduling of time; working longer hours; delegation; adaptive staffing and rostering; being a visible presence on the ward; team development; facilitating professional development for staff; being available for staff; negotiation and collaboration; communication; working with the processes of a large organisation; and complying with the demands of others, The findings make a strong case for NUMs to be supported in undertaking comprehensive management education.

scholarly journals Self-Diagnosis in Psychology Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Aaiz Ahmed ◽  
Stephen S
Keyword(s):  
Thematic Analysis ◽  
Protective Factor ◽  
Psychology Students ◽  
Negative Effects ◽  
Academic Setting ◽  
Behavioural Effects ◽  
Qualitative Exploration ◽  
Inductive Thematic Analysis

This study aimed to describe how, why and to what extent psychology students self-diagnose and what impact this has on their lives, using an in-depth qualitative exploration. A sample of 8 students were taken and interviews were administered on them. Inductive thematic analysis was conducted on the results, revealing four global themes. These were: Causes of Self-Diagnosis, Methods of Self-Diagnosis, Effects of Self-Diagnosis and Academic Maturity. It was concluded that students self-diagnose based on earlier experiences as well as psychological information they learn in an academic setting and introspection methods. Factors such as schematic thinking played a role in self-diagnosis and it had positive and negative effects, which can be classified as cognitive, affective and behavioural effects. Academic Maturity was seen to be a protective factor against the negative effects of self-diagnosis.

“Keep the Pace! You’ve Got This!”: The Content and Meaning of Impactful Crowd Encouragement at Mass Running Events

2021 ◽  
pp. 1-13
Author(s):  
Sophie Gibbs-Nicholls ◽  
Alister McCormick ◽  
Melissa Coyle
Keyword(s):  
Thematic Analysis ◽  
Reciprocal Relationship ◽  
The Core ◽  
Core Conditions ◽  
And Behavior ◽  
Mass Participation

This study identified helpful and unhelpful encouragement at mass participation running events and explored the meaning that runners found in encouragement. First, 10 k and half-marathon postevent surveys differentiated instructional and motivational components of helpful and unhelpful support. Second, an inductive, reflexive thematic analysis of 14 interviews highlighted the reciprocal relationship between the crowd and runners, whereby quality of support was reflected in runners’ emotions and behavior. Participants drew pride in participation and belief from the crowd, and they wanted to “give back” through doing their best. Personal and authentic support was particularly valued. Although support was widely appreciated, at times it created a pressure to “perform.” As a novel intervention based on our combined findings, we recommend that crowds, event organizers, and psyching teams give encouragement “with IMPACT” (Instructional; Motivational; Personalized; Authentic; Confidence-building; Tailored to the distance). Crowds should also demonstrate the “core conditions” of authenticity, empathy, and being nonjudgmental within their encouragement.

Application of Digital Technologies, Multimedia, and Brain-Based Strategies

2021 ◽  
pp. 837-860
Author(s):  
Meei Tyng Chai ◽  
Aamir Saeed Malik ◽  
Mohamad Naufal Mohamad Saad ◽  
Mohammad Abdul Rahman
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Adult Learning ◽  
Digital Technology ◽  
Digital Technologies ◽  
Learning Tools ◽  
Academic Context ◽  
Effective Learning ◽  
Brain Based Learning ◽  
The Brain

Teaching adult learners is challenging because the characteristics of adult learners and their expectations are different from children/early adolescence. Recent advances in digital technology offer various opportunities that are particularly useful in fostering adult learning by transforming traditional “live” classroom-based into “virtual.” This chapter aims to explore how the digital technologies affect the way the brain learns and memorizes, including cognitive, emotional, and behavioral dimensions to promote personal and professional development. First, this chapter presents the application of digital technologies that support and engage adult learners in enhancing knowledge acquisition and retention, discusses the specific engagement techniques for adult, along with the research on multimedia learning. This chapter also covered neuroscience studies related to brain-based learning and strategies. The opportunities and challenges of the use of digital technology and multimedia platform to be effective learning tools for academic context and lifelong learning are also presented.

The Evolving Integration of BIM Into Built Environment Programmes in a Higher Education Institute

2021 ◽  
pp. 294-326
Author(s):  
Mark Kelly ◽  
Mark Costello ◽  
Gerard Nicholson ◽  
Jim O'Connor
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Best Practice ◽  
Vital Role ◽  
Working Environment ◽  
Training And Education ◽  
Academic Context ◽  
Industry Collaboration ◽  
Digital Transition ◽  
Innovative Techniques

The recent publication of the Roadmap to Digital Transition for Ireland's Construction Industry 2018-2021 clearly identified training and education as key priorities in the development of core BIM competences to stimulate the transition towards a more collaborative digital working environment. It identified an urgent need for a consistent and coherent digital experience for students in Irish education and industry to help grow capacity and maturity in the use of BIM and other innovative techniques. The higher education sector has a vital role to play. Key to this will be ensuring appropriate graduate knowledge, skills and competences, ongoing professional development and upskilling of higher education staff, and significant collaboration with industry. This chapter will present a best practice example of academic-industry collaboration, which resulted in the delivery of a flexible Level 8 programme for industry, the implementation of a BIM strategy within an academic context, and the establishment of a focused research group, which is currently engaged in ongoing applied research.

Research Work in a Secondary School Classroom: How Well are Teachers Equipped for it?

2019 ◽  
pp. 347-352
Author(s):  
Urska Markun ◽  
Jasna Kos
Keyword(s):  
Secondary School ◽  
Present Article ◽  
Mathematics Teacher ◽  
Secondary School Students ◽  
Research Work ◽  
Continuous Training ◽  
School Students ◽  
University Departments ◽  
School Teaching ◽  
University Degree

A university degree is not enough in itself to equip a mathematics teacher for successful secondary school-teaching in the longer term. Without continuous training and career-long learning, a teacher will not be able to provide adequate support for students in activities such as extended essays or explorations, both of which are compulsory components of the IB programme. In this paper, we present some examples of such work by IB students at our school. In addition, some Slovenian secondary school students regularly participate in a national research competition for which they must submit project-based work in various fields. The present article describes how university departments co-operated with our secondary school in the course of such research. Examples of research carried out by a number of 16-year-old students at our school are also presented here.

scholarly journals The Human Student

2018 ◽  
Vol 9 (2) ◽  
pp. 1-10
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Success ◽  
Present Article ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Student Experiences ◽  
Teacher Student ◽  
Quality In Higher Education ◽  
Significant Effort

Higher education institutions are investing significant effort into the improvement of student success, retention and satisfaction. Some effort is being expended in research seeking to understand influencing factors, but the majority of effort is directed towards improving teaching quality. Effort to improve teaching quality is characterised by professional development initiatives, the general aim being to facilitate the shift away from traditional teacher-centred approaches, towards student-centred approaches. Though these initiatives are useful there exists an omission (or at the very least an area of severe-under-emphasis) within the discourse surrounding teaching quality in higher education – explicit attention to the teacher-student connection. The premise of the present article is that to make greater inroads into bettering student experiences and outcomes, the teacher-student connection, along with the humanist perspective in which it is embedded, is integral to the quality teaching practice in higher education.

scholarly journals Professor–Student Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes

2018 ◽  
Vol 46 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Melikşah Demir ◽  
Shelby Burton ◽  
Nora Dunbar
Keyword(s):  
Professional Development ◽  
Student Success ◽  
Student Outcomes ◽  
Autonomy Support ◽  
Psychology Students ◽  
Final Grade ◽  
Unique Variance ◽  
Undergraduate Psychology ◽  
Survey Responses ◽  
Perceived Autonomy Support

Two robust predictors of student success, rapport, and autonomy support were assessed to determine which had a greater impact on course and student outcomes. Survey responses from undergraduate psychology students ( n = 412) were collected. Together, rapport and autonomy support explained substantial variance in professor effectiveness ( R2 = .72), perception of the course ( R2 = .49), and perceived amount learned ( R2 = .27). However, rapport accounted for more unique variance than autonomy support. To a lesser degree, these predictors explained variability in expected ( R2 = .07) and actual ( R2 = .04) final grade, and absences ( R2 = .04). Autonomy support was the only significant predictor of grades. Providing professional development opportunities to professors to enhance rapport and autonomy support may improve student success.

‘No one wants to be taught from a textbook!’

2016 ◽  
Vol 23 (4) ◽  
pp. 499-516 ◽  
Author(s):  
Rebecca Olson ◽  
Penelope Laidlaw ◽  
Kylie Steel
Keyword(s):  
Physical Education ◽  
Skill Acquisition ◽  
Thematic Analysis ◽  
Qualitative Approach ◽  
Health And Physical Education ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Perceptual Skills ◽  
Learning Content ◽  
University Degree

Changes to the purpose and scope of health and physical education (HPE) in schools have prompted revisions in teacher education degrees within Australia. Using a qualitative approach, this study explored HPE teachers’ perceptions of these changes. Of particular interest was pre-service HPE teachers’ reflections on the importance of skill acquisition (also referred to as motor learning) content in their university degree, which focuses on the theories and practices involved in learning movement and perceptual skills. Findings were based on the thematic analysis of four semi-structured focus groups with 25 pre-service HPE teachers at one Australian metropolitan university. Analysis suggests that the importance of skill acquisition and the imperative to increase physical activity without a focus on competence are contradictory priorities within pre-service HPE curricula. The goal of promoting enjoyment of physical education sustained this tension, implying that there is a new discourse in HPE and suggesting the need for further research into the self-reflection and emotional dynamics of pre-service HPE teachers’ reflections on curricula.

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