Project Process Cards: A Self Evaluation Tool for Design Studio

While research on Irish-medium immersion education (IME) has heralded benefits such as cognitive skills, academic achievement and language and literacy development, many studies have also identified challenges to its successful implementation. Immersion-specific research-validated tools can help school leaders navigate the school self-evaluation journey, critically review and evaluate the quality of aspects of their school’s provision and plan for improvement. This paper reports on one theme, leadership, from a larger study, Quality indicators of best practice in Irish-medium immersion (Ó Ceallaigh and Ní Shéaghdha, 2017). Qualitative in nature, the study was guided by the following research question: What are IME educators’ perceptions of best practices in IME?. The study explored 120 IME educators’ perceptions of best practice in IME to inform the development of IME quality indicators. Individual interviews and focus group interviews were utilised to collect data. Data analysis revealed particular themes related to best IME leadership practices. Findings in turn informed the design of an evidence-informed school self-evaluation tool for IME settings. The various functions of the tool will be explored with a particular emphasis on building teaching and leadership capacity in IME through the school self-evaluation process.

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The acceptability of web-care for patients with major depressive disorder

European Psychiatry ◽

10.1016/j.eurpsy.2016.01.848 ◽

2016 ◽

Vol 33 (S1) ◽

pp. S28-S28

Author(s):

M. Ladea ◽

M. Bran

Keyword(s):

Mental Health ◽

Web Application ◽

New Technologies ◽

Depression Scale ◽

Assessment Tools ◽

Online Information ◽

Evaluation Tool ◽

Governmental Organization ◽

Self Evaluation ◽

Competing Interest

IntroductionWith the extraordinary rate of development of E-health and widespread internet access in Romania, Inomedica decided to create a platform dedicated primarily to the patients and their families: depresiv.ro. According to Internet Live Stats there were 11,178,477 Internet users in Romania (representing 51.66% of the population) in 2014. Inomedica is a non-governmental organization founded by a multidisciplinary team (psychiatrists, sociologists, IT specialists).The platforms provide rigorous and quality online information about depression as well as self-assessment tools and Q&A section.The presentation will explore the development and effects of the first 16 months of operation of a web platform about depression.MethodsThe depresiv.ro platform design is simple and user friendly. Mental health specialists contributed to the development of the content, which is easy to access and understand.The platform also provides access to a self-evaluation tool, the Hospital Anxiety and Depression Scale (HADS), and thus helps the users identify possible problems and encourage them to seek professional help. The web application also included a demographic questionnaire, and a medical history questionnaire. A native iOS version of the application is available to download free on AppStore. The platform is supported by a Google grant program.ResultsThe platform traffic increased from a few users per day at launch to more than 1000 unique visitors per day. Since 1st January 2015, about 178,000 unique visitors accessed the platform. All the metrics improved significantly during the last months: bounce rate (66.3%), average session duration (02:17 minutes), number of pages per session (2.4).About 25,000 users accessed the HADS application since its release, from August 2014 until September 2015, showing the increasing need for free online self-evaluation tools.The Q&A section is one of the most visited on the platform since many users try to find answers for their questions regarding depressive or anxiety symptoms.ConclusionsAs new technologies are introduced and become more accessible, mental health specialists are developing new ways of providing services and collecting data. The traffic data/usage for both the depresiv.ro platform and the app are evidence for the widespread acceptability of web-based delivery methods.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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15. Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems

Collected Essays on Learning and Teaching ◽

10.22329/celt.v1i0.3184 ◽

2011 ◽

Vol 1 ◽

pp. 85

Author(s):

Tim Pelton ◽

Leslee Francis Pelton ◽

Mary Sanseverino

Keyword(s):

Audience Response ◽

Evaluation Tool ◽

Audience Response Systems ◽

Self Evaluation ◽

Perceived Need ◽

Large Size ◽

Response Systems ◽

Support Teacher ◽

The University ◽

The Impact

This project began in response to a perceived need to assess students’ perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a “Clicker Use Survey” to gather students’ opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.

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A STUDENT EDUCATIONAL SELF-EVALUATION TOOL

The Humanist Educator ◽

10.1002/j.2164-6163.1976.tb00010.x ◽

1976 ◽

Vol 14 (3) ◽

pp. 104-113 ◽

Cited By ~ 2

Author(s):

Kent D. Beeler

Keyword(s):

Evaluation Tool ◽

Self Evaluation

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Computerized clinical simulations: a strategy for staff development in critical care

American Journal of Critical Care ◽

10.4037/ajcc1992.1.2.99 ◽

1992 ◽

Vol 1 (2) ◽

pp. 99-107 ◽

Cited By ~ 5

Author(s):

SB Henry ◽

D Waltmire

Keyword(s):

Critical Care ◽

Staff Development ◽

Assessment Tool ◽

Critical Care Nurses ◽

Knowledge Assessment ◽

Basic Knowledge ◽

Learning Needs ◽

Evaluation Tool ◽

Self Evaluation ◽

Clinical Simulations

BACKGROUND: Identifying the learning needs of employees and evaluating the results of staff development offerings are essential elements of the responsibilities of the staff development educator. High patient acuity, the shortage of critical care nurses, and rapidly changing technology within the critical care environment demand the provision of staff development offerings that are appropriate for the learning needs of critical care nurses and the evaluation of the effect of programs on critical care nursing practice. OBJECTIVE: The purposes of this descriptive, correlational study were to compare the ability of a knowledge test, a self-evaluation tool, and computerized clinical simulations to discriminate between nurses with varied levels of knowledge and experience, and to compare the learning needs identified from the three types of evaluative instruments. METHODS: Each subject (n = 142) completed the Basic Knowledge Assessment Tool for Critical Care, Cardiovascular Self-Evaluation Tool, and four computerized clinical simulations. RESULTS: Both the Basic Knowledge Assessment Tool and the Cardiovascular Self-Evaluation Tool discriminated between experienced/inexperienced and Advanced Cardiac Life Support-certified/noncertified critical care nurses. The computerized clinical simulations discriminated according to Advanced Cardiac Life Support certification, but not between experienced and inexperienced critical care nurses. The computerized clinical simulations identified more specific learning needs than did the Basic Knowledge Assessment Tool or Cardiovascular Self-Evaluation Tool. CONCLUSIONS: The evidence for discriminant validity, adequate internal consistency reliability, and ease of administration supports the continued use of these two tools as methods for critical care staff development needs assessment and evaluation. In addition, the study findings support the use of computerized clinical simulations as an adjunct to other needs assessment and evaluation methods in nursing staff development.

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35 Wound Improvement Project: Improving Skill Sustainment and Confidence

Journal of Burn Care & Research ◽

10.1093/jbcr/iraa024.039 ◽

2020 ◽

Vol 41 (Supplement_1) ◽

pp. S24-S25

Author(s):

Sarah K Shingleton ◽

Alexandra J Helms ◽

Leopoldo C Cancio ◽

Monica L Abbott ◽

Corey A Miner

Keyword(s):

Wound Care ◽

Care Quality ◽

Nurse Specialist ◽

Positive Trend ◽

Evaluation Tool ◽

Improvement Project ◽

Self Evaluation ◽

Burn Center ◽

Significant Difference ◽

Student’S T

Abstract Introduction New burn intensive care unit (BICU) nurses in the Burn Center complete an evidence-based preceptorship to include standardized wound care education that is reinforced throughout preceptorship. A gap in skill sustainment was identified; factors include lack of a formal sustainment program, inconsistent reinforcement of wound care skills and a perceived decrease in pride in wound care. The purposes of this project are to 1) develop and implement a wound care skill sustainment program 2) re-establish confidence in wound care and 3) improve the quality of wound care delivered in the BICU. Methods A Wound Improvement Project (WIP) committee was formed FEB 2018 consisting 8 BICU nurses; the BICU Nurse Manager and Wound Clinical Nurse Specialist serve as consultants. WIP developed several learning modules and is now developing a wound skill sustainment program and evaluation tool based on the Burn Nurse Competency Initiative (BNCI) standards. BICU staff complete an anonymous survey about wound care confidence every 6 months. WIP mentors and evaluates competency through direct observation during 3 assigned shifts with each BICU nurse. Wound care documentation is audited monthly and a wound care quality audit tool is being developed. Descriptive statistics, student’s T-test, and ANOVA were used. Results The confidence survey was given in Spring 2018 (n=52), Winter 2019 (n=33) and Summer 2019 (n=64); each question showed significant improvement. Notably “how confident would you be doing a full body wound care by yourself with some help turning” improved from 4.12 (±1.17) to 4.64 (±0.65, p=.01). 24 BICU staff have been evaluated with 40 pending completion. No significant difference was found in skill competency between the 3 WIP assigned shifts; however self-evaluation for “how comfortable/confident do you feel advocating for a different type of wound care treatment for your patient” improved from 6.1 (±2.2) to 7.5 (±1.9, p< .0001). Average wound documentation scores improved from 85% in FEB 2018 to 99% in FEB 2019. Conclusions Wound care confidence and documentation have improved since initiation of WIP. Targeted education, bedside tools and workshops have all contributed. There is a positive trend (not significant) towards improved skill competency this is likely due to tool modifications and the small number of staff evaluated to date. Staff feedback has been positive with most staff finding WIP helpful. The long-term goal is to expand WIP to all areas of the Burn Center. Applicability of Research to Practice BNCI standards are a framework for skill sustainment and progression of staff from competent towards proficient and expert. Development and evaluation of nurse-led sustainment programs are needed across the burn community.

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SETTING UP BLENDED LEARNING AT SCHOOL: LEADERSHIP PERSPECTIVE

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2018vol1.3161 ◽

2018 ◽

Vol 2 ◽

pp. 240-253

Author(s):

Maija Kokare ◽

Karlis Strautins

Keyword(s):

Blended Learning ◽

School Readiness ◽

School Leadership ◽

Curriculum Design ◽

Teaching And Learning ◽

Evaluation Tool ◽

Leadership Challenges ◽

Self Evaluation ◽

Leadership Management ◽

Study Results

Effective, meaningful and balanced use of information communication technologies (ICT) for teaching and learning is essential for meeting challenges of 21st century; however, practices of blended learning (a combination of face-to-face and online instruction) in Latvia are rather developed by particular teachers than organized as evidence-based policies of ICT integration in teaching and learning at schools. The research is aimed to explore the issues related to setting up blended learning as school policy from leadership perspective, and is designed as the case study by combining: 1) piloting results of the program “Curriculum design for Blended Learning” for leadership teams (5 secondary schools in Latvia); 2) developing the self-evaluation tool for school readiness for blended learning; 3) analysis of the main leadership challenges for setting up blended learning in schools. The study results contribute ongoing processes of introducing blended learning at schools by linking both leadership, management and pedagogical perspectives.

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