A Case Study of Munchausen Syndrome: Developing a Self-Assessment Scale

Zusammenfassung. Hintergrund: Der Recovery-Ansatz gewinnt in der psychiatrischen Forschung und Praxis zunehmend an Bedeutung. Im englischen Sprachraum ist die praktische Etablierung und wissenschaftliche Auseinandersetzung fortgeschritten. Um die Implementierung des Ansatzes zu unterstützen, sind Einschätzungsinstrumente notwendig. Ein verbreitetes und anerkanntes Instrument ist die Recovery Self Assessment Scale (RSA). Diese besteht aus vier Versionen eines Fragebogens, welche die Perspektiven von Nutzenden, Fachpersonen, Angehörigen und dem Management erfassen. Ziel/Methode: In diesem Artikel werden die Entwicklung des Instrumentes und der Übersetzungsprozess dargestellt. Zwei voneinander unabhängige Arbeitsgruppen verwendeten unterschiedliche Übersetzungsverfahren: Die Arbeitsgruppe aus der Schweiz (AGS) orientierte sich an den ISOR-Prinzipien, die Arbeitsgruppe aus Norddeutschland (AGN) an den Richtlinien des European Social Survey Programme zur Übersetzung von Fragebögen – TRAPD. Die Methoden unterscheiden sich darin, dass die TRAPD Fokusgruppen vorsieht. Die Ergebnisse der Arbeitsgruppen wurden mittels eines Konsensusverfahrens zur RSA-D zusammengeführt. Ergebnisse: Bei der Übersetzung und kulturellen Anpassung der RSA-D wurde die Nähe zum theoretischen Bezugsrahmen der RSA gewahrt und die Übertragbarkeit in den deutschsprachigen Kontext berücksichtigt. Schlussfolgerung: Bevor die RSA-D in der Praxis und Forschung eingesetzt werden kann, sollte in weiterführenden Studien die psychometrische Testung erfolgen.

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Development and psychometric testing of the nursing faculty competencies self-assessment scale

Nurse Education Today ◽

10.1016/j.nedt.2021.105068 ◽

2021 ◽

pp. 105068

Author(s):

Yoshiko Doi ◽

Yasuko Hosoda

Keyword(s):

Nursing Faculty ◽

Psychometric Testing ◽

Assessment Scale ◽

Self Assessment

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SERVQUAL, SELF-ASSESSMENT THE USE OF THE SERVQUAL MODEL FOR THE COMPOSITION OF SELF-ASSESSMENT IN HEI, CASE STUDY: FACULDADE DO LITORAL PARANAENSE - ISEPE

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol7.iss7.1619 ◽

2019 ◽

Vol 7 (7) ◽

pp. 382-389

Author(s):

Sebastião Cavalcanti Neto ◽

Ivan Travassos ◽

Cleverson Molinari Mello

Keyword(s):

Present Article ◽

The Self ◽

Assessment Process ◽

Self Assessment ◽

Direct Communication ◽

Five Dimensions ◽

Structured Questionnaire

The present article intends to identify the levels of satisfaction of the Faculdade do Litoral Paranaense ISEPE, in order to assess the results in relation to the five Dimensions structured in the Self-assessment being the Tangible Dimensions of Confidence, Responsibility, Security and Empathy. With that it adapted the model SERVQUAL developed by Parasuraman, Zeithaml and Berry (2006) and with the scale of Likert establishing a structured questionnaire in order to establish a direct communication with the academics and users. The general objective of this work is to adapt this model to be used in the Institutional Self-Assessment process of the Faculdade do Litoral Paranaense - ISEPE Guaratuba, seeking to verify the feasibility of the use of these models. After the results obtained and analyzed during the research, it is necessary to appreciate the management of the Institution with the objective of improving the quality of the services provided by the Institution, which are included in the dimensions surveyed.

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Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

The Qualitative Report ◽

10.46743/2160-3715/2015.2351 ◽

2015 ◽

Author(s):

Stephanie Baxa

Keyword(s):

Self Efficacy ◽

Fifth Grade ◽

Future Research ◽

Writing Conferences ◽

Teacher Language ◽

Self Assessment ◽

Self Assessments ◽

Teacher Assessments ◽

The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

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Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽

10.22456/1679-1916.110285 ◽

2021 ◽

Vol 18 (2) ◽

pp. 450-459

Author(s):

Deivid Eive dos S. Silva ◽

Aline De Oliveira Sousa ◽

Marcela R. Oliveira ◽

Marialina Corrêa Sobrinho ◽

Eduardo Todt ◽

...

Keyword(s):

21St Century ◽

21St Century Skills ◽

Mobile Robotics ◽

Project Based Learning ◽

Self Assessment ◽

Student Centered ◽

Student Centered Learning ◽

Grounded Theory Method ◽

Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

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OS DESAFIOS DA GESTÃO NO AMBIENTE UNIVERSITÁRIO: ESTUDO DE CASO NA FACULDADE SESI-SP DE EDUCAÇÃO

Revista de Administração Educacional ◽

10.51359/2359-1382.2019.242651 ◽

2019 ◽

Vol 10 (1) ◽

pp. 56

Author(s):

Hugo Cesar Bueno Nunes ◽

Marcus Stander

Keyword(s):

Document Analysis ◽

The Self ◽

Private Higher Education ◽

Assessment Process ◽

University Management ◽

Self Assessment ◽

University Environment ◽

The University ◽

Education In Brazil

É fato que o ensino superior privado no Brasil, vem passando por grandes transformações ao longo dos últimos 20 anos. Neste cenário o presente artigo, tem como objetivo compreender os principais desafios da gestão no ambiente universitário. Para isso, realizamos uma pesquisa qualitativa do tipo estudo de caso, onde utilizamos análise de documentos e questionário para coleta dos dados. Consideramos que o processo de autoavaliação realizado pela IES atrelado ao conhecimento do PDI pode ser um bom indicativo de possíveis saídas para a melhoria dos resultados e para a superação dos desafios apresentados pelos coordenadores de curso. AbstractIt is a fact that private higher education in Brazil has undergone major transformations over the last 20 years. In this scenario, this article aims to understand the main challenges of management in the university environment. For this, we carried out a qualitative research of the type of case study, where we used document analysis and questionnaire for data collection. We believe that the self-assessment process carried out by the IES, linked to the knowledge of the PDI, can be a good indicator of possible outcomes for the improvement of the results and to overcome the challenges presented by the course coordinators.KeywordsManagement Processes; Private Faculty; Challenges of University Management.

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Measuring employees’ perception in small and medium-sized enterprises: A self-assessment scale

International Journal of Management Science and Engineering Management ◽

10.1080/17509653.2007.10671023 ◽

2007 ◽

Vol 2 (3) ◽

pp. 229-238 ◽

Cited By ~ 6

Author(s):

Winston G. Lewis ◽

Kit F. Pun ◽

Terrence R.M. Lalla

Keyword(s):

Assessment Scale ◽

Self Assessment

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Improving Lab Culture Through Self-Assessment: A Case Study

10.1101/2021.12.08.471870 ◽

2021 ◽

Author(s):

Soleil Hernandez ◽

Raymond Mumme ◽

Laurence Court ◽

Daniel El Basha ◽

Skylar Gay ◽

...

Keyword(s):

Relevant Literature ◽

Well Being ◽

The Self ◽

Working Environment ◽

Assessment Process ◽

Self Assessment ◽

Survey Results ◽

Self Assessments ◽

Team Project

Purpose: Motivated by perceived dissatisfaction within our lab’s changed working environment brought about by the COVID-19 pandemic, we performed a self-assessment of our lab culture through anonymous surveys and live sessions. Methods: In Survey 1, we asked each lab member to identify and rank up to 10 values that are important for a healthy lab environment. They were then asked to rate how well the lab embodied those values at two time points: before the COVID-19 pandemic while working onsite, and at the time of the survey while working remotely (10 months into the pandemic). In a series of live group sessions, we reviewed relevant literature and the survey results to finalize ten themes. We then reflected on each theme and proposed action items to address any deficiencies. Finally, we conducted Survey 2 after the self-assessment to judge the group's finalized themes, implemented changes, and overall satisfaction with the assessment process. Results: Themes identified were attitude, accountability, teamwork/collaboration, communication, diversity/inclusion, emotional intelligence, integrity, training, well-being, and adaptability in crisis-management. All lab members liked the self-assessment process and felt their voices were heard. On average, there was a 1 2 % increase in satisfaction across all themes from the start to end of the lab assessment. Conclusion: We successfully assessed the culture of our lab and subsequently improved lab member satisfaction. The success of this team project suggests that other scientific labs could benefit from similar interactive self-assessments.

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