scholarly journals ELABORACIÓN Y VALIDACIÓN DE UN INSTRUMENTO EVALUATIVO PARA MONITOREAR LA ADQUISICIÓN DE COMPETENCIAS BLANDAS EN ESTUDIANTES DE PREGRADO

PARADIGMA ◽  
2020 ◽  
pp. 812-836
Author(s):  
Verónica Díaz Quezada ◽  
Cecilia Sanhueza Cartes
Keyword(s):  
Soft Skills ◽  
Self Regulation ◽  
Evaluation Instrument ◽  
Social Emotional ◽  
Soft Skill ◽  
Generic Skills ◽  
Social And Emotional ◽  
Evaluative Instrument ◽  
Further Development ◽  
Educational Field

El propósito de esta investigación, es mostrar la elaboración y validación por contenido en base al juicio de expertos en el tema, de un instrumento evaluativo basado en competencias blandas o transversales que permitan monitorear la adquisición de estas habilidades en educadores de párvulos, las cuales son consideradas en la actualidad por la literatura tanto nacional como internacional, imprescindibles en su formación, por su complementación con las llamadas competencias duras o genéricas. Un buen educador no solo debe reunir requisitos de tipo intelectual, sino también sociales, emocionales y personales, lo que en el ámbito educativo tiene como consecuencia cambios de dirección y orientación hacia competencias más afectivas. En el caso del alumnado de edades más pequeñas, como son los de Educacion Parvularia o Primera Infancia, los futuros docentes tendrán un papel crucial en el desarrollo de estas habilidades blandas o transversales, como por ejemplo, en la autorregulación cognitiva y emocional. Además, esas competencias sociales y emocionales que se activen a esas edades tan tempranas, jugaran un papel fundamental en el posterior desarrollo del infante.Palabras clave: Competencias Blandas. Educación Parvularia. Instrumento Evaluativo. Educación Superior.Desenvolvimento a Validação de um Instrumento de Avaliação para Monitorar a Aquisição de Soft Skills em Estudantes de GraduaçãoResumoO objetivo desta pesquisa é mostrar a elaboração e validação por conteúdo com base na opinião de especialistas no assunto, de um instrumento de avaliação baseado em competências transversais ou flexíveis que permitam monitorar a aquisição dessas habilidades em educadores de infância, atualmente consideradas pela literatura nacional e internacional, essenciais em sua formação, para complementação com as chamadas habilidades duras ou genéricas.Um bom professor deve não apenas atender aos requisitos intelectuais, mas também sociais, emocionais e pessoais, o que no campo educacional resulta em mudanças de direção e orientação para habilidades mais afetivas. No caso de estudantes de idades menores, como os de Educação Infantil ou Primeira Infância, futuros professores terão um papel crucial no desenvolvimento dessas habilidades suaves ou transversais como, por exemplo, na auto-regulação cognitiva e emocional. Além disso, as competências sociais e emocionais ativadas nessas idades iniciais terão um papel fundamental no desenvolvimento subsequente desenvolvimento infantil.Palavras-chave: Soft Competencies. Educação Infantil. Instrumento Avaliativo. Educação Superior.Elaboration and Validation of an evaluation instrument to monitor the acquisition of soft skills in undergraduate studentsAbstractThe purpose of this research is to show the elaboration, and validation by content based on the judgment of experts in the topic of an evaluative instrument based on soft skill or transversal competences that allow monitoring the acquisition of the abilities in nursery education, which are currently considered by both national and international literature, essential for the complementation with the so-called hard or generic skills. A good teacher must not only meet intellectual, but also social, emotional and personal requirements, what in the educational field has as a consequence changes of direction and orientation towards more affective competences. In the case of students of smaller ages, such as those of nursery education o early childhood, future teachers will have a crucial role in the development of these soft or transversal skills, such as cognitive and emotional self-regulation. In addition, those social and emotional skills that are activated at these early ages, it will play a fundamental role in the further development of the infant.Keywords: Soft Skills. Nursery Education. Evaluation Instrumen. Higher Education.

scholarly journals ELABORACIÓN Y VALIDACIÓN DE UN INSTRUMENTO EVALUATIVO PARA MONITOREAR LA ADQUISICIÓN DE COMPETENCIAS BLANDAS EN ESTUDIANTES DE PREGRADO

PARADIGMA ◽  
2020 ◽  
pp. 812-836
Author(s):  
Verónica Díaz Quezada ◽  
Cecilia Sanhueza Cartes
Keyword(s):  
Soft Skills ◽  
Self Regulation ◽  
Evaluation Instrument ◽  
Social Emotional ◽  
Soft Skill ◽  
Generic Skills ◽  
Social And Emotional ◽  
Evaluative Instrument ◽  
Further Development ◽  
Educational Field

El propósito de esta investigación, es mostrar la elaboración y validación por contenido en base al juicio de expertos en el tema, de un instrumento evaluativo basado en competencias blandas o transversales que permitan monitorear la adquisición de estas habilidades en educadores de párvulos, las cuales son consideradas en la actualidad por la literatura tanto nacional como internacional, imprescindibles en su formación, por su complementación con las llamadas competencias duras o genéricas. Un buen educador no solo debe reunir requisitos de tipo intelectual, sino también sociales, emocionales y personales, lo que en el ámbito educativo tiene como consecuencia cambios de dirección y orientación hacia competencias más afectivas. En el caso del alumnado de edades más pequeñas, como son los de Educacion Parvularia o Primera Infancia, los futuros docentes tendrán un papel crucial en el desarrollo de estas habilidades blandas o transversales, como por ejemplo, en la autorregulación cognitiva y emocional. Además, esas competencias sociales y emocionales que se activen a esas edades tan tempranas, jugaran un papel fundamental en el posterior desarrollo del infante.Palabras clave: Competencias Blandas. Educación Parvularia. Instrumento Evaluativo. Educación Superior.Desenvolvimento a Validação de um Instrumento de Avaliação para Monitorar a Aquisição de Soft Skills em Estudantes de GraduaçãoResumoO objetivo desta pesquisa é mostrar a elaboração e validação por conteúdo com base na opinião de especialistas no assunto, de um instrumento de avaliação baseado em competências transversais ou flexíveis que permitam monitorar a aquisição dessas habilidades em educadores de infância, atualmente consideradas pela literatura nacional e internacional, essenciais em sua formação, para complementação com as chamadas habilidades duras ou genéricas.Um bom professor deve não apenas atender aos requisitos intelectuais, mas também sociais, emocionais e pessoais, o que no campo educacional resulta em mudanças de direção e orientação para habilidades mais afetivas. No caso de estudantes de idades menores, como os de Educação Infantil ou Primeira Infância, futuros professores terão um papel crucial no desenvolvimento dessas habilidades suaves ou transversais como, por exemplo, na auto-regulação cognitiva e emocional. Além disso, as competências sociais e emocionais ativadas nessas idades iniciais terão um papel fundamental no desenvolvimento subsequente desenvolvimento infantil.Palavras-chave: Soft Competencies. Educação Infantil. Instrumento Avaliativo. Educação Superior.Elaboration and Validation of an evaluation instrument to monitor the acquisition of soft skills in undergraduate studentsAbstractThe purpose of this research is to show the elaboration, and validation by content based on the judgment of experts in the topic of an evaluative instrument based on soft skill or transversal competences that allow monitoring the acquisition of the abilities in nursery education, which are currently considered by both national and international literature, essential for the complementation with the so-called hard or generic skills. A good teacher must not only meet intellectual, but also social, emotional and personal requirements, what in the educational field has as a consequence changes of direction and orientation towards more affective competences. In the case of students of smaller ages, such as those of nursery education o early childhood, future teachers will have a crucial role in the development of these soft or transversal skills, such as cognitive and emotional self-regulation. In addition, those social and emotional skills that are activated at these early ages, it will play a fundamental role in the further development of the infant.Keywords: Soft Skills. Nursery Education. Evaluation Instrumen. Higher Education.

scholarly journals Soft Skill Development in Ophthalmology and its Importance to Aspiring Canadian Medical Students

2018 ◽  
Vol 8 (1) ◽  
pp. 17-22
Author(s):  
Carter William Lim ◽  
Cindy M.L. Hutnik
Keyword(s):  
Medical Students ◽  
Soft Skills ◽  
Skill Development ◽  
Interpersonal Interactions ◽  
Soft Skill ◽  
Social And Emotional ◽  
Future Care

Soft skills are social and emotional intelligences that facilitate harmonious interpersonal interactions. Soft skills enable physicians to understand and build rapport with patients. Soft skills are increasingly considered crucial physician qualities within surgical specialties, including ophthalmology. Although avenues exist for general soft skill development, medical students may find challenges directing their development to ophthalmic settings due to medical curricula’s limited ophthalmology exposure. This perspective commentary discusses resources to aid ophthalmic soft skill development. Lectures provide foundational knowledge. Electives and volunteering provide opportunities to practice soft skills. Electives and mentorship direct soft skills towards desired disciplines. Studying and participating in research that utilizes patient-centred outcomes improves current and future care.

scholarly journals Social and emotional learning for parents through Conscious Discipline

2019 ◽  
Vol 12 (1) ◽  
pp. 85-99
Author(s):  
Kristen E. Darling ◽  
Deborah Seok ◽  
Patti Banghart ◽  
Kerensa Nagle ◽  
Marybeth Todd ◽  
...  
Keyword(s):  
Child Behavior ◽  
Challenging Behaviors ◽  
Self Regulation ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Content Type ◽  
Social And Emotional ◽  
Parent Child Relationships ◽  
Parent Child

Purpose The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management. Design/methodology/approach During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed. Findings Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems. Research limitations/implications The study was correlational, based on self-report, and had a small sample with no comparison group. Practical implications This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation. Social implications This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success. Originality/value The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

Use of Simulated Psychosocial Role-Playing to Enhance Nursing Students’ Development of Soft Skills

2016 ◽  
Vol 22 (3) ◽  
pp. 171-175 ◽  
Author(s):  
Christina Liebrecht ◽  
Susan Montenery
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Development ◽  
Soft Skills ◽  
Self Regulation ◽  
Role Playing ◽  
Interpersonal Interaction ◽  
Active Listening ◽  
Therapeutic Communication ◽  
Soft Skill

Effective communication and interaction enable nurses to develop caring, empathetic, and respectful relationships with patients and families. However, most nurses feel a lack of preparation in the “soft” skills of communication, professionalism, and leadership. Nurse managers are seeking graduates with strong emotional quotient characteristics such as self-awareness, motivation, self-regulation, empathy, and social skills. Assisting nursing students to develop these intangible, high-level skills presents an ongoing challenge to nurse educators. This creative teaching learning strategy examines the use of psychosocial role-playing skits to enhance nursing student development of the soft skills of nursing. In this strategy, senior level nursing students work in small groups to develop and present realistic 3- to 5-minute skits based on common nurse–patient, nurse–family, or nurse–health care team interactions that incorporate the concepts of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and/or professionalism, followed by a debriefing session. Student feedback suggests that confidence and competence related to the skills of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and professionalism may improve by incorporating soft skill psychosocial role-playing into a nursing education course of study.

Rethinking extra credit: How gamification can reduce grade inflation and strengthen soft skills

2021 ◽  
Vol 6 (2) ◽  
pp. 5070
Author(s):  
Katie Welch
Keyword(s):  
First Generation ◽  
Soft Skills ◽  
Self Regulation ◽  
Grade Inflation ◽  
Soft Skill ◽  
High Performing ◽  
Work Habits ◽  
Extra Credit ◽  
Regional University ◽  
Lower Performing Students

Gamification, the use of game-based principles to promote learning (Kapp 2012), allows instructors a pathway through which they can maintain curricular rigor while simultaneously fostering strong work habits and soft skill development. In this paper I describe my own experience of gamifying an online linguistics undergraduate course as I sought to combat engagement challenges such as spotty attendance and assignment procrastination. By implementing a gamified bonus level in the course, I was able to reimagine the traditional notion of extra credit in a way that incentivized self-regulation and engagement without creating a high amount of grade inflation in the process. Unlike traditional extra credit which advantages high-performing students, the bonus level sought to provide equity to the lower-performing students at a regional university with a predominant first-generation population.

Social-Emotional Learning in Secondary ELA Classrooms

2021 ◽  
pp. 390-405
Author(s):  
Afton Schleiff
Keyword(s):  
English Language ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Emotional Learning ◽  
Social Emotional ◽  
Secondary English ◽  
Social And Emotional ◽  
Secondary English Language Arts ◽  
Executive Functioning Skills ◽  
Positive Results

The author discusses the use of social-emotional learning practices, specifically Conscious Discipline and the RULER approach, in a secondary English language arts classroom. Also discussed are the implications and positive results that can come from an educator implementing practices that enable students to develop emotional literacy, executive functioning skills, and self-regulation. Educators can help to create environments that support social-emotional learning and cultivate positive relationships among students and with the teacher, which provide students the confidence and skills to be resilient, innovative learners. The author also provides some structures and activities for embedding social and emotional practices within academic curriculum and instruction.

scholarly journals Making Soft Skills a Part of the Curriculum of Healthcare Studies

2021 ◽  
Author(s):  
Niva Dolev ◽  
Lior Naamati-Schneider ◽  
Adaya Meirovich
Keyword(s):  
Emotional Intelligence ◽  
21St Century ◽  
Development Process ◽  
Soft Skills ◽  
Healthcare Education ◽  
Social Emotional ◽  
Soft Skill ◽  
Study Program ◽  
Emotional Skills ◽  
Healthcare Professions

In recent decades, it has been increasingly recognized that soft skills play an important role in healthcare education and must be developed alongside other professional skills. Furthermore, the contribution of emotional intelligence (EI) to the ability to adapt to the changing environment of the 21st century has been widely agreed upon. Yet, despite these findings, social–emotional intelligence (SEI) and related skills skills are not widely developed in healthcare education settings, and if at all, only in a limited way. The present chapter presents a model and a methodological tool (SE-SD) for the development of social–emotional skills (SEI) as part of existing healthcare curricula, applying a broad view of the healthcare professions and associated skills. Soft, social–emotional, skills are positioned as a relevant and integral part of healthcare courses, thereby avoiding the need for significant changes in existing curricula. The SEI development process is implemented in three stages: preparation, action and assessment. The tool allows learners to embark on a self-directed, yet supervised, learning and development process, and can be applied to a single course or through the entire study program. The incorporation of a soft skill development process into healthcare education programs could help health systems to adapt and to cope better with the challenges of the 21st century, both present and future.

scholarly journals ENHANCING ACADEMIC PERFORMANCE & SOCIAL EMOTIONAL LEARNING (SEL) WITH THE BRAIN ENHANCEMENT PROGRAM (“BTE”)

2021 ◽  
Vol 6 (42) ◽  
pp. 111-132
Author(s):  
Chirag Bhikamchand Jain ◽  
Darshana Chirag Jain
Keyword(s):  
Academic Performance ◽  
Emotional Competence ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Emotional Learning ◽  
Brain Training ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Impact ◽  
The Brain

Social Emotional Learning is a core competency in the coming future as mankind has created and invented a gadget, device or an app for almost most of technical and knowledge-based needs. Especially during the pandemic, the need for SEL programs becomes a necessity. The important process then remains to create individuals with sensitivity to navigate in such endowed systems, without feeling too powerful or at the polar end without feeling disconnected. It is undeniable society at large will be living with this sense of having the world at their fingertips! It is exactly because of this reason that it is necessary to be socially emotionally adjusted to co-exist with many such equally gifted or talented people around oneself. At the same time the children are exposed to the fast-paced world and ever demanding need to excel and perform better academically. The Brain Training Enhancement Program (“BTE”) is a scientifically designed well researched program using Neurofeedback to improve the brain ability of students in competitive exams. The A pre- and post-test quasi-experimental design was used to test the impact of a 10-week, online-based social and emotional learning (SEL) intervention, Brain Training Enhancement Program (“BTE”), on the academic performance and social and emotional competence of 12th grade students (N =82) in two classrooms in one school. Academic performance was assessed by report card grades done in the immediate past and immediately post intervention. Social and emotional competence was assessed with Psychometric Analysis and QEEG Measurements. Students in classrooms integrating BTE program had higher year-end grades and higher scores of social and emotional competences (e.g., Engagement, Self-Regulation, and Focus) compared to students in the comparison group. This study provides preliminary empirical evidence that SEL programs like BTE improve important student outcomes.

THE ANALYSIS OF NURSING STUDENT SOFT SKILLS DEVELOPMENT BETWEEN LECTURE AND PROBLEM BASED LEARNING APPROACHES 2011

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Hilman Syarif
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Soft Skills ◽  
Comparative Method ◽  
P Value ◽  
Learning Approaches ◽  
Soft Skill ◽  
Student Centered Learning ◽  
Hard Skills ◽  
Significant Difference

Introduction: Student Centered Learning (SCL) is an effective method to develop student's soft skills and hard skills which are very important to support their successful carrier later. This research was conducted to identify the differences of developed soft skills between students who learn with PBL method and lecturing method. Methods: Descriptive comparative method was used in this study. The samples consisted of 15 students who learned with PBL method and 15 students who learned with lecturing method. The sample for this research was selected by random sampling method. Results: The result showed that the average of student's soft skills score in PBL method was 122.63, while student's soft skills score in lecturing method was 116.27. Discussion & Conclusion: There was significant difference of student's soft skills in PBL method and lecturing method (p value = 0.038; α = 0.05). This study recommends nursing program management, faculty of medicine at the University of Syiah Kuala keeps PBL method running and develops other methods which facilitate hard skills and soft skills are development. Keywords: nursing students, soft skill, PBL

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