A Key Performance Indicator (KPI) is a measurable value that demonstrates how effectively a company is achieving key business objectives. Organizations use key performance indicators at multiple levels to evaluate their success at reaching targets
Training needs analysis is the initial step in a cyclical process which contributes to the overall training and educational strategy of staff in an organisation or a professional group. The cycle commences with a systematic consultation to identify the learning needs of the population considered, followed by course planning, delivery and evaluation. Although much has been written about training needs analysis in relation to post-registration nursing education, there is disagreement concerning its impact on the training cycle and its potential to influence service delivery.
A Key Performance Indicator (KPI) is a measurable value that demonstrates how effectively a company is achieving key business objectives. Organizations use key performance indicators at multiple levels to evaluate their success at reaching targets
Training needs analysis is the initial step in a cyclical process which contributes to the overall training and educational strategy of staff in an organisation or a professional group. The cycle commences with a systematic consultation to identify the learning needs of the population considered, followed by course planning, delivery and evaluation. Although much has been written about training needs analysis in relation to post-registration nursing education, there is disagreement concerning its impact on the training cycle and its potential to influence service delivery.
Among the health care givers, the nursing team would certainly being aware of the qualifications and responsibilities of a head nurse,
on the road to health care quality improvement
Curriculum on Diploma in Midwifery and Obstetric NursingParag Majumder
This is a model of curriculum on Diploma in Midwifery and Obstetric Nursing made by the 4th year nursing students of Bangabandhu Sheikh Mujib Medical University (BSMMU) from Bangladesh. It's a part of the BSc Nursing course.
Aims
1. To consider the role of training in staff development.
2. To examine career planning in schools.
3. To outline types of performance appraisal and career counseling.
4. To examine procedures in the case of discipline and dismissal.
this program was prepared to present the layout of a training program for one of the small industries' employees to present training program they may need and what methodology to follow to implement training strategy, as well as improving kind of knowledge and skill need in the company.
Due to the COVID-19 pandemic, government workers were forced to work from home. Here are other alternative work arrangements in the public sector in accordance with MC No. 10, s. 2020.
The Master of Nursing Program at La Trobe University would like to move from a cumbersome paper based Clinical Practice Assessment tool to an online system. Terry Young will present the results of the pilot project conducted in Semester 1 2013. The project used the new workbook function in PebblePad 3 which includes self-evaluation, provision of evidence and external user validation.
Among the health care givers, the nursing team would certainly being aware of the qualifications and responsibilities of a head nurse,
on the road to health care quality improvement
Curriculum on Diploma in Midwifery and Obstetric NursingParag Majumder
This is a model of curriculum on Diploma in Midwifery and Obstetric Nursing made by the 4th year nursing students of Bangabandhu Sheikh Mujib Medical University (BSMMU) from Bangladesh. It's a part of the BSc Nursing course.
Aims
1. To consider the role of training in staff development.
2. To examine career planning in schools.
3. To outline types of performance appraisal and career counseling.
4. To examine procedures in the case of discipline and dismissal.
this program was prepared to present the layout of a training program for one of the small industries' employees to present training program they may need and what methodology to follow to implement training strategy, as well as improving kind of knowledge and skill need in the company.
Due to the COVID-19 pandemic, government workers were forced to work from home. Here are other alternative work arrangements in the public sector in accordance with MC No. 10, s. 2020.
The Master of Nursing Program at La Trobe University would like to move from a cumbersome paper based Clinical Practice Assessment tool to an online system. Terry Young will present the results of the pilot project conducted in Semester 1 2013. The project used the new workbook function in PebblePad 3 which includes self-evaluation, provision of evidence and external user validation.
Helping Students Get the Most Out of ExamSoft Longitudinal ReportsExamSoft
Presented by Dr. Melinda E. Lull, Assistant Professor of Pharmaceutical Sciences, Wegmans School of Pharmacy, St. John Fisher College
While students are able to view their own assessment data and longitudinal reports from ExamSoft, they can easily become lost in a sea of numbers and categories. In order to best benefit student performance, students must understand both the interpretation of and the benefit from ExamSoft reports. This session will discuss ways to provide assessment data to students and aid them interpreting and using their results.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
Developing Health Sciences students’ information skills through online self-p...Sarah Gallagher
Initial feedback on a cross cohort evaluation of an online self-paced information skills programme in three second year health sciences programmes at the Unviersity of Otago: Medicine, Pharmacy and Physiotherapy. Presented at Spotlight on Teaching 2013, University of Otago.
Using Assessment Data to Engage Students in RemediationExamSoft
Presented by Dr. Sarah Zahl, Director of Educational Assessment, Marian University
Remediation is the process of partnering with students to make corrections when they have moved off course or are unable to perform to standards or competencies. This process involves self-remediation as well as facilitation by an advisor, faculty member, and/or course director. In this webinar, we will discuss strategies to use assessment data to engage students in the remediation process at various points in the curriculum:
• when a student is struggling with specific concepts
• after a student fails an assessment
• after a course failure
The presenter will share best practices and specific strategies to develop student-centered remediation initiatives.
Presentation at Mahara Hui 2017 by Del Stevens (Catalyst) in Auckland, New Zealand, on 7 April 2017.
Link for YouTube Presentation: https://youtu.be/WCf2HXiDtMs
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
Presentation at Mahara Hui 2017 by Georgina Christodoulou (Catalyst) in Auckland, New Zealand, on 7 April 2017.
YouTube link can be found at: https://youtu.be/z2fFB6YSiCQ
Exploring e-Portfolios to produce educated employable graduatesMahara Hui
Presentation at Mahara Hui 2017 by Patricia Lucas (AUT) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/k-iHVKoJF48
eZines and ePortfolios:Struggling with design issues in ePortfolio content cr...Mahara Hui
Presentation at Mahara Hui 2017 by David Bell (Trinity-at-Waiake eLearning Centre) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/m1slBPNWn-s
Our Mahara Hikoi: Experiences from both sides of the fenceMahara Hui
Presentation at Mahara Hui 2017 by Jeremy Briggs and Mark Posa (Wintec) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation available at: https://youtu.be/VpTvQDPI72w
To Train or To Support?: Teacher's e-capability development in a tertiary edu...Mahara Hui
Presentation at Mahara Hui 2017 by Ken Liu (Unitec) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/2MkMoIqPWJ8
Using ePortfolios for Integrated LearningMahara Hui
Presentation at Mahara Hui 2017 by Diani Gedera, Stephen Bright and Anthea Fester (University of Waikato) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/vZPj2opolmU
Using Mahara to demonstrate skills acquired in a hospitality workplace practicumMahara Hui
Presentation at Mahara Hui 2017 by Parijata Moeava and Mojito Jione (The University of the South Pacific) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation link can be found here: https://youtu.be/trzrSsWt1M0
Using Mahara ePortfolios for Vocational Industry CurrencyMahara Hui
Presentation at Mahara Hui 2017 by Christine Nicholas (Gouldburn Ovens Institute of TAFE) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation link can be found here: https://youtu.be/VyHRyGWBJ98
Presentation at Mahara Hui 2017 by Lisa Ransom and Chen Zhang (AUT) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation can be found here: https://youtu.be/9_OdjqDAqSE
Creating spaces for students to demonstrate competencies in their professionMahara Hui
Presentation at Mahara Hui 2017 by Irene Yee Chief, Mojito Jione and Rajneel Totaram (The University of the South Pacific) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation link can be found here: https://youtu.be/J3gwoM9RMqo
Presentation at Mahara Hui 2017 by Robert Lyon (Catalyst) in Auckland, New Zealand, on 6 April 2017.
YouTube link to presentation: https://youtu.be/aNJdh-h3Bn0
Developing a Mahara Bootcamp for EducatorsMahara Hui
Presentation at Mahara Hui 2017 by Jamie Fulcher (Monash University) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation can be found here: https://youtu.be/4UozfudGP3c
Mahara-Juvenile Delinquent or Prodigal ??Mahara Hui
Presentation at Mahara Hui 2017 by keynote speaker Mark Northover (AUT) in Auckland, New Zealand, on 06 April 2017.
YouTube presentation can be found here: https://youtu.be/mx-8iiMcWdY
Presentation at Mahara Hui 2017 by Allison Miller (Digital Capability) in Auckland, New Zealand, on 6 April 2017.
Recording; https://youtu.be/mVvCBpyh3q0
Keynote at Mahara Hui UK 15 by Kristina Hoeppner (Catalyst) in Southampton, UK, on 9 November 2015.
Live slides: http://slides.com/anitsirk/shining-our-mahara-boots-for-a-new-era
Recording: https://youtu.be/saNZrLm8rQg
Originally uploaded to http://www.slideshare.net/4nitsirk/shining-our-mahara-boots-for-a-new-era
License: Creative Commons BY-SA 3.0
Embedding ePortfolios in Course DeliveryMahara Hui
Presentation by Jaye Ryan (Birmingham City University) at Mahara Hui UK in Southampton, UK, on 9 November 2015.
Recording: https://www.youtube.com/watch?v=jGOZ3E0u28k
One of the most developed cities of India, the city of Chennai is the capital of Tamilnadu and many people from different parts of India come here to earn their bread and butter. Being a metropolitan, the city is filled with towering building and beaches but the sad part as with almost every Indian city
QA Paediatric dentistry department, Hospital Melaka 2020Azreen Aj
QA study - To improve the 6th monthly recall rate post-comprehensive dental treatment under general anaesthesia in paediatric dentistry department, Hospital Melaka
Struggling with intense fears that disrupt your life? At Renew Life Hypnosis, we offer specialized hypnosis to overcome fear. Phobias are exaggerated fears, often stemming from past traumas or learned behaviors. Hypnotherapy addresses these deep-seated fears by accessing the subconscious mind, helping you change your reactions to phobic triggers. Our expert therapists guide you into a state of deep relaxation, allowing you to transform your responses and reduce anxiety. Experience increased confidence and freedom from phobias with our personalized approach. Ready to live a fear-free life? Visit us at Renew Life Hypnosis..
Navigating Challenges: Mental Health, Legislation, and the Prison System in B...Guillermo Rivera
This conference will delve into the intricate intersections between mental health, legal frameworks, and the prison system in Bolivia. It aims to provide a comprehensive overview of the current challenges faced by mental health professionals working within the legislative and correctional landscapes. Topics of discussion will include the prevalence and impact of mental health issues among the incarcerated population, the effectiveness of existing mental health policies and legislation, and potential reforms to enhance the mental health support system within prisons.
Leading the Way in Nephrology: Dr. David Greene's Work with Stem Cells for Ki...Dr. David Greene Arizona
As we watch Dr. Greene's continued efforts and research in Arizona, it's clear that stem cell therapy holds a promising key to unlocking new doors in the treatment of kidney disease. With each study and trial, we step closer to a world where kidney disease is no longer a life sentence but a treatable condition, thanks to pioneers like Dr. David Greene.
CHAPTER 1 SEMESTER V PREVENTIVE-PEDIATRICS.pdfSachin Sharma
This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
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4. Pre –registration programs
• Bachelor of Nursing
– 3 year pre registration undergraduate program
• First years
– 3 days in class and 2 days in clinical
• Second/Third years
– 2 days in classroom and 3 days in clinical
• Master of Clinical Nursing
– 2 years pre registration post graduate program
• Block classes
• Block placement
University of Adelaide 4
6. Background
• Faculty of Health Sciences e-Assessment grants
available
– Suggested that the School of Nursing could pilot
Mahara Project
– Successful Stage One
• Project team consisted of:
– Tamara Page (Course Coordinator)
– Yvette Salamon (Lecturer )
– Trisha Franceschilli (e-Learning Adviser)
– Karina Judson (Business Analyst)
University of Adelaide 6
7. Motivation to Pilot Mahara
• Nursing has moved strongly toward using Portfolios and
e-portfolio’s as evidence to prove a continuous lifelong
learning approach to their knowledge development and
completion of their annual CPD of 20 points
• It is now mandated that every nurse will complete and
keep evidence of their ongoing annual education to
comply with regulations for Re-registration with the
Nurses Board
• Every year a number of nurses are randomly selected by
the Board and audited, risk reprimand or failure to
Register if they lack proof of CPD Points
University of Adelaide 7
8. Advantages of Mahara
• ePortfolio’s such as Mahara provide a scaffold for
lifelong learning
• They can assist the learner to provide evidence of their
current competence
• Serve as a continuous repository for evidence of
progressive development of professional and personal
knowledge base and skill acquisition
• Pertinent throughout the learners career as it can
effective map their evolution as senior, competent and
experienced Registered Nurses
University of Adelaide 8
9. Situation Pre Mahara Trial
• Currently MyUni (Blackboard) is used to host
students documents that are required for them
to complete the compulsory aspect of their
assessment each clinical placement venue
• These documents are:
– NCAS Summative assessments
– NCAS Employer competencies
– Venue Attendance record
– Agreed Objectives
University of Adelaide 9
11. The Issues Briefly
• Each of these records are required to be accessed
individually through the students name in current
electronic system
• Locating and tracking these documents after the
semester has been difficult for both students and
lecturers
• Poor compliance which is hard to police in current
system thus:
– Some students hand up hard copies
– Many submit poor quality scans or photos in their upload
– Most submit multiple pages for single assessments not on document
University of Adelaide 11
12. Mahara e-Portfolio
• Provides:
– Ease of eAssessment of Clinical Placement documents (which
was the primary focus of the proposal to trial the tool)
– Provide timely productive feedback from placement lecturers
– Assist students to develop a professional portfolio for
eAssessment but also to gather data for future employment
opportunities and to prepare for student centred lifelong learning
– Effective communication between Clinical Lecturers and
students during clinical placement to ensure the development of
critical thinking and problem solving skills were fully utilised
University of Adelaide 12
13. Stage One Trial
• Scope
– The Master of Clinical Nursing program which is a
post graduate, pre-registration program
• Cohort
– 11 students were used to pilot the project in their
2014 Nov/Dec placements
• Time Frame
– Preparation - four weeks
– Trial period - five weeks
University of Adelaide 13
14. Stage One Trial Process
• Project team met weekly
• IT established the platform
• Functionality of the system was tested amongst team
members
• Any issues were highlighted and sent to the IT team
members for troubleshooting
• Two template pages developed
• All previously submitted portfolio documents for the student
cohort were uploaded into the respective template pages
• A user guide was developed for the students
• An articulate storyline guide was developed
• Student education session was completed
University of Adelaide 14
20. Challenges - General
• Familiarity – Team newly trained in system so
much trial and error and answering Q’s from
students could be difficult
• Language was not the same between different
parties
• Compounded because the trial occurred at the end
of the year and the end of their course and
learning a new system was not a priority for some
• Students non-compliance
University of Adelaide 20
21. Challenges – Uploading Documents
• Students finished most of the tasks with minimal problems
• Weekly meetings identified an issue of difficulty or delays in
uploading files
• This issue was investigated and it was found other students,
four in total, had also experienced this issue
• Due to the use of incompatible browsers and systems
between the students devices and the Mahara system
• Was resolved mid-trial
• Student comments in the evaluation indicated that they were
happy overall with Mahara and its ease of use, with seven of
the nine statements receiving positive feedback
University of Adelaide 21
22. Challenges – Communication
• Forums within the group were created it was assumed students who
were part of the group would receive messages as they were posted
however this was not the case
• Students needed to subscribe to each forum and this was not in the
Cheat Sheets or instruction videos provided at the commencement
of the trial
• Highlighted and disseminated to students which greatly improved
communication
• No repository in Mahara for sent messages which will be rectified by
our current upgrade to the next version
• Student comments and the responses in the evaluation suggested
that they were overall happy with the basic functionality of the
communication tools within Mahara
University of Adelaide 22
23. Challenges – Time Constraints
• Student responses within the evaluation suggested that
students were overall positive regarding Mahara ability
to develop and improve their learning experience
• Some comments received reflected the lack of time for
the students to properly evaluate the tool and explore to
advantages of Mahara
• This was reflected by the Lecturers and further trials
with larger numbers was requested
University of Adelaide 23
24. Challenges – Support
• Student evaluation responses suggest that students were
positive regarding the training given prior to the Mahara trial
commencing and the support provided during the trial with
all statements indicated positive feedback
• The students indicated they primarily used the Lecturers for
support followed by other students
• Support meetings conducted while students were on
placements were only attended by those who had encountered
issues or who had feedback regarding their experiences
• Need to develop a Help repository which is currently being
developed
University of Adelaide 24
25. Overall
• Benefits in ease of timely assessment outweighs the
challenges encountered thus far
• Mahara made assessment and tracking of assessment
much easier for our nursing students out on clinical
placement
• Allows time friendly communication
• Challenges encountered should not continue as obstacles
• ePortfolio aspect needs to be explored
• Ability to export portfolio documents at completion of
program
University of Adelaide 25
26. The University of Adelaide Graduate Attributes
1. Deep discipline knowledge
• informed and infused by cutting edge research, scaffolded throughout their program of
studies
2. Critical thinking and problem solving
• demonstrated through appropriate and relevant assessment
3. Teamwork and communication skills
• honed through assessment and practice throughout the program of studies
• encouraged and valued in all aspects of learning
4. Career and leadership readiness
• technology savvy
6. Self-awareness and emotional intelligence
• A capacity for self-reflection and a willingness to engage in self-appraisal
• Open to objective and constructive feedback from supervisors and peers
University of Adelaide 26
27. Stage Two Trial
• The trial has been expanded across all nursing pre-
registration students (approx 450 students)
• Approved for full year – with potential for 3 years
• 9 Clinical lecturers that facilitate students on
placement require education and ongoing support
• Approval for use in other schools from the Faculty of
Health Sciences
• Psychology and Vet Science completing Stage One
• Trial will give insight into the potentials of utilising
Mahara on a broader scale
University of Adelaide 27
28. Priorities for Stage Two
• Return with what we have learnt
• Make the system work for the benefit of the students
• Engage staff to utilise the tool for their own professional purposes such as:
– Showcasing their work
– Organising their projects
– Mapping higher degree by research such as PhD
• Enable electronic signoff
• Model professional development to students via development of ePortfolio’s
within the school
• Develop Help Tools
• Individualise Theme/Language/Help for UofA
• Explore and develop template “Collections” for better assessment of competence
• Explore Use within course delivery
University of Adelaide 28
29. University of Adelaide 29
Collections
Badges
Reflection
Matrix Rubrics
Copyright
Life long learning
Scaffolding
One stop shop
CV
AssessmentCPD pointsCompetencies