Enhancing occupational therapy education outcomes
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The document discusses enhancing occupational therapy education outcomes through the intentional introduction of a curriculum model graphic (CMG). It describes how the occupational therapy program developed a graphic to depict their curriculum model and has begun intentionally introducing it to current students. Examples of how the CMG has been used include small group exploration of its meaning and incorporating it into case study assignments. Faculty report benefits like repetition of material, active student engagement, making content more relevant, and providing a holistic view of clients.
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En el evento organizado por el Ministerio del Trabajo, para la Construcción una de las actividades económicas de más alta accidentalidad en las obras de construcción, como parte del Sistema de Gestión de Seguridad y Salud en el Trabajo SG-SST se lanzó y socializó por parte del ingeniero Carlos Vidal Ariza, la Guía de Trabajo Seguro en Excavaciones y riesgos asociados como el de alturas (caída de personas y objetos), riesgo eléctrico, espacios confinados, otros. RedCAyRA, ConTAAR y recuerda OBRAndo con Seguridad ! TODOS ganamos...Decreto1072 2015(1)
Este documento resume el Decreto Único Reglamentario del Sector Trabajo 1072 de 2015, el cual compila varias normas laborales y de riesgos laborales preexistentes. El decreto busca simplificar el sistema regulatorio laboral colombiano y asegurar su eficiencia. Define los objetivos y organismos del Ministerio de Trabajo, así como normas sobre seguridad social, riesgos laborales, sindicatos, inspección laboral y juntas de calificación de invalidez.
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This document provides information about a Nursing Research Methods course. It includes the course description, objectives, topics, assignments and grading rubric. The course aims to help students achieve Program Learning Outcome 4 of demonstrating scholarly inquiry and reflection to advance nursing practice. Assignments include a literature review on a topic of the student's choice and an evidence-based practice paper to critically analyze research findings. The goal is for students to gain skills in searching literature, critically appraising evidence and integrating research into practice.
Reflection as an Educational Strategyin Nursing Professional.docx
Reflection as an Educational Strategy
in Nursing Professional Development
An Integrative Review
Robbin Miraglia, MSN, RN ƒ Marilyn E. Asselin, PhD, RN-BC
Reflection is a critical component of professional nursing
practice and a strategy for learning through practice. This
integrative review synthesizes the literature addressing the
use of reflection as an educational strategy and reports
outcomes from the use of reflective strategies. Reflection
education is primarily nested in programs to meet specific
clinical goals, structured with group facilitation. Findings
suggest that reflective strategies stimulate learning in
practice, enhance readiness to apply new knowledge,
and promote practice change.
INTRODUCTION
In recent years, reflection has gained increased recognition
as a critical component of professional nursing practice and
as an educational strategy to acquire knowledge and learn
through practice (Asselin & Fain, 2013; Kim, 1999; Perry,
2000). Although there is no agreed upon definition, reflec-
tion is generally understood as the deliberate process of
critically thinking about a clinical experience, which leads
to development of insights for potential practice change
(Asselin & Fain, 2013). Scholars contend that reflection of-
fers nurses the opportunity to build on existing knowledge
through clinical experiences (Johns, 1995; Kuiper & Pesut,
2004; Perry, 2000), develop clinical judgment (Nielsen,
Stragnell, & Jester, 2007; Tanner, 2006), promote strong
communication skills, build collaborative practice, and im-
prove patient care (Horton-Deutsch, 2012; Peden-McAlpine,
Tomlinson, Forneris, Genck, & Meiers, 2005).
Although it is generally assumed that nurses know how
to reflect, findings from recent studies suggest that nurses’
reflective thinking may be prolonged by pauses and they
may need assistance in systematically moving insights to
practice change (Asselin & Fain, 2013; Asselin, Schwartz-
Barcott, & Osterman, 2013). Consequently, continuing ed-
ucation on reflection and reflective practice is viewed as a
vehicle to enhance professional practice, promote evidence-
based practice, and potentially improve patient outcomes.
As an educational strategy, reflection allows nurses to ex-
plore clinical experiences and the thoughts and feelings
associated with the experience, allowing for a change in
beliefs and assumptions, emergence of new knowledge,
and a transformation of clinical practice (Asselin & Fain,
2013; Dube & Ducharme, 2014; Horton-Deutsch, 2012;
Johns, 1995; Perry, 2000). Although numerous articles have
been published exploring the concept of reflection and the
use of reflection as an educational strategy, there has been
no attempt to synthesize existing literature presenting the
use of reflection as an educational strategy in nursing pro-
fessional development (NPD). This article provides an
integrative review of the literature addressing the use of re-
flection as an educational strategy for nurses. The rev.
Dissiminated evidence .pptx
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This presentation is designed to provide application level exposure to essential perinatal concepts that are often not available through traditional clinical exposure. The session features two phases of activities used in student training.
Phase One:
Focused contextualized skill stations utilizing leading-edge simulation skills using state-of-the-art computerized manikins (Human Patient Simulators, or HPS) and patient actors, also known as standardized patients (SP).
Phase Two:
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Presented by the
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Evidence based practice
1) The article describes a course on evidence-based practice taught to occupational therapy students.
2) The course used a holistic approach that integrated evidence-based practice content throughout by having students apply principles to projects for other concurrent courses and future fieldwork.
3) This mirrored an educational philosophy of linking course design and activities to simulate real-life experiences of the topic, in this case developing skills like question formulation, literature searching, and modifying questions based on findings.
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1) The document provides advice for doctoral students and new nursing faculty on advancing their research program, drawing on literature and the authors' experiences.
2) It discusses strategies like pursuing individual training awards, obtaining a postdoctoral fellowship, and seeking a faculty position at a research-intensive university.
3) The authors also recommend finding mentors, developing a trajectory of research productivity, and applying for career development awards to support building an independent research program.
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This presentation of a doctoral study was prepared for the Conference on Medicine and Religion, 2017.
Wunder
This document discusses the Teacher Education through Inquiry program at the University of Nebraska-Lincoln (UNL) for their Education Doctorate (Ed.D.) degree. The program is influenced by the CPED framework and focuses on inquiry, including posing questions to address problems of practice, using research and data analysis. Students take research methods courses and their dissertation and comprehensive exams emphasize inquiry. The program is 2 years of cohort-based coursework addressing problems of practice through different lenses. Faculty also engage in inquiry through evaluating the program's impact. The document argues CPED-influenced programs can transform education through graduates' impacts as scholarly practitioners.
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1) Faculty were generally motivated to change in order to keep up with changes in healthcare and improve student outcomes, though some felt overwhelmed by the work.
2) Communication occurred primarily through email, documents sharing, and meetings, though some felt isolated from other groups' work.
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Developing Low Cost Simulation Immersions
Katie Pawloski, Professor
Dr. Pasquale Iemma, Adjunct Lecturer
Kellany Cadogan Noland, DrPH(c), MSN, RN
Marie L. Lumbart, MSN, ARNP-C, FNP, CCRN | all Utica College – ABSN Program
Wendy Moore | Orbis Education
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This presentation is designed to provide application level exposure to essential perinatal concepts that are often not available through traditional clinical exposure. The session features two phases of activities used in student training.
Phase One:
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Phase Two:
Students are exposed to a multistage unfolding patient care simulation that required application of the phase one skills within the evolving scenario.
Assignment 1 Initial Analysis for Program PlanningNeeds Ass.docx
Assignment 1: Initial Analysis for Program Planning
Needs Assessment
“As a concept, need is not only difficult to define but, once defined, difficult to measure” (Kettner, Moroney, & Martin, 2017, p. 63). Likewise, it can be challenging to define and measure assets—yet it is equally important to do so during this phase of program planning. This week's Learning Resources provide foundational information and guidance for conducting needs assessments, which entails discerning needs that must be addressed in light of the assets that are present.
As you return to Assignment 1, the attention turns to conducting a needs assessment for the problem you have identified. What data collection strategies could be most useful? What issues would likely be encountered? How would you address them?
To prepare for this week's section of Assignment 1:
Continue (from the Discussion) to:
Identify a viable approach for conducting a needs assessment for your problem.
Identify method(s) of data collection.
Assess potential challenges and propose alternatives/solutions.
The full Assignment 1 is due by day 4 (Thursday 12/20/18) of this week. Instructions have been provided in previous weeks to help you prepare.
By Day 4
To complete:
Write a 3- to 5-page paper, in APA format with at least 7 scholarly references in which you address the following level 1 and 2 header:
Also include an introduction and a conclusion as per APA guidelines.
1)
Identification of a Problem and a Population
Identify a problem and a target population.
(Note: Your problem should be clearly developed and related to a health-promotion and disease-prevention issue of national significance. You should select a target population so that your program can be designed to create maximum yet realistic impact at the aggregate level.)
2)
Using a Theory or Model
Analyze a theory or model that is relevant to your selected problem. Explain why this is the most appropriate model for you to use with this problem.
3)
Literature Review
(provide at least 4 scholarly articles less than 5 years old) )
Assess the literature as it relates to your problem. Use evidence from the literature to support your response to the following question:
Why is it important to assist this population to resolve the selected problem?
4)
Needs Assessment
Describe an appropriate approach to conducting a needs assessment for your problem.
Identify method(s) of data collection.
Assess potential challenges and propose alternatives/solutions.
Required Readings
Hodges, B. C., & Videto, D. M. (2011).
Assessment and planning in health programs
(2nd ed.). Sudbury, MA: Jones & Bartlett Learning.
Chapter 1, “Assessment for Developing Programs and Interventions: The Big Picture”
Chapter 1
notes the importance of looking not just at needs but also the assets associated with the target population and env.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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