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This document discusses experiential learning for pharmacy students. It examines different learning models and approaches that students adopt, including deep learning strategies, surface learning, self-regulation, and application-directed learning. The study objectives are to measure and evaluate students' approaches to learning, examine the relationship between approaches and academic performance, and analyze differences in approaches between year groups and over time, as well as the influence of gender and subject.
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The document discusses experiential learning for pharmacy students through placements. It finds that students employed more surface learning strategies in later years, and academic results were not influenced by learning style. To improve satisfaction, actions are proposed like engaging pharmacists as preceptors, identifying training needs, and providing supervision training. Developing students as self-directed learners and ensuring authentic workplace learning through varied experiences and observation are emphasized.
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to
obtain
the
pertinent
information.
Results
revealed
that
retention
policy
was
a
source
of
encouragement
for
students
to
perform
well and it was a necessity to develop and enhance students’
cognition. However, few students mentioned that the retention policy was a
source of stress because they needed to comply with the standard
requirements imposed by the college. They reiterated that the policy
discriminated against slow-learners. The findings implicate that concrete
actions may be done to address the misconception on the retention policy.
Strong academic support and resources may be offered to address students’
needs especially to those who were at-risk. Retention policy will remain a
challenge to all students if the academic institution is not fully equipped to
respond to the needs of the students. 5944966.ppt
This document discusses evidence-based practice in nursing. It defines evidence-based practice as integrating the best research evidence with clinical expertise and patient preferences and values. The document outlines the steps to evidence-based practice, which include identifying a problem, searching for relevant evidence, evaluating the evidence, and implementing changes based on the evidence. The goal is to continually improve patient care by using current best research along with clinical judgment and patient-centered care.
Clinical Education Leader Nizhoni Institute of Midwifery 2016
The Clinical Education Leader coordinates the administrative aspects of the Learning Resource Center and develops experiential learning activities for students and faculty under the supervision of the Dean of Students. They observe student skills acquisition, consult on faculty development programs, and assist with monitoring certification requirements and representing the organization. The position requires a licensed midwife or nurse-midwife with clinical experience and skills in problem solving, project management, customer service, communication, teamwork, and adaptability.
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Clinical Education Leader Nizhoni Institute of Midwifery 2016
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Fcm podcast synchronising
- 1. UPDATE IN CLINICAL EDUCATION:Pharmacy Students and Experiential learning
- 2. As members of a profession, we are entrusted with a responsibility to continuously renew our ranks by educating our future clinical colleagues. Despite the many challenges, we have a professional duty to teach young practitioners. A quote to consider….
- 4. How to pharmacy students learn? American Journal of Pharmaceutical Education 2007; 71 (6) Article 120. Pharmacy students’ Approaches to Learning in an Australian University. Hypothesis being tested: With increasing experience, students should employ deeper learning strategies over time Adoption of more productive learning strategies should be reflected in academic results.
- 5. Meaning directed learning (Deep processing strategies & self regulation: Learning is the construction of knowledge) Reproduction directed learning (Surface learning & reliance on regulation: Learning is intake of knowledge) Undirected learning (Poor self regulation, dependence on external sources for help) Application directed learning (Strong vocational orientation & belief that learning is the use of knowledge) Approaches to learning model
- 6. Measure & Evaluate the approaches to learning that students adopt Examine the relationship between student approach to learning and academic performance outcomes Examine differences in students approach to learning between year groups and within the same year group over time Evaluate the influence of gender & subject on students’ approach to learning STUDY OBJECTIVES
Editor's Notes
- Common Responses to this are:Why me? What can I teach? How do I teach it? How can I learn to teach it?