The document outlines an HIV/AIDS workshop for training healthcare providers in PMTCT in Swaziland. The workshop will use critical pedagogy and problem-based learning approaches. It will incorporate teamwork, continuing education, and reorienting providers to WHO guidelines. The content will include icebreakers, lectures on new PMTCT guidelines and breastfeeding, roleplays, case studies and discussions. The goal is to effectively train providers to plan, manage and advocate for MNCH programs while developing confidence and enthusiasm for lifelong learning.
Topic: Reporting Test Results to Parents
Student Name: Fatima Zohra
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
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.
Spotting and Supporting At-Risk Students - American Honors Faculty Conference...American Honors
By Alyson Krawchuk - American Honors Staff
Regional Program Director, NJ and Texas
Co-Presenter: Shelley Johnson - American Honors Staff
Co-Presenter: Melisa Ziegler - American Honors Staff
Visit facultyconference.americanhonors.org
Terry Handley - Assessing Pupils Progress in ICTNaace Naace
Assessing Pupils’ Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils’ progress, fine-tune their understanding of learners’ needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
Presentation given by Rachna Swarup, Project Manager,Teacher Training, NIIT Limited on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Topic: Reporting Test Results to Parents
Student Name: Fatima Zohra
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
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.
Spotting and Supporting At-Risk Students - American Honors Faculty Conference...American Honors
By Alyson Krawchuk - American Honors Staff
Regional Program Director, NJ and Texas
Co-Presenter: Shelley Johnson - American Honors Staff
Co-Presenter: Melisa Ziegler - American Honors Staff
Visit facultyconference.americanhonors.org
Terry Handley - Assessing Pupils Progress in ICTNaace Naace
Assessing Pupils’ Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils’ progress, fine-tune their understanding of learners’ needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
Presentation given by Rachna Swarup, Project Manager,Teacher Training, NIIT Limited on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
3. A Study on “Teacher’s satisfaction of assessment process of competency based curriculum in primary school education in Sri Lanka” with P.Senevirathna, paper presented at Jaffna University International research conference 2012 head on 20-21 July 2012 at Jaffna University. Abstract published in the conference proceedings.
ASCA's Mindsets and Behaviors competencies are excellent benchmarks to ensure student success in academics, careers, and social/emotional pursuits, but can be a lot for counselors and educators to take on. Learn how AchieveWORKS can personalize the ASCA competencies for students. AchieveWORKS assessments can make learning personalized by identifying focus areas so that students take ownership of the competencies they need most.
Orientation to UACOM-T MD Curriculum July 21 2020Janet Corral
Welcome MedCats 2024! Here is the overview of the shift in thinking for medical school, and for a hybrid learning year. Looking forward to the journey, together!
The focus of assessment has permeated our lives and, in that, we have been on a mission to collect data to demonstrate students are learning. So now what? Was the data collected as useful as you thought it would be? Did you or your faculty change their courses, programs, or teaching strategies based on the data? Join us to discuss if what we collect is chaos or making a difference. Presenters: Gil Linne, Dean, College of Social Sciences, University of Phoenix (AZ), and Beth Patton, Associate Dean, College of Natural Sciences, University of Phoenix (AZ).
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
APP and Controlled Assessment in History - June 2009David Drake
The presentation relates to the Wiltshire History Secondary Conference which took place in June 2009. The presentation looks at the implications for History teachers of APP and Controlled Assessment
3. A Study on “Teacher’s satisfaction of assessment process of competency based curriculum in primary school education in Sri Lanka” with P.Senevirathna, paper presented at Jaffna University International research conference 2012 head on 20-21 July 2012 at Jaffna University. Abstract published in the conference proceedings.
ASCA's Mindsets and Behaviors competencies are excellent benchmarks to ensure student success in academics, careers, and social/emotional pursuits, but can be a lot for counselors and educators to take on. Learn how AchieveWORKS can personalize the ASCA competencies for students. AchieveWORKS assessments can make learning personalized by identifying focus areas so that students take ownership of the competencies they need most.
Orientation to UACOM-T MD Curriculum July 21 2020Janet Corral
Welcome MedCats 2024! Here is the overview of the shift in thinking for medical school, and for a hybrid learning year. Looking forward to the journey, together!
The focus of assessment has permeated our lives and, in that, we have been on a mission to collect data to demonstrate students are learning. So now what? Was the data collected as useful as you thought it would be? Did you or your faculty change their courses, programs, or teaching strategies based on the data? Join us to discuss if what we collect is chaos or making a difference. Presenters: Gil Linne, Dean, College of Social Sciences, University of Phoenix (AZ), and Beth Patton, Associate Dean, College of Natural Sciences, University of Phoenix (AZ).
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
APP and Controlled Assessment in History - June 2009David Drake
The presentation relates to the Wiltshire History Secondary Conference which took place in June 2009. The presentation looks at the implications for History teachers of APP and Controlled Assessment
Identifying people is an integral part of a safe workplace. An ID badge with a staffs name, title, photo and other relevant information is the most basic type of ID. Visit us for more details:-https://xpressid.net/
Breaking the Mold: Identifying and Enhancing Students’ International Experien...CIEE
In this session, we'll challenge the notion that study abroad is an elitist luxury. We'll focus on how it supplies students with competitive global employability. Through a series of interactive methods, study abroad professionals will reflect on the career-enhancing opportunities available in overseas programs and take away effective strategies to help students identify opportunities abroad that meet their professional goals, maximize their experience, and capitalize on new networks and critical skills that help to create an edge as employable candidates in the job market.
MedEdPORTAL, a Peer-Reviewed Journal and Online Resource for Teaching and Lea...SC CTSI at USC and CHLA
Date: June 5, 2019
Speaker:
Grace Huang, MD, an associate professor of medicine at Harvard Medical School (HMS), a hospitalist at Beth Israel Deaconess Medical Center in Boston, and Editor-in-Chief at MedEdPORTAL
Overview: This webinar will introduce a MEDLINE-indexed, open-access journal that allows researchers to leverage existing digital educational materials from other institutions and to get scholarly credit for those materials they share.
School of Nursing FNP MSN5300 Advanced Nursing Inquiry and.docxlillie234567
School of Nursing FNP
MSN5300 Advanced Nursing Inquiry
and Evidence-Based Practice
Purpose
· The purpose of this assignment is to create a presentation on critical appraisal of quantitative research article to evaluate its trustworthiness and its value to nursing.
Course Outcomes
· Apply the research process to improve evidence based clinical practice and contribute to knowledge development.
· Explain to a variety of audiences the evidence based for practice decisions, including the credibility of sources of information and the relevance to the practice problem confronted.
Program Learning Outcomes
· Integrate nursing and related sciences into the delivery of care to clients across diverse healthcare settings.
· Relate information and communication technologies to document and improve health outcomes.
· Employ collaborative interprofessional strategies for improving client and population health outcomes.
· Relate knowledge of illness and disease management to providing evidence-based care to clients, communities, and vulnerable populations in an evolving healthcare delivery system.
Due Date: Submit to the Moodle by Saturday of the end Week 14 at 11:59 p.m. ET.
Points: This assignment is worth a total of 100 points.
Requirements
· To complete this assignment, you will need to access the Miami Regional University virtual library database: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm.
Remember we now also have a Ask a Librarian option 7 days a week available in Moodle.
· This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.
· APA format and effective writing is required for this assignment.
· Create your presentation using the version of Microsoft PowerPoint. You can tell that the document is saved as a MS PowerPoint document because it will end in” pptx”.
·
Follow the directions and grading criteria closely. Any questions about this presentation may be posted under the Q & A Forum.
· The length of the project report is to be
no greater than 20 slides, excluding the title and reference slide.
· This presentation will be submitted through Turnitin, a Turnitin similarity score of 20% or less is expected.
·
A minimum of 6 current scholarly references that are 5 years old or less.
· The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.
.
2. Pedagogical approach to
training health care providers
at different levels
S Critical Pedagogy
S Problem based learning
S Learning by Doing
Critical Pedagogy
3. Teaching philosophy
S Why Teach?
S Learn new information and learn how to think
S How?
S Ice Breaker
S Formal lecture
S Discussion
S Debriefing
S Measure of Effectiveness
S Pre and post workshop evaluations
4. Key training principles to be
incorporated into program
S Teamwork
S Continuing Education
S Reorient Healthcare workers with WHO guidelines
5. Overview of content
S Pre-assessment
S Icebreaker
S Jeopardy Game (descriptive stats about HIV worldwide & in
Swaziland
S Lecture
S New WHO guidelines about PMTCT and breastfeeding
S Discussion
S Role Playing (VCT and PMTCT)
S Case Studies
S Debriefing
S Post-assessment
6. Rationale for content
S Ice Breaker
S Help people to get to know each other and buy into
the workshop
S Formal lecture
S Communicate new information to healthcare
workers
S Discussion
S Participants explore subject more in depth (in a
problem solving manner) than presented in lecture
S Debriefing
S Opportunity for participants to reflect briefly about
workshop activities
S Post-assessment
S Evaluate the participants & workshop
7. Program outcomes
S Clients, stakeholders, and/or partners trained in planning and
managing MNCH programs
S Identification and analysis of organizational and other factors
needed for successful MNCH programs
S Effective advocacy for the health of mothers and children in low
resource settings
S Confidence and enthusiasm for providing MNCH services and
awareness of opportunities for life-long learning of MNCH
issues