This is a preview of UCSF OCPD's Managing Up for Nurses workshop to help Nurse Practitioner navigate preceptorships skillfully. Designed in collaboration with the Office of Career & Professional Development and the School of Nursing.
This document provides tips and strategies for effective exam preparation and reducing stress. It recommends making a study plan with breaks, organizing notes into revision sheets, practicing past exams, maintaining a healthy lifestyle with enough sleep, and being prepared for the exam day. Cramming without breaks is not an effective way to study. Following these guidelines can help students feel confident and do well on their exams.
This document summarizes an orientation meeting between an academic advisor and a new student. The advisor discusses filling out forms, responsibilities of advisors and advisees, writing a letter to their future self, available academic resources and support services on campus, policies around class attendance and withdrawals, majors and minors, using the course catalog, asking questions, and scheduling an individual advising session. Important upcoming dates are also reviewed.
The document provides guidance on developing strong examination skills. It emphasizes the importance of preparing a study schedule, managing stress and anxiety, and developing effective exam writing techniques. Specifically, it recommends creating semester, weekly, and exam-specific planners to structure study time. It also outlines signs of stress, strategies to prevent and manage stress such as relaxation, and tips for writing exams including analyzing questions, using examples, and checking work.
Personal & Social Wellbeing - Introduction - Sept 19mwalsh2015
Session 1
Identify course content & requirements
Define what Wellbeing is and how this can impact on daily life.
List the 5 ways to Wellbeing.
State 3 things you are able to do to improve your own Wellbeing and who can help.
Identify further courses to support your progression in the subject.
1. The document provides 10 tips for revising for exams, including starting early in the school year, taking regular breaks, developing relaxation techniques, and creating a detailed revision schedule in the final weeks before exams.
2. It recommends revising steadily throughout the year by rereading notes regularly, and not cramming last minute.
3. Revising with a study partner allows you to quiz each other, compare answers, and develop teamwork skills needed for exams and future careers.
A 30 min presentation I've delivered to GCSE students prior to their study leave period, offering strategies and ideas to inform their revision strategies
Creating Online Courses that Minimize Test Anxiety DrFrankONeillCOI
In this presentation, Dr. Frank O'Neill shares tips and tactics for teachers that want to make courses and exams that cause less text anxiety for their students
This document provides tips for improving study skills. It recommends using the SQ3R technique for textbook reading, which involves surveying, questioning, reading, reciting and reviewing. It also suggests developing a study schedule, studying one subject at a time for an hour, avoiding distractions, taking notes during lectures by focusing on key information, and reviewing notes frequently. The main message is that regular studying is necessary for academic success.
This document provides tips and strategies for effective exam preparation and reducing stress. It recommends making a study plan with breaks, organizing notes into revision sheets, practicing past exams, maintaining a healthy lifestyle with enough sleep, and being prepared for the exam day. Cramming without breaks is not an effective way to study. Following these guidelines can help students feel confident and do well on their exams.
This document summarizes an orientation meeting between an academic advisor and a new student. The advisor discusses filling out forms, responsibilities of advisors and advisees, writing a letter to their future self, available academic resources and support services on campus, policies around class attendance and withdrawals, majors and minors, using the course catalog, asking questions, and scheduling an individual advising session. Important upcoming dates are also reviewed.
The document provides guidance on developing strong examination skills. It emphasizes the importance of preparing a study schedule, managing stress and anxiety, and developing effective exam writing techniques. Specifically, it recommends creating semester, weekly, and exam-specific planners to structure study time. It also outlines signs of stress, strategies to prevent and manage stress such as relaxation, and tips for writing exams including analyzing questions, using examples, and checking work.
Personal & Social Wellbeing - Introduction - Sept 19mwalsh2015
Session 1
Identify course content & requirements
Define what Wellbeing is and how this can impact on daily life.
List the 5 ways to Wellbeing.
State 3 things you are able to do to improve your own Wellbeing and who can help.
Identify further courses to support your progression in the subject.
1. The document provides 10 tips for revising for exams, including starting early in the school year, taking regular breaks, developing relaxation techniques, and creating a detailed revision schedule in the final weeks before exams.
2. It recommends revising steadily throughout the year by rereading notes regularly, and not cramming last minute.
3. Revising with a study partner allows you to quiz each other, compare answers, and develop teamwork skills needed for exams and future careers.
A 30 min presentation I've delivered to GCSE students prior to their study leave period, offering strategies and ideas to inform their revision strategies
Creating Online Courses that Minimize Test Anxiety DrFrankONeillCOI
In this presentation, Dr. Frank O'Neill shares tips and tactics for teachers that want to make courses and exams that cause less text anxiety for their students
This document provides tips for improving study skills. It recommends using the SQ3R technique for textbook reading, which involves surveying, questioning, reading, reciting and reviewing. It also suggests developing a study schedule, studying one subject at a time for an hour, avoiding distractions, taking notes during lectures by focusing on key information, and reviewing notes frequently. The main message is that regular studying is necessary for academic success.
The document provides tips for preparing for and taking exams, including studying using different learning modes like reading, listening, reciting, and writing. It recommends setting a study schedule, using flashcards to memorize important information, and rewarding yourself for studying. On the exam day, it suggests arriving early and relaxing before the test. During the test, it advises answering easy questions first, marking hard questions to return to, using logical strategies to eliminate incorrect answers, and being careful of trick words. It also recommends double checking answers and changing answers if unsure.
The document provides tips for preparing for and taking exams successfully. It emphasizes the importance of preparation, forming study groups, managing time well, getting proper rest and nutrition, and using effective test-taking strategies like starting with easier questions and skipping and returning to difficult ones. Procrastination is identified as an "enemy of preparation" that can endanger academic success if not addressed. The document also advises being prepared for unexpected exam questions and learning from exams by analyzing mistakes.
The document summarizes Katharine Brumbaugh's presentation at the WE12 Conference on her experiences managing teams of undergraduate students. It discusses lessons she has learned about leading by example, recognizing good work, understanding student psychology and time constraints, and effectively managing meetings. The presentation focuses on providing guidance for managing and motivating undergraduate students on research projects and extracurricular activities.
The document provides test taking strategies organized into sections for pre-test, during the test, and finishing the test. It recommends attending all classes to ask questions and receive outlines, reviewing materials with 10 minutes of review for every hour learned. When studying, it suggests making a study plan, taking breaks every 50 minutes, and getting enough sleep. During the test, it advises pacing yourself and using logic to eliminate incorrect answers. When finishing, it recommends checking over your work and making sure essays have an introduction, body, and conclusion.
All the secrets of passing (and maybe even topping) the board examAllana Delgado
Sharing some important things to remember and tips for those who will take the board exams for professionals in the Philippines. In our country, professionals have to take and pass a state licensure exam to be qualified professionals in their field. Librarians also have to take the board exam in the Philippines as mandated by the Professional Regulation Commission (PRC). Here's what I did to pass the board exam and land a spot in the top 10.
Visit my blog for more tips: http://malditanglibrarian.blogspot.com
or
http://malditanglibrarian.blogspot.com/search/label/board exam tips
Embracing the diploma presentation Richard CraggPHEScreening
Richard Cragg discusses his experience with implementing an NVQ qualification program for assessors in the Derbyshire Diabetic Eye Screening Programme. He describes initially feeling confused and resistant to the change, but realizing he needed to direct his energy towards meeting goals. He outlines some of the hurdles to overcome like managing the change, understanding requirements, and setting timeframes. Cragg provides tips for assessors on recording evidence, asking for support, using the right tools, and meeting regularly with learners to submit assessments and prevent delays.
This toolkit provides guidance on creating a business case to justify attending a conference or training event to one's manager. It outlines key reasons for attending such as learning, networking, and motivation. The business case should emphasize return on investment for the employer by detailing specific sessions of interest, knowledge sharing plans, and costs. Sharing outcomes with colleagues through presentations, reports, blogs, newsletters, or social media ensures the wider organization benefits from the attendee's experience.
This document provides information about a Careers and Personal Development course, including:
- An outline of the course structure and units to be studied each month.
- Expectations around attendance, behavior, deadlines, and assessments.
- Support services available to students and policies on plagiarism and referencing.
This document discusses test anxiety and provides tips for managing it. It defines test anxiety as worry, uneasiness, or fear experienced before, during, or after a test. Test anxiety can cause mental distraction, physical symptoms, or mental blocks. The document recommends preparation, maintaining a positive attitude, and managing outside pressures as ways to control test anxiety. Proper preparation includes regular studying, attending classes, and getting enough sleep. Having confidence and avoiding negative self-talk can help maintain a positive attitude. Seeking help for outside issues can reduce additional pressures that may worsen anxiety.
The document provides tips for managing stress and preparing for exams. It recommends setting specific, written goals with deadlines and prioritizing the most important ones. Students should make a study schedule that balances prayer, study time, breaks and sleep. They are advised to study in a quiet, tidy environment and use the SQ3R reading method. On exam day, students should avoid malpractice, write legibly and present their work well. Managing time effectively and maintaining a healthy lifestyle are also emphasized as important for exam preparation.
This document provides guidance on preparing for and participating in a viva voce, or oral examination. It discusses key points such as:
1) The purpose of a viva voce is to evaluate a student or researcher's understanding of their work and determine their knowledge of the content, methods, and findings.
2) Vivas typically last 10-20 minutes and involve discussing elements like the study title, problem statement, objectives, research design, methodology, and limitations.
3) Strong communication skills, confidence, preparation, and the ability to think on one's feet and justify ideas are important for performing well in a viva voce.
Understanding Personal & Social Wellbeingmwalsh2015
This document provides information about an entry level course on understanding personal and social wellbeing taught by Michelle Walsh. It outlines logistical details like dates and contact information. The first session objectives are to introduce key terminology like wellbeing, do an icebreaker activity, discuss what wellbeing means, identify areas it includes and who is responsible for it. Students will also learn the five ways to wellbeing and discuss how to take care of their own wellbeing. The homework is to research the government's role in wellbeing.
This document discusses the concept of role modeling by trainers and its potential impact on learners. It explores both positive and negative attributes of role models and how learners unconsciously adopt goals and behaviors from observing trainers. Trainers are encouraged to reflect on their own role modeling impact, get feedback from learners, and consciously work to embody positive professional, personal and teaching qualities to maximize benefits for learners. Barriers to being better role models include lack of self-awareness, feedback and effort to change behaviors.
This document discusses preparing for exams. It emphasizes the importance of:
- Committing to learning the material from the start of the academic session, not just cramming before exams.
- Creating a study schedule and sticking to it, including reviewing notes after class and doing homework.
- Assessing difficult topics to spend extra time studying those areas.
- Practicing recalling information and simulating exams to prepare for the testing environment.
This document provides 10 tips for parents to help support their child through exams. It discusses establishing a routine focused on being a role model with healthy habits, setting goals, keeping active, eating well, taking time for relaxation, ensuring quality sleep, limiting screen time, staying calm, building confidence and providing support. The overall message is that by helping their child develop effective preparation strategies and maintaining balance, parents can help their child manage stress and perform better during exams.
The document provides an orientation for medical students on their critical care rotation in the intensive care unit (ICU). It outlines the daily schedule and responsibilities, including morning and afternoon rounds, teaching sessions, procedures students will be expected to learn and perform, evaluations, journal club, grand rounds, and tips for survival. The rotation will be demanding but rewarding, with students gaining experience managing life and death situations and being exposed to a variety of procedures and educational activities under supervision. Support is available from attending physicians and the critical care program for any concerns.
This document provides study strategies and tips for exam preparation. It discusses why studying for exams can be challenging, including having to cover a large amount of material over several months. It then outlines effective study techniques like starting early, creating a schedule, using proven methods like SQ3R, getting organized, and varying activities. Specific memorization strategies and tips for dealing with lack of concentration are also presented. The document concludes by discussing objective exams and providing advice for that exam format.
This document provides tips for managing test anxiety in 3 key areas:
1) Understanding the causes and symptoms of test anxiety such as physical symptoms like increased heart rate and mental blocks.
2) Effective study strategies like making study aids, attending all classes, and getting help if needed.
3) Relaxation techniques for managing anxiety like controlled breathing, muscle relaxation, and positive self-talk.
Cengage Learning Webinar, Psychology: Math Anxiety and Math Test Anxiety: Cau...Cengage Learning
Math anxiety – the feeling of tension and apprehension associated with math performance or testing – can manifest in students as young as first-grade age. By the time learners reach high school and college, this condition can have serious implications for future education and employment.
Focusing on the theoretical and practical aspects of both math anxiety and math test anxiety, and offers solutions targeted to faculty and students alike, this March 19, 2013 webinar provided techniques for anxiety-reduction, classroom management, test-taking skills and test analysis to improve future outcomes.
The document provides instructions for a journal assignment asking nursing students to observe, process, and reflect on their first BSN course. It includes prompts for students to think about their feelings completing the course, goals, and how to achieve them. It then provides an example student response minimum 150 words discussing mixed feelings about the course ending but being closer to dreams, and listing seven goals including contributing to the nursing profession and integrating best practices, and plans to achieve the goals through employment, research, community service, and continuing education.
Assessment 1. Transcript. NSB305 Semester 2 2018. Three g.docxgalerussel59292
Assessment 1. Transcript. NSB305 Semester 2 2018.
Three graduates talking about scope of practice, skill mix and delegation.
Helen: Hi Shirly, Hi Darren, Hi Daria. How have you been? How’s your first year as a registered nurse going?
Shirly: Hi Helen. Well I have been in the graduate program for about 6 months now. I am just starting to
feel as though I am finding my feet. But sometimes I still feel a bit lost and at times, I do wonder if I am not
working outside of my scope of practice. This happens mostly on evening and night shifts when there aren’t
a lot of people around to ask for help or advice. I remember we were told at uni about it being our own
responsibility to provide safe care and to not work outside of our scope of practice; no matter what. But
sometimes it’s really difficult. Like last week, I was on a night shift and a patient’s naso gastric tube had
come out. I knew that it had to be reinserted but, apart from in the clinical practice sessions and watching a
couple on the ward, I hadn’t done one before. And there was no one to help me, so I just did it. I think the
patient was OK, but I know that that is not good practice but what else do I do? I am worried about being
accountable for doing the wrong thing.
Darren: Yes Shirly, I am finding similar things. Finding the support you need on evenings and night shifts can
be difficult and I have found that at times the skill mix is just wrong. One day during report, I counted 5
senior RN’s on the morning shift but apart from the team leader (who was a 2nd year RN) and I, we were the
only other RN’s on the PM shift. It was pretty scary stuff and because the team leader was so busy, I was
constantly double checking myself, so I got behind in my work. It didn’t help that we had patients coming
back from theatre and the team leader said that I had to get them all as she didn’t want to leave me alone
on the floor in case the EEN’s needed close supervision with delegated tasks that I was not able to do. This
didn’t make me feel any better. It jest kept ringing in my head. Whatever happens here, you are not just
responsible you are accountable as well. I must say that I felt a bit overwhelmed.
Daria: Oh delegation! It’s my greatest headache. I know that delegating tasks to others can really help me as
a graduate to learn and focus on registered nurse work, but I really struggle with deciding what tasks to
delegate and who to delegate them to. I worry that the EEN’s think that I am just lazy and trying to get rid of
the jobs that I don’t wat to do. This I see the other RN’s delegating, but I don’t think that they are really
making sure that the person they delegate to understands the task nor do they appear to be supervising or
supporting them. Last week, a patient feel in the shower. The assistant in nursing doing the shower hadn’t
realised that the patient always needed someone with them and went back into th.
The document provides tips for preparing for and taking exams, including studying using different learning modes like reading, listening, reciting, and writing. It recommends setting a study schedule, using flashcards to memorize important information, and rewarding yourself for studying. On the exam day, it suggests arriving early and relaxing before the test. During the test, it advises answering easy questions first, marking hard questions to return to, using logical strategies to eliminate incorrect answers, and being careful of trick words. It also recommends double checking answers and changing answers if unsure.
The document provides tips for preparing for and taking exams successfully. It emphasizes the importance of preparation, forming study groups, managing time well, getting proper rest and nutrition, and using effective test-taking strategies like starting with easier questions and skipping and returning to difficult ones. Procrastination is identified as an "enemy of preparation" that can endanger academic success if not addressed. The document also advises being prepared for unexpected exam questions and learning from exams by analyzing mistakes.
The document summarizes Katharine Brumbaugh's presentation at the WE12 Conference on her experiences managing teams of undergraduate students. It discusses lessons she has learned about leading by example, recognizing good work, understanding student psychology and time constraints, and effectively managing meetings. The presentation focuses on providing guidance for managing and motivating undergraduate students on research projects and extracurricular activities.
The document provides test taking strategies organized into sections for pre-test, during the test, and finishing the test. It recommends attending all classes to ask questions and receive outlines, reviewing materials with 10 minutes of review for every hour learned. When studying, it suggests making a study plan, taking breaks every 50 minutes, and getting enough sleep. During the test, it advises pacing yourself and using logic to eliminate incorrect answers. When finishing, it recommends checking over your work and making sure essays have an introduction, body, and conclusion.
All the secrets of passing (and maybe even topping) the board examAllana Delgado
Sharing some important things to remember and tips for those who will take the board exams for professionals in the Philippines. In our country, professionals have to take and pass a state licensure exam to be qualified professionals in their field. Librarians also have to take the board exam in the Philippines as mandated by the Professional Regulation Commission (PRC). Here's what I did to pass the board exam and land a spot in the top 10.
Visit my blog for more tips: http://malditanglibrarian.blogspot.com
or
http://malditanglibrarian.blogspot.com/search/label/board exam tips
Embracing the diploma presentation Richard CraggPHEScreening
Richard Cragg discusses his experience with implementing an NVQ qualification program for assessors in the Derbyshire Diabetic Eye Screening Programme. He describes initially feeling confused and resistant to the change, but realizing he needed to direct his energy towards meeting goals. He outlines some of the hurdles to overcome like managing the change, understanding requirements, and setting timeframes. Cragg provides tips for assessors on recording evidence, asking for support, using the right tools, and meeting regularly with learners to submit assessments and prevent delays.
This toolkit provides guidance on creating a business case to justify attending a conference or training event to one's manager. It outlines key reasons for attending such as learning, networking, and motivation. The business case should emphasize return on investment for the employer by detailing specific sessions of interest, knowledge sharing plans, and costs. Sharing outcomes with colleagues through presentations, reports, blogs, newsletters, or social media ensures the wider organization benefits from the attendee's experience.
This document provides information about a Careers and Personal Development course, including:
- An outline of the course structure and units to be studied each month.
- Expectations around attendance, behavior, deadlines, and assessments.
- Support services available to students and policies on plagiarism and referencing.
This document discusses test anxiety and provides tips for managing it. It defines test anxiety as worry, uneasiness, or fear experienced before, during, or after a test. Test anxiety can cause mental distraction, physical symptoms, or mental blocks. The document recommends preparation, maintaining a positive attitude, and managing outside pressures as ways to control test anxiety. Proper preparation includes regular studying, attending classes, and getting enough sleep. Having confidence and avoiding negative self-talk can help maintain a positive attitude. Seeking help for outside issues can reduce additional pressures that may worsen anxiety.
The document provides tips for managing stress and preparing for exams. It recommends setting specific, written goals with deadlines and prioritizing the most important ones. Students should make a study schedule that balances prayer, study time, breaks and sleep. They are advised to study in a quiet, tidy environment and use the SQ3R reading method. On exam day, students should avoid malpractice, write legibly and present their work well. Managing time effectively and maintaining a healthy lifestyle are also emphasized as important for exam preparation.
This document provides guidance on preparing for and participating in a viva voce, or oral examination. It discusses key points such as:
1) The purpose of a viva voce is to evaluate a student or researcher's understanding of their work and determine their knowledge of the content, methods, and findings.
2) Vivas typically last 10-20 minutes and involve discussing elements like the study title, problem statement, objectives, research design, methodology, and limitations.
3) Strong communication skills, confidence, preparation, and the ability to think on one's feet and justify ideas are important for performing well in a viva voce.
Understanding Personal & Social Wellbeingmwalsh2015
This document provides information about an entry level course on understanding personal and social wellbeing taught by Michelle Walsh. It outlines logistical details like dates and contact information. The first session objectives are to introduce key terminology like wellbeing, do an icebreaker activity, discuss what wellbeing means, identify areas it includes and who is responsible for it. Students will also learn the five ways to wellbeing and discuss how to take care of their own wellbeing. The homework is to research the government's role in wellbeing.
This document discusses the concept of role modeling by trainers and its potential impact on learners. It explores both positive and negative attributes of role models and how learners unconsciously adopt goals and behaviors from observing trainers. Trainers are encouraged to reflect on their own role modeling impact, get feedback from learners, and consciously work to embody positive professional, personal and teaching qualities to maximize benefits for learners. Barriers to being better role models include lack of self-awareness, feedback and effort to change behaviors.
This document discusses preparing for exams. It emphasizes the importance of:
- Committing to learning the material from the start of the academic session, not just cramming before exams.
- Creating a study schedule and sticking to it, including reviewing notes after class and doing homework.
- Assessing difficult topics to spend extra time studying those areas.
- Practicing recalling information and simulating exams to prepare for the testing environment.
This document provides 10 tips for parents to help support their child through exams. It discusses establishing a routine focused on being a role model with healthy habits, setting goals, keeping active, eating well, taking time for relaxation, ensuring quality sleep, limiting screen time, staying calm, building confidence and providing support. The overall message is that by helping their child develop effective preparation strategies and maintaining balance, parents can help their child manage stress and perform better during exams.
The document provides an orientation for medical students on their critical care rotation in the intensive care unit (ICU). It outlines the daily schedule and responsibilities, including morning and afternoon rounds, teaching sessions, procedures students will be expected to learn and perform, evaluations, journal club, grand rounds, and tips for survival. The rotation will be demanding but rewarding, with students gaining experience managing life and death situations and being exposed to a variety of procedures and educational activities under supervision. Support is available from attending physicians and the critical care program for any concerns.
This document provides study strategies and tips for exam preparation. It discusses why studying for exams can be challenging, including having to cover a large amount of material over several months. It then outlines effective study techniques like starting early, creating a schedule, using proven methods like SQ3R, getting organized, and varying activities. Specific memorization strategies and tips for dealing with lack of concentration are also presented. The document concludes by discussing objective exams and providing advice for that exam format.
This document provides tips for managing test anxiety in 3 key areas:
1) Understanding the causes and symptoms of test anxiety such as physical symptoms like increased heart rate and mental blocks.
2) Effective study strategies like making study aids, attending all classes, and getting help if needed.
3) Relaxation techniques for managing anxiety like controlled breathing, muscle relaxation, and positive self-talk.
Cengage Learning Webinar, Psychology: Math Anxiety and Math Test Anxiety: Cau...Cengage Learning
Math anxiety – the feeling of tension and apprehension associated with math performance or testing – can manifest in students as young as first-grade age. By the time learners reach high school and college, this condition can have serious implications for future education and employment.
Focusing on the theoretical and practical aspects of both math anxiety and math test anxiety, and offers solutions targeted to faculty and students alike, this March 19, 2013 webinar provided techniques for anxiety-reduction, classroom management, test-taking skills and test analysis to improve future outcomes.
The document provides instructions for a journal assignment asking nursing students to observe, process, and reflect on their first BSN course. It includes prompts for students to think about their feelings completing the course, goals, and how to achieve them. It then provides an example student response minimum 150 words discussing mixed feelings about the course ending but being closer to dreams, and listing seven goals including contributing to the nursing profession and integrating best practices, and plans to achieve the goals through employment, research, community service, and continuing education.
Assessment 1. Transcript. NSB305 Semester 2 2018. Three g.docxgalerussel59292
Assessment 1. Transcript. NSB305 Semester 2 2018.
Three graduates talking about scope of practice, skill mix and delegation.
Helen: Hi Shirly, Hi Darren, Hi Daria. How have you been? How’s your first year as a registered nurse going?
Shirly: Hi Helen. Well I have been in the graduate program for about 6 months now. I am just starting to
feel as though I am finding my feet. But sometimes I still feel a bit lost and at times, I do wonder if I am not
working outside of my scope of practice. This happens mostly on evening and night shifts when there aren’t
a lot of people around to ask for help or advice. I remember we were told at uni about it being our own
responsibility to provide safe care and to not work outside of our scope of practice; no matter what. But
sometimes it’s really difficult. Like last week, I was on a night shift and a patient’s naso gastric tube had
come out. I knew that it had to be reinserted but, apart from in the clinical practice sessions and watching a
couple on the ward, I hadn’t done one before. And there was no one to help me, so I just did it. I think the
patient was OK, but I know that that is not good practice but what else do I do? I am worried about being
accountable for doing the wrong thing.
Darren: Yes Shirly, I am finding similar things. Finding the support you need on evenings and night shifts can
be difficult and I have found that at times the skill mix is just wrong. One day during report, I counted 5
senior RN’s on the morning shift but apart from the team leader (who was a 2nd year RN) and I, we were the
only other RN’s on the PM shift. It was pretty scary stuff and because the team leader was so busy, I was
constantly double checking myself, so I got behind in my work. It didn’t help that we had patients coming
back from theatre and the team leader said that I had to get them all as she didn’t want to leave me alone
on the floor in case the EEN’s needed close supervision with delegated tasks that I was not able to do. This
didn’t make me feel any better. It jest kept ringing in my head. Whatever happens here, you are not just
responsible you are accountable as well. I must say that I felt a bit overwhelmed.
Daria: Oh delegation! It’s my greatest headache. I know that delegating tasks to others can really help me as
a graduate to learn and focus on registered nurse work, but I really struggle with deciding what tasks to
delegate and who to delegate them to. I worry that the EEN’s think that I am just lazy and trying to get rid of
the jobs that I don’t wat to do. This I see the other RN’s delegating, but I don’t think that they are really
making sure that the person they delegate to understands the task nor do they appear to be supervising or
supporting them. Last week, a patient feel in the shower. The assistant in nursing doing the shower hadn’t
realised that the patient always needed someone with them and went back into th.
1. The document provides 17 questions for a postpartum assessment case study of a 24-year-old woman who recently gave birth vaginally with an episiotomy and epidural.
2. It also provides additional instructions for assignments, including APA format, writing quality, use of direct quotes, late policy and communication.
3. The document emphasizes proofreading, using scholarly sources, substantive discussion posts, familiarizing oneself with APA style and communicating with the instructor.
Kiat pembelajaran di Perguruan Tinggi khususnya FK UKIarikamanjaya
This document discusses several topics related to becoming a successful student, including time management, listening skills, note taking, reading textbooks, and test taking strategies. It provides specific tips in each area, such as creating a calendar and to-do list, focusing on the speaker during lectures, using different note taking methods, skimming chapters before reading, and preparing for tests throughout the semester rather than procrastinating. The document emphasizes planning, active listening, reviewing notes after class, and studying with others.
This document provides advice for nursing students preparing for their third-year management placement. It recommends that students identify their existing management strengths and areas for improvement. Students should discuss their role and expectations with their mentor. Planning, organization, punctuality and professionalism are important traits. The document contrasts management, which involves arranging and telling, with leadership, which involves nurturing and enhancing. It prompts students to reflect on leadership qualities they have observed and want to develop. Seeing the "bigger picture", keeping a reflective diary, and having regular supervision can help students evaluate their achievements and approaches.
This document provides information and advice for new college students on various topics such as goal setting, time management, academic dishonesty, career choices and planning, and college resources and services. It discusses the importance of setting specific, measurable, achievable goals and creating a schedule. It also outlines steps for effective time management including prioritizing tasks, limiting distractions, and avoiding procrastination. Academic dishonesty and its consequences are addressed. Career planning advice includes assessing interests and skills, developing a plan, and preparing for interviews. An overview is given of common college resources like academic assistance, financial aid, tutoring, counseling, and computer/science labs.
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Chnaging trends in Medical Education Oct 23.pptxRajan Duda
Teaching : Latest concepts in medical education
how best to optimize medical education
new trends in undergraduate and post graduate teaching in pediatrics
This portfolio contains samples of work from a Health Science student's senior seminar class including case scenarios analyzing healthcare problems and proposing solutions, summaries of journal articles, resumes, cover letters, and other assignments showcasing the student's knowledge and preparation for a career in occupational therapy focusing on mental health and rehabilitation. The portfolio is intended to demonstrate the student's understanding of issues in the healthcare field and ability to think critically to address problems.
The document reflects on the student's performance halfway through the semester in their English 112 course. They feel they have taken more risks with their writing style and challenged themselves, though still feel uncertain at times. Through peer reviews, reflections, regular participation, and visits to the writing center, the student believes they have improved in developing stronger arguments, more fluid writing, and greater coherence in their essays.
This document provides an overview of a course on strategies for college success. It covers topics like self-assessment, goal setting, time management, study skills, and stress management. The goal is to expose students to various techniques that will help them succeed academically. Specific lessons discuss setting achievable goals, identifying learning styles, dealing with anxiety and stress, and developing effective study habits. Students complete self-assessments and write reflections to apply the concepts. The course aims to help students optimize their learning and better manage the demands of college.
Review, synthesize, and reflect on data you have collected about y.docxronak56
Review, synthesize, and reflect on data you have collected about yourself. Weekly discussion in lab will help you to construct this SRL profile. The SRL profile creates an opportunity to draw on data from your weekly self assessments and weekly My Planners to review and summarize your strengths and weaknesses in terms of engagement, SRL, motivation, anxiety, emotion regulation, procrastination, time management, task understanding, goal setting, etc. Summarize and present a profile of YOU. The assignment will conclude with an SRL change plan in which you will choose to tackle/change one problem over the remaining part of the semester in terms of: (a) behavior/s, (b) thinking, (c) motivation, or (d) emotions/affect.
Prepare your answer in word or some other format. Cut and paste it into the text window for this assignment.
You must answer the following questions. This assignment should not exceed 1500:
(1) STRENGTHS: Looking across the topics and self-assessments covered to date, what are my main strengths? How can I leverage those strengths in taking control of my university success?
(2) WEAKNESSES: Looking across the topics and self-assessments covered to date, what are my main weaknesses? Why might addressing those weaknesses be important for taking control of my university success?
(3) CHALLENGES: After reviewing my 6 MyPlanners to date, these are the critical patterns I see in my weekly attempts to take control of my learning. For this you should pay particular attention to: (a) engagement (Q. 1), (b) Goal attainment (first question after STOP sign), (c) Challenges - particularly patterns over time in the challenges that get in your way, (d) Other things such as feeling or motivation reported in the myPlanner.
(4) TARGET FOR CHANGE: Based on what you have summarized above, identify and justify one main thing you want to tackle in the remaining part of the semester. This should be something you want to take control of. It should be something you see as critical for your success in one (or more) of your other courses. Be explicit about whether the thing you want to change is about changing a: (a) behavior, (b) cognitive process or outcome, (c) motivation, or (d) feeling (emotion/affect).
(5) HOW WILL YOU EVALUATE YOUR SUCCESS? What data do you need to collect to figure out if you have been successful in tackling/addressing that target for change. In addition list 5 self-assessments you would like to redo at the end to self-evaluate your change.
Weekly Self-regulated learning assessment
1. Week 1
My strengths are knowing to creating goals and finding the correct adjustment to correct the problem.Through the report, the scores of planning, information management strategy and debugging strategies are relatively high. Personally, I am used to setting goals and planing before I started to learning, and I am satisfied with the good performance in organizing and engage in learning information more efficiently during the process. I also focu ...
This document provides guidance for nurses on evaluating and providing feedback to preceptees. It discusses the importance of ongoing, two-way communication and continuous feedback. It outlines how to evaluate critical thinking, knowledge, attitude, and skills. Effective feedback is described as specific, factual, descriptive, clearly understood, timely, and sensitive. Scenarios address potential issues like a preceptee who is overconfident, a personality conflict, cutting corners, and being overwhelmed. The document also includes a self-reflection form for preceptees.
Mr. C is a 32-year-old man seeking bariatric surgery for obesity. He has a history of being overweight since childhood and has gained 100 pounds in the last 2-3 years. Current medical evaluations show no metabolic disease but he has sleep apnea, high blood pressure, increasing shortness of breath, swollen ankles, and itchy skin. Lab tests show abnormal cholesterol and triglyceride levels as well as elevated blood glucose and creatinine levels. The case study evaluates Mr. C's health risks and whether bariatric surgery is appropriate, assesses his health patterns, and considers education to prevent future health issues like end-stage renal disease.
The document provides strategies for students to achieve academic success by managing stress, practicing good time management, concentrating effectively, staying motivated, and setting realistic goals. It also provides tips for writing research papers and evaluating internet resources.
The document provides guidance for preceptors on their roles and responsibilities. It discusses defining preceptor roles, distinguishing them from regular staff roles, outlining Benner's levels of nursing practice, and listing available preceptor resources. It also covers establishing goals for orientees using the SMART method, applying principles of adult education, and effectively documenting an orientee's progress.
7 success strategies for distance learnersRiane Castillo
This document provides 7 strategies for distance learners to succeed: 1) Set goals and establish a regular study schedule, 2) Talk about your course of study with others, 3) Join a study group, 4) Know your learning style and apply it, 5) Celebrate successes along the way, 6) Ask questions, and 7) Ensure your learning has real-world application and meaning. It also discusses formative, developmental, and summative types of evaluations used to improve distance education programs.
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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1. Managing Up
Strategically Navigating your Preceptorships
(Preview Slide Deck)
Naledi Saul, Director. Office of Career & Professional Development.
naledi.saul@ucsf.edu. career.ucsf.edu
2. 1. Describe a typical development over a 10 week period
2. Take change of your career: assess your readiness, develop learning
goals, and prep to talk to your preceptor
3. Describe common obstacles in preceptorships and strategies to
address them skillfully
• Supervising Issues: what can (and can’t) you expect from your
preceptor?
• Syncing Issues: What to do when your preceptor’s teaching,
communication or conflict management style is different than yours
• Managing power differentials at work as a trainee, and how to
respond when you see/experience inappropriate or bullying
behaviors at work.
By the end of this interactive workshop, you’ll be able to….
3. 3
Pre-week Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
• First
exchanges
with your
preceptor
• Possible some
expectations
articulated
during this time
Orientation Week:
• Thank your
preceptor for the
opportunity
• Talk about your
responsibilities,
their expectation
and how you will be
evaluated.
• You should know
expectations by the
end of this week
• This week you’re
taking on some
clinical
responsibilities.
• You’re getting
“in the moment”
feedback from
your preceptor
• This week you’re
taking on even more
clinical
responsibilities.
• Aim for some type of
overall performance
check-in during this
time
• This week is
about
“in the moment
feedback” from
your preceptor
• & perhaps a
midpoint
evaluation
convo.
• Aim for some type of overall
performance check-in during this time.
• The focus on conversations are
progress: “i.e.: We talked about
improvement in this and that area; is
your assessment that I am making
progress in these areas?”
• This
week, It’s
all gelling!
Close Out Week:
• Thank your preceptor
for their time and effort.
• Preceptor completes
evaluation. Use as
jump off for next
clinical.
• Ask about what you
should focus working
on.
• Assess yourself: how
do you think you did?
Observation Independence
Expected milestones over a ‘typical-ish’ ten week schedule
Taking
a patient history
Conducting
a patient physical
Developing
a plan
Identifying differential
diagnoses
Working independently with
complicated cases & clients
Correct & concise reporting
UCSF Office of Career & Professional Development. Do not reprint without permission. naledi.saul@ucsf.edu
‘Independence’ includes
4. • A learning goal is much more than simply saying that you
want to learn about and/or improve on something; rather, it
more specifically describes what you want to achieve.
Source: UAB Department of Ob/Gyn, Residency Program Formal Mentoring Program.
https://www.uab.edu/medicine/obgynresidency/images/PDFs/Handbooks/Writing_SMART_Goals.pdf
Assess your
clinical
readiness
Determine
learning goals
Decide the
optimal way to
complete
conversing
about the items
on your
tell/know list
You’re prepped!
Take Charge of Your Career: Getting Ready for your Preceptorship
UCSF Office of Career & Professional Development. Do not reprint without permission. naledi.saul@ucsf.edu
5. Assess Yourself: Disagree Agree
I know the 5 most common chronic conditions I will see 1 2 3 4 5 6 7 8 9 10
I can manage the most common chronic conditions I will see 1 2 3 4 5 6 7 8 9 10
I am able to assess the parameters of a new complaint 1 2 3 4 5 6 7 8 9 10
I am able to take a patient history 1 2 3 4 5 6 7 8 9 10
I am able to complete a physical exam 1 2 3 4 5 6 7 8 9 10
I am able to report my findings 1 2 3 4 5 6 7 8 9 10
I am concerned about my ability to move towards independence: formulating a plan, diagnostics and follow-up 1 2 3 4 5 6 7 8 9 10
I understand the characteristics of the population served by the site 1 2 3 4 5 6 7 8 9 10
I feel able to provide culturally responsive care 1 2 3 4 5 6 7 8 9 10
I feel competent utilizing electronic health documents to document visits 1 2 3 4 5 6 7 8 9 10
I think I will be able to quickly learn the technology and how to order the diagnostics I will use 1 2 3 4 5 6 7 8 9 10
(If you speak a language other than English) I have the medical vocabulary and fluency to use my language in a
clinical capacity
1 2 3 4 5 6 7 8 9 10
I understand the structure of a typical day 1 2 3 4 5 6 7 8 9 10
I believe I will do well at this site 1 2 3 4 5 6 7 8 9 10
Think, Pair, Share! Assess Your Clinical Readiness For your Next Preceptorship
UCSF Office of Career & Professional Development. Do not reprint without permission. naledi.saul@ucsf.edu
6. • A learning goal is much more than simply saying that you
want to learn about and/or improve on something; rather, it
more specifically describes what you want to achieve.
Source: UAB Department of Ob/Gyn, Residency Program Formal Mentoring Program.
https://www.uab.edu/medicine/obgynresidency/images/PDFs/Handbooks/Writing_SMART_Goals.pdf
Assess your
clinical
readiness
Determine
learning goals
Decide the
optimal way to
complete
conversing
about the items
on your
tell/know list
You’re prepped!
Take Charge of Your Career: Getting Ready for your Preceptorship
UCSF Office of Career & Professional Development. Do not reprint without permission. naledi.saul@ucsf.edu
7. Learning Goals are SMART
Your Turn: Deciding on Your Learning Goals
Source: UAB Department of Ob/Gyn, Residency Program Formal Mentoring Program.
https://www.uab.edu/medicine/obgynresidency/images/PDFs/Handbooks/Writing_SMART_Goals.pdf
Specific A specific goal is detailed, focused and clearly stated. Provide anticipatory guidance to a pregnant women in
all three trimesters
Measurable A measurable goal is quantifiable, meaning you can
see the results. Include precise amounts, dates, and
so on in your goals so you can measure your degree of
success.
See 3 patients in one session by week ten
Attainable An attainable goal can be achieved based on your
skill, resources and area of practice.
Formulate/review plan for acute or chronic diseases
with minimal help from preceptor
Relevant A relevant goal applies to your current role and is
clearly linked to your key role
responsibilities.
Perform physical assessments by the end of my first
quarter
Time Limited A time-limited goal has specific timelines and a
deadline. This will help motivate you toward your goal
and to evaluate your progress
Formulate at least one differential and one working
diagnosis appropriate for the patients that I see by the
end of the quarter
UCSF Office of Career & Professional Development. Do not reprint without permission. naledi.saul@ucsf.edu
8. To be able to:
• Perform physical assessments by the end of my first quarter
• Provide anticipatory guidance to a pregnant women in all three
trimesters
• Perform and document a complete physical history by the end of
February
• Formulate at least one differential and one working diagnosis
appropriate for the patients that I see by the end of the quarter
• Obtain a complete history in 30 minutes
• Formulate/review plan for acute or chronic diseases with minimal help
from preceptor
• Perform focused assessment pertaining to the symptoms the patient is
presenting
• Discuss disease management and educate patient and family
members
• Perform a sports physical
• See 3 patients in one session by week ten
Source: allnurses.com NP Forum. Written bt nitasarn, Jan 2013; Elizabeth Shabrell
Start with
an action verb:
• Complete
• Create
• Demonstrate
• Design
• Develop
• Describe
• Discuss
• Evaluate
• Explain
• Identify
• Obtain
• Perform
• Plan
• Provide
• See
Your Turn: Decide on Your Learning Goals
UCSF Office of Career & Professional Development. Do not reprint without permission. naledi.saul@ucsf.edu
9. UCSF Office of Career & Professional Development. Do not reprint without permission. Naledi,saul@ucsf.edu
Scenarios: How to Leap Over Common Obstacles in Preceptorships
10. Great, expectations! It’s been a week, and your preceptor hasn’t laid out the
expectations yet.
Groundhog’s Day: It’s week 3, and you’re doing the same thing you were in week
1: Observing.
That Syncing Feeling: Still in week 3, and you’ve have come to the conclusion that
your learning style and your (instructor) preceptor’s teaching style are out of sync:
Supervising, Syncing, & Bullying Behaviors
Wish 1: Wish you’d said something earlier. It’s week 5, and your preceptor just
told you aren’t succeeding in your rotation. What now?
Wish 2: Aaaww…I really wish you hadn’t said that. Week 7, and some one on the
clinical team says something you think might be clinically incorrect or
professionally inappropriate (about a patient or you) to you, or around you.
Scenarios: How to Leap Over Common Obstacles in Preceptorships
UCSF Office of Career & Professional Development. Do not reprint without permission. naledi.saul@ucsf.edu
11. Supervising
Syncing
Bullying
Assess your Situation: When something is wrong, ask:
“Is it a supervising, syncing or bullying issue?”
UCSF Office of Career & Professional Development. Do not reprint without permission. naledi.saul@ucsf.edu
12. Visual
Visual/Observational
Aural
Reading/Writing
Kinesthetic
Let me watch you do it.
Talk me through it first.
Is there a manual? Great,
I’ll get back to you.
Step aside and let me try
to figure it out.
Comments welcome!
HOW YOU LEARN
1. Your preceptor wants to teach
you how to read an x-ray or
interpret an EKG.
2. What is your least preferred
style to learn this?
3. Think of a scenario where you
experienced or witnessed a
syncing issue.
4. How do you think an out- of-
sync learning/teaching style
could affect your learning
experience?
5. How you do think this would
affect your perception or
each other?
Set expectations/Take
baseline assessment
Delegate/teach/train
effectively
Give kudos and
corrective feedback
continuously
Articulate & enforce
consequences
Recognize & reward
progress and
achievement
Manage conflict
Provide support
1
2
3
4
5
6
7
7 Supervisory
Responsibilities
vs.
Are you in Sync? Differences in Action & Why it Matters
UCSF Office of Career & Professional Development. Do not reprint without permission. naledi.saul@ucsf.edu
YOUR PRECEPTOR’S TEACHING STYLE
13. Managing Up
Strategically Navigating your Preceptorships
(Preview Slide Deck)
Naledi Saul, Director. Office of Career & Professional Development.
naledi.saul@ucsf.edu. career.ucsf.edu
Editor's Notes
Hi there. My name is naledi saul, and I’m the director of the office aof carer andprofessional development. This session exists because all of you have worked way too hard and come way too far to get anything get in the way of you becoming an NP. Now that you’re beginning to step into clinical preceptorships, we thought it would be helpful is to talk through and think through some of the less visible, but equally challenging factors and issues that have previously been barriers for students just like yourselves succeeding in their training setting.
We’ve turned these issues into 5 scenarios, which are sourced from suggestions from faculty, what the OCPD staff have heard in 1:1 appointments (partiuclarly when students come for mock interviews and we ask “so tell me about a time you had a difficult situation at work and how you handled it” or “Wo tell me about a time you disagreed with a colleague”_ , and examples that we’ve read in the literature, or on NP forums.
. In this highly intereactive session, I’ll describe the issue and situation ,we’ll identify some complicating factors that are stressors and make it difficult at first glance to determine how to react appropriately, and you’ll pair up to take the time to consider how you would like respond, and how you might help a fellow student respond, if faced with that situation.
Are you on track?
In pursuit of meaning use of learning goals in residency: A Qualitative study of pediatric residents. Lockspeiser, T, Et Al.
Factors Associated with Successful Self-Directed Learning Using Individualized Learning Plans During Pediatric Residency
Su-Ting T. Li, MD, MPH, , Daniel J. Tancredi, PhD, John Patrick T. Co, MD, MPH, Daniel C. West, MD
1) their ability to identify their strengths;
2) their ability to identify their areas for improvement;
3) their ability to write specific goals to improve their performance;
4) their ability to develop an effective plan to accomplish their learning goal;
Where you don’t feel ready, can you explain why?
In pursuit of meaning use of learning goals in residency: A Qualitative study of pediatric residents. Lockspeiser, T, Et Al.
Factors Associated with Successful Self-Directed Learning Using Individualized Learning Plans During Pediatric Residency
Su-Ting T. Li, MD, MPH, , Daniel J. Tancredi, PhD, John Patrick T. Co, MD, MPH, Daniel C. West, MD
1) their ability to identify their strengths;
2) their ability to identify their areas for improvement;
3) their ability to write specific goals to improve their performance;
4) their ability to develop an effective plan to accomplish their learning goal;
Not: I want to improve my ability to take a patient history
The five scenarios that we’ve identified are:
So we’re going to talk about these situations. In talking through this situation, you’ll do some self assessment, developing learning goals, learning styles, work styles, the definitition of bullying, and pinpoint what I call a red flag moment – the moment when you should read out for support.
You all wouldn’t have made it this far if you weren’t already skillsful and savvy. What you’ll hopefully get is some confirmation that you’re handling difficult situations like these well wich is one of the reasons, while I went back and forth on this, I langded on the side that I’d like the faculty to be part of the conversation. You’ll also get, some frameworks and different lens which to look ah how to view, and respond and when you’re faced with these scenarios, which quite frankly, for a numbe rof reasons, aren’t always so cut and dry.
Finally, I’ll say that we re piloting this session, and are still figuring it out for your fellow students. And so any feedback, on length, topic, format, scenario, faculty involvement, whether or not you think this session oguht to exist at all or is not the best use of your valuable time, is greatly appreciated and will be seriously considered.
….okay? Let’s get started.
The five scenarios that we’ve identified are:
So we’re going to talk about these situations. In talking through this situation, you’ll do some self assessment, developing learning goals, learning styles, work styles, the definitition of bullying, and pinpoint what I call a red flag moment – the moment when you should read out for support.
You all wouldn’t have made it this far if you weren’t already skillsful and savvy. What you’ll hopefully get is some confirmation that you’re handling difficult situations like these well wich is one of the reasons, while I went back and forth on this, I langded on the side that I’d like the faculty to be part of the conversation. You’ll also get, some frameworks and different lens which to look ah how to view, and respond and when you’re faced with these scenarios, which quite frankly, for a numbe rof reasons, aren’t always so cut and dry.
Finally, I’ll say that we re piloting this session, and are still figuring it out for your fellow students. And so any feedback, on length, topic, format, scenario, faculty involvement, whether or not you think this session oguht to exist at all or is not the best use of your valuable time, is greatly appreciated and will be seriously considered.
….okay? Let’s get started.
Learning styles just got debunked.
But does scientific research really support the existence of different learning styles, or the hypothesis that people learn better when taught in a way that matches their own unique style?
Unfortunately, the answer is no, according to a major new report published this month in Psychological Science in the Public Interest, a journal of the Association for Psychological Science. The report, authored by a team of eminent researchers in the psychology of learning—Hal Pashler (University of San Diego), Mark McDaniel (Washington University in St. Louis), Doug Rohrer (University of South Florida), and Robert Bjork (University of California, Los Angeles)—reviews the existing literature on learning styles and finds that although numerous studies have purported to show the existence of different kinds of learners (such as “auditory learners” and “visual learners”), those studies have not used the type of randomized research designs that would make their findings credible.
But preferences live one. If you’re about to learn a new techniwuq, or a new computer software, or how to change a tire. You may be one of the people who has a strong pference.
Hi there. My name is naledi saul, and I’m the director of the office aof carer andprofessional development. This session exists because all of you have worked way too hard and come way too far to get anything get in the way of you becoming an NP. Now that you’re beginning to step into clinical preceptorships, we thought it would be helpful is to talk through and think through some of the less visible, but equally challenging factors and issues that have previously been barriers for students just like yourselves succeeding in their training setting.
We’ve turned these issues into 5 scenarios, which are sourced from suggestions from faculty, what the OCPD staff have heard in 1:1 appointments (partiuclarly when students come for mock interviews and we ask “so tell me about a time you had a difficult situation at work and how you handled it” or “Wo tell me about a time you disagreed with a colleague”_ , and examples that we’ve read in the literature, or on NP forums.
. In this highly intereactive session, I’ll describe the issue and situation ,we’ll identify some complicating factors that are stressors and make it difficult at first glance to determine how to react appropriately, and you’ll pair up to take the time to consider how you would like respond, and how you might help a fellow student respond, if faced with that situation.