Self-reflection: Self-assessment of supervision related to knowledge and skills

2016 ◽  
pp. 39-41
Author(s):  
Noor Rosli
Keyword(s):  
Self Assessment ◽  
Knowledge And Skills ◽  
Self Reflection

scholarly journals Using students' reflection in the university educational process - a qualitative approach

Educatia 21 ◽  
2021 ◽  
pp. 48-61
Author(s):  
Carmen Maria Țîru ◽  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Educational Process ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Reflective Journal ◽  
Self Reflection ◽  
Qualitative Interpretation ◽  
The University

The university learning process must be self-planned, self-directed, self-initiated, and frequently individually completed. To be able to achieve these goals, the students must have certain knowledge and skills. One of these is the reflective ability, developed through different modalities and using different tools. This article presents a qualitative interpretation of the students' responses written in a reflective journal, at the end of a semester, as a tool for self-assessment and self-reflection and feedback on the educational activities in which they were involved. We present, anonymously, the dominant answers for each item grouped in reflective dimensions about the teaching and learning process. Based on these responses, we tried to identify characteristics and/or difficulties in the teaching and learning process, not only to summarize and analyze but to value and/or optimize them in the future university educational process.

scholarly journals POSITIVE EFFECTS OF PERIODIC SELF-REFLECTION USING "DAIFUKU-CHO" ON IMPROVEMENT OF STUDENTS'COMPETENCY

2020 ◽  
Vol 15 (1) ◽  
pp. 74-84
Author(s):  
Yosuke Tohata ◽  
Akiko Takahashi ◽  
Hideyuki Kobayashi ◽  
Yoshiaki Rikitake ◽  
Yoshikatsu Kubota
Keyword(s):  
Test Scores ◽  
Student Interaction ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Positive Effects ◽  
The Relationship

KOSENs not only try to increase students’ engineering abilities and literacy, which is the ability to use knowledge and skills, but also their competency, which we consider is the ability to apply knowledge and skills to any problem that might arise outside the walls of school. So the present study analyzes the relationship between a teacher’s evaluation of students’ self-assessment by “Daifuku-cho,” which is used for teacher-and-student interaction in PE class, and their competency improvement using PROG test scores. The result confirmed that students’ daily self-reflection and teachers’ feedback on them are important, and the outcome of their daily self-reflection can quantitatively show the growth in their competency. In particular, we report that the interaction between students and their teacher through the use of “Daifuku-cho” enhanced their learning and also that by comparing what the students wrote in “Daifukucho,” their grades and the results of PROG test, we suggest that the better students reflected themselves using “Daifuku-cho,” the more their competency developed.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Status quo of Nursing Informatics Competencies for Nurses Under Standardized Training -A Cross-Sectional Study (Preprint)

2019 ◽  
Author(s):  
Kejimu Sunzi ◽  
Cheng Lei ◽  
Zhuoyuanyuan Chen ◽  
Baolu Zhang
Keyword(s):  
Influencing Factors ◽  
Online Survey ◽  
Rapid Development ◽  
Professional Knowledge ◽  
Clinical Information ◽  
The Internet ◽  
Nursing Informatics ◽  
Self Assessment ◽  
Cross Sectional ◽  
Knowledge And Skills

BACKGROUND The rapid development of health information technology has an increasingly significant impact on nursing work. The development of informatization also puts forward higher requirements for nurses under standardized training (NUST). Informatics knowledge and skills are essential if clinicians are to master the large volume of information generated in healthcare today. Nurses with competent nursing informatics competencies (NIC) will be able to better adapt to the needs of work and the development of the times. OBJECTIVE This study aimed to explore, analyze, and discuss the current situation of NIC of NUST in China, and analyze the influencing factors, to provide references for improving the NIC of NUST. METHODS We conducted a cross-sectional survey of standard training nurses' NIC in a tertiary hospital in Sichuan Province, China, with convenience sampling. The study consists of two parts included socio-demographic characteristics and NIC, a self-designed general information questionnaire, and a Self-Assessment Nursing Informatics Competency Scale-SF28 were used as survey tools. An online survey collected the data, and the scores of nurses' NIC were analyzed, and the factors were determined by linear regression statistical analysis. RESULTS Overall 191 target population responded to the questionnaire, including 22 males (11.52%) and 169 females (88.48%), the age range was 21 to 28 years, the average age was 24.64 (SD 1.43). 53 persons without computer level certificate (27.75%), 138 persons with computer level certificate (72.25%), the total score of Self-Assessment Nursing Informatics Competency Scale was 68.65 (SD 10.47), the scores of each dimension were role of clinical information 10.12 (SD 2.17), basic computer knowledge and skills 26.64 (SD 4.96), application ability of computer skills 7.16 (SD 1.82), wireless equipment skills 8.02 (SD 2.04), nursing information attitude 16.73 (SD 3.25). In the analysis of influencing factors of NIC, “whether learned professional knowledge through the internet” is the influencing factor of NIC (P< .05). CONCLUSIONS The clinical nursing informatics (NC) of nurses was at a medium level, mainly influenced by “whether learned professional knowledge through the internet.” In the future regulation process, it is necessary to strengthen further the capacity training of information to improve their clinical information decision-making ability and better serve patients.

SURVEY ON THE OPINION AND SIGNIFICANCE OF SPORTS ACTIVITIES AMONG STUDENTS TRAINING IN THE "NURSES" AND "MIDWIVES"

2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 640-646
Author(s):  
A. Bozhkova ◽  
K. Gerasimov
Keyword(s):  
Public Health ◽  
Physical Activity ◽  
Motor Activity ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Medical University ◽  
Nurses And Midwives ◽  
Sports Activities

The aim of the research is, through a survey among students studying in the specialties "Nurse" and "Midwife", to study their opinion and attitude to the current models for conducting classes in the discipline "Sports", and in particular to their motor activity. The study involved students from the Medical University - Sofia (Faculty of Public Health and Branch "Prof. Dr. Ivan Mitev" - Vratsa). The tasks we set ourselves are: 1. To conduct a survey on the opinion and attitude of students to the discipline "Sport" and self-assessment of their physical activity; 2. To process and analyze the data from the survey; 3. To draw conclusions and formulate recommendations. To achieve the goal and tasks, a questionnaire with 18 questions was developed, and the obtained results will give us valuable information about motor culture, knowledge and skills about the role of sports during the training of the studied students and then in their future realization as specialists.

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

REFLECTIVE PRACTICES FOR THE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN EDUCATIONAL INDEPENDENCE

2021 ◽  
Author(s):  
Мария Сергеевна Новикова
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Educational Environment ◽  
The Self ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Self Reflection

В статье ставится проблема развития рефлексии младших школьников. Раскрывается значение рефлексивных практик как продуктивного инструмента формирования учебной самостоятельности, способности к самооценке, творчеству и самосовершенствованию. Выделены принципы построения образовательной среды, способствующей личностному развитию школьников в рамках рефлексивно-позиционного подхода. The article raises the problem of developing the self-reflection of primary school students. It reveals the significance of reflexive practices as a productive tool for the formation of educational independence, the ability to self-assessment, creativity and self-improvement. It highlights the principles of creating an educational environment fostering personal development of schoolchildren within the framework of the reflexive-positional approach.

scholarly journals Student Perceptions of Growth-Facilitating and Growth-Constraining Factors of Practice Placements: A Comparison between Japanese and United Kingdom Occupational Therapy Students

2019 ◽  
Vol 2019 ◽  
pp. 1-13
Author(s):  
Reiko Miyamoto ◽  
Dido Green ◽  
Peter Bontje ◽  
Natsuka Suyama ◽  
Nobuo Ohshima ◽  
...  
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Student Perceptions ◽  
Time Management ◽  
Nominal Group ◽  
Clinical Knowledge ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Occupational Therapy Students ◽  
The Uk

This study compared growth-facilitating and growth-constraining experiences of practice placements as perceived by occupational therapy students from Japan and the United Kingdom (UK). Fifteen students from Japan and 14 from the UK used a nominal group technique (NGT) to rank, individually and in groups, their subjective learning experiences during practice placements. Qualitative analysis and simple tabulation based on ranking of items obtained in the NGT were performed. Five item categories were identified from both Japanese and UK students: self-reflection, the role of supervisor, sense of responsibility, clinical knowledge and skills, and time management. Results showed that all students perceived opportunities for self-reflection and feedback from supervisors as growth facilitating and students’ passive attitudes towards requirements of practice placements as growth constraining. Country-specific differences between students were observed in clinical knowledge and skills, sense of responsibility, and time management. Japanese students perceived that preparatory study led to successfully treating clients during placement, and they tended to commit to placement assignments at the expense of time outside. UK students valued working independently with a sense of responsibility but considered time-management problems within their placement hours as growth constraining. These differences can be explained by different social norms and expectations of students from Japan and the UK.

scholarly journals Perceived Versus Real Swimming Skills of Adolescents under Standard and Challenging Conditions: Exploring Water Competencies as an Approach to Drowning Prevention

2020 ◽  
Vol 17 (11) ◽  
pp. 3826
Author(s):  
Marek Rejman ◽  
Anna Kwaśna ◽  
Magdalena Chrobot ◽  
Per-Ludvik Kjendlie ◽  
Robert K Stalmann
Keyword(s):  
Total Water ◽  
Self Assessment ◽  
Front Crawl ◽  
Drowning Prevention ◽  
Self Reflection ◽  
Male Adolescents ◽  
Before And After ◽  
Nonstandard Conditions ◽  
Risk Scenario

In this study, we compared adolescents’ actual (expert assessed) front crawl swimming skills to their self-assessment in two conditions: in standard swimming (wearing a swimsuit and goggles) and in a simulated risk scenario (swimming in plain clothes without goggles). We postulated that education focused on water competencies is fundamental in preventing drownings. Experts evaluated the skills of 21 female and 21 male adolescents in both standard and challenging conditions. All were low-skilled swimmers aged 14–15 years. Participants were asked to self-assess their skills before and after each trial. Boys and girls covered the same distance in both trials. Their self-assessment did not change regardless of the difficulty of the conditions. Girls assessed themselves more accurately than boys. However, boys who underestimated their skills showed greater ability to utilise the experience gained from performing the task for a more accurate self-assessment. In conclusion, adolescents should be educated in total water competencies, and not merely in swimming skills. For girls, “water readiness” is thought to broaden their ability to adapt their swimming skills to nonstandard conditions. Aquatic education for boys should focus on developing self-reflection in order to create a long-lasting responsibility using their own swimming skills.

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