scholarly journals Grade Inflation In Clinical Stage

2011 ◽  
Vol 2 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Dian Susmarini ◽  
Yati Sri Hayati
Keyword(s):  
Nursing Education ◽  
Evaluation Method ◽  
Clinical Stage ◽  
Grade Inflation ◽  
Grading System ◽  
Maximum Point ◽  
Evaluation Instrument ◽  
Grade Point ◽  
Average Grade ◽  
The Impact

Grade inflation is a condition when there is an increase of grade point average without the same increase in students’ ability. Grade inflation also occurs in nursing education that needs to be solved since its existence is threatening nursing professionalism. The case shows that the average grade for subjects in clinical stage is close to the maximum point, while the average grade in academic stage is in normal distribution. In this qualtitative research, six clinical facilitators from six different nursing programs were included. The participants were asked regarding the presence of grade inlfation in their institutions. Further, the gap between grade in academic and clinical stages were questioned the factor(s) that make the different, how real the given grade reflect students’ ability, the impact of it to the students and all related elements, and the action to solve this problem. The factors which cause grade inflation in universities especially in nursing are related to the whole aspect of learning and teaching. They are including the institution or nursing program, the faculty, the students and the grading system. The implication of grade inflation among nursing students can be both short and long term such as student’s disatisfaction and their career once they graduated. The process of measuring students’ clinical performance can be made such as evaluation method, number of clinical facilitator, the ability to use evaluation instrument, and the grading system. 

scholarly journals The impact of grade inflation on teachers’ evaluation: A quantitative study conducted in the context of five Lebanese universities

2022 ◽  
Vol 6 (2) ◽  
pp. 192-205
Author(s):  
Bassem Maamari ◽  
Hiba Naccache
Keyword(s):  
Large Body ◽  
Strong Relationship ◽  
Grade Inflation ◽  
Grade Point ◽  
Faculty Evaluations ◽  
Teaching Evaluations ◽  
Faculty Teaching ◽  
Teaching Faculty ◽  
The Many ◽  
The Impact

Asking students to evaluate teaching faculty by every ending semester in modern education is an established trend. In the higher education circles, it is validated based on a large body of research showing a relationship between these evaluations and students’ achievement. The arising problem is whether this relation is positively associated or not, and the presence of a growing debate pertaining to the many factors influencing this correlation. Most of the cited research shows a link between the attitude of students and their achievement. This research studies the effect of students’ grade point average (GPA), together with the type of university as public or private, and students’ major, on their attitude towards faculty teaching evaluations. The results of the multiple regression show a strong relationship between GPA and students’ attitude towards faculty evaluations, suggesting an ethical duality affecting grade inflation.

scholarly journals Assessment of the Construction of a Climate Resilient City: An Empirical Study Based on the Difference in Differences Model

2021 ◽  
Vol 18 (4) ◽  
pp. 2082
Author(s):  
Zifeng Liang
Keyword(s):  
Significant Contribution ◽  
Evaluation Method ◽  
Regional Climate ◽  
Chinese Government ◽  
Infrastructure Development ◽  
Grey System ◽  
Difference In Differences ◽  
Climate Resilience ◽  
The Difference ◽  
The Impact

Facing climate risks has become a common problem for mankind and a topic of great importance for the Chinese government. To thoroughly implement the overall requirements for the construction of an ecological civilization and effectively improve the capacity of cities to adapt to climate change, China launched the pilot construction of “Climate Resilient Cities” in 2017. In this paper, 16 prefecture level cities in Anhui Province of China were selected as the research objects, and the multi-level grey system evaluation method was used to measure the climate resilience of these regions. We used the difference in differences method to evaluate the effect of the pilot policy of “Climate Resilient Cities.” The pilot policies of the “Climate Resilient Cities” showed a significant contribution to the regional climate resilience, and, after isolating the impact of other factors on the regional climate resilience, the pilot policies of the “Climate Resilient Cities” increased the climate resilience of the pilot cities by four percentage points. The pilot policies of the “Climate Resilient Cities” had a significant contribution to the urban infrastructure development and ecological space optimization, as well as non-significant impacts to the urban water security, emergency management capacity-building, and science and technology innovation initiatives.

The impact of virtual visualisation: perception and design of spaces in ethnographic projects

2019 ◽  
Author(s):  
Juan Carlos Márquez Cañizares ◽  
Juan-Carlos Rojas
Keyword(s):  
Design Process ◽  
Design Education ◽  
Field Investigation ◽  
Ethnographic Research ◽  
Evaluation Instrument ◽  
Information Analysis ◽  
Public Park ◽  
The Public ◽  
Design Students ◽  
The Impact

"The use of VR technology within education is an area that has generated great interest in recent years, so this work follows that trend and contains nuances related to user-centred design education. The objective of this work is to identify students’ perceptions of the use of VR technology for ethnographic research. A group of 20 industrial design students from Tecnologico de Monterrey conducted a field investigation, which included interviews and surveys, using HMD with videos and stereoscopic images of a public park in Monterrey, Mexico. Based on the research and information analysis, areas of opportunity were identified and urban furniture proposals for the public park that place were generated. Once the design process was completed, an evaluation instrument was applied to measure, through statistical analysis, the students' perceptions of their experience using technology in the design process; gender, qualification obtained and the relevance of the technology used was also considered."

scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

scholarly journals Nurse educators’ perceptions of OSCE as a clinical evaluation method

Curationis ◽  
2001 ◽  
Vol 24 (1) ◽  
Author(s):  
MM Chabeli
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Evaluation ◽  
Clinical Competence ◽  
Nurse Educators ◽  
Evaluation Method ◽  
Thinking Skills ◽  
Alternative Methods ◽  
The South ◽  
Assessment And Evaluation

The South African Qualifications Authority, and the South African Nursing Council are in pursuit of quality nursing education to enable the learners to practise as independent and autonomous practitioners. The educational programme should focus on the facilitation of critical and reflective thinking skills that will help the learner to make rational decisions and solve problems. A way of achieving this level of functioning is the use of assessment and evaluation methods that measure the learners’ clinical competence holistically. This article is focused on the perceptions of twenty nurse educators, purposively selected from three Nursing Colleges affiliated to a university in Gauteng, regarding the use of OSCE (Objective Structured Clinical Examination) as a clinical evaluation method within a qualitative and descriptive research strategy. Three focus group interviews were conducted in different sessions. A descriptive content analysis was used. Trustworthiness was ensured by using Lincoln and Guba’s model (1985). The results revealed both positive and negative aspects of OSCE as a clinical evaluation method with regard to: administrative aspects; evaluators; learners; procedures/instruments and evaluation. The conclusion drawn from the related findings is that OSCE does not measure the learners’ clinical competence holistically. It is therefore recommended that the identified negative perception be taken as challenges faced by nurse educators and that the positive aspects be strengthened. One way of meeting these recommendations is the use of varied alternative methods for clinical assessment and evaluation that focus on the holistic measurement of the learners’ clinical competence.

scholarly journals Current status of Complementary Therapies in Spain in nursing degree

2013 ◽  
Vol 21 (3) ◽  
pp. 679-686 ◽  
Author(s):  
Ana Belén Fernández-Cervilla ◽  
Ana Isabel Piris-Dorado ◽  
Maria Esperança Cabrer-Vives ◽  
Ana Barquero-González
Keyword(s):  
Nursing Education ◽  
Complementary Therapies ◽  
Descriptive Analysis ◽  
Nursing Schools ◽  
Current Status ◽  
Study Population ◽  
Care Training ◽  
The Subject ◽  
Location Type ◽  
The Impact

OBJECTIVE: Describe the current situation of complementary therapies in nursing education in schools and nursing schools in Spain. METHOD: Descriptive study. Study population all faculties andschools ascribed to Spain. Data collection through observation sheet. Analysis units Curricula. Variables (credits, course type, location, type of therapy). Descriptive analysis of relative and absolute data using Excel spreadsheet. RESULTS: Most of the faculties and schoolsofnursingscrutinized the subject of Complementary Therapies has disappeared and those that aparace is an optional subject. CONCLUSION: Complementary Therapies training in Spain is deficient because it is not collected as a core subject and / or obligatory. The absence of Complementary Therapies in the curriculum, questions such as their value in training, conceptualization which teachers, the impact on quality of care, training of teachers responsible for teaching the subject, as well as the number of credits and the course being in the degree of Grado.

scholarly journals FORMAÇÃO DO ENFERMEIRO: POLÍTICAS PÚBLICAS NA ATENÇÃO ONCOLÓGICA

2018 ◽  
Vol 9 (3) ◽  
Author(s):  
Andresa Mendonça Oliveira ◽  
Katia Stancato ◽  
Eliete Maria Silva
Keyword(s):  
Public Policy ◽  
Nursing Education ◽  
Professional Practice ◽  
Policy Development ◽  
Positive Impact ◽  
National Policy ◽  
Cancer Control ◽  
Nurse Training ◽  
The Public ◽  
The Impact

Objetivo: Refletir teoricamente sobre a Política Nacional (brasileira) para Prevenção e Controle do Câncer na Rede de Atenção à Saúde das Pessoas com Doenças Crônicas e articulações na formação do enfermeiro e na prática profissional. Metodologia: Reflexão teórica, por meio de questionamentos das pesquisadoras, discussões em grupo e busca na literatura. Resultados: Os trabalhadores que atuam no cuidado ao paciente oncológico possuem papel essencial na efetivação dessa política. Porém, para que sejam implementadas, é necessário que seus princípios estabelecidos façam sentido na formação e nas práticas profissionais. Conclusão: O ensino reflexivo sobre essa política na formação do enfermeiro contribui para melhorias em sua prática, assim como, práticas reflexivas e melhor qualificadas certamente impactam positivamente na formação profissional. O desenvolvimento de políticas públicas com ênfase nas demandas da população pressupõe articulação teórica e prática e transformações sociais.Descritores: Educação Superior; Educação em enfermagem; Políticas públicas de saúde; Prática profissional; Enfermagem Oncológica.NURSING EDUCATION : PUBLIC POLICY AT ONCOLOGI C ATTENTIONObjective: Reflect theoretically about the Public Policies on the Oncological Care, especially the National Policy(Brazilian) for Prevention and Cancer Control in Health Care Network of People with Chronic Diseases and the impact on nurse training and professional practice. Methodology: Theoretical speculation by means of interviews with researchers, group discussions and literature research. Results: Caregivers of oncological patients have an essential role on the effecting this Policy. However, in order to implement this policy, it is necessary that its established principles make sense for nursing education and professional practices. Conclusion: The reflective teaching about this policy in the formation of nurses contributes to improve its practice, as reflective and better qualified practices certainly have a positive impact on vocational education. The public policy development with emphasis on population demands assumes theoretical and practical articulation and social transformations.Descriptors: Education Higher; Education; Nursing; Public Health Policy; Professional Practice; Oncology Nursing.EDUCACIÓN EN ENFERMERÍA: POLÍTICA PÚBLICA EN ATEN CIÓN ONCOLÓGICAObjetivo: reflexionar teóricamente sobre las políticas públicas para atención oncológica, especialmente para la Política Nacional (brasileña) para Prevención y Control del Cáncer en la Red de Salud de Personas con Enfermedades Crónicas e articulaciones en la formación de enfermeras y en la práctica profesional. Metodología: Reflexión teórica por medio de cuestionamientos de los pesquisidores, discusiones en grupo y pesquisa en la literatura. Resultados: Los cuidadores de enfermos oncológicos tienen un papel esencial en la implementación de políticas. Sin embargo, para funcionar, es necesario que sus principios hagan sentido en la formación y en las prácticas profesionales. Conclusión: La enseñanza reflexiva sobre la política en la formación de enfermeros contribuye para mejoras en su práctica, como tal, prácticas reflexivas y más calificadas, sin duda, causan impacto positivo en las prácticas de formación profesional. El desarrollo de las políticas públicas con énfasis en las demandas de la población presupone la articulación teórica y práctica y la transformación social.Descriptores: Educación Superior; Educación en Enfermería; Políticas Públicas de Salud; Práctica Profesional; Enfermería Oncológica.

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

scholarly journals Evaluating the Impact and Value of Competitive Intelligence From The users Perspective - The Case of the National Research Council’s Technical Intelligence Unit

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Jonathan Calof
Keyword(s):  
Customer Satisfaction ◽  
Literature Review ◽  
Service Quality ◽  
Current Literature ◽  
Client Satisfaction ◽  
Competitive Intelligence ◽  
Evaluation Instrument ◽  
Technical Intelligence ◽  
Satisfaction Measures ◽  
The Impact

Understanding and being able to measure and prove the impact and value of intelligence is of significant importance. The objective of this study was to develop an evaluation instrument that the users of intelligence could fill in that could be used to assess both the impact and value of the intelligence they received. Starting with an evaluation instrument based on lists of benefits identified in the competitive intelligence literature, measures of these benefits and client satisfaction/service quality metrics, the study researchers interviewed clients of one large government competitive technical intelligence organization asking them to articulate the benefits they obtained from the intelligence they received and methods for evaluating these benefits. All users of intelligence identified benefits they had received from the intelligence received. Additional benefits beyond those that are in the current literature were identified by those interviewed. In terms of measurement of these benefits, intelligence users (the clients) understood why hard financial type measures for example ROI or dollar impact on performance was important (especially in their organization) they felt that assessing these for the intelligence they received would be difficult but that softer, more subjective measurement such as extent to which the user agrees that the intelligence provided the intended benefit could be used. Additional perceptual based indicators of service quality and customer satisfaction measures were also suggested by intelligence clients. Based onthe results of the literature review and interviews, an intelligence evaluation instrument was developed that asks the clients to assess the extent to which they have realized one or more of 27 impacts identified in this study as well as assessing 10 elements of service quality.

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