Using a Group Process Map to Synthesize Learning

Abstract:For the development of computer-supported cooperative health care work this study investigated, based upon activity theory, daily dilemmas encountered by the members of interprofessional primary health care work groups. The entire staff at four Swedish primary health care centers were surveyed, 199 personal interviews being conducted by the Critical Incident Technique. Medical dilemmas were mainly reported by general practitioners and nurses, organizational dilemmas by laboratory staff, nurses’ aides, and secretaries, and dilemmas in the patient-provider relation by nurses, nurses’ aides, and secretaries. Organizational and communication dilemmas reported by nurses, nurses’ aides, and secretaries often had their cause outside the control of the individual professional. These dilemmas were often “caused” by other group members (general practitioners or nurses), e.g., by not keeping appointment times or by not sharing information with patients. The implication for computer-supported cooperative health care work is that computer support should be planned on two levels. Collective work activity as a whole should benefit from individual clinical decision support for general practitioners and nurses. However, since most patient communication and organizational problems occurred at group level, group process support is required in these areas.

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Assessment of Individual Student Performance in Online Team Projects

Online Learning ◽

10.24059/olj.v15i3.193 ◽

2011 ◽

Vol 15 (3) ◽

Cited By ~ 3

Author(s):

Jay Alden

Keyword(s):

Student Performance ◽

Group Process ◽

Online Courses ◽

Peer Assessment ◽

Individual Student ◽

Assessment Practice ◽

Group Project ◽

Team Members ◽

Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

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Impacting The Emotional Intimacy Present Within Clergy Marriages Through A Healing Care Group Process

10.2986/tren.028-0276 ◽

2007 ◽

Author(s):

Jerry L. DOOLEY

Keyword(s):

Group Process ◽

Care Group ◽

Emotional Intimacy

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ADASHI: User Survey and Focus Group Process with Final Results

10.21236/ada425246 ◽

2004 ◽

Cited By ~ 1

Author(s):

Genna L. Buckless ◽

James A. Genovese

Keyword(s):

Focus Group ◽

Group Process ◽

User Survey

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The Power of Peers: Why Some Students Bully Others to Conform

Qualitative Health Research ◽

10.1177/1049732308325865 ◽

2008 ◽

Vol 18 (12) ◽

pp. 1704-1716 ◽

Cited By ~ 46

Author(s):

Sharyn Burns ◽

Bruce Maycock ◽

Donna Cross ◽

Graham Brown

Keyword(s):

Group Process ◽

Peer Group ◽

Research Question ◽

Psychological Theory ◽

Social Psychological ◽

Group Status ◽

School Time ◽

Individual Perceptions ◽

Interactionist Perspective ◽

Purposive Sample

Utilizing an interactionist perspective, two associated sensitizing constructs, and a combination of social psychological theory, this article reports on the influence of the peer group on individual perceptions, and its impact on initiation and persistence of bullying. The specific research question, “How does the need to conform with peers and the peer group influence the initiation and persistence of bullying others?” is investigated. Semistructured, one-on-one interviews with a purposive sample of 51 Grade 7 students (aged 12 years) were conducted during school time to investigate factors that influence students to bully others and what might help them to stop. Emerging from the theme of peer group was the need for belonging and group status, in particular social norms or the need to conform, which was influential when students described why they initiated and persisted with bullying others. The influence of labeling, the group process, and the aspiration to be like others within their group emerged as key constructs. The implications of these data for schools will be described and recommendations made.

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