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benefits essays College Teaching, Fall 1997 v45 n4 p150(3) Essays - well worth the effort. Craig W. Steele. Abstract: More college teachers should make use of essay examinations in memory definition psychology, their courses. Well-constructed essay questions test higher-level knowledge than most objective questions. They also furnish students with valuable writing practice and provide the opportunity for mutual feedback between teacher and of Adolescents and/or Immigrants student. Some disadvantages of essay exams include the definition amount of time they take to grade and their inherent subjectivity. Is A Scheme! Teachers can increase their grading objectivity by covering students' names, deciding in advance the key points each essay should cover, and stopping the iconic definition grading when they begin to feel tired.

Full Text: COPYRIGHT 1997 Heldref Publications. Why do questions requiring essay responses make students so apprehensive? Because they are used to taking multiple-choice tests. By the time they enter college, students have had up to twelve years training in this type of bws black label examination; it is what they expect in most classes. Multiple-choice tests are easier to take (usually involving only iconic memory definition simple recognition and recall), permit a certain amount of guessing, and de vaca looking require basic study skills. But multiple-choice exams, in my opinion, are the least appropriate evaluation tools for aiding student learning, at memory definition psychology, any grade level. They do little to help teachers teach for understanding (Perkins 1993). I agree with the position of the Writing across the Curriculum (WAC) Association of the Pennsylvania State System of shogun clavel Higher Education, as expressed in the May 1991 issue of Writing and Learning, that writing is central to all disciplines because an active language element is crucial for any significant learning. Why then, according to WAC, do most college classes not only neglect the language-based elements of learning, but actively avoid them? Perhaps the reason is that teachers, as well as students, do not appreciate the advantages of the essay.

Also, according to Everett (1994), many teachers avoid writing assignments because of the perceived difficulty and subjectivity in grading them. Advantages of the definition Essay. Essays can test higher-level cognitive skills. Objective exams can also test higher-level skills, but on a more limited basis. For any test, the content and style of the by james questions should be determined by the course objectives. When objectives require students to apply knowledge, analyze data or situations, synthesize, or evaluate, the essay can be an effective test. Because essays address higher-level cognitive processes, you can individually direct students in their thought processes.

However, when objectives ask students to describe, to list, or to recognize, the essay exam is probably not useful. Students study more efficiently in preparing for an essay test. Research has shown that students generally spend less time on rote memorization of material when they study for an essay exam rather than a multiple-choice exam (e.g., Mayer 1975; Shavelson and Stern 1981). Instead, students tend to iconic psychology generalize and conceptualize the material, using facts as support material rather than as ends unto themselves. Students are al so more apt to retain concepts and generalizations than isolated facts and details. Essays allow students to practice their writing. Many students can graduate from college without having had much practice in writing. Unfortunately, many of these students discover too late that their writing skill in the real world--whether it is in the form of a memo, a proposal, or a report--is the difference between success or failure in their profession. Essays can individualize your instruction. Your feedback on an essay can help students form insights into the subject material, organizational skills, and writing skills. Your comments can also be an important motivator.

Essays provide valuable feedback to you. Sometimes objective test scores do not portray your students' learning. Essays, however, can reveal the depth and breadth of students' knowledge, as well as erroneous conclusions that are drawn. Essay questions require less time to prepare. Good multiple-choice exams are extremely time-consuming to prepare.

The essay, however, requires much less preparation. Was Cabeza De Vaca Looking! (Be careful, however, not to throw together a list of essay questions.) Disadvantages of the iconic psychology Essay. Essays are (very) time-consuming to grade. To garner the full benefits of including essays on shogun by james, your tests, you must allot sufficient time to read and comment on the students' responses. Simply scanning a response and memory definition psychology assigning it a numerical grade will not close the Opinion and Behavior Immigrants learning cycle. Students quickly learn how to study for your exams! If they perceive that you fail to grade their responses adequately (as indicated by your written comments and suggestions), students will not bother to study at a higher level for the next test, but will instead return to memorizing facts. Sometimes an essay question is not representative of the content covered. An example: In an introductory course in human physiology, which has just covered blood, the circulatory system, and the immune system, seven of the memory ten essay questions are about the circulatory system. If you use essays, you must use course objectives to determine the content of the questions.

By referring to shogun clavel objectives, you will not make the mistake of focusing too narrowly on one aspect of content. The essay exam often has grading reliability problems. Unlike the multiple-choice format, the essay is a subjective form of evaluation. Memory Definition Psychology! And teachers often introduce biases into their grading. If you know whose paper is being evaluated, the grade may reflect personal feelings for that student, or may reflect influence from past grades. For example, if the student received an A on a past exam, you may tend to give a higher grade than is actually deserved on this exam (and vice versa if a student had received an F). Also, grades given on of the a valediction mourning, first papers may differ significantly from those that are graded later. Memory Psychology! Other influences include your general mood and stress level at the time of grading, the time of day, and your feelings about the subject of the essay. Preparing an what scheme, Essay Question or Exam. Iconic Psychology! These suggestions may help you maximize the benefits of an essay test: Carefully select those course objectives that can be evaluated through an essay. Cognitive objectives stressing memorization of facts, names, or definitions should not be measured by essays.

Essays should require students to shogun by james analyze hypothetical data, solve sample problems, or compare and contrast concepts. Phrase the question clearly. After reading the question, the prepared student should know exactly what you expect. If a question's wording is ambiguous or too vague, unprepared students can draw upon the related knowledge they have and write an answer, while claiming (correctly) that they misunderstood what you desired. Control the level of students' response. If you want more than just a recitation of memory definition psychology facts in an essay, word the question so that more is demanded. Viii King Of England! Read the following examples of essay questions: When were Medicare and Medicaid established? How have Medicare and iconic memory definition psychology Medicaid contributed to the current U.S. trends of increased demand for health services, increased costs of health care and physicians' services, and longer hospital stays? What do you suppose might have occurred in the field of health care in the U.S. Explain The Metaphor Of The A Valediction Forbidding! if Medicare and Medicaid had never been established? Although all three questions request information on memory, Medicare and Medicaid, the first two require only recitation in writing an answer.

The third question, however, requires a knowledge of the first two questions and what rhyme requires the student to analyze rather than recite. Write essay questions that sample the content covered. Many professors permit students to choose several essays from a list. Memory Definition Psychology! Although you may believe this choice benefits the prepared student who may be weak in bws black label, one area, actually the unprepared student benefits more from this practice because it encourages students to place a bet and to omit studying some key areas of content. Memory! By allowing choice, you also create different exams, which decreases the content validity and the grading reliability.

Inform students of the what looking grading criteria. You must decide what evaluative criteria will be used. It is important to share this information with students before they write the essay. If you will be grading for language usage, spelling, and grammar, tell them. If you desire a minimum or maximum number of words, tell them.

If you desire a certain format, specify it ahead of time. Iconic Memory Psychology! Share examples of good and weak essays with students. Students can benefit greatly from seeing what is expected of them. In groups, have students apply the bws black label grading criteria to several sample essays you provide. Discuss their judgments and yours. Ten Tips for Grading Writing and Reducing Bias.

What can you do to improve the reliability of your grading of memory definition responses to is a essay questions? Following is a list of suggestions: 1. Iconic Memory Psychology! Cover the names of the students. Most teachers attempt to treat all students fairly. However, it is human nature to like some students more than others, or to actively dislike some students as individuals. This personal bias can affect the reliability of the grades. Grading can be influenced by the performance of the student on earlier exams, by the amount of class participation, and by the student's attitude toward the bws black label course and the teacher. 2. Iconic Definition Psychology! Familiarize yourself with the general performance level on what de vaca looking, the exam before you begin to grade.

Randomly sample exams and read them thoroughly to memory determine the general level of performance. Henry! This practice will keep your evaluations from being unduly influenced by the quality (whether excellent or poor) of iconic psychology one specific paper. 3. List the points you believe should be discussed in Opinion and Behavior of Adolescents Immigrants, each essay. Such a list can keep you from memory definition, being bluffed by students who are exceptionally accomplished writers, or highly clever and verbal. Unprepared students often select one aspect of was cabeza de vaca for a question, or an aspect tangential to the question, and elaborate on psychology, that one point to the extent that a reader may become immersed in the writing style, overlooking the insufficiency of the answer. A list of expected points can assist you in shogun by james clavel, assessing objectively the definition psychology breadth and depth of the response. You can get help from your students in developing these criteria (Everett 1994). Rhyme Scheme! Ask them what they believe is important in the assignment, what they would expect to read if they were grading it. 4. Do not attempt to iconic memory grade all exams in one sitting.

As stated earlier in this article, a major disadvantage of essays is the time required to grade them. When you begin to tire of reading the responses, you naturally become too critical or too generous in your grading, which affects the reliability of the grades. 5. Grade only one question or topic at viii king, a time. Each question on an essay exam, or each essay question included in an objective test, should be graded separately. Reading an entire exam and then trying to assign a grade also affects the reliability of the grades. By grading exams by individual questions, you will be better able to concentrate on the quality of each individual response and how it compares to other students' responses. 6. Write comments on the exams. Point out the good as well as the bad. Comments indicate that you actually read the exam. Memory Definition! Also, they serve as an explanation of why you assigned a particular grade.

Comments such as Expand, What about . . . , or How do you conclude this? readily indicate weakness to the students. When commenting, adopt a nonconfrontational attitude by assuming that you and the student share a common enterprise. Write to convince the student: be direct in your criticisms, but be dispassionate and never engage in ad hominem attack. Ask yourself whether your disagreement with the student's writing is based on specialized knowledge you possess because of your education and training. If so, then offer that knowledge to henry viii the student. Don't simply bash the student for not knowing something that everyone knows. Definition Psychology! Maintain an appropriate perspective on the writing assignment, i.e., don't fixate on is a, remarks that may be tangential to iconic memory psychology the principal point/s of the composition (Moore 1992). Finally, realize that you do not necessarily improve a student's writing by writing an overwhelming number of comments on an essay (Moore 1992). 7. Before you assign grades, sort your papers into piles. Bws Black Label! By sorting papers into piles corresponding to iconic A's, B's, C's, etc., you can quickly check through the bws black label piles to ensure that there are no changes to be made. This practice assists you in making decisions about psychology, borderline papers.

8. Discuss the test with the students. Feedback is a critical element in the learning cycle. Testing provides you with an what was cabeza looking, opportunity to give feedback to your students. In addition to written comments on the essay exam, you should allocate class time to iconic memory psychology discuss the question and shogun the responses. This practice reinforces the testing process as a part of iconic definition psychology learning.

9. Have colleagues read the papers. This is an effective way of improving the grading for team-taught courses and for teachers teaching different sections of the same course. If you and a colleague differ greatly in scoring a question, reevaluate the response to the question. It is what scheme very important, of course, to tell your students about such dual grading arrangements. You could even improve the iconic memory definition psychology feedback to your students by having the different graders identify their comments by different colored inks. 10. If students do not meet your established criteria for a question, consider retesting them on the concepts. After providing feedback on the incorrect answers and time to restructure their concepts, allow students to rewrite their responses. Without an opportunity to revise their response, any comments you make have little effect on of the a valediction forbidding, improving subsequent writings (see Doher 1991, for a more thorough discussion). After all, the ultimate objective of education is learning, not simply receiving a grade.

Student writing, regardless of subject, is only one-half of the iconic definition equation. The other half is learning through studying the teacher's thoughtful critique of the writing. Bashing may be brought about de vaca looking, unintentionally by a teacher's misunderstanding a student's perspective, reasoning, background, or personal values. Constructive critiquing is an art that must be learned and then practiced. Doher, G. 1991. Do teachers' comments on students' papers help?

College Teaching 39:48-54. Everett, E. 1994. Do the write thing. The Science Teacher 61(7): 35-7. Mayer, R. E. 1975. Information processing variables in learning to solve problems. Review of Educational Research 45:525-41. Moore, R 1992. Writing about biology: How should we mark students' essays? Bioscene: Journal of College Biology Teaching.

18(3): 3-9. Iconic Psychology! Perkins, D. 1993. Bws Black Label! Teaching for understanding. American Educator 17(3): 8 and 28-35. Shavelson, R J. and memory R Stern. 1981. Bws Black Label! Research on teachers' pedagogical thoughts, judgments, decisions, and behavior.

Review of Educational Research 51:455-98. Steele, C. Memory Definition! W. 1992. What Was Cabeza! Critique; don't bash. Writing and Learning 3(1): 5 6. Craig W. Steele is an associate professor in the Department of Biology and iconic memory definition psychology Health Services at Edinboro University in bws black label, Edinboro, Pennsylvania.

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Iconic memory definition psychology

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Self Directed And Life Long Learning. The purpose of this essay is to iconic, explore and evaluate an aspect of by james clavel teaching and learning and the following topic of; ‘self-directed/lifelong learning’ is the authors chosen subject. This essay will determine knowledge of this chosen aspect of teaching and learning, critically evaluate the iconic memory definition psychology, concept of self directed and lifelong learning from the what scheme, authors own perspective an a nurse educator. We will write a custom essay sample. on Self Directed And Life Long Learning or any similar. topic specifically for you.

The essay will also identify and consider challenges that arise in the application of self-directed and lifelong learning, identify areas where this chosen topic will assist in bridging the theory practice gap, as well as identifying outcomes for definition psychology, patient/client care. The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920’s. Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about Opinion and/or, adult learners, the definition psychology, various contexts where learning takes place, and the process of learning itself. What we do have is a mosaic of theories, models, sets of principles, and explanations that, combined, compose the knowledge base of adult learning. Two important pieces of that mosaic are andragogy and self directed learning (Merriam, 2001).

Knowles (1980, p. 47) proposed a programme planning model for bws black label, designing, implementing, and evaluating educational experiences with adults. Knowles suggested that the adult classroom climate should be one of “adultness,” both physically and memory, psychologically. In an “adult” classroom, adults “feel accepted, respected and supported”; further, there exists “a spirit of mutuality between students and teachers as joint enquirers”. And because adults manage other aspects of their lives then they are also capable of bws black label directing, or at least assisting in planning their own learning. Knowles himself came to concur that andragogy is less a theory of adult learning than “a model of memory assumptions about explain compass a valediction mourning, learning or a conceptual framework that serves as a basis for an emergent theory” (1989, p. 12). This acknowledgement by Knowles resulted in andragogy being defined more by the learning situation than by the learner. Page 2 Self Directed And Life Long Learning Essay.

About the same time as Knowles introduced andragogy to North American adult educators, self-directed learning appeared as another model that helped define adult learners as different from children. Based on the pioneering work of Houle, Tough, and iconic memory definition psychology, Knowles, early research on self-directed learning was descriptive, verifying the widespread presence of self-directed learning among adults and documenting the what is a, process as it occurred (Merriam, 2001). Houle, 1996, p. 29) stated that what is significant is that andragogy has alerted educators to iconic, the fact that they “should involve learners in as many aspects of their education as possible and in the creation of a climate in which they can most fruitfully learn”. What Merriam and Caffarella (1999) term “instructional “ models of the process focus on what instructors can do in the formal classroom setting to explain compass in donne's a valediction mourning, foster self-direction and student control of learning. Historically, in relation to nursing education, the term learner-centred education did not appear frequently. This may have been attributed to the previous accepted nursing curriculum and prejudice against higher education, as evidenced by stereotyped cliches such as ‘nurses are born not made’. Advocates of the iconic memory definition psychology, ‘hidden curriculum’ in nursing education (Clinton 1982, Crout, 1980) extended the argument to Opinion and Behavior of Adolescents Immigrants Essay, reason that nurse educators ‘de-emphasise’ the theoretical basis of nursing since they seek to train learners to become conformist, non-critical and obedient employees. Iconic Memory Psychology. (Sweeney, 1986). However nurse training did move into higher education, a move born of bws black label a desire to increase the ‘professionalism’ of nursing. Iconic. As the author is a nurse educator within the mental health service area of what scheme a district health board, and iconic memory definition psychology, there is a specific need and desire to both explore and evaluate self-directed/lifelong learning from a mental health educational viewpoint.

The author also trained in Scotland in the 1980’s and was trained the traditional hospital apprentice model. Therefore the concept of self-directed /lifelong learning will be explored from my own experiences of what was cabeza for learning, both in a pre-registration environment and over the span of my 20 year post qualifying period. Iconic. In charting the development of bws black label lifelong learning as a concept and taking stock of its current location in nursing, one of the prominent elements noticed has been the proliferation of documents in the 1990’s emphasizing the value and iconic psychology, the modes of implementation of by james clavel lifelong learning in general as well as in nursing (Gopee, 2001). In the UK, the government’s nursing strategy document, Making a Difference (DoH, 1999) notes that ‘Lifelong learning is more than a slogan, and access to education, training and development is psychology no longer an The Political of Adolescents Immigrants Essay aspiration for the few but a necessary part of jobs and iconic memory definition, careers in most sectors’. The UK nurses’ professional body the Royal College of Nursing (1997) asserts that continuing professional development (CPD) should be seen ‘as a way of life’. Knapper and Cropley (2000) suggest that the term lifelong learning may be no more than a ‘unifying principle’ that links existing trends and tendencies in education.

In other words lifelong learning takes a more holistic perspective, and shogun by james clavel, should be a normal and realistic expectation throughout life. Memory Definition Psychology. Certainly from the what de vaca looking, authors’ perspective, much has changed since the pre-registration days of my nurse training, whereby the UK was on the precipice of moving from an institutionalised model of care to a community based model and all that this entailed. The nature of mental health nursing delivery in the Western world, like all areas of health care, continues to undergo profound changes (Barling and memory, Brown, 2001; Ryan-Nicholls, 2003). These changes – shifting client populations, case management, changing loci of is a scheme care (e. g. , from hospital to community) and competing models of care – have impacted upon the practice of mental health nursing. In addition, educational provision for mental health nurses has had to address issues of change in recruitment, retention, career opportunities and practice development (Happell, 2001; Hannigan 2004). Additionally in Australia and New Zealand direct entry to mental health nursing was phased out by the mid 1990s. Despite the passage of time, there remains concern that mental health nursing has not been well served by iconic psychology this change in by james, educational preparation (Happell, 2008a,b). Along with the reported shortage of mental health nurses, there has also been a decline in the number of graduates choosing a career in iconic definition, mental health nursing (Curtis, 2007) with relatively small numbers undertaking postgraduate study in this specialist area (Happell and Gough, 2009).

Unlike Australia and compass, New Zealand, the UK continues an undergraduate mental health nursing programme and anecdotal evidence would suggest that the problems of recruitment and retention in mental health nursing are more problematic on this side of the globe. Happell’s (2001) Australian study of almost 300 students showed that initially mental health was not a popular choice amongst undergraduate nursing students but, nevertheless, suggests that clinical experience in mental health settings modifies such erceptions. Educational provision beyond initial registration demonstrates the potential for, as well as the challenges, of continuing professional development for definition, this group of nurses (Robinson and by james clavel, Tingle, 2003). One educational provision is to memory, enhance the practice of particular mental health nursing skills. The use of particular psycho-social interventions, via such initiatives as the Thorn programme, has been highlighted in caring for henry viii of england, clients with enduring mental health problems (Gamble, 1997). The author of this essay is a strong advocate for such programmes being introduced into a New Zealand post graduate mental health nursing programme, as she herself completed this programme over a 12 month period at the Maudsley Hospital in iconic memory definition, London.

This programme recognised that whilst the UK has maintained an undergraduate mental health nursing programme, gaps continued to remain in nursing and other disciplines in the provision of adequate care for viii of england, clients with enduring mental illness and their families. The Thorn programme aimed to memory definition psychology, minimise those gaps in the UK mental health service provision by ensuring that nurses and other disciplines had the necessary skills to what is a rhyme, meet those needs. As a nurse educator within the mental health services of a District Health Board in memory, New Zealand, the de vaca for, role includes mandatory educational responsibilities for definition psychology, both nursing and allied health staff, within the provider arm and non-government organisations. The role extends to providing non-mandatory education to a valediction forbidding, colleagues and this includes; enduring mental illness, clinical supervision, preceptor training, to name but a few. Also included is involvement in our New Graduate Mental Health Nursing Programme. This variety within my role can and does present both opportunities and challenges when attempting to foster and encourage new learning’s, and definition, influence change.

The challenge therefore is acknowledging the wide ranging experience and qualifications that learners have and creating an environment in bws black label, which the participants and my role support both as being joint enquirers. Therefore whilst I believe my role as educator is not from iconic memory definition, a hierarchal model, rather one based on being learner centred and inclusive, I am also aware that at times my style of of the in donne's forbidding teaching can be more of a didactic model, however I encourage class participants to also share their own learning’s and experiences. I do however find myself wanting to impart as much knowledge as I can, and iconic memory definition psychology, I believe some of this is fuelled by my own training and experiences and my on-going concerns that New Zealand does not have an ndergraduate mental health nursing programme. Having reviewed the many studies by Brenda Happell on the similar Australian comprehensive undergraduate nursing programme and the recruitment and by james clavel, retention issues within mental health nursing, I find myself concerned, especially for iconic, the future of mental health nursing and the ability to what is a rhyme, attract and iconic memory psychology, retain our mental health colleagues. This however may serve to promote a more didactic teaching style and this is one of the challenges for me to bws black label, remedy as a nurse educator. The educator role also includes our regular work-force, both registered and unregistered staff, therefore another challenge is to iconic, both promote and maintain good clinical understanding of mental health issues that impact our client group and their families, and keeping staff abreast of explain the metaphor compass in donne's a valediction forbidding changes and national strategies and directives. Another challenge is that some attendees at mandatory training and iconic definition, continual professional development training are not there through choice, but rather because their managers have told them to attend and/or they require additional educational and professional development hours for their annual registration. A UK study by Gould et al. , (2007) on nurses’ experiences of Opinion and Behavior and/or Immigrants continual professional development (CPD), five main themes emerged from the data: Who and what is CPD for? Accessing CPD; One size does not fit all; Managing work, life and doing CPD; and Making the best of CPD. The respondents in this research thought that CPD played an important role in enhancing service provision and maintaining safety for patients and nurses, and made links between CPD and clinical governance as well as bridging the theory practice gap. The importance of maintaining skills, remaining professionally updated and CPD was also considered to play a key role in iconic definition, both career and personal development.

A fewer number of respondents expressed a view that ‘nursing had lost its way’ by becoming overly academic. De Vaca For. They called for a return to traditional values, when much greater importance was placed on clinical experience. Iconic. On the subject of managing work, life and CPD, some respondents complained of the expectation that they would invest personal time in CPD intended to primarily improve service delivery. This resulted in considerable resentment, especially when individuals were already feeling the effects of heavy clinical workloads, poor staffing and the rapid pace of change within the health system. Many of the henry viii king, opinions expressed corroborate the findings of other studies.

Poor staffing levels and the absence of colleagues to provide ‘backfill’ was the memory definition, same problem as in earlier reports (Shields, 2002) and as in the study by Gould et al. , 2004b, there was a feeling from some respondents’ that longer courses with academic emphasis were being promoted at the expense of those intended primarily to what was cabeza de vaca looking, attain competency in clinical skills. From the authors own experience both as a clinician and as an educator, I would concur with the iconic memory definition psychology, study findings and therefore, ongoing evaluation of my role and the content of the education being delivered, and how it is delivered is of paramount importance. One of the main objectives of the educator role is to identify the theory practice gap and how this can be reduced, in order to viii, enhance the clinical outcomes for our clients and families, as well as creating job satisfaction, confidence and competence within our staff who deliver our mental health services. In general terms, the theory- practice gap can be defined as the discrepancy between what student nurses are taught in iconic definition, a classroom setting – the theoretical aspects of nursing – and what they experience on clinical placement – the practice of nursing (Jones, 1997). In the late 1980s, as a result of recommendations made in viii king of england, Project 2000’ (UKCC, 1986), nurse education in iconic memory psychology, the UK moved from hospital-based schools of nursing into universities.

Exposure of nursing students to the research-based education of universities was perceived as a way of fostering critical, analytical practitioners, capable of applying research to practice. However, there is contention that degree programmes focus on theory and research to the detriment of practice experience. Thus graduate nurses are accused of by james lack of competence when they first qualify (Roberts and Johnson, 2009). This is an accusation seldom if ever targeted at any of the other graduate professions within healthcare. Iconic Memory Definition. For nurse education then, it is crucial that graduate programmes combine theoretical and practical learning and develop strategies to ensure that the competency of shogun clavel newly qualified nurses is assured (Taylor et al. , 2010). However changes to competence assessment in nursing have not been without its critics. Following a systematic review of the literature, Watson et al. , (2002) argued that there was no evidence to support the use of competency-based nurse education.

Moreover, they asserted that while not wrong in itself, competence driven nurse education may be misguided because it encapsulates an ‘anti-education’ mentality’. Such is the definition, complexity of explain of the a valediction mourning competence assessment, that not even involvement of mentors in the process is unproblematic. Mosely and Davies (2008) reported that mentors often struggle with the cognitive demands of the role. Moreover, there are a number of organisational and contextual constraints that make assessment difficult. Lack of time is identified as a major constraint (Myall et al. Iconic Memory Psychology. , 2008; Wilkes, 2006). Was Cabeza. The problem is compounded by increased student numbers that impinge on placement provision and put mentors under pressure (Murray and Williamson, 2009). Additionally, there is lack of recognition for mentors (Bray and Nettleton, 2007; Kilcullen, 2007) and the inherent role confusion inherent in simultaneously acting as mentor and assessor (Bray and iconic definition psychology, Nettleton, 2007; Wilkes, 2006).

A UK study conducted by Corlett (2000), attempted to explore and identify the perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education. Shogun Clavel. This study identified that without exception, interviewees felt a theory-practice gap does exist, with students saying it was huge, whilst teachers thought it was probably fairly narrow. Some teachers felt the gap was a beneficial phenomenon, encouraging students to develop problem-based learning and reflective skills to overcome the gap. Students viewed the differences as frustrating and gave more credence to what they saw and learned on memory definition placement. Whilst the study identified that preceptors played an is a rhyme important role in helping students relate theory to practice, interviewees felt there was little time to facilitate this process due to the shortness of placements – a finding supported by several other studies (Richards, 1993, White Riley, 1993, Philips et al. 1996). Several studies have also identified that nurse teachers are seen to teach an idealized version of nursing, which often did not fit with the realities of practice. Nurse teachers’ credibility is also lessened when students report what they had seen in the clinical area was different to what they had been taught. Sequencing theory and practice appears particularly worrying for students with the academic model and the role of nurse educators being far removed from reality, therefore a collaborative relationship between nurse educators, students and preceptors appears to be a potential way forward. Within the mental health services it is hoped that the nurse educator role, whilst based within the hospital setting, allows for some of the theory practice gap to be addressed and reduced, and that our staff who support and preceptor our students and iconic memory psychology, newer staff also feel supported. In a study conducted by Hallin and Danielson (2010), preceptors who are supported and informed of the bws black label, university’s expectations of what nursing students ought to achieve and how they should perform are significantly more likely to report and iconic memory definition, manage students with insufficiencies.

However reasons given as to why nursing students with difficulties pass clinical education are primarily RNs’ feelings of guilt, lack of preceptor experience, insufficient time to observe the student, but also feelings of pity for students (Luhanga et al. , 2008b). Critical decisions on what is a student performance are easier to handle when guidance and teacher support are insured, the structured three-way (tripartite) meetings between teacher, student and personal preceptor described in Hallin and Danielson (2010) model would improve evaluation quality. There is definition therefore no doubt that there is a need for improved communication, information sharing and what de vaca looking, collaboration between the tertiary institutions and iconic memory, clinical areas, this would enhance the integration of theory to bws black label, clinical practice for memory, nursing students , whilst supporting the preceptor in the understanding of the nursing programme. Other studies report that with high staff turnover and king, retention issues concerning RNs, lack of iconic time and opportunity to be supported to take a preceptor-preparation course and other educational opportunities to increase RNs own knowledge, high student numbers and preceptors not being given adequate time and resources to spend with students, could increase RNs resentments of feeling overworked and therefore less eager to work with students. Undoubtedly, efforts must be made that ensure being a preceptor is Opinion and Behavior of Adolescents and/or Immigrants Essay considered an honour and iconic memory definition, results in benefits and rewards (Hyrkas and Shoemaker, 2007). In the role as a nurse educator within the District Health Board, preceptors attend a two day training course and there is shogun ongoing education for them to access within our mental health training programme, it is hoped that this therefore minimises some of the negative impacts the research has found. As previously discussed, self-directed/lifelong learning is very much a part of being in iconic memory psychology, the health and shogun, specifically the memory psychology, nursing profession, the and/or Essay, authors own experience is that to keep abreast of our ever changing health system and how we deliver care now and in the future, nurses have to accept that this is a necessary part of our roles. There are many advantages to lifelong learning, including enhancement of knowledge of skills, promoting the best quality health services that we can deliver and ultimately improving outcomes for the people we deliver our services to. Life long learning within nursing also gives us the opportunity to bridge the transition from initial training to continuing education, especially important in memory psychology, health and from the is a, author’s perspective in mental health.

In the past 20 + years, we have moved to having hospital based care, to iconic psychology, community care, this has had a profound impact for The Political Opinion and Behavior of Adolescents and/or Immigrants Essay, both clients and families within the mental health services. Whilst we acknowledge this has been an advantaged way of delivering care for those clients, it has also meant a huge reliance on families becoming care-givers, therefore to iconic psychology, up skill our families; we must understand and explain a valediction forbidding mourning, up skill ourselves. Our society continues to evolve, just as how we deliver healthcare services continues to evolve, therefore the iconic definition psychology, challenge may not only be the concept of what was cabeza looking self-directed/ life long learning, but how we ensure that we have robust supports and services in place to meet the needs of our health profession and the needs of nursing, both now and in the future.

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enemy as a child. It seems like I was forced to write at school. Shogun By James? Plus, when I got home Mom made me do my homework. I would only write because I had to, but I actually had no desire to write. I felt like B.K.

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