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Full-Text Articles in Education
Promoting Scholarship And Faculty Development Through Faculty Learning Communities, Olive J. Yonge Dr., Sandra J. Davidson
Promoting Scholarship And Faculty Development Through Faculty Learning Communities, Olive J. Yonge Dr., Sandra J. Davidson
Quality Advancement in Nursing Education - Avancées en formation infirmière
Faculty learning communities (FLCs), whether they are topic or cohort-based, are a form of professional development that promote scholarship and collegiality among faculty members. This article describes how a number of FLCs were initiated in a Faculty of Nursing (FoN). Members who participated described the FLCs as scholarly, creative and morale enhancing. One of the most significant impacts in the topic-based FLCs was having members create a scholarly product such as articles, letters, theatrical performances, books, faculty modules, briefs and paintings. For the cohort-based FLC the product was preparing pre tenure faculty for tenure. It is recommended FLCs be voluntary, …
Innovation In Teaching And Learning - Innover En Enseignement - Apprentissage, Jacinthe I. Pepin, Florence Myrick
Innovation In Teaching And Learning - Innover En Enseignement - Apprentissage, Jacinthe I. Pepin, Florence Myrick
Quality Advancement in Nursing Education - Avancées en formation infirmière
No abstract provided.
Exploring Self-Efficacy And Anxiety In First-Year Nursing Students Enrolled In A Discipline-Specific Scholarly Writing Course, Kim M. Mitchell, Tom Harrigan, Torrie Stefansson, Holly Setlack
Exploring Self-Efficacy And Anxiety In First-Year Nursing Students Enrolled In A Discipline-Specific Scholarly Writing Course, Kim M. Mitchell, Tom Harrigan, Torrie Stefansson, Holly Setlack
Quality Advancement in Nursing Education - Avancées en formation infirmière
Background: Very few studies measuring writing self-efficacy or anxiety in undergraduate nursing students exist in the education literature. The purpose of the present investigation was to identify if changes to writing self-efficacy and writing anxiety will occur in first-year baccalaureate nursing students who are exposed to a discipline-specific scholarly writing course employing scaffolding strategies as the primary instructional method. Concurrently, this study was the pilot test for a new measure assessing writing self-efficacy, The Self-Efficacy Scale for Academic Writing.
Method: A one-group pre-test/posttest design was employed. Sixty-four (64) paired questionnaires were available for analysis. Bandura’s self-efficacy theory and a scaffolding …
Accompagner Les Infirmières Et Les Étudiantes Dans La Réflexion Sur Des Situations De Soins : Un Modèle Pour Les Formateurs En Soins Infirmiers, Patrick Lavoie, Louise Boyer, Jacinthe I. Pepin, Johanne Goudreau, Odile Fima
Accompagner Les Infirmières Et Les Étudiantes Dans La Réflexion Sur Des Situations De Soins : Un Modèle Pour Les Formateurs En Soins Infirmiers, Patrick Lavoie, Louise Boyer, Jacinthe I. Pepin, Johanne Goudreau, Odile Fima
Quality Advancement in Nursing Education - Avancées en formation infirmière
The reform of nursing education programs and their gradual shift to a competency-based approach lays the groundwork for the introduction of active teaching strategies. These strategies focus on exposing learners to situations similar to those they will encounter in their professional practice, while encouraging them to reflect on their learning processes. This approach is akin to the process by which clinical judgment develops, which would build on reflection on past clinical experiences (Tanner, 2006). This article defines a model to support the development of clinical judgment among nurses and student nurses by having them reflect on various care scenarios. The …