...Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice Kathleen Duffy Caledonian Nursing and Midwifery Research Centre School of Nursing, Midwifery and Community Health Glasgow Caledonian University This study was funded by a scholarship from the Nursing and Midwifery Council (formally The United Kingdom Central Council for Nursing, Midwifery and Health Visiting). January 2003 ISBN 1-903661-40-4 CONTENTS LIST CONTENT PAGE ACKNOWLEDGEMENTS GLOSSARY OF TERMS AND ABBREVIATIONS ABSTRACT CHAPTER 1: BACKGROUND TO THE STUDY 1.1 Introduction 1.2 Background to the study 1.3 Aim of study CHAPTER 2: METHODOLOGY 2.1 Grounded theory 2.2 Data collection 2.2.1 Sampling 2.2.2 Participants 2.2.3 Methods 2.2.4 Ethical considerations and access 2.3 Data analysis 2.3.1 Rigour and trustworthiness 2.4 Chapter summary CHAPTER 3: CATEGORY ONE: THE CURRENT DILEMMAS 3.1 Existing problems 3.2 More fail theory than practice 3.3 Differing agendas 3.4 Chapter summary CHAPTER 4: CATEGORY TWO: THE PROCESS OF MANAGING A FAILED CLINICAL ASSESSMENT 4.1 Identifying the weak student 4.2 Developing a plan of action 4.3 The decision to fail 4.4 After the deed is done 4.5 Chapter summary CHAPTER 5: CATEGORY THREE: FAILING TO FAIL 5.1 Leaving it too late 5.2 Personal consequences 5.3 Facing personal challenges 5.4 Experience and confidence 5.5 Chapter summary PAGE 1 2 3 4 6 6 6 10 11 11 12 12 13 14 14 16 16 19 20 20 23 24 26...
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...provide a safe and fun environment where students can go after school instead of going home to an unsupervised house. The “Follow the Lead” intervention program is designed to be a source of supervision for students whose parents are unavailable. Also, “Follow the Lead” acts as a tutor for students to ensure academic success and to promote a desire to learn. Most importantly, “Follow the Lead” is a support system for children who are lacking positive role models. Students who participate in “Follow the Lead” will have an opportunity to bond and form positive relationships with their mentors. Also, students will have someone they can go to for support when they are faced with trying circumstances. In both studies examined, there was significant improvements in student academics, social skills, and delinquency behaviors. Because there were substantial benefits for both the after school program and the mentor program analyzed, there is reason to believe that merging the two into an afterschool mentoring program will provide the same results, if not better...
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...a business mentor? On the off chance that your business is doing admirably in this aggressive market, congrats. You should accomplish something right. The question is, is business in the same class as it could be? A decent approach to test that hypothesis is to get some outside business insight to examine the scene and check whether there is more...
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...based on data received from many years of helping schools and distract develop programs for beginning teachers. The data showed three critical factors that will ensure the success of the program. Those factors were finding the right mentor, Aligning instructional-support efforts and Partnering with principals. The first factor is finding the right mentor. Barlin points out that first and for most a good mentor has to first be good and effective teacher. The problem is that many schools and distracts are not equip or have the proper structure to asses who is highly effective or strong in student outcome. In those schools that can the problem them becomes willingness to pull that teacher out of the classroom to mentor. Aligning instructional-support efforts is the next key factor in a successful program. Barlin makes a connection with aligning instructional support with that of a communal tree. Everyone want to water it, in hopes to see it thrive but if there is not proper coordination then the tree will drown. Here the new teacher is the tree and the those willing to help water the tree are the literacy and math coaches, university supervisors, data specialists, special education counselors, technology coordinators, different frameworks and policies. The mentor and distract frameworks are there to support and coordinate all that want to water the tree so that the tree does not drown. Lastly, a program needs to partner with the principal in order to work. Barlin points...
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...Research Spotlight on Peer Tutoring NEA Reviews of the Research on Best Practices in Education Found In: teaching strategies 145 Peer tutoring is a term that’s been used to describe a wide array of tutoring arrangements, but most of the research on its success refers to students working in pairs to help one another learn material or practice an academic task. Peer tutoring works best when students of different ability levels work together (Kunsch, Jitendra, & Sood, 2007). During a peer tutoring assignment it is common for the teacher to have students switch roles partway through so that the tutor becomes the one being tutored. Since explaining a concept to another helps extend one’s own learning, this practice gives students the opportunity to understand better the material being studied. What does the research say about peer tutoring? In reviews of peer tutoring programs, researchers found: * When students participated in the role of reading tutor, improvements in reading achievement occurred * When tutors were explicitly trained in the tutoring process, they were far more effective and the students they were tutoring experienced significant gains in achievement * Most of the students benefited from peer tutoring in some way, but same-age tutors were as effective as cross-age tutors (Burnish, Fuchs & Fuchs, 2005; Topping, 2008) Some benefits of peer tutoring for students include higher academic achievement, improved relationships with peers, improved personal...
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...Career Exploration Plan Worksheet Section 1: Introduction to the Phoenix Career Guidance System & Understanding the Career Milestones After reading each milestone description, complete the following table, by writing a 100-150 word statement about which two milestones seem the most interesting or useful to you based on your current career situation and why. |Milestone |Response | |1. #5 - Networking |Finding a mentor because having someone who has already completed| | |the course im taking, it would be exciting to converse with | | |someone who has interest in the same thing as me. Having a mentor| | |would really meana lot to me. | |2. #7 - Interviewing |I always get very nervous during interviews and I want to make a | | |positive impression. I will practice with these questions. | Section 2: Understanding your career dashboard After reviewing the descriptions of each milestone click on home button to go back to your career dashboard to explore this page further...
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...University of Phoenix Material Practicum Learning Agreement Approved – AJP – 4-1-2014 Christine Lanthorn Anna Jean Pickus RN, MSN Student’s Name Faculty Name 606-932-9131 lanthorn7@aol.com University of Phoenix online Student’s Phone E-mail UOPX Campus 122 Saint Christopher Drive Ashland, Kentucky 41101 (606-836-0202) Ashland Bellefonte Cancer Center (ABCC) Michelle Brown contact person Practicum Site Name Practicum Address, City, State, Zip No practicum projects can be approved if they are based in Maryland, Tennessee, or Washington State, USA. No RN MSN mentors can be approved if they live and/or work in Maryland, Tennessee, or Washington State, USA. Stephanie Johnson EdD©, MSN,RN Morehead State University 150 University Boulevard Morehead, Ky 40351 Mentor’s Name and Educational Credentials Mentor’s Agency (Minimum of RN MSN required) Clinical Nursing Instructor 606-836-0202 sj.johnson@moreheadstate.edu Mentor’s Job Title Mentor’s Phone E-mail Maryland, Tennessee, and Washington, USA Students Students cannot complete ground-based clinical hours within the states of Maryland, Tennessee, or Washington, USA. Residents of these states must contact their instructor for further direction. |Practicum Goal: ...
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...Middle school students who are failing academically will become part of the ever increasing dropout statistics in our nation; it is imperative that we seek a solution to the problem (Slack, Johnson, Dodor & Woods). Research suggests relationships formed between mentors and mentees are effective and can contribute to lower dropout rates, healthy relationships and lifestyle choices. In the five articles reviewed, the findings put into perspective the importance of mentoring programs. The articles that were looked at specifically focused on middle age students, as this is an age where things can rapidly change physically, intellectually and socially. The most common findings of the five articles reviewed found that one-to-one relationships between...
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...There is considerable literature about the impact of mentoring on the mentees but little is known about the effect of the mentoring relationship on the mentor. This paper aims to address that gap. Design/methodology/approach – Interviews with 15 mentors and survey responses from 128 mentees are used to examine a formal mentoring programme. Most emphasis is on the perspective of the mentors, raising questions about how they view outcomes for themselves and their mentees, as well as the effects of mentoring on the workplace culture over time. Questions about the mentoring relationship, including gender differences, are analysed against the background of a decade-long organisational change strategy. Findings – Mentors report significant benefits for themselves and the mentee as well as the organisation itself as a result of their participation. The findings suggest that a long-term mentoring programme for women has the potential to be an effective organisational change intervention. In particular, men involved in that programme increased their understanding and sensitivity regarding gendering processes in the workplace. Practical implications – The importance of the impact of mentoring programmes on the mentors is an under-investigated area. This study suggests that programme design, together with careful selection and targeting of mentors, enables mentoring to become a critical part of a culture change strategy....
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............................................ 7 5) Assessment ....................................................................................................... 9 5.a) 5.b) 5.c) 5.d) Marking and moderation of your work ......................................................... 9 Assessment criteria ..................................................................................... 9 Resubmission rules ................................................................................... 12 Determination of class of degree ............................................................... 12 6) The role of the project mentor .......................................................................... 14 6.a) 6.b) 6.c) Choosing your Project Mentor ................................................................... 14 Meetings with your Project Mentor ............................................................ 17 Contribution to...
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...between a mentor and mentee can be a complex one. Furthermore, good communication throughout the preparation of a dissertation it is important to avoid setbacks. In this ethical analysis, we will discuss the APA Ethics Violations, we will evaluate...
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...“Well, if I ever meet a sea turtle I'll ask him, right after I'm done talking to the shark,” little did Marlin the Clownfish know that his whole world would turn upside down and inevitably he would speak to both a sea turtle and a shark on his adventure. Marlin was a normal clown fish that lived in the ordinary world but that changed after an adventure arose. Heroes do not often realize that they have particular traits within themselves that become present in the presence of an adventure or heroic deeds. In Andrew Stanton’s Finding Nemo, Marlin finds himself within an adventure to find his son Nemo and on this adventure, three particular stages of a Hero’s Journey are present: call to adventure, meeting a wise mentor, and tests, allies, and enemies....
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...certain aspects of my life, I realize that I don’t do a lot of self-care. Balancing school, work and an internship is very tough. Not to mention, trying to balance being a leader of a club at school, homework and finding some time for myself. I have a habit of placing things in order from important to least important. I place certain classes, work, my internship and physically eating as very important in my life. Homework, talking on the phone with my family and being a leader holds second place. And lastly, having some type of a social life is usually my last choice. I always find myself surrounded by work, school or my internship that I don’t really have time to go out or hang out with friends as much as I would like....
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............................................ 7 5) Assessment ....................................................................................................... 9 5.a) 5.b) 5.c) 5.d) Marking and moderation of your work ......................................................... 9 Assessment criteria ..................................................................................... 9 Resubmission rules ................................................................................... 11 Determination of class of degree ............................................................... 11 6) The role of the project mentor .......................................................................... 13 6.a) 6.b) 6.c) Choosing your Project Mentor ................................................................... 13 Meetings with your Project Mentor ............................................................ 16...
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