...Concept Comparison and Analysis across Theories UOP Theoretical Foundations of Nursing NUR/513 Concept Comparison and Analysis across Theories Nursing theory is relatively new and as such, it continues to evolve as new knowledge is gained. There are numerous theories of nursing, each of which took years to develop and most of which continue to evolve and adapt. There are commonalities between and among the existing theories although each may focus more heavily on different aspects of responsibilities. It has to do with the philosophical foundations for each theory. Moore, (Moore, 2008) reported a nursing metaparadigm of four basic concepts: "person, health, environment, and nursing." Another author suggested the core concepts of nursing theory and practice are caring, assessment, teaching and learning, collaboration, managing care, communication and professional behaviors, (Opperman Med Law Consulting, 2008). These core concepts as identified by these authors can be found in some fashion in all nursing theories. Orem commented that nurses could do nursing but they could not explain what nursing is (Hartweg, 1991). She was also interested in what conditions had to exist for a person to seek help from nurses (Hartweg, 1991). The first answer she determined was that people sought help when they could not care for themselves (Hartweg, 1991). Orem's work was inspired by those she considered big thinkers, like experts in philosophy, metaphysics and action...
Words: 1673 - Pages: 7
...the idea that the acquisition of literacy is best understood as a developmental process, with its origins early in the life of a child, rather than an all-or-none phenomenon that begins when children begin school. This focuses on the dismissal of skills children need to master before they can profit from formal reading. In addition, emergent literacy has been used to refer to a point of view about the importance of social interactions in literacy-rich environments for pre readers and to advocate for related social and educational...
Words: 1027 - Pages: 5
...To Teach Effective Writing, Model Effective Writing ORIGINALLY PUBLISHED: JUNE 10, 2014 | UPDATED: JULY 14, 2015 * ------------------------------------------------- 8.1KSHARES * ------------------------------------------------- * ------------------------------------------------- * ------------------------------------------------- * ------------------------------------------------- I strive to teach my high school students the value of criticism, especially when it comes to improving their writing. To do so, I model how criticism continues to help me become a better writer. Earlier this year, for example, I shared a draft of one of my education feature articles, which included detailed feedback from an editor at a prominent media company. I asked my classes for advice on how to address several edits, dealing with sources, transitions, terminology, and structure. A few days later, I directed my budding writers to the much-improved final draft. This easy but worthwhile activity helped more of my students feel comfortable receiving criticism, and not view it as an affront. As a result, they improved their writing by taking the time and care to consider and respond to reader insight. I want my students to feel secure in the knowledge that nobody is beyond criticism (even their teacher), and that the bigger challenge is developing the good sense to acknowledge and successfully respond to feedback. Along those lines, I also offer the suggestions below...
Words: 10753 - Pages: 44
...This paper will discuss developmentally appropriate methodologies in teaching language and literacy to young children across a developmental curriculum. Also to be discussed will be the aspects/knowledge of language, language diversity and Theoretical Perspectives. There is now evidence that it is never too early to teach a child. Through research it has been discovered that the infant even before he/she is born can hear sound and as we know that is how we acquire language, by hearing spoken words. According to Otto (2010), language development begins when language speakers assume that an infant is a participating partner in conversational settings, even though it is months before the child is able to begin using conventional words. In an article written by Dr. Carmelita Lomeo-Smrtic,Ph.D, she wrote that “Teaching children to become literate members of society is a daunting task, often relegated to the elementary teacher. However, research on teaching children to become literate suggests that this process must begin well before kindergarten. Research suggests that children are primed for learning language in utero. Also from the Otto text, “research on children’s perception of speech and the development of the auditory system in utero has determined that the fetus can perceive sounds beginning with the 25th week of gestation and at the 35th week a fetus’s hearing acuity is at a level similar to an adult’s (2010). Knowing all...
Words: 2836 - Pages: 12
...Contemporary Educational Psychology 25, 54–67 (2000) doi:10.1006/ceps.1999.1020, available online at http://www.idealibrary.com on Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions Richard M. Ryan and Edward L. Deci University of Rochester Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. © 2000 Academic Press To be motivated means to be moved to do something. A person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas someone who is energized or activated toward an end is considered motivated. Most everyone who works or plays with others is, accordingly, concerned with motivation, facing the question of how much motivation those others, or oneself, has for a task, and practitioners of all types face the perennial task of fostering more versus less motivation in those around...
Words: 6057 - Pages: 25
...Self Evaluation of Values and Experience gained from undertaking this assignment Business strategists help a company's senior leadership improve internal processes in operating activities. They also review external factors, such as economic trends and demand levels, to determine potential sales of a product or service. Work Activities A business strategist develops data, prepares planning documents, researches assigned problems, and recommends appropriate solutions to senior management. He or she also gathers information on competitors' products and services, collects and reviews demographic data on potential customers and measures the effectiveness of marketing strategies in the short and long term. Tools, Technologies and Skill Set According to the career information experts, a business strategist uses desktop computers, analytical or scientific software and project management software when performing duties. She or he also must have good communication skills and effective decision-making aptitude. Introduction: Professional development plan is not a new concept, but it is becoming increasingly important. The continuing pace of change in materials science and engineering means that what we learned in our initial training courses soon becomes dated and irrelevant. It has been estimated that the half-life of technical knowledge is about seven years. Furthermore, the amount of knowledge - and the amount of information - continues to increase. Materials science and...
Words: 3030 - Pages: 13
...Motivation 5 How to Induce Learning Goal Orientation? 6 A Distinct Pattern in Chinese Society? 8 A Developmental Pattern of Goal Orientation 9 More about Performance Goal Orientation 10 Method 11 Results 13 Discussion 15 Summary and Implication 20 Limitations and Further Research 21 References 23 Appendix A 28 Appendix B 29 Appendix C 30 Appendix D 31 Appendix E 32 Appendix F 33 Abstract The study of goal orientation is usually conducted in Western society. In attempt to extend theories related to goal orientation and Yu’s (1996) study on cultural difference in motivation to Chinese work domain, in this research, 75 working people from Mainland China were invited to complete a set of questionnaires on goal orientation, work climate, task complexity, work experience and marriage status. The relationships among these variables were examined. Contrary to hypotheses, learning goal orientation positively correlated with autonomous work climate but did not correlate significantly with task complexity. Work climate had no effect on participants’ performance approach goal orientation but task complexity was found to be positively correlated with it. Contrary to previous findings in Chinese education domain, the correlation between learning and performance goal orientation was insignificant, indicating a western-like pattern. A developmental transition in goal orientation in Chinese society was not found in this study. The combined results suggested factors...
Words: 6801 - Pages: 28
...84% TITLE PAGE NAME: MARETHA VAN WYK STUDENT NO: 3292-907-2 COURSE: PSY4988 ASSIGNMENT: 01 DATE: 15 May 2014 CONTENTS Page 1. INTRODUCTION………………………………………………………… 4 2. PLANNING PHASE……………………………………………………… 5 1. Specifying the aim of the measure……………………………. 5 2. Defining the content of the measure…….……………………. 5 3. Developing the test plan (specifications)…………………….. 5 3. ITEM WRITING………………………………………………………….. 7 1. Writing the items……………………………………………… 7 2. Reviewing the items…………………………………………….. 7 4. ASSEMBLING and PRE-TESTING the EXPERIMENTAL VERSION of the MEASURE… 1. Arranging the items…………………………………………….. 7 2. Finalising the length………………………………………….… 7 3. Answer protocols……………………………………………… 8 4. Developing administration instructions…………………….. 8 5. Pre-testing the experimental version of the measure……………….. 9 5. ITEM ANALYSIS PHASE…………………………………………………………….. 9 1. Determining item difficulty (p)………………………………………………. 9 2. Determining discriminating power………………………………………….. 10 3. Preliminary investigation into item bias………………………................... 11 6. REVISING AND STANDARDISING THE FINAL VERSION OF THE MEASURE…… 12 1. Revising the items and test…………………………………………………. 12 2. Selecting items for the final version………………………………………... 12 3. Refining administration instructions and scoring procedures…................. 12 4....
Words: 4418 - Pages: 18
...understood Introduction The most basic definition of a specific learning disorder/disability according to Gould (2005) cited in Rörich (2008) is when a learner has an average to above average intelligence, with normal vision and hearing, and receives the same teaching experiences as other learners his age. He, however, underachieves. He is unable to keep up with his peers and generally cannot cope with the demands of the school (pp16). Margari (2013) defines SLD’s as that which are characterizations of academic functioning that are below the level that would be expected given their age, Intelligent Quotient and grade level in school, and interfere significantly with academic performances or daily life activities that require reading, writing or calculation skills. The gist of it, is that specific learning disorders are neurodevelopmental/cognitive disorders that Hulme and Snowling (2009,pp22) define as “typically characterized by slow rates of development, either in specific domain (specific learning disabilities such as dyslexia or mathematics disorder) or more generally across many domains (general learning difficulties or mental retardation). Finally, Rorich (2008, pp16) explains that the South African contexts defines these, as barriers to learning or learning disabilities in which then a "Specific learning...
Words: 5077 - Pages: 21
...Gifted Education International 1993 Vol. 9, pp. 68-77 © 1993 A B Academic Publishers C. June Maker, The University of Arizona, USA creativity, intelligence, and problem solving: a defmition and design for cross-cultural research and measurement related to giftedness Abstract A new definition of giftedness is proposed based on a review of the constructs of intelligence, creativity, and problem solving. A research design employed in a series of studi~s of giftedness in children and adults is presented, along w1th a summary of important results. Finally, implications of the design for both research and practice are outlined. Intelligence A central concept in many theories and definitions of intelligence is solving problems or adaptation to one's environment. Although the phrase "problem solving" is not always found, the concept of "adaptation" or "ability to adapt", a central concept in many definitions (Binet & Simon, 1909 (cited in Terman, 1916); Boynton, 1933; Colvin, 1921; French, 1962; Piaget, 1981; Pintner, 1921; Stern, 1914; Wechsler, 1941 ), implies that individuals encounter situations (problems) to which they must devise ways of reacting. Thus, they are solving problems. Later theorists and researchers revised these general concepts of "adaptation" by adding the idea of adapting to the cultural as well as the biological environment (Laboratory of Comparative Human Cognition, 1982_; Goodnow, 1976; Charlesworth, 1976; Olson, 1976; Ne1sser...
Words: 9926 - Pages: 40
...GLA Factors affecting SLA success Topic 4: Factors affecting L2 learning Conceptual objective: the students will be able to enumerate those factors connected to L2 learning success Procedural objective: the students will explore those factors that have promoted their success as language learners, making a chart and comparing it with other people Attitudinal objective: the students will develop a critical attitude towards the causal correlations between factors and learning success Attitudinal objective: the students will realize the need for further research A. Internal/ Individual B. External a. 1. Age 2. Aptitude 3. Motivation and Attitude 4. Personality 5. Cognitive Style 6. Hemisphere specialisation 7. Learning Strategies 1. Learning and Teaching Contexts 2.Teaching a second language: Effects 2.1. Input and interaction: How these elements affect learning A.1. AGE AND L2 LEARNING • Effects of age on RATE of second language learning ΚAdults are superior to children in rate of acquisition ΚOlder children learn more rapidly than younger children ΚWith regards to morphology and syntax, the adolescents do best, followed by the adults and then the children ΚGrammar differences diminish over time, and children begin to catch up, but adults outperform children in the short term Κ Where pronunciation is concerned, adults do not always progress more rapidly than children do Thus: adults learn faster than children, and this is more applicable to grammar than pronunciation, although...
Words: 4848 - Pages: 20
...difference between performance management and performance appraisal Identify the necessary characteristics of accurate performance management tools List and briefly discuss the purposes for performance appraisals Identify and briefly discuss the options for “what” is evaluated in a performance appraisal Briefly discuss the commonly used performance measurement methods and forms Identify and briefly discuss available options for the rater/evaluator Briefly discuss the value and the drawbacks of a 360° evaluation Identify some of the common problems with the performance appraisal process Identify the major steps we can take to avoid problems with the appraisal process Briefly discuss the differences between evaluative performance reviews and developmental performance reviews Define the following terms: Performance management Performance appraisal Motivation Traits Behaviors Results Critical incidents method Management by Objectives (MBO) method Narrative method or form Graphic rating scale form Behaviorally Anchored Rating Scale (BARS) form Ranking method 360° evaluation Bias Stereotyping Electronic Performance Monitoring (EPM) Chapter 8 Outline Performance Management Systems Performance Management Versus Performance Appraisal The Performance Appraisal Process Accurate Performance Measures Why Do We Conduct Performance Appraisals? Communicating Decision Making (Evaluating) Motivating (Developing) Evaluating and Motivating (Development) What Do We Assess? Trait Appraisals Behavioral...
Words: 24217 - Pages: 97
...Comprehensive Analysis Case Study Cheryl M. Todd PSY7220 Capella University Abstract This comprehensive case analysis will follow Gwen Cohen-Green through the following three stages of development: early childhood, middle childhood, and early adolescence. Within each of the three stages I will identify Gwen’s social and emotional development, theories pertaining to her development, validation, and predominate factors. A complete analysis and synthesis will support the findings, and recommendations will be given to support her. Table of Contents Introduction Case Study: Early Childhood Case Study: Middle Childhood Cased Study: Early Adolescence Analysis and Synthesis Recommendations Conclusion References 1 1-5 5-10 10-15 15-16 16-17 17 18-20 Comprehensive Analysis Case Study Introduction This study will identify the child I have chosen for my case study project and follow her through each of the following stages: early childhood, middle childhood and early adolescence. Secondly, the study will include an analysis and synthesis of developmental domains and of environmental and influential factors and finally, the study will make recommendations for optimal development. Early Childhood: Case Study Gwen Cohen-Green is an only child that lives with both her mom and dad in a suburban setting. Mom and dad both work long hours with mom being the primary parent to attend conferences as well as being the disciplinarian. Gwen’s parents are...
Words: 5451 - Pages: 22
...PUEBLO COMMUNITY COLLEGE NURSING NUR 211 Psychiatric-Mental Health Nursing Supplemental Learning Guide Course Objectives * Relate the minimum requirements for the course. * Illustrate the use of competencies for learning. * Formulate own needs and responsibilities relative to meeting course competencies. * Relate course/clinical assignments and evaluation * Distinguish how the major concepts (see Nursing Student Handbook) of the program are affected by the variety of conditions and diseases within this course for all age groups. Outline A. Orientation to course 1. Course descriptions 2. Course outcomes/competencies 3. Textbooks B. Course Requirements 1. Student assignments and responsibilities 2. Minimum level of achievement 3. Evaluation tools C. Course/ Clinical Assignments and Evaluation D. Major Concepts 1. Caring 2. Clinical judgment, clinical reasoning, and nursing judgment 3. Clinical microsystem 4. Collaboration 5. Critical thinking 6. Cultural competence and Diversity 7. Ethics 8. Evidence-based care 9. Healthcare environment 10. Human flourishing 11. Informatics and Information management 12. Integrity 13. Knowledge, skills, and attitudes 14. Leadership 15. Nursing and Nursing Process 16. Nursing-sensitive indicators 17. Patient and Patient-centered care 18. Personal and Professional development 19. Professional identity ...
Words: 13462 - Pages: 54
...The effects of music on children and young people. 1. The effect of music on IQ Campabello, Nicolette; De Carlo, Mary Jane; O'Neil, Jean; Vacek, Mary Jill Music Enhances Learning. Dissertations/Theses; Tests/Questionnaires. 2002 An action research project implemented musical strategies to affect and enhance student recall and memory. The target population was three suburban elementary schools near a major midwestern city: (1) a kindergarten classroom contained 32-38 students; (2) a second grade classroom contained 23 students and five Individualized Education Program (IEP) students; and (3) a fifth grade classroom. Students exhibited difficulty recalling facts and information in a variety of subject areas evidenced through an inability to gain mastery of grade level skill areas. Research suggests that young students have difficulty understanding concepts and lack the ability and desire to learn. A successful program needs to be developed to teach these concepts. A review of solution strategies suggests that the following musical techniques proved to be helpful for increasing student recall because the songs helped with phonemic training, mnemonics, setting desired skills to familiar tunes, and linking connection to cultural themes. Research has shown that preschool children taught with an early exposure to music through games and songs showed an IQ advantage of 10 to 20 points over those children taught without exposure to the songs. In the same study, students at age...
Words: 7591 - Pages: 31
